Number and Operations in Base Ten Understand Place Value. