Chapter 1: Place Value of Whole Numbers · Chapter 1: Place Value of Whole Numbers ... How does the...

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Chapter 1: Place Value of Whole Numbers

Total Number of Days: Grade/Course: 2

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS

How does the position of a digit affect its value? How do digit values change as they are moved around in large

numbers? How are place value patterns repeated in numbers? How can whole numbers be compared and ordered? How can we tell which number among many large numbers is

the largest or smallest?

The value of a number is determined by the place of its digits. A number can be written using its name, standard, or expanded form. Read, compare, and order numbers according to the place value of their digits.

PACING CONTENT SKILLS STANDARDS (CCCS/MP)

RESOURCES LEARNING ACTIVITIES/ASSESSMENTS

Math in Focus

OTHER (e.g., tech)

1 day Recall Prior Knowledge:

Review Place Value Concepts

1. Count and compare numbers to 1,000

CCSS: 2.NBT.A.1 2.NBT.A.2 2.NBT.A.3

TE-2A: pp. 1-5

Student Book 2A, pp. 1-5 Pre-Test: Chapter 1 Test Prep

Assessment Bk. Pp.1-3

2 days

1.1 1.2: Counting

-Use base-ten blocks to show a number.

-Recognize, read, and write numbers to 1,000. -Count by 1’s, 10’s, and 100’s to 1,000

-Write numbers in word form, standard form, and expanded form

CCSS: 2.NBT.A.1 2.NBT.A.2 2.NBT.A.3 MP: MP.4

TE-2A: pp. 6-17 Day 1 Student Bk: 2A, pp. 6-8 Day 2 Student Bk: 2A, pp. 9-10 Wkbk: 2A. pp. 1-6 Reteach 2A, pp. 1-8 Extra Practice 2A, pp.1-4

Place Value models: http://www.ixl.com/math/grade-2

Day 1: 5-minute Warm Up: pp. 6 Hands-On Activity: base-ten

blocks to represent numbers. Problem of the Lesson: pp.9

Day 2: Hands-On Activity: Use place-

value chart and place-value chips to show value of each digit

Game: Show the Number! Pp. 15

Assessment: Let’s Practice pp.

http://www.ixl.com/math/grade-2



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2 days

1.1 1.2: Place Value

-Use base-ten blocks and a place-value chart to read, write, and represent numbers to 1,000

-Read and write numbers to 1,000 in standard form, expanded form, and word form

CCSS: 2.NBT.A.1 2.NBT.A.2 2.NBT.A.3 MP: MP.4

TE-2A: pp. 11-17B Day 1 Student Bk: 2A, pp. 11-14 Day 2 Student Bk: 2A, pp. 15-17 Wkbk: 2A. pp. 7-12 Reteach 2A, pp. 9-14 Extra Practice 2A, pp.5-10

Place Value models: http://www.ixl.com/math/grade-2

Day 1:

5-minute Warm Up: pp. 11 Hands-On Activity: base-ten

blocks to represent numbers. Problem of the Lesson: pp.12

Day 2: 5-minute Warm Up: pp. 11

Hands-On Activity: Use place-value chart and place-value chips to show value of each digit

Problem of the Lesson: pp. 12 Game: Show the Number! Pp.

15 Assessment: Let’s Practice pp.




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2 days

1.1 1.2: Comparing Numbers

-Use base-ten blocks to compare numbers

-Compare numbers using the terms greater than and less than -Compare numbers using symbols > and <

CCSS: 2.NBT.A.1 2.NBT.A.2 2.NBT.A.4 MP: MP.1 MP.2 MP.3 MP.6 MP.7 MP.8

TE-2A: pp. 18-23A Day 1 Student Bk: 2A, pp. 18-21 Day 2 Student Bk: 2A, pp. 22-23 Wkbk: 2A. pp. 13-14 Reteach 2A, pp. 15-20 Extra Practice 2A, pp.11-14

http://www.ixl.com/math/grade-2/comparing-numbers-up-to-100

Day 1:

5-minute Warm Up: pp. 18 Hands-On Activity: use base-

ten blocks and a place-value chart to compare numbers.

Problem of the Lesson: pp.21


Hands-On Activity: use base-ten blocks and a place-value chart to compare numbers.

Problem of the Lesson: pp. 21 Game: Roll and Show! pp. 22 Assessment: Let’s Practice pp.

2 days

1.1 1.2: Order and Pattern

Order three-digit numbers

- Identify the greatest number and the lease number

- Identify number

patterns

CCSS: 2.NBT.A.1 2.NBT.A.2 2.NBT.A.4 MP: MP.1 MP.2 MP.3 MP.6 MP.7 MP.8

TE-2A: pp. 24-32 Day 1 Student Bk: 2A, pp. 24-28 Day 2 Student Bk: 2A, pp. 29-31 Wkbk: 2A. pp. 15-18 Reteach 2A, pp. 21-24 Extra Practice 2A, pp.15-17

http://www.ixl.com/math/grade-2/counting-patterns-up-to-1000 Studyisland.com

Day 1: 5-minute Warm Up: pp. 24 Hands-On Activity: use base-

ten blocks and a place-value chart to represent and compare numbe3-digit numbers.



Hands-On Activity: use base-ten blocks and a place-value chart to represent and compare numbe3-digit numbers.

Problem of the Lesson: pp. 21 Game: Roll and Count! pp. 28







http://www.ixl.com/math/grade-2/counting-patterns-up-to-1000






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Chapter Wrap Up Assessment

1. Read and write numbers up to 1,000 in standard, expanded and word form.

2. Write the value of each digit given at random.

3. Compare and order numbers.

CCSS: 2.NBT.A.1 2.NBT.A.2 2.NBT.A.3 2.NBT.A.4

TE-4A: pp. 23-26A A-2: pp.4-6

Chapter Wrap Up: pp. 32-33A Chapter Test: Numbers to 1,000

Assessment Bk: pp. 4-6

INSTRUCTIONAL FOCUS OF UNIT

Count and compare numbers to 1,000

PARCC FRAMEWORK/ASSESSMENT

21ST CENTURY SKILLS (4Cs & CTE Standards)

MODIFICATIONS/ACCOMMODATIONS

APPENDIX (Teacher resource extensions)

CCSS.Math.Content.2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.

