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for our FUTURE

Second Grade Math Pacing Guide

2014-2015

Accessing Resources

Investigations Worksheet PDFs Instruction Portal 1) Go to Pearsonsuccessnet.com 1) Go to albany.k12.or.us

2) Enter your username and password. 2) Click on Departments and Services on the left menu

If it is your first time logging in: Scroll down on the log-in screen and 3) Click on Curriculum and Instruction on the top menu

click on Register. See separate handout or ask a math 4) Click on Instruction Portal

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your materials the first time. building’s math leader. 3) Click on the student edition/student activity workbook.

4) Print the worksheets you need

Investigations Common Core additional lessons There are additional lessons and additional teaching notes to better

satisfy all common core state standards. These lessons, teaching notes,

and worksheets are in the book our district purchased last year titled

Investigations and the Common Core State Standards.

Balanced Math – The pacing guide represents the minimum set of

skills needed for students to meet the assessment required to receive a

diploma. Therefore, it is important to stay as close to the timing in the pacing

guide as possible. If you get to the end of a unit’s allotted time and your students have not mastered all of the skills yet, those skills become a part of

the Review section of your lesson and the Conceptual Lesson section moves

with the pacing guide. This enables your students to reach mastery without Acquiring and Maintaining Skills – Throughout the year,

students need to review their addition and subtraction skills to maintain slowing the pace of instruction. fluency with their facts. Some resources are listed below.

Kim Sutton Balanced Math Instruction Distribution

10-Block to maintain fluency skills. Each building has a 10-Block Example:

60 minute lesson binder.

15 minutes Review Review Number Corner 5 minutes Mental Math 25-30% Monthly activities in Number corner can support classroom instruction. 40 minutes Conceptual

Throughout the year this program has a spiral affect of the concepts of Conceptual

Lesson

time, money, and place value. The calendar patterns each month Lesson

challenge students through predictions. Problem solving, 65-70%

communication, and reasoning are also emphasized each month.

Computation fluency is emphasized heavily between September and Mental Math January. Addition and subtraction strategies are listed in the teacher’s 5-7% addition on pages 145 & 155. Those are then reinforced in math

tasks the remainder of the year.

The Base Ten Banks for addition and subtraction are used from January

until the end of the school year for double digit computation practice.

Grade 2 Math 2013-14 Created: June 2013

2nd

Grade Key Concepts and Corresponding Activities

Key Concept Activity Place Value

Students need to understand that the location of a digit determines its nd

value (working with 3-digit numbers in 2 grade).

Students also need to represent each group of 10 with a digit in the

next highest position.

Sticker Station (activities)

Introduced in Unit 3 Investigation 4.4 (pg. 187)*

Continued in Unit 3: 4.5

Unit 6: 1.1, 1.2, 1.3, 2.4, 5A.2, 5A.3, 5A.4, 5A.5

Unit 8: 4.4, 5A.1, 5A.2, 5A.3, 5A.4,

*Teacher note on pg. 231 of Unit 3

Addition and Subtraction

Students build their understanding of addition as putting together

and subtraction as removal, comparison, or a missing addend to

identify efficient strategies to solve story problems.

Students need to build number flexibility to decompose numbers to

facilitate addition and subtraction strategies.

Problem Solving

Introduce in Unit 1 Investigation 2.1 (pg. 63)

Continued in Units: 3, 6, 8 and 9

Resource pages in Student Math Handbook pg. 62-66 (+) and 77-75 (-)

ndExpectation is that every 2 grade student will do problem #3 from the

“More Story Problems Challenges” Resource Master 23 from Unit 8 as

a problem solving activity toward the end of the year. It can also be

seen in the margin on pg. 100 of Unit 8 Teachers Edition.

Skip Counting

Students need to relate skip counting to repeated addition.

Students need to be able to skip count by 2s, 5s, 10s, and 100s.

Number Line Petite (Kim Sutton) and Skip Counting Strips (Inv.)

Kim Sutton Activity from Number Line Workbook pg. 29-34

Introduce in Unit 3 Investigation 3.3 (pg. 137 when counting legs 2s)

Continued in Unit 3: 3.4 (fingers 5s and 10s), 3.6, 3.7

Continued in Unit 5: 2.2, 2.4 Unit 6: 4.2 (skip counting strips), 4.3

Bold lessons indicate a discussion or new level of rigor introduced

The above concepts are the key ideas for second grade that students will build on for the years to come. The students need to be familiar with the

three activities so, next year the third grade teachers can use these activities before they start instruction that builds on these concepts. This will

allow third grade teachers to hear from the students as to what they remember from second grade. It will also remind the students what they learned

so they can connect the new learning to what they already know.

Standards 2.AO.2 – Add and subtract using mental strategies, 2.MD.7 – tell and write time to the nearest five minute, and 2.MD.8 – Solve

word problems involving money need to be taught on a regular basis to build conceptual understanding. This can be achieved through Number

Corner, your calendar time, and/or through Classroom Routines in Investigations.


