envision math curriculum map canyons...

Canyons School District elementary literacy maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning

ENVISION MATH CURRICULUM MAP CANYONS SCHOOL DISTRICT

2014ndash 2015 Curriculum Mapping Purpose Canyons School Districtrsquos curriculum math maps are standards-based maps driven by the Utah Core State Standards and implemented using Pearson enVisionMATH copy2011 with supplemental materials from Pearson enVisionMATH copy2012 to ensure alignment to the core standards Student achievement is increased when both teachers and students know where they are going why they are going there and what is required of them to get there Additional instructional days were intentionally built into the map to allow teachers to go into more depth on concepts Supporting resources for these additional days can be found in the General Information section

Curriculum Maps are a tool for

bull ALIGNMENT Provides support and coordination between concepts skills standards curriculum and assessments

bull COMMUNICATION Articulates expectations and learning goals for students bull PLANNING Focuses instruction and targets critical information bull COLLABORATION Promotes professionalism and fosters dialogue between colleagues about best

practices pertaining to sequencing unit emphasis and length integration and review strategies

bull SCAFFOLDED INSTRUCTION AND GROUPING STRUCTURES The organization of a scaffolded classroom includes whole group small group (eg teacher-led skill-based cooperative learning) partner and independent work where students are provided support towards mastery As students assume more responsibility for the learning gradual support is decreased in order to shift the responsibility for learning from the teacher to the students

TABLE OF CONTENTS

General Instructions for the Map page

CSD Academic Framework to Support Effective Instruction page

Evidence-Based Instructional Priorities Applied to Math page

Systematic Vocabulary Routine for Math page

Hessrsquo Cognitive Rigor Matrix page

Utah SAGE Elementary Mathematics Blueprints page

Utah Core Math Standards at a Glance page

The Utah Core Standards for Mathematical Practice page

Utah Core State Standards for Mathematics page

I-CANyons Report Card page

I-CANyons Report Card Standards page

Year at Glance page

CSD Math Block page

CSD Lesson Plan for Math page

Scope and Sequence (Map) page

Canyons School District elementary math maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning


General Information Pacing This curriculum map provides guidance for intertwining the Utah Core Math Standards and the enVision curriculum Following the map will allow students to access all core standards by the end of the year To support studentsrsquo mastery of the standards targeted standards have been identified for each domain Attending to these targeted standards will allow teachers to focus instruction for the given topic and better assess studentsrsquo understanding of each standard This yearrsquos map include guidance for using the 2011 enVision materials which align with the teacher and student materials as well as 2012 enVision digital lessons that are needed as a supplement to teach the standards not adequately represented in enVision 2011 The enVision 2012 resources can be accessed using teacher CFA accounts These materials may be used in place of the 2011 materials Intentional Planning For each domain the map specifies both procedural checks and application tasks These tasks represent what students should know and be able to do after instruction Understanding these tasks will assist with designing instruction around targeted standards and critical areas

bull Procedural Check The purpose of the procedural check is to identify if students have the basic procedural understanding of the mathematical concept being highlighted

bull Application Task The purpose of the application task is to assess student ability to understand and apply the skill with a heightened level of depth and complexity

Critical Areas for Conceptual Understanding In addition to targeted standards critical areas have been identified and are highlighted in blue within the scope and sequence of the map Students are expected to demonstrate a conceptual understanding of these critical areas in order to be prepared for future grades Additional instructional days have been scheduled into the scope and sequence to provide additional time for increasing conceptual understanding of the standards Conceptual understanding requires a focus of depth and complexity beyond the enVision lessons The following resources may be useful for extending instruction to address depth of knowledge demands of the standards


Online Illustrative Mathematics Mathematical tasks aligned to the standards httpswwwillustrativemathematicsorg Inside Mathematics More mathematical tasks aligned to the standards httpwwwinsidemathematicsorgindexphptools-for-teachers National Library of Virtual Manipulatives NLVM Virtual manipulatives that support conceptual understanding httpnlvmusuedu Illuminations Lessons interactives and web links to support math instruction httpilluminationsnctmorg Print Resources Elementary and Middle School Mathematics Teaching Developmentally by John A Van De Walle Investigations in Number Data and Space (2004) (1998)

Common Core Lessons (CC) Certain topics will require the use of Common Core Lessons These lessons are available digitally and can be accessed through the enVisionMath 2011 ldquoTeacher Resourcesrdquo link Then click on ldquoTransitioning to Common Core with enVisionMATHrdquo The lessons can also be accessed within enVisionMATH 2012 under the same title Assessment Topic assessments are available digitally in the SuccessNet CFA accounts The 2012 enVisionMath topic tests directly align to the scope and sequence outlined in the map Additional assessments are available in both the 2011 and 2012 editions of enVisionMATH For example at the end of every topic there is a skill-based check and performance task that will assess studentsrsquo procedural and conceptual understanding of the given topic


Focused Review It is critical to provide an ongoing review of previously taught concepts and skills Teacher-directed interactive reviews daily are ideal to assess student learning and inform instruction Spiral reviews from enVisionMATH 2012 may be used to provide a cumulative review The math block allocates 10-15 minutes for a daily focused review Common Formative Assessment (CFA) The CFArsquos are an informational assessment for you as a teacher These assessments were designed to assess all depth of knowledge (DOK) levels and mastery of Utah Core Standards They are one form of assessment and the data can be used during Instructional Problem Solving Team discussions to problem solve and inform instruction CFAs are mandatory and should be completed within the given frame of time outlined in the curriculum map with the exception of the final CFA Homework The struggle to develop new concepts should occur while the teacher is available to support and scaffold the learning and correct studentsrsquo errors in thinking Work that is sent home for students to complete should consist of concepts that have already been taught in class been practiced and the student can already do independently Math homework should be used to build automaticity of skills already acquired and not for development of new skills without instruction Practicing concepts incorrectly at home can reinforce errors in thinking and cause frustration for students and families Practicing the skill to automaticity with homework assignments is appropriate after students have acquired the skill Reflex Math is available for students in grades 2-5 and can be accessed at home as well as at school Reflex Math helps students develop fluency with their basic facts in addition subtraction multiplication and division and could be assigned as homework to support studentsrsquo automaticity Online Supports for Unpacking the Core For additional information about teaching math standards please visit the following websites

USOE Curriculum Guides httpcsdmathematicsweeblycomusoe-elementary-curriculum-guideshtml North Carolina httpwwwncpublicschoolsorgacrestandardscommon-core-toolsunpacking Howard County Public Schools httpsgrade4commoncoremathwikispaceshcpssorg (Change grade number to match yoursmdash grade_commoncoremathwikispaceshcpssorg)


DelwaremdashUnder assessment examples httpwwwdoek12deusaabMathematicsassessment_toolsshtml EngageNYmdashMathematics Modules--httpwwwengagenyorgmathematics

Response to Intervention (RtI) Multi-Tiered System of Supports (MTSS) for Academics and Behavior Response to Intervention (RtI) Multi-Tiered System of Supports (MTSS) for Academics and Behavior Response to Intervention (RtI) Multi-Tiered System of Supports (MTSS) for Academics and Behavior Response to Intervention (RtI) Multi-Tiered System of Supports (MTSS) for Academics and Behavior Response to InterventionMuti-Tiered System of Support

(1) providing high quality core instruction (and intervention) matched to studentsrsquo needs

(2) using data over time (ie rate of learning level of performance fidelity of implementation)

(3) to make important educational decisions

CSD Student Achievement

Principles

bull ALL CSD students and educators are part of ONE proactive educational system

bull Evidence-based instruction and interventions are aligned with rigorous content standards

bull Data are used to guide instructional decisions align curriculum horizontally and vertically and allocate resources

bull CSD educators use instructionally relevant assessments that are reliable and valid

bull CSD educators problem solve collaboratively to meet student needsCSD Student

Achievement Principles

bull Quality professional development supports effective instruction for ALL studentsbull Leadership at all levels is vitalbull Quality professional development supports effective instruction for ALL studentsbull Leadership at all levels is vitalbull Quality professional development supports effective instruction for ALL studentsbull Leadership at all levels is vital

Core Expectations for ALL teachers in the Classrooms and Common AreasCore Expectations for ALL teachers in the Classrooms and Common AreasCore Expectations for ALL teachers in the Classrooms and Common AreasCore Expectations for ALL teachers in the Classrooms and Common AreasCore Expectations for ALL teachers in the Classrooms and Common AreasCore Expectations for ALL teachers in the Classrooms and Common Areas

Standards for Instruction

Standards clarify what we want students to be able to learn and

do

Evidence-Based Instructional Priorities

Evidence-based techniques increase student achievement

and engagement

Time Allocation for Instruction

Maintain a school culture in which instructional time is a

highly valued resource

Teacher Learning Data

Teacher learning and professional growth are

continuously fostered through public practice and feedback

Student PerformanceData

Student academic and behavioral performance is

assessed using a variety of reliable and valid methods

Collaborative Problem Solving for Instructional Improvement

Consistent use of Canyonsrsquo Problem-Solving Protocolidentify analyze plan and

evaluateInstructional content aligned with the Utah Core Standards

Standards-based instruction and reporting

Curriculum maps with common pacing guides

Scientifically research-based programs

National Educational Technology Standards (NETS)

World-Class Instructional Design and Assessment (WIDA)

Schoolwide Positive Behavioral Interventions and Supports (PBIS)

Classroom Positive Behavioral Interventions and Supports (PBIS)

Explicit Instruction (I We Yarsquoll You)

Systematic vocabulary development

Acquisition Automaticity Application (AAA)

Scaffolded Instruction amp Grouping (SIG) structures

Maximizing Opportunities to Respond (OTR)

Feedback cycle

Master schedule allocates adequate time for student learning and growth

Classroom instructional time is maximized and aligned with the standards every day of the school year including appropriate pacing to ensure rigor and student understanding

Ensure scheduling for intervention and skill-based instruction including English Language Development (ELD) and Special Education services

Learning walkthroughs

Coaching cycles with achievement coach new teacher coach andor peer coaches

Instructional Problem Solving Teams (IPSTs)

Lesson study

Video analysis

Annual goal setting and documentation of progress toward goals

Formalized protocols and checklists to monitor and evaluate implementation

Formative assessment practices including

bullUniversal benchmarking and screeningbullProgress monitoringbullCommon Formative Assessments (CFAs)bullRubrics and objective trackers

Summative assessment practices including

bullStudent Learning Objectives (SLOs) bullStudent Assessment of Growth and Excellence (SAGE)bullCollege- and career-readiness assessments (eg ACT)

Early warning system for identification of risk (academic behavior and attendance)

Timely and consistent review of relevant data by teams (eg BLT IPST)

bullEvaluate effectiveness of instruction for all groups of students using valid and reliable data and additional assessment if neededbullDetermine needs for supplemental and intensive instruction

On-going targeted professional development with coaching supportsOn-going targeted professional development with coaching supportsOn-going targeted professional development with coaching supportsOn-going targeted professional development with coaching supportsOn-going targeted professional development with coaching supportsOn-going targeted professional development with coaching supports

Canyons School District Academic Framework to Support Effective Instruction

June 2014 - V60


Applied to Math Instruction

Explicit Instruction I Do - We Do - Yrsquoall Do - You Do Model - Guide Practice ndash Partner - Independent Systematic Focused on critical content Vocabulary routine Skills strategies and concepts are sequenced

logically Break down complex skills Lessons are organized and focused Instructional routines are used Examples and non-examples Step-by-step demonstrations C-R-A Model

Relentless Adequate initial practice

NOTE Students who struggle may require 10-30 more times as many practice opportunities than their peers

Distributed practice--frequent exposure to contentskill over time

Daily focused review Daily focus on number sense and problem solving Teach to mastery Cumulative review periodically

Engaging Classroom Positive Behavioral Interventions and

Supports (PBIS) Feedback Cycle Scaffolded Instruction amp Grouping Structures Acquisition Automaticity Application (AAA) Maximizing Opportunities to Respond (OTR) Create various contexts for problem solving that

students can relate to Pacing

Increasing Opportunities to Respond Saying Writing Doing

Systematic Vocabulary Instruction Routine

Choral Responses give think time use a signal for response repeat if all

students donrsquot respond

Partner Sharing Look-Lean-Whisper Think-Pair-Share Study-Tell-Help-Check

Individual Responses give wait time individual shares after partner discussion Cold Call random calling pattern

Math Journals Quick Writes vocabulary practice draw visuals of math concepts

Individual White Boards use a signal for displaying establish a routine provide feedback

Manipulatives establish a routine explain expectations all students interact with materials provide visual bridge to concept

Response Cards redgreen yesno oddeven +- ltgt= etc

Action Responses thumbs updown modeling operations angles or other math concepts act it out hand signals

Introduce the word bull Teacher says the word and posts the word bull All students repeat the word bull Teacher gives a child-friendly definition bull All students repeat the definition (with teacher guidance) bull Repeat above steps as necessary

Demonstrate bull Provide an example bull Provide a non-example bull Repeat above steps as necessary

Apply bull Students turn to a partner and use the word in a sentence bull Teacher shares a sentence using the word

Vocabulary Cards Grade-level vocabulary cards available on the CSD math website utilized during instruction and posted on Word Wall

Feedback Cycle Scaffolded instruction and Grouping Acquisition ndash Automaticity ndash Application Classroom PBIS Corrective and Affirmative Timely and Frequent Specific and Reinforcing

Whole group Small groups Partners Fluid and flexible Skill-Based Small Group Instruction for

identified skill gaps or extension

Learn (acquire) the skill Build the skill to automaticity Attend to fluency standards in the core Apply the skill

Forming clear behavior expectations Explicitly teaching expectations to

students Reinforcing expectations with students Correcting of problem behaviors in a

systematic manner

System

atic Vocabulary R

outine- Math

Acquisition

Introduction Phase 1

Teacher writessays the w

ord 2

Students repeat the word

3 M

ultisyllabic breakdown

4

Teacher gives a student friendly definition incorporating synonym

s as appropriate

5 Students restate definition w

ith teacher guidance

6

Teacher identifies any prefixes suffixes baseroot w

ords origin etc

TeacherStudent Responsibilities

T The word is polygon W

hat word

S polygon T Letrsquos claptap ldquopolygonrdquo into syllables T amp

S ldquopolrdquo ldquoyrdquo ldquogonrdquo T H

ow m

any syllables S 3 syllables T A

closed plane figure with three or m

ore sides that is m

ade up of line segments that do not cross

T amp S A


ore sides that is m

ade up of line segments that do not cross is

called a ______________________ T The prefix ldquopolyrdquo m

eans much or m

any So a polygon has not just one side but m

any sides

Building Automaticity

Dem

onstration Phase 7

Illustrate with exam

plesnon-exam

ples a)

