Half Hollow Hills CSD Mathematics Curriculum Overview Grade 2 2009-2010 Month
Sept.
Completed √
NYS Content Performance Indicator # 2.N.15
2. N. 8 2.N.17 Oct.
2.N.15
2.N.12 2.N.17
2PS
NYS content performance indicator the lessons are addressing
Textbook Lessons & Supplemental Materials
Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) (Up to 12) Understand and use the commutative property of addition Demonstrate fluency and apply addition and subtraction facts up to and including 18 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) (Up to 20)
Pg. 3,4: Addition Strategies Pg. 15,16: Count Back to Subtract Pg. 17,18: Relate Addition and Subtraction Pg. 19,20: Fact Families Pg. 5,6:Turnaround Facts
Use zero as the identity element for addition Demonstrate fluency and apply addition and subtraction facts up to and including 18
Students will apply and adapt a variety of appropriate strategies to solve problems.
Pg. 7,8: Facts Practice Pg. 21,22: Facts Practice Pg. 39,40: Doubles to Add Pg. 41,42: Make a Ten to Add 7,8,9 Pg. 43,44: 3 Addends Pg. 55,56: Relate Addition and Subtraction Pg. 57,58: Missing Addends Pg. 59,60: Fact Families Supplemental Materials Pg. 45,46: Facts Practice Pg. 61,62: Facts Practice
Pg. 9,10: Read to Set a Purpose Pg. 13,14: Draw a Picture Pg. 23,24: Decision Making Pg. 47,48: Use a Summary Pg. 51,52: Write a Number Sentence Pg. 63,64: Decision Making
Page - 1 - Mathematics Curriculum Overview – Grade 2, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students. *Enrichment Topic for Grade 2.
Half Hollow Hills CSD Mathematics Curriculum Overview Grade 2 2009-2010 Month
Completed √
NYS Content NYS content performance indicator the Performance lessons are addressing Indicator # District Wide Chapter 1&2 Assessment 2.N.6 Develop an understanding of the base ten system: 10 ones = 1 ten 10 tens = 1 hundred 10 hundreds = 1 thousand 2.N.13 Recognize the meaning of zero in the place value system (0-100) 2.N.7 Use a variety of strategies to compose and decompose two-digit numbers 2.N.6 Develop an understanding of the base ten system: 10 ones = 1 ten 10 tens = 1 hundred 10 hundreds = 1 thousand 2.N.7 Use a variety of strategies to compose and decompose two-digit numbers
2.N.5 2.N.1 2N.14 2.N.10
Compare and order numbers to 100 *Word Form* Skip count to 100 by 2’s, 5’s, 10’s Use concrete materials to justify a number as odd or even Use and understand verbal ordinal terms
Textbook Lessons & Supplemental Materials
Pg. 79,80: Tens Pg. 81,82: More Tens
Supplemental Materials Pg. 83,84: Tens and Ones Pg. 87, 88: Expanded Form Pg. 425, 426: Hundreds
Pg. 427, 428: Hundreds, Tens and Ones Pg. 429, 430: MORE Hundreds, Tens and Ones Supplemental Materials Pg. 435, 436: Expanded Form *Enrichment* Pg. 431, 432: Counting On or Back by Hundreds Pg. 85, 86: Numbers to 100 Pg. 99,100: Skip Count Pg, 101, 102: Odd and Even numbers Supplemental Materials
Page - 2 - Mathematics Curriculum Overview – Grade 2, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students. *Enrichment Topic for Grade 2.
Half Hollow Hills CSD Mathematics Curriculum Overview Grade 2 2009-2010 Month
Nov.
Completed √
NYS Content Performance Indicator # 2.N.11
2.N.22 2.A.1 2.N.9
2.A.2
2PS
Dec.
NYS content performance indicator the lessons are addressing
Textbook Lessons & Supplemental Materials
Read written ordinal terms (first through ninth) and use them to represent ordinal relations
Pg. 103, 104: Ordinal Numbers
Estimate the number in a collection to 100 and then compare by counting the actual items in the collection Use the symbols <, >, = (with and without the use of a number line) to compare whole numbers up to 100 Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart) Describe and extend increasing or decreasing (+,-) sequences and patterns (numbers or objects up to 100)
Supplemental Materials
Students will apply and adapt a variety of appropriate strategies to solve problems.
District Wide Chapter 3 & 12 Assessment 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping (Addition)
Pg. 443, 444: Compare Numbers Supplemental Materials Pg. 445, 446: Order Numbers
Pg. 447, 448: Number Patterns
Pg. 89,90: Draw Conclusions Pg. 93,94: Use Logical Reasoning Pg. 105,106: Decision Making Pg. 437,438: Problems and Solution Pg. 441,442: Find a Pattern Pg. 449,450: Decision Making Pg. 159, 160: Facts Practice Pg. 157, 158: Add Tens Pg. 161, 162: 2-Digit Addition Without Regrouping Pg. 163, 164: Decide When to regroup
Page - 3 - Mathematics Curriculum Overview â&#x20AC;&#x201C; Grade 2, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students. *Enrichment Topic for Grade 2.
