- • ._ -- -- -- -- -- -- ---- -- -- -- - - -- - - -
for our FUTURE
Second Grade Math Pacing Guide
2014-2015
Accessing Resources
Investigations Worksheet PDFs Instruction Portal 1) Go to Pearsonsuccessnet.com 1) Go to albany.k12.or.us
2) Enter your username and password. 2) Click on Departments and Services on the left menu
If it is your first time logging in: Scroll down on the log-in screen and 3) Click on Curriculum and Instruction on the top menu
click on Register. See separate handout or ask a math 4) Click on Instruction Portal
leader/administrator if you need assistance with registering and adding 5) Username: gapsteacher Password: To get the password, talk to your
your materials the first time. building’s math leader. 3) Click on the student edition/student activity workbook.
4) Print the worksheets you need
Investigations Common Core additional lessons There are additional lessons and additional teaching notes to better
satisfy all common core state standards. These lessons, teaching notes,
and worksheets are in the book our district purchased last year titled
Investigations and the Common Core State Standards.
Balanced Math – The pacing guide represents the minimum set of
skills needed for students to meet the assessment required to receive a
diploma. Therefore, it is important to stay as close to the timing in the pacing
guide as possible. If you get to the end of a unit’s allotted time and your students have not mastered all of the skills yet, those skills become a part of
the Review section of your lesson and the Conceptual Lesson section moves
with the pacing guide. This enables your students to reach mastery without Acquiring and Maintaining Skills – Throughout the year,
students need to review their addition and subtraction skills to maintain slowing the pace of instruction. fluency with their facts. Some resources are listed below.
Kim Sutton Balanced Math Instruction Distribution
10-Block to maintain fluency skills. Each building has a 10-Block Example:
60 minute lesson binder.
15 minutes Review Review Number Corner 5 minutes Mental Math 25-30% Monthly activities in Number corner can support classroom instruction. 40 minutes Conceptual
Throughout the year this program has a spiral affect of the concepts of Conceptual
Lesson
time, money, and place value. The calendar patterns each month Lesson
challenge students through predictions. Problem solving, 65-70%
communication, and reasoning are also emphasized each month.
Computation fluency is emphasized heavily between September and Mental Math January. Addition and subtraction strategies are listed in the teacher’s 5-7% addition on pages 145 & 155. Those are then reinforced in math
tasks the remainder of the year.
The Base Ten Banks for addition and subtraction are used from January
until the end of the school year for double digit computation practice.
Page 2 Grade 2 Math 2013-14 Created: June 2013
2nd
Grade Key Concepts and Corresponding Activities
Key Concept Activity Place Value
Students need to understand that the location of a digit determines its nd
value (working with 3-digit numbers in 2 grade).
Students also need to represent each group of 10 with a digit in the
next highest position.
Sticker Station (activities)
Introduced in Unit 3 Investigation 4.4 (pg. 187)*
Continued in Unit 3: 4.5
Unit 6: 1.1, 1.2, 1.3, 2.4, 5A.2, 5A.3, 5A.4, 5A.5
Unit 8: 4.4, 5A.1, 5A.2, 5A.3, 5A.4,
*Teacher note on pg. 231 of Unit 3
Addition and Subtraction
Students build their understanding of addition as putting together
and subtraction as removal, comparison, or a missing addend to
identify efficient strategies to solve story problems.
Students need to build number flexibility to decompose numbers to
facilitate addition and subtraction strategies.
Problem Solving
Introduce in Unit 1 Investigation 2.1 (pg. 63)
Continued in Units: 3, 6, 8 and 9
Resource pages in Student Math Handbook pg. 62-66 (+) and 77-75 (-)
ndExpectation is that every 2 grade student will do problem #3 from the
“More Story Problems Challenges” Resource Master 23 from Unit 8 as
a problem solving activity toward the end of the year. It can also be
seen in the margin on pg. 100 of Unit 8 Teachers Edition.
Skip Counting
Students need to relate skip counting to repeated addition.
Students need to be able to skip count by 2s, 5s, 10s, and 100s.
Number Line Petite (Kim Sutton) and Skip Counting Strips (Inv.)
Kim Sutton Activity from Number Line Workbook pg. 29-34
Introduce in Unit 3 Investigation 3.3 (pg. 137 when counting legs 2s)
Continued in Unit 3: 3.4 (fingers 5s and 10s), 3.6, 3.7
Continued in Unit 5: 2.2, 2.4 Unit 6: 4.2 (skip counting strips), 4.3
Bold lessons indicate a discussion or new level of rigor introduced
The above concepts are the key ideas for second grade that students will build on for the years to come. The students need to be familiar with the
three activities so, next year the third grade teachers can use these activities before they start instruction that builds on these concepts. This will
allow third grade teachers to hear from the students as to what they remember from second grade. It will also remind the students what they learned
so they can connect the new learning to what they already know.
Standards 2.AO.2 – Add and subtract using mental strategies, 2.MD.7 – tell and write time to the nearest five minute, and 2.MD.8 – Solve
word problems involving money need to be taught on a regular basis to build conceptual understanding. This can be achieved through Number
Corner, your calendar time, and/or through Classroom Routines in Investigations.
Page 3 Grade 2 Math 2013-14 Created: June 2013
Unit: 1 “Counting, Coins, and Combinations” nd thTime: 6 weeks September 2 to October 9
Standards to Mastery Standards for which this unit builds foundational skills
None for this unit 2.OA.1 2.MD.6
2.OA.2 2.MD.7
2.NBT.3 2.MD.8
Mathematical Practice Standards to Emphasize
Big Ideas
Addition is used to represent when things are coming together and
subtraction is used to represent when things are being taken away or
compared.