Concrete exam

ples (realia) b)

Visual representationsmdash

video pictures diagram

s etc c)

Physical gesture d)

Verbal Exam

ples e)

Sentence Frames (ex If I had to

survive cold weather I w

ould need __________________

8 Check for studentsrsquo understanding by

discerning between exam

ples and non-exam

ples (repeat as necessary)

T Look at the figures on this picture This figure is a polygon because it is closed figure it is m

ade of line segm

ents that do not cross These figures are not polygons because they have curved lines they are open and som

e have crossed lines T (Exam

ple) Draw

a polygon on the board Ones tell

your partner if this is a polygon and explain why or

why not

S1 The figure is a polygon because it has line segm

ents that are closed and they do not cross T (N

on-example) D

raw a figure that is not a polygon

on the board Twos tell your partner if this is a polygon

and explain why or w

hy not S2 The figure is not a polygon because it is m

ade of curved lines and it is also not closed

Application

Application Phase

9 Deepen studentsrsquo understanding by

applying the word in a new

context a)

Teacher asks a deep processing question

b) Students respond via a quick w

rite andor orally with a partner

or in a small group or w

hole group setting

bull Students use the w

ord in a sentence The sentence m

ust be at least five words long

bull N

umber 2rsquos w

ill say the sentence while num

ber 1rsquos count the w

ords in the sentence and makes

sure the sentence is a true statement They

switch and follow

the same procedure

13

Hessrsquo Cognitive Rigor Matrix amp Curricular Examples Applying Webbrsquos Depth-of-Knowledge Levels to Bloomrsquos Cognitive Process Dimensions ndash MathScience

copy 2009 Karin Hess permission to reproduce is given when authorship is fully cited khessncieaorg

Revised Bloomrsquos Taxonomy

Webbrsquos DOK Level 1 Recall amp Reproduction

Webbrsquos DOK Level 2 Skills amp Concepts

Webbrsquos DOK Level 3 Strategic Thinking Reasoning

Webbrsquos DOK Level 4 Extended Thinking

Remember Retrieve knowledge from long-term memory recognize recall locate identify

o Recall observe amp recognize facts principles properties

o Recall identify conversions among representations or numbers (eg customary and metric measures)

Understand Construct meaning clarify paraphrase represent translate illustrate give examples classify categorize summarize generalize infer a logical conclusion (such as from examples given) predict comparecontrast match like ideas explain construct models

o Evaluate an expression o Locate points on a grid or

number on number line o Solve a one-step problem o Represent math relationships in

words pictures or symbols o Read write compare decimals

in scientific notation

o Specify and explain relationships (eg non-examplesexamples cause-effect)

o Make and record observations o Explain steps followed o Summarize results or concepts o Make basic inferences or logical

predictions from dataobservations o Use models diagrams to represent

or explain mathematical concepts o Make and explain estimates

o Use concepts to solve non-routine problems

o Explain generalize or connect ideas using supporting evidence

o Make and justify conjectures o Explain thinking when more than

one response is possible o Explain phenomena in terms of

concepts

o Relate mathematical or scientific concepts to other content areas other domains or other concepts

o Develop generalizations of the results obtained and the strategies used (from investigation or readings) and apply them to new problem situations

Apply Carry out or use a procedure in a given situation carry out (apply to a familiar task) or use (apply) to an unfamiliar task

o Follow simple procedures (recipe-type directions)

o Calculate measure apply a rule (eg rounding)

o Apply algorithm or formula (eg area perimeter)

o Solve linear equations o Make conversions among

representations or numbers or within and between customary and metric measures

o Select a procedure according to criteria and perform it

o Solve routine problem applying multiple concepts or decision points

o Retrieve information from a table graph or figure and use it solve a problem requiring multiple steps

o Translate between tables graphs words and symbolic notations (eg graph data from a table)

o Construct models given criteria

o Design investigation for a specific purpose or research question

o Conduct a designed investigation o Use concepts to solve non-routine

problems o Use amp show reasoning planning

and evidence o Translate between problem amp

symbolic notation when not a direct translation

o Select or devise approach among many alternatives to solve a problem

o Conduct a project that specifies a problem identifies solution paths solves the problem and reports results

Analyze Break into constituent parts determine how parts relate differentiate between relevant-irrelevant distinguish focus select organize outline find coherence deconstruct

o Retrieve information from a table or graph to answer a question

o Identify whether specific information is contained in graphic representations (eg table graph T-chart diagram)

o Identify a patterntrend

o Categorize classify materials data figures based on characteristics

o Organize or order data o Compare contrast figures or data o Select appropriate graph and

organize amp display data o Interpret data from a simple graph o Extend a pattern

o Compare information within or across data sets or texts

o Analyze and draw conclusions from data citing evidence

o Generalize a pattern o Interpret data from complex graph o Analyze similaritiesdifferences

between procedures or solutions

o Analyze multiple sources of evidence

o analyze complexabstract themes

o Gather analyze and evaluate information

Evaluate Make judgments based on criteria check detect inconsistencies or fallacies judge critique

o Cite evidence and develop a logical argument for concepts or solutions

o Describe compare and contrast solution methods

o Verify reasonableness of results

o Gather analyze amp evaluate information to draw conclusions

o Apply understanding in a novel way provide argument or justification for the application

Create Reorganize elements into new patternsstructures generate hypothesize design plan construct produce

o Brainstorm ideas concepts or perspectives related to a topic

o Generate conjectures or hypotheses based on observations or prior knowledge and experience

o Synthesize information within one data set source or text

o Formulate an original problem given a situation

o Develop a scientificmathematical model for a complex situation

o Synthesize information across multiple sources or texts

o Design a mathematical model to inform and solve a practical or abstract situation

Reporting Category Min Max Reporting Category Min MaxOperations and Algebraic

Thinking (OA) 29 38 Operations and Algebraic Thinking (OA) 18 22

Number and Operations in Base Ten (NBT) 18 22 Number and Operations in

Base Ten (NBT) 28 32

Number and Operations- Fractions (NF) 27 31 Number and Operations-

Fractions (NF) 28 32

Measurement and Data and Geometry (MDG) 18 22 Measurement and Data and

Geometry (MDG) 16 22

DOK 1 18 31 DOK 1 22 44DOK 2 38 58 DOK 2 44 58DOK 3 9 20 DOK 3 12 22


Thinking (OA) 16 20 Ratios and Proportional Relationships (RP) 28 32

Number and Operations in Base Ten (NBT) 30 36 The Number System (NS) 18 22

Number and Operations- Fractions (NF) 28 34 Expressions and Equations

(EE) 28 34

Measurement and Data and Geometry (MDG) 18 22 GeometryStatistics and

Probability (GSP) 16 20


Disclosure Depth of Knowledge (DOK) and Elements of Rigor are essential components of the Utah Mathematics Core Standards As such DOK and Elements of Rigor are integrated into the Student Assessment of Growth and Excellence (SAGE) assessment items All students will see a variety of

DOK and Elements of Rigor on the SAGE summative assessment For more information about DOK and Elements of Rigor please see httpwwwschoolsutahgovassessmentCriterion-Referenced-TestsMathaspx

Grade 450 Operational Items


Note The percentages shown represent target

aggregate values individual student

experiences will vary based on the adaptive

algorithm

Utah SAGE Elementary Mathematics Blueprints



Second Grade Overview

Operations and Algebraic Thinking (2OA) bull Represent and solve problems involving addition and

subtraction

bull Add and subtract within 20

bull Work with equal groups of objects to gain foundations for multiplication

Number and Operations in Base Ten (2NBT) bull Understand place value

bull Use place value understanding and properties of operations to add and subtract

Measurement and Data (2MD) bull Measure and estimate lengths in standard units

bull Relate addition and subtraction to length

bull Work with time and money

bull Represent and interpret data Geometry (2G) bull Reason with shapes and their attributes

Four Critical Areas

In Grade 2 instructional time should focus on four critical areas

o extending understanding of base-ten notation

o building fluency with addition and subtraction

o using standard units of measure and

o describing and analyzing shapes

Common Core Practice Standards Overarching habits of mind of a productive mathematical thinker

1 Make sense of problems and persevere in solving them 6 Attend to precision

Reasoning and explaining 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning

of others Modeling and using tools

4 Model with mathematics 5 Use appropriate tools strategically

Seeing structure and generalizing 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning

Second Grade Utah State Core Math Standards At-a-Glance

Common Core State Standards Initiative (2010) Common Core State Standards for Mathematics Washington DC National Governors Association Center for Best Practices and the Council of Chief State School Officers Created by Canyons School District


The Utah Core Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students These practices rest on important processes and proficiencies with longstanding importance in mathematics education

Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content

ldquoThe Standards for Mathematical Content are a balanced combination of procedure and understanding Expectations that begin with the word ldquounderstandrdquo are often especially good opportunities to connect the practices to the content Students who lack understanding of a topic may rely on procedures too heavily Without a flexible base from which to work they may be less likely to consider analogous problems represent problems coherently justify conclusions apply the mathematics to practical situations use technology mindfully to work with the mathematics explain the mathematics accurately to other students step back for an overview or deviate from a known procedure to find a shortcut In short a lack of understanding effectively prevents a student from engaging in the mathematical practicesrdquo (CCSS 2010)

1 Make sense of problems and persevere in solving them

2 Reason abstractly and quantitatively

3 Construct viable arguments and critique the reasoning of others

4 Model with mathematics

5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for and express regularity in repeated reasoning

1

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Grade 2 O

verview

Operations and Algebraic Thinking

Represent and solve problems involving

addition and subtractionAdd and subtract w

ithin 20W

ork with equal groups of objects to gain

foundations for multiplication

Num

ber and Operations in Base Ten

Understand place value

Use place value understanding and properties

of operations to add and subtractͻ

Measurem

ent and Data

Measure and estim

ate lengths in standard unitsRelate addition and subtraction to lengthW

ork with tim

e and money

Represent and interpret data

Geom

etry

Reason with shapes and their attributes

MATH

EMATICAL PRACTICES

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39

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS


2OA

Represent and solve problems involving addition and subtraction

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Add and subtract within 20

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ŽŽŶĞͲĚŝŐŝƚŶƵŵďĞƌƐ

Work w

ith equal groups of objects to gain foundations for multiplication

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ďĞƌŽĨŵĞŵ

ďĞƌƐĞŐďǇƉĂŝƌŝŶŐŽďũĞĐƚƐŽƌĐŽƵŶƟŶŐƚŚĞŵ

ďǇϮƐǁƌŝƚĞĂŶĞƋƵĂƟŽŶƚŽĞǆƉƌĞƐƐĂŶĞǀĞŶŶƵŵ

ͲďĞƌĂƐĂƐƵŵ

ŽĨƚǁŽĞƋƵĂůĂĚĚĞŶĚƐ

ϰhƐĞĂĚĚŝƟŽŶƚŽĮŶĚƚŚĞƚŽƚĂůŶƵŵ

ďĞƌŽĨŽďũĞĐƚƐĂƌƌĂŶŐĞĚŝŶƌĞĐƚĂŶŐƵůĂƌĂƌƌĂǇƐǁŝƚŚƵƉ

ƚŽϱƌŽǁƐĂŶĚƵƉƚŽϱĐŽůƵŵ

ŶƐǁƌŝƚĞĂŶĞƋƵĂƟŽŶƚŽĞǆƉƌĞƐƐƚŚĞƚŽƚĂůĂƐĂƐƵŵ

ŽĨĞƋƵĂůĂĚĚĞŶĚƐ

Num


2NBT


ϭhŶĚĞƌƐƚĂŶĚƚŚĂƚƚŚĞƚŚƌĞĞĚŝŐŝƚƐŽĨĂƚŚƌĞĞͲĚŝŐŝƚŶƵŵ

ďĞƌƌĞƉƌĞƐĞŶƚĂŵŽƵŶƚƐŽĨŚƵŶĚƌĞĚƐ

ƚĞŶƐĂŶĚŽŶĞƐĞŐϳϬϲĞƋƵĂůƐϳŚƵŶĚƌĞĚƐϬƚĞŶƐĂŶĚϲŽŶĞƐhŶĚĞƌƐƚĂŶĚƚŚĞĨŽůůŽǁ

ŝŶŐĂƐƐƉĞĐŝĂůĐĂƐĞƐ

ĂϭϬϬĐĂŶďĞƚŚŽƵŐŚƚŽĨĂƐĂďƵŶĚůĞŽĨƚĞŶƚĞŶƐͶ

ĐĂůůĞĚĂŚƵŶĚƌĞĚ

ďdŚĞŶƵŵ

ďĞƌƐϭϬϬϮϬϬϯϬϬϰϬϬϱϬϬϲϬϬϳϬϬϴϬϬϵϬϬƌĞĨĞƌƚŽŽŶĞƚǁŽƚŚƌĞĞĨŽƵƌ

ĮǀĞƐŝǆƐĞǀĞŶĞŝŐŚƚŽƌŶŝŶĞŚƵŶĚƌĞĚƐĂŶĚϬƚĞŶƐĂŶĚϬŽŶĞƐͿ

ϮŽƵŶƚǁ

ŝƚŚŝŶϭϬϬϬƐŬŝƉͲĐŽƵŶƚďǇϱƐϭϬƐĂŶĚϭϬϬƐ

ϯZĞĂĚĂŶĚǁ

ƌŝƚĞŶƵŵďĞƌƐƚŽϭϬϬϬƵƐŝŶŐďĂƐĞͲƚĞŶŶƵŵ

ĞƌĂůƐŶƵŵďĞƌŶĂŵ

ĞƐĂŶĚĞǆƉĂŶĚĞĚĨŽƌŵ

ϰŽŵ

ƉĂƌĞƚǁŽƚŚƌĞĞͲĚŝŐŝƚŶƵŵ

ďĞƌƐďĂƐĞĚŽŶŵĞĂŶŝŶŐƐŽĨƚŚĞŚƵŶĚƌĞĚƐƚĞŶƐĂŶĚŽŶĞƐĚŝŐͲ

ŝƚƐƵƐŝŶŐхсĂŶĚфƐǇŵďŽůƐƚŽƌĞĐŽƌĚƚŚĞƌĞƐƵůƚƐŽĨĐŽŵ

ƉĂƌŝƐŽŶƐ

Use place value understanding and properties of operations to add and subtract

ϱampůƵĞŶƚůǇĂĚĚĂŶĚƐƵďƚƌĂĐƚǁ

ŝƚŚŝŶϭϬϬƵƐŝŶŐƐƚƌĂƚĞŐŝĞƐďĂƐĞĚŽŶƉůĂĐĞǀĂůƵĞƉƌŽƉĞƌƟĞƐŽĨŽƉĞƌĂƟŽŶƐĂŶĚŽƌƚŚĞƌĞůĂƟŽŶƐŚŝƉďĞƚǁ

