MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 1
Trimester 1
Standards for Mathematical Practice
CSS Lesson Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 1
Su
ms
and
Dif
fere
nce
s to
100
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express regularity
in repeated reasoning.
Represent and solve problems involving addition and subtraction.
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.
Add and subtract within 20.
2.OA.2 Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers.
Use place value understanding and properties of operations to add and subtract.
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.
8/14 – 8/17 (4 days)
Lesson 1: Practice making ten and
adding to ten.
Lesson 2: Practice making the next ten and adding to a multiple of ten.
8/18 – 9/5 (12 days)
Lesson 3: Add and subtract like units. Lesson 4: Make a ten to add within 20. Lesson 5: Make a ten to add within 100. Lesson 6: Subtract single-digit numbers from multiples of 10 within 100. Lesson 7: Take from ten within 20.
Lesson 8: Take from ten within 100.
End-of-Module Assessment 9/6 – 9/7 (2 days)
Make ten and take from ten
Ten plus facts
Number bond
Say ten counting
Addend
Count on
Expression
Like units
Number sentence
One
Ten
Part
Total
Partners to 10
Rekenrek
Personal white boards
Hide zero cards
Linking cubes
Dice
5-group column
Place value chart
Quick ten
Ten-frame cards
Number bonds
9/6 – 9/7 (2 days)
End-of-Module Assessment after Lesson 8 Standards Assessed: 2.OA.1 2.OA.2 2.NBT.5
Teacher Resources: Engageny.org (Video Library)
Titles
CCS - 2.OA.2 Numbers Through 10 (Number Towers, Number Path, Number Bond)
CCS - 2.OA.2 Addition and Subtraction (with Ten-Frames) CCS - 2.OA.2 How Sprints are Used in the Mathematics Classroom
Educational activities for parents and students
Trimester 1 August 14, 2017 – September 7, 2017
Module 1
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
Modules 1, 2, 3, 4, 5, 6, 7, 8
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
*Complete Module 1 by approximately 9/7/17
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 2
Trimester 1
Standards for Mathematical Practice
CSS Lesson Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 2
A
dd
itio
n a
nd
Su
btr
acti
on
of
Len
gth
Un
its
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Measure and estimate lengths in standard units. 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
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.
2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standards length unit.
Relate addition and subtraction to length. 2.MD.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.
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.
9/8 – 9/11 (2 days)
Lesson 1: Connect measurement with physical units. Consolidate: Lesson 2 & Lesson 3
Use iteration with one physical unit of measure. Apply and create the concept unit rulers.
9/12 (1 day)
Consolidate: Lesson 4 & Lesson 5
Measure various objects using centimeters and meters.
Develop estimation strategies by applying prior knowledge of length and using mental benchmarks.
9/13 – 9/14 (2 days)
Lesson 6: Measure and compare lengths using centimeters and meters.
Lesson 7: Measure and compare using standard and non-standard metric length.)
9/15 (1 day)
Lesson 8: Optional Lesson 9: Optional Lesson 10: Apply conceptual understanding of measurement by solving two-step word problems.
End-of-Module Assessment 9/18 – 9/19 (2 days)
End Point
Overlap
Ruler
Centimeter
Meter
Meter strip
Meter stick
Hash mark
Number line
Estimate Benchmark
Centimeter cubes
Centimeter ruler 1 per student
Paper meter strip 1 per students
Centimeter ruler Meter stick
9/18 – 9/19 (2 days)
End-of-Module Assessment after Lesson 10 Standards Assessed: 2.MD.1 2.MD.2 2.MD.3 2.MD.4 2.MD.5 2.MD.6
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
*Complete module 2 by approximately 9/19/2017
Trimester 1 September 8, 2017 – September 19, 2017
Module 2
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 3
Trimester 1
Standards for Mathematical Practice
CSS Lesson Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 3
P
lace
Val
ue,
Co
un
tin
g, a
nd
Co
mp
aris
on
of
Nu
mb
ers
to 1
000
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Understand place value.
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).
2.NBT.2 Count within 1000; skip-count by 5si, 10s and 100s. 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form. 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.
9/20 – 9/21 (2 day) Lesson 1: Bundle and count ones, tens, and hundreds to 1000.
9/22 – 9/25 (2 days) Lesson 2: Count up and down between 100 and 220 using ones and tens.
Lesson 3: Count up and down between 90 and 1,000 using ones, tens, and hundreds.