The number line has the whole numbers equally spaced and can be used
to find sums (counting on) and differences (distance between).
Coins all have different values and can build understanding for skip
counting and regrouping.
Essential Questions
How can we represent situations where things are coming together or
being taken away?
How can the number line be a helpful tool?
How are coins related to math?
Concepts
Many different expressions can be equivalent to the same thing.
Different coins are worth different amounts.
Addition represents situations where things are being put together or
growing.
Subtraction represents situations where things are being taken away or
compared.
Understand inequalities on the number line.
Understand the relationship between the number line and the hundreds
chart.
Skills
Read times on the hour on both digital and analog clocks
Create equivalent expressions
Represent numbers on the number line
Solve one step story problems with addition or subtraction of two, two-
digit numbers using strategies (place value, properties of operations,
counting all, counting on, decomposing numbers, counting back,
counting up, taking away a number in chunks) and models (number
lines, cubes, pictures, and fingers)
Double numbers using arrays and addition
Identify a penny and know it is worth 1¢
Identify a nickel and know it is worth 5¢
Identify a dime and know it is worth 10¢
Identify a quarter and know it is worth 25¢
Count up to 60 objects
Find combinations that make 10
Locate numbers on the hundreds chart
Page 4 Grade 2 Math 2013-14 Created: June 2013
Resources Standards Expectation by
end of Unit
Vocabulary
Investigations:
Unit 1 Counting, Coins, and
Combinations
Kim Sutton:
Drills to Thrill Addition Strategies (0,1,2) pg.52-61
Doubles and Doubles +1 pg.62-69
Addition Strategies (9,10) pg.70-76
Making Tens pg.80-81
Before and After pg.32-41
Dynamic Dice
First Sum Wins pg.14-15
Rolling dice Game pg.24-29
Rolling your Facts pg.60-69
Cover Up pg.88-89
The Powerful Numbers 0-100
Order Up pg.16-17
What Comes Before + After pg.18-
23
Math Focus Activities
2.OA.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.
(See Table 1. in appendix)
Introduce one
step word
problems.
Digit
Order
Whole numbers
ones and tens
addition
subtraction
differences
sum
penny
quarter
nickel
dime
coin
value
money
cent sign ¢
analog
digital
minute
hour
solve
compare
equations
2.OA.2. Fluently add and subtract within 20 using mental
strategies. By end of Grade 2, know from memory all sums of two
one-digit numbers. (See standard 1.OA.6 for a list of mental
strategies.)
Adding to 10.
2.NBT.3. Read and write numbers to 1000 using base-ten
numerals, number names, and expanded form.
Read and write
numbers to 100.
2.MD.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.
Locate numbers
on the number
line
2.MD.7. Tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.
Introduce telling
time to the hour.
2.MD.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?
Identify names of
all coins and their
values.
Coin Mat pg.27 2.AO.2 – Mental strategies to add and subtract Taught all year addend
Spinning Coins pg. pg.32 – 33 2.MD.7 – time Reference page 3 equal
10- Block
ndDistrict “S” Drive – GAPS 2
Grade Math Folder
2.MD.8 –money number line
o'clock
put together
take apart
counting on
adding to
taking from
Bold words are
student words
Page 5 Grade 2 Math 2013-14 Created: June 2013
Unit 2: Geometry “Shapes, Blocks, and Symmetry” th th
Time: 4 weeks October 13 to November 7Standards to Mastery
2.G.2 Standards for which this unit builds foundational skills
2.G.1
2.OA.2
2.OA.4
2.MD.7
Mathematical Practice Standards to Emphasize
Big Ideas
A shape is defined by its attributes.
Same-size squares can be used to find the area of two-dimensional
shapes.
Two-dimensional shapes are flat while three-dimensional shapes take up
space (are solid).
Essential Questions
How are shapes named and described?
How are 2D shapes measured?
How are two-dimensional and three-dimensional shapes different?
Concepts
A 2D shape is flat and has area while a 3D shape takes up space.
Shapes are named using their attributes.
Area is the amount of space a shape takes up.
Rectangles with the same area can look different.
Skills
Given all of the faces of a shape, identify which 3D shape they will make
Create arrays for doubles
Name 2D shapes based on their attributes (number of sides): triangle,
quadrilateral, hexagon, pentagon
Sort shapes by a given attribute
Identify the vertices of a shape
Compare angles to a right angle
Order rectangles by comparing areas
Cover a rectangle with same-size squares to find the area
Create rectangles with the same area but different side lengths
Page 6 Grade 2 Math 2013-14 Created: June 2013
Resources Standards Expectation by
end of Unit
Vocabulary
Investigations:
Unit 2 Shapes, Blocks, and
Symmetry
Add:
1.1A lesson pg. CC9-CC13*
2.10A lesson pg. CC14-CC16*
Skip Investigation 3
Kim Sutton:
Drills to Thrill
Addition Strategies pg. 53 - 77
Drill Doughnuts pg.210 - 211
Dynamic Dice
Rolling Polygons Pg. 116- 118
ndDistrict “S” Drive – GAPS 2
2.OA.2. Fluently add and subtract within 20 using mental
strategies. By end of Grade 2, know from memory all sums of two
one-digit numbers. (See standard 1.OA.6 for a list of mental
strategies.)
Add and subtract
to 10 using
mental strategies.