ĞĞŶĂĚĚŝƟŽŶĂŶĚƐƵďƚƌĂĐƟŽŶ

ϲĚĚƵƉƚŽĨŽƵƌƚǁ

ŽͲĚŝŐŝƚŶƵŵďĞƌƐƵƐŝŶŐƐƚƌĂƚĞŐŝĞƐďĂƐĞĚŽŶƉůĂĐĞǀĂůƵĞĂŶĚƉƌŽƉĞƌƟĞƐŽĨ

ŽƉĞƌĂƟŽŶƐ

ϳĚĚĂŶĚƐƵďƚƌĂĐƚǁ

ŝƚŚŝŶϭϬϬϬƵƐŝŶŐĐŽŶĐƌĞƚĞŵŽĚĞůƐŽƌĚƌĂǁ

ŝŶŐƐĂŶĚƐƚƌĂƚĞŐŝĞƐďĂƐĞĚŽŶƉůĂĐĞǀĂůƵĞƉƌŽƉĞƌƟĞƐŽĨŽƉĞƌĂƟŽŶƐĂŶĚŽƌƚŚĞƌĞůĂƟŽŶƐŚŝƉďĞƚǁ

ĞĞŶĂĚĚŝƟŽŶĂŶĚƐƵďͲƚƌĂĐƟŽŶƌĞůĂƚĞƚŚĞƐƚƌĂƚĞŐǇƚŽĂǁ

ƌŝƩĞŶŵĞƚŚŽĚh

ŶĚĞƌƐƚĂŶĚƚŚĂƚŝŶĂĚĚŝŶŐŽƌƐƵďƚƌĂĐƟŶŐƚŚƌĞĞͲĚŝŐŝƚŶƵŵ

ďĞƌƐŽŶĞĂĚĚƐŽƌƐƵďƚƌĂĐƚƐŚƵŶĚƌĞĚƐĂŶĚŚƵŶĚƌĞĚƐƚĞŶƐĂŶĚƚĞŶƐŽŶĞƐĂŶĚŽŶĞƐĂŶĚƐŽŵ

ĞƟŵĞƐŝƚŝƐŶĞĐĞƐƐĂƌǇƚŽĐŽŵ

ƉŽƐĞŽƌĚĞĐŽŵƉŽƐĞƚĞŶƐŽƌŚƵŶĚƌĞĚƐ

ϴDĞŶƚĂůůǇĂĚĚϭϬŽƌϭϬϬƚŽĂŐŝǀĞŶŶƵŵ

ďĞƌϭϬϬʹϵϬϬĂŶĚŵĞŶƚĂůůǇƐƵďƚƌĂĐƚϭϬŽƌϭϬϬĨƌŽŵ

ĂŐŝǀĞŶŶƵŵ

ďĞƌϭϬϬʹϵϬϬ

ϵǆƉůĂŝŶǁ

ŚǇĂĚĚŝƟŽŶĂŶĚƐƵďƚƌĂĐƟŽŶƐƚƌĂƚĞŐŝĞƐǁŽƌŬƵƐŝŶŐƉůĂĐĞǀĂůƵĞĂŶĚƚŚĞƉƌŽƉĞƌƟĞƐ

ŽĨŽƉĞƌĂƟŽŶƐ 10 8

^ĞĞůŽƐƐĂƌǇdĂďůĞϭ9

^ĞĞƐƚĂŶĚĂƌĚϭKϲĨŽƌĂůŝƐƚŽĨŵ

ĞŶƚĂůƐƚƌĂƚĞŐŝĞƐ10 ǆƉůĂŶĂƟŽŶƐŵ

ĂǇďĞƐƵƉƉŽƌƚĞĚďǇĚƌĂǁŝŶŐƐŽƌŽďũĞĐƚƐ

Throndsen Jennifer
6
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
40

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Measurem

ent and Data

2MD

Measure and estim

ate lengths in standard unitsϭ

DĞĂƐƵƌĞƚŚĞůĞŶŐƚŚŽĨĂŶŽďũĞĐƚďǇƐĞůĞĐƟŶŐĂŶĚƵƐŝŶŐĂƉƉƌŽƉƌŝĂƚĞƚŽŽůƐƐƵĐŚĂƐ

ƌƵůĞƌƐǇĂƌĚƐƟĐŬƐŵĞƚĞƌƐƟĐŬƐĂŶĚŵ

ĞĂƐƵƌŝŶŐƚĂƉĞƐ

ϮDĞĂƐƵƌĞƚŚĞůĞŶŐƚŚŽĨĂŶŽďũĞĐƚƚǁ

ŝĐĞƵƐŝŶŐůĞŶŐƚŚƵŶŝƚƐŽĨĚŝīĞƌĞŶƚůĞŶŐƚŚƐĨŽƌƚŚĞƚǁ

ŽŵĞĂƐƵƌĞŵ

ĞŶƚƐĚĞƐĐƌŝďĞŚŽǁƚŚĞƚǁ

ŽŵĞĂƐƵƌĞŵ

ĞŶƚƐƌĞůĂƚĞƚŽƚŚĞƐŝǌĞŽĨƚŚĞƵŶŝƚĐŚŽƐĞŶ

ϯƐƟŵ

ĂƚĞůĞŶŐƚŚƐƵƐŝŶŐƵŶŝƚƐŽĨŝŶĐŚĞƐĨĞĞƚĐĞŶƟŵĞƚĞƌƐĂŶĚŵ

ĞƚĞƌƐ

ϰDĞĂƐƵƌĞƚŽĚĞƚĞƌŵ

ŝŶĞŚŽǁŵ

ƵĐŚůŽŶŐĞƌŽŶĞŽďũĞĐƚŝƐƚŚĂŶĂŶŽƚŚĞƌĞǆƉƌĞƐƐŝŶŐƚŚĞůĞŶŐƚŚĚŝīĞƌĞŶĐĞŝŶƚĞƌŵ

ƐŽĨĂƐƚĂŶĚĂƌĚůĞŶŐƚŚƵŶŝƚ

Relate addition and subtraction to lengthϱ

hƐĞĂĚĚŝƟŽŶĂŶĚƐƵďƚƌĂĐƟŽŶǁ

ŝƚŚŝŶϭϬϬƚŽƐŽůǀĞǁŽƌĚƉƌŽďůĞŵ

ƐŝŶǀŽůǀŝŶŐůĞŶŐƚŚƐƚŚĂƚĂƌĞŐŝǀĞŶŝŶƚŚĞƐĂŵ

ĞƵŶŝƚƐĞŐďǇƵƐŝŶŐĚƌĂǁŝŶŐƐƐƵĐŚĂƐĚƌĂǁ

ŝŶŐƐŽĨƌƵůĞƌƐͿĂŶĚĞƋƵĂƟŽŶƐǁ

ŝƚŚĂƐǇŵďŽůĨŽƌƚŚĞƵŶŬŶŽǁ

ŶŶƵŵďĞƌƚŽƌĞƉƌĞƐĞŶƚƚŚĞƉƌŽďůĞŵ

ϲZĞƉƌĞƐĞŶƚǁ

ŚŽůĞŶƵŵďĞƌƐĂƐůĞŶŐƚŚƐĨƌŽŵ

ϬŽŶĂŶƵŵďĞƌůŝŶĞĚŝĂŐƌĂŵ

ǁŝƚŚĞƋƵĂůůǇ

ƐƉĂĐĞĚƉŽŝŶƚƐĐŽƌƌĞƐƉŽŶĚŝŶŐƚŽƚŚĞŶƵŵďĞƌƐϬϭϮ

ĂŶĚƌĞƉƌĞƐĞŶƚǁŚŽůĞͲŶƵŵ

ͲďĞƌƐƵŵ

ƐĂŶĚĚŝīĞƌĞŶĐĞƐǁŝƚŚŝŶϭϬϬŽŶĂŶƵŵ

ďĞƌůŝŶĞĚŝĂŐƌĂŵ

Work w

ith time and m

oneyϳ

dĞůůĂŶĚǁƌŝƚĞƟŵ

ĞĨƌŽŵĂŶĂůŽŐĂŶĚĚŝŐŝƚĂůĐůŽĐŬƐƚŽƚŚĞŶĞĂƌĞƐƚĮǀĞŵ

ŝŶƵƚĞƐƵƐŝŶŐĂŵ

ĂŶĚƉŵ

ϴ^ŽůǀĞǁ

ŽƌĚƉƌŽďůĞŵƐŝŶǀŽůǀŝŶŐĚŽůůĂƌďŝůůƐƋƵĂƌƚĞƌƐĚŝŵ

ĞƐŶŝĐŬĞůƐĂŶĚƉĞŶŶŝĞƐƵƐŝŶŐΨĂŶĚΪƐǇŵ

ďŽůƐĂƉƉƌŽƉƌŝĂƚĞůǇExample If you have 2 dim

es and 3 pennies how

many cents do you have

Represent and interpret dataϵ

ĞŶĞƌĂƚĞŵĞĂƐƵƌĞŵ

ĞŶƚĚĂƚĂďǇŵĞĂƐƵƌŝŶŐůĞŶŐƚŚƐŽĨƐĞǀĞƌĂůŽďũĞĐƚƐƚŽƚŚĞŶĞĂƌͲ

ĞƐƚǁŚŽůĞƵŶŝƚŽƌďǇŵ

ĂŬŝŶŐƌĞƉĞĂƚĞĚŵĞĂƐƵƌĞŵ

ĞŶƚƐŽĨƚŚĞƐĂŵĞŽďũĞĐƚ^ŚŽǁ

ƚŚĞŵ

ĞĂƐƵƌĞŵĞŶƚƐďǇŵ

ĂŬŝŶŐĂůŝŶĞƉůŽƚǁŚĞƌĞƚŚĞŚŽƌŝǌŽŶƚĂůƐĐĂůĞŝƐŵ

ĂƌŬĞĚŽīŝŶǁ

ŚŽůĞͲŶƵŵďĞƌƵŶŝƚƐ

ϭϬƌĂǁĂƉŝĐƚƵƌĞŐƌĂƉŚĂŶĚĂďĂƌŐƌĂƉŚǁ

ŝƚŚƐŝŶŐůĞͲƵŶŝƚƐĐĂůĞͿƚŽƌĞƉƌĞƐĞŶƚĂĚĂƚĂƐĞƚǁ

ŝƚŚƵƉƚŽĨŽƵƌĐĂƚĞŐŽƌŝĞƐ^ŽůǀĞƐŝŵƉůĞƉƵƚͲƚŽŐĞƚŚĞƌƚĂŬĞͲĂƉĂƌƚĂŶĚĐŽŵ

ƉĂƌĞƉƌŽďůĞŵ

Ɛ11ƵƐŝŶŐŝŶĨŽƌŵ

ĂƟŽŶƉƌĞƐĞŶƚĞĚŝŶĂďĂƌŐƌĂƉŚ

Geom

etry 2G


ϭZĞĐŽŐŶŝǌĞĂŶĚĚƌĂǁ

ƐŚĂƉĞƐŚĂǀŝŶŐƐƉĞĐŝĮĞĚĂƩƌŝďƵƚĞƐƐƵĐŚĂƐĂŐŝǀĞŶŶƵŵďĞƌŽĨ

ĂŶŐůĞƐŽƌĂŐŝǀĞŶŶƵŵďĞƌŽĨĞƋƵĂůĨĂĐĞƐ 12ĚĞŶƟĨǇƚƌŝĂŶŐůĞƐƋƵĂĚƌŝůĂƚĞƌĂůƐƉĞŶƚĂͲ

ŐŽŶƐŚĞǆĂŐŽŶƐĂŶĚĐƵďĞƐ

ϮWĂƌƟƟŽŶĂƌĞĐƚĂŶŐůĞŝŶƚŽƌŽǁ

ƐĂŶĚĐŽůƵŵŶƐŽĨƐĂŵ

ĞͲƐŝǌĞƐƋƵĂƌĞƐĂŶĚĐŽƵŶƚƚŽĮŶĚƚŚĞƚŽƚĂůŶƵŵ

ďĞƌŽĨƚŚĞŵ

ϯWĂƌƟƟŽŶĐŝƌĐůĞƐĂŶĚƌĞĐƚĂŶŐůĞƐŝŶƚŽƚǁ

ŽƚŚƌĞĞŽƌĨŽƵƌĞƋƵĂůƐŚĂƌĞƐĚĞƐĐƌŝďĞƚŚĞƐŚĂƌĞƐƵƐŝŶŐƚŚĞǁ

ŽƌĚƐhalves thirds half of a third ofĞƚĐĂŶĚĚĞƐĐƌŝďĞƚŚĞǁŚŽůĞĂƐƚǁ

ŽŚĂůǀĞƐƚŚƌĞĞƚŚŝƌĚƐĨŽƵƌĨŽƵƌƚŚƐZĞĐŽŐŶŝǌĞƚŚĂƚĞƋƵĂůƐŚĂƌĞƐŽĨŝĚĞŶƟĐĂůǁ

ŚŽůĞƐŶĞĞĚŶŽƚŚĂǀĞƚŚĞƐĂŵĞƐŚĂƉĞ

11 ^ĞĞůŽƐƐĂƌǇdĂďůĞϭ12 ^ŝǌĞƐĂƌĞĐŽŵ

ƉĂƌĞĚĚŝƌĞĐƚůǇŽƌǀŝƐƵĂůůǇŶŽƚĐŽŵƉĂƌĞĚďǇŵ

ĞĂƐƵƌŝŶŐ

Throndsen Jennifer
7
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
41
KinaTua
Typewritten Text

