Math Curriculum Guide nd
2 Grade 2013 – 2014 School Year
Dear Colleague, This curriculum guide includes/provides: Alignment to the New York State Common Core Learning Standards (CCLS) A recommended, not strictly required, pace and sequence to follow while utilizing the enVision program. o Adjustments may occur based upon your school’s alternate schedules and your particular students’ needs. Additional resources per topic to further develop student fluencies and problem solving ability. o Sprints to develop students number sense, fluencies and mental math skills. o Performance Tasks to provide opportunities for students to think criticially and creatively in non-routine scenarios. Through discussion and writing, students will enhance their ability to communicate mathematically. Attention to the CCLS Priority Standards Standards that are Major priorities are typed in bold and italics, and shaded in green – recommended as 70% of our time. Standards that are supporting topics are typed in italics only, and shaded in blue – recommended as 20% of our time. Standards that are additional topics are typed in regular font, and shaded in yellow – recommended as 10% of our time. Unit/Topic and Lesson Essential Questions Share these questions with your students to assist in providing a focus for the lesson and/or unit as a whole. Post them in your classroom in predominate locations. Reflection and Revision Opportunities A “Teacher Notes” column. o Collegial feedback and considerations are included to more efficiently uncover specific learning objectives. o White space is available to include your own current notes and plans. o Room to indicate when are where the Sprints & Performance Tasks are used. Guidance for End-Of-Year Instruction Time to revisit some of the Major priority standards again. o Consider utilizing center activities, Sprints, Performance Tasks, ExamView or other valuable resources. The symbol * has been included in the teacher notes column for each lesson that is included in our end-of-year instruction. The “Step-Up” resources should only be used as enrichment, or if all grade level concepts are mastered Have an excellent 2013 – 2014 school year!
Unit/Topic 1: Understanding Addition and Subtraction
Fluency Development Recommended Sprints: 4 - 1.OA.3 1.OA.6 2.OA.2 2.NBT5 Number Families 5 - 1.OA.3 1.OA.6 2.OA.2 2.NBT5 Number Families (2) Activities:
Day /Date
Lesson Number and Title
What are some ways to think about addition and subtraction? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - In Line Exemplars K-2 Math Practices - Hats and Scarves Exemplars 2.OA.2 - Snow Play Activities:
Common Core State Standard(s)
Essential Question(s)
9/11
1-1
Addition: Writing Addition Number Sentences
2.OA.1
How can word sentences be used to show parts and the whole?
9/12
1-2
Addition: Stories About Joining
2.OA.1
How can you show a joining (addition) story with an addition number sentence?
9/13
1-3
Subtraction: Writing Subtraction Number Sentences
2.OA.1
How can subtraction sentences be used to find the missing part of the whole?
9/16
1-4
Subtraction: Stories about Separating
2.OA.1
How can you solve a story about separating (subtracting) using connecting cubes and writing a number sentence?
9/17
1-5
Subtraction: Stories about Comparing
2.OA.1
9/18
1-6
Subtraction: Connecting Addition and Subtraction
2.OA.1 2.NBT.5
How can you write related addition and subtraction facts?
9/19
1-7
Problem Solving Using Objects
2.OA.1
How can using objects help you decide whether to add or subtract to find the correct answer?
Teacher Notes Indicate Fluency & Performance Task Used
Suggested activity: Try having How can you solve a story about comparing using models and students compare the number of writing subtraction sentences? letters in names with a partner.
9/20 9/23
Day 1: District-Wide Fall Math Assessment (Multiple Choice) Day 2: District-Wide Fall Math Assessment (Performance Tasks)
9/24 9/25
Review and Assess Topic 1
Unit/Topic 2: Addition Strategies
What are strategies for finding addition facts? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem?
Fluency Development Recommended Sprints: 4 - 1.OA.3 1.OA.6 2.OA.2 2.NBT5 Number Families Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - Owl Eyes Exemplars K-2 Math Practices - Octopus Exemplars 2.OA.2 - License Plates 9 Days Activities:
Essential Question(s)
2.OA.1 2.OA.2 2.NBT.5 2.NBT.9 2.OA.1 2.OA.2 2.NBT.5 2.NBT.9 2.OA.1 2.OA.2 2.NBT.5 2.NBT.9
What are the different ways to learn and remember doubles facts?