Half Hollow Hills CSD Mathematics Curriculum Overview Grade 2 2009-2010 Month
Completed â&#x2C6;&#x161;
NYS Content Performance Indicator #
2.N.18 2.N.19
2PS
Jan.
NYS content performance indicator the lessons are addressing
Use doubling to add 2-digit numbers Use compensation to add 2-digit numbers
Students will apply and adapt a variety of appropriate strategies to solve problems.
District Wide Chapter 5 Assessment 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping (Subtraction)
2PS
Students will apply and adapt a variety of appropriate strategies to solve problems.
Textbook Lessons & Supplemental Materials Pg. 165, 166: 2-Digit Addition Pg. 167, 168: MORE 2-Digit Addition Pg. 169, 170: Practice 2-Digit Addition Pg. 177, 178: Check Addition Pg. 183, 184: Three Addends Supplemental Materials Supplemental Materials
Pg. 171,172: Important and Unimportant Information Pg. 175,176: Draw a Picture Pg. 185,186: Decision Making Pg. 203, 204: Facts Practice Pg. 201, 202: Subtract Tens Pg. 205, 206: 2-Digit Subtraction Without Regrouping Pg. 207, 208: Decide When to Regroup Pg. 209, 210: 2-Digit Subtraction Pg. 211, 212: MORE 2-Digit Subtraction Pg. 213, 214: Practice 2-Digit Subtraction Pg. 221, 222: Check Subtraction
Pg. 215,216: Steps in a Process Pg. 219,220: Choose the Operation Pg. 227,228: Decision Making
Page - 4 - Mathematics Curriculum Overview â&#x20AC;&#x201C; Grade 2, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students. *Enrichment Topic for Grade 2.
Half Hollow Hills CSD Mathematics Curriculum Overview Grade 2 2009-2010 Month
Feb.
Completed â&#x2C6;&#x161;
NYS Content NYS content performance indicator the Performance lessons are addressing Indicator # District Wide Chapter 6 Assessment 2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20) 2.M.7 Recognize the whole dollar notation as $1, etc. 2.M.8 Identify equivalent combinations to make one dollar
2.N.16
2.A.1
2PS
Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping (Money) Use the symbols <, >, = (with and without the use of a number to compare whole numbers up to 100) (Money)
Students will apply and adapt a variety of appropriate strategies to solve problems.
District Wide Chapter 4 Assessment 2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks
2PS
Students will apply and adapt a variety of appropriate strategies to solve problems.
Textbook Lessons & Supplemental Materials
Pg. 121,122: Coins Pg. 123, 124: Counting Money Pg. 137, 138: Dollars and Cents Supplemental Materials
Pg. 181, 182: Add Money Amounts Pg. 225, 226: Subtract Money Amounts Pg. 139, 140: Compare Money
Pg. 131,132: Cause and Effect Pg. 135,136: Act it Out Pg. 141,142: Decision Making Pg. 243, 244: Time to the Hour and Half Hour Pg. 245, 246: Time to 5 Minutes Pg. 247, 248: Time to the Quarter Hour Pg. 249, 250: MORE Time Supplemental Materials
Pg. 251,252: Sequence of Events Pg. 255,256: Act it Out Pg. 261,262: Decision Making
District Wide Chapter 7 Assessment Page - 5 - Mathematics Curriculum Overview â&#x20AC;&#x201C; Grade 2, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students. *Enrichment Topic for Grade 2.
Half Hollow Hills CSD Mathematics Curriculum Overview Grade 2 2009-2010 Month
March
Completed â&#x2C6;&#x161;
NYS Content Performance Indicator # 2.S.2 2.S.4
2.S.3 2.S.5
2PS
April
2.M.2 2.M.1 2.M.10 2.M.3 2.M.5 4.G.3* 4.G.4*
NYS content performance indicator the lessons are addressing
Textbook Lessons & Supplemental Materials
Collect and record data (using tallies) related to the question Compare and interpret data in terms of describing quantity (similarity or differences)
Pg. 279, 280: Tally Marks and Charts
Display data in pictographs and bar graphs using concrete objects a representation of the object Discuss conclusions and make predictions from graphs
Students will apply and adapt a variety of appropriate strategies to solve problems.
