second grade mathematics - volusia county schoolsmyvolusiaschools.org/k12-curriculum/curriculum...

Second Grade

MATHEMATICS Curriculum Map

2017 – 2018

Volusia County Schools

Mathematics Florida Standards

1 Volusia County Schools Grade 1 Math Curriculum Map Mathematics Department May 2017

2 Volusia County Schools Grade 1 Math Curriculum Map Mathematics Department May 2017

Elementary Instructional Math Block

Time Components Description

5-15 minutes

Number Talks

Short, daily fluency routine that engages students in meaningful conversations around purposefully crafted computation problems that are solved using number relationships and the structure of numbers. Students are asked to communicate their thinking when presenting and justifying solutions to problems they solve mentally while the teacher records their ideas with mathematical precision. These exchanges lead to the development of more accurate, efficient, and flexible strategies.

5 minutes

Opening: Hook/Coherence Connection

The teacher will engage students to create interest for the whole group lesson or review prerequisite standards to prepare students to make explicit connections that will allow students to apply and extend previous learning when interacting with the lesson’s grade-level content.

15 minutes

Whole Group: Mini Lesson/Guided Practice

Used prior to small group to introduce/practice new knowledge and skills or after small group to refine/practice strategies discovered by students.

The lesson focuses on the depth of grade-level cluster(s), grade-level content standard(s), or part(s) thereof, intentionally targeting the aspect(s) of rigor (conceptual understanding, procedural skill and fluency, application) called for by the standard(s) being addressed.

During this time, the teacher makes the mathematics of the lesson explicit using clear and correct explanations, representations, tasks, and/or examples. The teacher provides opportunities for all students to work with and practice grade-level problems and exercises, deliberately checking for understanding throughout the lesson and adapting the lesson according to student understanding. The teacher poses high-quality questions and problems that prompt students to share their developing thinking about the content of the lesson. Class created anchor charts are constructed by strategically adding key concepts throughout the topic’s lessons.

30-40 minutes

Small Collaborative Groups/ Independent Practice

The teacher encourages reasoning and problem solving by posing challenging problems that offer opportunities for student choice of appropriate tools and promote productive struggle. Students work in small, flexible collaborative groups to engage in mathematical tasks while the teacher circulates and asks questions to elicit thinking, providing support or extensions as needed. The teacher asks students to explain and justify work, connecting and developing students’ informal language to precise mathematical language appropriate to their grade, and provides feedback that helps students revise initial work. The teacher makes observations to select and sequence appropriate strategies for students to share during the class discussion.

5 minutes

Closure: Summarize

The teacher strengthens all students’ understanding of the content by strategically sharing a variety of students’ representations and solution methods. The teacher facilitates the summary of the mathematics with references to student work and by creating the conditions for student conversations where students are encouraged to talk about each other’s thinking in order to reinforce the purpose of the lesson.

Formative techniques occur throughout the framework to drive instruction, guide collaborative grouping, and evaluate which students will need intervention/enrichment.

Grade 2 Math Curriculum Map July 2017

3 Volusia County Schools Grade 2 Math Curriculum Map Mathematics Department July 2017

Year At A Glance

Unit 1: August 14 – October 13

Topic 1: Adding and subtracting within 100 Topic 2: Exploring standard units of length Topic 3: Relating addition and subtraction to length Topic 4: Relating skip counting to time

Unit 2: October 17 – December 20

Topic 5: Solving problems involving money Topic 6: Understanding three-digit numbers Topic 7: Expressing and comparing three-digit numbers Topic 8: Relating skip counting to mental addition and subtraction

Unit 3: January 8 – March 8

Topic 9: Generating and representing measurement data to solve problems Topic 10: Reasoning with shapes and their attributes Topic 11: Applying strategies to add and subtract within 1000

Unit 4: March 19 – May 30

Topic 12: Determining unknown whole numbers in equations Topic 13: Developing foundations of multiplication through exploring even and odd numbers Topic 14: Using arrays for foundations of multiplication Topic 15: Estimating and comparing lengths Topic 16: Demonstrating fluency in addition and subtraction


Unit 1 PACING: August 14 – October 13

Topic 1: Adding and subtracting within 100 Pacing: August 14 – August 29 Students start the year by working with addition and subtraction situations involving numbers they are already familiar with. They build on the strategies they used in Grade 1 to begin refining their addition strategies and develop strategies for subtraction within 100. Students expand their understanding of mentally adding and subtracting ten to include mental strategies for adding and subtracting other quantities within 20. These concepts are introduced at the beginning of the year because addition and subtraction is a major focus of Grade 2; therefore, students need time to practice to reach fluency by the end of the year.

Standards Academic Language

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-‐digit numbers.

MAFS.2.OA.2.2 addend decompose difference equation strategy sum

Students will:

• apply different mental strategies to calculate with efficiency within 20 (e.g., count on, make tens, decompose a number leading to a ten, related addition and subtraction facts, doubles, doubles +/-, and the commutative and associative properties).

NOTE: Research indicates that teachers can best support students’ knowledge of sums and differences through varied experiences with mental strategies rather than using repetitive timed tests.

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

MAFS.2.NBT.2.5

Students will:

• add and subtract within 100, using appropriate tools (e.g., concrete models and drawings) and strategies based on place value.

NOTE: Students should NOT be taught the standard algorithm in Grade 2. This standard focuses on developing a conceptual understanding of addition and subtraction- the intent is not to introduce traditional algorithms or rules. The standard algorithm will be taught in Grade 4.

• use properties of operations and/or the relationship between addition and subtraction to add and subtract within 100.

1. Make sense of problems and persevere in solving them. 7. Look for and make use of structure.

MAFS.K12.MP.1.1 MAFS.K12.MP.7.1

Topic Comments:

2.OA.2.2 Fluency will be developed through Number Talks throughout the year and finalized in topic 15, allowing students time to

work towards learning sums of two 1-digit numbers from memory.

2.NBT.B.5 calls for students to develop subtraction strategies with all numbers within 100—whereas in Grade 1, students only subtracted multiples of 10. This standard will be finalized in topic 15, allowing students time to work towards fluency. Students apply their understanding of the structure in the number system to refine addition strategies and develop subtraction strategies (MP.7). Students will use properties of operations to add and subtract; however, they should not be expected to identify the properties by name. This involves using and analyzing multiple approaches to problem solving (MP.1).


Topic 1 Suggested Instructional Resources

MAFS Module AIMS Lakeshore MFAS Internet

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Topic 1 Blackout! Book Make it Even Saluting Subtraction and Addition Tic Tac Ten and Twenty

Teacher Guide, pp. 5 - 6 Daily Math Practice Journal pp. 3, 4, 5, 6, 8, 10, 12, 15, 16, 17, 18, 20 Pick A Problem Math Warm Ups Giant Magnetic Numbers & Operations Kit

Math is a Snap Addition & Subtraction

No aligned resources at this time.

www.cpalms.org

Let’s Learn Those Facts: Some Special Sums

Piece of Cake Mental Math!

https://www.illustrativemathematics.org/content-standards

Building Toward Fluency

www.IXL.com/signin/volusia

https://learnzillion.com/

LearnZillion Grade 1 Unit 9 Lesson 4 Understand How Addition and Subtraction Are Related

LearnZillion Grade 2 Unit 15 Lesson 11 Fluently Add and Subtract within 20 Using Mental Math Strategies

LearnZillion Grade 2 Unit 15 Lesson 12 Using Mental Math to Determine the Difference Between Given Numbers

LearnZillion Grade 2 Unit 15 Lesson 14 Apply Strategies to Add and Subtract Numbers Mentally

http://achievethecore.org

Achieve the Core

Foundations for Addition and

Subtraction Link to Site

Achieve the Core

Foundations for Addition and

Subtraction Fluency Link to

Plans

http://www.cpalms.org/Resource/mfas.aspx

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/BlockoutBook.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/MakeItEven.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/SalutingSubtractionAddition.pdf



https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%201/TicTacTenAndTwenty.pdf


https://intranet.volusia.k12.fl.us/departments/elementarymath/Lakeshore%202/2nd%20Grade%20Teacher%20Guide.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/Lakeshore%202/Daily%20Math%20Practice%20Journal%20Second%20Grade.pdf


https://intranet.volusia.k12.fl.us/departments/elementarymath/_layouts/15/WopiFrame.aspx?sourcedoc=/departments/elementarymath/Lakeshore%202/Pick-A-Problem%20Math%20Warm-Ups%20Grade%202.docx&action=default


http://www.cpalms.org/

http://www.cpalms.org/Public/PreviewResourceUrl/Preview/23182



http://www.cpalms.org/Public/PreviewResourceLesson/Preview/48662


https://www.illustrativemathematics.org/content-standards/2/OA/B/2/tasks/1394


http://www.ixl.com/signin/volusia


https://learnzillion.com/resources/64472-1st-grade-math


https://learnzillion.com/lesson_plans/2796-4-understand-how-addition-and-subtraction-are-related-c




https://learnzillion.com/lesson_plans/2705-11-fluently-add-and-subtract-within-20-using-mental-strategies-c




https://learnzillion.com/lesson_plans/3369-12-using-mental-math-to-determine-the-difference-between-given-numbers-fp




https://learnzillion.com/lesson_plans/3373-14-apply-strategies-to-add-subtract-numbers-mentally-fp




http://achievethecore.org/

http://achievethecore.org/page/852/foundations-for-addition-and-subtraction-within-10



http://achievethecore.org/content/upload/Grade%202%20EngageNY%20lesson%20-%20add.subtract%20within%2010%20final02.03.15.pdf







2.N

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Topic 1 Composing with Codes

Teacher Guide pp. 14-18

Reproducibles pp.5, 6, 17-20

Daily Math Practice Journal pp. 22,23,26,28,30,31,33,36

Pick A Problem Math Warm Ups

Giant Magnetic Place Value Blocks

Problem Solving Strategy Puzzle

Pick a Problem Math Warm Ups

Addition & Subtraction Strategies Instant Learning Center

Adding Within 100 Using Place Value Crossing a Decade Using Properties and Place Value to Add and Subtract

www.cpalms.org

What is your new number when you add or subtract?