9/26
2-1
Addition: Adding 0,1,2
9/27
2-2
Addition: Doubles
9/30
2-3
Addition: Near Doubles
10/1
2-4
Addition: Adding in Any Order
2.OA.1 2.NBT.5 2.NBT.9
What happens to the sum of two numbers when the order of the numbers being added is changed?
10/2
2-5
Addition: Adding Three Numbers
2.OA.1 2.NBT.5 2.NBT.9
When you add three numbers, how do you decide which two numbers to add first?
10/3
2-6
Addition: Making 10 to Add
2.OA.2 2.NBT.5 2.NBT.9
How can you make a 10 when adding?
10/4
2-7
Problem Solving: Draw a Picture and Write a Number Sentence
2.OA.1
How can drawing a picture and writing a number sentence help you solve a math story problem?
10/7 10/8
Teacher Notes Indicate Fluency & Performance Task Used
How do you add 0-more, 1-more, and 2-to other numbers?
How can doubles facts be used to learn near doubles facts?
Review and Assess Topic 2
Reminder: This is a lesson to expose them to the strategy. Have them choose whatever strategy works for them.
Unit/Topic 3: Subtraction Strategies
What are strategies for finding subtraction facts? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem?
Problem Solving Development Fluency Development Recommended Performance Tasks: Recommended Sprints: 1 - 2.OA.1 2.NBT.5 Fill in the Missing Number by Subtracting Activities: Activities:
Day /Date
10/9
10/10
10/11
10/15
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
How can you use 0-less than, 1-less than, and 2-less than to help you subtract?
3-1
Subtracting 0,1,2
2.OA.1 2.OA.2 2.NBT.5 2.NBT.9
3-2
Thinking Addition to Subtract Doubles
2.OA.1 2.OA.2 2.NBT.5 2.NBT.9
How can you use a doubles fact to help you subtract?
3-3
Thinking Addition to 10 to Subtract
2.OA.1 2.OA.2 2.NBT.5 2.NBT.9
How can you use an addition fact to help you subtract?
3-4
Thinking Addition to 18 to Subtract
2.OA.1 2.OA.2 2.NBT.5 2.NBT.9
How to addition facts help you solve subtraction facts?
How can you use the make 10 strategy to subtract?
How does the answer to one question in a problem help you answer another question in the same problem?
10/16
3-5
Making 10 to Subtract
2.OA.2 2.OA.2 2.NBT.5
10/17
3-6
Problem Solving- TwoQuestion Problems
2.OA.1
10/18 10/21 10/22
Review and Assess Topic 3
Teacher Notes Indicate Fluency & Performance Task Used
Reminder: This is a lesson to expose them to the strategy. Have them choose whatever strategy works for them. *
Unit/Topic 4: Working with Equal Groups
What is the relationship between arrays and repeated addtion? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem?
Fluency Development Recommended Sprints: 14 - 2.OA.3 2.NBT.5 3.OA.1 3.OA.2 3OA.3 3.OA.4 3.OA.6 3.OA.7 4.OA.4 4.OA.5 Skip Count by 2.pdf 40 - 2.NBT.2 2.NBT.5 3.OA.1 3.OA.2 3.OA.3 3.OA.4 3.OA.6 3.OA.7 4.OA.4 Skip Count by 10s.pdf Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - Stacking Caps Exemplars K-2 Math Practices - Hot Chocolate Exemplars 2.OA.2 – Fishing Exemplars 2.NBT.7 - Canoe Trip Exemplars 2.NBT.6 - Six-Pack of Soda Activities:
Common Core State Standard(s)
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used
10/23
4-1
Addition: Repeated Addition
2.OA.4
How can repeated addition help you find the total number of objects?
*
10/24
4-2
Addition: Building Arrays
2.OA.4
How can an array be used to help write an addition sentence?
