SCS Mathematics Detailed Curriculum Map 2012-2013

Grade 2, Part 2

1

Place Value, Addition, and Subtraction, Continued ( 5 weeks )

Investigations Unit 3and Fosnot Measuring for the Art Show SOL 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.21, 2.22– See VDOE SOL Curriculum Framework for Details

Big Ideas

Developing efficient strategies to solve addition and subtraction problems (up to 45 in this

unit)

Computational fluency - understanding the relationship between and properties of addition

and subtraction

Developing strategies for accurately counting by ones and groups

Place value patterns occur when adding on groups of tens

Counting by equal groups (even and odd numbers)

Identifying coins and their values

Anchor Experience

Measuring for the Art Show – Leap Frog Game and number lines

Classroom Routines and Mini-lessons

Calendar – Fantastic smartboard calendar available at Smart Exchange – go to

http://exchange.smarttech.com and search for daily calendar, many include money, time, counting etc.

Classroom Routines from Investigations:

What time is it? Today’s Number, Quick Images, How Many Pockets?

Supplemental Classroom Routines (suggested):

Calendar (Mon, Wed)

Counting money and skip counting (Tues/Thurs).

Rounding (Fri).

Minilessons from Early Addition and Subtraction-Fosnot or Number Talks by Parrish

Resources

Primary Resources:

Investigations Unit 3, Stickers, Number Strings, and Story Problems

Session 1 Adding More than 2 Numbers

Session 2 Addition and Subtraction

Session 3 Counting by 2s, 5s, and 10s

Session 4 Place value

Measuring for the Art Show (Days 1, 2, 4, 5, 6, 7, 8)

May be used with or in place of addition lessons from Investigations, Leap Frog game and use of

number line are highly recommended.

Supplemental Resources:

Mini-lessons for Early Addition and Subtraction by Fosnot

Rek-n-rek activities

SCS Mathematics Detailed Curriculum Map 2012-2013

Grade 2, Part 2

2

Student created word problems

Assessments

Pre-assessment – have students solve addition and subtraction word problems. For example:

o Alyssa had 13 pennies. Her friend gave her 8 more. How many pennies does she have

now?

o Lenny bought 14 forks at the store. He now has 25 forks for a party. How many did he

have before he went to the store?

Ongoing: Session 1.6, 2.7, 3,3 and 4.6

See pg 14 and 15 of Investigations Unit 3for list of ongoing assessments, informal

assessments;

Post-assessment: Session 4.9 Investigations, Common Grade level assessment

Objectives Completed by end of this unit - SOL 2.2ab, 2.4a, 2.5

Strategies

Models

Counting on

Breaking,

splitting, and

decomposing

numbers to add

and subtract

Adding and

subtracting on the

open number line

by taking leaps

Using doubles to

add and subtract

Using 5 and 10

structures

Keeping one

number whole,

using landmark

numbers, and/or

taking leaps of ten

Number Line

Five frame

Ten frame

Hundreds chart

Money model - pennies & dimes

Vocabulary

digit

place value

tens

ones

greater than >

less than <

equal to =

equivalence

skip counting

backwards

forwards

even

odd

addition

subtraction

facts

groups of ten

number sentence

making ten

sum

difference

value

friendly number/landmark

number

Online Resources/Games

Illuminations.com

VDOE enhanced scope and sequence

ABCYA.COM (100 Number chart and many other good things)

Investigations Smartboard activities

www.mathwire.com

Smart exchange smartboard activities

VDOE Mathematics instructional video

http://www.doe.virginia.gov/instruction/mathematics/resources/videos/index.shtml

VDOE Vocabulary Word Wall Cards

http://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/index.shtml

SCS Mathematics Detailed Curriculum Map 2012-2013

Grade 2, Part 2

3

Data Analysis and Probability (4 weeks)

Investigations, Unit 4 and supplemental materials SOL 2.1, 2.8, 2.17, 2.18, 2.19 – See VDOE SOL Curriculum Framework for Details

Big Ideas

Sorting and classifying data based on attributes

Representing and describing data

Designing and carrying out a data and probability experiment

Explore possible outcomes and predict results.

Anchor Experience

1. Investigations, Unit 4 – Guess My Rule and Pocket Data (include constructing and

interpreting picture graphs and bar graphs using the data set from the line plot, compare

quantities, analyze data).