Ford and Logan add 45 + 36

Saving Money 1

www.IXL.com/signin/volusia https://learnzillion.com/ LearnZillion Unit 1 Lesson 6 Using Place Value Understanding LearnZillion Unit 1 Lesson 7 Count on by Tens and Ones to Solve Two-Digit Addition Problems LearnZillion Unit 1 Lesson 10 Count Back Tens and Ones to Solve Two-Digit Problems


No aligned resources


https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/ComposingWithCodes.pdf



https://intranet.volusia.k12.fl.us/departments/elementarymath/Lakeshore%202/Grade%202_Reproducibles.pdf





http://www.cpalms.org/Public/PreviewResourceAssessment/Preview/41079











https://www.illustrativemathematics.org/content-standards/2/NBT/B/5/tasks/2068







https://learnzillion.com/lesson_plans/19178-6-use-place-value-understanding-to-add-c



https://learnzillion.com/lesson_plans/19179-7-count-on-by-tens-and-ones-to-solve-two-digit-addition-problems-fp




https://learnzillion.com/lesson_plans/19183-10-count-back-by-tens-and-ones-to-solve-two-digit-problems-fp





Topic 2: Exploring standard units of length Pacing: August 30 – September 18 In this topic students apply their understanding of measuring with non-‐standard units to develop proficiency in measuring length with both customary and metric units of measure (inches, feet, centimeters, and meters). This context is introduced early in the year so that it can be used throughout the year.


Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. NOTE: This standard has been amended in Florida to include specific units of measure.

MAFS.2.MD.1.1

centimeter distance foot height inch length measure measuring tape meter meter stick ruler units width yardstick

Students will:

• select an appropriate tool to measure the length of an object.

• measure and record the length of various objects to the nearest inch, foot, centimeter, or meter.

Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. NOTE: This standard has been amended in Florida.

MAFS.2.MD.1.2

Students will:

• discover what happens when different standard units are used to measure the same object (e.g., inches versus feet to measure a desk).

• discover and explain that as the size of a unit increases, the number of units needed to measure an object decreases and vice versa (e.g., It takes a greater number of inches than feet to measure an object).

NOTE: Students will begin calculating perimeter in Grade 3. Students will begin calculating conversions in Grade 4.

5. Use appropriate tools strategically. MAFS.K12.MP.5.1

Topic Comments: The understanding that students develop in 2.MD.1.1 and 2.MD.1.2 will be applied in topic 9 and topic 14 when students collect

measurement data and estimate and compare lengths.

Students developed experience using rulers to measure to the nearest inch in first grade. Selecting from a variety of tools that measure standard units is new for students. Students become familiar with available tools and recognize the strengths and weaknesses of these tools in order to make their own decisions about when and why certain tools are useful (MP.5).




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Topic 2 What's in Your Yard

Teacher Guide, pp. 20 - 21 Daily Math Practice Journal pp. 42, 44, 48, 52 Pick A Problem Math Warm Ups Discovery Can: Measurement

Measuring a Segment Longer Than 12 Inches Measuring to the Nearest Foot Measuring to the Nearest Inch and Centimeter Rulers and Meter Sticks Measuring a Curve

www.cpalms.org

Might We Measure This?

Oh, My! Meters or Centimeters?

https://www.illustrativemathematics.org/content-standards No aligned resources

www.IXL.com/signin/volusia https://learnzillion.com/

LearnZillion Unit 2 Lesson 4 Understanding How to Choose Tools for Measurement

LearnZillion Unit 2 Lesson 5 Practice Choosing Measurement Tools



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Topic 2 What's in Your Yard

Teacher Guide, pp. 20 - 21 Daily Math Practice Journal pp. 45, 46 Discovery Can: Measurement

Centimeters and Meters Feet and Inches Feet and Yards Inches and Centimeters

www.cpalms.org

Are they the same length? Understanding measurement using two different units

How Long Is It?


www.IXL.com/signin/volusia https://learnzillion.com/

LearnZillion Unit 2 Lesson 8 Comparing Unit Size and Measured Length




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/WhatsInYourYard.pdf

























https://learnzillion.com/lesson_plans/3414-4-understanding-how-to-choose-tools-for-measurement-c



https://learnzillion.com/lesson_plans/3417-5-practice-choosing-measurement-tools-fp

























https://learnzillion.com/lesson_plans/3415-8-comparing-unit-size-and-measured-length-c





Topic 3: Relating addition and subtraction to length Pacing: September 19 – October 4 This topic extends students’ previous understandings of measurement and number by introducing the concept of number lines. Students apply their understanding of measurement from the previous topic to incorporate the use of number lines as a tool to solve addition and subtraction problems. Learning to solve one- and two-step problems is a critical understanding for this grade level. Students will relate addition and subtraction to measurement contexts in their everyday lives.


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.

MAFS.2.OA.1.1

difference equation number line sum symbol unknown number units

Students will:

• model and solve 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 using tools (manipulatives, number lines, 120 chart, balance, ten-frame, part-part-whole).

• model and solve addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, and taking apart and comparing using drawings or equations with a symbol for the unknown number to represent the problem.

• solve one- and two-step word problems with unknown numbers in different positions. E.g., Start unknown: Change unknown: Result unknown:

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

MAFS.2.MD.2.5

Students will:

• use addition and subtraction within 100 to solve word problems involving lengths of the same unit by using drawings or equations with a symbol for the unknown length.

_ + 9 = 18 _ - 9 = 9

9 + _ = 18 18 - _ = 9

9 + 9 = __ 18 - 9 = __


Represent whole numbers as length 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.

MAFS.2.MD.2.6

Students will:

• recognize the similarities between the number line and ruler.

• create a number line to solve addition and subtraction problems within 100.

E.g.,

5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure.

MAFS.K12.MP.5.1 MAFS.K12.MP.6.1 MAFS.K12.MP.7.1

Topic Comments: 2.OA.1.1 is addressed early in the year, giving students the opportunity to begin to use addition and subtraction strategies (See Common Addition and Subtraction Situations Table on page 49.) as they solve one-‐ and two-‐step problems. This standard will be addressed in topic 9 and topic 15, giving students opportunities to develop fluency with increasingly advanced strategies for addition and subtraction. This standard is repeated in full in each of these units so that students work with all of the different problem types at once rather than each type in isolation.

2.MD.2.6 calls for students to use the number line diagram as a measurement model and use strategies relating to distance,

proximity of numbers, and reference points to reason about addition and subtraction.

Students are using tools strategically as they represent whole numbers as lengths on number line diagrams (MP.5). Students

label the number line precisely (MP.6) and look for number patterns and relationships to develop computational strategies

(MP.7).

A ribbon was 27 inches long. I used 19 inches in a project. How many inches long is the ribbon now?




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Topic 3 Pond Problems Pound Pooches

Safari Sums and Differences

Teacher Guide, pp. 3-4 Daily Math Practice Journal pp. 2, 3, 4, 5, 7, 8, 9, 11, 13, 14, 15, 17, 18, 19, 20, 21 Pick A Problem Math Warm Ups Pick a Problem Math Warm Ups Monkey Math Balance Giant Magnetic Number & Operation Kit Math is a Snap Addition & Subtraction

Add to and Take From (Start Unknown) Word Problems with the Result Unknown Compare (Bigger Unknown) Word Problems Compare (Smaller Unknown) Word Problems Both Addends Unknown How Many More and How Many Fewer? One, Two, Three Problems to Solve Solving a Two-Step Word Problem: Eating Grapes Solving a Two-Step Word Problem: Going Fishing

www.cpalms.org No aligned resources




LearnZillion Unit 3 Lesson 7 Use a Number Line To Solve Addition and Subtraction Problems

LearnZillion Unit 3 Lesson 8 Barnyard Battle

LearnZillion Unit 3 Lesson 9 More Barnyard Battles




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/PondProblems.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%201/PoundPooches.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%201/SafariSumsDifferences.pdf








































https://learnzillion.com/lesson_plans/3772-7-use-a-number-line-to-solve-addition-and-subtraction-problems-c?card=51547




https://learnzillion.com/lesson_plans/3776-8-barnyard-battle-practice-solving-addition-and-subtraction-problems-using-a-number-line-fp?card=51579

https://learnzillion.com/lesson_plans/3776-8-barnyard-battle-practice-solving-addition-and-subtraction-problems-using-a-number-line-fp?card=51579

https://learnzillion.com/lesson_plans/3777-9-barnyard-battle-more-practice-solving-addition-and-subtraction-problems-using-a-number-line-fp

https://learnzillion.com/lesson_plans/3777-9-barnyard-battle-more-practice-solving-addition-and-subtraction-problems-using-a-number-line-fp





2.M

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Topic 3 Inching Along, Triple Challenge Cards

Daily Math Practice Journal pp. 43, 44, 49, 51, 54, 55, 58, 61, 63 Pick A Problem Math Warm Ups Discovery Can: Measurement

Adding Measures Heading Home String for Bracelets Subtracting Measures

www.cpalms.org



High Jump Competition



LearnZillion Unit 3 Lesson 5 Use Number Lines To Find The Difference Between Lengths



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Topic 3

Daily Math Practice Journal pp. 47, 50, 53, 54, 56, 59, 60 Pick A Problem Math Warm Ups

Differences on a Number Line Representing Nine on the Number Line Representing Numbers with Length Sums on a Number Line

www.cpalms.org

Get Up and Go! with addition and subtraction


Frog and Toad on the number line



LearnZillion Unit 3 Lesson 1 Understand that Whole Numbers Can Be Shown on a Number Line

LearnZillion Unit 3 Lesson 2 Create and Complete Number Lines




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/InchingAlong.pdf














https://www.illustrativemathematics.org/content-standards/2/MD/B/5/tasks/2070




https://learnzillion.com/lesson_plans/3775-5-use-number-lines-to-find-differences-between-lengths-fp
























https://learnzillion.com/lesson_plans/3770-1-understand-that-whole-numbers-can-be-shown-as-lengths-on-the-number-line-c



https://learnzillion.com/lesson_plans/3773-2-create-and-complete-number-lines-fp?card=51556





Topic 4: Relating skip counting to time Pacing: October 5 – October 13

In this topic skip‐counting by 5s and 10s is used to support telling and writing time to the nearest five minutes.


Tell and write time from analog and digital clocks to the nearest five minutes. NOTE: This standard has been amended in Florida to delete a.m. and p.m.

MAFS.2.MD.3.7 analog clock digital clock interval

Students will:

• skip count by 5’s to tell time in five-minute intervals on an analog clock.

