second grade - pasco school district
TRANSCRIPT
1 Updated: Friday, December 03, 2010
Mathematics Curricular Guide
SECOND GRADE
2010-2011 SCHOOL YEAR
Pasco School District 2nd Grade 2010 – 2011 School Year
2 Updated: Friday, December 03, 2010
MATHEMATICS SCOPE & SEQUENCE
Unit Title Dates Page 1. Unit 1: Counting Coins and Combinations ................................................................................................................................ 3
2. Unit 3: Stickers, Number Strings, and Problems ..................................................................................................................... 13
3. Unit 2: Shape, Blocks, and Symmetry ..................................................................................................................................... 22
4. Unit 6: How Many Tens? How Many Ones? ........................................................................................................................... 25
5. Unit 8: Partners, Teams, and Paper Clips ............................................................................................................................... 35
6. Unit 9: Measuring Length and Time ....................................................................................................................................... 42
7. Unit 5: How Many Floors? How Many Rooms? ...................................................................................................................... 45
Pasco School District 2nd Grade 2010 – 2011 School Year
3 Updated: Friday, December 03, 2010
Unit Name: Counting Coins and Combinations (Unit 1)
[Starting Date] [Ending Date]
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.3.E Use both analog and digital clocks to tell time to the minute
Session 1.1 SWBAT tell time to the hour using both digital and analog clocks
1 Concept taken to the hour in this lesson and extended to the quarter hour in future lessons. Teachers need to take to the minute by the end of the year.
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20
Session 1.1 SWBAT create a representation for combinations to 10 and write the standard notation
Observing Students at Work, page 31
This is establishing classroom routines. For lesson 1.1 the lesson will take 1 day to touch both PE
2.4.A Solve problems involving properties of two and three dimensional figures.
Session 1.2 SWBAT find multiple ways to cover different shapes with pattern blocks and record the number of blocks used for each shape
1 Observing Students at Work, page 38
2.1.A Count by tens or hundreds forward and backward from 1 to 1000 starting at any number.
Session 1.2 SWBAT count 30 cubes in variety of ways, including 1s, 2s, 5s, and 10s.
Observing Students at Work, page 39
2.1.F Compare and order numbers from 0 to 1000.
Session 1.3 SWBAT use reason to find a number using greater than and less than clues.
1 Observing Students at Work, page 44
Concept taken to 25 By end of first trimester, take concept to 300. Extended by Classroom Routines, Guess My Number
Pasco School District 2nd Grade 2010 – 2011 School Year
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Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.1.A Count by tens or hundreds forward and backward from 1 to 1000 starting at any number.
Session 1.3 SWBAT count 30 cubes in variety of ways, including 1s, 2s, 5s, and 10s.
2.4.A Solve problems involving properties of two and three dimensional figures.
Session 1.3 SWBAT find multiple ways to cover different shapes with pattern blocks and record the number of blocks used for each shape
2.1.F Compare and order numbers from 0 to 1000.
Session 1.4 SWBAT use reason to find a number using greater than and less than clues.
1 Observing Students at Work, page 47
Daily Practice, Student Activity Book page 12, “clocks” helps to develop proficiency of PE 2.3.E, time to the minute – Not aligned with lesson objective(s). Concept taken to 100. By end of first trimester, take concept to 300. Extended by Classroom Routines, Guess My Number
2.1.A Count by tens or hundreds forward and backward from 1 to 1000 starting at any number.
Session 1.4 SWBAT count 30 cubes in variety of ways, including 1s, 2s, 5s, and 10s.
2.4.A Solve problems involving properties of two and three dimensional figures.
Session 1.4 SWBAT find multiple ways to cover different shapes with pattern blocks and record the number of blocks used for each shape
Pasco School District 2nd Grade 2010 – 2011 School Year
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Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 1.5 SWBAT write numerical expressions that equal a given number
1 Observing Students at Work, page 54
Discuss strategies for counting accurately, page 52
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 2.1 SWBAT compare two amounts to find the difference and record a strategy to verify their solution.
1 Observing Students at Work, page 65
2.1.A Count by tens or hundreds forward and backward from 1 to 1000 starting at any number.
Session 2.2 SWBAT count pennies in various ways.
1 Assessment Checklist: Counting Pennies M12
Concept taken to 60. By end of first trimester, take concept to 300.
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the same total value.
Session 2.2 SWBAT explore coins and their values.
Observing Students at Work, page 70
GLAD Strategy – Observation chart of coins
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 2.2 SWBAT compare two amounts to find the difference and record a strategy to verify their solution.
Observing Students at Work, page 73
2.1.F Compare and order numbers from 0 to 1000.
Session 2.3 SWBAT order numbers starting at 0 to 300.
1 Teacher observation – ordering numbers on counting strip Observing Students at Work, page 79
Teacher observation, only allow students to write numbers up to the point of misconceptions or inaccuracies.
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the
Session 2.3 SWBAT explore coins and their values.
GLAD Strategy – Observation chart *Process observation charts,
Pasco School District 2nd Grade 2010 – 2011 School Year
6 Updated: Friday, December 03, 2010
same total value. record thinking on graphic organizer, page 77
Standard Lesson & objective Formative Assessments/ Assignments
Alignment Notes
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 2.3 SWBAT identify coins and their values.
GLAD Strategy – How Many Pennies Pictorial, page 83
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the same total value.
Session 2.4 SWBAT identify and use coin equivalencies up to 25¢.
1 Observing Students at Work, page 86
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 2.4 SWBAT identify coins and their values up to 25¢.
Observing Students at Work, page 86
Concept taken to 25¢ in this lesson and extended up to $1.00 in future lessons.
2.4.B Collect, organize, represent, and interpret data in bar graphs and picture graphs.
Session 2.5 SWBAT collect, organize, represent and interpret data about the number of pockets in the class.
1 Data collected and represented using tally marks. Bar graphs and picture graphs to be created in classroom routines.
2.2.E Estimates sums and differences. Session 2.5 SWBAT estimate the number of pockets in the class.
Before collecting data, ask students “How many pockets do you think all of the people in our class are wearing today?” to introduce estimation. Throughout the lesson revisit estimations.
2.1.F Compare and order numbers from 0 to 1000.
Session 2.6 SWBAT order numbers starting at 0 to 300.
1 Take concept to 1,000 by the end of the year through classroom routines.
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the
Session 2.6 SWBAT identify and use coin equivalencies up to
Pasco School District 2nd Grade 2010 – 2011 School Year
7 Updated: Friday, December 03, 2010
same total value. 25¢.
Standard Lesson & objective Formative Assessments/ Assignments
Alignment Notes
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 2.6 SWBAT identify coins and their values up to 25¢.
Concept taken to 25¢ in this lesson and extended up to $1.00 in future lessons.
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 2.6 SWBAT develop computational fluency adding one or two to a number.