9/26 – 9/29 (4 days) Lesson 4: Count up to 1000 on the place value chart.
Lesson 5: Write base the three-digit numbers in unit form; show the value of each digit.
Lesson 6: Write base ten numbers in expanded form.
Lesson 7: Write, read, and relate base ten numbers in all forms.
Lesson 8: Optional
Lesson 9: Optional
Lesson 10: Optional
Mid-Module Assessment 10/2 – 10/3 (2 days)
10/4 – 10/10 (5 days) Lesson 11: Count the total value of ones, tens, and hundreds with place value disks.
Lesson 12: Change 10 ones for 1 ten, 10 tens for 1 hundred, and 10 hundreds for 1 thousand.
Lesson 13: Read and write numbers within 1,000 after modeling with number disks.
Lesson 14: Model numbers with more than 9 ones or 9 tens; write in expanded, unit, numeral and word forms.
Lesson 15: Explore a situation with more than 9 groups of 10.
Base Ten Numerals
A thousand is 10 tens
A hundred is 10 ones
Expanded Form
Hundreds Place
One Thousand
Place Value
Number Disk
Standard Form
Word Form
2 boxes of 1,000 straws or popsicle sticks per class of 25
12 ones, 10tens,and 10 hundred per pair
18 ones, 18 tens, and 1 one thousand
Clock
Dice 1 per pair
Base ten blocks hundreds, tens, and ones
Paper meter strips
Place value box
10/2 – 10/3 (2 days)
Mid-Module Assessment after Lesson 7 Standards Assessed 2.NBT.1 2.NBT.2 2.NBT.3
Trimester 1 September 20, 2017 – October 10, 2017
Module 3
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
*Module 3 continues
through 10/20/2017
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 4
Trimester 1
Standards for Mathematical Practice
CSS Lesson Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 3
co
nti
nu
ed
Pla
ce V
alu
e, C
ou
nti
ng
, an
d C
om
par
iso
n o
f
Nu
mb
ers
to 1
000
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Understand place value.
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).
2.NBT.2 Count within 1000; skip-count by 5sii, 10s and 100s. 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.
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.
10/11 – 10/12 (2 days)
Lesson 16: Compare two three-digit numbers using ‹, ›, and =. Consolidate: Lessons 17 and 18: Compare two three-digit numbers
using ‹, ›, and = when there are more than 9 ones or 9 tens.
Order numbers in different forms.
10/13 – 10/20 (5 days)
Lesson 19: Model and use language to tell one more and one less, 10 more and 10 less, and 100 more and 100 less. Lesson 20: Model and use language to tell one more and one less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place. Lesson 21: Optional
Base Ten Numerals
A thousand is 10 tens
A hundred is 10 ones
Expanded Form
Hundreds Place
One Thousand
Place Value
Number Disk
Standard Form
Word Form
2 boxes of 1,000 straws or popsicle sticks per class of 25
12 ones, 10tens,and 10 hundred per pair
18 ones, 18 tens, and 1 one thousand
Clock
Dice 1 per pair
Base ten blocks hundreds, tens, and ones
Paper meter strips
Place value box
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
Trimester 1 October 11, 2017 – October 20, 2017
Module 3 continued
*Complete module 3 by approximately 10/20/2017
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 5
Trimester 1 & 2
Standards for Mathematical Practice
CSS Lessons Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 4
Ad
dit
ion
an
d S
ub
trac
tio
n w
ith
in 2
00 w
ith
Wo
rd P
rob
lem
s to
100
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Represent and solve problems involving addition and subtraction.
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.
Use place value understanding and properties of operations to add and subtract.
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.
2.NBT.6 Add up to four two-digit numbers using strategies based on place value and
properties of operations. 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.
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. 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.)
10/23 – 11/3 (10 days)
Lesson 1: Relate 1 more, 1 less, 10 more, and 10 less to addition and subtraction of 1 and 10.
Lesson 2: Add and subtract multiples of 10 including counting on to subtract.
Lesson 3: Add and subtract multiples of 10 and some ones with 100.
Lesson 4: Add and subtract multiples of 10 and some ones with 100.
Lesson 5: Solve one and two-step word problems within 100 using strategies based on place value.
** Extra days are added to
Lessons 1 - 5 **
** Trimester 2 begins 11/6 **
11/6 – 11/14 (6 days)
Lesson 6: Use manipulatives to represent the composition of 10 ones as 1 ten with two-digit addends.