CCSS.Math.Content.2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

CCSS.Math.Content.2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and <

symbols to record the results of comparisons.

TE = Teacher’s Edition

http://www.corestandards.org/Math/Content/2/NBT/A/1




5

A-2 = Assessment Book Grade 2

6

Chapter 2: Addition up to 1,000



Why do I need mathematical operations? How do mathematical operations relate to each other? How do I know which mathematical operations (+, -, x) to use? How do I know which computational method (mental math,

estimation, paper and pencil, or calculator) to use?

Operations create relationships between numbers. The relationships among the operations and their properties promote

computational fluency. Real world situations can be represented symbolically and graphically. Unknowns can be solved by recognizing related facts. Numbers are made up of parts and wholes. Numbers can be compared as greater, less, or equal.


RESOURCES LEARNING ACTIVITIES/ASSESSMENT

S Math in Focus

OTHER (e.g., tech)


Apply addition to real-world problems

Add three-digit numbers with and without regrouping to 1,000.

CCSS: 2.OA.A.1

TE-2A: pp. 34-37

Student Book 2A, pp. 34-37 Pre-Test: Chapter 1 Test Prep

Assessment Bk. Pp.7-8

1 day Addition with Regrouping in Ones

-Use base-ten blocks to add numbers with regrouping -Add up to three-digit numbers with regrouping -Solve real-world addition problems.

CCSS: 2.NBT.A.1 2.NBT.A.3 2.NBT.B.5 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 MP: MP.2 MP.3 MP.5 MP.6 MP.8

TE-2A: pp. 42-45A Student Bk: 2A, pp. 42-45 Wkbk: 2A. pp. 31-34 Reteach 2A, pp. 37-42 Extra Practice 2A, pp. 21-22

http://www.coolmath4kids.com/addition/05-addition-lesson-two-digit-numbers-01.html Studyisland.com

5-minute Warm Up: pp. 42 Problem of the Lesson: pp. 43 Assessment: Let’s Practice Hands on Activity: Study

Island

http://www.coolmath4kids.com/addition/05-addition-lesson-two-digit-numbers-01.html








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1 day Addition with Regrouping in Tens


CCSS: 2.NBT.A.1 2.NBT.A.3 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 MP: MP.2 MP.5 MP.6

TE-4A: pp. 46-48A Student Bk: 2A, pp. 46-48 Wkbk: 2A. pp. 35-38 Reteach 2A, pp. 43-46 Extra Practice 2A, pp.23-24

http://www.coolmath4kids.com/addition/05-addition-lesson-two-digit-numbers-01.html Studyisland.com

5-minute Warm Up: pp. 46 Problem of the Lesson: pp. 47 Assessment: Let’s Practice Hands on Activity: Study

Island

1 day

Addition with Regrouping in Ones and Tens


CCSS: 2.NBT.A.1 2.NBT.A.3 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 MP: MP.1 MP.2 MP.3 MP.5 MP.7

TE-2A: pp. 49-54B Student Bk: 2A, pp. 49-54 Wkbk: 2A. pp. 39-42 Reteach 2A, pp. 47-50 Extra Practice 2A, pp.25-26

http://www.coolmath4kids.com/addition/06-addition-lesson-three-digit-numbers-03.html Studyisland.com

5-minute Warm Up: pp. 49 Problem of the Lesson: pp. 50 Assessment: Let’s Practice Hands on Activity: Game -Go

For the Greatest! This game reinforces the concept of addition with regrouping


-Review addition with and without regrouping.

CCSS: 2.NBT.A.1 2.NBT.A.3 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 2.OA.A.1 3.NBT.A.2

TE-2A: pp. 55 A-4: pp. 9-11

Chapter Wrap Up: pp. 55 Chapter Test: Addition up to 1,000


Addition up to 1,000









http://www.coolmath4kids.com/addition/06-addition-lesson-three-digit-numbers-03.html








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CCSS.Math.Content.2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7

hundreds, 0 tens, and 6 ones. Understand the following as special cases:

o CCSS.Math.Content.2.NBT.A.1a 100 can be thought of as a bundle of ten tens — called a “hundred.”


CCSS.Math.Content.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship

between addition and subtraction.

CCSS.Math.Content.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

CCSS.Math.Content.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations,

and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds

or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

CCSS.Math.Content.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.1


http://www.corestandards.org/Math/Content/2/NBT/A/1/a


http://www.corestandards.org/Math/Content/2/NBT/B/5




9

Chapter 3: Subtraction up to 1,000





Operations create relationships between numbers. The relationships among the operations and their properties promote computational

fluency. Real world situations can be represented symbolically and graphically. Unknowns can be solved by recognizing related facts. Numbers are made up of parts and wholes. Numbers can be compared as greater, less, or equal.



Math in Focus

OTHER (e.g., tech)


Review

-Subtract up to three-digit numbers with and without regrouping

CCSS:

TE-2A: pp. 56-60

Quick Check: pp. 59-60 (review) Pre-Test: Chapter 3 Test Prep

Assessment Bk. pp. 12-13

1 day Subtracting without Regrouping

-Use base-ten blocks to subtract numbers without regrouping -Subtract from three-digit numbers without regrouping -Apply the inverse operations of addition and subtraction -Solve real-world subtraction problems

CCSS: 2.NBT.A.1 2.NBT.A.3 2.NBT.B.5 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 MP: MP.4 MP.5 MP.6

TE-2A: pp. 61-66 Student Bk: 2A, pp. 61-66 Wkbk: 2A. pp. 49-52 Reteach 2A, pp. 51-62 Extra Practice 2A, pp. 29-30

http://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/megamathcd3/cm/launch.html?strActivityName=g13_3_1_B&strAssignID=1

5-minute Warm Up: pp. 61 Problem of the Lesson: pp. 62 Assessment: Let’s Practice Math Journal













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1 days Subtraction with Regrouping in Tens and Ones

-Use base-ten blocks to subtract with regrouping -Subtract from three-digit numbers with regrouping -Apply the inverse operations of addition and subtraction -Solve real-world subtraction problems.