Observing Students at Work, page 98
2.1.F Compare and order numbers from 0 to 1000.
Session 2.7 SWBAT order numbers starting at 0 to 300.
1 Take concept to 1,000 by the end of the year through classroom routines.
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the same total value.
Session 2.7 SWBAT identify and use coin equivalencies up to 25¢.
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 2.7 SWBAT identify coins and their values up to 25¢.
Concept taken to 25¢ in this lesson and extended up to $1.00 in future lessons.
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 2.7 SWBAT develop computational fluency adding one or two to a number.
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 2.8 SWBAT compare two amounts to find the difference and record strategy to verify their solution..
1 Assessment: Enough for the Class, M23 Observing Students at Work, page 104
Pasco School District 2nd Grade 2010 – 2011 School Year
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Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the same total value.
Session 2.8 SWBAT identify and use coin equivalencies up to 25¢.
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 2.8 SWBAT identify coins and their values up to 25¢.
Concept taken to 25¢ in this lesson and extended up to $1.00 in future lessons.
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 2.8 SWBAT develop computational fluency adding one or two to a number.
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 3.1 SWBAT develop computational fluency in adding, making combinations to 10.
1 Observing Students at Work, page 112,
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 3.1 SWBAT develop computational fluency given a missing addend to make combinations to 10.
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 3.2 SWBAT develop computational fluency in adding, making combinations to 10.
1 Observing Students at Work, page 114
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 3.2 SWBAT develop computational fluency given a missing addend to make combinations to 10.
Pasco School District 2nd Grade 2010 – 2011 School Year
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Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 3.3 SWBAT develop computational fluency in adding, making combinations to 10.
1 Observing Students at Work, page 117
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 3.3 SWBAT develop computational fluency given a missing addend to make combinations to 10.
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 3.4 SWBAT develop computational fluency in adding, making combinations to 10.
1 Observing Students at Work, page 125
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 3.4 SWBAT develop computational fluency given a missing addend to make combinations to 10.
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 3.4 SWBAT state a rule for addition using two addends equaling 10.
See chart on page 126 in teacher’s manual
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 3.5 SWBAT develop computational fluency with two addends.
1 Observing Students at Work, page 132
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 4.1 SWBAT combine two quantities in a story problem to find the sum
1 Observing Students at Work, page 139
Pasco School District 2nd Grade 2010 – 2011 School Year
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and record a strategy to verify their solution.
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 4.2 SWBAT write numerical expressions that equal a given number
1 Observing Students at Work, page 145
2.4.B Collect, organize, represent, and interpret data in bar graphs and picture graphs.
Session 4.2 SWBAT collect, organize, represent and interpret data about the number of pockets in the class.
Show data collection in bar or picture graph.
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 4.3 SWBAT subtract a quantity from less than 30 and record strategy to verify their solution.
1 Observing Students at Work, page 150
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 4.4 SWBAT add or subtract two quantities and record a strategy to verify their solution.
1 Observing Students at Work, page 156
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 4.5 SWBAT add or subtract two quantities and record a strategy to verify their solution.
1 Observing Students at Work, page , 160
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 4.6 - SWBAT develop computational fluency with doubles.
1 Observing Students at Work, page 166
Pasco School District 2nd Grade 2010 – 2011 School Year
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Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 4.7 SWBAT develop computational fluency with doubles.
1 Observing Students at Work, page172
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 4.7 SWBAT add or subtract two quantities and record a strategy to verify their solution.
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 4.8 SWBAT develop computational fluency with doubles.
1 Observing Students at Work, page172
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 4.8 SWBAT add or subtract two quantities and record a strategy to verify their solution.
Assessment: How Many Cans M41
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 4.9 SWBAT add or subtract two quantities and a record strategy to verify their solution.
1 End-of Unit Assessment, M42, 43 Observing Students at Work, page 180
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 4.9 SWBAT demonstrate computational fluency with combinations to 10, plus 1 and plus 2.
Observing Students at Work, page 181
Process Standards Addressed:
2.5.A Identify the question(s) asked in a problem and any other questions that need to be answered in order to solve the problem.
2.5.B Identify the given information that can be used to solve a problem.
Pasco School District 2nd Grade 2010 – 2011 School Year
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2.5 D Select from a variety of problem solving strategies and use one or more strategies to solve a problem.
2.5.F Describe how a problem was solved.
Assessment: (type)
Pasco School District 2nd Grade 2010 – 2011 School Year
13 Updated: Friday, December 03, 2010
Unit Name: Unit 3: Stickers, Number Strings, and Story Problems
[Starting Date] [Ending Date]
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
Session 1.1 SWBAT describe how a problem is solved and add numbers in a different order (ex. 5+2+3 or 2+5+3).
1 Observing Students at Work, page 34
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
Session 1.2 SWBAT write and solve a number string equation using known combinations.
1 Observing Students at Work, page 41
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
Session 1.3 SWBAT develop computation fluency solving numbers strings using known combinations.
1 Observing Students at Work, page 48, 49
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
Session 1.4 SWBAT count on or use known double combinations using three addends to come as close to 20 as possible.
1 Observing Students at Work, page 54
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
Session 1.5 SWBAT determine near double known and unknown addition combinations.
1 Observing Students at Work, page 59
Daily Practice, Student Activity Book page 15, “Time: Half Hours” helps to develop proficiency of PE 2.3.E, time to the minute – not aligned with lesson objective(s).
Pasco School District 2nd Grade 2010 – 2011 School Year
14 Updated: Friday, December 03, 2010
Standard Lesson & objective Formative Assessments/ Assignments
Alignment Notes
2.2.C Add and subtract 2 digit numbers efficiently and accurately using a procedure that works with all 2 digit numbers and explain why the procedure works.
Session 1.5 SWBAT determine which addition combinations they know fluently.
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
Session 1.6 SWBAT solve number string equations using known combinations including doubles and near doubles.
1 Resource Master M17, “Assessment: Number Strings” Observing Students at Work, page 63
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
Session 2.1 SWBAT decompose an expression to create a number string to quickly add the numbers to find the sum.
1
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 2.1 SWBAT visualize, retell, and solve an addition story problem situation using an equation.
Observing Students at Work, page 74, 79
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 2.2 SWBAT visualize, retell, and solve a subtraction story problem situation using an equation.
1 Observing Students at Work, page 85
2.2.C Add and subtract 2 digit numbers efficiently and accurately using a procedure that works with all 2 digit numbers and explain why the procedure works.
Session 2.2 SWBAT create expressions using two numbers with either addition or subtraction.
The discussion on pg. 82 will explain whether the same procedure works for all 2 digit numbers.
Pasco School District 2nd Grade 2010 – 2011 School Year
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Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 2.2 SWBAT create and solve an addition equation in which an unknown number appears.