Array
Addition
Subtraction
Solve
Whole number
Differences
Sums
Compare
Digital/Analog
O'clock
Hour
Minute
Attribute
Angles
Faces
Triangle
polygon
Quadrilateral
Hexagon
2.G.1. Recognize and draw shapes having specified attributes,
such as a given number of angles or a given number of equal
faces. Identify triangles, quadrilaterals, pentagons, hexagons, and
cubes. (Sizes are compared directly or visually, not compared by
measuring.)
Introduce
2.G.2. Partition a rectangle into rows and columns of same-size
squares and count to find the total number of them.
Mastery
2.OA.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.
Introduce
rectangular arrays
2.MD.7. Tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.
Tell time to the
hour and half
hour.
2.AO.2 – Mental strategies to add and subtract Taught all year Grade Math Folder 2.MD.7 – time Reference page 3
Cube
Rectangle 2.MD.8 –money Pentagons
Square
Row
Column
Identify
equal
put together
take apart
counting on
Taking from
Right angle
Vertex
Bold words are
student words
*Additional lessons are in the Investigations and the Common Core State Standards supplement referenced on pg. 2
Page 7 Grade 2 Math 2013-14 Created: June 2013
Unit 3: Addition, Subtractions, and the Number System 2
“Stickers, Number Strings, and Story Problems”
th thTime: 4.5 weeks November 12 to December 19
Standards to Mastery Standards for which this unit builds foundational skills
2.OA.3 2.OA.1 2.NBT.5 2.MD.7
2.OA.2 2.NBT.9 2.MD.8
2.NBT.2 2.MD.6
Mathematical Practice Standards to Emphasize
Big Ideas
The placement of a digit in a number determines its value.
Addition and subtraction are inverse operations. Subtraction problems
can be written as addition problems with a missing addend.
All even numbers can be written as a sum of two equal addends.
Essential Questions
How is the placement of the digits in a number important?
How are addition and subtraction problems related?
How are all even numbers similar?
Concepts
Reordering addends does not change the sum.
Subtraction problems can be written as addition problems with a missing
addend.
Understand that a group of objects has a even number of members if
each can be paired with another, if the group can be counted by 2s, or if
the group can be expressed as the sum of two equal addends.
Understand place value of a two digit number.
Skills
Use strategies such as making 10, doubles, near doubles, and familiar
combinations to solve problems with 3 addends
Use calculators to solve addition problems
Use strategies such as count all, count on, add 10’s and add 1’s, and the number line to solve addition story problems
Use strategies such as take away and recount, count back, count back by
groups, break the minuend apart, and the number line to solve subtraction
story problems
Use horizontal and vertical notation to represent addition and subtraction
Solve problems with a missing addend
Determine if a group of objects is even or odd
Skip count by 2’s, 5’s, and 10’s Represent a number using tally marks
Identify and use coin equivalency
Identify which digit is in the tens place and which digit is in the ones
place in a two digit number
Decompose a two digit number into groups of tens and groups of ones
Compare numbers to 20
Page 8 Grade 2 Math 2013-14 Created: June 2013
Resources Standards Expectation by Vocabulary
Investigations:
Unit 3 Stickers, Number
Strings, and Story Problems
Add:
2.5A lesson pg. CC21-CC25
Kim Sutton:
Drills to Thrill
Before and After pg.32-41
Equations Compared to
pg.98-99
Equations Compared (+/-)
pg.162-163
Number Decomposition
pg.42-43
Doubles and Doubles +1
pg.62-69
Making Tens pg.80-81
Even and Odd Patterns
pg.86-87
Dynamic Dice
Compare Quantities pg.94-97
2.OA.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. (See Table 1.appendix)
Introduce 2 step
word problems
within 50.
digit
order
place value
whole numbers
multiples
skip count
ones/tens
addition
subtraction
difference
sum
addend
money/coin
penny/ nickel
dime/quarter
cent sign
value
analog
digital
minute/hour
o'clock
2.OA.2. Fluently add and subtract within 20 using mental strategies. By
end of Grade 2, know from memory all sums of two one-digit numbers.
(See standard 1.OA.6 for a list of mental strategies.)
Fluently + and - to
10. Work on mental
strategies to 20.
2.OA.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.
Mastery
2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. Skip count by 5s
and 10s past 100
2.NBT.5. Fluently add and subtract within 100 using strategies based
on place value, properties of operations, and/or the relationship
between addition and subtraction.
Introduce
2.NBT.9. Explain why addition and subtraction strategies work, using
place value and the properties of operations. (Explanations may be
supported by drawings or objects.)
Introduce
2.MD.6. Represent whole numbers as lengths from 0 on a number line Using the number Number Roads pg.132-135 diagram with equally spaced points corresponding to the numbers 0, 1, line to add and half hour
First Sum Wins pg.14-15, 75 2, …, and represent whole-number sums and differences within 100 on subtract. solve First Sum Wins! pg.74-75
Rolling Dice pg.98-103
Rolling to 99 pg.122-123
District “S” Drive – GAPS nd
2 Grade Math Folder
a number line diagram. compare
equations
equal
number line
odd/even
pairs
unknown
2.MD.7. Tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.
Continue telling
time to the hour and
half hour.
2.MD.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?
Find the value of
mixed coins to 50¢
2.AO.2 – Mental strategies to add and subtract
2.MD.7 – time 2.MD.8 –money
Taught all year
Reference page 3
Page 9 Grade 2 Math 2013-14 Created: June 2013
Unit 4: Data Analysis “Pockets, Teeth, and Favorite Things” th ndTime: 2.5 weeks January 5 to January 22
Standards to Mastery Standards for which this unit builds foundational skills
2.MD.10 2.OA.2
2.MD.7
2.MD.9
Mathematical Practice Standards to Emphasize
Big Ideas
Picture graphs and bar graphs can be used to represent data.