• tell and write time to the nearest 5 minute interval using analog and digital clocks.

Count within 1000; skip-count by 5s, 10s, and 100s. MAFS.2.NBT.1.2

Students will:

• skip count by fives, and tens.

6. Attend to precision. 7. Look for and make use of structure.


Topic Comments:

2.MD.3.7 is addressed early in the school year in order to give students time to practice telling and writing time in daily classroom

routines throughout the year.

2.NBT.1.2 is readdressed in topic 6 to extend the counting sequence to three-‐digit numbers. The standard is finalized in topic 8 to

include the entire counting sequence and skip-‐counting by 100s.

Students notice the pattern in the numbers and apply this understanding to time (MP.7). Students will precisely communicate

their understanding by using appropriate vocabulary terms (MP.6).




2.M

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Topic 4 Double Time Time by Fives

Teacher Guide, p. 21 Daily Math Practice Journal, pp. 42, 46, 50, 52, 56, 58, 60, 62 Pick A Problem Math Warm Ups Discovery Can: Time

A Good Night's Sleep Tell Time The Clock Says Writing Times on Digital Clocks

www.cpalms.org

Tick Tock Cinco Clock

Time Matters (omit am and pm portions)

Time to 5 Minutes

Time! Time! Time!


Ordering Time – (use only Set 1 of clocks)



LearnZillion Unit 4 Lesson 3 Connect Skip Counting and Telling Time to the Nearest Five Minutes

LearnZillion Unit 4 Lesson 4 Practice Telling Time to the Nearest Five Minutes



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Topic 4 No aligned resources

No aligned resources Counting by Fives Within 1000

www.cpalms.org

Skip count by 5s





LearnZillion Unit 4 Lesson 1 Relate Skip Counting to Time




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/DoubleTime.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/TimeByFives.pdf




















https://www.illustrativemathematics.org/content-standards/2/MD/C/7/tasks/1069





https://learnzillion.com/lesson_plans/4022-3-connect-skip-counting-and-telling-time-to-the-nearest-five-minutes-c




https://learnzillion.com/lesson_plans/4036-4-practice-telling-time-to-the-nearest-five-minutes-fp












https://learnzillion.com/lesson_plans/2189-1-relate-skip-counting-to-time-c?card=38099

https://learnzillion.com/lesson_plans/2189-1-relate-skip-counting-to-time-c?card=38099



Unit 2 PACING: October 17- December 20

Topic 5: Solving problems involving money Pacing: October 17 – November 3 In this topic students solve real-‐world problems, working with coins and dollar bills in whole number amounts. Decimal numbers are first addressed in Grade 4. This standard is addressed early in the school year so that students may use money and its relationship to number as a context throughout the year.


Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. E.g., The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?

a. Identify the value of coins and paper currency. b. Compute the value of any combination of coins within one dollar. c. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-

dollar bill, and two one-dollar bills, how much money do you have?). d. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There

are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar).

NOTE: This standard has been amended in Florida to include one- and two step word problems; fives, tens, twenties, and hundreds; and parts a., b., c., and d.

MAFS.2.MD.3.8 cent symbol (¢) cents combination dollar bill dollar symbol ($)

Students will:

• name and identify the value of coins (i.e., pennies, nickels, dimes, and quarters) and bills (e.g., $1, $5, $10, $20, $100).

• calculate the value of a combinations of coins up to $1 or bills up to $100 (e.g. If you have two dimes and 3 pennies, how many cents do you have?).

• use the dollar ($) and cents (¢) symbols appropriately.

• relate the value of pennies, nickels, dimes and quarters to other coins (e.g., five nickels in one quarter; 25 pennies in one quarter, two nickels in one dime).

• relate the value of pennies, nickels, dimes and quarters to one dollar (e.g., 10 dimes in 1 dollar; 4 quarters in one dollar, 100 pennies in one dollar).

• solve one- and two-step word problems involving money finding both sums and differences.

2. Reason abstractly and quantitatively. 4. Model with mathematics.


Topic Comments: 2.MD.3.8 develops the concept of money, which was introduced in Grade 1. Students make sense of quantities and their relationships to coin and dollar values (MP.2) and represent problem situations with drawings and coins and bills (MP.4).




2.M

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Topic 5 Pocket Money Change Confusion

Teacher Guide, p. 22 Daily Math Practice Journal, pp. 48, 50, 52, 54, 56, 57, 58, 60, 62 Pick A Problem Math Warm Ups Problem Solving Strategy Puzzle Discovery Can: Money

Fifty Cents is Your Change Ninety Nine Cents Combinations of Bills Combinations of Coins Identifying the Value of Paper Currency Identifying the Value of Coins Relating Coins School Store

www.cpalms.org

A Penny Saved Is a Penny Earned…. Just Ask Alexander

Creative Coin Collections

Money Mania (introduction)

Let’s Go Shopping: Counting, Adding and Subtracting Coins

Show Me the Money


Jamir’s Penny Jar

Susan’s Choice

A Pencil and a Sticker

Saving Money 2

Alexander Who Used to be Rich Last Sunday



LearnZillion Unit 5 Lesson 1 Understand Names and Values of Coins and Bills

LearnZillion Unit 5 Lesson 2 Coin Race

LearnZillion Unit 5 Lesson 7 Understand How to Use Addition and Subtraction To Solve Story Problems

LearnZillion Unit 5 Lesson 8 Use Place Value Strategies to Solve Addition Problems

LearnZillion Unit 5 Lesson 9 Use Place Value Strategies to Solve Subtraction Story Problems




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/PocketMoney.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/ChangeConfusion.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/ChangeConfusion.pdf





























https://www.illustrativemathematics.org/content-standards/2/OA/A/1/tasks/1309







https://learnzillion.com/lesson_plans/3206-1-understand-the-names-and-values-of-us-bills-and-coins-c?card=46088



https://learnzillion.com/lesson_plans/9376-2-coin-race-practice-combining-coins-fp

https://learnzillion.com/lesson_plans/9376-2-coin-race-practice-combining-coins-fp

https://learnzillion.com/lesson_plans/3212-7-understand-how-to-use-addition-and-subtraction-to-solve-story-problems-c?card=55206




https://learnzillion.com/lesson_plans/3213-8-use-place-value-strategies-to-solve-story-problems-addition-fp?card=46150



https://learnzillion.com/lesson_plans/3214-9-use-place-value-strategies-to-solve-story-problems-subtraction-fp?card=46158






Topic 6: Understanding three-digit numbers Pacing: November 6 – November 17 In this topic students extend their understanding of the base-ten system by viewing 10 tens as a hundred. This lays the groundwork for understanding the structure of the base-ten system as based in repeated bundling in groups of 10.


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).

MAFS.2.NBT.1.1

base-ten numerals bundles compose count on/count back decompose digit groups skip-count three-digit

Students will:

• understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones

• identify a digit’s value based on its place in a three-digit numeral. • use groups of 10s to create bundles of 100s using tools (e.g., base ten blocks, cubes in towers of ten, and/or ten frames).

• represent multiples of 100 up to 900 as bundles of 100, using appropriate tools.

• explain that the numbers 100, 200, 300, 400, 500, 600, 700, 800 and 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds.

E.g., 700 is the same as 7 hundreds and 0 tens and 0 ones.

Count within 1000; skip-count by 5s, 10s, and 100s. MAFS.2.NBT.1.2

Students will:

• count on and count back by ones from any given number within 1,000.

• identify missing numbers in a sequence.

• skip-count by fives and tens within 1,000.

3. Construct viable arguments and critique the reasoning of others. 7. Look for and make use of structure.


Topic Comments: The focus of 2.NBT.1.2 in this topic is to count within 1000. Skip counting is a foundational skill for multiplication, which is a major focus in Grade 3. Skip counting by 100s will be addressed in topic 8. Students explain their understanding of three‐digit numbers by expressing values in different ways and analyzing other students’ representations and explanations of numbers (MP.3). Making sense of structure in this unit involves more than just place naming. It involves understanding that ten tens makes a hundred (MP.7).




2.N

BT

.1.1

Topic 6 Base-ic Buildings Teacher Guide, pp. 7-10

Reproducibles pp. 3 – 7

Daily Math Practice Journal pp. 22, 24, 25, 26, 28, 29

Pick A Problem Math Warm Ups Giant Magnetic Place Value Blocks

Whole Number Place Value Magnets

Discovery Can: Place Value

Can You Write the Number? How Many Hundreds, Tens, and Ones? Modeling Numbers with Base Ten Blocks Showing One Hundred Equals Ten Tens

www.cpalms.org

Hundreds, Tens and Ones, Oh, My!

Place Value 3 Digit Numbers

What’s Your Value?

Sweet Values


Ten $10s make $100

Party Favors

Boxes and Cartons of Pencils

Regrouping

Bundling and Unbundling



LearnZillion Unit 6 Lesson 1 Explore How Many Bundles Are In 100

LearnZillion Unit 6 Lesson 2 Use Race to 600 to Practice Counting Hundreds

LearnZillion Unit 6 Lesson 4 Think About 100

LearnZillion Unit 6 Lesson 6 use Base Ten Riddles

LearnZillion Unit 6 Lesson 8 Represent Three Digit Numbers

LearnZillion Unit 6 Lesson 9 Use Number Representations


Achieve the Core NBT.1.1 Place Value Understanding to 1000 Link to Document

Achieve the Core Place Value to 1000 Understanding Website Link


https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/BaseicBuildings.pdf






















https://www.illustrativemathematics.org/content-standards/2/NBT/A/1/tasks/71










https://learnzillion.com/lesson_plans/2742-1-explore-how-many-bundles-are-in-100-c



https://learnzillion.com/lesson_plans/2743-2-use-the-race-to-600-game-to-practice-counting-by-hundreds-fp?card=41670



https://learnzillion.com/lesson_plans/2745-4-think-about-100-c?card=41683

https://learnzillion.com/lesson_plans/2745-4-think-about-100-c?card=41683

https://learnzillion.com/lesson_plans/2749-6-use-base-ten-riddles-fp

https://learnzillion.com/lesson_plans/2749-6-use-base-ten-riddles-fp

https://learnzillion.com/lesson_plans/2748-8-represent-three-digit-numbers-c



https://learnzillion.com/lesson_plans/2750-9-use-number-representations-fp?card=41729

https://learnzillion.com/lesson_plans/2750-9-use-number-representations-fp?card=41729


http://achievethecore.org/content/upload/2.NBT.A%20Understanding%20Place%20Value%20Within%201000.pdf



http://achievethecore.org/page/862/understanding-place-value-within-1000-mini-assessment






2.N

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.1.2

Topic 6 Puzzling Number Patterns

Teacher Guide, p. 10 Reproducibles pp. 8 – 13

Daily Math Practice Journal pp. 23, 24, 28, 31, 34, 38, 40




Counting Backward Counting by Fives Within 1000 Counting by Ones Within 1000

www.cpalms.org










https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%201/PuzzlingNumberPatterns.pdf























Topic 7: Expressing and comparing three-digit numbers Pacing: November 20 – December 8 Reading and writing the expanded form of numbers is introduced in this topic. Students will write multi-‐digit numbers in expanded form as a sum of single-‐digit multiples of powers of ten. For example 643 = 600 + 40 + 3. Students should also understand multi-‐digit numbers written in base-‐ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 = 8 hundreds + 5 tens + 3 ones).