Grade 2

I-CA

Nyons R

eport Card Standards

Operations and A

lgebraic Thinking bull

Solve one and two-step w

ord problems w

ithin 100 using addition and subtraction 2O

A1

bull M

entally add within 20 2O

A2

bull M

entally subtract within 20 2O

A2

Num

bers and Operations B

ase Ten bull

Understand place value to the hundreds place 2N

BT1

bull C

ount read and write num

bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num

bers using symbols 2N

BT4

bull U

nderstand addition to 1000 using models 2N

BT7

bull U

nderstand subtraction to 1000 using models 2N

BT7

bull Fluently add tw

o-digit numbers w

ith regrouping 2NB

T5amp6

bull Fluently subtract tw

o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

ent and Data

bull M

easure and estimate lengths in standard units 2M

D1-4

bull Solve problem

s involving length using addition and subtraction 2M

D5

bull Tell and w

rite time to the nearest 5 m

inutes 2MD

7 bull

Solve problems involving m

oney 2MD

8 bull

Generate represent and interpret data w

ith up to four categories using line plots and graphs 2M

D9amp

10 G

eometry

bull R

ecognize and draw shapes having specific characteristics 2G

1 bull

Divide circles and rectangles into equal parts 2G

2amp3

2nd Grade Year-at-a-Glance 2014-2015

Month Math Topics TOPICS from enVision 2011

TOPICS from

enVision 2012

CFA Assessment

Dates

August 20- October 31 (47 days)

bull Understanding Addition and Subtraction Topic 1 Topic 1

Due by October 31st

bull Addition Strategies Topic 2 Topic 2

bull Subtraction Strategies Topic 3 Topic 3

bull Working with Equal Groups NA Topic 4

November 3- January 16 (41 days)

bull Place Value to 100 Topic 4 Topic 5 Due by

January 16th bull Mental Addition Topic 6 Topic 6

bull Mental Subtraction Topic 7 Topic 7

January 20- April 3

(50 days)

bull Adding 2-Digit Numbers Topic 8 Topic 8

Due by April 3rd

bull Subtracting 2-Digit Numbers Topic 9 Topic 9

bull Place Value to 1000 Topic 17 Topic 10

bull 3-Digit Addition and Subtraction Topic 18 Topic 11

bull Geometry Topic 11 Topic 12

April 13- June 5

(38 days)

bull Counting Money Topic 5 Topic 13

Due by June 5th

bull Money NA Topic 14

bull Measuring Length Topic 13 Topic 15

bull Time Graphs and Data Topics 15 amp 16 Topic 16

CSD Math Block 90 Minutes Daily 13

Standards for Mathematical Practice Make sense of problems and persevere in solving them Use appropriate tools strategically Reason abstractly and quantitatively Attend to precision Construct viable arguments and critique the reasoning of others Look for and make use of structure

Model with mathematics Look for and express regularity in repeated reasoning Numeracy Component Range of

Time Focus of Instruction Instructional Materials

Review or Preteach

10-15

minutes

bull Focused Review o Identified skill deficit that have been

identified through formative assessment (CFA exit ticket whiteboards etc)

bull Pre-teach upcoming concepts that have proven to be difficult in the past

bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s

bull Problem of the Day bull Daily Spiral Review

Vocabulary and Fluency Practice

5-10

minutes

bull Teach Appropriate Vocabulary bull Build Fluency with math facts and computation

bull Vocabulary Word Cards bull Computation Fluency Master bull Reflex Math

Lesson Objectives

1-3 minutes

bull Content Objectives- What are students going to learn

bull Language Objectives- How will students demonstrate understanding

bull Quick and Easy Lesson Overview states objective

ConceptSkill Development and

Application

30-45 minutes

Develop the Concept

Concrete Hands-on (manipulatives) Representational Visual (pictures or video) Abstract Symbolic (numbers or algorithm)

bull Problem-Based Interactive Learning

bull Visual Learning Bridge bull Guided Practice

Skill-Based Instruction Review Reinforce amp Extend

20-45

minutes

bull Students practice concepts independently as appropriate

bull Reteach with skill-based groups students who need extra supportscaffolding

bull Provide extension opportunities for students who have shown mastery of the conceptskill

bull Problems from Independent Practice and Problem Solving

bull Practice Reteach and Enrichment pages bull Differentiated Center materials bull CloseAssess and Differentiate bull Math Diagnosis and Intervention System bull Investigations

2nd Grade CFA 1 August 20-October 31 Flexible Pacing 47 days

Domain Operations and Algebraic Thinking Understanding Addition and Subtraction

Report Card Learning Targets I canhellip bull Solve one and two-step word problems within 100 using addition and subtraction bull Fluently add two-digit numbers with regrouping bull Fluently subtract two-digit numbers with regrouping Assessment Tasks

Procedural Check Application Task 2OA1 Solve each equation

11 + 21 ndash 6 = 22 + ndash 3 = 21 ndash 9 + 15 = 26 DOK 1

Solve each problem Draw pictures to justify your answers Demetri had 14 pennies Chase gave him some more Now Demetri has 20 pennies How many pennies did Chase give him Talia and Becca put 27 pennies in a jar Talia put in 19 pennies How many pennies did Becca put in the jar Lyla has 8 more pennies than Scott Lyla has 15 pennies How many pennies does Scott have DOK 3

2NBT5

Write four number sentences for the following fact family 7 2 9 _____ + _____ = ______ _____ + _____ = ______ _____ - _____ = ______ _____ - _____ = ______ DOK 1

Use the picture to write an addition or a subtraction problem

DOK 2

Domain ndash Operations and Algebraic Thinking Curriculum Supports Vocabulary

2OA 2NBT


1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem


5 Fluently add and subtract within 100 using strategies based on place value properties of operations andor the relationship between addition and subtraction

Critical Area Building fluency with addition and subtraction

enVision 2011 Topic 1 1-1 Writing Addition Number Sentences 1-2 Stories About Joining 1-3 Writing Subtracting Sentences 1-4 Stories about Separating 1-5 Stories about Comparing 1-6 Connecting Addition and Subtraction 1-7 Problem Solving Use Objects

enVision 2012 ndash Topic 1 Understanding Addition and Subtraction

2OA1 adding to taking from putting together taking apart comparing unknown position symbol (plus minus equals unknown symbol) represent change

2NBT5

commutative property associative property identity property sum difference fact family related facts vertical and horizontal format addition subtraction place value

Additional Assessment Options bull Topic 1 Test- Understanding Addition and Subtraction (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment- Topic 1

Understanding Addition and Subtraction (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil


Domain Operations and Algebraic Thinking Addition Strategies

Report Card Learning Targets I canhellip bull Solve one and two-step word problems within 100 using addition and subtraction bull Mentally add within 20 bull Mentally subtract within 20 bull Fluently add two-digit numbers with regrouping bull Fluently subtract two-digit numbers with regrouping Assessment Tasks

Procedural Check Application Task 2OA1 Add

2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1

Add across and down to make 12 Fill in the missing squares 7 3 2 12 4 12 1 6 12 12 12 12

DOK 3 2OA2 Solve each set of problems

4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2

Draw a picture and explain how you would use a ten-frame to solve the following problem Coreyrsquos team had 9 points Bradleyrsquos team had 8 points All together how many points did the teams score DOK 3

2NBT5

Write each sum Then change the order of the addends 5 + 6 = _______ _______ + ________ = ________ 4 + 9 = _______ _______ + ________ = ________ 7 + 2 = _______ _______ + ________ = ________ DOK 2

2NBT9

Solve 37 + 52 Add the tens ______ + ______ = 80 Add the ones _____ + ______ = 9 Add the sums _____ + ______ = ______

DOK 2

Use the picture to write an equation and a word problem

13 +13

13 =13 13

Fill13 in13 the13 missing13 shape13

+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT


1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem8

Add and subtract within 20 2 Fluently add and subtract within 20 using mental strategies9 By end of Grade 2 know from memory all sums of two one-digit numbers


5 Fluently add and subtract within 100 using strategies based on place value properties of operations andor the relationship between addition and subtraction 9 Explain why addition and subtraction strategies work using place value and the properties of operations


enVision 2011 Topic 2 2-1 Adding 012 2-2 Doubles 2-3 Near Doubles 2-4 Adding In Any Order 2-5 Adding Three Numbers 2-6 Making 10 to add 9 2-7 Making 10 to add 8 2-8 Problem Solving Draw a Picture and Write a Number Sentence

enVIsion 2012 ndash Topic 2 Addition Strategies


2OA2 decompose compose number relationships mental strategies number combinations doubles doubles plusminus one equal part expanded notation facts sum difference addend subtrahend fact family fluency

2NBT5 commutative property associative property identity property sum difference fact family related facts vertical and horizontal format

addition subtraction place value

2NBT9 place value properties of operations addition subtraction strategy inverse justify clarify reasoning explain

Additional Assessment Options bull Topic 2 Test- Addition Strategies (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment- Topic 2-

Addition Strategies (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil


Domain Operations and Algebraic Thinking Subtraction Strategies


Procedural Check Application Task 2OA1 Subtract

9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1

Scott collected 16 baseball cards He gave his brother 4 cards He needed 24 cards to fill the page in his collection book How many cards did Scott need to fill the page Draw a picture and write an equation to justify your answer DOK 3

2OA2 Use mental math to subtract 12 ndash 4 16 ndash 8 8 ndash 5 9 ndash 7 DOK 1

The Lorenzo family had a party 18 people came to the party If there were the same number of adults as children how many children came to the party Draw a picture to justify your answer DOK 3

2NBT5 6 + 4 = ______ so _____ - 4 = 6 3 + _____ = 10 so 10 ndash 3 = _______ DOK 1

Jayce brought 18 cupcakes to school for her birthday She had 12 yellow cupcakes The rest were chocolate Draw a picture and write an equation to find out the number of chocolate cupcakes DOK 2

2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7

Pizza Joes needs to sell 100 pizzas so they can buy a new oven On Monday they sold 37 pizzas On Tuesday they sold 52 pizzas How many more pizzas do they need to sell in order to buy a new oven

DOK 1 Write an equation to show your answer DOK 3


2OA 2NBT







enVision 2011 Topic 3 3-1 Subtracting 012 3-2 Thinking Addition to Subtract Doubles 3-3 Thinking Addition to 10 to Subtract 3-4 Thinking Addition to 18 to Subtract 3-6 Problem Solving Two-Question Problems enVision 2012- Topic 3 3-5 Making 10 to Subtract

enVision 2012 ndash Topic 3 Subtraction Strategies



2NBT5 commutative property associative property identity property sum

difference fact family related facts vertical and horizontal format addition subtraction place value


Additional Assessment Options bull Topic 3 Subtraction Strategies (enVision 2012) from your CFA account will match the concepts you have taught


Subtraction Strategies (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil


Domain Operations and Algebraic Thinking Working with Equal Groups

Report Card Learning Targets I canhellip bull Solve one and two-step word problems within 100 using addition and subtraction bull Mentally add within 20 bull Mentally subtract within 20 Assessment Tasks


2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______

How many fingers are on 5 hands Draw a picture and write an equation to justify your answer DOK 3

2OA4 Solve X X X X X X X X X X X X X X X _______ + _______ + _______ = _________ DOK 2

Mrs Watson placed cookie dough on the pan She made 4 rows with 3 scoops of dough in each row Draw a picture and write an equation to find the total number of cookies DOK 2


2OA



The lessons from enVision 2011- Topic 19 (Multiplication Concepts) where repeated addition and arrays is found also introduces multiplication and that is not in the Utah Core Teach this standard from Envision 2012- Topic 4 Working with equal groups


Work with equal groups of objects to gain foundations for multiplication

4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns write an equation to express the total as a sum of equal addends


enVision 2012 ndash Topic 4 Working With Equal Groups

2OA4

rectangular array repeated addition row column equation sum and addend

Additional Assessment Options bull Topic 4 Test- Working With Equal

Groups (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment- Working With

Equal Groups (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

2nd Grade CFA 2 November 3-January 16 Flexible Pacing 41 days

Domain Number and Operations in Base Ten Place Value to 100

Report Card Learning Targets I canhellip bull Solve one and two-step word problems within 100 using addition and subtraction bull Mentally add within 20 bull Mentally subtract within 20 bull Understand place value to the hundreds place bull Count read and write numbers to 1000 bull Compare 3-digit numbers using symbols bull Fluently add two-digit numbers with regrouping bull Fluently subtract two-digit numbers with regrouping Assessment Tasks

Procedural Check Application Task 2NBT1 Complete the chart DOK 1

Hundreds Tens Ones 153 207 481 960

For the cafeteria the lunch workers buy juice boxes in packages of 10 If they bought 12 packages how many juice boxes did they have Use a drawing to justify your answer DOK 3

2NBT2 Fill in the missing numbers 25 ____ 35 40 _____ 10 20 ____ 40 _____ 900 800 _____ 600 _____ 400 DOK 1

Nola used tally marks to record her reading minutes Draw the tally marks Nola recorded for her 55 minutes of reading DOK 2

2NBT3 Write the expanded form 392 = _____ + ______ + _______ 2064 = ______ + ______ + ______ DOK 1

Stuartrsquos grandmother sent him a check for his birthday The amount on the check said ldquoone hundred twenty-five dollarsrdquo He received another check for thirty-eight dollars Write an equation to find the total amount of money Stuart received DOK 2

2NBT4 Use gt = and lt to compare each pair of numbers What number am I

113 197 604 980 583 660 DOK 1

I am greater than 4 hundreds and less than 5 hundreds My tens digit is an even number that is greater than 7 I have a 3 in the ones place DOK 2

2NBT5 Add or subtract 87 + 10 87 + 300 87 ndash 10 DOK 1

100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1

Sung practiced his guitar each week Monday ndash 26 minutes Tuesday ndash 31 minutes Thursday ndash he forgot to write down his minutes Saturday ndash 28 minutes His mother wrote down the minutes for Thursday If he practiced a total of 100 minutes how many minutes did he practice on Thursday Use an equation to justify your answer and show your work DOK 3

2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2

Explain how you could use addition to solve the following problem Simon had 17 toy cars He gave 8 cars to his sister How many cars does Simon have now Draw a picture and write an addition equation to support your explanation DOK 2

2OA1 Solve Eighteen take away four Nine plus seven Fourteen minus seven plus six

One week Jena walked 2 miles 1 mile and 3 miles The next week she walked 3 miles and 3 miles Compare the miles for each week Explain your answer

13 =13 13 =13 1013 13 =13 113 Chris13 used13 the13 shapes13 to13 write13 his13 secret13 number13 31213 Draw13 the13 picture13 that13 Chris13 wrote13 13 DOK13 213 13

DOK 2

DOK 2

2OA3 Add Identify the sum as odd or even 2 + 2 = ______ Odd Even 3 + 2 = ______ Odd Even 4 + 2 = ______ Odd Even 5 + 2 = ______ Odd Even DOK 1

Explain When you add two even numbers the sum is even When you add an odd and an even number the sum is odd Use pictures to justify your explanations DOK 3