2. VDOE Enhanced Scope and Sequence Activity – Spinning in Second Grade

3. Frog Math (Gems) p,55-68, session 6, Hop to the Frog Game for Probability

Classroom Routines and Mini-lessons

Investigations -Today’s Number, What Time is it? Quick Images

Supplemental Classroom Routines (suggested):

o Calendar (Mon and Wed)

o Counting money and skip counting(Tues, Thurs)

o Rounding numbers (Fri) Minilessons from Early Addition and Subtraction-Fosnot or Number Talks by Parrish

Resources

Primary Resources:

Unit 4, Investigations, see teaching tips in unit guide,

VDOE Enhanced Scope and Sequence

http://www.doe.virginia.gov/testing/solsearch/sol/math/2/mess_2-18.pdf- Frog Math (GEMS)

Supplemental Resources:

Teaching Student-Centered Mathematics by Van de Walle and Lovin, pgs. 336, activities 12.5 and

12.6

Create class bar graphs and pictographs (http://illuminations.nctm.org/LessonDetail.aspx?id=U64)

Assessments

On-going:Unit 4 – session 1.7

Post-Assessment: Unit 4 – session 2.8 problems 1 and 2

Student created graphs and observations

Assessments provided in VDOE lesson

Journal response for Frog Math

SCS Mathematics Detailed Curriculum Map 2012-2013

Grade 2, Part 2

4

Appendix contains additional resources

Objectives completed SOL 2.17, 2.18, 2.19

Strategies

Models/Tools

Model a graph with unifix

cubes or other manipulatives

Skip counting and grouping

using landmark numbers

Creating scales and intervals

to organize data

Picture graph

Pictograph

Bar graph

Spinners

Colored tiles, number cubes

dice

Vocabulary

bar graph

pictograph

picture graph

fewer

more

less

table

data

organize

columns

rows

horizontal

vertical

label

title

axes

comparing

symbol

key

representation

categories

Conduct

Probability

More likely

Less likely

Experiment

Results

Repeated

Predict

Online Resources/Games

Investigations Smart Board Lessons

Lessons from the VDOE Enhanced Scope and Sequence:

Mathwire.com

Smartexchange.com

Illuminations

VDOE Mathematics instructional video

http://www.doe.virginia.gov/instruction/mathematics/resources/videos/index.shtml

VDOE Vocabulary Word Wall Cards

http://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/index.shtml

5

Appendix

Unit 3 resource

6

Even and Odd Assessment

Jenny watched the parade go by.

She counted all the people who passed her.

Is this an even or odd number of people?

How do you know?

Explain your answer with pictures, words, or numbers.

7

Even and Odd Assessment

Look at the sets below.

If a set has an odd number of objects, writeOon the line.

If a set has an even number of objects, writeEon the line.

In the box beside the line, explain how you know using pictures, words, or

numbers.

8

9

Unit 4 Resources and Assessments

10

Name _____________ Date ____________

Bar Graph Pre-Assessment

Use the graph to answer the questions.

Kinds of Pizza

Mushrooms

Cheese

Pepperoni

Green Pepper

0 1 2 3 4 5 6 7 8 9

1. How many children chose cheese pizza? _________

2. Which pizza was the least favorite? _________

3. How many children chose pepperoni and mushroom? _______

11

Name _____________ Date ____________

Organizing Data Activity

Zachary wants a pictograph to show his toy car collection. He has:

25 racing cars

20 SUVs

15 trucks

5 fire trucks

Each will represent five cars.

Make a pictograph for Zachary’s toy cars.

12

Name ___________________ Date_______________________

Tally Marks Post-Assessment

Bill and Mike walked in the woods and looked for different birds. As

they walked this is what they saw:

crow, sparrow, wren, wren, wren, blue jay, robin,

robin, blue jay, cardinal, cardinal, crow, sparrow,

sparrow, blue jay, blue jay, blue jay, crow, crow, robin,

robin, robin, cardinal, sparrow, wren.

Using tallies, help them count the birds they saw.

_________ crow _________ sparrow _________ robin

_________ wren _________ cardinal ________ blue jay

Now that you’ve recorded your data about birds, create a bar graph

using this data.

13

Name _________________ Date ______________

Bar Graph Post-Assessment

Use the vertical graph to answer the questions below.

1. How many roses and violets are in my garden? ________

2. How many fewer lilies are in my garden than tulips? _________

3. How many flowers are in my garden altogether? _________

4. Which flower do I have the most of? __________

5. Which flower do I have the least of? __________