CCSS: 2.NBT.A.1 2.NBT.A.3 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 MP: MP.4 MP.5


http://www-k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/mega_math_9780153663963_/megamathcd3/cm/launch.html?strActivityName=g13_3_1_Q&strAssignID=1

5-minute Warm Up: pp. 67 Problem of the Lesson: pp. 68 Assessment: Let’s Practice Math Journal

1 day Subtraction with Regrouping in Hundreds and Tens

-Use base-ten blocks to subtract with regrouping -Subtract from a three-digit number with regrouping -Apply the inverse operations of addition and subtraction -Solve real-world subtraction problems.

CCSS: 2.NBT.A.1 2.NBT.A.3 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 MP: MP.3 MP.4 MP.5


www.Studyisland.com

5-minute Warm Up: pp. 72 Problem of the Lesson: pp. 75 Game: Break a Hundred – This

game reinforces the concept of regrouping hundreds and tens,

Let’s Practice: pp.77

1 day Subtraction with Regrouping in Hundreds, Tens, and Ones

-Use base-ten blocks to subtract with regrouping -Subtract from a three-digit number with regrouping -Apply the inverse operations of addition and subtraction -Solve real-world subtraction

CCSS: 2.NBT.A.1 2.NBT.A.3 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 MP: MP.4 MP.5

TE-2A: pp. 78-83A Student Bk: 2A, pp. 78-83 Wkbk: 2A. pp. 61-64 Reteach 2A, pp. 73-76

5-minute Warm Up: pp. 78 Problem of the Lesson: pp. 81 Let’s Practice: pp. 82 & 83














http://www.studyisland.com/


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Extra Practice 2A, pp. 35-36

1 day Subtraction Across Zeros

- Use base-ten blocks to subtract with regrouping - Subtract from a three-digit number with regrouping -Apply the inverse operations of addition and subtraction -Solve real-world subtraction problems

CCSS: 2.NBT.A.1 2.NBT.A.3 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 2.MD.B.6 MP: MP.5 MP.7 MP.8

TE-2A: pp. 84-89 Student Bk: 2A, pp. 84-87 Wkbk: 2A. pp. 65-66 Reteach 2A, pp. 77-80 Extra Practice 2A, pp. 37-38

5-minute Warm Up: pp. 84 Problem of the Lesson: pp. 85 Hands-On Activity: Model

division with regrouping using a place value chart and place value chips

Let’s Practice: pp. 87


-Review addition with and without regrouping.

CCSS: 2.NBT.A.1 2.NBT.A.3 2.NBT.B.5 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 2.MD.B.6

TE-2A: pp. 55 A-2: pp. 14-16

Chapter Wrap Up: pp. 90-91 Chapter Test: Subtraction up to 1,000


Subtraction up to 1,000


12




CCSS.Math.Content.2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7

hundreds, 0 tens, and 6 ones. Understand the following as special cases:

o CCSS.Math.Content.2.NBT.A.1a 100 can be thought of as a bundle of ten tens — called a “hundred.”


CCSS.Math.Content.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship

between addition and subtraction.


CCSS.Math.Content.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations,

and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or

subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.


CCSS.Math.Content.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,

1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.








http://www.corestandards.org/Math/Content/2/MD/B/6

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Chapter 4: Using Bar Models: Addition and Subtraction

Total Number of Days: 9 Grade/Course: 2




Operations create relationships between numbers. The relationships among the operations and their properties promote computational

fluency. Real world situations can be represented symbolically and graphically. Unknowns can be solved by recognizing related facts. Numbers are made up of parts and wholes. Numbers can be compared as greater, less, or equal.



Math in Focus

OTHER (e.g., tech)

Recall Prior Knowledge:

Review

Solve multi-digit addition and subtraction problems, including real-world problems, by using a bar model.

CCSS:

TE-2A: pp. 124-126

Quick Check: pp. 95 (review) Pre-Test: Chapter Test: Using Bar Models: Addition and Subtractions

Assessment Bk. pp. 17-18

2 days 4.1: Using Part-Part-Whole in Addition and Subtraction

- Use bar models to solve addition and subtraction problems. - Apply the inverse operations of addition and subtraction

CCSS: 2.OA.A.1 2.NBT.B.5 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 2.MD.B.5 MP: MP.2 MP.4 MP.5 MP.6

TE-2A: pp. 18-23A Day 1 Student Bk: 2A, pp. 96-99 Day 2 Student Bk: 2A, pp. 100-102 Wkbk: 2A. pp. 73-76 Reteach

www.studyisland.com

Day 1: 5-minute Warm Up: pp. 96 Hands-On Activity: students

will write their own real-world problems and show them using part-part-whole bar models.



Hands-On Activity: Have children draw a model using a bad divided into three setions and three numbers. Ask them to formulate a word problem



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2A, pp. 81-86 Extra Practice 2A, pp.41-42

based on their model. Assessment: Let’s Practice pp.

2 days 4.2: Adding On and Taking Away Sets

- Model addition as joining sets -Model subtraction as taking away -Apply the inverse operations of addition and subtraction

CCSS: 2.OA.A.1 2.NBT.B.5 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 2.MD.B.5 MP: MP.2 MP.4 MP.6 MP.7 MP.8

TE-2A: pp. 103-108A Day 1 Student Bk: 2A, pp. 103-105 Day 2 Student Bk: 2A, pp. 106-108 Wkbk: 2A. pp. 77-80 Reteach 2A, pp87-90

www.studyisland.com

Day 1: 5-minute Warm Up: pp. 103 Problem of the Lesson: pp. 104 Hands-On Activity: Write Real-

World Problems and Draw Bar Models

Day 1 Student Bk: 2A, pp. 103-105 Day 2 Student Bk: 2A, pp. 106-108 Wkbk: 2A. pp. 77-80 Reteach 2A, pp87-90 5-minute Warm Up: pp. 103 Problem of the Lesson: pp. 104 Hands-On Activity: Use paper

strips to use as bar models and show taking away sets to substract

2 days 4.3: Comparing Two Sets

-Model addition and subtraction as comparing sets. -Apply the inverse operations of addition and subtraction.