Domain ndash Number and Operations in Base Ten Curriculum Supports Vocabulary

2NBT 2OA

Understand place value 1 Understand that the three digits of a three-digit number represent amounts of hundreds tens and ones eg 706 equals 7 hundreds 0 tens and 6 ones Understand the following as special cases

a 100 can be thought of as a bundle of ten tensmdashcalled a ldquohundredrdquo

2 Count within 1000 skip-count by 5s 10s and 100s 3 Read and write numbers to 1000 using base-ten numerals number names and expanded form 4 Compare two three-digit numbers based on meanings of the hundreds tens and ones digits using gt = and lt symbols to record the results of comparisons



enVision 2011 Topic 4 4-2 Models for Tens and Ones 4-3 Reading and Writing Numbers 4-5 Using Symbols to Compare Numbers 4-9 Even and Odd Numbers 4-10 Problem Solving Use Data from a Chart enVision 2012 ndash Topic 5 Place Value to 100 5-4 Counting to 100 5-5 10 more or 10 less

enVision 2012- Topic 5

Place Value to 100

2 NBT 1 ones tens hundreds cube long flat decomposing composing trading grouping regrouping or ungrouping

2 NBT 2

pattern skip count extend repeated addition inverse repeated subtraction multiples

2 NBT 3

thousands hundreds tens ones standard form (eg 726) word form (eg seven hundred twenty-six) expanded form (eg 700 + 20 + 6) base ten language (eg seven hundreds two

6 Add up to four two-digit numbers using strategies based on place value and properties of operations 9 Explain why addition and subtraction strategies work using place value and the properties of operations




3 Determine whether a group of objects (up to 20) has an odd or even number of members eg by pairing objects or counting them by 2s write an equation to express an even number as a sum of two equal addends

Critical Area Extending understanding of base-ten notation

tens and six ones) models (eg flat bar cube)

2 NBT 4

greater than less than more fewer compare equal to lt gt =

2 NBT 5


2 NBT 6

add sum place value addend regrouping digit

2 NBT 9

place value properties of operations addition subtraction strategy inverse justify clarify reasoning explain

2 OA1 adding to taking from putting together taking apart comparing unknown position symbol (plus minus equals unknown symbol) represent change

2 OA3 odd even equal equation unequal pair group sum addend

Additional Assessment Options bull Topic 5 Test-Place Value to 100 (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment Topic 5- Place

Value to 100 (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil


Domain Number and Operations in Base Ten Mental Addition

Report Card Learning Targets I canhellip bull Solve one and two-step word problems within 100 using addition and subtraction bull Count read and write numbers to 1000 bull Fluently add two-digit numbers with regrouping bull Fluently subtract two-digit numbers with regrouping Assessment Tasks Procedural Check Application Task 2NBT2 Fill in the missing numbers

15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1

James emptied his piggy bank and then counted his coins Use skip counting to find out the total amount of money James had saved Draw a picture to represent the money 50 pennies 14 nickels 12 dimes DOK 3

2NBT5 Solve 36 and 42 Add the ones _____ + ______ = ______ Add the tens _____ + ______ = ______ Add each sum _______ + _______ = _______ DOK 1

Use the following image to write a word problem and an equation

DOK 2

2NBT8 Solve the following problems mentally 487 + 10 = ________ 250 + ______ = 260 699 + 100 = _____ 435 + _____ = 535

Each morning Mr Crosswell would quiz his children on their way to school He gave the following problem to Corinne and Blake What number is 10 more than 299 Corinne said that the answer was 309 Blake said the answer was 399 Who was correct Explain your answer and explain what was wrong

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1

Explain how you can easily use a hundreds chart to add 10rsquos DOK 2

2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2

Bennion started at 17 on his hundreds chart He moved down 3 rows on the chart Then he moved forward 2 spaces Where is Bennion on his hundreds chart Use a drawing and an equation to support your answer DOK 2


2NBT

Understand place value 2 Count within 1000 skip-count by 5s 10s and 100s


5 Fluently add and subtract within 100 using strategies based on place value properties of operations andor the relationship between addition and subtraction 8 Mentally add 10 or 100 to a given number 100ndash900 and mentally subtract 10 or 100 from a given number 100ndash900 9 Explain why addition and subtraction strategies work using place value and the properties of operations

enVision 2011 Topic 6 6-1 Adding Tens 6-2 Adding Ones 6-3 Adding Tens and Ones 6-4 Adding on a Hundreds Chart CC 6-5a Adding Multiples of 10 6-6 Problem Solving Look for a Pattern

enVision 2012 ndash Topic 6 Mental Addition

2 NBT2 pattern skip count extend repeated addition inverse repeated subtraction multiples

2 NBT5


2OA



Critical Areas Extending understanding of base-ten notation Building fluency with addition and subtraction

2 NBT8

increase decrease skip count mental math

2 NBT9 place value properties of operations addition subtraction strategy inverse justify clarify reasoning explain

2 OA1

adding to taking from putting together taking apart comparing unknown position symbol (plus minus equals unknown symbol) represent change

Additional Optional Assessments

bull Topic 6 Test-Mental Addition (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment Topic 6-

Mental Addition (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil


Domain Number and Operations in Base Ten Mental Subtraction

Report Card Learning Targets I canhellip bull Solve one and two-step word problems within 100 using addition and subtraction bull Fluently add two-digit numbers with regrouping bull Fluently subtract two-digit numbers with regrouping bull Understand addition to 1000 using models bull Understand subtraction to 1000 using models Assessment Tasks Procedural Check Application Task 2NBT5 Fill in the missing numbers

55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1

Rory earned $52 helping his father If he spends $10 a month on movies How many months can he rent movies Will he have any money left Justify your answer DOK 3

2NBT7 Subtract 154 273 - 91 - 46 DOK 1

Morris had 5 ten-dollar bills and 6 one-dollar bills He owed his mother $19 Explain what Morris needed to do in order to give his mother the exact amount he owed her Use a picture to justify your answer DOK 3

2NBT8 Solve the following problems mentally 245 ndash 10 829 ndash 100 703 - 100 DOK 1

Two students were given the following problem to solve mentally 604 ndash 10 Flora said the answer was 594 Joe said the answer was 504 Who was correct Explain the mistake that was made DOK 2

2NBT9 57 ndash 10 = ______ 47 ndash 10 = ______ 37 ndash 10 = ______ 27 ndash 10 = ______

Explain how to easily use a hundreds chart to subtract tens DOK 2

DOK 1

2OA1 100 ndash 7 ndash 10 = _______ 43 ndash 10 ndash 3 = _______ DOK 2

Louise used her hundreds chart to subtract She started at 79 She moved up that column 4 times Then she moved back 6 spaces Where is Louise on her hundreds chart Draw a picture and write an equation to support your answer DOK 2


2NBT


5 Fluently add and subtract within 100 using strategies based on place value properties of operations andor the relationship between addition and subtraction 7 Add and subtract within 1000 using concrete models or drawings and strategies based on place value properties of operations andor the relationship between addition and subtraction relate the strategy to a written method Understand that in adding or subtracting three-digit numbers one adds or subtracts hundreds and hundreds tens and tens ones and ones and sometimes it is necessary to compose or decompose tens or hundreds 8 Mentally add 10 or 100 to a given number 100ndash900 and mentally subtract 10 or 100 from a given number 100ndash900 9 Explain why addition and subtraction strategies work using place value and the properties of operations

enVision 2011 Topic 7 7-1 Subtracting Tens 7-2 Finding Parts of 100 7-3 Subtracting on a Hundred Chart CC 7-3a Subtracting Multiples of 10 7-5 Problem Solving Missing or Extra Information

enVIsion 2012- Topic 7 Mental Subtraction

2 NBT5 commutative property associative property identity property sum difference fact family related facts vertical and horizontal format addition subtraction place value

2NBT7

compose decompose compensation incremental addingsubtracting regrouping

2 NBT8


2OA





2 OA1


Additional Optional Assessments bull Topic 7 Test- Mental Subtraction (enVision 2012) from your CFA account will match the concepts you have taught


Mental Subtraction (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

2nd Grade CFA 3 January 20-April 3 Flexible Pacing 50 days

Domain Number and Operations in Base Ten Adding Two-Digit Numbers

Report Card Learning Targets I canhellip bull Solve one and two-step word problems within 100 using addition and subtraction bull Count read and write numbers to 1000 bull Fluently add two-digit numbers with regrouping bull Fluently subtract two-digit numbers with regrouping Assessment Tasks

Procedural Check Application Task 2NBT2 Use skip counting to add

55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1

Prescott was saving for a new bike He started with 42 dollars Every time he put $10 in the bank he marked an X on his calendar If he 6 Xrsquos on his calendar how much money had Prescott saved all together DOK 2

2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1

Juan made the following scores on his math tests 28 31 22 and 29 He wanted to know how many points he had scored all together Write an explanation of a way to combine addends so that Juan could quickly add the scores Use a drawing to help you explain your thinking DOK 3

2NBT9 Use the properties of addition to make adding easier 24 + 9 + 16 = ______ 7 + 46 + 23 = _______ DOK 1

The second classes at Newmont Elementary have 26 24 and 27 students Solve using mental math Explain your thinking DOK 2

2MD6 Use the number line to add

Max spent 27 minutes practicing piano on Monday He spent 15 minutes practicing on Tuesday He used a number to record his practice minutes Create a number line and record Maxrsquos practice

36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1

times for these two days DOK 2

2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1

Starmark Elementary planted a total of 49 trees for their service project It took them two days to finish If they planted 28 trees on Tuesday how many trees did they plant of Wednesday Draw a picture and write an equation to justify your answer DOK 3

Domain Number and Operations in Base Ten Curriculum Supports Vocabulary

2NBT 2MD




Relate addition and subtraction to length 6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points

enVision 2011 Topic 8 8-1 Regrouping 10 ones for 1 Ten 8-2 Models to Add Two- and One-Digit Numbers 8-3 Adding Two- and One-Digit Numbers 8-4 Models to Add Two-Digit Numbers 8-5 Adding Two-Digit Numbers CC 8-6a Adding on a Number Line 8-6 Adding Three Numbers 8-7 Problem Solving Draw a Picture and Write a Number Sentence enVision 2012 Topic 8 8-8 Ways to Add

2NBT2 pattern skip count extend repeated addition inverse repeated subtraction multiples

2NBT6


2NBT9

place value properties of operations addition subtraction strategy

2OA

corresponding to the numbers 0 1 2 hellip and represent whole-number sums and differences within 100 on a number line diagram




enVIsion 2012- Topic 8

Adding Two-Digit Numbers

inverse justify clarify reasoning explain

2MD6

number line sum difference greater less

2OA1


Additional Optional Assessments bull Topic 8 Test- Adding Two- Digit Numbers (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment- Topic 8 Test-

Adding Two- Digit Numbers (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil


Domain Number and Operations in Base Ten Subtracting Two-Digit Numbers


Procedural Check Application Task 2NBT5

Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1

Mr Harris read his class the following problem Jake had 28 stamps Emi had 61 stamps How many more stamps does Emi have than Jake

Maya said ldquoI can solve the problem like this 61 ndash 28 = ___________rdquo Ben said ldquoI can solve the problem like this 28 + ___________ = 61rdquo Are Maya and Ben correct Solve the problems using each strategy DOK 3

2NBT9

Complete each number sentence 33 = ______ tens _____ ones 33 = ______ tens 13 ones 33 = 1 ten _____ ones 33 = ______ tens 33 ones DOK 1

Teagan has 2 dimes and 4 pennies He needs 7 pennies to complete a roll What can he need to do to solve his problem Draw a picture to justify your thinking DOK 3

2MD6 Use the number line to subtract 25 26 27 28 29 30 31 28 ndash 3

The students in Mrs Glanzerrsquos class recorded the number of seconds it took them to read 100 words Adalee got faster each time she read Week 1 ndash 62 seconds Week 2 ndash 60 seconds

29 ndash 5 31 ndash 4 31 ndash 6 DOK 1

Week 3 ndash 59 seconds Week 4 ndash she went down by 3 seconds Week 5 ndash 51 seconds Create a number line to show Adaleersquos progress DOK 2

2OA1 Solve 15 + 13 ndash 12 = ________ _____ - 14 + 13 = 15 23 - _____ + 10 = 17 DOK 2

Gerry bought an apple and juice for snack The apple cost 23 cents Gerry gave the cashier 3 quarters He got 17 cents in change How much did the juice cost Draw a picture and write an equation to justify your answer DOK 3


2NBT 2MD


5 Fluently add and subtract within 100 using strategies based on place value properties of operations andor the relationship between addition and subtraction 6 Add up to four two-digit numbers using strategies based on place value and properties of operations 9 Explain why addition and subtraction strategies work using place value and the properties of operations

Relate addition and subtraction to length 6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0 1 2 hellip and

enVision 2011 Topic 9 9-1 Regrouping 1 Ten for 10 ones 9-2 Models to Subtract Two-and One-Digit Numbers 9-3 Subtracting Two- and One-Digit Numbers 9-4 Models to Subtract Two-Digit Numbers 9-5 Subtracting Two-Digit Numbers CC 9-6a Subtracting on a Number Line 9-6 Using Addition to Check Subtraction 9-9 Problem Solving Two-Question Problems enVision 2012 Topic 9 9-8 Ways to Subtract


2NBT6


2OA

represent whole-number sums and differences within 100 on a number line diagram




enVIsion 2012 ndash Topic 9 Subtracting Two-Digit Numbers


2MD6


2OA1


Additional Optional Assessments bull Topic 9 Test- Subtracting Two-Digit Numbers (enVision 2012) from your CFA account will match the concepts you have taught


Subtracting Two-Digit Numbers (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil



Report Card Learning Targets I canhellip bull Understand place value to the hundreds place bull Count read and write numbers to 1000 bull Compare 3-digit numbers using symbols Assessment Tasks

Procedural Check Application Task 2NBT1 Complete the chart

Hundreds Tens Ones 398 107 600 542 420

DOK 1

Raulrsquos team was using place value blocks to solve their math problems Raul had 3 hundreds blocks 2 tens strips 4 ones blocks Kate had 2 hundreds blocks 5 tens strips 2 ones blocks Area had 4 hundreds blocks 0 tens strips 6 ones blocks Use the information to answer the following questions Who has the greatest number How much greater is that number than the other two people in the group Who has the least number How much less is that number than the other two people in the group Draw pictures and write equations to justify your answers DOK 3

2NBT2 Fill in the missing numbers 150 _____ 145 140 ______ 130 1650 _______ 1450 1350 ______ 1150 DOK 1

The average temperature in Megaladonia decreases by 5 degrees each month This temperature decrease begins in October and lasts until March If the average temperature at the end of September is 80 degrees what will the average temperature be at the beginning of April Create a chart to help you solve the problem DOK 2