Read and write numbers to 1000 using base-‐ten numerals, number names, and expanded form. MAFS.2.NBT.1.3 base-ten numerals compare decompose digit expanded form equal to symbol (=) greater than symbol (>) greatest least less than symbol (<) multi-digit number names same value as sum

Students will:

• read and write numbers using base-ten numerals and number names within 1,000.

• model a number within 1,000 in expanded form using appropriate tools (base-ten blocks or pictorial representations).

• write a number within 1,000 in expanded form, understanding that expanded form is the sum of the values of the digits.

Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, =, and < symbols to record the results of comparisons.

MAFS.2.NBT.1.4

Students will:

• compare two numbers up to 999 using base-ten blocks.

• compare the magnitude of numbers by understanding the value of the hundreds, tens, and ones.

• explain a process for determining whether a three-digit number is greater than, less than, or equal to another three-digit number. NOTE: Students should have ample experiences communicating their comparisons in words before using only symbols. Comparative language includes but is not limited to: less than, greater than, greatest, least, same value as, and equivalent to.

• compare two numbers up to 999 using symbols, >, <, and =.

3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision. 7. Look for and make use of structure.


Topic Comments:

2.NBT.1.4 calls for students to reason about 3-‐ digit numbers, comparing magnitudes and understand that 1 hundred is greater than

any quantity that can be represented by a 2-‐digit number.

Students should have opportunities to express their understanding of the place value of numbers, not just place naming (MP.3, MP.6). Recognizing and using patterns in the place value system support the development of numeric reasoning and is foundational for developing computational skills with larger numbers (MP.7).




2.N

BT

.1.3

Topic 7 Base-ic Buildings Teacher Guide, p. 10

Reproducibles pp. 8 – 13

Daily Math Practice Journal pp. 22, 24, 30, 35





Reading Numerals to 1000 Writing Numerals From Expanded Form Writing Numerals From Number Names Writing the Expanded Form of a Number

www.cpalms.org


Making 124

Three Composing/Decomposing problems

Looking at Numbers Every Which Way

Counting Stamps



LearnZillion Unit 7 Lesson 1 Use Base Ten Blocks to Write Different Number Forms

LearnZillion Unit 7 Lesson 2 Use Base Ten Blocks to Represent Number Cards in a Game

LearnZillion Unit 7 Lesson 3 Write Three Digit Numbers in Words

LearnZillion Unit 7 Lesson 4 Use a Card Game to Write the Number Expanded and Words




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/BaseicBuildings.pdf
























https://learnzillion.com/lesson_plans/2679-1-use-base-ten-blocks-to-write-different-number-forms-c?card=41081



https://learnzillion.com/lesson_plans/3667-2-use-base-ten-blocks-to-represent-number-cards-in-a-game-fp?card=50597




https://learnzillion.com/lesson_plans/3668-3-write-three-digit-numbers-in-word-form-fp?card=50605



https://learnzillion.com/lesson_plans/3669-4-use-a-card-game-to-write-numbers-in-standard-form-expanded-form-and-word-form-a








2.N

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.1.4

Topic 7 Dealing with Digits

Teacher Guide, pp. 12 -14

Reproducibles pp. 14-16

Daily Math Practice Journal pp. 25, 26, 32, 34, 36, 40



Giant Magnetic Numbers & Operations Kit



Inequalities Using Symbols Missing Digits Using Digits Who Has More?

www.cpalms.org

Less Than, Equal To, Greater Than

Symbol Spin


Comparisons 1

Number Line Comparisons

Largest Number Game

Using Pictures to Explain Number Comparisons



LearnZillion Unit 7 Lesson 5 Use Place Value to Compare Numbers Less Than 1000

LearnZillion Unit 7 Lesson 6 Compare Three Digit Numbers with Expanded Form and Base Ten Sketches




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/DealingWithDigits.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/DealingWithDigits.pdf






























https://learnzillion.com/lesson_plans/3665-5-use-place-value-to-compare-numbers-less-than-1000-c?card=50576



https://learnzillion.com/lesson_plans/3670-6-compare-three-digit-numbers-with-expanded-form-and-base-ten-sketches-fp?card=50622






Topic 8: Relating skip counting to mental addition and subtraction Pacing: December 11 – December 20 In this topic students apply their skip counting skills to addition and subtraction situations. Skip counting and mentally adding 10s and 100s is an important skill that helps students to develop more sophisticated strategies, as well as efficiency and flexibility in computation.


Count within 1000; skip-count by 5s, 10s, and 100s. MAFS.2.NBT.1.2 count back count on mental math pattern skip-count

Students will:

• count on and count back by ones from any given number within 1,000.

• count on and count back by tens and hundreds from any given multiple of ten from 100-900.

• skip-count by fives, tens and hundreds within 1,000.

Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

MAFS.2.NBT.2.8

Students will:

• mentally add 10 or 100 to a given number 100-900 using a variety of strategies.

• mentally subtract 10 or 100 from a given number 100-900 using a variety of strategies.

8. Look for and express regularity in repeated reasoning. MAFS.K12.MP.8.1

Topic Comments: 2.NBT.1.2 is finalized in this topic and will be applied to other concepts in other topics.

Students discover patterns and use this understanding to develop computational strategies using numerical reasoning (MP.8).




2.N

BT

.1.2

Topic 8 Puzzling Number Patterns

Teacher Guide, p. 10 Reproducibles pp. 8 – 13

Daily Math Practice Journal pp. 23, 24, 28, 31, 34, 38, 40




Counting Backward Counting by Fives Within 1000 Counting by Ones Within 1000 Counting by Tens and Hundreds Within 1000

www.cpalms.org

Skip Count by 10s and 100s





LearnZillion Unit 8 Lesson 2 Subtract 10 and 100 from Various Numbers

LearnZillion Unit 8 Lesson 3 Subtract 10 and 100 Procedural Fluency



2.N

BT

.2.8


Daily Math Practice Journal pp. 29, 32, 36, 38, 41 Pick A Problem Math Warm Ups

Giant Magnetic Place Value Blocks Discovery Can: Place Value

Add 100 Mentally Mentally Add 10 More Mentally Subtract 100 Subtract 10 Mentally

www.cpalms.org

Mental Math Mania

Tic Tac Toe by Ones, Tens and Hundreds

Sweet Mental Math


One, Ten and One Hundred More and Less

Choral Counting



LearnZillion Unit 8 Lesson 4 Add 10 and 100 Mentally



























https://learnzillion.com/lesson_plans/4261-2-subtract-10-and-100-from-various-numbers-mentally-c



https://learnzillion.com/lesson_plans/4260-3-subtract-10-and-100-mentally-fp



























https://learnzillion.com/lesson_plans/4276-4-add-10-and-100-mentally-fp

https://learnzillion.com/lesson_plans/4276-4-add-10-and-100-mentally-fp



Unit 3 PACING: January 8 – March 8

Topic 9: Generating and representing measurement data to solve problems Pacing: January 8 – January 29 In this topic representing and interpreting data supports the development of addition and subtraction using authentic contexts. Representing data using line plots, picture graphs, and bar graphs is new to this grade level. These tools support students’ understanding of measurement and comparison problems.



MAFS.2.OA.1.1

bar graph category category labels compare data generate horizontal interpret key line plot picture graph put-together represent scale scale labels survey take-apart title vertical

Students will:

NOTE: This standard is revisited to provide additional practice with different problem types, in particular, put-together, take-apart, and compare problems (See Common Addition and Subtraction Situations Table on page 49) using data displayed in bar graphs.



• solve one- and two-step word problems with unknown numbers in different positions.

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.

MAFS.2.MD.4.9

Students will:

• measure and record the lengths of several objects to the nearest whole-number.

• create a line plot with a horizontal scale marked off in whole-number units.

• record length measurements on a line plot. E.g.,

Leaf Lengths (in inches)

X X

X X X

X X X

X X

X X

1 2 3 4 5 6 7


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 problems using information presented in a bar graph.

MAFS.2.MD.4.10

Students will:

• create a bar graph representing up to four categories of data using the parts of a bar graph (title, scale, scale label, categories, category label, and data and bar graph).

• interpret and explain data on a given bar graph to solve put together, take-apart, and compare problems.

• create a picture graph using the parts of a picture graph (title, categories, category label, key, and data).

NOTE: Students need to create both horizontal and vertical graphs.

1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics.


Topic Comments: 2.OA.1.1 is revisited in this topic to provide additional practice with all different problem types using a measurement context.

This standard will be finalized in topic 16 in which students demonstrate fluency with addition and subtraction within 100.

In 2.MD.4.9 students use their understanding of number lines to create line plots.

Through MP.3, students should be expected to explain why chosen strategies for addition and subtraction work. This will again be emphasized in topic 11 with 2.NBT.2.9. Line plots, picture graphs, and bar graphs are strong contexts for modeling with mathematics (MP.4). Students analyze patterns and relationships among the quantities involved to make sense of the situations (MP.1).




2.O

A.1

.1



No aligned resources for graphing and data.

www.cpalms.org





https://learnzillion.com/ Addressed in MD.4.10 using LearnZillion Lessons 14 and 15 from Unit 9



2.M

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.9

Topic 9 Tuber Talk Use data from Part 2 to build a line plot.