Lesson 7: Relate addition using manipulatives to a written vertical method.
Lesson 8: Use math drawings to represent the composition and relate drawings to a written method.
Lessons 9: Use math drawings to represent the composition when adding a two-digit to a three-digit addend.
Lessons 10: Use math drawings to represent the composition when adding a two-digit to a three-digit addend.
Equations
Minuend
New Group
Place Value Chart
Place Value
Number Disk
Subtrahend
Totals below
Chip Model
Hide Zero
Place Value Chart
Place value Mat
Place Value Disk Set
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
*Module 4 continues through 12/20/17
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
Trimester 1 and 2 October 23, 2017 – November 14, 2017
Module 4
Math Benchmark &
Performance Task
Window
10/23/17 – 10/27/17
**Extra days are added to
Lessons 1 - 5**
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 6
Trimester 2
Standards for Mathematical Practice
CSS Lesson Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 4
co
nti
nu
ed
Ad
dit
ion
an
d S
ub
trac
tio
n w
ith
in 2
00 w
ith
Wo
rd P
rob
lem
s to
100
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Represent and solve problems involving addition and subtraction.
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.
Use place value understanding and properties of operations to add and subtract. 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.
2.NBT.6 Add up to four two-digit numbers using strategies based on place value and
properties of operations. 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.
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. 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.)
11/15 – 11/27 (7 days)
Lesson 11: Represent subtraction with and without the decomposition of 1 ten as 10 ones with manipulatives. Lesson 12: Relate manipulative representations to a written method. Lesson 13: Use math drawings to represent subtraction with and without decomposition and relate drawings to a written method. Lessons 14: Represent subtraction with and without the decomposition when there is a three-digit minuend. Lessons 15: Represent subtraction with and without the decomposition when there is a three-digit minuend. Lesson 16: Solve one- and two-step word problems within 100 using strategies based on place value.
Mid-Module Assessment 11/28 – 11/29 (2 days)
Equations
Minuend
New Group
Place Value Chart
Place Value
Number Disk
Subtrahend
Totals below
Chip Model
Hide Zero
Place Value Chart
Place value Mat
Place Value Disk Set
11/28 – 11/29 (2 days)
Mid-Module Assessment after Lesson 16 Standards Assessed 2.OA.1 2.NBT.5 2.NBT.7 2.NBT.8 2.NBT.9
Trimester 2 November 15, 2017 – November 29, 2017
Module 4 continued
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
*Module 4 continues through 12/20/17
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 7
Trimester 2
Standards for Mathematical Practice
CSS Lessons Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 4
co
nti
nu
ed
A
dd
itio
n a
nd
Su
btr
acti
on
wit
hin
20
0 w
ith
wo
rd p
rob
lem
s to
10
0
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Represent and solve problems involving addition and subtraction.
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.
Use place value understanding and properties of operations to add and subtract.
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.
2.NBT.6 Add up to four two-digit numbers using strategies based on place value and
properties of operations. 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.
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. 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.
11/30 – 12/6 (5 days) Lesson 17: Use mental strategies to relate compositions of 10 tens as 1 hundred to 10 ones as 1 ten. Consolidate: Lesson 18 & Lesson 19 Use manipulatives to represent
additions with two compositions. Relate manipulative representations to
a written method.
Lessons 20 – 21: Use math drawings to represent additions with up to two compositions and relate drawings to a written method.
Lesson 22: Solve additions with up to
four addends with totals within 200 with
and without two compositions of larger
units.
12/7 – 12/14 (6 days)
Lesson 23: Use number bonds to break
apart three-digit minuends and subtract
from the hundred.
Lesson 24: Use manipulatives to
represent subtraction with decompositions
of 1 hundred as 10 tens and 1 ten as 10
ones.
Lesson 25: Relate manipulative
representations to a written method.
Lesson 26: Use math drawings to
represent subtraction with up to two
decompositions and relate drawings to a
written method.
Lessons 27 – 28: Subtract from 200 and
from numbers with zero’s in the tens place.
12/15 – 12/18 (2 days) Lesson 29 – 30: Optional
Lesson 31: Solve two-step word
problems within 100.