Unit: 1 “Counting, Coins, and Combinations” nd thTime: 6 weeks September 2 to October 9

Standards to Mastery Standards for which this unit builds foundational skills

None for this unit 2.OA.1 2.MD.6

2.OA.2 2.MD.7

2.NBT.3 2.MD.8

Mathematical Practice Standards to Emphasize

Big Ideas

Addition is used to represent when things are coming together and

subtraction is used to represent when things are being taken away or

compared.

The number line has the whole numbers equally spaced and can be used

to find sums (counting on) and differences (distance between).

Coins all have different values and can build understanding for skip

counting and regrouping.

Essential Questions

How can we represent situations where things are coming together or

being taken away?

How can the number line be a helpful tool?

How are coins related to math?

Concepts

Many different expressions can be equivalent to the same thing.

Different coins are worth different amounts.

Addition represents situations where things are being put together or

growing.

Subtraction represents situations where things are being taken away or

compared.

Understand inequalities on the number line.

Understand the relationship between the number line and the hundreds

chart.

Skills

Read times on the hour on both digital and analog clocks

Create equivalent expressions

Represent numbers on the number line

Solve one step story problems with addition or subtraction of two, two-

digit numbers using strategies (place value, properties of operations,

counting all, counting on, decomposing numbers, counting back,

counting up, taking away a number in chunks) and models (number

lines, cubes, pictures, and fingers)

Double numbers using arrays and addition

Identify a penny and know it is worth 1¢

Identify a nickel and know it is worth 5¢

Identify a dime and know it is worth 10¢

Identify a quarter and know it is worth 25¢

Count up to 60 objects

Find combinations that make 10

Locate numbers on the hundreds chart


Resources Standards Expectation by

end of Unit

Vocabulary

Investigations:

Unit 1 Counting, Coins, and

Combinations

Kim Sutton:

Drills to Thrill Addition Strategies (0,1,2) pg.52-61

Doubles and Doubles +1 pg.62-69

Addition Strategies (9,10) pg.70-76

Making Tens pg.80-81

Before and After pg.32-41

Dynamic Dice

First Sum Wins pg.14-15

Rolling dice Game pg.24-29

Rolling your Facts pg.60-69

Cover Up pg.88-89

The Powerful Numbers 0-100

Order Up pg.16-17

What Comes Before + After pg.18-

23

Math Focus Activities

2.OA.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, e.g., by using drawings and equations

with a symbol for the unknown number to represent the problem.

(See Table 1. in appendix)

Introduce one

step word

problems.

Digit

Order

Whole numbers

ones and tens

addition

subtraction

differences

sum

penny

quarter

nickel

dime

coin

value

money

cent sign ¢

analog

digital

minute

hour

solve

compare

equations

2.OA.2. Fluently add and subtract within 20 using mental

strategies. By end of Grade 2, know from memory all sums of two

one-digit numbers. (See standard 1.OA.6 for a list of mental

strategies.)

Adding to 10.

2.NBT.3. Read and write numbers to 1000 using base-ten

numerals, number names, and expanded form.

Read and write

numbers to 100.

2.MD.6. Represent whole numbers as lengths from 0 on a number

line diagram with equally spaced points corresponding to the

numbers 0, 1, 2, …, and represent whole-number sums and

differences within 100 on a number line diagram.

Locate numbers

on the number

line

2.MD.7. Tell and write time from analog and digital clocks to the

nearest five minutes, using a.m. and p.m.

Introduce telling

time to the hour.

2.MD.8. Solve word problems involving dollar bills, quarters,

dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

Example: If you have 2 dimes and 3 pennies, how many cents do

you have?

Identify names of

all coins and their

values.

Coin Mat pg.27 2.AO.2 – Mental strategies to add and subtract Taught all year addend

Spinning Coins pg. pg.32 – 33 2.MD.7 – time Reference page 3 equal

10- Block

ndDistrict “S” Drive – GAPS 2

Grade Math Folder

2.MD.8 –money number line

o'clock

put together

take apart

counting on

adding to

taking from

Bold words are

student words


Unit 2: Geometry “Shapes, Blocks, and Symmetry” th th

Time: 4 weeks October 13 to November 7Standards to Mastery

2.G.2 Standards for which this unit builds foundational skills

2.G.1

2.OA.2

2.OA.4

2.MD.7


Big Ideas

A shape is defined by its attributes.

Same-size squares can be used to find the area of two-dimensional

shapes.

Two-dimensional shapes are flat while three-dimensional shapes take up

space (are solid).

Essential Questions

How are shapes named and described?

How are 2D shapes measured?

How are two-dimensional and three-dimensional shapes different?

Concepts

A 2D shape is flat and has area while a 3D shape takes up space.

Shapes are named using their attributes.

Area is the amount of space a shape takes up.

Rectangles with the same area can look different.

Skills

Given all of the faces of a shape, identify which 3D shape they will make

Create arrays for doubles

Name 2D shapes based on their attributes (number of sides): triangle,

quadrilateral, hexagon, pentagon

Sort shapes by a given attribute

Identify the vertices of a shape

Compare angles to a right angle

Order rectangles by comparing areas

Cover a rectangle with same-size squares to find the area

Create rectangles with the same area but different side lengths



end of Unit

Vocabulary

Investigations:

Unit 2 Shapes, Blocks, and

Symmetry

Add:

1.1A lesson pg. CC9-CC13*

2.10A lesson pg. CC14-CC16*

Skip Investigation 3

Kim Sutton:

Drills to Thrill

Addition Strategies pg. 53 - 77

Drill Doughnuts pg.210 - 211

Dynamic Dice

Rolling Polygons Pg. 116- 118





strategies.)

Add and subtract

to 10 using

mental strategies.

Array

Addition

Subtraction

Solve

Whole number

Differences

Sums

Compare

Digital/Analog

O'clock

Hour

Minute

Attribute

Angles

Faces

Triangle

polygon

Quadrilateral

Hexagon

2.G.1. Recognize and draw shapes having specified attributes,

such as a given number of angles or a given number of equal

faces. Identify triangles, quadrilaterals, pentagons, hexagons, and

cubes. (Sizes are compared directly or visually, not compared by

measuring.)

Introduce

2.G.2. Partition a rectangle into rows and columns of same-size

squares and count to find the total number of them.

Mastery

2.OA.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.

Introduce

rectangular arrays



Tell time to the

hour and half

hour.

2.AO.2 – Mental strategies to add and subtract Taught all year Grade Math Folder 2.MD.7 – time Reference page 3

Cube

Rectangle 2.MD.8 –money Pentagons

Square

Row

Column

Identify

equal

put together

take apart

counting on

Taking from

Right angle

Vertex

Bold words are

student words

*Additional lessons are in the Investigations and the Common Core State Standards supplement referenced on pg. 2


Unit 3: Addition, Subtractions, and the Number System 2

“Stickers, Number Strings, and Story Problems”

th thTime: 4.5 weeks November 12 to December 19


2.OA.3 2.OA.1 2.NBT.5 2.MD.7

2.OA.2 2.NBT.9 2.MD.8

2.NBT.2 2.MD.6


Big Ideas

The placement of a digit in a number determines its value.

Addition and subtraction are inverse operations. Subtraction problems

can be written as addition problems with a missing addend.

All even numbers can be written as a sum of two equal addends.

Essential Questions

How is the placement of the digits in a number important?

How are addition and subtraction problems related?

How are all even numbers similar?

Concepts

Reordering addends does not change the sum.

Subtraction problems can be written as addition problems with a missing

addend.

Understand that a group of objects has a even number of members if

each can be paired with another, if the group can be counted by 2s, or if

the group can be expressed as the sum of two equal addends.

Understand place value of a two digit number.

Skills

Use strategies such as making 10, doubles, near doubles, and familiar

combinations to solve problems with 3 addends

Use calculators to solve addition problems

Use strategies such as count all, count on, add 10’s and add 1’s, and the number line to solve addition story problems

Use strategies such as take away and recount, count back, count back by

groups, break the minuend apart, and the number line to solve subtraction

story problems

Use horizontal and vertical notation to represent addition and subtraction

Solve problems with a missing addend

Determine if a group of objects is even or odd

Skip count by 2’s, 5’s, and 10’s Represent a number using tally marks

Identify and use coin equivalency

Identify which digit is in the tens place and which digit is in the ones

place in a two digit number

Decompose a two digit number into groups of tens and groups of ones

Compare numbers to 20


Resources Standards Expectation by Vocabulary

Investigations:

Unit 3 Stickers, Number

Strings, and Story Problems

Add:

2.5A lesson pg. CC21-CC25

Kim Sutton:

Drills to Thrill

Before and After pg.32-41

Equations Compared to

pg.98-99

Equations Compared (+/-)

pg.162-163

Number Decomposition

pg.42-43

Doubles and Doubles +1

pg.62-69


Even and Odd Patterns

pg.86-87

Dynamic Dice

Compare Quantities pg.94-97

2.OA.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, e.g., by using drawings and equations with a symbol for the

unknown number to represent the problem. (See Table 1.appendix)

Introduce 2 step

word problems

within 50.

digit

order

place value

whole numbers

multiples

skip count

ones/tens

addition

subtraction

difference

sum

addend

money/coin

penny/ nickel

dime/quarter

cent sign

value

analog

digital

minute/hour

o'clock

2.OA.2. Fluently add and subtract within 20 using mental strategies. By

end of Grade 2, know from memory all sums of two one-digit numbers.

(See standard 1.OA.6 for a list of mental strategies.)

Fluently + and - to

10. Work on mental

strategies to 20.

2.OA.3. Determine whether a group of objects (up to 20) has an odd or

even number of members, e.g., by pairing objects or counting them by

2s; write an equation to express an even number as a sum of two equal

addends.

Mastery

2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. Skip count by 5s

and 10s past 100

2.NBT.5. Fluently add and subtract within 100 using strategies based

on place value, properties of operations, and/or the relationship

between addition and subtraction.

Introduce

2.NBT.9. Explain why addition and subtraction strategies work, using

place value and the properties of operations. (Explanations may be

supported by drawings or objects.)