Daily Math Practice Journal, pp. 51, 55, 59 Pick A Problem Math Warm Ups

Measuring Hand Spans - Part One Measuring Hand Spans - Part Two Measuring Our Pencils - Part One Measuring Our Pencils - Part Two

www.cpalms.org

X Marks the Spot

If the Shoe Fits


Hand Span Measures

The Longest Walk




LearnZillion Unit 9 Lesson 8 Staying Sharp Measuring Pencil Length in Inches

LearnZillion Unit 9 Lesson 9 Measure Ones Cubes to Create a Line Plot










https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/TuberTalk.pdf
















https://www.illustrativemathematics.org/content-standards/2/MD/D/9/tasks/485






https://learnzillion.com/lesson_plans/2547-8-staying-sharp-measuring-pencil-length-in-inches-c



https://learnzillion.com/lesson_plans/2548-9-measure-ones-cubes-to-create-a-line-plot-fp







2.M

D.4

.10

Topic 9 Tuber Talk, Part 2 and Part 4

Teacher Guide, p. 23 Daily Math Practice Journal, pp. 49, 53, 57, 61, 63 Pick A Problem Math Warm Ups Data & Graphing Instant Learning Center

Favorite Books Features of Our Shirts Number of Players Shoe Sizes

www.cpalms.org

Amazing Attributes: Show and Tell

Gummy Graphing

Picture Graphs with Pizzazz

Setting the Bar: Representing Data Sets


Favorite Ice Cream Flavors



LearnZillion Unit 9 Lesson 12 Understand That Picture Graphs and Bar Graphs Can Represent the Same Data

LearnZillion Unit 9 Lesson 13 Categorize and Graph Data

LearnZillion Unit 9 Lesson 14 Draw Bar Graphs to Answer Questions (This lesson also addresses OA.1.1)

LearnZillion Unit 9 Lesson 15 Using Graphing Skills (This lesson also addresses OA.1.1)




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/TuberTalk.pdf

























https://learnzillion.com/lesson_plans/3990-12-field-day-t-shirts-understand-that-picture-and-bar-graphs-can-be-used-to-represent-the-same-data-c




https://learnzillion.com/lesson_plans/2891-13-pet-show-categorize-and-graph-data-fp

https://learnzillion.com/lesson_plans/2891-13-pet-show-categorize-and-graph-data-fp

https://learnzillion.com/lesson_plans/17922-14-let-us-eat-fruit-draw-bar-graphs-to-answer-questions-fp



https://learnzillion.com/lesson_plans/2896-15-party-plan-an-event-using-graphing-skills-a?card=43467

https://learnzillion.com/lesson_plans/2896-15-party-plan-an-event-using-graphing-skills-a?card=43467



Topic 10: Reasoning with shapes and their attributes Pacing: January 30 – February 12 In this topic students name and describe defining attributes of two-‐dimensional shapes by examining their sides and angles. Students also extend their work from Grade 1 of partitioning geometric figures into halves and fourths to now include thirds. Students use this experience to reason about partitions’ equal area and part-‐whole relationships.


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.

MAFS.2.G.1.1 angles area attributes category cube decompose equal shares faces fourths half halves hexagon partition pentagon quadrilateral quarters thirds triangle vertex/vertices whole

Students will: • identify shapes such as triangles, quadrilaterals, pentagons, hexagons and cubes.

Triangles

Quadrilaterals

Pentagons

Hexagons

• describe categories of shapes and their defining attributes (number of sides, faces, and/or vertices/angles).

E.g., Triangles: three sides, three vertices, three angles Quadrilaterals: four sides, four vertices, four angles

Cubes: six equal faces

NOTE: Non-defining attributes may include, but are not limited to, color, texture, size, and orientation. Shapes should be presented in a variety of orientations and configurations.

• draw shapes (i.e., triangles, quadrilaterals, pentagons, hexagons, and cubes) when given defining attributes.


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.

MAFS.2.G.1.3

Students will:

• partition circles and rectangles into two, three and four equal shares. o describe the area of the shape using the words halves, third, fourths, and quarters. o describe the area of the shape using the phrases half of, third of, fourth of, and quarter of. o describe the whole area as two of two equal shares, three of three equal shares, or four of four equal shares.

• recognize that two shapes can be partitioned into halves, thirds, or fourths in different ways, but any of these halves, thirds, or fourths represent equal shares of the whole shape even though the parts have different shapes. E.g., Show four different ways to partition a rectangle into 4 equal parts.

2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others.


Topic Comments: 2.G.1.1 includes the identification of pentagons and general quadrilaterals—shapes that are new to this grade level.

2.G.1.3 is focused on developing the language of partitioning shapes into equal parts—a formal understanding of fractions and

fraction notation is introduced in Grade 3.

Students make sense of spatial quantities and their relationships when partitioning shapes— in particular, understanding that equal shares of a geometric figure may not be congruent shapes (MP.2). Constructing arguments is critical to developing an understanding of defining attributes and reasoning about equal shares (MP.3).




2.G

.1.1

Topic 10 On Board with Shapes Shapes All Around Us, pg. 1-3

Teacher Guide, p. 23 Daily Math Practice Journal, pp. 64, 65, 66, 67, 68, 69, 70 Pick A Problem Math Warm Ups

Giant Magnetic Pattern Blocks

Pattern Blocks

Playground Math

Figures with Five Sides Four Sided Figures Three Sided Figures Which of These are Cubes?

www.cpalms.org

Discovering Attributes of Shapes

The Greedy Shapes


Polygons – (could omit last bullet)



LearnZillion Unit 9 Lesson 1 Understand Shapes By Sides and Angles

LearnZillion Unit 9 Lesson 2 Identify Quadrilaterals

LearnZillion Unit 9 Lesson 4 Draw Shapes Given Certain Constraints



2.G

.1.3

Topic 10 Folding Flags Fresh Baked Fractions

Teacher Guide, p. 24 Daily Math Practice Journal, pp. 64-71 Pick A Problem Math Warm Ups

Pattern Blocks Playground Math

Different Fourths Different Halves Halves, Thirds, and Fourths How Many Fourths are in a Whole?

www.cpalms.org

Equal Shares: I Care

Halves and Wholes

Thirds


Representing Half of a Rectangle



LearnZillion Unit 10 Lesson 5 Understand that Shapes Can Be Partitioned Into Equal Parts

LearnZillion Unit 10 Lesson 6 Partition Shapes

LearnZillion Unit 10 Lesson 7 Find Parts to Make a Whole

LearnZillion Unit 10 Lesson 8 Equal Shares Can Have Different Shapes



https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/OnBoardWithShapes.pdf?authToken=eyJ0eXAiOiJKV1QiLCJhbGciOiJSUzI1NiIsIng1dCI6IndnNmN6a1BlaUpLS2dka3Nna3ZWRFRhSmRTWSJ9.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.Usa-B4JBuyNjHMMWRrAk1GM6ulZfK7kewQDRQgYyTCoJQu7_5Zak7owaC5GPU8hlgfgmFbmWrOZ4vy-o5UdNxcJSuDI-IQO2OBurdrYCDiIDAIhyBYBjO9ChUo605TYuTUeLUIEMjYfcBHkKkxmYO6ErGGH6gjIM91PGkk7EA3U1Ae4Qq545-WtsExgb_zTDFZ8IOoaEbzzeZU0QRqzDqU8pByZQiakIgQegrFlKel_9sSOq1LiHo4NdgMXTMP048u1_7WuuyOHH7ieJwwXq4c_uaFNvIauuTWqKbIirHy4CL54GMgFm7Civ8I1-ttTfOOSTvkbcmFdQK-zAbO6opw&client-request-id=c9aa34be-a3ae-0001-fe9b-afc9aea3cf01

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/OnBoardWithShapes.pdf?authToken=eyJ0eXAiOiJKV1QiLCJhbGciOiJSUzI1NiIsIng1dCI6IndnNmN6a1BlaUpLS2dka3Nna3ZWRFRhSmRTWSJ9.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.Usa-B4JBuyNjHMMWRrAk1GM6ulZfK7kewQDRQgYyTCoJQu7_5Zak7owaC5GPU8hlgfgmFbmWrOZ4vy-o5UdNxcJSuDI-IQO2OBurdrYCDiIDAIhyBYBjO9ChUo605TYuTUeLUIEMjYfcBHkKkxmYO6ErGGH6gjIM91PGkk7EA3U1Ae4Qq545-WtsExgb_zTDFZ8IOoaEbzzeZU0QRqzDqU8pByZQiakIgQegrFlKel_9sSOq1LiHo4NdgMXTMP048u1_7WuuyOHH7ieJwwXq4c_uaFNvIauuTWqKbIirHy4CL54GMgFm7Civ8I1-ttTfOOSTvkbcmFdQK-zAbO6opw&client-request-id=c9aa34be-a3ae-0001-fe9b-afc9aea3cf01

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/ShapesAllAroundUs.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/ShapesAllAroundUs.pdf


















https://www.illustrativemathematics.org/content-standards/2/G/A/1/tasks/1506





https://learnzillion.com/lesson_plans/2623-1-understand-that-shapes-are-defined-by-their-sides-and-angles-c



https://learnzillion.com/lesson_plans/2708-2-identify-quadrilaterals-fp

https://learnzillion.com/lesson_plans/2708-2-identify-quadrilaterals-fp

https://learnzillion.com/lesson_plans/2710-4-draw-shapes-given-certain-constraints-a




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%203/FoldingFlags.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/FreshBakedFractions.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/FreshBakedFractions.pdf























https://learnzillion.com/lesson_plans/2711-5-understand-that-shapes-can-be-partitioned-into-equal-parts-c?card=41370




https://learnzillion.com/lesson_plans/2712-6-partition-shapes-fp

https://learnzillion.com/lesson_plans/2712-6-partition-shapes-fp

https://learnzillion.com/lesson_plans/2713-7-find-parts-to-make-a-whole-a

https://learnzillion.com/lesson_plans/2713-7-find-parts-to-make-a-whole-a

https://learnzillion.com/lesson_plans/2714-8-equal-shares-can-have-different-shapes-c





Topic 11: Applying strategies to add and subtract within 1000 Pacing: February 13 – March 8 In this topic students apply computational strategies they have been developing in earlier topics to make sense of calculations with numbers up to 1000. They generalize their understanding of addition and subtraction using concrete models or drawings and applying decomposition strategies.