*
10/25
4-3
Addition: Practicing Repeated Addition
2.OA.4
How can you use repeated addition to solve problems?
*
10/28
4-4
Problem Solving: Draw a Picture and Write a Number Sentence
2.OA.1 2.OA.4
How does drawing a picture help you solve a problem?
*
10/29 10/30 10/31
Day 1: Review Topics 1-4 (Topic 4 Test is Optional) Day 2: enVision Benchmark Topics 1-4 & Fluency Benchmark Topics 1-4 Day 3: Performance Task Benchmark Topics 1-4
Unit/Topic 5: Place Value to 100
How can numbers to 100 be shown and compared? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? How does a digit’s position affect its value?
Fluency Development Recommended Sprints:
Problem Solving Development Recommended Performance Tasks:
Activities:
Activities:
Teacher Notes Indicate Fluency & Performance Task Used
Common Core State Standard(s)
Essential Question(s)
5-1
Number: Models for Tens and Ones
2.NBT.1.a 2.NBT.1 2.NBT.3
In a two digit number what do the first and second digits tell you?
5-2
Number: Reading and Writing Numbers
2.NBT.3 2.NBT.1
How are numbers through 99 written as words?
5-3
Number: Using Symbols to Compare Numbers
2.NBT.4
How can you use the symbols, , , and = to compare twodigit numbers?
5-4
Number: Counting to 100
2.NBT2
How can you find the number that is one before or one after another number?
*
11/7
5-5
Number: 10 More or 10 Less
2.NBT.5 2.NBT.6
How do you find the number that is 10 more or 10 less than another number?
*
11/8
5-6
2.OA.3 2.NBT.9
How do you know if a number is even or odd?
11/12
5-7
2.NBT.5 2.OA.1
How can you use data from a chart to help you solve problems?
Day /Date 11/1
11/4
11/5 11/6
11/13 11/14
Lesson Number and Title
Patterns: Even and Odd Numbers Problem Solving: Use Data from a Chart
Review and Assess Topic 5
*
Unit/Topic 8: Adding Two-Digit Numbers
What is the standard procedure for adding two-digit numbers? How does a digit’s position affect its value? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? Why display data in different ways?
Fluency Development Recommended Sprints: 13 - 2.OA.3 2.NBT.5 3.OA.1 Add and Subtract by 2 19 - 2.OA.5 3.OA.5 Add and Subtract by 3 7 - 3.NBT.2 Add Without Renaming (2) 6 - 3.NBT.2 Add Without Renaming
Problem Solving Development Recommended Performance Tasks: Activities:
Activities:
Day /Date
Lesson Number and Title Addition: Regroup 10 Ones for 1 Ten Addition: Models to Add Ten-and One-Digit Numbers Addition: Adding Two-Digit and One-Digit Numbers
11/18
8-1
11/19
8-2
11/20
8-3
11/21
8-4
Addition: Models to Add Two-Digit Numbers
11/22
8-5
Addition: Adding Two-Digit Numbers
11/25
8-6
Addition: Adding on a Number Line
11/26
8-7
Addition: Adding More than Two Numbers
11/27
8-8
Addition: Ways to Add
12/2
8-9
Problem Solving: Draw a Picture and Write a Number Sentence
12/3 12/4
Common Core State Standard(s) 2.NBT.5 2.NBT.9 2.NBT.5 2.NBT.9 2.NBT.5 2.NBT.9 2.NBT.5 2.NBT.9 2.NBT.6 2.NBT.5 2.NBT.9 2.NBT.6 2.MD.6 2.NBT.5 2.NBT.9 2.NBT.6 2.NBT.5 2.NBT.9 2.NBT.6 2.NBT.5 2.NBT.9 2.NBT.6 2.NBT.5 2.OA.1
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used
How can you use manipulatives to add a one-digit number to a twodigit number? How can you show and record adding a one-digit number to a twodigit number? How can you use paper and pencil to add one-digit numbers to twodigit numbers? How can you use manipulatives and paper and pencil to add a twodigit number to a two-digit number? How can you use manipulatives and paper and pencil to add a twodigit number to a two-digit number?