End-of-Module Assessment 12/19 – 12/20 (2 days)
Equations
Minuend
New Group
Place Value Chart
Place Value
Number Disk
Subtrahend
Totals below
Chip Model
Hide Zero
Place Value Charts
Place Value Mat
Place value disk
12/19 – 12/20 (2 days)
End-of-Module Assessment after Lesson 31 Standards Assessed 2.OA.1 2.NBT.5 2.NBT.6 2.NBT.7 2.NBT.8 2.NBT.9
Trimester 2 November 30, 2017 – December 20, 2017
Module 4 continued
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
*Complete module 4 by approximately 12/20/2017
Math Benchmark &
Performance Task
Window
1/30/17 – 2/3/17
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 8
Trimester 2
Standards for Mathematical Practice
CSS Lesson Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 5
A
dd
itio
n a
nd
Su
btr
acti
on
Wit
hin
1,0
00 w
ith
Wo
rd P
rob
lem
s t
o 1
00
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Use place value understanding and properties of operations to add and subtract.
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.
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. 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.)
12/21 – 12/22 (2 days) Lesson 1: Relate 10 more, 10 less, 100 more, and 100 less to addition and subtraction of 10 and 100. Lesson 2: Add and subtract multiples of 100 including counting on to subtract.
***Winter Break 12/25/17 – 1/15/18***
1/16 – 1/23 (6 days)
Lesson 3: Add multiples of 100 and some tens within 1,000.
Lesson 4: Subtract multiples of 100 and some tens within 1,000.
Lesson 5: Use the associative property to make a hundred in one addend.
Lesson 6: Use the associative property to subtract from three-digit numbers and verify solutions with addition.
Lesson 7: Share and critique solution strategies for varied addition and subtraction problems within 1,000.
1/24 – 1/30 (5 days) Lessons 8: Relate manipulative representations to the addition algorithm. Lessons 9: Relate manipulative representations to the addition algorithm. Lessons 10: Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm Lessons 11: Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm Lesson 12: Choose and explain solution strategies and record with a written addition method.
Mid-Module Assessment 1/31 – 2/1 (2 days)
Algorithm
Compensation
Compose
Decompose
New groups
Simplify
Arrow notation
Arrow way
Chip Model
Number Bond
Place value charts and mats
Place value disks sets: 18 ones, 18 tens, 18 hundreds, 1 one thousand per set
Tape Diagram
1/31 – 2/1 (2 days)
Mid-Module Assessment after Lesson 12 Standards Assessed 2.NBT.7 2.NBT.8 2.NBT.9
Trimester 2 December 21, 2017 – February 1, 2018
Module 5
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
*Module 5 continues through 2/23/2018
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 9
Trimester 2
Standards for Mathematical Practice
CSS Lessons Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 5
co
nti
nu
ed
Ad
dit
ion
an
d S
ub
trac
tio
n W
ith
in 1
,000
wit
h W
ord
Pro
ble
ms
to
100
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Use place value understanding and properties of operations to add and subtract.
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.
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.
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.)
2/2 – 2/15 (9 days)
Lesson 13: Relate manipulative representations to the subtraction algorithm, and use addition to explain why the subtraction method works. Lessons 14: Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works. Lessons 15: Use math drawings to
represent subtraction with up to two
decompositions, relate drawings to the
algorithm, and use addition to explain
why the subtraction method works
Lessons 16: Subtract from multiples of
100 and from numbers with zero in the
tens place.
Lessons 17: Subtract from multiples of
100 and from numbers with zero in the
tens place.
Lesson 18: Apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place.
** Extra days are added to Lessons 13 – 18 **
2/16 – 2/21 (3 days)
Lesson 19: Choose and explain solution strategies and record with a written addition or subtraction method. Lesson 20: Choose and explain solution strategies and record with a written addition or subtraction method.
End-of-Module Assessment 2/22 – 2/23 (2 days)
Algorithm
Compensation
Compose
Decompose
New groups
Simplify
Arrow notation
Arrow way
Chip Model
Number Bond
Place value charts and mats
Place value disks sets: 18 ones, 18 tens, 18 hundreds, 1 one thousand per set
Tape Diagram
2/22 – 2/23 (2 days)
End-of-Module Assessment after Lesson 20 Standards Assessed 2.NBT.7 2.NBT.8 2.NBT.9
.