Information about a population or set of objects can be learned from
data.
Essential Questions
How can data be represented?
What can be learned using data?
Concepts
Groups can be compared by size.
Objects can be sorted in different ways based on different attributes.
Important features of a data set and how it is represented.
Data can be organized in different ways.
Develop strategies for combining multiple addends.
Read line plots, Venn diagrams, and bar graphs.
Skills
Group data into categories based on similar attributes
Write an equation to show that the sum of the categories equals the total
responses
Verbally explain which group is larger (ex. “more kids are wearing stripes than not wearing stripes”)
Order numbers using manipulatives
Plot data on a line plot
Combine multiple addends
Create a plan to collect and organize data
Describe what the data shows about the group surveyed
Make a prediction about a population then collect data and record it to
analyze prediction
Use a data set to make a hypothesis
Compare 2 sets of data
Use a Venn diagram to organize data
Represent data using a bar graph
Develop fluency with subtraction facts related to near double
combinations
Page 10 Grade 2 Math 2013-14 Created: June 2013
Resources Standards Expectation by
end of Unit
Vocabulary
Investigations:
Unit 4 Pockets, Teeth, and Favorite
Things
Add:
1.3A lesson pg. CC28-CC34
1.4A lessons pg. CC35-CC39
Skip Lessons 1.3, 1.4, 1.5, 1.6.
ndDistrict “S” Drive – GAPS 2
Grade Math Folder
2.OA.2. Fluently add and subtract within 20 using mental
strategies. By end of Grade 2, know from memory all sums of two
one-digit numbers. (See standard 1.OA.6 for a list of mental
strategies.)
Continue to work
on fact fluency to
20.
add
subtract
sum
difference
digit
o'clock
analog
digital
minute
hour
half hour
picture
graph
bar graph
2.MD.7. Tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.
Tell time to the
nearest half hour.
Introduce telling
time to the quarter
hour
2.MD.9. Generate measurement data by measuring lengths of
several objects to the nearest whole unit, or by making repeated
measurements of the same object. Show the measurements by
making a line plot, where the horizontal scale is marked off in
whole-number units.
Create line plots
2.MD.10. Draw a picture graph and a bar graph (with single-unit Mastery
scale) to represent a data set with up to four categories. Solve data set
simple put-together, take-apart, and compare problems using horizontal
information presented in a bar graph. (See Table 1.) vertical
line plot 2.AO.2 – Mental strategies to add and subtract Taught all year
2.MD.7 – time Reference page 3 key
2.MD.8 –money category
attributes
whole
number
equation
addend
Bold words are
student words
Page 11 Grade 2 Math 2013-14 Created: June 2013
Unit 5: Patterns, Functions, and Change “How Many Floors,
How Many Rooms?”
th thTime: 3 weeks January 27 to February 13
Standards to Mastery
2.OA.4 Standards for which this unit builds foundational skills
2.NBT.2
2.OA.2
Mathematical Practice Standards to Emphasize
Big Ideas
In a pattern that increases by a constant number, any output (total
number of cubes in a tower of a given height) can be found
efficiently by skip counting or repeated addition.
Essential Questions
How can constantly increasing patterns be extended?
Concepts
Some relationships between quantities can be represented using a ratio.
Tables are a tool to organize data.
Patterns can be used to find missing data on a table.
A pattern can be broken into units that repeat.
Skills
Use manipulatives to show a relationship where we are adding the same
amount repeatedly
Represent the relationship between two quantities using a table
Find and extend a pattern where one quantity is increasing by the same
amount each time
Use repeated addition to find missing entries on a table
Describe the relationship between two quantities that represent a
constant ratio
Identify the unit of a repeating pattern
Extend a pattern using the repeating unit
Count by 2s, 3s, and 5s
Identify a number as being either even or odd
Label each element in a pattern using a counting number and identify
(by number) which elements will have a particular attribute (color)
Page 12 Grade 2 Math 2013-14 Created: June 2013
Resources Standards Expectation
by end of
Unit
Vocabulary
Investigations:
Unit 5 How Many Floors? How Many
Rooms?
2.OA.2. Fluently add and subtract within 20 using mental
strategies. By end of Grade 2, know from memory all sums
of two one-digit numbers. (See standard 1.OA.6 for a list of
mental strategies.)
Continue to
work on fact
fluency to 20.
digit
order
whole numbers
multiples
skip count Kim Sutton: 2.OA.4. Use addition to find the total number of objects Mastery Drills to Thrill arranged in rectangular arrays with up to 5 rows and up to 5 addition
Addition Strategies (0,1,2) pg.52-61 columns; write an equation to express the total as a sum of subtraction
Doubles and Doubles +1 pg.62-69 equal addends. differences
sum
solve
compare
Addition Strategies (9,10) pg.70-76 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and
100s.
Skip count by
5s. The Powerful Numbers 0-100 2.AO.2 – Mental strategies to add and subtract Taught all year
Number Bingo pg.66-95 2.MD.7 – time Reference equation
Sorting Styles pg.96-103
Number Line Workbook
Mastering the multiples pg. 6-27
Tee-Table Time pg. 51-58
Stepping stairs of skip counting pg 59- 82
My Multiple Book pg. 87 - 93
ndDistrict “S” Drive – GAPS 2 Grade
Math Folder
2.MD.8 –money page 3 equal
put together
take apart
counting on
adding to
taking from
odd
even
unknown
row
column
Properties of
Operations:
Commutative,
Associative, Identity.