CCSS: 2.NBT.B.5 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 2.MD.B.5 MP: MP.2

TE-2A: pp. 109-114A Day 1 Student Bk: 2A, pp. 109-112

www.studyisland.com

Day 1:

5-minute Warm Up: pp. 109 Problem of the Lesson: pp. 110 Hands-On Activity: Work with

a partner using bar model to compare sets involving addition or subtraction.





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MP.4 MP.6

Day 2 Student Bk: 2A, pp. 112-114 Wkbk: 2A. pp. 81-84 Reteach 2A, pp. 91-94

Day 2: Show real-world problem with

bar models Guided Practice pp. 81-84

4.4: Real-World Problems: Two-Step Problem

- Use bar models to solve the two-step addition and subtraction problems. -Apply the inverse operations of addition and subtraction

CCSS: 2.OA.A.1 2.NBT.B.5 2.NBT.B.6 2.NBT.B.7 2.NBT.B.9 2.MD.B.5 MP: MP.1 MP.2 MP.3 MP.4 MP.6

TE-2A: pp. 115-121C WKBK-2A: pp. 122-123 ExtraP-4A: pp. 103-108 Basic: Reteach-4A: pp. 159-164

www.studyisland.com

5-minute Warm Up: pp. 115 Hands – On Activity: Draw bar

models to show how to solve a two-step problem, one step at a time.

Problem of the Lesson: pp. 116


Review: Using Bar Models: Addition and Subtraction

CCSS: 4.NF.B.3b 4.NF.B.4a MP: MP.1-8

TE-2A: pp. 122-123A A-2: pp. 19-24

www.studyisland.com http://www.ixl.com/math/grade-2/multiplication-sentences

Chapter Wrap Up: pp. 95-98

Chapter Test: Using Bar Models: Addition and Subtraction


Using Bar Models: Addition and Subtraction






http://www.ixl.com/math/grade-2/multiplication-sentences





16




CCSS.Math.Content.2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

CCSS.Math.Content.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.


CCSS.Math.Content.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties

of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting

three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or

decompose tens or hundreds.


CCSS.Math.Content.2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units,

e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

http://www.corestandards.org/Math/Content/2/OA/A/1






17

Chapter 5: Multiplication and Division



How do mathematical operations relate to each other? How do I know which mathematical operations (+, -, x) to use?

The relationships among the operations and their properties promote computational fluency.

Real world situations can be represented symbolically and graphically. Unknowns can be solved by recognizing related facts.



Math in Focus

OTHER (e.g., tech)


Multiplication and Division

Understand the concept of multiplication as repeated addition and division as grouping or sharing.

CCSS:

TE-2A: pp. 124-126

Quick Check: pp. 124-126 Pre-Test: Multiplication and Division- Assessment pp. 25-26

2 days 5.1: How to Multiply

- Use equal groups and repeated addition to multiply - Make multiplication stories about pictures -Make multiplication sentences.

CCSS: 2.OA.C.3 2.OA.C.4 MP: MP.3 MP.4 MP.6 MP.7 MP.8

TE-2A: pp. 127-129 Day 1 Student Bk: 2A pp. 127-128 WkBk:2A, pp. 107-108 Day 2 Student Bk: 2A, pp. 130-133

http://www.ixl.com/math/grade-2/multiplication-sentences http://www.ixl.com/math/grade-2/divisors-and-quotients-up-to-5

5-minute Warm Up: pp. 127 Problem of the Lesson: pp. 128 Hands-On Activity: Use

different objects to make multiplication sentences (e.g. colored-connecting cubes)






http://www.ixl.com/math/grade-2/divisors-and-quotients-up-to-5






18

Wkbk: 2A. pp. 109-110 Reteach 2A, pp. 55-58

2 days 5.2: How to divide

-Divide to share equally. -Divide by repeated subtraction of equal groups.

CCSS: 2.OA.C.3 2.OA.C.4 MP: MP.1 MP.5 MP.6 MP.7 MP.8

TE-2A: pp. 134-138 Day 1 Student Bk: 2A pp. 134-141 Day 2 Student Bk: 2A, pp. 139-141 Wkbk: 2A. pp. 111-114 Reteach 2A, pp. 105-110


5-minute Warm Up: pp. 134 Problem of the Lesson: pp. 135 Hands-On Activity: Place

children in groups of 4 to 6. Each group gets 24 objects. Ask students to divide the objects into equal groups.

1 day 5.3: Real-World Problems: Multiplication and Division

-Solve multiplication word problems. -Solve division word problems.

CCSS: 2.OA.C.3 2.OA.C.4 MP: MP.1 MP.2 MP.3 MP.4 MP.6 MP.7



5-minute Warm Up: pp. 142 Problem of the Lesson: pp. 143 Assessment: Let’s Practice pp.

145 Practice and Apply 115-118























19


Review: Multiplication and division using repeated addition and subtraction.

CCSS: MP: MP.1-8

TE-2A: pp. 148 2A: pp. 148

Student Bk 2A: pp. 148

Chapter Wrap Up: pp. 148 Chapter Test: Multiplication and Division


Multiplication and Division





CCSS.Math.Content.2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or

counting them by 2s; write an equation to express an even number as a sum of two equal addends.

CCSS.Math.Content.2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5

columns; write an equation to express the total as a sum of equal addends.

http://www.corestandards.org/Math/Content/2/OA/C/3


20

Chapter 6: Multiplication Tables of 2, 5, 10





Math in Focus

OTHER (e.g., tech)

1 day Pre-Test

-Multiply and divide with tables of 2,3,4,5 and 10 using models and known multiplication facts

CCSS: 2.OA.C.3 2.OA.C.4

TE-2A: pp. 149-151

Pre-Test: Chapter Test: Multiplication Tables 2,5 and 10 pp. 32-34

1 day 6.1: Multiplying 2: Skip-counting

-Skip-count by 2s -Solve multiplication word problems

CCSS: MP: MP.2 MP.3 MP.4 MP.5 MP.7 MP.8

TE-2A: pp. 153-155


5-minute Warm Up: pp. 153 Problem of the Lesson: pp. 154 Problem of the Lesson: pp. 67 Hands-On Activity: Model

skip-counting by 2s. Children can stand in a circle and count their feet to skip-count by 2s.