Introduce

2.MD.6. Represent whole numbers as lengths from 0 on a number line Using the number Number Roads pg.132-135 diagram with equally spaced points corresponding to the numbers 0, 1, line to add and half hour

First Sum Wins pg.14-15, 75 2, …, and represent whole-number sums and differences within 100 on subtract. solve First Sum Wins! pg.74-75

Rolling Dice pg.98-103

Rolling to 99 pg.122-123

District “S” Drive – GAPS nd

2 Grade Math Folder

a number line diagram. compare

equations

equal

number line

odd/even

pairs

unknown



Continue telling

time to the hour and

half hour.

2.MD.8. Solve word problems involving dollar bills, quarters, dimes,

nickels, and pennies, using $ and ¢ symbols appropriately. Example: If

you have 2 dimes and 3 pennies, how many cents do you have?

Find the value of

mixed coins to 50¢

2.AO.2 – Mental strategies to add and subtract

2.MD.7 – time 2.MD.8 –money

Taught all year

Reference page 3


Unit 4: Data Analysis “Pockets, Teeth, and Favorite Things” th ndTime: 2.5 weeks January 5 to January 22


2.MD.10 2.OA.2

2.MD.7

2.MD.9


Big Ideas

Picture graphs and bar graphs can be used to represent data.

Information about a population or set of objects can be learned from

data.

Essential Questions

How can data be represented?

What can be learned using data?

Concepts

Groups can be compared by size.

Objects can be sorted in different ways based on different attributes.

Important features of a data set and how it is represented.

Data can be organized in different ways.

Develop strategies for combining multiple addends.

Read line plots, Venn diagrams, and bar graphs.

Skills

Group data into categories based on similar attributes

Write an equation to show that the sum of the categories equals the total

responses

Verbally explain which group is larger (ex. “more kids are wearing stripes than not wearing stripes”)

Order numbers using manipulatives

Plot data on a line plot

Combine multiple addends

Create a plan to collect and organize data

Describe what the data shows about the group surveyed

Make a prediction about a population then collect data and record it to

analyze prediction

Use a data set to make a hypothesis

Compare 2 sets of data

Use a Venn diagram to organize data

Represent data using a bar graph

Develop fluency with subtraction facts related to near double

combinations



end of Unit

Vocabulary

Investigations:

Unit 4 Pockets, Teeth, and Favorite

Things

Add:

1.3A lesson pg. CC28-CC34

1.4A lessons pg. CC35-CC39

Skip Lessons 1.3, 1.4, 1.5, 1.6.


Grade Math Folder




strategies.)

Continue to work

on fact fluency to

20.

add

subtract

sum

difference

digit

o'clock

analog

digital

minute

hour

half hour

picture

graph

bar graph



Tell time to the

nearest half hour.

Introduce telling

time to the quarter

hour

2.MD.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-number units.

Create line plots

2.MD.10. Draw a picture graph and a bar graph (with single-unit Mastery

scale) to represent a data set with up to four categories. Solve data set

simple put-together, take-apart, and compare problems using horizontal

information presented in a bar graph. (See Table 1.) vertical

line plot 2.AO.2 – Mental strategies to add and subtract Taught all year

2.MD.7 – time Reference page 3 key

2.MD.8 –money category

attributes

whole

number

equation

addend

Bold words are

student words


Unit 5: Patterns, Functions, and Change “How Many Floors,

How Many Rooms?”

th thTime: 3 weeks January 27 to February 13

Standards to Mastery

2.OA.4 Standards for which this unit builds foundational skills

2.NBT.2

2.OA.2


Big Ideas

In a pattern that increases by a constant number, any output (total

number of cubes in a tower of a given height) can be found

efficiently by skip counting or repeated addition.

Essential Questions

How can constantly increasing patterns be extended?

Concepts

Some relationships between quantities can be represented using a ratio.

Tables are a tool to organize data.

Patterns can be used to find missing data on a table.

A pattern can be broken into units that repeat.

Skills

Use manipulatives to show a relationship where we are adding the same

amount repeatedly

Represent the relationship between two quantities using a table

Find and extend a pattern where one quantity is increasing by the same

amount each time

Use repeated addition to find missing entries on a table

Describe the relationship between two quantities that represent a

constant ratio

Identify the unit of a repeating pattern

Extend a pattern using the repeating unit

Count by 2s, 3s, and 5s

Identify a number as being either even or odd

Label each element in a pattern using a counting number and identify

(by number) which elements will have a particular attribute (color)


Resources Standards Expectation

by end of

Unit

Vocabulary

Investigations:

Unit 5 How Many Floors? How Many

Rooms?


strategies. By end of Grade 2, know from memory all sums

of two one-digit numbers. (See standard 1.OA.6 for a list of

mental strategies.)

Continue to

work on fact

fluency to 20.

digit

order

whole numbers

multiples

skip count Kim Sutton: 2.OA.4. Use addition to find the total number of objects Mastery Drills to Thrill arranged in rectangular arrays with up to 5 rows and up to 5 addition

Addition Strategies (0,1,2) pg.52-61 columns; write an equation to express the total as a sum of subtraction

Doubles and Doubles +1 pg.62-69 equal addends. differences

sum

solve

compare

Addition Strategies (9,10) pg.70-76 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and

100s.