How do you use a number time to do addition?
Reminder: This is a lesson to expose them to the strategy. Have them choose whatever strategy works for them.
Can you add three or four numbers in any order?
How do the addends determine which way you are adding?
How can you solve a problem using pictures and number sentences?
Review and Assess Topic 8
*
Unit/Topic 9: Subtracting Two-Digit Numbers
Fluency Development Recommended Sprints: 8 - 3.NBT.2 Subtract Without Renaming 9 - 3.NBT.2 Subtract Without Renaming(2)
What is a standard procedure for subtraction two-digit numbers? What is the standard procedure for adding two-digit numbers? How does a digit’s position affect its value? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? Problem Solving Development Recommended Performance Tasks: Exemplars 2.OA.2 - Witches Transportation Activities:
Activities:
Day /Date
Lesson Number and Title Subtraction: Regrouping 1 Ten for 10 Ones Subtraction: Models to Subtract Two-and One-Digit Numbers Subtraction: Subtracting Two- and One-Digit Numbers Subtraction: Models to Subtract Two-Digit Numbers Subtraction: Subtracting Two-Digit Numbers
Common Core State Standard(s)
Essential Question(s)
2.NBT.5 2.NBT.9
How do you know when you need to regroup when subtracting?
2.NBT.5 2.NBT.9
When subtracting, how do you know when you need to regroup?
2.NBT.5 2.NBT.9
How do you use paper and pencil to subtract a one-digit number from a two-digit number?
2.NBT.5 2.NBT.9 2.NBT.5 2.NBT.9 2.MD.6 2.NBT.5 2.NBT.6 2.NBT.9
How can you show subtraction of a two-digit number from a two-digit number with and without regrouping? How can you subtract a two-digit number from another two-digit number using paper and pencil?
12/5
9-1
12/6
9-2
12/9
9-3
12/10
9-4
12/11
9-5
12/12
9-6
Subtraction: Subtracting on a Number Line
12/13
9-7
Subtraction: Using Addition to Check Subtraction
2.NBT.5 2.NBT.9
How can you use addition to check subtraction?
12/16
9-8
Subtraction: Ways to Subtract
2.NBT.5 2.NBT.6 2.NBT.9
How do the numbers in a subtraction problem help you choose how to solve it?
12/17
9-9
Problem Solving: TwoQuestion Problems
2.NBT.6 2.OA.1
How can answering one question at a time help to solve two question problems?
12/18 12/19
How do you use a number line to show subtraction?
Review and Assess Topic 9
Teacher Notes Indicate Fluency & Performance Task Used
Reminder: This is a lesson to expose them to the strategy. Have them choose whatever strategy works for them
*
Unit/Topic 6: Mental Addition
How can sums be found mentally? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? How does a digit’s position affect its value?
Fluency Development Recommended Sprints: 14 - 2.OA.3 2.NBT.5 3.OA.1 3.OA.2 3OA.3 3.OA.4 3.OA.6 3.OA.7 4.OA.4 4.OA.5 Skip Count by 2 20 - 3.OA.1 3.OA.2 3.OA.3 3.OA.4 3.OA.6 3.OA.7 4.OA.4 4.OA.5 Skip Count by 3s
Problem Solving Development Recommended Performance Tasks: Exemplars 2.OA.4 - Field Trip Exemplars 2.OA.2 - Bug Watching Activities:
Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
1/2
6-1
Addition: Adding Tens
2.NBT.5 2.NBT.8 2.NBT.9
When tens are added to a two-digit number, how does the tens digit in the sum change?
1/3
6-2
Addition: Adding Ones
2.NBT.5 2.NBT.8 2.NBT.9
How can you add a one-digit number to a two-digit number using the make-ten strategy?
1/6
6-3
Addition: Adding Tens and Ones
2.NBT.5 2.NBT.8 2.NBT.9
What are two different ways of adding tens and ones mentally?
1/7
6-4
Addition: Adding on a Hundred Chart
2.NBT.5 2.NBT.9
How can patterns on a hundred chart be used to think about adding two-digit numbers?