(examples in appendix
NBT.5)
data set
category
horizontal/vertical
Bold words are student
words
Page 13 Grade 2 Math 2013-14 Created: June 2013
Unit 6: Addition, Subtraction, and The Number System 3
“How Many Tens, How Many Ones?
th thTime: 5 weeks February 17 to March 20
Standards to Mastery
2.NBT.2 2.NBT.8 3.MD.8
2.NBT.4 2.MD.6
Standards for which this unit builds foundational skills
2.NBT.1 2.NBT.5
2.NBT.3 2.NBT.7
Mathematical Practice Standards to Emphasize
Big Ideas
The location of a digit determines its value.
Numbers can be decomposed, to make combining them easier.
Subtraction can be represented as the distance between two numbers on a
number line or how many more are needed to get to a number.
Essential Questions
Why is the placement of a digit important?
What are some strategies to combine quantities more efficiently?
How can we represent subtraction problems?
Concepts
The tens digit increases by one (or decreases by one) when ten is added
(or subtracted).
Patterns exist in the number system and can be found on the hundreds
chart.
Numbers that are greater than (or less than) a given number represent a
larger (or smaller) group and are represented using a higher (or lower)
number.
The difference between two numbers is the distance between them on the
number line.
Subtraction problems can be written as addition problems with a missing
addend.
Understand the relationship between 1s, 10s, and 100s (ten ones make a
ten, ten tens make one hundred).
Adding or subtracting 10 or 100 affects the tens place or the 100s place
The numbers 100, 200, 300, etc. represent groups of 100 and zero 10s
and zero 1s.
Skills
Add two digit numbers using efficient strategies (number line, place
value, adding multiples of 5 and 10, keeping one number whole,
hundreds chart)
Add tens to tens and ones to ones to combine two digit numbers
Write equations to represent a story problem
Use a number line to represent how an addition problem was solved
Record strategies (show work) to add and subtract using place value
Decompose and compose numbers using place value
Find the difference between a number and a multiple of 10 (up to 100)
Use a place value model to represent a number as tens (strips) and
ones (singles)
Add coin amounts (up to $1.00)
Use coins to count by 5s and 10s
Determine the difference between a given amount and a dollar
Skip counting by 2s, 5s, and 10s
Compare numbers using <, > (above 200)
Add or subtract either 10 or 100 from a number
Read and write numbers greater than 200
Compare three digit numbers using place value models
Represent two- and three-digit numbers using expanded form
Page 14 Grade 2 Math 2013-14 Created: June 2013
Resources Standards Expectation by
end of Unit
Vocabulary
Investigations:
Unit 6 How Many Tens? How Many
Ones?
Add:
5A.1 lesson pg. CC47-CC52
5A.2 lesson pg. CC53-CC59
5A.3 lesson pg. CC60-CC65
5A.4 lesson pg. CC66-CC70
5A.5 lesson pg. CC71-CC74
Kim Sutton:
10 - Block
Pg 13 - 15, 19, 22, 24
Drills to Thrill
Before and After pg.32-41(use larger
numbers)
Connect the Dots Method pg.77
Equations Compared to pg.98-99
Equations compared (+/ ) pg.162-163
Dynamic Dice
Expanded Notation pg.90-93
Let’s Standardize! pg.126-129
Computation Practice pg.144-155
The Powerful Numbers 0-100
Expanded Place Value pg.108-111
Place Value with Pizzaz
Building Numbers Face Off pg.60-65
Place Value Dice pg.74-86
Place Value Bingo pg.88-92
Place Value Pockets pg. 16, 18, & 24
Place Value Odometer pg. 30&33
2.NBT.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:
a. 100 can be thought of as a bundle of ten tens—called a
“hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800,
900 refer to one, two, three, four, five, six, seven, eight,
or nine hundreds (and 0 tens and 0 ones).
Introduce Properties of
Operations:
Commutative,
Associative,
Identity.
(examples in
appendix NBT.5)
hundreds
add
subtract
sum
difference
ones/tens
digit
base-ten
equation
equal
addend
odd/even
pair
place value
skip count
multiple
expanded form
standard form
numeral
compare
greater than
less than
symbols
whole numbers
number line
Bold words are
student words
2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. Mastery
2.NBT.3. Read and write numbers to 1000 using base-ten
numerals, number names, and expanded form.
Working toward
mastery by unit 8
2.NBT.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.
Mastery
2.NBT.5. Fluently add and subtract within 100 using strategies
based on place value, properties of operations, and/or the
relationship between addition and subtraction.
Working toward
mastery by unit 8
2.NBT.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.
Adding and
Subtracting 10s
and 10s and 1s
and 1s
2.NBT.8. Mentally add 10 or 100 to a given number 100–900,
and mentally subtract 10 or 100 from a given number 100–900.
Mastery
2.MD.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.
Continued on next page
To mastery
Page 15 Grade 2 Math 2013-14 Created: June 2013
Resources Standards Expectation by
end of Unit
Vocabulary
2.MD.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?
To mastery
2.AO.2 – Mental strategies to add and subtract
2.MD.7 – time
2.MD.8 –money
Taught all year
Reference page 3
Page 16 Grade 2 Math 2013-14 Created: June 2013
Unit 7: Fractions “Parts of a Whole, Parts of a Group” th thTime: 2.5 weeks March 30 to April 17
Standards to Mastery
2.G.1
2.G.3
Standards for which this unit reinforces skills
2.MD.8
Mathematical Practice Standards to Emphasize
Big Ideas
When one whole is broken into equally sized parts, we can use fractions
to describe the parts.