21

2days

6.2: Multiplying 2: Using Dot Paper

Day 1: -Use dot paper to multiply by 2 -Use known multiplication facts to find new multiplication facts -Identify related multiplication facts. -Solve multiplication word problems

CCSS: MP: MP.2 MP.3 MP.4 MP.5 MP.7 MP.8


http://www.ixl.com/math/grade-2/divisors-and-quotients-up-to-5 www.studyisland.com

5-minute Warm Up: pp. 156 Problem of the Lesson: pp. 156 Hands-On Activity: Use dot

paper that has two dots on each row to multiply by 2s.

Practice: pp. 129 - 132

1 day

6.3: Multiplying 5: Skip-counting

-Skip-count by 5s -Solve multiplication word problems

CCSS: MP: MP.1 MP.2 MP.3 MP.4 MP.6 MP.7 MP.8

TE-2A: pp. 162-167A Student Bk: 2A pp. 162-167 WkBk: 2A, pp. 133-136

http://www.ixl.com/math/grade-2/divisors-and-quotients-up-to-5 www.studyisland.com https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/common/mega_math_9780547585062_/megamathcd3/cm/launch.html?strActivityName=g13_3_3_K&strAssignID=1

5-minute Warm Up: pp. 162 Problem of the Lesson: pp. 163 Hands-On Activity: Coin and

Number Cube Game Practice and Apply: pp. 133-

136

















https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/common/mega_math_9780547585062_/megamathcd3/cm/launch.html?strActivityName=g13_3_3_K&strAssignID=1













22

2 days

2days

6.4: Multiplying 5: Using Dot Paper 5: Multiplying 10: Skip-counting and Using Dot Paper

-Use dot paper to multiply by 5 -Use known multiplication facts to find new multiplication facts. Identify related multiplication facts. Solve multiplication word problems. -Skip-counting and use dot paper to multiply by 10. - Use known multiplication facts to find new multiplication facts. -Identify related multiplication facts. -Solve multiplication word problems

CCCS: CCSS: 2.OA.C.3 2.OA.C.4 MP: MP.1 MP.2 MP.3 MP.4 MP.6 MP.7

TE-2A: pp. 168-172A Day 1 Student Bk: 2A pp. 168-170 Day 2 Student Bk: 2A, pp. 171-172 Wkbk: 2A. pp. 137-140 Reteach: 2A, pp. 127-130 TE-2A: pp. 173-175 Day 1 Student Bk: 2A pp. 173-175 Day 2 Student Bk: 2A, pp. 176-178 Wkbk: 2A. pp. 141-144 Reteach: 2A, pp. 131-134


5-minute Warm Up: pp. 168 Problem of the Lesson: pp. 169 Math Journal Hands-On Activity: Spin and

Multiply Practice: pp. 137-140 5-minute Warm Up: pp. 173 Problem of the Lesson: pp. 174 Math Journal Hands-On Activity: Spin and

Multiply Practice: pp. 141-144














23

1 day 6.6: Divide Using Related Multiplication Facts

- Use related multiplication facts to find related division facts. -Write a multiplication sentence and a related division sentence. -Solve division word problems.

CCSS: 2.OA.C.3 2.OA.C.4 MP: MP.1 MP.2 MP.3 MP.4 MP.6 MP.7

TE-2A: pp. 179 -185 Student Bk: 2A pp. 179-185 WkBk: 2A, pp. 145-150 Reteach: 2A pp. 135-138

http://www.ixl.com/math/grade-2/divisors-and-quotients-up-to-5 www.studyisland.com

5-minute Warm Up: pp. 179 Problem of the Lesson: pp. 180 Math Journal Practice: pp. 145-148


Review: Multiplication and division using repeated addition and subtraction.

CCSS: MP: MP.1-8

TE-2A: pp. 187-188 2A: pp. 148

Student Bk 2A: pp. 187-188

Chapter Wrap Up: pp. 148 Chapter Test: Assessment 2- Multiplication Tables of 2, 5, and 10









24


Multiplication Tables of 2,5, and 10





CCSS.Math.Content.2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.



25

Benchmark 1: Cumulative Review of Chapters 1-6




Math in Focus

OTHER (e.g., tech)

2 days Cumulative Review: Chapters 1-6

CCSS:

TE-2A: pp.

Assessment: Benchmark 1: Chapters 1-6

TE-2A: Assessment pp. 38-43







CCSS.Math.Content.2.NBT.A.1a 100 can be thought of as a bundle of ten tens — called a “hundred.”






26

CCSS.Math.Content.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

CCSS.Math.Content.2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects

or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

CCSS.Math.Content.2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5

columns; write an equation to express the total as a sum of equal addends.




27

Chapter 7: Metric Measurement of Length



Why do I measure? How can we use one measuring tool to determine how much

longer one object is than another?

Measurement describes the attributes of objects and events. When measuring two objects with the same measuring tool, you can subtract the

lengths to find out how much longer one is than the other.



Math in Focus

OTHER (e.g., tech)

1day Recall Prior Knowledge:

Review

-Measure and compare length in meters and centimeters. Add and subtract length with the help of bar models.

CCSS:

TE-2A: pp. 189-191

Quick Check: pp. 189-191 (review) Pre-Test: Chapter Test: Metric Measurement of Length pp. 46-47

1 days 7.1: Measuring in Meters

-Use a meter stick to estimate and measure length

CCSS: 2.MD.A.1 2.MD.A.3 MP:

TE-2A: pp. 192-195 Student Bk: 2A pp. 192-195 WkBk: 2A, pp. 165-168 Reteach: 2A pp. 139-142

www.studyisland.com http://www.ixl.com/math/grade-2/which-metric-unit-of-length-is-appropriate

5-minute Warm Up: pp. 192 Problem of the Lesson: pp. 193 Hands-On Activity: Guess and

measure the lengths of objects in the classroom using a meter stick.