1/8
6-5
Addition: Adding Multiples of 10
2.NBT.5 2.NBT.8 2.NBT.9 2.OA.1
How are adding groups of 10 just like adding numbers less than 10?
1/9
6-6
Problem Solving: Look for a Pattern
2.NBT.2
How can looking for a pattern help you solve problems?
1/10 1/13 1/14
Review and Assess Topic 6
Teacher Notes Indicate Fluency & Performance Task Used
*
Unit/Topic 7: Mental Subtraction
How can differences be found mentally? How does a digit’s position affect its value? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem?
Fluency Development Recommended Sprints: 6 - 2.OA.1 2.NBT.5 Make 100.pdf 7 - 2.OA.1 2.NBT.5 Make 100 (2).pdf 8 - 2.OA.1 2.NBT.5 Make 100 (3).pdf
Problem Solving Development Recommended Performance Tasks: Activities:
Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
2.NBT.8 2.NBT.5 2.NBT.9
Why does only the tens digit change when subtracting tens from a 2-digit number?
1/15
7-1
Subtraction: Subtracting Tens
1/16
7-2
Subtraction: Finding Parts of 100
2.NBT.5 2.NBT.9
When one part of 100 is known, how can the other part be found?
1/17
7-3
Subtraction: Subtracting on a Hundred Chart
2.NBT.5 2.NBT.9
How can a hundred chart be used to subtract 2-digit numbers?
1/21
7-4
Subtraction: Subtracting Multiples of 10
2.NBT.8 2.NBT.5 2.NBT.9 2.OA.1
How is subtracting groups of ten like subtracting numbers less than ten?
1/22
7-5
Problem Solving: Missing or Extra Information
2.NBT.5 2.NBT.7
How do you know if there is extra information or missing information in a problem?
1/23 1/24 1/27
Day 1: Review Topics 5-8 (Topic 8 Test is Optional) Day 2: enVision Benchmark Topics 5-8 & Fluency Benchmark Topics 5-8 Day 3: Inside Mathematics 2.OA.1 Apple Farm Field Trip
Teacher Notes Indicate Fluency & Performance Task Used
*
Unit/Topic 10: Place Value to 1,000
What number patterns are helpful in reading and writing numbers to 1,000? How does a digit’s position affect its value?
Fluency Development Recommended Sprints: 3 - 2.NBT.4 4.NBT.2 Greater Than/Less Than 2 - 2.NBT.1 2.NBT.3 2.NBT.7 4.NBT.2 Expanded Form (2)
Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - Snail Trails Activities:
Activities:
Day /Date
Lesson Number and Title
1/28
10-1
Number: Building 1,000
1/29
10-2
Number: Counting Hundreds, Tens, and Ones
1/30
10-3
Number: Reading and Writing Numbers to 1,000
1/31
10-4
2/3
10-5
2/4
10-6
2/5
Number: Changing Numbers by Hundreds and Tens Number: Patterns with Numbers on Hundreds Charts
Common Core State Standard(s) 2.NBT.1.b 2.NBT.1.a 2.NBT.2 2.NBT.1 2.NBT.1.b 2.NBT.3 2.NBT.3 2.NBT.1.a 2.NBT.1.b
Essential Question(s) How many ones make a ten, how many tens make a hundred, and how many hundreds make a thousand? How can a number be shown using hundreds, tens and ones and place-value models? How do the digits of the number up to four digits long show the value of the number? (expanded form)
2.NBT.8
How does a three-digit number change when it is increased or decreased by 10 or 100?
2.NBT.2 2.NBT.8
How can you use place value to find and describe patterns?
Number: Skip Counting by 5, 10, 100 to 1,000
2.NBT.2
How can a number line be used to skip count?
10-7
Number: Comparing Numbers
2.NBT.4
How does understanding place value help you compare threedigit numbers?
2/6
10-8
Number: Ordering Numbers
2.NBT.4
How is ordering three numbers similar to comparing two numbers?
2/7
10-9
Problem Solving: Look for a Pattern
2.NBT.2 2.NBT.4
How can finding number patterns help solve problems?