Essential Questions
How can we describe amounts that are less than one whole?
Concepts Skills
A whole can be broken into equal parts. Determine if a block is half of another block
A fraction names part of one whole. Finding equal parts of a whole and naming them with a fraction
An even quantity can be broken into two equal groups of whole Partition rectangles and circles into two, three, or four equal shares
numbers. Describe fractional parts using halves, thirds, and fourths
Mixed numbers can be represented with the whole part and the
fractional part.
Different shapes can have the same fractional relationship to the whole
Understand that two halves, three thirds, and four fourths are equivalent
to one whole.
Page 17 Grade 2 Math 2013-14 Created: June 2013
Resources Standards Expectation by
end of Unit
Vocabulary
Investigations:
Unit 7 Parts of a Whole, Parts of a
Group
Add:
2.3A lessons pg. CC78-CC82
Kim Sutton:
Fractions: A Part of the Whole
Critical Fraction Questions 8
Fraction Book 14 - 23
Fraction Circles 54 - 58
Square Fractions 82 - 83, 87
2.G.1. Recognize and draw shapes having specified
attributes, such as a given number of angles or a given
number of equal faces. Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes. (Sizes are compared
directly or visually, not compared by measuring.)
Mastery partition
shapes
circles
rectangles
triangle
pentagon
quadrilateral
hexagon
cubes
fraction
halves
thirds
fourths
whole
part of whole
2.G.3. Partition circles and rectangles into two, three, or
four equal shares, describe the shares using the words
halves, thirds, half of, a third of, etc., and describe the
whole as two halves, three thirds, four fourths. Recognize
that equal shares of identical wholes need not have the
same shape.
Mastery
2.MD.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?
Reinforced
(mastery in unit 6)
2.AO.2 – Mental strategies to add and subtract Taught all year nd
District “S” Drive – GAPS 2 Grade 2.MD.7 – time Reference page 3 identical
Math Folder 2.MD.8 –money attributes
angles
faces
identify
edge
vertex
Bold words are
student words
Page 18 Grade 2 Math 2013-14 Created: June 2013
Unit 8: Addition, Subtraction, and the Number System 4
“Partners, Teams, and Paper Clips”
th thTime: 4 weeks April 20 to May 15
Standards to Mastery
2.OA.1 2.NBT.1 2.NBT.5 2.NBT.7
2.OA.2 2.NBT.3 2.NBT.6 2.NBT.9
Standards for which this unit reinforces skills
2.OA.3
2.MD.8
Mathematical Practice Standards to Emphasize
Big Ideas
We can use reasoning about the number system and known facts to
prove a conjecture will be true for all numbers.
In the base ten system, once we have a group of 10 it is represented in
the next highest place value position (10 groups of 10 is represented
as 100)
When subtracting ones from ones, tens from tens, etc, if we have a digit
where we cannot subtract then we need to decompose the number in
the next highest place value.
Essential Questions
How can we prove a conjecture will always be true?
How do we use our number system to write larger numbers?
How and when do we decompose numbers to subtract?
Concepts
The sum of two even numbers is even.
The sum of two odd numbers is even.
The sum of one even and one odd number is odd.
When two quantities combine and the sum has 10 or more groups of ten,
the hundreds place is needed.
Extend the understanding that 10 ones creates the need for the next place
value (tens place) to include the understanding that 10 tens creates the
need for the hundreds place.
One hundred can be decomposed into 10 groups of 10.
Ten can be decomposed into 10 ones.
Skills
Determine if a group has an even or odd number of objects by pairing or
grouping objects
Fluently add and subtract within 20 using strategies (doubles, near
doubles, make a 10, etc)
Use notation (+,– ,=) to represent addition and subtraction problems.
Subtract amounts from 100 using the number line and hundreds chart
Subtract using place value and represent it with an equation
Subtract by adding up, counting backwards, or subtracting in parts
Add two 2-digit numbers with a sum greater than 100
Represent a 3-digit number using a place value model
Add two 3-digit numbers by combining hundreds, tens, and ones
Use place value models to subtract (2- and 3-digit numbers)
Subtract with regrouping using the place value model
Page 19 Grade 2 Math 2013-14 Created: June 2013
Resources Standards Expectation by
end of Unit
Vocabulary
Investigations:
Unit 8 Partners, Teams, and
Paper Clips
Add:
5A.1 pg. CC87-CC90
5A.2 pg. CC91-CC95
5A.3 pg. CC96-CC100
5A.4 pg. CC101-CC106
5A.5 pg. CC107-CC110
Skip Investigations 4.5
Kim Sutton:
Drills to Thrill Addition Strategies (9,10)
pg.70-76
Dynamic Dice Rolling Dice Game pg.24-29
Even and Odd Outcomes
pg.56-59
Let’s Standardize! pg.126-129
The Powerful Numbers
0-100 Arrow Math pg.24-33
Crazy Computations pg.50-57
Place Value with Pizzazz
Place value BINGO
2.OA.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. (See Table 1. in appendix)
Mastery digit
place value
whole
numbers
skip count
multiples
put together
take apart
counting on
adding to
taking from
addition
subtraction
sum
differences
odd
even
pairs
addend
equation
ones
tens
hundreds
compose
decompose
regrouping
number line
conjecture
Bold words are
student words
2.OA.2. Fluently add and subtract within 20 using mental strategies. By end
of Grade 2, know from memory all sums of two one-digit numbers. (See
standard 1.OA.6 for a list of mental strategies.)
Mastery
2.OA.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.