Trimester 2 February 2, 2018 – February 23, 2018
Module 5 continued
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
*Complete module 5 by approximately 2/23/18
Math Benchmark &
Performance Task
Window
2/5/18 – 2/9/18
**Extra days are added to
Lessons 13 - 18**
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 10
Trimester 3
Standards for Mathematical Practice
CSS Lesson Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 6
F
ou
nd
atio
ns
of
Mu
ltip
licat
ion
an
d D
ivis
ion
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Work with equal groups of objects to gain foundations for multiplication.
*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
*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.
Reason with shapes and their attributes.
*2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
2/26 – 2/28 (3 days)
Lesson 1: Use manipulatives to create equal groups. Consolidate: Lesson 2 & Lesson 3
Use math drawings to represent equal groups, and relate to repeated addition.
Lesson 4: Represent equal groups with tape diagrams, and relate to repeated addition.
3/1 – 3/5 (3 days)
Lesson 5: Optional Lesson 6: Decompose arrays into rows and columns, and relate to repeated addition. Lesson 7: Represent arrays and distinguish rows and columns using math drawings. Lesson 8: Optional Lesson 9: Solve word problems involving addition of equal groups in rows and columns.
Mid-Module Assessment 3/6 (1 day)
Array
Doubles
Equation
Number path
Number sentence
Pair
Rectangle
Skip-counting
Square
Sum
Even number
Odd number
Columns
Rows
Counters
Number path
Rectangular array
Square tiles
3/6 (1 day)
Mid-Module Assessment after Lesson 9 Standards Assessed 2.OA.4
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
Trimester 3 February 26, 2018 – March 6, 2018
Module 6
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
*Module 6 continues through 3/20/18
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 11
Trimester 3
Standards for Mathematical Practice
CSS Lesson Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 6
co
nti
nu
ed
Fo
un
dat
ion
s o
f M
ult
iplic
atio
n a
nd
Div
isio
n
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Work with equal groups of objects to gain foundations for multiplication.
*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.
*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.
Reason with shapes and their attributes.
*2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
3/7 – 3/13 (5 days)
Consolidate: Lessons 10 & 11
Use square tiles to compose a rectangle and relate to the array model. Lesson 12: Use math drawings to compose a rectangle with square tiles. Lesson 13: Use square tiles to decompose a rectangle. Lesson 14: Use scissors to partition a rectangle into same-size squares, and compose arrays with the squares. Lesson 15: Use math drawings to partition a rectangle with square tiles and relate to repeated addition. Lesson 16: Optional
3/14 – 3/19 (4 days)
Lesson 17: Relate doubles to even numbers, and write number sentences to express the sums. Lesson 18: Pair objects and skip-count to relate to even numbers. Lesson 19: Investigate the pattern of even numbers: 0, 2, 4, 6, and 8 in the ones place, and relate to odd numbers. Lesson 20: Use rectangular arrays to investigate odd and even numbers.
End-of-Module Assessment 3/20 (1 day)
Array
Doubles
Equation
Number path
Number sentence
Pair
Rectangle
Skip-counting
Square
Sum
Even number
Odd number
Columns
Rows
Counters
Number path
Rectangular array
Square tiles
3/20 (1 day)
End-of-Module Assessment after Lesson 20 Standards Assessed 2.OA.3 2.OA.4 2.G.2
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
Trimester 3 March 7, 2018 – March 20, 2018
Module 6 continued
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
* Denotes Supporting Clusters
upporting clusters
*Complete module 6 by approximately 3/20/18
Complete if time permits
Module 5
Lessons 3, 4, 13, 19, 20, 25
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 12
Trimester 3
Standards for Mathematical Practice
CSS Lesson Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 7
P
rob
lem
So
lvin
g w
ith
Len
gth
, Mo
ney
, an
d D
ata
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Use place value understanding and properties of operations to add and subtract. 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.
Measure and estimate lengths in standard units. 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes. 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.
2.MD.3 Estimate lengths using inches, feet, centimeters, and meters. 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.
Relate addition and subtraction to length. 2.MD.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.
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.
Work with time and money. * 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?
Represent and interpret data. * 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.
* 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data
set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
3/21 – 4/2 (4 days) Consolidate: Lesson 1 & Lesson 2 Sort and record data into a table using up to four categories; use category counts to sole word problems. Draw and label a picture graph to represent data with up to four categories. Consolidate: Lesson 3 & Lesson 4 Draw and label a bar graph to represent data; relate the count scale to the number line. Draw a bar graph to represent a given data set. Lesson 5: Solve word problems using data presented in a bar graph.