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 2.3 SWBAT visualize, retell, and solve an addition and subtraction story problem situation using an equation and find the relationship between the two.
1 Observing Students at Work, page 91
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 2.4 SWBAT visualize, solve, and record work for addition and subtraction story problems with an unknown addend.
1 Observing Students at Work, page 99
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 2.4 SWBAT visualize, retell, and solve an addition and subtraction story problem with an unknown addend.
Observing Students at Work, page 99
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20. 2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 2.5 SWBAT develop strategies for solving a variety of addition and subtraction problems with an unknown addend.
1 Observing Students at Work, page 106
The counters used in Cover Up need to be extended to 20.
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 2.5 SWBAT create a story problem using a given equation of either addition or subtraction.
2.2.B Solve addition and subtraction word problems that involve joining, separating, and
Session 2.6 SWBAT create a subtraction story problem using a given
1
Pasco School District 2nd Grade 2010 – 2011 School Year
16 Updated: Friday, December 03, 2010
comparing and verify the solution. 2.2.C Add and subtract 2 digit numbers efficiently and accurately using a procedure that works with all 2 digit numbers and explain why the procedure works.
equation.
Standard Lesson & objective Formative Assessments/ Assignments
Alignment Notes
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 2.6 SWBAT develop strategies for solving a variety of addition and subtraction problems.
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 2.6 SWBAT develop strategies for solving a variety of addition and subtraction problems with an unknown addend.
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 2.7 SWBAT interpret and solve a subtraction word problem.
1 Resource Masters, M20, “Assessment: Story Problems: Observing Student at Work, page 117
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 2.7 SWBAT interpret and solve a word problem with an unknown number.
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
Session 2.7 SWBAT develop strategies for solving a variety of addition and subtraction problems with an unknown addend.
Pasco School District 2nd Grade 2010 – 2011 School Year
17 Updated: Friday, December 03, 2010
Standard Lesson & objective Formative Assessments/ Assignments
Alignment Notes
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 2.7 SWBAT create a story problem using a given equation for either addition or subtraction.
2.4.D Model and describe division situations in which sets are separated into equal parts.
Session 3.1 SWBAT develop an understanding of division by thinking about numbers that can and cannot be made into groups of two and two equal groups.
1 Observing Students at Work, page 127
The concept of even and odd appears in this lesson as a means to teach division.
2.4.D Model and describe division situations in which sets are separated into equal parts.
Session 3.2 SWBAT develop an understanding of division by thinking about numbers that can and cannot be made into groups of two and two equal groups.
1 Observing Students at Work, page 134
The concept of even and odd appears in this lesson as a means to teach division.
2.4.D Model and describe division situations in which sets are separated into equal parts.
Session 3.3 SWBAT solve a problem using odd and even numbers to determine if a number can be divided into two equal groups.
1 Resource Masters, M23, “Assessment: Even or Odd? Observing Students at Work, page139
The concept of even and odd appears in this lesson as a means to teach division.
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 3.3 SWBAT generate a rule to make a pattern.
Observing Students at Work, page 138
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 3.4 SWBAT generate a rule to make a pattern.
1
2.2.H Name each standard U.S. coin, write its value using the $ sign and the ¢ sign, and name combinations of other coins with the same total value.
Session 3.5 SWBAT determine the name of each coin.
1 Observing Students at Work, page 151
Pasco School District 2nd Grade 2010 – 2011 School Year
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Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 3.5 SWBAT determine how many pennies each coin is worth.
Assessment Checklist: Identifying Coins and Values M26
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 3.5 SWBAT determine the value of a collected amount of coins totaling up to 50¢.
2.1.A Count by tens or hundreds forward and backward from 1 to 1000 starting at any number.
Session 3.6 SWBAT count forwards and backwards by 10s to 300.
2 Observing Students at Work, page 157, 156, 159
Teacher should revise Student Activity Book pg. 56 to count by 10s. Extend the lesson an extra day to teach counting backwards by 10s.
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Lesson 3.6 SWBAT determine the value of a collected amount of coins totaling up to 50¢.
Practice page in Student Activity Book (“Enough for the Class?”, pg. 59) does not match the lesson objective.
2.1.A Count by tens or hundreds forward and backward from 1 to 1000 starting at any number.
Session 3.7 SWBAT count forwards and backwards by 10s to 300
1 Extend the lesson to teach counting backwards by 10s.
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 3.7 SWBAT determine the value of a collected amount of coins totaling up to 50¢.
Observing Students at Work, page 162
2.1.A Count by tens or hundreds forward and backward from 1 to 1000 starting at any number.
Session 4.1 SWBAT count forwards and backwards by 10s to 300.
1 Observing Students at Work, page 171
Daily Practice, Student Activity Book page 64, “What Time Is It?” helps to develop proficiency of PE 2.3.E, time to the minute – Not aligned with lesson objective(s).
Pasco School District 2nd Grade 2010 – 2011 School Year
19 Updated: Friday, December 03, 2010
Extend the lesson to teach counting backwards by 10s.
Standard Lesson & objective Formative Assessments/ Assignments
Alignment Notes
2.1.B Connect place value models with their numerical equivalents to 1000
Session 4.1 SWBAT use cubes to represent place value up to the tens place.
Concept taken to 100 Extend to 300 by end of first trimester during Classroom Routines, Strips and Stickers, Tens and Ones
2.1.A Count by tens or hundreds forward and backward from 1 to 1000 starting at any number.
Session 4.2 SWBAT make a train of ten cubes and add them to other trains of ten to get a total number of cubes by counting by tens.
1 Observing Students at Work, page 176
Extend the lesson to teach counting backwards by 10s.
2.1.B Connect place value models with their numerical equivalents to 1000.
Session 4.2 SWBAT represent the ones and tens place using cubes
Concept taken to 100 Extend to 300 by end of first trimester during Classroom Routines, Strips and Stickers, Tens and Ones
2.1.B Connect place value models with their numerical equivalents to 1000
Session 4.3 SWBAT represent the ones and tens place using pennies and dimes.
1 Observing Students at Work, page 183
2.1.B Connect place value models with their numerical equivalents to 1000
Session 4.3 SWBAT represent the ones and tens place using pennies and dimes.
1 Observing Students at Work, page 183
2.1.C Identify the ones, tens, and hundreds place in a number and the digits occupying them.
Session 4.3 SWBAT understand what the numbers in the ones and tens place represent.
Pasco School District 2nd Grade 2010 – 2011 School Year
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2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
Session 4.3 SWBAT add 10 on to any single digit number.
Observing Students at Work, page 182
Standard Lesson & objective Formative Assessments/ Assignments
Alignment Notes
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 4.3 SWBAT solve addition word problems using plus 10 combinations.