Assessment: Let’s Practice pp. 165-168



http://www.ixl.com/math/grade-2/which-metric-unit-of-length-is-appropriate






28

1 days 7.2: Comparing Lengths in Meters

-Compare lengths. -find the difference in lengths of objects

CCSS: 2.MD.A.4 MP:

TE-2A pp. 196-199 Student Bk: 2A pp. 196-200 WkBk: 2A, pp. 169-170 Reteach: 2A pp. 143-144


5-minute Warm Up: pp. 196 Problem of the Lesson: pp. 197 Hands-On Activity: Compare

Lengths of Objects in the Classroom with a Meterstick

Assessment: Practice pp. 169-170

2 days 7.3: Measuring in Centimeters

-Use a centimeter ruler to measure length -Draw a line of given length

CCSS: 2.MD.A.1 2.MD.A.3 MP:

TE-2A: pp. 201-210 Day 1 Student Bk: 2A pp. 201-206 Day 2 Student Bk: 2A, pp. 207-210 Wkbk: 2A. pp. 171-174 Reteach: 2A, pp. 145-150

https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/common/mega_math_9780547585062_/megamathcd5/cm/launch.html?strActivityName=g36_2_3_H&strAssignID=1 www.studyisland.com

5-minute Warm Up: pp. 201 Problem of the Lesson: pp. 202 Hands-On Activity: Have

students measure precut lengths of strips of paper


Practice and Apply: 2A pp.171 -174

1 day 7.4: Comparing Lengths in Centimeters

-Use a centimeter ruler to measure and compare lengths of objects -Find the difference in centimeters in lengths of objects

CCSS: 2.MD.A.1 2.MD.A.4 MP: MP.5

TE-2A: pp. 211-215 Student Bk: 2A pp. 211-215

https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/common/mega_ma

5-minute Warm Up: pp. 211 Problem of the Lesson: pp. 212 Hands-On Activity: Compare

Lengths of Objects in Centimeters








https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/common/mega_math_9780547585062_/megamathcd5/cm/launch.html?strActivityName=g36_2_3_H&strAssignID=1














https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/common/mega_math_97805.47585062_/megamathcd5/cm/launch.html?strActivityName=g36_2_3_H&strAssignID=1






29

WkBk: 2A, pp. 175-178 Reteach: 2A pp. 151-

152

th_97805.47585062_/megamathcd5/cm/launch.html?strActivityName=g36_2_3_H&strAssignID=1

214-215 Practice and Apply: 2A pp.175-178

1 day 7.5: Real-world Problems: Metric Length

-Solve one-step and two-step problems involving length -Draw models to solve real-world problems

CCSS: MP: MP.1 MP.4


220 Practice and Apply: 2A

pp.179-182

2 days Chapter Wrap Up Assessment

- Review metric measurement of length

CCCS: 4.MD.C.5a 4.MD.C.5b 4.MD.C.6 4.MD.C.7 4.G.A.1

TE-4B: pp. 102-104 A-4B: pp. 72-75

Chapter Wrap Up: pp. 222-223 Chapter Test: Metric

Measurement of Length pp. 48-53


Metric Measurement of Length





30

CCSS.Math.Content.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

CCSS.Math.Content.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to

the size of the unit chosen.

CCSS.Math.Content.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.

CCSS.Math.Content.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

CCSS.Math.Content.2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

CCSS.Math.Content.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and

represent whole-number sums and differences within 100 on a number line diagram.

http://www.corestandards.org/Math/Content/2/MD/A/1






31

32

Chapter 8: Mass- OMIT





Math in Focus

OTHER (e.g., tech)

Not a common core standard for second

grade.

Mass can be taught at the end of the year if

time allows.

Chapter 9: Volume - OMIT


ESENTIAL QUESTIONS ENDURING UNDERSTANDINGS



Math in Focus

OTHER (e.g., tech)

Not a common core standard for second

grade.

Volume can be done at the end of the year if

time allows.

33

Chapter 10: Mental Math and Estimation



How do operations relate to each other? How do numbers relate to each other?

Grouping (unitizing) is a way to count, measure, and estimate.



Math in Focus

OTHER (e.g., tech)


Review

-Develop mental math strategies using number bonds to add and subtract two and three-digit numbers with and without regrouping. -Round numbers to estimate sums and differences and check for reasonableness of answers.

CCSS:

TE-2A: pp. 189-191

Quick Check: pp. 5 (review) Pre-Test: Chapter Test: Mental Math and Estimation pp. 83-84

1 days 10.1: Meaning of Sum

-Relate ‘sum’ to the addition operation For example: Write: 12 + 25 = ? Have students write in vertical form and solve. Explain that sum refers to the addition of two or more numbers. 12 +25 37

CCSS: 2.OA.A.1 2.NBT.A.5 2.NBT.A.6 2.NBT.A.7 2.NBT.A.9 MP: MP.2 MP.4

TE-2B: pp. 6-7 Student Bk: 2B pp. 6-7 WkBk: 2B pp. 1-2 Reteach: 2B pp. 1-2

www.studyisland.com https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/common/mega_math_9780547585062_/megamathcd3/cm/launch.html?strActivityName=g13_3_1_K&strAssignID=1


1-2













34

2 days 10.2: Mental Addition

-Add numbers with up to 3-digits mentally with and without regrouping

CCSS: 2.OA.A.2 2.NBT.A.5 2.NBT.A.6 2.NBT.A.7 2.NBT.A.8 2.NBT.A.9 MP: MP.1 MP.2 MP.3 MP.5 MP.6 MP.7

TE-2B: pp. 8-11 Day 1 Student Bk: 2B pp. 8-11 Day 2 Student Bk: 2B, pp. 12-16 Wkbk: 2B. pp. 3-6 Reteach: 2B, pp. 3-10

www.studyisland.com


5-minute Warm Up: pp. 8 Problem of the Lesson: pp. 9 Game: Add Mentally! To

reinforce the add 10 then subtract the exact ones strategy in mental addition.

1 days 10.3 Meaning of Difference

-Relate ‘difference’ to the subtraction operation. For example: Write: 45 - 23 = ? Have students write in vertical form and solve. Explain that the difference between two numbers is found by subtracting the number that is less from the greater number. 45 -23 22

CCSS: 2.OA.A.1 2.NBT.A.5 2.NBT.A.6 2.NBT.A.7 2.NBT.A.8 2.NBT.A.9 MP: MP.4


http://www.ixl.com/math/kindergarten/subtraction-sentences-numbers-up-to-10

www.studyisland.com

5-minute Warm Up: pp. 17 Problem of the Lesson: pp. 17 Assessment: Practice and

Apply pp. 7-10

2 days 10.4 Mental subtraction

-Subtract up to 3-digit numbers mentally with and without regrouping.

