SECOND GRADE - Pasco School District...Pasco School District 2nd Grade 2013 – 2014 School Year 3...

Mathematics Curricular Guide

SECOND GRADE

2013-2014 SCHOOL YEAR

Pasco School District 2nd Grade 2013 – 2014 School Year

2 Updated: November 1, 2013

Second Grade Resources

Math Investigations 2

Curriculum Units 1-9 (Teaching Guides)

CCSM Investigations “Snap-in” Tabs

Investigations and the Common Core State Standards (Teacher’s Guide)

- Spanish Black-line Masters for each unit/lesson that has been added/ adapted to meet CC can be located on the district

S-drive: District Mathematics folder, Investigations Common Core folder, 2nd Grade CC INV folder.

Spanish Companion (Teacher’s Guide)

Implementing Investigations in Grade 2 (Teacher’s Guide)

Resource Binder

Online Teacher Resources: pearsonsuccessnet.com Access Codes – SFIVTR08NTEN02B (English)

SFIVTR08NTSP02B (Spanish)

Success Tracker Access Code – SFMAST08NTENI3T

Origo

The Box of Facts- Addition and Subtraction

The Book of Facts

Interlox Base Ten Blocks Starter Set

Interlox blocks

Teacher’s Manual

Judy Clock

1 Teacher Demonstration Clock

15 Student Clocks

Small Wooden Number Cards

Clock

Analog 10” wall clock

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MATHEMATICS SCOPE & SEQUENCE Unit Content Instructional Window Sessions

Unit 1: Counting Coins and Combinations Addition, Subtraction, and Number System August 27-October 4 27

Unit 2: Shape, Blocks, and Symmetry 2-D and 3-D Geometry October 7-October 30 16

Unit 3: Stickers, Number Strings, and Problems Addition, Subtraction, and Number System October 31-December 13 27

Unit 4: Pockets, Teeth, and Favorite Things Data Analysis December 16-January 17 13

Unit 5: How Many Floors? How Many Rooms? Patterns, Function, and Change January 21-February 7 11

Unit 6: How Many Tens? How Many Ones? Addition, Subtraction, and Number System February 10-March 21 25

Unit 7: Parts of a Whole, Parts of a Group Fractions March 24-April 16 11

Unit 8: Partners, Teams, and Paper Clips Addition, Subtraction, and Number System April 17-May 16 20

Unit 9: Measuring Length and Time Measurement May 12-June 4 16

A note about formative assessments:

A formative assessment provides information which changes both the teacher and the learner. The assessment feedback should tell students what they are doing well, where they are doing well, and what to do next. The teacher’s planning must be flexible enough to allow them to adjust their instruction based upon the results of the assessment. Formative assessment, which is embedded into instruction, is an essential process that supports students in developing their reasoning and sense-making skills. -Source: National Council of Teachers of Mathematics, July 2013

Please note that the Spanish Resource Masters for Investigations and the Common Core State Standards can be accessed on the district-S drive; District Mathematics Folder; Investigations Common Core; then look for 2nd Grade CC INV file.



K-3 Instructional Notes Fluency: “The word fluent is used in the Common Core State Standards for Mathematics (CCSSM) to mean ‘fast and accurate.’ Fluency in each grade involves a mixture of just knowing some answers, knowing some answers from patterns (e.g., adding 0 yields the same number), and knowing some answers from the use of strategies. It is important…to recognize that fluency will be a mixture of these kinds of thinking which may differ across students.”

Strategy: A strategy can be extended to all numbers, may or may not be efficient (e.g., counting on, doubles, doubles plus 1). Students use a variety of strategies through grade three.

Algorithm: A series of well-defined steps used to solve a certain class of problems (e.g., all addition problems). There are many algorithms, only one of which is the U.S. Standard Algorithm.

This is an example of an addition problem with regrouping solved using an algorithm. 249 + 674 or 249 + 674

This addition problem can be solved using this same algorithm.

200 + 600 = 800 40 + 70 = 110

9 + 4 = 13 800 + 110 + 13 = 923

U.S. Standard Algorithm: The U.S. Standard Algorithm (stack it up and borrow or carry considering only digits instead of using the concept of place value) as a shortcut for experienced users, becomes a disadvantage for students who don’t deeply understand place value and can lead to long-lived, difficult to eradicate, misconceptions.

Use of the U.S. Standard Algorithm begins in fourth grade according to the CCSM and Math Investigations.*

*Refer to Progressions for the CCSSM; K-5 Counting and Cardinality; K-5 , Operations and Algebraic Thinking (page 18)

and your Implementing Investigations Teacher’s Guide in the Professional Development Section



Problem Types

The types of problems students

are expected to master progress in

complexity from Kindergarten to

Second grade. This table illustrates the

problem types that are to be mastered

by the end of each grade level.