2.1.A Count by tens or hundreds forward and backward from 1 to 1000 starting at any number. 2.2.C Add and subtract 2 digit numbers efficiently and accurately using a procedure that works with all 2 digit numbers and explain why the procedure works.
Session 4.4 SWBAT understand what the numbers in the ones and tens place represent using stickers.
1 Observing Students at Work, page 190
Pg. 192 Write everything you know about this number needs to become a classroom routine.
2.1.B Connect place value models with their numerical equivalents to 1000
Session 4.4 SWBAT use stickers to represent place value up to the tens place.
2.1.C Identify the ones, tens, and hundreds place in a number and the digits occupying them.
Session 4.4 SWBAT count by tens and ones to get total number of stickers.
2.1.A Count by tens or hundreds forward and backward from 1 to 1000 starting at any number. 2.2.C Add and subtract 2 digit numbers efficiently and accurately using a procedure that works with all 2 digit numbers and explain why the procedure works.
Session 4.5 SWBAT understand what the numbers in the ones and tens place represent using stickers.
1 Observing Students at Work, page 196
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 4.5 SWBAT visualize, retell, and solve an addition story
Pasco School District 2nd Grade 2010 – 2011 School Year
21 Updated: Friday, December 03, 2010
problem situation using stickers.
Standard Lesson & objective Formative Assessments/ Assignments
Alignment Notes
2.1.B Connect place value models with their numerical equivalents to 1000
Session 4.5 SWBAT use stickers to represent place value up to the tens place.
2.1.C Identify the ones, tens, and hundreds place in a number and the digits occupying them.
Session 4.5 SWBAT count by tens and ones to get total number of stickers.
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 4.6 SWBAT solve an addition story problem.
1 Observing Students at Work, page 201
2.1.B Connect place value models with their numerical equivalents to 1000
Session 4.6 SWBAT use pencils to represent place value up to the tens place.
2.1.C Identify the ones, tens, and hundreds place in a number and the digits occupying them.
Session 4.6 SWBAT count by tens and ones to get total number of pencils.
Process Standards Addressed: 2.5.A Identify the question(s) asked in a problem and any other questions that need to be answered in order to solve the problem. 2.5.B Identify the given information that can be used to solve a problem. 2.5 D Select from a variety of problem solving strategies and use one or more strategies to solve a problem. 2.5.F Describe how a problem was solved.)
Assessment: (type)
Pasco School District 2nd Grade 2010 – 2011 School Year
22 Updated: Friday, December 03, 2010
Unit Name: Shapes, Blocks, and Symmetry Grade 2 (Unit 2)
[Starting Date] [Ending Date]
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.4.A Solve problems involving properties of two- and three-dimensional figures.
Session 1.1 SWBAT identify and describe attributes of two- & three- dimensional figures
1 Observing Students at Work, page 29, 30
This is a prerequisite to the quick images and find the block.
2.4.A Solve problems involving properties of two- and three-dimensional figures.
Session 1.2 SWBAT will describe the faces of 3-D figures then use the information to solve problem.
1 Observing Students at Work, page 35, 37, 39
We recommend using the supplemental material book and training: Quick Draws (from MEC trainings)
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 1.2 SWBAT develop computational fluency with doubles combinations to 20.
Observing Students at Work, page 38
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 1.3 SWBAT develop computational fluency with doubles combinations to 20.
1
2.4.A Solve problems involving properties of two- and three-dimensional figures.
Session 1.3 SWBAT describe, sort and identify 3-D shapes according to their attributes.
Observing Students at Work, page 42, 44
2.2.A Quickly recall basic addition facts and related subtraction facts for sums to 20.
Session 1.4 SWBAT develop computational fluency with doubles combinations to 20.
1 Observing Students at Work, page 45
Pasco School District 2nd Grade 2010 – 2011 School Year
23 Updated: Friday, December 03, 2010
2.4.A Solve problems involving properties of two- and three-dimensional figures.
Session 1.4 SWBAT solve problems using pattern blocks in variety of ways
Observing Students at Work, page 48
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.4.A Solve problems involving properties of two- and three-dimensional figures.
Session 1.5 SWBAT solve problems using pattern blocks in variety of ways
1 Observing Students at
Work, page 54, 55
2.4.A Solve problems involving properties of two- and three-dimensional figures.
Session 1.5 SWBAT combine 3-D shapes to make a 3-D whole
Observing Students at Work, page 53
2.4.A Solve problems involving properties of two- and three-dimensional figures.
Session 2.1 SWBAT categorize 2-D shapes by their attributes and discuss their reasoning
1 Assessment Checklist: Sorting shapes by Number of sides M22 Observing Students at Work, page 64
2.4.A Solve problems involving properties of two- and three-dimensional figures.
Session 2.2 SWBAT categorize 2-D shapes by their attributes and discuss their reasoning
1 Observing Students at Work, page, 69, 73
2.4.A Solve problems involving properties of two- and three-dimensional figures.
Session 2.3 SWBAT order rectangles from biggest to smallest as determined by the area.
1 Observing Students at Work, page, 78
2.4.A Solve problems involving properties of two- and three-dimensional figures.
Session 2.4 SWBAT arrange and describe rectangular arrays of tiles.
1 Observing Students at Work, page, 87
Pasco School District 2nd Grade 2010 – 2011 School Year
24 Updated: Friday, December 03, 2010
Session 2.6 SWBAT make and describe different rectangular arrays using the same number of times.
Observing Students at Work, page, 98, 100
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.4.A Solve problems involving properties of two- and three-dimensional figures.
Session 2.7 SWBAT identify the important attributes of a rectangle.
1 Assessment: Is it a rectangle? M30 Observing Students at Work, page 104, 105
Process Standards Addressed: Process Standards Addressed: 2.5.A Identify the question(s) asked in a problem and any other questions that need to be answered in order to solve the problem. 2.5.B Identify the given information that can be used to solve a problem. 2.5 D Select from a variety of problem solving strategies and use one or more strategies to solve a problem. 2.5.F Describe how a problem was solved.)
Assessment: (type)
Pasco School District 2nd Grade 2010 – 2011 School Year
25 Updated: Friday, December 03, 2010
Unit Name: How Many Tens? How Many Ones? (Unit 6)
[Starting Date] [Ending Date]
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 1.1 SWBAT add or subtract two quantities and record a strategy to verify their solution.
1 Observing Students at Work, page 26
Concept taken to 100 Extend to 500 by end of second trimester during Classroom Routines, Strips and Stickers, Tens and Ones
2.1.B Connect place values models with their numerical equivalence to 1000
Session 1.1 SWBAT use place value models to solve problems.
Observing Students at Work, page 26
Concept taken to 100 Extend to 500 by end of second trimester during Classroom Routines, Strips and Stickers, Tens and Ones
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 1.2 SWBAT add or subtract two quantities and record a strategy to verify their solution.