Add up to four two-‐digit numbers using strategies based on place value and properties of operations. MAFS.2.NBT.2.6 compose decompose equation expression place value

Students will:

• add up to four two-digit numbers using a variety of strategies based on place value and properties of operations.

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.

MAFS.2.NBT.2.7

Students will:

• use concrete models and drawings to add and subtract two 3-digit numbers within 1000.

• use strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to add and subtract two 3-digit numbers within 1000.

• explain and record the steps that were followed when using these strategies.

• understand that when 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.

Explain why addition and subtraction strategies work, using place value and the properties of operations. MAFS.2.NBT.2.9

Students will:

• apply knowledge of place value and the properties of operation to explain why addition or subtraction strategies work.

NOTE: Explanations may be supported by drawings or objects.

1. Make sense of problems and persevere in solving them. MAFS.K12.MP.1.1

Topic Comments: Students are working in problem situations involving more numbers and greater numbers which requires perseverance and the ability to explain their solution pathway to themselves (MP.1). Students are working towards efficiency in solving problems by using more sophisticated strategies (MP.8).




2.N

BT

.2.6

Topic 11 Base Place: The Pluses, Use operation boards with expanded form.

Teacher Guide, p. 19 Reproducibles p. 21 Daily Math Practice Journal pp. 27, 30, 33, 35, Pick A Problem Math Warm Ups Giant Magnetic Place Value Blocks

Adding Four Two-Digit Numbers Adding Two Digit Numbers Using Place Value Adding Two Digit Numbers Using Properties of Operation Andy's Book

www.cpalms.org



Toll Bridge Puzzle



LearnZillion Unit 11 Lesson 11 Adding Up to four two-digit numbers

LearnZillion Unit 11 Lesson 12 Practicing Fining the Sum of Problems with Three and Four two digit Addends

LearnZillion Unit 11 Lesson 13 Adding Three and Four Two-Digit Addends Using Various Strategies

LearnZillion Unit 11 Lesson 14 Practicing Fining the Sum of Problems with Four Two-Digit Addends

LearnZillion Unit 11 Lesson 15 Adding Four Two-Digit Addends to Solve Problems




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/BasePlaceThePluses.pdf

























https://learnzillion.com/lesson_plans/2717-11-adding-up-to-four-two-digit-numbers-c



https://learnzillion.com/lesson_plans/2753-12-practicing-finding-the-sum-of-problems-with-three-and-four-two-digit-addends-fp




https://learnzillion.com/lesson_plans/2754-13-adding-three-and-four-two-digit-addends-using-various-strategies-a




https://learnzillion.com/lesson_plans/2755-14-practicing-finding-the-sum-of-problems-with-four-two-digit-addends-fp




https://learnzillion.com/lesson_plans/2756-15-adding-four-two-digit-addends-to-solve-problems-a







2.N

BT

.2.7

Topic 11 Base Place: The Pluses, Use operation boards with expanded form. Base Place: The Minuses, Use operation boards with expanded form. Composing with Codes,

Teacher Guide, pp. 19-20 Reproducibles, p. 22 Daily Math Practice Journal pp. 27, 32, 34, 37, 38, 39, 40 Pick A Problem Math Warm Ups



Adding Within 1,000 Mr. Ford's Money Place Value Strategies for Addition and Subtraction Subtracting Within 1,000

www.cpalms.org

Roll and Add Three Digit Numbers


How Many Days Until Summer Vacation



Unit 11 Lessons 1-3: Three Digit Addition and Subtraction Without Regrouping

Unit 11 Lessons 4-6: Three Digit Addition with Regrouping

Unit 11 Lessons 7-10: Three Digit Subtraction With Regrouping


2.N

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.2.9


Daily Math Practice Journal pp. 37, 41 Pick A Problem Math Warm Ups

Counting Up to Subtract Using Place Value

www.cpalms.org



Peyton and Presley Discuss Addition


https://learnzillion.com/ Addressed using LearnZillion Lesson from 2.NBT.2.7






https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/BasePlaceTheMinuses.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/BasePlaceTheMinuses.pdf


























https://learnzillion.com/resources/64154-applying-strategies-to-add-and-subtract-within-1-000

























Unit 4 PACING: March 19-May 30

Topic 12: Determining unknown whole numbers in equations Pacing: March 19 – March 23 In this topic, students apply their understanding of comparison and the relational view of the equal sign, developed in Grade 1, to determine the value of an unknown whole number in an equation by comparing the expressions on either side of the equal sign.

Standards Academic Language Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ______ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + NOTE: This standard has been added in Florida.

MAFS.2.OA.1.a balance equivalent to equation expression same value as/equal quantity unknown number

Students will:

• determine an unknown number in an equation relating four or more whole numbers. E.g. 15 – 9 = 6 +

3. Construct viable arguments and critique the reasoning of others. 7. Look for and make use of structure.


Topic Comments: In order to develop conceptual understanding, students explain their relational thinking and analyze the explanations of others (MP.3) Students look for relationships between values on each side of the equal sign to determine the unknown number (MP.7)



2.O

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Topic 12 Pond Problems

Saluting Subtraction and Addition

Pick A Problem Math Warm Ups Addition & Subtraction Math is a Snap Monkey Math Giant Magnetic Numbers & Operations

What Number Makes the Equation True? Determine the Missing Addend Relating Four Whole Numbers

www.cpalms.org

Into the Unknown....

Creating a Balanced Equations

The Mystery of the Missing Number




LearnZillion Unit 1 Lesson 15 Solve Addition and Subtraction situation with an unknown value

LearnZillion Unit 1 Lesson 1 Understand Comparison Problems to find the Unknown

























https://learnzillion.com/lesson_plans/19188-15-solve-addition-and-subtraction-situations-with-an-unknown-value-a




https://learnzillion.com/lesson_plans/19189-1-understand-comparison-problems-to-find-the-unknown-c





Topic 13: Developing foundations of multiplication through exploring even and odd numbers Pacing: March 26 – April 3

The focus of this topic is to explore the structure of equal groups using odd and even numbers. This supports doubling strategies for addition and

subtraction fluency to 20, and helps set the stage for the introduction to multiplication and division in Grade 3. At first glance distinguishing between odd

and even seems like a simple straight-‐forward skill, but it is being used in this unit to build a strong foundational base for conceptual understanding of

equal groups and the sophisticated strategy of using doubles.


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.

MAFS.2.OA.3.3

doubles equal addends equal groups equation even odd sum

Students will:

• show and explain how to pair objects or count by 2s to demonstrate odd and even numbers.

E.g.,

9 is odd because groups of 2 can be made with 1 leftover.

• show and explain how an even number can be separated into two equal groups (without altering one of the objects) while an odd number cannot be separated into two equal groups.

E.g.,

9 is odd because two equal groups cannot be made (without altering one of the objects).

• write an equation to express an even number as a sum of two equal addends, also known as doubles (e.g., 10 = 5 + 5, 16 = 8 + 8).

• determine whether a number is odd or even and explain why.

4. Model with mathematics. 7. Look for and make use of structure.


Topic Comments: Students model with the objects and write equations to express even numbers as a sum of two equal addends (MP.4) and connect this understanding to the pattern of skip counting by 2’s (MP.7).




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Topic 13 Odds and Ends

Teacher Guide, p. 6 Daily Math Practice Journal pp. 2, 4, 7, 8, 10, 12, 13, 14, 16, 18, 20 Pick A Problem Math Warm Ups Giant Magnetic Numbers & Operations Kit

Even Numbers as the Sum of Two Equal Addends How Do You Know if a Number is Even or Odd? Is it Even or Odd? Showing a Collection as Odd or Even

www.cpalms.org

Odds and Evens

Odds and Evens Dodgeball


Red and Blue Tiles

Buttons odd and even



LearnZillion Unit 12 Lesson 1 Decompose Into Two Groups To Determine Even or Odd

LearnZillion Unit 12 Lesson 2 Decompose Numbers to Decide If A Number Is Even Or Odd

LearnZillion Unit 12 Lesson 3 Sorting Even and Odd Numbers

LearnZillion Unit 12 Lesson 5 Identify Even and Odd By Pairing

LearnZillion Unit 12 Lesson 6 Determine Even or Odd By Decomposing

LearnZillion Unit 12 Lesson 7 Write Equations to Show Even and As Sum of Equal Addends




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/OddsAndEnds.pdf




















https://www.illustrativemathematics.org/content-standards/2/OA/C/3/tasks/620






https://learnzillion.com/lesson_plans/3781-1-decompose-whole-numbers-into-two-equal-groups-to-determine-whether-a-number-is-even-or-odd-c



https://learnzillion.com/lesson_plans/3782-2-decompose-numbers-to-decide-if-a-number-is-even-or-odd-fp




https://learnzillion.com/lesson_plans/3869-3-solve-problems-by-sorting-even-and-odd-numbers-a?card=52554



https://learnzillion.com/lesson_plans/3871-5-identify-even-and-odd-numbers-by-pairing-objects-or-counting-by-twos-fp



https://learnzillion.com/lesson_plans/3872-6-determine-whether-a-whole-number-is-even-or-odd-by-decomposing-it-into-groups-a?card=52580



https://learnzillion.com/lesson_plans/3873-7-write-an-equation-to-show-that-an-even-whole-number-is-the-sum-of-two-equal-addends-c






Topic 14: Using arrays for foundations of multiplication Pacing: April 4 – April 13 Students start this topic by arranging objects in arrays to develop the concept of equal groups. Then they progress toward partitioning a rectangle into rows and columns of same-‐size squares, which is an ideal context to support development of both arithmetical and spatial structuring foundations for later work with area in Grade 3.


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.

MAFS.2.OA.3.4 columns equal addends equal groups equal-sized equation horizontal partition rectangular array repeated addition rows sum vertical

Students will:

• organize a group of objects into rectangular arrays with up to 5 rows and up to 5 columns (i.e., equal amounts in each row and equal amounts in each column).

• use repeated addition to find the total number of objects in an array.

• represent the total number of objects with equations showing a sum of equal addends. E.g., 2 + 2 + 2 + 2 = 8; 4 rows of 2 equals 8 4 + 4 = 8; 2 rows of 4 equals 8

Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. MAFS.3.G.1.2

Students will:

• differentiate between rows and columns.

• partition a given rectangle into squares of equal size by drawing rows and columns.