*Terra Nova Test Preparation Materials* Use a ruler to measure standard units (including whole inches and whole feet) Use non-standard and standard units to measure both vertical and horizontal lengths Select and use standard (customary) and non-standard units to estimate measurements Compare and order objects according to the attribute of length Compare and order objects, using lighter than and heavier than Find perimeter of polygons by adding sides Find the area of a rectangle by counting the number of squares needed to cover the rectangle
Pg. 277, 278: Read Pictographs Pg. 281, 282: Bar Graphs Pg. 289, 290: Represent Data in Different Ways Supplemental Materials Supplemental Materials
Pg. 283,284: Draw Conclusions Pg. 287,288: Make a Table Pg. 293,294: Decision Making Supplemental Materials (Non-Standard) Supplemental Materials (Standard) Pg. 309, 310: Inch and Foot Pg. 327, 328: Centimeter and Meter Pg. 311, 312: Inches, Feet and Yards Supplemental Materials Pg. 315, 316: Ounce and Pound Pg. 329, 330: Gram and Kilogram Pg. 317,318: Perimeter Pg. 319,320: Area
Page - 6 - Mathematics Curriculum Overview â&#x20AC;&#x201C; Grade 2, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students. *Enrichment Topic for Grade 2.
Half Hollow Hills CSD Mathematics Curriculum Overview Grade 2 2009-2010 Month
Completed â&#x2C6;&#x161;
NYS Content Performance Indicator #
2PS
NYS content performance indicator the lessons are addressing
Textbook Lessons & Supplemental Materials
Students will apply and adapt a variety of appropriate strategies to solve problems.
Pg. 321,322: Use Maps Pg. 325,326: Guess and Check Pg. 337,338: Decision Making
District Wide Chapter 9 Assessment 2.G.2
2.G.3
May
2.G.4 2.G.6 2.G.1 2.G.5
2PS
Identify and appropriately name two-dimensional shapes: circle, square, rectangle, and triangle (both regular and irregular) Compose (put together) and decompose (break apart) two-dimensional shapes Group objects by like properties Explore line symmetry Experiment with slides, flips, and turns to compare two-dimensional shapes Explore and predict the outcome of slides, flips, and turns of two-dimensional shapes
Pg. 355, 356: Solid and Plane Figures Pg. 357, 358: MORE Plane Figures Pg. 353, 354: Soild Figures *3-D* Pg. 359, 360: Make Figures
Students will apply and adapt a variety of appropriate strategies to solve problems.
Pg. 361,362: Make Decisions Pg. 365,366: Act It Out Pg. 371,372: Decision Making
District Wide Chapter 10 Assessment 3.N.11* Use manipulatives, visual models, and illustrations to
1 1 1 1 1 name and represent unit fractions ( , , , , , and 2 3 4 5 6 1 ) as part of a whole or a set of objects 10
Supplemental Materials Pg. 369, 370: Symmetry Supplemental Materials Supplemental Materials
Pg. 387, 388: Halves, Fourths and Eighths Pg. 389, 390: thirds, Sixths and Twelfths
Page - 7 - Mathematics Curriculum Overview â&#x20AC;&#x201C; Grade 2, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students. *Enrichment Topic for Grade 2.
Half Hollow Hills CSD Mathematics Curriculum Overview Grade 2 2009-2010 Month
Completed √
NYS Content Performance Indicator # 3.N.13* 3.N.15* 3.N.10*
2PS
NYS content performance indicator the lessons are addressing
Textbook Lessons & Supplemental Materials
Recognize fractional numbers as equal parts of a whole Compare and order unit fractions (½, ⅓, ¼) and find their approximate locations on a number line Develop an understanding of fractions as part of a whole unit and as parts of a collection
Pg. 391, 392: More Fractions Pg. 393, 394: Compare Fractions
Students will apply and adapt a variety of appropriate strategies to solve problems.
Pg. 401, 402: Fractions of a Group Pg. 403, 404: More Fractions of a Group
Pg. 395,396: Making Predictions Pg. 399,400: Draw a Picture Pg. 409,410: Decision Making
District Wide Chapter 11 Assessment Jun.
2.N.3 2.N.4 2.N.20
Skip count by 3’s to 36 for multiplication readiness Skip count by 4’s to 48 for multiplication readiness Develop readiness for multiplication by using repeated addition (Arrays, Skip Counting)
2.N.21
Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share)
2PS
Students will apply and adapt a variety of appropriate strategies to solve problems.
Supplemental Materials Supplemental Materials Pg. 513,514: Skip Counting Pg. 515,516: Repeated Addition and Multiplication Pg. 517,518: Use Arrays Pg. 519,520: Multiplication Pg. 521,522: MORE Multiplication Pg. 531, 532: Repeated Subtraction Pg. 533,534: Subtraction and Division Pg. 535,536: Division Pg. 537,538: MORE Division
Pg. 525,526: Make a Prediction Pg. 529,530: Draw a Picture Pg. 539,540: Decision Making
District Wide Chapter 14 Assessment Page - 8 - Mathematics Curriculum Overview – Grade 2, 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students. *Enrichment Topic for Grade 2.