1 Observing Students at Work, page 34
Concept taken to 100 Extend to 500 by end of second trimester during Classroom Routines, Strips and Stickers, Tens and Ones
2.1.B Connect place values models with their numerical equivalence to 1000
Session 1.2 SWBAT use place value models to solve problems.
Observing Students at Work, page 34
Concept taken to 100 Extend to 500 by end of second trimester during Classroom Routines, Strips and Stickers, Tens and Ones
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 1.3 SWBAT add or subtract two quantities and record a strategy to verify their solution.
1 Observing Students at Work, page 38
2.1.B Connect place values models with their numerical equivalence to 1000
Session 1.3 SWBAT use place value models to solve problems.
2.2.C Add and subtract two digit numbers efficiently and accurately using a procedure that
Session 1.3 SWBAT develop a
Pasco School District 2nd Grade 2010 – 2011 School Year
26 Updated: Friday, December 03, 2010
works with all two-digit numbers and explain why the procedure works.
procedure for adding and subtracting and record a strategy to verify their solution.
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 1.4 SWBAT add or subtract two quantities and record a strategy to verify their solution.
1
2.1.B Connect place values models with their numerical equivalence to 1000
Session 1.4 SWBAT use place value models to solve problems.
2.2.C Add and subtract two digit numbers efficiently and accurately using a procedure that works with all two-digit numbers and explain why the procedure works.
Session 1.4 SWBAT develop a procedure for adding and subtracting and record a strategy to verify their solution.
2.1.F Compare and order numbers from 0 to 1000.
Session 2.1 SWBAT use reason to find a number using greater than and less than clues.
1 Observing Students at Work, page 56, 58
Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Guess My Number
2.1.B Connect place values models with their numerical equivalence to 1000
Session 2.2 SWBAT create a model of a number using tens and ones.
1 Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Strips and Stickers, Tens and Ones
2.2.D Add and subtract two-digit numbers mentally and explain the strategies used.
Session 2.2 SWBAT computational fluency while adding and subtracting numbers two-
Observing Students at Work, page 65
Teacher questioning to explain strategies used.
Pasco School District 2nd Grade 2010 – 2011 School Year
27 Updated: Friday, December 03, 2010
digit numbers mentally.
Standard Lesson & objective Formative Assessments/ Assignments
Alignment Notes
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 2.2 SWBAT develop computational fluency given a missing addend to solve an equation.
2.1.F Compare and order numbers from 0 to 1000.
Session 2.3 SWBAT use reason to find a number using greater than and less than clues.
1 Observing Students at Work, page 70, 72, 74
Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Guess My Number
2.1.B Connect place values models with their numerical equivalence to 1000
Session 2.3 SWBAT create a model of a number using tens and ones.
2.2.D Add and subtract two-digit numbers mentally and explain the strategies used.
Session 2.3 SWBAT computational fluency while adding and subtracting numbers two-digit numbers mentally.
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 2.3 SWBAT develop computational fluency given a missing addend to solve an equation.
2.1.B Connect place values models with their numerical equivalence to 1000
Session 2.4 SWBAT create a model of a number using tens and ones.
1 Observing Students at Work, page 77
Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Strips and Stickers, Tens and Ones
2.2.D Add and subtract two-digit numbers mentally and explain the strategies used.
Session 2.4 SWBAT computational
Observing Students at Work, page 77
Pasco School District 2nd Grade 2010 – 2011 School Year
28 Updated: Friday, December 03, 2010
fluency while adding and subtracting numbers two-digit numbers mentally.
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 2.4 SWBAT develop computational fluency given a missing addend to solve an equation.
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.1.B Connect place values models with their numerical equivalence to 1000
Session 2.5 SWBAT create a model of a number using tens and ones.
1
2.2.D Add and subtract two-digit numbers mentally and explain the strategies used.
Session 2.5 SWBAT computational fluency while adding and subtracting numbers two-digit numbers mentally.
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 2.5 SWBAT develop computational fluency given a missing addend to solve an equation.
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 2.5 SWBAT add or subtract two quantities and record a strategy to verify their solution.
Observing Students at Work, page 83
2.2.C Add and subtract two digit numbers efficiently and accurately using a procedure that works with all two-digit numbers and explain why the procedure works.
Session 2.5 SWBAT develop a procedure for adding and subtracting and record a strategy to verify their
Pasco School District 2nd Grade 2010 – 2011 School Year
29 Updated: Friday, December 03, 2010
solution.
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 2.6 SWBAT develop computational fluency given a missing addend to solve an equation.
1
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 2.6 SWBAT add or subtract two quantities and record a strategy to verify their solution.
Observing Students at Work, page 92
2.2.C Add and subtract two digit numbers efficiently and accurately using a procedure that works with all two-digit numbers and explain why the procedure works.
Session 2.6 SWBAT develop a procedure for adding and subtracting and record a strategy to verify their solution.
Assessment: How Many More? M 20, M21
2.2.C Add and subtract two digit numbers efficiently and accurately using a procedure that works with all two-digit numbers and explain why the procedure works.
Session 3.1 SWBAT add multiples of 5s to get to 100.
1 Observing Students at Work, page 103
Teacher questioning to explain strategies used.
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the same total value.
Session 3.2 SWBAT identify coins and write its notation using dollar and cent symbols.
1 Assessment Checklist: Coin Equivalencies, M29
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 3.2 SWBAT identify coins and determine the value of a collection of coins up to $1.00.
Observing Students at Work, page 108
2.2.C Add and subtract two digit numbers efficiently and accurately using a procedure that
Session 3.2 SWBAT add using a
Teacher questioning to explain strategies used.
Pasco School District 2nd Grade 2010 – 2011 School Year
30 Updated: Friday, December 03, 2010
works with all two-digit numbers and explain why the procedure works.
procedure to determine the collection of voice up to $1.00.
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the same total value.
Session 3.3 SWBAT identify coins and write its notation using dollar and cent symbols.
1
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 3.3 SWBAT identify coins and determine the value of a collection of coins up to $1.00.
2.2.C Add and subtract two digit numbers efficiently and accurately using a procedure that works with all two-digit numbers and explain why the procedure works.
Session 3.3 SWBAT add using a procedure to determine the collection of voice up to $1.00.
Observing Students at Work, page 112
Teacher questioning to explain strategies used.
2.1.F Compare and order numbers from 0 to 1000.
Session 3.3 SWBAT use reason to find a number using greater than and less than clues.
Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Guess My Number
2.2.D Add and subtract two-digit numbers mentally and explain the strategies used.
Session 3.4 SWBAT computational fluency while adding and subtracting numbers two-digit numbers mentally.
1 Observing Students at Work, page 117
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 3.4 SWBAT develop computational fluency given a missing addend to solve an equation.
Pasco School District 2nd Grade 2010 – 2011 School Year
31 Updated: Friday, December 03, 2010
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the same total value.