E.g., Split a rectangle into 2 rows and 5 columns.

• count to determine the number of equal-sized squares that result in the partitioned rectangle.

6. Attend to precision. 7. Look for and make use of structure.


Topic Comments: In demonstrating 2.OA.3.4, students represent additive thinking by using skip-‐counting or repeated addition to find and represent

the total number of objects. The concept of multiplicative thinking (multiplication) will be addressed in Grade 3.

Composing two-‐dimensional shapes as a collection of rows and as a collection of columns of squares requires students to be precise in their representations and develop understanding of the structure of rectangular arrays (MP.6, MP.7).

There are 10 equal-sized squares in the rectangle.

NOTE: this figure represents 5 rows of 2, which is NOT the same idea as 2 rows of 5.




2.O

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Topic 14 Accounting for Butterflies Treasure Trove

Teacher Guide, p. 7 Daily Math Practice Journal, pp. 2, 6, 9, 11, 12, 14, 16, 19, 21 Pick A Problem Math Warm Ups Giant Magnetic Numbers & Operations (use counters from set to make arrays) Pattern Blocks

All Your Penquins in a Row Counting an Array Counting by Rows and Columns Writing an Equal Addends Equation

www.cpalms.org

Déjà vu Addition, 2 plus 2 plus 2


Counting Dots in Arrays



LearnZillion Unit 13 Lesson 1 Organize Groups of Objects Into Arrays

LearnZillion Unit 13 Lesson 2 Arrange Groups Into Rows and Columns to Create Arrays

LearnZillion Unit 13 Lesson 3 Use Drawings to Represent Equal Groups and Relate to Repeated Addition

LearnZillion Unit 13 Lesson 7 Create Arrays



2.G

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Topic 14 Treasure Trove Teacher Guide, p. 24 Daily Math Practice Journal, pp. 64, 66, 68, 71 Pick A Problem Math Warm Ups Playground Math Pattern Blocks

Complete the Rectangle Construct Rows and Columns How Many Units? Partition the Rectangle Into Unit Squares

www.cpalms.org

Rectangles Rule

Rectangles Rule 2 (team challenge)


Partitioning a Rectangle into Unit Squares


https://learnzillion.com/ No aligned resources




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/AccountingForButterflies.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/AccountingForButterflies.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/TreasureTrove.pdf






















https://learnzillion.com/lesson_plans/3034-1-organize-groups-of-objects-into-arrays-c



https://learnzillion.com/lesson_plans/3036-2-arrange-groups-of-objects-into-rows-and-columns-to-create-arrays-fp




https://learnzillion.com/lesson_plans/4279-3-use-math-drawings-to-represent-equal-groups-and-relate-to-repeated-addition-a




https://learnzillion.com/lesson_plans/9102-7-create-arrays-a?card=74575

https://learnzillion.com/lesson_plans/9102-7-create-arrays-a?card=74575


https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/TreasureTrove.pdf

























Topic 15: Estimating and comparing lengths Pacing: April 16 – May 1 In this topic students apply their multiple experiences with measurement to estimate lengths. This topic is near the end of the school year because students need repeated experience with measuring with standard units before they can effectively estimate lengths.


Estimate lengths using units of inches, feet, yards, centimeters, and meters. NOTE: This standard has been amended in Florida to include yards.

MAFS.2.MD.1.3 benchmark centimeter estimate foot inch length meter units yard

Students will:

• discover useful benchmarks for the following measurements: inch, foot, yard, centimeter, and meter.

NOTE: Students should apply their multiple experiences with measurement to find their own meaningful benchmarks.

• estimate lengths in inches, feet, yards, centimeters, and meters.

• justify the reasoning for the estimate using a benchmark comparison.

NOTE: Students are NOT expected to convert units until 4th grade.

Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

MAFS.2.MD.1.4

Students will:

• measure the length of two objects using a standard unit. • find the difference in length between the two objects using standard length units.

2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 5. Use appropriate tools strategically.


Topic Comments: Although “guess and check” experiences can be useful, 2.MD.1.3 requires explicit teaching of estimation strategies, such as

iteration of a mental image of a unit or comparison with a known measurement. This prompts students to learn reference or

benchmark lengths, order points along a continuum, and build up mental rulers.

Students explain their thinking and analyze others’ arguments regarding both the validity of their estimate and how and why they used particular tools (MP.3, MP.5). In order to formulate accurate estimations students must have a coherent representation of the problem and consider the units involved (MP.2).




2.M

D.1

.3

Topic 15 Inching Along Teacher Guide, pp. 20-21 Daily Math Practice Journal pp. 42, 45, 47 Pick A Problem Math Warm Ups Discovery Can: Measurement

Estimating in Centimeters Estimating In Feet Estimating In Inches Estimating In Meters Estimating in Yards

www.cpalms.org

Measuring madness


Determining Length



LearnZillion Unit 14 Lesson 1 Understand Ways to Estimate Length

LearnZillion Unit 14 Lesson 2 Estimating Lengths in Inches

LearnZillion Unit 14 Lesson 3 Practice Estimating Lengths in Centimeters


2.M

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Teacher Guide, pp. 20 - 21 Daily Math Practice Journal pp. 43, 44, 46, 48 Pick A Problem Math Warm Ups Discovery Can: Measurement

Comparing Zigzag Segments Dragonflies and Grasshoppers How Much Longer? Walking Ants


Determining Length



LearnZillion Unit 14 Lesson 5 Understand That Measurement Can Be Used to Compare Lengths

LearnZillion Unit 14 Lesson 6 Practice Comparing Lengths

LearnZillion Unit 14 Lesson 7 Measure Differences in Length

LearnZillion Unit 14 Lesson 9 Add and Subtract to Find Differences in Length

LearnZillion Unit 14 Lesson 10 Find Length Differences by Adding and Subtracting



https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/InchingAlong.pdf

















https://www.illustrativemathematics.org/content-standards/2/MD/A/1/tasks/2069





https://learnzillion.com/lesson_plans/2922-1-understand-ways-to-estimate-length-c?card=43678



https://learnzillion.com/lesson_plans/2919-2-practice-estimating-lengths-in-inches-fp

https://learnzillion.com/lesson_plans/2919-2-practice-estimating-lengths-in-inches-fp

https://learnzillion.com/lesson_plans/2921-3-practice-estimating-lengths-in-centimeters-fp
















https://www.illustrativemathematics.org/content-standards/2/MD/A/1/tasks/2069





https://learnzillion.com/lesson_plans/2923-5-understand-that-measurement-can-be-used-to-compare-lengths-c?card=43686




https://learnzillion.com/lesson_plans/2924-6-practice-comparing-lengths-fp?card=43693

https://learnzillion.com/lesson_plans/2924-6-practice-comparing-lengths-fp?card=43693

https://learnzillion.com/lesson_plans/2925-7-dev-s-sculpture-measure-differences-in-length-a



https://learnzillion.com/lesson_plans/2927-9-add-and-subtract-to-find-differences-in-length-fp



https://learnzillion.com/lesson_plans/2928-10-guinea-pig-homes-find-length-differences-by-adding-and-subtracting-a





Topic 16: Demonstrating fluency in addition and subtraction Pacing: May 2 – May 30 This is a culminating topic in which students demonstrate fluency and are expected to use and explain strategies for accurate and efficient addition and subtraction. By this time in the year, students should be able to solve all problem types in the Common Addition and Subtraction Situations Table (see pg. 49) using concrete models or drawings and strategies for addition and subtraction to 1,000.



MAFS.2.OA.1.1

fluency

Students will:



• solve one- and two-step word problems with unknown numbers in different positions.

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

MAFS.2.OA.2.2

Students will:

• apply different mental strategies to fluently add and subtract within 20 (e.g., count on, make tens, decompose a number leading to a ten, related addition and subtraction facts, doubles, doubles +/-, and the commutative and associative properties).

• know from memory all sums of two one-digit numbers.

NOTE: Computational fluency is defined as accuracy, efficiency, and flexibility. Research indicates that teachers can best support students’ knowledge of sums and differences through varied experiences with mental strategies rather than using repetitive timed tests.

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

MAFS.2.NBT.2.5

Students will:

• fluently add and subtract within 100, using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

NOTE: Students should NOT be taught the standard algorithm in second grade. This standard focuses on developing a conceptual understanding of addition and subtraction- the intent is not to introduce traditional algorithms or rules. The standard algorithm will be taught in Grade 4.

1. Make sense of problems and persevere in solving them. 6. Attend to precision. 8. Look for and express regularity in repeated reasoning.


Topic Comments: Standards of Mathematical Practice have required students to justify their reasoning and explain their solution steps (MP.1, MP.6). With ample practice throughout the year, students should be fluent with the various strategies (MP.8).




2.O

A.1

.1

Topic 16 Pond Problems Pound Pooches

Safari Sums and Differences

Teacher Guide, pp. 3-4 Daily Math Practice Journal pp. 2, 3, 4, 5, 7, 8, 9, 11, 13, 14, 15, 17, 18, 19, 20, 21 Pick A Problem Math Warm Ups Pick a Problem Math Warm Ups Monkey Math Balance Giant Magnetic Number & Operation Kit Math is a Snap Addition & Subtraction

Add to and Take From (Start Unknown) Word Problems with the Result Unknown Compare (Bigger Unknown) Word Problems Compare (Smaller Unknown) Word Problems Both Addends Unknown How Many More and How Many Fewer? One, Two, Three Problems to Solve Solving a Two-Step Word Problem: Eating Grapes Solving a Two-Step Word Problem: Going Fishing

www.cpalms.org

Words and Subtraction

Amazing Animals Athletes



www.IXL.com/signin/volusia https://learnzillion.com/ LearnZillion Unit 1 Lesson 12 Finding Unknown Values in Addition and Subtraction Situations LearnZillion Unit 1 Lesson 15 Solve addition and subtraction situations with an unknown value LearnZillion Unit 1 Lesson 3 Solving Real World Addition and Subtraction Problems http://achievethecore.org Achieve the Core Representing

and Solving Addition and

Subtraction Problems Mini-

Assessment



https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%201/PoundPooches.pdf










































https://learnzillion.com/lesson_plans/19185




https://learnzillion.com/lesson_plans/19188?card=168874








http://achievethecore.org/page/258/representing-and-solving-addition-and-subtraction-problems-mini-assessment