2NBT3 Fill in the blanks 2056 = ____ thousands _____ hundreds ____ tens ____ ones 3740 = ____ thousands _____ hundreds ____ tens ____ ones 9108 = ____ thousands _____ hundreds ____ tens ____ ones DOK 1

Logan and Betsy were playing a video game Logan had six thousand nine hundred eighty-four points Betsy had five thousand seven hundred twelve points Who had the most points How many more points did each person need to reach the goal of eight thousand points DOK 2

2NBT4 Use lt gt or = to compare each pair of numbers 111 97 524 623 321 322 DOK 1

The students at Knollwood Elementary earn tickets for following the school rules Class A earned 202 tickets Class B earned 200 tickets Class C earned 222 tickets Which class had the most tickets Write the number of tickets in order from the greatest to the least Create a chart to show your answer DOK 2

2NBT8 Use mental math to solve 181 + 10 293 + 100 637 ndash 10 985 ndash 100 DOK 1

The population of Spruceville grew at a rate of 100 people every year If the population was 1285 in the year 2001 what was the population in 2010 Make a chart to justify your answer DOK 3


2NBT


a 100 can be thought of as a bundle of ten

enVision 2011

Topic 17 17-1 Building 1000 17-2 Counting Hundreds Tens and Ones 17-3 Reading and Writing Numbers to 1000

2 NBT 1 ones tens hundreds cube long flat decomposing composing trading grouping regrouping

tensmdashcalled a ldquohundredrdquo b The numbers 100 200 300 400 500 600 700 800 900 refer to one two three four five six seven eight or nine hundreds (and 0 tens and 0 ones)



8 Mentally add 10 or 100 to a given number 100ndash900 and mentally subtract 10 or 100 from a given number 100ndash900


17-4 Changing Numbers by Hundreds and Tens 17-5 Patterns with Numbers on Hundreds Chart CC 17-6a Skip Counting by 5 10 100 to 1000 17-6 Comparing Numbers 17-8 Ordering Numbers 17-9 Problem Solving Look for a Pattern

enVision 2012- Topic 10 Place Value to 1000

or ungrouping

2 NBT 2 pattern skip count extend repeated addition inverse repeated subtraction multiples

2 NBT 3

thousands hundreds tens ones standard form (eg 726) word form (eg seven hundred twenty-six) expanded form (eg 700 + 20 + 6) base ten language (eg seven hundreds two tens and six ones) models (eg flat bar cube)

2 NBT 4 greater than less than more fewer compare equal to lt gt =

2NBT8 increase decrease skip count mental math

Additional Assessment Options bull Topic 10 Test- Place Value to 1000 (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment ndash Place Value

to 1000 (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil


Domain Number and Operations in Base Ten Three-Digit Addition and Subtraction

Report Card Learning Targets I canhellip bull Understand addition to 1000 using models bull Understand subtraction to 1000 using models bull Fluently subtract two-digit numbers with regrouping Assessment Tasks

Procedural Check Application Task 2NBT7 Add

192 384 + 537 + 140 355 + 204 DOK 1

Michaels reading goal was 600 pages By March Michael had read 478 pages How many more pages did he need to read to reach his goal How many pages above his goal would he be if he read 200 more pages DOK 2


Solve using mental math Conner scored 588 the first time he played Zimbo Each of the next 3 times his score increased by 10 points The last time he played his score went up 100 points What was Connerrsquos final score DOK 2

2NBT9 Use place value to solve 282 + 301 Add the ones ______ + _____ = ______ Add the tens _______ + ______ = _______ Add the hundreds ______ + ______ = _____ Add the sums _____ + ______ + ______ = _______ DOK 1

Polly David and Lindsay used place value blocks to solve 106 + 199 ndash 75 What answer did they get Use a picture to show how they solved the problem using place value block DOK 3


2NBT


7 Add and subtract within 1000 using concrete models or drawings and strategies based on place value properties of operations andor the relationship between addition and subtraction relate the strategy to a written method Understand that in adding or subtracting three-digit numbers one adds or subtracts hundreds and hundreds tens and tens ones and ones and sometimes it is necessary to compose or decompose tens or hundreds 8 Mentally add 10 or 100 to a given number 100ndash900 and mentally subtract 10 or 100 from a given number 100ndash900 9 Explain why addition and subtraction strategies work using place value and the properties of operation


enVision 2011 Topic 18 CC 18-1a Exploring Adding Three-Digit Numbers 18-1 Mental Math 18-3 Models for Adding with Three-Digit Numbers 18-4 Adding Three Digit Numbers 18-5 Mental Math Ways to Find Missing Parts 18-7 Models for Subtracting with Three-Digit Numbers 18-8 Subtracting Three-Digit Numbers

enVision 2012- Topic 11 Three-Digit Addition and Subtraction

2NBT7 compose decompose compensation incremental addingsubtracting regrouping

2NBT8


2NBT9


Additional Assessment Options bull Topic 11 Test Three-Digit Addition and Subtraction (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment- Three-Digit

Addition and Subtraction (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil


Domain Geometry Geometry

Report Card Learning Targets I canhellip bull Recognize and draw shapes having specific characteristics bull Divide circles and rectangles into equal parts Assessment Tasks

Procedural Check Application Task 2G1 Match each shape to its correct label DOK 1

Use the following shapes to create a pattern Each shape must be used 4 times

a triangle b quadrilateral c pentagon d hexagon

DOK 2

2G2 Count the number of same-sized squares in the rectangle

DOK 1

Draw two different rectangles that are made up of 24 equal-sized squares DOK 2

13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13

2G3 Color in one fourth of the rectangle

DOK 1

Sam made a card for her grandmotherrsquos birthday She folded the paper into 3 equal sections Show how Sam folded her paper How many ways could this be done DOK 2

Domain Geometry Curriculum Supports Vocabulary

2G Reason with shapes and their attributes 1 Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces12 Identify triangles quadrilaterals pentagons hexagons and cubes 2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them 3 Partition circles and rectangles into two three or four equal shares describe the shares using the words halves thirds half of a third of etc and describe the whole as two halves three thirds four fourths Recognize that equal shares of identical wholes need not have the same shape

Critical Area Describe and analyze shapes

enVision 2011 Topic 11 11-1 Flat Surfaces Vertices and Edges 11-2 Relating Plane Shapes to Solid CC 11-3a Polygon and Angles 11-3 Making New Shapes 11-4 Cutting Shapes Apart CC 11-5a Dividing Rectangles into Equal Squares 11-8 Problem Solving Use Reasoning Topic 12 12-1 Wholes and Parts enVision 2102- Topic 12 Geometry

2G1 two-dimensional (plane shape) three-dimensional (solid shape) side edge angle face triangle quadrilateral pentagon hexagon cube

2G2

rectangle row column same-size partition square

2G3 partition circle rectangle halves thirds fourths equal shares

Additional Optional Assessments bull Topic 12 Test- Geometry (enVision 2012) from your CFA account will match the

concepts you have taught bull Performance Assessment- Geometry

(enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

2nd Grade CFA 4 April 13-June 5 Flexible Pacing 38 days

Domain Measurement and Data Counting Money

Report Card Learning Targets I canhellip bull Solve problems involving money Assessment Tasks

Procedural Check Application Task 2MD8

Suzy found six coins in the couch Three are dimes two are nickels and one penny How much money did Suzy find DOK 1

Wallyrsquos father gave him the change from the bowl on his desk Wally received 2 quarters 2 dimes 1 nickel and 4 pennies Did Wally have enough money for a $099 burger Use a drawing to justify your answer DOK 3

Domain Measurement and Data Curriculum Supports Vocabulary

2MD Work with time and money 8 Solve word problems involving dollar bills quarters dimes nickels and pennies using $ and cent symbols appropriately Example If you have 2 dimes and 3 pennies how many cents do you have

enVision 2011 Topic 5 5-1 Dime Nickel and Penny 5-2 Quarter and Half-Dollar 5-3 Counting Collections of Coins 5-4 Ways to Show the Same Amount 5-5 One Dollar 5-6 Problem Solving Make an Organized List enVision 2012- Topic 13 Counting Money

2MD8 bill coin value penny nickel dime quarter dollar $ cent

Additional Optional Assessments bull Topic 13 Test-Counting Money (enVision 2012) from your CFA account will match the concepts you have taught


Counting Money (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil


Domain Measurement and Data Money

Report Card Learning Targets I canhellip bull Solve problems involving money bull Fluently add two-digit numbers with regrouping bull Fluently subtract two-digit numbers with regrouping Assessment Tasks

Procedural Check Application Task 2MD8 Add or subtract

$025 + $052 $079 - $061 DOK 1

Shannon had 2 one-dollar bills At the checkout counter she received $025 in change How much money did Shannon spend Draw a picture to show your answer DOK 2

2NBT5 Fill in the blanks $142 = ______ dollars + ______ dimes + ______ pennies $736 = ______ dollars + ______ dimes + ______ pennies DOK 1

Angelarsquos coin counter showed 8 quarters 5 dimes 2 nickels and 15 pennies She added 6 quarters 3 dimes and 7 pennies How much money did she have at the start How much money did she add How much money did she have all together Use a diagram to justify your answer DOK 3

2NBT9 Add or subtract $157 = ______ dollars ______ dimes ________ cents + $231 = ______ dollars ______ dimes ________ cents ______ dollars ______ dimes ________ cents $869 = ______ dollars ______ dimes ________ cents - $0 59 = ______ dollars ______ dimes ________cents

The Jones family began saving their change to donate to the community shelter In one week the family members saved the following amounts Saundra saved 3 quarters 10 dimes 18 nickels and 9 pennies Russell saved 6 quarters 3 nickels and 21 pennies Mrs Jones saved 13 dimes 4 nickels and 17 pennies Mr Jones saved 8 quarters

= ______ dollars ______ dimes ________ cents DOK 2

How much money did each person save All together how much did the children save All together how much did the parents save How much money did they have all together Create a chart to solve the problem and justify your answers DOK 3


2MD 2NBT

Work with time and money 8 Solve word problems involving dollar bills quarters dimes nickels and pennies using $ and cent symbols appropriately Example If you have 2 dimes and 3 pennies how many cents do you have Use place value understanding and properties of operations to add and subtract


enVision 2011 None enVision 2012- Topic 14 Money



2 NBT9


Additional Optional Assessments bull Topic 14 Test- Money (enVision 2012) from your CFA account will match the concepts you have taught

bull Performance Assessment- Topic 14 -

Money (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil


Domain Measurement and Data Measuring Length

Report Card Learning Targets I canhellip bull Measure and estimate lengths in standard units bull Solve problems involving length using addition and subtraction Assessment Tasks

Procedural Check Application Task 2MD1 Circle the appropriate measuring tool

1 What would you use to measure your height measuring tape ruler yard stick 2 What would you use to measure your waist Measuring tape ruler yard stick 3 What would you use to measure a paper clip Measuring tape ruler yard stick 4 What would you use to measure a couch Measuring tape ruler yard stick DOK 1

For each object 1 Choose the most appropriate unit of measure (centimeter

inch feet or meter) 2 Estimate the length 3 Find the actual measure 4 Create a chart to record your information

Objects pencil eraser height of door length of classroom DOK 2

2MD2

DOK 1

Measure the length of your desk to the nearest inch Then measure the length of your desk to the nearest centimeter Describe how each measurement is related to the size of its unit

a My desk is ______ inches long

b My desk is ______ centimeters long

c Why is measuring in centimeters different from measuring in inches

DOK 2

2MD3

DOK 2

Using centimeters as your unit of measure estimate each of the following

bull the width of your thumbnail bull the length of your forearm bull the length from your ankle to your hip

Record each estimate Compare your estimates with a classmate DOK 2

2MD4 Measure two objects to determine which is longer once in centimeters and once in inches Find the difference after each set of measurements DOK 1

Have your students take several items out of their desks Books glue stick pencil crayon or scissors Students are to measure 2 of the objects and record the length on their paper Students then find the difference in length of the two items and write it on their paper Repeat using centimeters or inches DOK 2

2MD5

DOK 2

Use a drawing and write an equation to solve the problem and justify your answer There are two ribbons The total length of the two ribbons is 97 centimeters The longer ribbon is 55 centimeters Find the length of the shorter ribbon DOK 3


2MD Measure and estimate lengths in standard units

1 Measure the length of an object by selecting and using appropriate tools such as rulers yardsticks meter sticks and measuring tapes 2 Measure the length of an object twice using length units of different lengths for the two measurements describe how the two measurements relate to the size of the unit chosen 3 Estimate lengths using units of inches feet centimeters and meters 4 Measure to determine how much longer one object is than another expressing the length difference in terms of a standard length unit

Relate addition and subtraction to length 5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units eg by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem

Critical Area Use standard units of measure

enVision 2011 Topic 13 13-2 Exploring Length CC13-4a Inches CC 13-5a Centimeters 13-4 Inches Feet and Yards 13-5 Centimeters and Meters CC 13-6a Measuring Lengths CC 13-6b Adding and Subtracting in Measurements CC 13-6c Comparing Lengths 13-8 Problem Solving Use Objects enVIsion 2012- Topic 15 Measuring Length

2MD1 inch foot yard yardstick ruler centimeter meter meter stick measuring tape length customary metric measure unit(s)

2MD2

inch foot yard yardstick ruler centimeter meter meter stick measuring tape length customary metric measure unit(s)

2MD3

estimate inch foot ruler centimeter meter meterstick measuring tape length customary metric measure unit(s)

2MD4

inch foot yard yardstick ruler centimeter meter meter stick

measuring tape length customary metric measurement measure unit(s) difference compare

2MD5

addition subtraction measurement length equation unit unknown symbol

Additional Optional Assessments bull Topic 15 Test-Measuring Length

(enVision 2012) from your CFA account will match the concepts you have taught


Measuring Length (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil


Domain Measurement and Data Time Graphs and Data

Report Card Learning Targets I canhellip bull Tell and write time to the nearest 5 minutes bull Generate represent and interpret data with up to four categories using line plots and graphs Assessment Tasks

Procedural Check Application Task 2MD7 Draw the hands on each clock to show the time DOK 1

210

1140

Carson and his family started their hike at 945 am They hiked for 50 minutes before they took a rest What time was it when they took their first rest If they ate lunch at 1200 pm how long had it been since they started their hike DOK 2

515

2MD9 Write the length of the object Measurements are in inches

0 12 1 34 The eraser is ________________ long DOK 1

Measure the length of the hands of 5 different students Measure from the wrist to the tip of the longest finder Record each length Create a line plot showing each piece of data Use the line plot to make comparisons What is the longest length What is the shortest length What is the difference between the longest and the shortest length DOK 2