Session 3.4 SWBAT identify coins and write its notation using dollar and cent symbols.
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 3.4 SWBAT identify coins and determine the value of a collection of coins up to $1.00.
2.1.B Connect place values models with their numerical equivalence to 1000
Session 3.4 SWBAT create a model of a number using tens and ones.
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.D Add and subtract two-digit numbers mentally and explain the strategies used.
Session 3.5 SWBAT computational fluency while adding and subtracting numbers two-digit numbers mentally.
1
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 3.5 SWBAT develop computational fluency given a missing addend to solve an equation.
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the same total value.
Session 3.5 SWBAT identify coins and write its notation using dollar and cent symbols.
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 3.5 SWBAT identify coins and determine the value of a collection of coins up to $1.00.
Observing Students at Work, page 121
Pasco School District 2nd Grade 2010 – 2011 School Year
32 Updated: Friday, December 03, 2010
2.1.B Connect place values models with their numerical equivalence to 1000
Session 3.5 SWBAT create a model of a number using tens and ones.
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.D Add and subtract two-digit numbers mentally and explain the strategies used.
Session 3.6 SWBAT computational fluency while adding and subtracting numbers two-digit numbers mentally.
1
2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 3.6 SWBAT develop computational fluency given a missing addend to solve an equation.
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the same total value.
Session 3.6 SWBAT identify coins and write its notation using dollar and cent symbols.
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 3.6 SWBAT identify coins and determine the value of a collection of coins up to $1.00.
2.1.B Connect place values models with their numerical equivalence to 1000
Session 3.6 SWBAT create a model of a number using tens and ones.
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the same total value.
Session 4.1 SWBAT name equivalencies in multiple ways.
1
2.2.F Create and state a rule for patterns that Session 4.1 Observing Students at
Pasco School District 2nd Grade 2010 – 2011 School Year
33 Updated: Friday, December 03, 2010
can be generated by addition and extend the pattern.
SWBAT use multiples of 5 and extend the pattern up to 100.
Work, page 132, 134
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.1.A Count by tens or hundreds forwards and backwards, from 1 to 1000, starting at any number.
Session 4.2 SWBAT skip count by 2s, 5s, and 10s to 100 starting at any number
1 Observing Students at Work, page139
Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Counting Around the Class, Using a Constraint
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 4.2 SWBAT use multiples of 2, 5, and 10 and extend the pattern up to 100.
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the same total value.
Session 4.2 SWBAT name equivalencies in multiple ways.
Observing Students at Work, page 140
2.1.A Count by tens or hundreds forwards and backwards, from 1 to 1000, starting at any number.
Session 4.3 SWBAT skip count by 2s, 5s, and 10s to 100 starting at any number
1 Assessment : Skip Counting Strips M39 Observing Students at Work, page 147
Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Counting Around the Class, Using a Constraint
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 4.3 SWBAT use multiples of 2, 5, and 10 and extend the pattern up to 100.
2.2.H Name each standard U.S. coins, write its value using the dollar sign and cent sign, and name combinations of other coins with the same total value.
Session 4.3 SWBAT name equivalencies in multiple ways.
Pasco School District 2nd Grade 2010 – 2011 School Year
34 Updated: Friday, December 03, 2010
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.B Solve addition and subtraction word problems that involve joining, separating and comparing and verify the solution.
Session 4.4 SWBAT add multiple addends up to $1.00 and determine the remain amount and record a strategies to verify their solution.
1 End-of-Unit Assessment, M40, M41, M42 Observing Students at Work, page 150
2.2.I Determine the value of a collection of coins totaling less than $1.00.
Session 4.4 SWBAT determine the value of a collection of coins up to $1.00.
Observing Students at Work, page 150
Process Standards Addressed: 2.5.A Identify the question(s) asked in a problem and any other questions that need to be answered in order to solve the problem. 2.5.B Identify the given information that can be used to solve a problem. 2.5 D Select from a variety of problem solving strategies and use one or more strategies to solve a problem. 2.5.F Describe how a problem was solved.)
Assessment: (type)
Pasco School District 2nd Grade 2010 – 2011 School Year
35 Updated: Friday, December 03, 2010
Unit Name: Partners, Teams, and Paper Clips (Unit 8)
[Starting Date] [Ending Date]
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 1.1 SWBAT add two given numbers and determine whether the sum can be divided into two equal groups.
1 Observing Students at Work: page 29
2.4.D Model and describe division situations in which sets are separated into equal parts.
Session 1.1 SWBAT develop an understanding of division by thinking about numbers that can and cannot be made into groups of two and two equal groups.
The concept of even and odd appears in this lesson as a means to teach division.
2.2.C Add and subtract 2 digit numbers efficiently and accurately using a procedure that works with all 2 digit numbers and explain why the procedure works. 2.4.D Model and describe division situations in which sets are separated into equal parts.
Session 1.2 SWBAT add two given numbers and share their strategies, model them with cubes, drawings, and equations to determine whether the sum can be divided into two equal groups.
1
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 1.2 SWBAT add two given numbers and determine whether the sum can be divided into two equal groups.
The concept of even and odd appears in this lesson as a means to teach division.
Pasco School District 2nd Grade 2010 – 2011 School Year
36 Updated: Friday, December 03, 2010
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 1.3 SWBAT state the patterns of sums of odd and even numbers.
1 Observing Students at Work, page 39, 40
Daily practice Student Activity Book pg. 12, “Telling Time” helps develop proficiency of PE 2.3.E, telling time to the minute. Not aligned with lesson objective.
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 1.4 SWBAT state the patterns of sums of odd and even numbers.
1
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
Session 2.1 SWBAT add 9 or 10 to a given number, record the equation, and cover the sum on the BINGO game board.
1 Observing Students at Work, page 57
2.2.D Add and subtract 2 digit numbers mentally and explain the strategies used.
Session 2.1 SWBAT add plus 10 combinations mentally.
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
Session 2.2 SWBAT add 9 or 10 to a given number, record the equation, and cover the sum on the BINGO game board.
1 Observing Students at Work, page 61
2.1.B Connect place value models with their numerical equivalents to 1000
Session 3.1 SWBAT decompose a subtraction equation to get the difference.
Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Counting Around the Class, Using a Constraint
Pasco School District 2nd Grade 2010 – 2011 School Year
37 Updated: Friday, December 03, 2010
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 3.1 SWBAT solve a subtraction story problem.
Observing Students at Work, Page 73, 75
2.2.C Add and subtract 2 digit numbers efficiently and accurately using a procedure that works with all 2 digit numbers and explain why the procedure works.
Session 3.1 SWBAT subtract a given number from 100.
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.1.B Connect place value models with their numerical equivalents to 1000
Session 3.2 SWBAT decompose a subtraction equation to get the difference.