2/10 2/12
Review and Assess Topic 10
Teacher Notes Indicate Fluency & Performance Task Used
Unit/Topic 11: Three Digit Addition and Subtraction
What are the ways to add and subtract three-digit numbers? How does a digits positing affect its value?
Fluency Development Recommended Sprints: 19 - 2.OA.5 3.OA.5 Add and Subtract by 3.pdf 20 - 3.OA.1 3.OA.2 3.OA.3 3.OA.4 3.OA.6 3.OA.7 4.OA.4 4.OA.5 Skip Count by 3s.pdf 32 - 2.NBT.5 3.OA.1 Add and Subtract by 4.pdf 36 - 2.NBT.2 2.NBT.5 3.OA.1 Add and Subtract by 5.pdf Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Problem Solving Development Recommended Performance Tasks: Activities:
Essential Question(s)
2/13
11-1
Addition: Exploring Adding Three-Digit Numbers
2/14
11-2
Addition: Mental Math
2/24
11-3
Addition: Models for Adding with Three-Digit Numbers
2.NBT.7 2.NBT.8 2.NBT.9 2.NBT.7 2.NBT.8 2.NBT.9 2.NBT.7 2.NBT.9
2/25
11-4
Addition: Adding ThreeDigit Numbers
2.NBT.7 2.NBT.9
How do you add 2 three-digit numbers using pencil and paper?
2/26
11-5
Subtraction: Exploring Subtraction Three-Digit Numbers
2.NBT.7
What strategies can you use to subtract three-digit numbers?
2/27
11-6
Subtraction: Mental Math: Ways to Find Missing Parts
2.NBT.7 2.NBT.8 2.NBT.9
How can you count on or count back to find a missing part?
2/28
11-7
Subtraction: Models for Subtracting with Three-Digit Numbers
2.NBT.7, 2.NBT.9
How can you regroup a hundred from the tens place?
3/3
11-8
Subtraction: Subtracting Three-Digit Numbers
2.NBT.7, 2.NBT.9
How do you subtract 2 three-digit numbers using paper and pencil?
3/4
11-9
Problem Solving: Use Logical Reasoning
2.NBT.7
How can you use logical reasoning to help solve problems?
3/5 3/6
Teacher Notes Indicate Fluency & Performance Task Used
What strategies can you use to add three-digit numbers? How can you use mental math to add hundreds to a threedigit number? How can you model and record 2 three-digit numbers?
Review and Assess Topic 11
Reminder: This is a lesson to expose them to the strategy. Have them choose whatever strategy works for them
Unit/Topic 12: Geometry
How can shapes and solids be described, compared and used to make other shapes? How does geometry better describe objects?
Fluency Development Recommended Sprints:
Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - Valentine's Day Party Plan Exemplars K-2 Math Practices – Fencing Exemplars 2.G.1 - Seats and Tables Exemplars 2.G.1 – Paleontologist Exemplars 2.G.1 - Geometry Activities:
Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
3/7
12-1
Geometry: Flat Surfaces, Vertices, and Edges
2.G.1
How are attributes, such as the number of flat surfaces, vertices, and edges used to describe and sort three-dimensional figures?
3/10
12-2
Geometry: Relating Plane Shapes to Solid Figures
2.G.1
What plane shapes form the flat surfaces of some known solid figures?
3/11
12-3
Geometry Polygons and Angles
2.G.1
How can polygons (triangles, quadrilaterals, pentagons, and hexagons) be identified by attributes (sides, angles, and vertices)?
3/12
12-4
Geometry: Making New Shapes
2.G.1
How can new shapes be made by combining other shapes?
3/13
12-5
Geometry: Cutting Shapes Apart
2.G.1
How can cutting larger shapes make new smaller shapes?
3/14
12-6
Geometry: Diving Rectangles into Equal Squares
2.G.2
How can a rectangle be split into equal squares and the number of squares be counted correctly?
3/17
12-7
Geometry: Wholes and Equals Parts
2.G.3
What does “equal parts” mean? How do you know if it’s equal or unequal?