2MD10

How We Come to School

Each J represents 1 student Use the information from the graph

1 How many students walk to school 2 How many students ride the bus 3 How many more students walk than go by car 4 All together how many students walk and ride a

bike DOK 2

Ways to Come

We School

Number of Students

Walk J J J J J J J J J

Bike J J J J J J

Car J J J J

Bus J J J J J J J

Daniel asked his classmates about their pets He got the following information 5 students had a dog 7 students had a cat 2 students had a turtle 4 students had fish Create a bar graph that shows the data that Daniel collected Then write 3 problems that compare the data DOK 2


2MD Work with time and money 7 Tell and write time from analog and digital clocks to the nearest five minutes using am and pm 9 Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object Show the measurements by making a line plot where the horizontal scale is marked off in whole-

enVision 2011 Topic 15 15-1 Telling Time to Five Minutes 15-2 Telling Tine Before and After the Hour Topic 16 16-1 Organizing Data 16-2 Pictographs 16-7 Problem Solving Use a Graph

2MD7 time clock analog digital hours minutes am pm

2MD9 data line plot horizontal scale

number units 10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories Solve simple put-together take-apart and compare problems11 using information presented in a bar graph

enVision 2012- Topic 16 16-4 Graphing Lengths enVision 2012 ndash Topic 16 Time Graphs and

Data

inch foot yard yardstick ruler centimeter meter meter stick measuring tape length customary metric measurement measure units difference compare

2MD10

key data graph survey category title labels columns picture graph bar graph compare

Additional Optional Assessments bull Topic 16 Test- Time Graphs and Data


bull Performance Assessments- Topic 16

Time Graphs and Data (enVision 2012) Found at the end of each topic in the Common Core edition and would be administered paper-pencil

8 SAGE Blueprintpdf

Sheet1

TABLE OF CONTENTS

General Instructions for the Map page

CSD Academic Framework to Support Effective Instruction page

Evidence-Based Instructional Priorities Applied to Math page

Systematic Vocabulary Routine for Math page

Hessrsquo Cognitive Rigor Matrix page

Utah SAGE Elementary Mathematics Blueprints page

Utah Core Math Standards at a Glance page

The Utah Core Standards for Mathematical Practice page

Utah Core State Standards for Mathematics page

I-CANyons Report Card page

I-CANyons Report Card Standards page

Year at Glance page

CSD Math Block page

CSD Lesson Plan for Math page

Scope and Sequence (Map) page




















Principles











do



and engagement

























Feedback cycle







Lesson study

Video analysis












June 2014 - V60

































systematic manner

System

atic Vocabulary R

outine- Math

Acquisition



ord 2


3 M


4


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6


ords origin etc



hat word



ow m



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T amp S A


ore sides that is m



eans much or m


any sides


Dem

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plesnon-exam

ples a)

Concrete exam

ples (realia) b)



s etc c)

Physical gesture d)

Verbal Exam

ples e)



ould need __________________



ples and non-exam



ade of line segm



ple) Draw



why not



on-example) D






Application

Application Phase



context a)





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switch and follow

the same procedure

13
























concepts






























































(EE) 28 34











algorithm






subtraction









Four Critical Areas
























1

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Grade 2 O

verview




ithin 20W



Num





Measurem

ent and Data

Measure and estim


ork with tim

e and money


Geom

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Grade 2

I-CA

Nyons R


Operations and A



ord problems w


A1

bull M


A2

bull M


A2

Num


ase Ten bull


BT1

bull C


bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num


BT4

bull U


BT7

bull U


BT7


o-digit numbers w

ith regrouping 2NB

T5amp6


o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

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bull M


D1-4

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inutes 2MD

7 bull


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bull R


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TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

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essm

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onit

or p

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ess

tow

ards

mas

tery

of g

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ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

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Principles











do



and engagement

























Feedback cycle







Lesson study

Video analysis












June 2014 - V60

































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System

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Acquisition



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4


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6


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any sides


Dem

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plesnon-exam

ples a)

Concrete exam

ples (realia) b)



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Physical gesture d)

Verbal Exam

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ples and non-exam



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Application

Application Phase



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hole group setting




bull N

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switch and follow

the same procedure

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concepts






























































(EE) 28 34











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1

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CORE STATE STAN

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verview




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Measurem

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Measure and estim


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e and money


Geom

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CORE STATE STAN

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S for MATH

EMATICS


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ϯĞƚĞƌŵ


ďĞƌŽĨŵĞŵ










Num


2NBT








ďdŚĞŶƵŵ



ϮŽƵŶƚǁ


ϯZĞĂĚĂŶĚǁ




ϰŽŵ




ƉĂƌŝƐŽŶƐ







ŽƉĞƌĂƟŽŶƐ












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Throndsen Jennifer
6
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
40

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Measurem

ent and Data

2MD

Measure and estim







ŽŵĞĂƐƵƌĞŵ


ŽŵĞĂƐƵƌĞŵ


ϯƐƟŵ


ĞƚĞƌƐ


ŝŶĞŚŽǁŵ

















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Work w

ith time and m

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ĂŶĚƉŵ

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Geom

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ĞĂƐƵƌŝŶŐ

Throndsen Jennifer
7
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
41
KinaTua
Typewritten Text

Grade 2

I-CA

Nyons R


Operations and A



ord problems w


A1

bull M


A2

bull M


A2

Num


ase Ten bull


BT1

bull C


bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num


BT4

bull U


BT7

bull U


BT7


o-digit numbers w

ith regrouping 2NB

T5amp6


o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

ent and Data

bull M


D1-4

bull Solve problem


D5

bull Tell and w


inutes 2MD

7 bull


oney 2MD

8 bull



D9amp

10 G

eometry

bull R


1 bull


2amp3



TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

































systematic manner

System

atic Vocabulary R

outine- Math

Acquisition



ord 2


3 M


4


s as appropriate



6


ords origin etc



hat word



ow m



ore sides that is m


T amp S A


ore sides that is m



eans much or m


any sides


Dem

onstration Phase 7


plesnon-exam

ples a)

Concrete exam

ples (realia) b)



s etc c)

Physical gesture d)

Verbal Exam

ples e)



ould need __________________



ples and non-exam



ade of line segm



ple) Draw



why not



on-example) D






Application

Application Phase



context a)





hole group setting




bull N

umber 2rsquos w





switch and follow

the same procedure

13
























concepts






























































(EE) 28 34











algorithm






subtraction









Four Critical Areas
























1

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Grade 2 O

verview




ithin 20W



Num





Measurem

ent and Data

Measure and estim


ork with tim

e and money


Geom

etry


MATH

EMATICAL PRACTICES






ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

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Throndsen Jennifer
5
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
39

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS


2OA















ĨƌŽŵ

ŵĞŵ



Work w


ϯĞƚĞƌŵ


ďĞƌŽĨŵĞŵ










Num


2NBT








ďdŚĞŶƵŵ



ϮŽƵŶƚǁ


ϯZĞĂĚĂŶĚǁ




ϰŽŵ




ƉĂƌŝƐŽŶƐ







ŽƉĞƌĂƟŽŶƐ












ĂŐŝǀĞŶŶƵŵ


ϵǆƉůĂŝŶǁ







Throndsen Jennifer
6
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
40

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Measurem

ent and Data

2MD

Measure and estim







ŽŵĞĂƐƵƌĞŵ


ŽŵĞĂƐƵƌĞŵ


ϯƐƟŵ


ĞƚĞƌƐ


ŝŶĞŚŽǁŵ

















ͲďĞƌƐƵŵ



Work w

ith time and m

oneyϳ




ĂŶĚƉŵ

ϴ^ŽůǀĞǁ












ƚŚĞŵ











Geom

etry 2G









ďĞƌŽĨƚŚĞŵ








ĞĂƐƵƌŝŶŐ

Throndsen Jennifer
7
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
41
KinaTua
Typewritten Text

Grade 2

I-CA

Nyons R


Operations and A



ord problems w


A1

bull M


A2

bull M


A2

Num


ase Ten bull


BT1

bull C


bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num


BT4

bull U


BT7

bull U


BT7


o-digit numbers w

ith regrouping 2NB

T5amp6


o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

ent and Data

bull M


D1-4

bull Solve problem


D5

bull Tell and w


inutes 2MD

7 bull


oney 2MD

8 bull



D9amp

10 G

eometry

bull R


1 bull


2amp3



TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

System

atic Vocabulary R

outine- Math

Acquisition



ord 2


3 M


4


s as appropriate



6


ords origin etc



hat word



ow m



ore sides that is m


T amp S A


ore sides that is m



eans much or m


any sides


Dem

onstration Phase 7


plesnon-exam

ples a)

Concrete exam

ples (realia) b)



s etc c)

Physical gesture d)

Verbal Exam

ples e)



ould need __________________



ples and non-exam



ade of line segm



ple) Draw



why not



on-example) D






Application

Application Phase



context a)





hole group setting




bull N

umber 2rsquos w





switch and follow

the same procedure

13
























concepts






























































(EE) 28 34











algorithm






subtraction









Four Critical Areas
























1

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Grade 2 O

verview




ithin 20W



Num





Measurem

ent and Data

Measure and estim


ork with tim

e and money


Geom

etry


MATH

EMATICAL PRACTICES






ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ






Throndsen Jennifer
5
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
39

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS


2OA















ĨƌŽŵ

ŵĞŵ



Work w


ϯĞƚĞƌŵ


ďĞƌŽĨŵĞŵ










Num


2NBT








ďdŚĞŶƵŵ



ϮŽƵŶƚǁ


ϯZĞĂĚĂŶĚǁ




ϰŽŵ




ƉĂƌŝƐŽŶƐ







ŽƉĞƌĂƟŽŶƐ












ĂŐŝǀĞŶŶƵŵ


ϵǆƉůĂŝŶǁ







Throndsen Jennifer
6
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
40

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Measurem

ent and Data

2MD

Measure and estim







ŽŵĞĂƐƵƌĞŵ


ŽŵĞĂƐƵƌĞŵ


ϯƐƟŵ


ĞƚĞƌƐ


ŝŶĞŚŽǁŵ

















ͲďĞƌƐƵŵ



Work w

ith time and m

oneyϳ




ĂŶĚƉŵ

ϴ^ŽůǀĞǁ












ƚŚĞŵ











Geom

etry 2G









ďĞƌŽĨƚŚĞŵ








ĞĂƐƵƌŝŶŐ

Throndsen Jennifer
7
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
41
KinaTua
Typewritten Text

Grade 2

I-CA

Nyons R


Operations and A



ord problems w


A1

bull M


A2

bull M


A2

Num


ase Ten bull


BT1

bull C


bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num


BT4

bull U


BT7

bull U


BT7


o-digit numbers w

ith regrouping 2NB

T5amp6


o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

ent and Data

bull M


D1-4

bull Solve problem


D5

bull Tell and w


inutes 2MD

7 bull


oney 2MD

8 bull



D9amp

10 G

eometry

bull R


1 bull


2amp3



TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1
























concepts






























































(EE) 28 34











algorithm






subtraction









Four Critical Areas
























1

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Grade 2 O

verview




ithin 20W



Num





Measurem

ent and Data

Measure and estim


ork with tim

e and money


Geom

etry


MATH

EMATICAL PRACTICES






ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ






Throndsen Jennifer
5
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
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39

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS


2OA















ĨƌŽŵ

ŵĞŵ



Work w


ϯĞƚĞƌŵ


ďĞƌŽĨŵĞŵ










Num


2NBT








ďdŚĞŶƵŵ



ϮŽƵŶƚǁ


ϯZĞĂĚĂŶĚǁ




ϰŽŵ




ƉĂƌŝƐŽŶƐ







ŽƉĞƌĂƟŽŶƐ












ĂŐŝǀĞŶŶƵŵ


ϵǆƉůĂŝŶǁ







Throndsen Jennifer
6
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
40

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Measurem

ent and Data

2MD

Measure and estim







ŽŵĞĂƐƵƌĞŵ


ŽŵĞĂƐƵƌĞŵ


ϯƐƟŵ


ĞƚĞƌƐ


ŝŶĞŚŽǁŵ

















ͲďĞƌƐƵŵ



Work w

ith time and m

oneyϳ




ĂŶĚƉŵ

ϴ^ŽůǀĞǁ












ƚŚĞŵ











Geom

etry 2G









ďĞƌŽĨƚŚĞŵ








ĞĂƐƵƌŝŶŐ

Throndsen Jennifer
7
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
41
KinaTua
Typewritten Text

Grade 2

I-CA

Nyons R


Operations and A



ord problems w


A1

bull M


A2

bull M


A2

Num


ase Ten bull


BT1

bull C


bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num


BT4

bull U


BT7

bull U


BT7


o-digit numbers w

ith regrouping 2NB

T5amp6


o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

ent and Data

bull M


D1-4

bull Solve problem


D5

bull Tell and w


inutes 2MD

7 bull


oney 2MD

8 bull



D9amp

10 G

eometry

bull R


1 bull


2amp3



TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1














(EE) 28 34











algorithm






subtraction









Four Critical Areas
























1

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Grade 2 O

verview




ithin 20W



Num





Measurem

ent and Data

Measure and estim


ork with tim

e and money


Geom

etry


MATH

EMATICAL PRACTICES






ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ






Throndsen Jennifer
5
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
39

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS


2OA















ĨƌŽŵ

ŵĞŵ



Work w


ϯĞƚĞƌŵ


ďĞƌŽĨŵĞŵ










Num


2NBT








ďdŚĞŶƵŵ



ϮŽƵŶƚǁ


ϯZĞĂĚĂŶĚǁ




ϰŽŵ




ƉĂƌŝƐŽŶƐ







ŽƉĞƌĂƟŽŶƐ












ĂŐŝǀĞŶŶƵŵ


ϵǆƉůĂŝŶǁ







Throndsen Jennifer
6
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
40

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Measurem

ent and Data

2MD

Measure and estim







ŽŵĞĂƐƵƌĞŵ


ŽŵĞĂƐƵƌĞŵ


ϯƐƟŵ


ĞƚĞƌƐ


ŝŶĞŚŽǁŵ

















ͲďĞƌƐƵŵ



Work w

ith time and m

oneyϳ




ĂŶĚƉŵ

ϴ^ŽůǀĞǁ












ƚŚĞŵ











Geom

etry 2G









ďĞƌŽĨƚŚĞŵ








ĞĂƐƵƌŝŶŐ

Throndsen Jennifer
7
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
41
KinaTua
Typewritten Text