Skip count by

5s. The Powerful Numbers 0-100 2.AO.2 – Mental strategies to add and subtract Taught all year

Number Bingo pg.66-95 2.MD.7 – time Reference equation

Sorting Styles pg.96-103

Number Line Workbook

Mastering the multiples pg. 6-27

Tee-Table Time pg. 51-58

Stepping stairs of skip counting pg 59- 82

My Multiple Book pg. 87 - 93

ndDistrict “S” Drive – GAPS 2 Grade

Math Folder

2.MD.8 –money page 3 equal

put together

take apart

counting on

adding to

taking from

odd

even

unknown

row

column

Properties of

Operations:

Commutative,

Associative, Identity.

(examples in appendix

NBT.5)

data set

category

horizontal/vertical

Bold words are student

words


Unit 6: Addition, Subtraction, and The Number System 3

“How Many Tens, How Many Ones?

th thTime: 5 weeks February 17 to March 20


2.NBT.2 2.NBT.8 3.MD.8

2.NBT.4 2.MD.6

Standards for which this unit builds foundational skills

2.NBT.1 2.NBT.5

2.NBT.3 2.NBT.7


Big Ideas

The location of a digit determines its value.

Numbers can be decomposed, to make combining them easier.

Subtraction can be represented as the distance between two numbers on a

number line or how many more are needed to get to a number.

Essential Questions

Why is the placement of a digit important?

What are some strategies to combine quantities more efficiently?

How can we represent subtraction problems?

Concepts

The tens digit increases by one (or decreases by one) when ten is added

(or subtracted).

Patterns exist in the number system and can be found on the hundreds

chart.

Numbers that are greater than (or less than) a given number represent a

larger (or smaller) group and are represented using a higher (or lower)

number.

The difference between two numbers is the distance between them on the

number line.

Subtraction problems can be written as addition problems with a missing

addend.

Understand the relationship between 1s, 10s, and 100s (ten ones make a

ten, ten tens make one hundred).

Adding or subtracting 10 or 100 affects the tens place or the 100s place

The numbers 100, 200, 300, etc. represent groups of 100 and zero 10s

and zero 1s.

Skills

Add two digit numbers using efficient strategies (number line, place

value, adding multiples of 5 and 10, keeping one number whole,

hundreds chart)

Add tens to tens and ones to ones to combine two digit numbers

Write equations to represent a story problem

Use a number line to represent how an addition problem was solved

Record strategies (show work) to add and subtract using place value

Decompose and compose numbers using place value

Find the difference between a number and a multiple of 10 (up to 100)

Use a place value model to represent a number as tens (strips) and

ones (singles)

Add coin amounts (up to $1.00)

Use coins to count by 5s and 10s

Determine the difference between a given amount and a dollar

Skip counting by 2s, 5s, and 10s

Compare numbers using <, > (above 200)

Add or subtract either 10 or 100 from a number

Read and write numbers greater than 200

Compare three digit numbers using place value models

Represent two- and three-digit numbers using expanded form



end of Unit

Vocabulary

Investigations:

Unit 6 How Many Tens? How Many

Ones?

Add:

5A.1 lesson pg. CC47-CC52





Kim Sutton:

10 - Block

Pg 13 - 15, 19, 22, 24

Drills to Thrill

Before and After pg.32-41(use larger

numbers)

Connect the Dots Method pg.77

Equations Compared to pg.98-99

Equations compared (+/ ) pg.162-163

Dynamic Dice

Expanded Notation pg.90-93

Let’s Standardize! pg.126-129

Computation Practice pg.144-155


Expanded Place Value pg.108-111

Place Value with Pizzaz

Building Numbers Face Off pg.60-65

Place Value Dice pg.74-86

Place Value Bingo pg.88-92

Place Value Pockets pg. 16, 18, & 24

Place Value Odometer pg. 30&33

2.NBT.1. Understand that the three digits of a three-digit

number represent amounts of hundreds, tens, and ones; e.g., 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 tens—called a

“hundred.” 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).

Introduce Properties of

Operations:

Commutative,

Associative,

Identity.

(examples in

appendix NBT.5)

hundreds

add

subtract

sum

difference

ones/tens

digit

base-ten

equation

equal

addend

odd/even

pair

place value

skip count

multiple

expanded form

standard form

numeral

compare

greater than

less than

symbols

whole numbers

number line

Bold words are

student words

2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. Mastery

2.NBT.3. Read and write numbers to 1000 using base-ten

numerals, number names, and expanded form.

Working toward

mastery by unit 8

2.NBT.4. Compare two three-digit numbers based on meanings

of the hundreds, tens, and ones digits, using >, =, and < symbols

to record the results of comparisons.

Mastery

2.NBT.5. Fluently add and subtract within 100 using strategies

based on place value, properties of operations, and/or the

relationship between addition and subtraction.

Working toward

mastery by unit 8

2.NBT.7. Add and subtract within 1000, using concrete models

or drawings and strategies based on place value, properties of

operations, and/or 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.

Adding and

Subtracting 10s

and 10s and 1s

and 1s

2.NBT.8. Mentally add 10 or 100 to a given number 100–900,

and mentally subtract 10 or 100 from a given number 100–900.

Mastery

2.MD.6. Represent whole numbers as lengths from 0 on a

number line diagram with equally spaced points corresponding

to the numbers 0, 1, 2, …, and represent whole-number sums

and differences within 100 on a number line diagram.