3/18
12-8
Problem Solving; Using Reasoning
2.G.1
How can you use clues about the attributes of plane shapes and solid figures to solve a problem?
3/19 3/20 3/21
Day 1: Review Topics 9-12 (Topic 12 Test is Optional) Day 2: enVision Benchmark Topics 9-12 & Fluency Benchmark Topics 9-12 Day 3: Performance Task Benchmark Topics 9-12
Teacher Notes Indicate Fluency & Performance Task Used
Unit/Topic 13: Counting Money
What strategies can be used to count money? Why does “what” we measure influece “how” we measure? Why display data in different ways?
Fluency Development Recommended Sprints: 37 - 2.NBT.2 2.NBT.5 3.OA.1 3.OA.2 3.OA.3 3.OA.4 3.OA.6 3.OA.7 4.OA.4 Skip Count by 5s.pdf 40 - 2.NBT.2 2.NBT.5 3.OA.1 3.OA.2 3.OA.3 3.OA.4 3.OA.6 3.OA.7 4.OA.4 Skip Count by 10s.pdf Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - Piggy Bank Exemplars K-2 Math Practices – Muffins Exemplars K-2 Math Practices – Coins Exemplars K-2 Math Practices - Coin Combinations Activities:
Common Core State Standard(s)
Essential Question(s)
3/24
13-1
Money: Coins
2.MD.8
How can you the value of a group of half-dollars, quarters, dimes, nickels, and pennies?
3/25
13-2
Money: Counting Collections of Coins
2.MD.8
How can you find the value of mixed coins?
3/26
13-3
Money: Ways to Show the Same Amount
2.MD.8
How can you show 100 cents or 1 dollar, with different groups of coins?
3/27
13-4
Money: One Dollar
2.MD.8
How do you count combinations of money with bills and coins?
3/28
13-5
Problem Solving: Make an Organized List
2.MD.8
How can an organized list show different ways to show the same amount of money?
3/31 4/1
Review and Assess Topic 13
Teacher Notes Indicate Fluency & Performance Task Used Reminder: Students have little prior knowledge to coins and their values. You may want to supplement with introduction lessons.
Unit/Topic 14: Money
How can sums and differences be estimated? Why does “what” we measure influence “how” we measure? Why display data in different ways?
How does a digit’s position affect its value? Fluency Development Recommended Sprints: 44 - 2.MD.8 Dollars and Cents.pdf
Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - Birthday Gift Shopping
Activities:
Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
4/2
14-1
Money: Adding Money
2.MD.8 2.NBT.5 2.NBT.9
How is adding money amounts in cents similar to adding tens and ones?
4/3
14-2
Money: Subtracting Money
2.MD.8 2.NBT.5 2.NBT.9
How is subtracting money amounts in cents similar to subtracting tens and ones?
4/4
14-3
Money: Estimating Sums and Differences
2.MD.8 2.NBT.5 2.NBT.9
How can you estimate a two-digit sum and difference?
4/7
14-4
Problem Solving: Try, Check, Revise
2.MD.8
How can trying a method, checking the result, and revising, if needed, be used to solve problems?
4/8 4/9
Review and Assess Topic 14
4/10 4/11
Review Past Concepts
Teacher Notes Indicate Fluency & Performance Task Used
Unit/Topic 15: Measuring Length
What is the process for measuring length? Why does “what” we measure influece “how” we measure? Why display data in different ways?
Fluency Development Recommended Sprints: 3 - 2.NBT.4 4.NBT.2 Greater Than / Less Than.pdf Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: Exemplars 2.MD.9 - Wrist Circumference Exemplars 2.MD.1 - How Big Is a Foot Activities:
Common Core State Standard(s)
Essential Question(s)
2.MD.1
How can you measure the length of an object using cubes, paper clips, crayons, etc.?
4/24
15-1
Measurement: Exploring Length
4/25
15-2
Measurement: Inches
4/28
15-3
Measurement: Centimeters
2.MD.1 2.MD.3 2.MD.1 2.MD.3
4/29
15-4
Measurement: Inches, Feet, and Yards
4/30
15-5
5/1
Teacher Notes Indicate Fluency & Performance Task Used
How are inches used to measure length?