Second grade is responsible for

ensuring students have mastery of all

problem types by the end of the year.



Unit 1: Counting Coins and Combinations- Addition, Subtraction, and the Number System 1

“While the Common Core State Standards for Mathematical Content describe what mathematics students should be able to understand and do, the Standards for Mathematical Practice describe how students should engage with these mathematical concepts and skills. These standards are closely aligned with the six major goals that guided the development of the Investigations curriculum. “

Refer to pages vii-xii in your Investigations and the Common Core State Standards in your teacher’s guide.

Content Standards addressed in this unit: Operations and Algebraic Thinking (OA) 1, 2, 4 Number and Operations in Base Ten (NBT) 2, 3, 5, 7, 9 Measurement and Data (MD) 6, 7, 8

In this unit, these are the Mathematical Practice Standards on which to focus:

MP2 Reason Abstractly and Quantitatively Classroom Routines: Today’s Number

MP4 Model with Mathematics- Sessions 2.1 and 4.1 MP5 Use Appropriate Tools Strategically- Sessions 1.1-1.4 MP6 Attend to Precision- Sessions 4.1, 4.3 - 4.8 MP7 Look for and use of Structure - Classroom Routines: Quick

Images

Instructional Notes Classroom Routines This unit establishes classroom routines, procedures and management of the materials. It builds upon concepts from Kindergarten and First Grade and provides an introduction to the learning that will take place in Second Grade.

There are no adaptations to this unit.

As the content changes, so do the routines.

Refer to each session in the teacher’s manual and Investigations “Snap-in” Tab for specifics on daily classroom routines. 1. What Time Is It? 2. Today’s Number 3. Quick Images



Unit 2: Shapes, Blocks and Symmetry 2-D and 3-D- Geometry


Refer to pages vii-xii in your Investigations and the Common Core State Standards in your teacher’s guide. Content Standards addressed in this unit: Operations and Algebraic Thinking (OA) 1, 2, 4 Number and Operations in Base Ten (NBT) 2 Measurement and Data (MD) 7 Geometry (G) 1,2

In this unit, these are the Mathematical Practice Standards on which to focus: MP3 Construct Viable Arguments and Critique the Reasoning of Others

– Sessions 1.3, 2.2 – 2.4

MP5 Use Appropriate Tools Strategically- Sessions 1.1 – 1.4, 2.4 -2.6

MP7 Look for and Make Use of Structure- Classroom Routines: Quick Images

Instructional Notes Classroom Routines In order to align more closely to CCSSM, this unit has significant changes. Refer to Investigations “Snap-in” Tab.

Students experience geometry every day. This unit builds students’ geometric understanding as they:

- Recognize and draw 2-dimensional and 3-dimensional shapes with an understanding of their specific attributes.

- Compose and decompose shapes in different ways.


Refer to each session in the teacher’s manual and Investigations “Snap-in” Tab for specifics on daily classroom routines. 1. What Time Is It? 2. Today’s Number 3. Quick Images 4. How Many Pockets?

Teacher Checkpoints for Formative Assessment:

CCSS 2.OA.2 Session 1.1 Subtraction Facts- Which Subtraction Facts Do I know? Ongoing Assessment: observing students at work CCTM pages CC 11-12, Student Activity or Resource Masters C8

- Which subtraction facts can students recall fluently? - Are students able to identify the related addition combination and use this information to help them solve an unknown subtraction fact?

CCSS 2.G.1 Session 1.2 Working with Geoblocks- Drawing Geoblocks -Ongoing Assessment: observing students at work Teacher’s Manual page 36-37 and Student Activity pages 3.

- Do students’ drawings contain the two-dimensional shapes of each block face they used? - Is there any attempt to draw the construction from different angles? - Are you (or another student) able to reconstruct the block construction by looking at the drawing?



Unit 3: Stickers, Number Strings, and Story Problems - Addition, Subtraction, and the Number System 2


Refer to pages vii-xii in your Investigations and the Common Core State Standards in your teacher’s guide. Content Standards addressed in this unit: Operations and Algebraic Thinking (OA) 1, 2, 3, 4 Number and Operations in Base Ten (NBT) 2, 5, 6, 9 Measurement and Data (MD) 6, 7, 8


MP2 Reason Abstractly – Sessions 4.1 – 4.5

MP3 Construct Viable Arguments and Critique the Reasoning of Others – Sessions 1.3, 2.2 – 2.4

MP4 Model with Mathematics – Sessions 1.1, 1.7

MP5 Use Appropriate Tools Strategically – Sessions 1.3

MP6 Attend to Precision – Sessions 2.1 – 2.4

MP7 Look for and Make Use of Structure – Sessions 3.1 – 3.4, 3.6, 3.7


MP8 Look for and Express Regularity in Repeated Reasoning – Sessions 1.1, 1.2, 1.5

Instructional Notes Classroom Routines In order to align more closely to CCSSM, this unit has made adaptations to several sessions. Refer to Investigations “Snap-in” Tab.