CCSS: 2.OA.A.1 2.NBT.A.5 2.NBT.A.6 2.NBT.A.7

TE-2B: pp. 20-27 Day 1 Student Bk:

https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/common/mega_mat

5-minute Warm Up: pp. 20 Problem of the Lesson: pp. 20 Hands-On Activity: Guided

Practice

























35

2.NBT.A.8 2.NBT.A.9 MP: MP.3 MP.4 MP.7 MP.8

2B pp. 20-23 Day 2 Student Bk: 2B, pp. 24-27 Wkbk: 2B. pp. 11-14 Reteach: 2B, pp. 13-20

h_97805.47585062_/megamathcd5/cm/launch.html?strActivityName=g36_2_3_H&strAssignID=1


Math Journal

2 days 10.5: Rounding Numbers to Estimate

-Use a number line to round numbers to the nearest ten. -Use rounding to estimate sums and differences. -Estimate to check reasonableness of answers

CCSS: 2.NBT.A.5 2.NBT.A.6 2.NBT.A.9 MP: MP.1 MP.2 MP.6 MP.7

TE-2B: pp. 28-37 Day 1 Student Bk: 2B pp. 28-33 Day 2 Student Bk: 2B, pp. 34-38 Wkbk: 2B. pp. 15-20 Reteach: 2B, pp. 21-28


www.studyisland.com

5-minute Warm Up: pp. 28 Problem of the Lesson: pp. 29 Explore: Identifying Numbers

that Round to a Specific Ten Practice and Apply: pp. 15-20 Math Journal

2 days Chapter Wrap Up Problem Solving Assessment

-Review and Apply CCCS: 2.OA.A.1 2.NBT.A.5 2.NBT.A.6 2.NBT.A.7 2.NBT.A.8 2.NBT.A.9

TE-2B: pp. 40-41 A-2: pp. 85-85

Chapter Wrap Up: pp. 40-41 Chapter Review/Test: Wkbk:

pp. 85-87 Chapter Test: Mental Math and

estimation














36


Mental Math and Estimation





CCSS.Math.Content.2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

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

CCSS.Math.Content.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and

subtraction.


CCSS.Math.Content.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship

between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and

tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

CCSS.Math.Content.2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.


http://www.corestandards.org/Math/Content/2/OA/A/1

http://www.corestandards.org/Math/Content/2/OA/B/2






37

Chapter 11: Money



What properties can be measured (length, height, volume, width, area, weight, time, money and temperature)?

What are the denominations of money and how are they used to obtain goods and services?

Measurement is a way to describe and compare objects or ideas. A specific process is used to measure attributes.

Money is identified by various denominations.



Math in Focus

OTHER (e.g., tech)


Review

-Show and count money amounts in bills and coins. Solve real-world problems involving addition and subtraction of money amounts.

CCSS: 2.MD.C.8

TE-2B: pp. 43-45

Recall Prior Knowledge : pp. 43 (review) Pre-Test: Chapter Test: Money pp. 88-89

3 days 10.1: Coins and Bills

--Recognize $1, $5, $10, and $20 bills. -Show and count money using coins and bills to $20. -Write money amounts using $ and ¢. -Write dollars as cents, and cents as dollars.

CCSS: 2.MD.C.8 MP: MP.3 MP.5 MP.6 MP.7 MP.8

TE-2B: pp. 46-61 Day 1 Student Bk: 2B pp. 46-51 Day 2 Student Bk: 2B, pp. 52-58 Day 3 Student Bk: 2B, pp. 59-61

www.studyisland.com http://www.ixl.com/math/grade-2/equivalent-amounts-of-money-up-to-1-dollar

5-minute Warm Up: pp. 46 Problem of the Lesson: pp. 47 Hands-On Activity: Students

practice counting money and writing money amounts in dollars and cents.

Practice and Apply pp. 23-34



http://www.ixl.com/math/grade-2/equivalent-amounts-of-money-up-to-1-dollar






38

Wkbk: 2B. pp. 23-34 Reteach: 2B, pp. 29-40

1 days 11.2: Comparing Amounts of Money

-Compare amounts of money using tables. For Example:

Dollars Cents 45 34

Dollars Cents

32 87 Compare the two amounts. Point out the dollars first. The larger amount is the one with the greater value. Explain that there is no need to compare the cents because one of the dollar values is already greater than the other. Repeat for amounts where the dollar values are the same, then compare the cents to find the greater amount.

CCSS: 2.MD.C.8 MP: MP.5 MP.7 MP.8


www.studyisland.com

http://www.ixl.com/math/grade-2/which-picture-shows-more-up-to-5-dollars

5-minute Warm Up: pp. 62 Problem of the Lesson: pp. 63 Practice pp. 35-38

1 days 11.3 Real-World Problems: Money

--Use bar models to solve real-world problems involving addition and subtraction of money.l

CCSS: 2.MD.C.8 MP: MP.4


http://www.ixl.com/math/grade-2/add-and-subtract-money-word-problems-up-to-1-dollar

www.studyisland.com

5-minute Warm Up: pp. 66 Problem of the Lesson: pp. 67 Assessment: Practice and

Apply pp. 69-70
















39

2 days Chapter Wrap-up Assessment

-Review and Practice

CCSS: 2.MD.C.8 MP: MP.1 MP.2 MP.4

TE-2B: pp. 71-72

Chapter Wrap Up: pp. 71-72 Chapter Review/Test: Wkbk:

pp. 43-44 Chapter Test: Money


Mental Math and Estimation





CCSS.Math.Content.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes

and 3 pennies, how many cents do you have?

http://www.corestandards.org/Math/Content/2/MD/C/8

40

Chapter 12: Fractions

Total Number of Days: 4.5 Grade/Course: 2


How do we show an equal part of something? How are numbers used to show fractions?