1 Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Counting Around the Class, Using a Constraint
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 3.2 SWBAT solve a subtraction story problem.
Observing Students at Work, page 79, 85
2.1.B Connect place value models with their numerical equivalents to 1000
Session 3.3 SWBAT decompose a subtraction equation to get the difference.
1 Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Counting Around the Class, Using a Constraint
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20. 2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 3.3 SWBAT develop strategies for solving a variety of addition and subtraction problems with an unknown addend.
Observing Students at Work, page 94
The counters used in Cover Up need to be extended to 20.
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 3.3 SWBAT solve addition and subtraction story problems.
Observing Students at Work, page 93
Pasco School District 2nd Grade 2010 – 2011 School Year
38 Updated: Friday, December 03, 2010
2.1.B Connect place value models with their numerical equivalents to 1000.
Session 3.4 SWBAT decompose a subtraction equation to get the difference.
1 Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Counting Around the Class, Using a Constraint
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20. 2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 3.4 SWBAT develop strategies for solving a variety of addition and subtraction problems with an unknown addend.
The counters used in Cover Up need to be extended to 20.
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 3.4 SWBAT solve addition and subtraction story problems.
Observing Students at Work, page 99
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.1.B Connect place value models with their numerical equivalents to 1000
Session 3.5 SWBAT decompose a subtraction equation to get the difference.
1 Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Counting Around the Class, Using a Constraint
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20. 2.2.G Solve equations in which the unknown number appears in a variety of positions.
Session 3.5 SWBAT develop strategies for solving a variety of subtraction problems.
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 3.5 SWBAT solve subtraction story problems.
Resource Master M24, “Assessment: Paper Clips and Cherries” Observing Students at
Pasco School District 2nd Grade 2010 – 2011 School Year
39 Updated: Friday, December 03, 2010
Work, page 105
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 4.1 SWBAT find and practice ways to add that are both efficient and accurate.
1 Observing Students at Work, page 113, 119
2.1.B Connect place value models with their numerical equivalents to 1000 2.2.C Add and subtract 2 digit numbers efficiently and accurately using a procedure that works with all 2 digit numbers and explain why the procedure works.
Session 4.1 SWBAT keep one number whole and add tens and ones.
Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Counting Around the Class, Using a Constraint
2.1.B Connect place value models with their numerical equivalents to 1000
Session 4.2 SWBAT keep one number whole and add tens and ones.
1 Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Counting Around the Class, Using a Constraint
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 4.2 SWBAT create a story problem using a given addition equation.
Observing Students at Work, page 125
2.1.B Connect place value models with their numerical equivalents to 1000
Session 4.3 SWBAT keep one number whole and add tens and ones.
1
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 4.3 SWBAT create and solve addition and subtraction story problems using a given addition equation.
Observing Students at Work, page 133
Pasco School District 2nd Grade 2010 – 2011 School Year
40 Updated: Friday, December 03, 2010
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.1.B Connect place value models with their numerical equivalents to 1000
Session 4.4 SWBAT decompose the equation into tens and ones and add them up to get the sum.
1 Concept taken to 100. Extend to 500 by end of Second trimester during Classroom Routines, Counting Around the Class, Using a Constraint
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 4.4 SWBAT solve addition story problems.
Observing Students at Work, page 138
2.2.C Add and subtract 2 digit numbers efficiently and accurately using a procedure that works with all 2 digit numbers and explain why the procedure works.
Session 4.4 SWBAT add 2 digit numbers, share their strategies, and model their equation.
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 4.5 SWBAT state the patterns of sums of odd and even numbers.
1 End of Unit Assessment: Even and Odds, M41, 42
2.2.B Solve addition and subtraction word problems that involve joining, separating, and comparing and verify the solution.
Session 4.5 SWBAT solve addition story problems.
End of Unit Assessment: Story problem M 43
2.2.C Add and subtract 2 digit numbers efficiently and accurately using a procedure that works with all 2 digit numbers and explain why the procedure works.
Session 4.5 SWBAT add 2 digit numbers, share their strategies, and model their equation.
End of Unit Assessment 52 +39, M 44
2.2.A Quickly recall basic addition facts and related subtraction facts for sums through 20.
Session 4.5 SWBAT solve plus 9 and remaining combinations quickly.
End of Unit Assessment Plus 9 and Remaining Combinations, M 45
Process Standards Addressed: 2.5.A Identify the question(s) asked in a problem and any other questions that need to be answered in order to solve the problem.
Pasco School District 2nd Grade 2010 – 2011 School Year
41 Updated: Friday, December 03, 2010
2.5.B Identify the given information that can be used to solve a problem. 2.5 D Select from a variety of problem solving strategies and use one or more strategies to solve a problem. 2.5.F Describe how a problem was solved.)
Assessment: (type)
Pasco School District 2nd Grade 2010 – 2011 School Year
42 Updated: Friday, December 03, 2010
Unit Name: Measuring Length and Time (Unit 9)
[Starting Date] [Ending Date]
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.3.A Identify objects that represent or approximate standard units and use them to measure length.
Session 1.1 SWBAT use approximate standard units to measure objects around the classroom and compare lengths.
1
Observing Students at Work, page26
2.3.B Estimate lengths using metric and U.S. customary units.
Session 1.1 SWBAT estimate approximate standard units to compare lengths.
2.3.A Identify objects that represent or approximate standard units and use them to measure length.
Session 1.2 SWBAT use approximate standard units to measure objects around the classroom and compare lengths.
Observing Students at Work, page 32
2.3.B Estimate lengths using metric and U.S. customary units.
Session 1.2 SWBAT estimate approximate standard units to compare lengths.
2.3.A Identify objects that represent or approximate standard units and use them to measure length.
Session 1.3 SWBAT measure lengths accurately and compare lengths.
1
Observing Students at Work, page 39
Daily Practice, Student Activity Book page 10, “Time to the Quarter Hour?” helps to develop proficiency of PE 2.3.E, time to the minute – Not aligned with lesson objective(s).
2.3.A Identify objects that represent or approximate standard units and use them to measure length.
Session 1.4 SWBAT measure lengths accurately and compare
Observing Students at Work, page 45
Pasco School District 2nd Grade 2010 – 2011 School Year
43 Updated: Friday, December 03, 2010
lengths.
2.3.A Identify objects that represent or approximate standard units and use them to measure length.
Session 1.5 SWBAT measure lengths accurately and compare lengths.
Observing Students at Work, page 48
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.3.A Identify objects that represent or approximate standard units and use them to measure length.
Session 2.1 SWBAT identify approximate standard units to create a measuring tool.
1 Observing Students at Work, page 62
2.3.A Identify objects that represent or approximate standard units and use them to measure length.
Session 2.2 SWBAT accurately measure lengths using approximate standard units less than 12.