2.O

A.2

.2

Topic 16 Blackout! Book Make it Even Saluting Subtraction and Addition Tic Tac Ten and Twenty

Teacher Guide, pp. 5 - 6 Daily Math Practice Journal pp. 3, 4, 5, 6, 8, 10, 12, 15, 16, 17, 18, 20 Pick A Problem Math Warm Ups Giant Magnetic Numbers & Operations Kit

Math is a Snap Addition & Subtraction

Addition Facts From Memory Fluency for Addition Within 20 Fluency for Subtraction Within 20 Fluency with Basic Addition Facts

www.cpalms.org

See Resource Lessons in 2.OA.2.2 in Topic 1


Hitting the Target Number



LearnZillion Unit 15 Lesson 13 Addition/Subtraction Using Mental Math Strategies

LearnZillion Unit 15 Lesson 15 Mentally Create Number Combinations Within 20




https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/BlockoutBook.pdf

https://intranet.volusia.k12.fl.us/departments/elementarymath/AIMS%202/MakeItEven.pdf
























https://learnzillion.com/lesson_plans/3372-13-addition-subtraction-using-mental-math-strategies-fp



https://learnzillion.com/lesson_plans/3374-15-mentally-create-number-combinations-within-20-a







2.N

BT

.2.5

Topic 16 Composing with Codes

Teacher Guide pp. 14-18

Reproducibles pp.5, 6, 17-20

Daily Math Practice Journal pp. 22,23,26,28,30,31,33,36



Problem Solving Strategy Puzzle

Pick a Problem Math Warm Ups

Addition & Subtraction Strategies Instant Learning Center

Adding Within 100 Using Place Value Fluently Subtract Within 100 Crossing a Decade Using Properties and Place Value to Add and Subtract

www.cpalms.org

Adding and Subtracting on a Hundred Chart

Adding the "Fast Way" Using the Hundred Grid

Subtracting the "Fast Way" Using the Hundred Grid




https://learnzillion.com/ LearnZillion Lessons from OA.1.1

































Critical Areas for Mathematics in Grade 2

rigor

In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.

(1) Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of

hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).

(2) Student use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds.

(3) Students recognize the need for standard units of measure (i.e., centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length.

(4) Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about

decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.


Grade 2 Major, Supporting, and Additional Work

Topic Title Major Work Supporting Work Additional Work

1 Adding and subtracting within 100

2.OA.2.2, 2.NBT.2.5

2 Exploring standard units of length

2.MD.1.1, 2.MD.1.2

3 Relating addition and subtraction to length 2.OA.1.1, 2.MD.2.5,

2.MD.2.6

4 Relating skip counting to time

2.NBT.1.2 2.MD.3.7

5 Solving problems involving money

2.MD.3.8

6 Understanding three-digit numbers

2.NBT.1.1, 2.NBT.1.2

7 Expressing and comparing three-digit numbers

2.NBT.1.3, 2.NBT.1.4

8 Relating skip counting to mental addition and subtraction

2.NBT.1.2, 2.NBT.2.8

9 Generating and representing measurement data to solve problems

2.OA.1.1 2.MD.4.9, 2.MD.4.10

10 Reasoning with shapes and their attributes

2.G.1.1, 2.G.1.3

11 Applying strategies to add and subtracting within 1000 2.NBT.2.6, 2.NBT.2.7,

2.NBT.2.9

12 Determining unknown whole numbers in equations

2.OA.1.a

13 Developing foundations of multiplication through exploring even and odd numbers

2.OA.3.3

14 Using arrays for foundations of multiplication

2.OA.3.4 2.G.1.2

15 Estimating and comparing lengths

2.MD.1.3, 2.MD.1.4

16 Demonstrating fluency in addition and subtraction 2.OA.1.1, 2.OA.2.2,

2.NBT.2.5


Standards for Mathematical Practice Grade 2 students will:

1. Make sense of problems and persevere in solving them. (SMP.1) Mathematically proficient students in Grade 2 examine problems (tasks), can make sense of the meaning of the task and find an entry point or a way to start the task. Grade 2 students also develop

a foundation for problem solving strategies and become independently proficient on using those strategies to solve new tasks. In Grade 2, students’ work still relies on concrete manipulatives and

pictorial representations as students solve tasks unless it refers to the word fluently, which denotes mental mathematics. Grade 2 students also are expected to persevere while solving tasks; that is,

if students reach a point in which they are stuck, they can reexamine the task in a different way and continue to solve the task. Lastly, mathematically proficient students complete a task by asking

themselves the question, “Does my answer make sense?”

2. Reason abstractly and quantitatively. (SMP.2) Mathematically proficient students in Grade 2 make sense of quantities and the relationships while solving tasks. This involves two processes- decontexualizing and contextualizing. In Grade 2,

students represent situations by decontextualizing tasks into numbers and symbols. For example, in the task, “There are 25 children in the cafeteria and they are joined by 17 more children. Then, if

19 of those children then leave, how many are still there?” Grade 2 students are expected to translate that situation into the equation: 25 + 17 – 19 = __ and then solve the task. Students also

contextualize situations during the problem solving process.

3. Construct viable arguments and critique the reasoning of others. (SMP.3) Mathematically proficient students in Grade 2 accurately use definitions and previously established solutions to construct viable arguments about mathematics. In Grade 2 during discussions about

problem solving strategies, students constructively critique the strategies and reasoning of their classmates. For example, while solving 74 + 18 – 37, students may use a variety of strategies, and

after working on the task, can discuss and critique each other’s reasoning and strategies, citing similarities and differences between strategies.

4. Model with mathematics. (SMP.4) Mathematically proficient students in Grade 2 model real-life mathematical situations with a number sentence or an equation, and check to make sure that their equation accurately matches the

problem context. Grade 2 students still will rely on concrete manipulatives and pictorial representations while solving problems, but the expectation is that they will also write an equation to model

problem situations. Likewise, Grade 2 students are expected to create an appropriate problem situation from an equation. For example, students are expected to create a story problem for the

equation 24 + 17 – 13 = ___.

5. Use appropriate tools strategically. (SMP.5) Mathematically proficient students in Grade 2 have access to and use tools appropriately. These tools may include place value (base ten) blocks, hundreds number boards, number lines, and

concrete geometric shapes (e.g., pattern blocks). Students should also have experiences with educational technologies, such as calculators and virtual manipulatives that support conceptual

understanding and higher-order thinking skills. During classroom instruction, students should have access to various mathematical tools as well as paper, and determine which tools are the most

appropriate to use. For example, while solving 28+17, students can explain why place value blocks are more appropriate than counters.

6. Attend to precision. (SMP.6) Mathematically proficient students in Grade 2 are precise in their communication, calculations, and measurements. In all mathematical tasks, students in Grade 2 communicate clearly, using grade-

level appropriate vocabulary accurately as well as giving precise explanations and reasoning regarding their process of finding solutions. For example, while measuring objects iteratively

(repetitively), students check to make sure that there are no gaps or overlaps. During tasks involving number sense, students check their work to ensure the accuracy and reasonableness of

solutions.

7. Look for and make use of structure. (SMP.7) Mathematically proficient students in Grade 2 carefully look for patterns and structures in the number system and other areas of mathematics. While solving addition and subtraction problems

students can apply the patterns of the number system to skip count by 10s off the decade. For example, Grade 2 students are expected to mentally reason that 33 + 21 is 33 plus 2 tens, which

equals 53 and then an addition one which equals 54. While working in the Numbers in Base Ten domain, students work with the idea that 10 ones equals ten, and 10 tens equals 1 hundred.

8. Look for and express regularity in repeated reasoning. (SMP.8) Mathematically proficient students in Grade 2 begin to look for regularity in problem structures when solving mathematical tasks. For example, after solving two digit addition problems by

decomposing numbers by place (33+ 25 = 30 + 20 + 3 + 5), students may begin to generalize and frequently apply that strategy independently on future tasks. Further, students begin to look for

strategies to be more efficient in computations, including doubles strategies and making a ten. Lastly, while solving all tasks, Grade 2 students accurately check for the reasonableness of their

solutions during, and after completing the task.


Common Addition and Subtraction Situations Table

Result Unknown Change Unknown Start Unknown

Add to

Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now?

2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two?

2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?

? + 3 = 5

Take from

Five apples were on the table. I ate two apples. How many apples are on the table now?

5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?

5 - ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before?

? – 2 = 3

Total Unknown Both Addends Unknown1 Addend Unknown2

Put Together/

Take Apart

Three red apples and two green apples are on the table. How many apples are on the table?

3 + 2 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase?

5 = ? + ? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 + 4 + 1 5 = 2 + 3, 5 = 3 + 2

Five apples are on the table. Three are red and the rest are green. How many apples are green?

3 + ? = 5 5 – 3 = ?

Difference Unknown Bigger Unknown Smaller Unknown

Compare

“How many more?” version:

Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy?

“How many fewer?” version:

Lucy has two apples. Julie has five apples. How may fewer apples does Lucy have than Julie?

2 + ? = 5 5 – 2 = ?

“More” version suggests operation:

Julie has 3 more apples than Lucy. Lucy has two apples. How many apples does Julie have?

“Fewer” version suggests operation:

Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?

“Fewer” version suggests wrong operation:

Lucy has three fewer apples than Julie. Lucy has two apples. How many apples does Julie have?

2 + 3 = ? 3 + 2 = ?

“More” version suggests wrong operation: Lucy has three fewer apples than Julie. Julie has five apples. How many apples does Lucy have?

5 – 3 = ? ? + 3 = 5

Darker shading indicates the four Kindergarten problem subtypes. Grade 1 and 2 students work with all subtypes and variants. Unshaded (white) problems are the four difficult subtypes or variants that students should work with in Grade 1 but need not master until Grade 2. Adapted from CCSS, p. 88, which is based on Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity, National Research Council, 2009, pp. 32–33.

1 This can be used to show all decompositions of a given number, especially important for numbers within 10. Equations with totals on the left help children understand that = does not always mean “makes” or “results in” but always means “is the same number as.” Such problems are not a problem subtype with one unknown, as is the Addend Unknown subtype to the right. These problems are a productive variation with two unknowns that give experience with finding all the decompositions of a number and reflecting on the patterns involved.

2 Either addend can be unknown; both variations should be included.

second grade mathematics - volusia county schoolsmyvolusiaschools.org/k12-curriculum/curriculum...

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