Grade 2

I-CA

Nyons R


Operations and A



ord problems w


A1

bull M


A2

bull M


A2

Num


ase Ten bull


BT1

bull C


bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num


BT4

bull U


BT7

bull U


BT7


o-digit numbers w

ith regrouping 2NB

T5amp6


o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

ent and Data

bull M


D1-4

bull Solve problem


D5

bull Tell and w


inutes 2MD

7 bull


oney 2MD

8 bull



D9amp

10 G

eometry

bull R


1 bull


2amp3



TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1



subtraction









Four Critical Areas
























1

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Grade 2 O

verview




ithin 20W



Num





Measurem

ent and Data

Measure and estim


ork with tim

e and money


Geom

etry


MATH

EMATICAL PRACTICES






ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ






Throndsen Jennifer
5
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
39

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS


2OA















ĨƌŽŵ

ŵĞŵ



Work w


ϯĞƚĞƌŵ


ďĞƌŽĨŵĞŵ










Num


2NBT








ďdŚĞŶƵŵ



ϮŽƵŶƚǁ


ϯZĞĂĚĂŶĚǁ




ϰŽŵ




ƉĂƌŝƐŽŶƐ







ŽƉĞƌĂƟŽŶƐ












ĂŐŝǀĞŶŶƵŵ


ϵǆƉůĂŝŶǁ







Throndsen Jennifer
6
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
40

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Measurem

ent and Data

2MD

Measure and estim







ŽŵĞĂƐƵƌĞŵ


ŽŵĞĂƐƵƌĞŵ


ϯƐƟŵ


ĞƚĞƌƐ


ŝŶĞŚŽǁŵ

















ͲďĞƌƐƵŵ



Work w

ith time and m

oneyϳ




ĂŶĚƉŵ

ϴ^ŽůǀĞǁ












ƚŚĞŵ











Geom

etry 2G









ďĞƌŽĨƚŚĞŵ








ĞĂƐƵƌŝŶŐ

Throndsen Jennifer
7
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
41
KinaTua
Typewritten Text

Grade 2

I-CA

Nyons R


Operations and A



ord problems w


A1

bull M


A2

bull M


A2

Num


ase Ten bull


BT1

bull C


bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num


BT4

bull U


BT7

bull U


BT7


o-digit numbers w

ith regrouping 2NB

T5amp6


o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

ent and Data

bull M


D1-4

bull Solve problem


D5

bull Tell and w


inutes 2MD

7 bull


oney 2MD

8 bull



D9amp

10 G

eometry

bull R


1 bull


2amp3



TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1











1

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Grade 2 O

verview




ithin 20W



Num





Measurem

ent and Data

Measure and estim


ork with tim

e and money


Geom

etry


MATH

EMATICAL PRACTICES






ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

ĂƟĐƐ






Throndsen Jennifer
5
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
39

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS


2OA















ĨƌŽŵ

ŵĞŵ



Work w


ϯĞƚĞƌŵ


ďĞƌŽĨŵĞŵ










Num


2NBT








ďdŚĞŶƵŵ



ϮŽƵŶƚǁ


ϯZĞĂĚĂŶĚǁ




ϰŽŵ




ƉĂƌŝƐŽŶƐ







ŽƉĞƌĂƟŽŶƐ












ĂŐŝǀĞŶŶƵŵ


ϵǆƉůĂŝŶǁ







Throndsen Jennifer
6
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
40

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Measurem

ent and Data

2MD

Measure and estim







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ĞƚĞƌƐ


ŝŶĞŚŽǁŵ

















ͲďĞƌƐƵŵ



Work w

ith time and m

oneyϳ




ĂŶĚƉŵ

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Geom

etry 2G









ďĞƌŽĨƚŚĞŵ








ĞĂƐƵƌŝŶŐ

Throndsen Jennifer
7
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
41
KinaTua
Typewritten Text

Grade 2

I-CA

Nyons R


Operations and A



ord problems w


A1

bull M


A2

bull M


A2

Num


ase Ten bull


BT1

bull C


bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num


BT4

bull U


BT7

bull U


BT7


o-digit numbers w

ith regrouping 2NB

T5amp6


o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

ent and Data

bull M


D1-4

bull Solve problem


D5

bull Tell and w


inutes 2MD

7 bull


oney 2MD

8 bull



D9amp

10 G

eometry

bull R


1 bull


2amp3



TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Grade 2 O

verview




ithin 20W



Num





Measurem

ent and Data

Measure and estim


ork with tim

e and money


Geom

etry


MATH

EMATICAL PRACTICES






ϰDŽĚĞůǁ

ŝƚŚŵĂƚŚĞŵ

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Throndsen Jennifer
5
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
KinaTua
Typewritten Text
39

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS


2OA















ĨƌŽŵ

ŵĞŵ



Work w


ϯĞƚĞƌŵ


ďĞƌŽĨŵĞŵ










Num


2NBT








ďdŚĞŶƵŵ



ϮŽƵŶƚǁ


ϯZĞĂĚĂŶĚǁ




ϰŽŵ




ƉĂƌŝƐŽŶƐ







ŽƉĞƌĂƟŽŶƐ












ĂŐŝǀĞŶŶƵŵ


ϵǆƉůĂŝŶǁ







Throndsen Jennifer
6
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
40

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Measurem

ent and Data

2MD

Measure and estim







ŽŵĞĂƐƵƌĞŵ


ŽŵĞĂƐƵƌĞŵ


ϯƐƟŵ


ĞƚĞƌƐ


ŝŶĞŚŽǁŵ

















ͲďĞƌƐƵŵ



Work w

ith time and m

oneyϳ




ĂŶĚƉŵ

ϴ^ŽůǀĞǁ












ƚŚĞŵ











Geom

etry 2G









ďĞƌŽĨƚŚĞŵ








ĞĂƐƵƌŝŶŐ

Throndsen Jennifer
7
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
41
KinaTua
Typewritten Text

Grade 2

I-CA

Nyons R


Operations and A



ord problems w


A1

bull M


A2

bull M


A2

Num


ase Ten bull


BT1

bull C


bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num


BT4

bull U


BT7

bull U


BT7


o-digit numbers w

ith regrouping 2NB

T5amp6


o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

ent and Data

bull M


D1-4

bull Solve problem


D5

bull Tell and w


inutes 2MD

7 bull


oney 2MD

8 bull



D9amp

10 G

eometry

bull R


1 bull


2amp3



TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS


2OA















ĨƌŽŵ

ŵĞŵ



Work w


ϯĞƚĞƌŵ


ďĞƌŽĨŵĞŵ










Num


2NBT








ďdŚĞŶƵŵ



ϮŽƵŶƚǁ


ϯZĞĂĚĂŶĚǁ




ϰŽŵ




ƉĂƌŝƐŽŶƐ







ŽƉĞƌĂƟŽŶƐ












ĂŐŝǀĞŶŶƵŵ


ϵǆƉůĂŝŶǁ







Throndsen Jennifer
6
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
40

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Measurem

ent and Data

2MD

Measure and estim







ŽŵĞĂƐƵƌĞŵ


ŽŵĞĂƐƵƌĞŵ


ϯƐƟŵ


ĞƚĞƌƐ


ŝŶĞŚŽǁŵ

















ͲďĞƌƐƵŵ



Work w

ith time and m

oneyϳ




ĂŶĚƉŵ

ϴ^ŽůǀĞǁ












ƚŚĞŵ











Geom

etry 2G









ďĞƌŽĨƚŚĞŵ








ĞĂƐƵƌŝŶŐ

Throndsen Jennifer
7
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
41
KinaTua
Typewritten Text

Grade 2

I-CA

Nyons R


Operations and A



ord problems w


A1

bull M


A2

bull M


A2

Num


ase Ten bull


BT1

bull C


bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num


BT4

bull U


BT7

bull U


BT7


o-digit numbers w

ith regrouping 2NB

T5amp6


o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

ent and Data

bull M


D1-4

bull Solve problem


D5

bull Tell and w


inutes 2MD

7 bull


oney 2MD

8 bull



D9amp

10 G

eometry

bull R


1 bull


2amp3



TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

UTAH

CORE STATE STAN

DARD

S for MATH

EMATICS

Measurem

ent and Data

2MD

Measure and estim







ŽŵĞĂƐƵƌĞŵ


ŽŵĞĂƐƵƌĞŵ


ϯƐƟŵ


ĞƚĞƌƐ


ŝŶĞŚŽǁŵ

















ͲďĞƌƐƵŵ



Work w

ith time and m

oneyϳ




ĂŶĚƉŵ

ϴ^ŽůǀĞǁ












ƚŚĞŵ











Geom

etry 2G









ďĞƌŽĨƚŚĞŵ








ĞĂƐƵƌŝŶŐ

Throndsen Jennifer
7
Throndsen Jennifer
Throndsen Jennifer
KinaTua
Typewritten Text
KinaTua
Typewritten Text
41
KinaTua
Typewritten Text

Grade 2

I-CA

Nyons R


Operations and A



ord problems w


A1

bull M


A2

bull M


A2

Num


ase Ten bull


BT1

bull C


bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num


BT4

bull U


BT7

bull U


BT7


o-digit numbers w

ith regrouping 2NB

T5amp6


o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

ent and Data

bull M


D1-4

bull Solve problem


D5

bull Tell and w


inutes 2MD

7 bull


oney 2MD

8 bull



D9amp

10 G

eometry

bull R


1 bull


2amp3



TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

Grade 2

I-CA

Nyons R


Operations and A



ord problems w


A1

bull M


A2

bull M


A2

Num


ase Ten bull


BT1

bull C


bers to 1000 2NB

T2 amp 3

bull C

ompare 3-digit num


BT4

bull U


BT7

bull U


BT7


o-digit numbers w

ith regrouping 2NB

T5amp6


o-digit numbers w

ith regrouping 2NB

T5amp7

Measurem

ent and Data

bull M


D1-4

bull Solve problem


D5

bull Tell and w


inutes 2MD

7 bull


oney 2MD

8 bull



D9amp

10 G

eometry

bull R


1 bull


2amp3



TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1



TOPICS from

enVision 2012

CFA Assessment

Dates



Due by October 31st








January 20- April 3

(50 days)


Due by April 3rd





April 13- June 5

(38 days)


Due by June 5th








Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1





Review or Preteach

10-15

minutes




bull C

heck

for

Und

erst

andi

ng (

Ass

essm

ent)

o

M

onit

or p

rogr

ess

tow

ards

mas

tery

of g

rade

-lev

el c

ore

stan

dard

s



5-10

minutes



Lesson Objectives

1-3 minutes





Application

30-45 minutes

Develop the Concept





20-45

minutes












2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1







2NBT5



DOK 2


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1


2OA 2NBT









2NBT5









2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1





2 5 3 1 4 9 0 7 + 6 + 2 + 8 + 4 DOK 1



4 + 4 = ______ 4 + 5 = _______ 6 + 6 = ______ 6 + 7 = _______ 10 + 5 = ______ 9 + 6 = ______ 10 + 3 = ______ 9 + 4 = ______ DOK 2


2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

2NBT5


2NBT9


DOK 2


13 +13

13 =13 13


+13 13 =13 13

DOK13 313

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1


2OA 2NBT





















9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1










9 + 9 + 6 = ________ 18 ndash ____ + 4 = 15 _____ + 7 ndash 1 = 12 5 + 3 - _____ = 5 DOK 1






2NBT9 9 + 8 = _____ + 9 4 + _____ = 4 _____ - 0 = 7




2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1



2OA 2NBT





















2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1










2 + 2 + 2 + 2 = _______ 4 + 4 + 4 = _____ 3 + 3 + 3 + 3 + 3 = _______





2OA









2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1





2OA4

















113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1












113 197 604 980 583 660 DOK 1



100

2NBT6 Add

11 57 95 40 39 68 23 18 + 21 + 76 + 20 DOK 1


2NBT9 12 + 5 = 5 + ______ 2 + 11 = ______ + 2 DOK 2





DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

DOK 2

DOK 2




2NBT 2OA








Place Value to 100


2 NBT 2


2 NBT 3









2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1








2 NBT 4


2 NBT 5


2 NBT 6


2 NBT 9










15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1









15 20 _____ 30 35 _____ 30 ____ 50 60 70 _____ 80 220 230 _____ 250 600 ______ 800 900 ______ DOK 1




DOK 2



13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

13 13 13 13

13 13 13 13 13

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

DOK 1

DOK 3

2NBT9 Add 2 + 10 = _____ 12 + 10 = ______ 22 + 10 = _______ 32 + 10 = _______ DOK 1


2OA1 23 + 100 + 10 = _________ 50 + ______ + 5 = 65 DOK 2



2NBT







2 NBT5


2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

2OA




2 NBT8



2 OA1









55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1




55 ____ 45 40 _____ 30 120 110 _____ 90 _____ 70 875 _____ 675 575 ______ 375 DOK 1


2NBT7 Subtract 154 273 - 91 - 46 DOK 1






DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

DOK 1




2NBT






2NBT7


2 NBT8


2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

2OA





2 OA1









55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1





55 + 5 = ______ 70 + 5 = _____ 20 + 10 = _______ 35 + 10 = _______ DOK 1


2NBT6 Add 29 + 31 + 16 + 44 = ______ 12 + 25 + 28 + 15 = ______ DOK 1






36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

36 37 38 39 40 41 42 43 44 37 + 4 36 + 7 39 + 2 DOK 1


2OA1 Solve 17 + ______ = 84 ______ + 43 = 93 37 + 48 = ______ DOK 1



2NBT 2MD







2NBT6


2NBT9


2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

2OA








2MD6


2OA1









Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1





Solve 36 ndash 8 = ________ 29 - _____ = 25 _____ - 4 = 37 DOK 1



2NBT9










2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1






2NBT 2MD






2NBT6


2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

2OA







2MD6


2OA1










DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1






DOK 1











2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1








2NBT



enVision 2011










or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1








or ungrouping


2 NBT 3











192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1








192 384 + 537 + 140 355 + 204 DOK 1







2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1


2NBT







2NBT8


2NBT9











DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1







DOK 2


DOK 1


13

Hexagon13

Triangle13

13 13 13 13 13

Pentagon13


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1


DOK 1







2G2























$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1




















$025 + $052 $079 - $061 DOK 1









2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1




2MD 2NBT






2 NBT9













2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1












2MD2

DOK 1





DOK 2

2MD3

DOK 2






2MD5

DOK 2









2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1








2MD2


2MD3


2MD4



2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1


2MD5










210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1





210

1140


515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

515




2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1

2MD10




bike DOK 2

Ways to Come

We School

Number of Students


Bike J J J J J J

Car J J J J

Bus J J J J J J J









Data


2MD10






8 SAGE Blueprintpdf

Sheet1



Data


2MD10






8 SAGE Blueprintpdf

Sheet1

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