This unit develops ideas about counting and quantity, the operation of addition and subtraction, counting by groups, investigating even and odd numbers, putting together and taking apart, and comparing numbers.


Refer to each session in the teacher’s manual and Investigations “Snap-in” Tab for specifics on daily classroom routines.

1. What Time Is It? 2. Today’s Number 3. Quick Images

4. How many pockets?

Teacher Checkpoints for Formative Assessment:

CCSS 2.OA.2 Session 1.4 Close to 20- Ongoing Assessment: observing students at work. TM page 54 and Student activity page 10 - Can students correctly add three numbers, find the difference between the sum and 20, and record their work? - How do students work?(strategy) - Do students consider different combinations of cards to see which gets them closest to 20?

CCSS 2.OA.2 Session 2.2 Revisiting Subtraction Story Problems- Ongoing Assessment: observing students at work. - TM page 85 and Student activity page 23

- Are you (or another student) able to reconstruct the block construction by looking at the drawing?



Unit 4: Pockets, Teeth and Favorite Things - Data Analysis



Content Standards addressed in this unit: Operations and Algebraic Thinking (OA) 2 Number and Operations in Base Ten (NBT) 2, 5 Measurement and Data (MD) 7, 8, 10 Geometry (G) 1


MP2 Reason Abstractly – Sessions 1.1, 1.3

MP3 Construct Viable Arguments and Critique the Reasoning of Others – Sessions 2.2, 2.5

MP4 Model with Mathematics – Sessions 1.1, 1.7

MP7 Look for and Make Use of Structure – Sessions 2.7


Instructional Notes Classroom Routines In order to align more closely to CCSSM, this unit has some changes. Refer to Investigations “Snap-in” Tab.

This unit develops collecting, representing, and interpreting data using picture and bar graphs.

Investigation 1-Working with Categorical Data: Several sessions have been skipped.



1. What Time Is It? 2. Today’s Number 3. Quick Images

Teacher Checkpoints for Formative Assessment: CCSS 22.MD.10 Session 1.4A – Bar Graphs Ongoing Assessment: observing students at work. CC TM page 37, Resource Master, C37

- Are students able to label the title and categories? - Do they accurately transfer the data from the chart, or their own representation, to the bar graph? - Do they understand the number on the vertical axis should corresp0ond with the number of pieces of data in each category?



Unit 5: How Many Floors? How Many Rooms?- Patterns, Functions and Change



Content Standards addressed in this unit: Operations and Algebraic Thinking (OA) 1, 2, 3, 4 Number and Operations in Base Ten (NBT) 2, 3, 5, 6 Measurement and Data (MD) 7, 8, 10 Geometry (G) 1


MP2 Reason Abstractly – Sessions1.5, 2.1, 2.2

MP3 Construct Viable Arguments and Critique the Reasoning of Others – Sessions 2.2 – 2.4

MP7 Look for and Make Use of Structure – Sessions 2.1 – 2.4 MP7 Look for and Make Use of Structure- Classroom Routines: Quick Images

Instructional Notes Classroom Routines In order to align more closely to CCSSM, this unit has made adaptations for some sessions. Refer to Investigations “Snap-in” Tab.

This unit helps students develop an understanding of patterns, sequences, functions, and the use of tables to predict change.

This unit has no skipped or added sessions.



1. What Time Is It? 2. Today’s Number 3. Quick Images 4. How Many Pockets?

CCSS 2.OA.2 Session 2.8 – Assessment Checklist: Subtraction Facts - Resource Master, C56 - Are students able to fluently subtract within 20?

CCSS 2.MD.10 Session 2.8 – Bar Graphs - What Do We Collect, Resource Master, C45 - Are students able to read and interpret the bar graph to answer the questions?



nstructional Notes Classroom Routines

In order to align more closely to CCSSM, this unit has included additional sessions. Refer to Investigations “Snap-in” Tab.

This unit develops an understanding of place-value, builds fluency, and increases the use of strategies in addition and subtraction.

Sessions have been added or adapted in order to reflect the magnitude of numbers to 1,000.



1. What Time Is It? 2. Today’s Number 3. How Many Pockets? 4. Quick Images

CCSS 2.NBT.1A, 2.NBT.1B Session 5A.2 How Many Stickers? CC TM 58-59 Student Activity book page 74 and Resource Master C70 - Are students able to correctly read and represent each number? - Do students accurately record an equation that represents the notation and the value of each number?

CCSS 2.NBT.1A, 2.NBT.1B Session 5A.3 How Many Hundreds? CC TM 60 Student Activity book page 76 - Are students able to correctly read and represent each number?

- Do students accurately record an equation that represents the notation and the value of each number?