***Spring Break 3/26/18 – 3/30/18***
4/3 – 4/12 (8 days) Lesson 6: Recognize the value of coins and count up to find their total value. Lesson 7: Solve word problems involving the total value of a group of coins. Lesson 8: Solve word problems involving the total value of a group of bills. Lesson 9: Solve word problems involving different combinations of coins with the same total value. Lesson 10: Use the fewest number of coins to make a given value. Consolidate: Lesson 11 & Lesson 12 Use different strategies to make $1 or
make change from $1. Solve word problems involving different
ways to make change from $1. Lesson 13: Solve two-step word problems involving dollars or cents with totals within $100 or $1.
Mid-Module Assessment 4/13 (1 day)
Benchmark
Centimeter
Cents
Coins
Compare
Compose
Decompose
Difference
Dollars
Endpoint
Equation
Estimation
Hash mark
Height
Length
Length unit
Meter
Meter strip, stick
Number bond
Overlap
Ruler
Tally mark
Tape diagram
Unit
Value
Bar graph
Centimeter ruler
Inch ruler
Line plot
Meter stick
Money
Number bond
Number line
Picture graph
Table
Tape diagram
Yardstick
4/13 (1 day)
Mid-Module Assessment after Lesson 13 Standards Assessed 2.MD.5 2.MD.8 2.MD.10
Trimester 3 March 21, 2018 – April 13, 2018
Module 7
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
*Module 7 continues through 5/2/2018
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 13
Trimester 3
Standards for Mathematical Practice
CSS Lesson Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 7
co
nti
nu
ed
Pro
ble
m S
olv
ing
wit
h L
eng
th, M
on
ey, a
nd
Dat
a
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Use place value understanding and properties of operations to add and subtract. 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.
Measure and estimate lengths in standard units. 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes. 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.
2.MD.3 Estimate lengths using inches, feet, centimeters, and meters. 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.
Relate addition and subtraction to length. 2.MD.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.
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.
Work with time and money. * 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?
Represent and interpret data. * 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.
* 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data
set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
4/16 – 4/19 (4 days)
Lesson 14 & 15: Optional
Lessons 16: Measure various objects
using inch rulers and yardsticks.
Lesson 17: Develop estimation
strategies by applying prior knowledge of
length and using mental benchmarks.
Lesson 18: Measure an object twice
using different length units and compare;
relate measurement to unit size.
Lesson 19: Measure to compare the
differences in lengths using inches, feet,
and yards.
4/20 – 4/25 (4 days)
Lesson 20: Solve two-digit addition and
subtraction word problems involving length
by using tape diagrams and writing
equations to represent the problem.
Lesson 21: Identify unknown numbers
on a number line diagram by using the
distance between numbers and reference
points.
Lesson 22: Represent two-digit sums
and differences involving length by using
the ruler as a number line.
4/26 – 4/30 (3 days)
Lesson 23: Collect and record
measurement data in a table; answer
questions and summarize the data set.
Lesson 24: Draw a line plot to represent
the measurement data; relate the
measurement scale to the number line.
Lesson 25: Draw a line plot to represent
a given data set; answer questions and
draw conclusions based on measurement
data.
Lesson 26: Optional
End-of-Module Assessment 5/1 – 5/2 (2 days)
Benchmark
Centimeter
Cents
Coins
Compare
Compose
Decompose
Difference
Dollars
Endpoint
Equation
Estimation
Hash mark
Height
Length
Length unit
Meter
Meter strip, stick
Number bond
Overlap
Ruler
Tally mark
Tape diagram
Unit
Value
Bar graph
Centimeter ruler
Inch ruler
Line plot
Meter stick
Money
Number bond
Number line
Picture graph
Table
Tape diagram
Yardstick
5/1 – 5/2 (2 days)
End-of-Module Assessment after Lesson 25 Standards Assessed 2.NBT.5 2.MD.1 2.MD.2 2.MD.3 2.MD.4 2.MD.5 2.MD.6 2.MD.8 2.MD.9 2.MD.10
Trimester 3 April 16, 2018 – May 2, 2018
Module 7 continued
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
*Complete module 7 by approximately 5/2/2018
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 14
Trimester 3
Standards for Mathematical Practice
CSS Lesson Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 8
T
ime,
Sh
apes
, an
d F
ract
ion
s as
Eq
ual
Par
ts o
f S
hap
es
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Work with time and money * 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes,
using a.m. and p.m.