Reinforced (use
understanding to
make conjecture)
2.NBT.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:
a. 100 can be thought of as a bundle of ten tens—called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one,
two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens
and 0 ones).
Mastery
2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number
names, and expanded form.
Mastery
2.NBT.5. Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or the relationship between addition and
subtraction.
Mastery
2.NBT.6. Add up to four two-digit numbers using strategies based on place
value and properties of operations.
Mastery (needs
additional
resources)
2.NBT.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.
Continued on next page
Mastery
Page 20 Grade 2 Math 2013-14 Created: June 2013
Resources Standards Expectation by
end of Unit
Vocabulary
2.NBT.9. Explain why addition and subtraction strategies work, using place
value and the properties of operations. (Explanations may be supported by
drawings or objects.)
Mastery
2.MD.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?
Reinforced
(Mastered unit 6)
2.AO.2 – Mental strategies to add and subtract
2.MD.7 – time
2.MD.8 –money
Taught all year
Reference page 3
Page 21 Grade 2 Math 2013-14 Created: June 2013
Unit 9: Measurement “Measuring Length and Time” th thTime: 3.5 weeks May 18 to June 11
Standards to Mastery Standards for which this unit builds foundational skills
2.MD.1 2.MD.5 2.MD.8
2.MD.2 2.MD.7
2.MD.3 2.MD.9
2.MD.4
Mathematical Practice Standards to Emphasize
Big Ideas
Objects are measured by iterating the same length unit across the object.
Objects need to be measured with the same units in order to be
compared.
Essential Questions
How do we measure length?
How do we compare the length of two objects?
Concepts
To compare measurements, the objects need to be measured using the
same units.
Understand the need for a standard measurement system.
Recognize the difference between standard measurement tools and non
standard measurement tools.
Understand the use of am and pm.
Skills
Measure an object using non-standard units
Subtract two 2-digit numbers using strategies
Create and use a 12-inch measuring tool
Estimate lengths using inches, feet, centimeters, and meters
Measure in feet, inches, and yards
Measure in centimeters and meters
Select appropriate tools to measure
Tell time to the nearest quarter-hour
Find the difference in length between two objects
Show multiple measurements by making a line plot
Tell and write time from analog and digital clocks to the nearest 5
minutes (Investigation goes to quarter hour) using am and pm
Page 22 Grade 2 Math 2013-14 Created: June 2013
Resources Standards Expectation by
end of Unit
Vocabulary
Investigations:
Unit 9 Measuring Length and
Time
Add:
1.1A pg. CC116-CC119
3.6A pg. CC120-CC122
Skip Investigation 4
Number Corner
Kim Sutton:
Do the Math
Measure the Path pg 75-102
2.MD.1. Measure the length of an object by selecting
and using appropriate tools such as rulers, yardsticks,
meter sticks, and measuring tapes.
Mastery add
subtract
sums
digit
addend
difference
place value
ruler
yard stick
meter stick
measuring
tape
length
o'clock
minute
hour
half hour
quarter
hour
a.m.
p.m.
estimate
dollar
quarter
dimes
pennies
2.MD.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.
Mastery
2.MD.3. Estimate lengths using units of inches, feet,
centimeters, and meters.
Mastery
2.MD.4. Measure to determine how much longer one
object is than another, expressing the length difference
in terms of a standard length unit.
Mastery
2.MD.5. Use addition and subtraction within 100 to Mastery
solve word problems involving lengths that are given in units nickels
District “S” Drive – GAPS the same units, e.g., by using drawings (such as standard dollar sign $ nd
2 Grade Math Folder (in drawings of rulers) and equations with a symbol for the metric cent sign ¢
2.MD.6 folder) unknown number to represent the problem. foot
feet
inches
yards
centimeter
meter
measurement
data set
objects
whole units
line plot
horizontal
scale
analog
digital
equation
symbol
categories
Bold words are
student words
2.MD.7. Tell and write time from analog and digital
clocks to the nearest five minutes, using a.m. and p.m.
Mastery
(Needs additional
resources)
2.MD.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?
Reinforced
(Mastered in unit
6)
2.MD.9. Generate measurement data by measuring
lengths of several objects to the nearest whole unit, or
by making repeated measurements of the same object.
Show the measurements by making a line plot, where
the horizontal scale is marked off in whole-number
units.