1 Observing Students at Work, page 67, 68, and 69
2.3.A Identify objects that represent or approximate standard units and use them to measure length.
Session 2.3 SWBAT accurately measure lengths using approximate standard units greater than 12.
1 Observing Students at Work, page 72
2.3.C Measure length to the nearest whole unit in both metric and U.S. customary units.
Session 3.2 SWBAT U.S. customary measurement tools to measure body benchmarks
1
Observing Students at Work, page 86, 89, 90
2.3.C Measure length to the nearest whole unit in both metric and U.S. customary units.
Session 3.2 SWBAT accurately measure and compare the size of classroom objects using U.S. customary units.
Pasco School District 2nd Grade 2010 – 2011 School Year
44 Updated: Friday, December 03, 2010
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.3.C Measure length to the nearest whole unit in both metric and U.S. customary units.
Session 3.3 SWBAT use U.S. customary measurement tools to measure body benchmarks accurately and compare the size
1
Observing Students at Work, page 93
2.3.C Measure length to the nearest whole unit in both metric and U.S. customary units.
Session 3.4 SWBAT accurately measure and compare lengths using the metric system and U.S. customary units
1 Observing Students at Work, page 98, 100
2.3.C Measure length to the nearest whole unit in both metric and U.S. customary units.
Session 3.5 SWBAT accurately measure and compare lengths using the metric system and U.S. customary units
1 Observing Students at Work, page 103
2.3.C Measure length to the nearest whole unit in both metric and U.S. customary units.
Session 4.7 SWBAT accurately measure and compare lengths using the metric system and U.S. customary units
1 End of Unit Assessment, M32
Process Standards Addressed:
Assessment: (type)
Pasco School District 2nd Grade 2010 – 2011 School Year
45 Updated: Friday, December 03, 2010
Unit Name: Unit Name: How Many Floors? How Many Rooms? (Unit 5)
[Starting Date] [Ending Date]
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.4.C Model and describe multiplication situations in which sets of equal size are joined.
Session 1.1 SWBAT create a model of multiplication by 2’s.
1 In this unit, multiplication situations are introduced in the form of a repeated pattern.
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Sessions 1.1 SWBAT create, describe and extend a representation of a pattern
Observing Students at Work, page 32
Daily Practice, Student Activity Book page 23, PE 2.3.E Telling Time to the Hour and Half Hour
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Sessions 1.2 SWBAT create, describe and extend a representation of a pattern
1 Observing Students at Work, page 41
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Sessions 1.3 SWBAT create, describe and extend a representation of a pattern
1 Observing Students at Work, page 45 and 51
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Sessions 1.4 SWBAT create, describe and extend a representation of a pattern
1 Observing Students at Work, page 54, 57, and 58 Assessment Checklist: Understanding Tables M7
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 1.5 SWBAT create extend and describe a pattern using 2 D shapes
1 Assessment: Creating a Building, M8, M9 Observing Students at Work: page 66
Pasco School District 2nd Grade 2010 – 2011 School Year
46 Updated: Friday, December 03, 2010
2.4 A Solve Problems involving properties of 2-D and 3-D figures
Session 1.5 SWBAT determine which 2-D figure is needed to cover a figure and the total number needed.
Observing Students at Work: page 63
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.4 A Solve Problems involving properties of 2-D and 3-D figures
Session 1.6 SWBAT determine which 2-D figure is needed to cover a figure and the total number needed.
1
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 2.1 SWBAT create, identify & extend a repeating pattern
1 Observing Students at Work: page 81
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 2.2 SWBAT Determine the number pattern associated with a color pattern. (2’s, 3’s)
1 Observing Students at Work: page 87
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 2.3 SWBAT determine and describe the number sequence(3’s)
1 Observing Students at Work: page 93
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 2.4 SWBAT determine and describe the number sequence(5’s)
1 Observing Students at Work: page 98
2.2.F Create and state a rule for patterns that can be generated by addition and extend the pattern.
Session 2.5 SWBAT complete and extend a pattern
1 End-of-Unit assessments M14-M17
Process Standards Addressed:
Assessment: (type)
Pasco School District 2nd Grade 2010 – 2011 School Year
47 Updated: Friday, December 03, 2010
Unit Name: Parts of a Whole, Parts of a Group (Unit 7)
[Starting Date] [Ending Date]
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.4.D Model and describe division situations in which sets are separated into equal parts. 2.4.E Interpret a fraction as a number of equal parts of a whole or a set.
Session 1.1 SWBAT develop an understanding that half is one of two equal parts.
1
Lessons 1.1, 1.2, and 1.3 can be combined into a 1 day lesson.
2.4.D Model and describe division situations in which sets are separated into equal parts. 2.4.E Interpret a fraction as a number of equal parts of a whole or a set.
Session 1.2 SWBAT use geoblocks to develop and understanding that half is one of two equal parts.
2.4.D Model and describe division situations in which sets are separated into equal parts. 2.4.E Interpret a fraction as a number of equal parts of a whole or a set.
Session 1.3 SWBAT use rectangles and geoblocks to develop an understanding of halves; that a half is one part of two equal parts.
2.4.D Model and describe division situations in which sets are separated into equal parts. 2.4.E Interpret a fraction as a number of equal parts of a whole or a set.
Session 1.4 SWBAT use rectangles to develop an understanding of halves and halves of whole numbers to determine if they can be separated into equal parts.
1
2.4.E Interpret a fraction as a number of equal parts of a whole or a set.
Session 2.1 SWBAT create a model by folding paper to show different fractions (halves and fourths) and determine equivalencies
1 Daily practice Student Activity Book pg. 21, “Halves of Groups” helps develop proficiency of PE 2.4.D, dividing a given number in half. Not aligned with lesson
Pasco School District 2nd Grade 2010 – 2011 School Year
48 Updated: Friday, December 03, 2010
of different representations of fourths of the same object.
objective.
Standard Lesson & objective Days Formative Assessments/
Assignments Alignment Notes
2.4.E Interpret a fraction as a number of equal parts of a whole or a set.
Session 2.2 SWBAT interpret what the numbers in the numerator and denominator represent.
1 Daily practice Student Activity Book pg. 26, “What Time Is It?” helps develop proficiency of PE 2.3.E, telling time to the minute. Not aligned with lesson objective.
2.4.E Interpret a fraction as a number of equal parts of a whole or a set.
Session 2.3 SWBAT create a visual, make a fraction, and interpret what the numbers in the numerator and denominator of the fraction represent.
1
2.4.E Interpret a fraction as a number of equal parts of a whole or a set.
Session 2.4 SWBAT provide a visual representation of a given fraction.
1
2.4.E Interpret a fraction as a number of equal parts of a whole or a set.
Session 2.5 SWBAT find thirds and fourths of sets.
1
Process Standards Addressed:
Assessment: (type)