Reason with shapes and attributes * 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.)
* 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.
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
5/3 – 5/9 (5 days)
Lesson 1: Describe two-dimensional
shapes based on attributes.
Lessons 2: Build, identify, and
analyze two-dimensional shapes with
specified attributes.
Lesson 3: Use attributes to draw
different polygons including triangles,
quadrilaterals, pentagons, and
hexagons.
Lesson 4: Use attributes to identify
and draw different quadrilaterals
including rectangles, rhombuses,
parallelograms, and trapezoids.
Lesson 5: Relate the square to the
cube, and describe the cube based
on attributes.
5/10 – 5/14 (3 days)
Lesson 6: Combine shapes to
create a composite shape; create a
new shape from composite shapes.
(Use manipulatives instead of cutting
out tangrams.)
Lesson 7: Interpret equal shares in
composite shapes as halves, thirds,
and fourths.
Lesson 8: Interpret equal shares in
composite shapes as halves, thirds,
and fourths.
Mid-Module Assessment 5/15 (1 day)
a.m./p.m.
Analog clock
Angle
Digital clock
Parallel
Parallelogram
Polygon
Quadrilateral
Quarter past
Quarter to
Right angle
Second
Third of, thirds
Whole
2 halves
3 thirds
4 fourths
Cube
Geoboards
Large instructional geared clock
Pattern blocks
Rulers
Spaghetti
Square tiles
Student clocks
5/15 (1 day)
Mid-Module Assessment after Lesson 8 Standards Assessed 2.G.1 2.G.3
Trimester 3 May 3, 2018 – May 15, 2018
Module 8
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
*Module 8 continues through 5/31/2018
MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers
may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.
Page 15
Trimester 3
Standards for Mathematical Practice
CSS Lesson Objectives Terminology Suggested Tools and
Representations Assessments
Mo
du
le 8
En
d
Tim
e, S
hap
es, a
nd
Fra
ctio
ns
as E
qu
al P
arts
of
Sh
apes
1) Make sense of problems and
persevere in solving them. 2) Reason abstractly and
quantitatively. 3) Construct viable arguments
and critique the reasoning of others.
4) Model with mathematics. 5) Use appropriate tools
strategically. 6) Attend to precision. 7) Look for and make use of
structure. 8) Look for and express
regularity in repeated reasoning.
Work with time and money * 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes,
using a.m. and p.m.
Reason with shapes and attributes * 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.)
* 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.
Shaded standards indicates Critical Focus Areas
* Denotes Supporting Clusters
5/16 – 5/18 (3 days)
Consolidate: Lesson 9 & Lesson 10
Partition circles and rectangles into equal parts, and describe those parts as halves, thirds, or fourths.
Lesson 11: Describe a whole by the number of equal parts including 2 halves, 3 thirds, and 4 fourths. Lesson 12: Recognize that equal parts of an identical rectangle can have different shapes.
5/21 – 5/24 (4 days)
Lesson 13: Construct a paper clock by partitioning a circle into halves and quarters, and tell time to the half hour or quarter hour. Lesson 14: Tell time to the nearest five minutes. Lesson 15: Tell time to the nearest five minutes; relate a.m. and p.m. to time of day. Lesson 16: Solve elapsed time problems involving whole hours and a half hour.
End-of-Module Assessment 5/25 – 5/29 (2 days)
a.m./p.m.
Analog clock
Angle
Digital clock
Parallel
Parallelogram
Polygon
Quadrilateral
Quarter past
Quarter to
Right angle
Second
Third of, thirds
Whole
2 halves
3 thirds
4 fourths
Cube
Geoboards
Large instructional geared clock
Pattern blocks
Rulers
Spaghetti
Square tiles
Student clocks
5/25 – 5/29 (2 days)
End-of-Module Assessment after Lesson 16 Standards Assessed 2.MD.7 2.G.1 2.G.3
Trimester 3 May 16, 2018 – May 31, 2018
Module 8 End
Math Curriculum Map 2017-2018 Modesto City Schools
Second Grade
*Complete module 8 by approximately 5/29/2018
Complete if time permits
Module 2
Lessons 8, 9
Module 3
Lessons 8, 9, 10, 21
Module 4
Lessons 29, 30
Module 6
Lessons 5, 8, 16
Module 7
Lessons 14, 15, 26