To mastery (Need
to make line plots)
Page 23 Grade 2 Math 2013-14 Created: June 2013
Additional Resources for 2nd
Grade
Unit 1 Unit 1 Continued Unit 2
Number Corner Kim Sutton: Number Corner
Daily number chart Dynamic Dice 100's grid Aims on Teacher Portal The 11 Counter Game pg.10-11 Magnetic Tile Frog Tales The Difference Game pg.12-13 Coin Collector Counting Clues Sorting Equations pg.16-17 Bean Clock Tile Tallys Cover the Quantity pg.18-23
Ten Rolls Game pg.30-31Kim Sutton:
Drills to Thrill Even and Odd Outcomes pg.56-59 Number Decomposition pg.42-43 Cross Out to 18 pg.70-71 Algebra Fill In (+) pg.78-79 Tic-Fact-Toe pg.2-73 Even and Odd + Patterns pg.86-87 First Sum Wins! pg.74-75 Mixed Practice (+) pg.90-96 Rolling Dice pg.98-103 Equations Compared to pg.98-99 Rolling to 99 pg.122-123 Triangular Relationships pg.100-106 Let’s Standardize! pg.126-129 Equations compared (+/-) pg.162-163 Factor Fun pg.76-81 Connect the Dots Method pg.77
Lights Out! pg.82-83 The Powerful Numbers 0-100
Expanded Notation pg.90-93 Number Bingo pg.66-95
Compare Quantities pg.94-97 Sorting Styles pg.96-103
Between 10s pg.104-105 Matrix Sorting pg.104-105
Number Roads pg.132-135 Expanded Place Value pg.108-111
Compare if you Dare pg.136-143 Crazy Computations pg. pg.50-57
Computation Practice pg.144-155
Sorting Numbers pg.156-159
Page 24 Grade 2 Math 2013-14 Created: June 2013
Unit 3
Number Corner
Kim Sutton:
Drills to Thrill
Addition Strategies (0,1,2) pg.52-61
Addition Strategies (9,10) pg.70-76
Algebra Fill In (+)pg.78-79
Mixed Practice (+)pg.90-96
Triangular Relationships pg.100-106
Commutative Property pg.84-85 The Powerful Numbers 0-100
Order Up pg. pg.16-17
What Comes Before and After pg.18-
23
Coloring the Multiples pg.34-37
Number Bingo pg.66-95
Sorting Styles pg.96-103
Matrix Sorting pg.104-105
Expanded Place Value pg.108-111
Arrow Math pg.24-33
Double Up pg.58-61
Crazy Computations pg.50-57
Place Value with Pizzaz
Building Numbers pg.54-59
Building Numbers Face Off pg.60-65
10 Digits pg.66-67
Making Number from Digits pg.68-72
Place Value Dice pg.74-86
Place Value Bingo pg.88-92
Unit 3 Continued
Dynamic Dice
Factor Fun pg.76-81
Lights Out! pg.82-83
Cover Up pg.88-89
Expanded Notation pg.90-93
Between 10s pg.104-105
Let’s Standardize! pg.126-129
Compare if you Dare pg.136-
143
Computation Practice pg.144-
155
Sorting Numbers pg.156-159
The 11 Counter Game pg.10-
11
The Difference Game pg.12-13
Sorting Equations pg.16-17
Cover the Quantity pg.18-23
Rolling dice Game pg.24-29
Even and Odd Outcomes
pg.56-59
Rolling your Facts pg.60-69
Cross Out to 18 pg.70-71
Tic-Fact-Toe pg.72-73
First Sum Wins! pg.74-75
Rolling Dice pg.98-103
Aims on the Teacher Portal:
Frog Tales
Counting Clues
Tile Tallys
Unit 4
Number Corner
Kim Sutton:
Drills to Thrill
Equations Compared to
pg.98-99
Equations compared (+/-)
pg.162-163
Dynamic Dice
Factor Fun pg.76-81
Lights Out! pg.82-83
Computation Practice
pg.144-155
Sorting Numbers pg.156-
159
Math Engineers
Writing It All Up pg.106 – 119
Unit 5
Number Corner
Kim Sutton:
Drills to Thrill
Even and Odd + Patterns
pg.86-87
Dynamic Dice
Even and Odd Outcomes 5
pg.6-59
The Powerful Numbers 0-100
Arrow Math pg.24-33
Aims on Teacher Portal:
Tile Tallys
Page 25 Grade 2 Math 2013-14 Created: June 2013
Unit 6 Unit 7 Unit 8 Unit 9
Number Corner
Kim Sutton:
Dynamic Dice
Cover Up pg.88-89
Compare Quantities pg.94-97
Between 10s pg.104-105
Number Roads pg.132-135
Compare if you Dare pg.136-
143
Sorting Numbers pg.156-159
The Powerful Numbers 0-100
Coloring the Multiples pg.34-
37
Number Bingo pg.66-95
Sorting Styles pg.96-103
Matrix Sorting pg.104-105
Place Value with Pizzaz
Building Numbers pg.54-59
Making Number from
Digits pg.68-72
Number Corner
Kim Sutton:
Drills to Thrill
Number Decomposition pg.42-43
Addition Strategies (0,1,2) pg.52-61
Doubles and Doubles +1 pg.62-69
Addition Strategies (9,10) pg.70-76
Algebra Fill In (+)pg.78-79
Making Tens pg.80-81
Mixed Practice (+)pg.90-96
Triangular Relationships pg.100-106
Dynamic Dice
The Difference Game pg.12-13
First Sum Wins pg.14-15
Rolling your Facts pg.60-69
Cross Out to 18 pg.70-71
First Sum Wins! pg.74-75
The Powerful Numbers 0-100
Double Up pg.58-61
Crazy Computations pg.50-57
Number Line
Mastering the Multiples pg.6 -27
Coloring Multiples Booklets pg.87 - 93
Number Corner
Kim Sutton:
Drills to Thrill
Addition Strategies (0,1,2) pg.52-61
Doubles and Doubles +1 pg.62-69
Algebra Fill In (+)pg.78-79
Making Tens pg.80-81
Mixed Practice (+)pg.90-96
Equations Compared To pg.98-99
Triangular Relationships pg.100-106
Equations Compared (+/) pg.162-163
Dynamic Dice
The 11 Counter Game pg.10-11
The Difference Game pg.12-13
First Sum Wins pg.14-15
Sorting Equations pg.16-17
Cover the Quantity pg.18-23
Ten Rolls Game pg.30-31
Rolling Your Facts pg.60-69
Cross Out to 18 pg.70-71
Tic-Fact-Toe pg.72-73
First Sum Wins! pg.74-75
Rolling Dice pg.98-103
Rolling to 99 pg.122-123
The Powerful Numbers 0-100
Double Up pg.58-61
Number Corner
Page 26 Grade 2 Math 2013-14 Created: June 2013