Continued on next page

To mastery



end of Unit

Vocabulary

2.MD.8. Solve word problems involving dollar bills, quarters,

dimes, nickels, and pennies, using $ and ¢ symbols

appropriately. Example: If you have 2 dimes and 3 pennies, how

many cents do you have?

To mastery


2.MD.7 – time

2.MD.8 –money

Taught all year

Reference page 3


Unit 7: Fractions “Parts of a Whole, Parts of a Group” th thTime: 2.5 weeks March 30 to April 17


2.G.1

2.G.3

Standards for which this unit reinforces skills

2.MD.8


Big Ideas

When one whole is broken into equally sized parts, we can use fractions

to describe the parts.

Essential Questions

How can we describe amounts that are less than one whole?

Concepts Skills

A whole can be broken into equal parts. Determine if a block is half of another block

A fraction names part of one whole. Finding equal parts of a whole and naming them with a fraction

An even quantity can be broken into two equal groups of whole Partition rectangles and circles into two, three, or four equal shares

numbers. Describe fractional parts using halves, thirds, and fourths

Mixed numbers can be represented with the whole part and the

fractional part.

Different shapes can have the same fractional relationship to the whole

Understand that two halves, three thirds, and four fourths are equivalent

to one whole.



end of Unit

Vocabulary

Investigations:

Unit 7 Parts of a Whole, Parts of a

Group

Add:

2.3A lessons pg. CC78-CC82

Kim Sutton:

Fractions: A Part of the Whole

Critical Fraction Questions 8

Fraction Book 14 - 23

Fraction Circles 54 - 58

Square Fractions 82 - 83, 87

2.G.1. Recognize and draw shapes having specified

attributes, such as a given number of angles or a given

number of equal faces. Identify triangles, quadrilaterals,

pentagons, hexagons, and cubes. (Sizes are compared

directly or visually, not compared by measuring.)

Mastery partition

shapes

circles

rectangles

triangle

pentagon

quadrilateral

hexagon

cubes

fraction

halves

thirds

fourths

whole

part of whole

2.G.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.

Mastery

2.MD.8. Solve word problems involving dollar bills,

quarters, dimes, nickels, and pennies, using $ and ¢

symbols appropriately. Example: If you have 2 dimes and 3

pennies, how many cents do you have?

Reinforced

(mastery in unit 6)

2.AO.2 – Mental strategies to add and subtract Taught all year nd

District “S” Drive – GAPS 2 Grade 2.MD.7 – time Reference page 3 identical

Math Folder 2.MD.8 –money attributes

angles

faces

identify

edge

vertex

Bold words are

student words


Unit 8: Addition, Subtraction, and the Number System 4

“Partners, Teams, and Paper Clips”

th thTime: 4 weeks April 20 to May 15


2.OA.1 2.NBT.1 2.NBT.5 2.NBT.7

2.OA.2 2.NBT.3 2.NBT.6 2.NBT.9

Standards for which this unit reinforces skills

2.OA.3

2.MD.8


Big Ideas

We can use reasoning about the number system and known facts to

prove a conjecture will be true for all numbers.

In the base ten system, once we have a group of 10 it is represented in

the next highest place value position (10 groups of 10 is represented

as 100)

When subtracting ones from ones, tens from tens, etc, if we have a digit

where we cannot subtract then we need to decompose the number in

the next highest place value.

Essential Questions

How can we prove a conjecture will always be true?

How do we use our number system to write larger numbers?

How and when do we decompose numbers to subtract?

Concepts

The sum of two even numbers is even.

The sum of two odd numbers is even.

The sum of one even and one odd number is odd.

When two quantities combine and the sum has 10 or more groups of ten,

the hundreds place is needed.

Extend the understanding that 10 ones creates the need for the next place

value (tens place) to include the understanding that 10 tens creates the

need for the hundreds place.

One hundred can be decomposed into 10 groups of 10.

Ten can be decomposed into 10 ones.

Skills

Determine if a group has an even or odd number of objects by pairing or

grouping objects

Fluently add and subtract within 20 using strategies (doubles, near

doubles, make a 10, etc)

Use notation (+,– ,=) to represent addition and subtraction problems.

Subtract amounts from 100 using the number line and hundreds chart

Subtract using place value and represent it with an equation

Subtract by adding up, counting backwards, or subtracting in parts

Add two 2-digit numbers with a sum greater than 100

Represent a 3-digit number using a place value model

Add two 3-digit numbers by combining hundreds, tens, and ones

Use place value models to subtract (2- and 3-digit numbers)

Subtract with regrouping using the place value model



end of Unit

Vocabulary

Investigations:

Unit 8 Partners, Teams, and

Paper Clips

Add:

5A.1 pg. CC87-CC90

5A.2 pg. CC91-CC95

5A.3 pg. CC96-CC100

5A.4 pg. CC101-CC106

5A.5 pg. CC107-CC110

Skip Investigations 4.5

Kim Sutton:

Drills to Thrill Addition Strategies (9,10)

pg.70-76

Dynamic Dice Rolling Dice Game pg.24-29

Even and Odd Outcomes

pg.56-59


The Powerful Numbers

0-100 Arrow Math pg.24-33

Crazy Computations pg.50-57

Place Value with Pizzazz

Place value BINGO

2.OA.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, e.g., by

using drawings and equations with a symbol for the unknown number to

represent the problem. (See Table 1. in appendix)

Mastery digit

place value

whole

numbers

skip count

multiples

put together

take apart

counting on

adding to

taking from

addition

subtraction

sum

differences

odd

even

pairs

addend

equation

ones

tens

hundreds

compose

decompose

regrouping

number line

conjecture

Bold words are

student words

2.OA.2. Fluently add and subtract within 20 using mental strategies. By end

of Grade 2, know from memory all sums of two one-digit numbers. (See

standard 1.OA.6 for a list of mental strategies.)

Mastery

2.OA.3. Determine whether a group of objects (up to 20) has an odd or even

number of members, e.g., by pairing objects or counting them by 2s; write an

equation to express an even number as a sum of two equal addends.

Reinforced (use

understanding to

make conjecture)

2.NBT.1. Understand that the three digits of a three-digit number represent

amounts of hundreds, tens, and ones; e.g., 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 tens—called a “hundred.” 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).

Mastery

2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number

names, and expanded form.

Mastery

2.NBT.5. Fluently add and subtract within 100 using strategies based on place

value, properties of operations, and/or the relationship between addition and

subtraction.

Mastery

2.NBT.6. Add up to four two-digit numbers using strategies based on place

value and properties of operations.

Mastery (needs

additional

resources)

2.NBT.7. Add and subtract within 1000, using concrete models or drawings

and strategies based on place value, properties of operations, and/or 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.

Continued on next page

Mastery



end of Unit

Vocabulary

2.NBT.9. Explain why addition and subtraction strategies work, using place

value and the properties of operations. (Explanations may be supported by

drawings or objects.)

Mastery

2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels,

and pennies, using $ and ¢ symbols appropriately. Example: If you have 2

dimes and 3 pennies, how many cents do you have?

Reinforced

(Mastered unit 6)


2.MD.7 – time

2.MD.8 –money

Taught all year

Reference page 3


Unit 9: Measurement “Measuring Length and Time” th thTime: 3.5 weeks May 18 to June 11


2.MD.1 2.MD.5 2.MD.8

2.MD.2 2.MD.7

2.MD.3 2.MD.9

2.MD.4


Big Ideas

Objects are measured by iterating the same length unit across the object.

Objects need to be measured with the same units in order to be

compared.

Essential Questions

How do we measure length?

How do we compare the length of two objects?

Concepts

To compare measurements, the objects need to be measured using the

same units.

Understand the need for a standard measurement system.

Recognize the difference between standard measurement tools and non

standard measurement tools.

Understand the use of am and pm.

Skills

Measure an object using non-standard units

Subtract two 2-digit numbers using strategies

Create and use a 12-inch measuring tool

Estimate lengths using inches, feet, centimeters, and meters

Measure in feet, inches, and yards

Measure in centimeters and meters

Select appropriate tools to measure

Tell time to the nearest quarter-hour

Find the difference in length between two objects

Show multiple measurements by making a line plot

Tell and write time from analog and digital clocks to the nearest 5

minutes (Investigation goes to quarter hour) using am and pm



end of Unit

Vocabulary

Investigations:

Unit 9 Measuring Length and

Time

Add:

1.1A pg. CC116-CC119

3.6A pg. CC120-CC122

Skip Investigation 4

Number Corner

Kim Sutton:

Do the Math

Measure the Path pg 75-102

2.MD.1. Measure the length of an object by selecting

and using appropriate tools such as rulers, yardsticks,

meter sticks, and measuring tapes.

Mastery add

subtract

sums

digit

addend

difference

place value

ruler

yard stick

meter stick

measuring

tape

length

o'clock

minute

hour

half hour

quarter

hour

a.m.

p.m.

estimate

dollar

quarter

dimes

pennies

2.MD.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.

Mastery

2.MD.3. Estimate lengths using units of inches, feet,

centimeters, and meters.

Mastery

2.MD.4. Measure to determine how much longer one

object is than another, expressing the length difference

in terms of a standard length unit.

Mastery

2.MD.5. Use addition and subtraction within 100 to Mastery

solve word problems involving lengths that are given in units nickels

District “S” Drive – GAPS the same units, e.g., by using drawings (such as standard dollar sign $ nd

2 Grade Math Folder (in drawings of rulers) and equations with a symbol for the metric cent sign ¢

2.MD.6 folder) unknown number to represent the problem. foot

feet

inches

yards

centimeter

meter

measurement

data set

objects

whole units

line plot

horizontal

scale

analog

digital

equation

symbol

categories

Bold words are

student words

2.MD.7. Tell and write time from analog and digital

clocks to the nearest five minutes, using a.m. and p.m.

Mastery

(Needs additional

resources)

2.MD.8. Solve word problems involving dollar bills,

quarters, dimes, nickels, and pennies, using $ and ¢

symbols appropriately. Example: If you have 2 dimes

and 3 pennies, how many cents do you have?