Unit 6: How Many Tens? How Many Ones? - Addition, Subtraction, and the Number System 3



Content Standards addressed in this unit: Operations and Algebraic Thinking (OA) 2, 3 Number and Operations in Base Ten (NBT) 1, 2, 3, 4, 5, 6, 8, 9 Measurement and Data (MD) 6, 7, 8 Geometry (G) 1


MP1 Make Sense of Problems and Persevere in Solving Them – Sessions 1.1 – 1.4 , 4.1 4.3

MP2 Reason Abstractly – Sessions 2.1, 2.3

MP6 Attend to Precision – Sessions 1.3, 1.4




Instructional Notes Classroom Routines

In order to align more closely to CCSSM, this unit has an additional session and some changes. Refer to Investigations “Snap-in” Tab.

In this unit students will further develop their understanding of fractions, how to represent fractions, and the connection between parts of a whole.



1. Quick Images 2. Today’s Number 3. What time is it? 4. How Many Pockets?

CCSS 2G.3 Session 2.3 More Fraction Flags - TM page 62, student Activity Book page 30 - Are students able to identify whether flags are divided into halves, thirds or fourths? - Can students name and write fractions that have more than one part?

Unit 7: Parts of a Whole, Parts of a Group - Fractions


Refer to pages vii-xii in your Investigations and the Common Core State Standards in your teacher’s guide. Content Standards addressed in this unit: Number and Operations in Base Ten (NBT) 2, 5 Measurement and Data (MD) 7 Geometry (G) 3


MP1 Make Sense of Problems and Persevere in Solving Them – Sessions 1.1, 1.2, 2.1 – 2.4

MP3 Construct Viable Arguments and Critique the Reasoning of Others – Sessions 1.2 – 1.4

MP6 Attend to Precision – Sessions 2.3, 2.4 MP7 Look for and Make Use of Structure- Classroom Routines: Quick Images



Unit 8: Partners, Teams, and Paper Clips - Addition, Subtraction, and the Number System 4



Content Standards addressed in this unit: Operations and Algebraic Thinking (OA) 1, 2, 3 Number and Operations in Base Ten (NBT) 1, 2, 5, 6, 7, 9 Measurement and Data (MD) 6, 7


MP1 Make Sense of Problems and Persevere in Solving Them – Sessions 1.1, 1.2

MP4 Model with Mathematics – Sessions 3.1 – 3.5, 4.3, 4.4

MP6 Attend to Precision – Sessions 4.1, 4.2,

MP7 Look for and Make Use of Structure – Sessions 1.3, 1.4


MP8 Look for and Express Regularity in Repeated Reasoning – Sessions 1.3, 1.4, 2.1, 2.2, 4.1, 4.2, 4.4


In order to align more closely to CCSSM, this included additional and several changes to sessions. Refer to Investigations “Snap-in” Tab.

In this unit students will develop ideas about counting and quantity, the composition of numbers, including work with place value and the base-ten number system in the operations of addition and subtraction.

As students continue to make sense of the operations of addition and subtraction they will develop strategies for solving problems and build fluency.



1. Today’s Number 2. What Time Is It? 3. Quick Images: Cover Up with Tens and Ones 4. How Many Pockets?

CCSS 2.MD.7 Session 4.1 What Time Is It?: Resource Master, C83

- Are students able to write the time shown on the analog clocks or draw the hands of the time shown on the digital clocks?




In order to align more closely to CCSSM, this unit has significant changes to several sessions. Refer to Investigations “Snap-in” Tab.

This unit develops ideas for measuring the length of objects using different units of measure.

Investigation 4- Representing Time, should be skipped as it is not aligned to CCSSM


Refer to each session in the teacher’s manual and Investigations “Snap-in” Tab for specifics on daily classroom routines. 1. Quick Images 2. How Many Pockets? 3. Today’s Number 4. What Time Is It?

CCSS 2.NBT.7 Session 5A.4 More Sticker Problems: Resource Masters, C97-C98 Are students represent each problem using sticker notation (place-value blocks) and an equation?

CCSS 2.MD.1, 2.MD.4 Session 3.2– Measure and Compare - Student Activity Book page 35 Resource Master, C83 - Are students able to compare two items and determine how much longer one object is in comparison?

Unit 9: Measuring Length and Time-Measurement


Refer to pages vii-xii in your Investigations and the Common Core State Standards in your teacher’s guide. Content Standards addressed in this unit: Operations and Algebraic Thinking (OA) 2 Number and Operations in Base Ten (NBT) 5 Measurement and Data (MD) 1, 2, 3, 4, 5, 7, 8, 9


MP2 Reason Abstractly – Classroom Routines: Today’s Number

MP5 Use Appropriate Tools Strategically – Sessions 2.1 – 2.3, 3.1 – 3.5


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