Parts of a whole can be represented as fractions



Math in Focus

OTHER (e.g., tech)


Review Fractions

1. Fractions can be used to describe are related to a whole

CCSS: 2.G.2 2.G.3

TE-2B: Pp73a-74

Technology : www.thinkcentral.com

Student Book 2B pp. 73-74 Pre-Test: Chapter 12 Test Prep

Assessment Bk. 95-96

1 day

Lesson 1 Understanding Fractions

-Identify whether a shape is divided into equal fractional parts. - Read, write and identify unit fractions for halves , thirds, and fourths. -show fractions as a whole using model drawings.

CCSS: 2.G.2 2.G.3 MP: MP.2 MP 3 MP4 MP5 MP6 MP8

TE-2B: pp. 75-82B Student Bk: 2B, pp. 75-82 Wkbk:2B pp. 45-50 Reteach 2B, pp. 49-52 Extra Practice 2B, pp.37-40

www.thinkcentral.com

5-minute Warm Up: p.75 TE Hands-On Activity: p. 77 Cut

out Three Rectangles to show Equal Parts of a Whole

P. 80 Use connecting cubes to draw models to show equal parts of a whole

http://www.thinkcentral.com/




41

1 day

Lesson 2 Comparing Fractions

Compare two or more unit fractions using models of the same size. Order two or more unit fractions with or without the use of models of the same size.

CCSS: 2.G.2 2G.3 MP: MP.2 MP3 MP4 MP5 MP6 MP7 MP8

TE-2B pp. 83-89 Student Bk: 2B pp.83-89 Wkbk: 2B pp. 51-52 Reteach 2B, pp. 49-52 Extra Practice 2B pp. 37-40

http://www.ixl.com/math/grade-2/comparing-numbers-up-to-100 www.thinkcentral.com

5-minute Warm Up: TE p. 83 .Problem of the Lesson: p. 83 Hands-On Activity: Use p. 87

Use paper strips to compare and order fractions.

Assessment: Student bk B p. 89

1 day

Lesson 3 Adding and Subtracting Like Fractions

-identify fractions that name more than one equal part of a whole. -Use models to add and subtract fractions. -Add or subtract like fractions

CCSS: 2. G.2 2.G.3 MP: MP.1 MP.2 MP.4 MP.5 MP.8

TE-2B: pp. 90-97 Student Bk: 2B, pp. 90-97 Wkbk: 2B. pp. 53-57 Reteach 2B pp. 55-58 Extra Practice 2B, pp.43-46

www.mathplayground.com

5-minute Warm Up: pp. 90 Hands-On Activity: Use fix and

win game pp. 94-95 SB b. Problem of the Lesson: pp. 91 Assessment: Put on Your

Thinking Cap B p. 58

1.5 day

Chapter Wrap-Up Assessment

- Thinking skills comparing , sequencing, analizing parts and whole.

- Problem solving

CCSS: 2.G.2 2G.3

TE-2B: pp. 98-99e Student Bk: 2B, pp. 98-

www.Mathplayground.com

Chapter Wrap Up St. Bk 2B pp. 98-99









http://www.mathplayground.com/




42

strategies “Act it out, and use a diagram.”

MP: MP.1 MP.2 MP.3 MP4 MP5 MP.6 MP.8

99 Wkbk: 2B. pp. 59-62 Enrichment 2B pp. 17-23 Extra Practice 2B, p.47


Review that fractions can be used to describe how equal parts are related to the whole

TE-2B p. 99b A97-100

Chapter Test: Fractions Assessment pp. 97-100


Fractions








43




TE = Teacher’s Edition A-2 = Assessment Book Grade 2

Chapter 17: Picture Graphs



What is a picture graph?

A picture graph uses pictures or symbols to show data.



Math in Focus

OTHER (e.g., tech)

1 day Pre-Test Recall Prior Knowledge of interpreting graphs

-Tally marks Definitions (Most, least, fewest, key, symbol)

CCSS: MD

TE-2B: pp. 220-223


Pre-Test Student book 2B pp. 220-223

1 day 17.1 Reading Picture Graphs with Scales

-Read, analyze and interpret picture graphs. -Complete picture graphs

CCSS:

TE-2B: pp. 224-231 Wkbk 2B: Pp. 179-182 Reteach 2B P 125-130

www.thinkcentral.com http://www.softschools.com/math/data_analysis/pictograph/games/

5-minute Warm Up: pg 224 Guided practice pp. 227-230 Interactive Starboard game





http://www.softschools.com/math/data_analysis/pictograph/games/





44

1days

17.2 Making Picture Graphs

-Make picture graphs -Read and interpret picture graphs

CCSS:

TE-2B: pp. 232-237 Wkbk 2B: Pp 183-190


5-minute Warm Up: pp. 232 Problem of the Lesson: pp. 233 Hands-On Activity: pg. 235-

236 Recording Data on a Picture Graph and Analyzing It

1 day

17.3 Real World Problems: Picture Graphs

-Solve real world problems using picture graphs

CCSS: MP:

TE-2A: pp. 238-242 Wkbk: pg. 191-194 Reteach 2B: Pp 137-140

http://www.softschools.com/math/data_analysis/pictograph/games/ http://classroom.jc-schools.net/basic/math-graph.html

5-minute Warm Up: pp. 238 Problem of the Lesson: pp. 239 Interactive Starboard game

1 days

17 Extension: Put On Your Thinking Cap!

-Classifying -Comparing -Deduction -Identifying patterns and relationships

CCCS:

TE-2A: pp. 243-244 Wkbk: 2B 195-196 Enrichment 2B: Pp 55-56


Critical Thinking Activity pp.

243-244








http://classroom.jc-schools.net/basic/math-graph.html







45

1 day 17 Chapter Wrap Up

-Read, analyze and interpret picture graphs -Make picture graphs -Read and interpret picture graphs -Solve real world problems using picture graphs

CCSS:

TE-2A: pp. 245-247 WkBk: 2B, pp. 197-200


Chapter Wrap Up page 197-

200

1 day 17 Chapter Assessment

-Read, analyze and interpret picture graphs -Make picture graphs -Read and interpret picture graphs -Solve real world problems using picture graphs

CCSS:

Assessment pg. 138-142


Chapter Test: Assessment


Interpreting graphs





CCSS.Math.Content.2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

(change) CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.







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