Reinforced

(Mastered in unit

6)

2.MD.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-number

units.

To mastery (Need

to make line plots)


Additional Resources for 2nd

Grade

Unit 1 Unit 1 Continued Unit 2

Number Corner Kim Sutton: Number Corner

Daily number chart Dynamic Dice 100's grid Aims on Teacher Portal The 11 Counter Game pg.10-11 Magnetic Tile Frog Tales The Difference Game pg.12-13 Coin Collector Counting Clues Sorting Equations pg.16-17 Bean Clock Tile Tallys Cover the Quantity pg.18-23

Ten Rolls Game pg.30-31Kim Sutton:

Drills to Thrill Even and Odd Outcomes pg.56-59 Number Decomposition pg.42-43 Cross Out to 18 pg.70-71 Algebra Fill In (+) pg.78-79 Tic-Fact-Toe pg.2-73 Even and Odd + Patterns pg.86-87 First Sum Wins! pg.74-75 Mixed Practice (+) pg.90-96 Rolling Dice pg.98-103 Equations Compared to pg.98-99 Rolling to 99 pg.122-123 Triangular Relationships pg.100-106 Let’s Standardize! pg.126-129 Equations compared (+/-) pg.162-163 Factor Fun pg.76-81 Connect the Dots Method pg.77

Lights Out! pg.82-83 The Powerful Numbers 0-100

Expanded Notation pg.90-93 Number Bingo pg.66-95

Compare Quantities pg.94-97 Sorting Styles pg.96-103

Between 10s pg.104-105 Matrix Sorting pg.104-105

Number Roads pg.132-135 Expanded Place Value pg.108-111

Compare if you Dare pg.136-143 Crazy Computations pg. pg.50-57

Computation Practice pg.144-155

Sorting Numbers pg.156-159


Unit 3

Number Corner

Kim Sutton:

Drills to Thrill

Addition Strategies (0,1,2) pg.52-61


Algebra Fill In (+)pg.78-79

Mixed Practice (+)pg.90-96

Triangular Relationships pg.100-106

Commutative Property pg.84-85 The Powerful Numbers 0-100

Order Up pg. pg.16-17

What Comes Before and After pg.18-

23

Coloring the Multiples pg.34-37

Number Bingo pg.66-95


Matrix Sorting pg.104-105

Expanded Place Value pg.108-111

Arrow Math pg.24-33

Double Up pg.58-61



Building Numbers pg.54-59

Building Numbers Face Off pg.60-65

10 Digits pg.66-67

Making Number from Digits pg.68-72

Place Value Dice pg.74-86

Place Value Bingo pg.88-92

Unit 3 Continued

Dynamic Dice

Factor Fun pg.76-81

Lights Out! pg.82-83

Cover Up pg.88-89

Expanded Notation pg.90-93

Between 10s pg.104-105


Compare if you Dare pg.136-

143

Computation Practice pg.144-

155


The 11 Counter Game pg.10-

11

The Difference Game pg.12-13

Sorting Equations pg.16-17

Cover the Quantity pg.18-23

Rolling dice Game pg.24-29

Even and Odd Outcomes

pg.56-59


Cross Out to 18 pg.70-71

Tic-Fact-Toe pg.72-73

First Sum Wins! pg.74-75


Aims on the Teacher Portal:

Frog Tales

Counting Clues

Tile Tallys

Unit 4

Number Corner

Kim Sutton:

Drills to Thrill

Equations Compared to

pg.98-99

Equations compared (+/-)

pg.162-163

Dynamic Dice

Factor Fun pg.76-81

Lights Out! pg.82-83

Computation Practice

pg.144-155

Sorting Numbers pg.156-

159

Math Engineers

Writing It All Up pg.106 – 119

Unit 5

Number Corner

Kim Sutton:

Drills to Thrill

Even and Odd + Patterns

pg.86-87

Dynamic Dice

Even and Odd Outcomes 5

pg.6-59


Arrow Math pg.24-33

Aims on Teacher Portal:

Tile Tallys


Unit 6 Unit 7 Unit 8 Unit 9

Number Corner

Kim Sutton:

Dynamic Dice

Cover Up pg.88-89

Compare Quantities pg.94-97

Between 10s pg.104-105

Number Roads pg.132-135

Compare if you Dare pg.136-

143



Coloring the Multiples pg.34-

37

Number Bingo pg.66-95


Matrix Sorting pg.104-105


Building Numbers pg.54-59

Making Number from

Digits pg.68-72

Number Corner

Kim Sutton:

Drills to Thrill

Number Decomposition pg.42-43








Dynamic Dice







Double Up pg.58-61


Number Line

Mastering the Multiples pg.6 -27

Coloring Multiples Booklets pg.87 - 93

Number Corner

Kim Sutton:

Drills to Thrill






Equations Compared To pg.98-99


Equations Compared (+/) pg.162-163

Dynamic Dice

The 11 Counter Game pg.10-11



Sorting Equations pg.16-17

Cover the Quantity pg.18-23

Ten Rolls Game pg.30-31

Rolling Your Facts pg.60-69


Tic-Fact-Toe pg.72-73



Rolling to 99 pg.122-123


Double Up pg.58-61

Number Corner


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