*
How can you measure length using centimeters?
*
2.MD.1 2.MD.3
What are inches, feet and yards?
*
Measurement: Centimeters and Meters
2.MD.1 2.MD.3
Which classroom objects can be used estimate which standard unit of measurement should be used?
*
15-6
Measurement: Measuring Length
2.MD.2
Which unit of measure would you use more or less of to measure different objects?
5/2
15-7
Measurement: Adding and Subtracting in Measurement
2.MD.5
How can you use addition and subtraction to solve measurement problems?
5/5
15-8
Measurement: Comparing Lengths
2.MD.4
How can you compare the lengths of two paths?
15-9
Problem Solving: Use Objects
2.MD.1 2.MD.3 2.MD.5
How can you use objects to measure lengths of objects that are not straight?
5/6 5/7 5/8
Review and Assess Topic 15
Unit/Topic 16: Time, Graphs and Data
How can clocks, bar graphs, and pictographs be used to show data and answer questions?
Fluency Development Recommended Sprints: 21 - 3.OA.1 3.OA.2 3.OA.3 3.OA.4 3.OA.6 3.OA.7 Repeated Addition to Multiplying by 3 Activities:
Why does “what” we measure influece “how” we measure? Why display data in different ways? Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - Piano Schedule Exemplars K-2 Math Practices - Space Creatures Exemplars K-2 Math Practices - Eggsactly Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
5/9
16-1
Time: Telling Time to Five Minutes
2.MD.7
How can the hands on an analog clock be arranged to show time?
5/12
16-2
Time: Telling Time Before and After the Hour
2.MD.7
What are different ways to say the times before and after the hour?
5/13
16-3
Graphs: Organizing Data
2.MD.10
How can you use a bar graph to organize information and compare data?
5/14
16-4
Graphs: Graphing Lengths
2.MD.9
How can you show the lengths of objects to see which is the longest or shortest?
5/15
16-5
Graphs: Pictographs
2.MD.10
How does showing data in a pictograph and a tally chart help you compare that data?
5/16
16-6
Problem Solving: Using a Graph
2.MD.10
How can you solve a problem by using a graph?
Teacher Notes Indicate Fluency & Performance Task Used You may need to review telling time to the hour and half-hour.
5/19 5/20 5/21
Day 1 & 2: Review Topics 13-16 (Topic 16 Test & enVision Benchmark Assessment are optional) Day 3: Performance Task Benchmark Topics 13-16 (Assessment is optional)
5/22
Review Past Concepts (Topics 1-16)
5/28 5/29 5/30
Day 1: District-Wide Spring Math Assessment (Multiple Choice) Day 2: District-Wide Spring Math Assessment (Performance Tasks)
June: Grade Level Priorities Review Fluency Development Recommended Sprints: Activities:
Day /Date
Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - Bowls of Apples Exemplars 2.OA.4 – Pogs Exemplars 2.OA.2 - License Plates Activities:
Lessons
Common Core State Standard(s)
Essential Understanding(s)
3-6, 4-4, 6-5, 7-4, 8-9,9-9
2.OA.1
Represent and solve problems involving addition and subtraction. (Problem Solving)
JUNE
1 1
JUNE
1 4-1, 4-2, 4-3 and Step Up Lesson 1 2
2.OA.4
Work with equal groups of objects to gain foundations for multiplication
JUNE
1 - 15-2, 15-3, 15-4, 15-5 3
2.MD.1 2.MD.2 2.MD.3 2.MD.4 2.MD.5 2.MD.6
Measure and estimate lengths in standard units. Relate addition and subtraction to length.
JUNE
1 4
2.NBT.1 2.NBT.5
Understand place value. Use place value understanding and properties of operations to add and subtract.
JUNE
5-4, 5-5, 5-7
Teacher Notes Indicate Fluency & Performance Task Used
Use Step Up To Third Grade ONLY as Enrichment and/or After All Second Grade Concepts Are Mastered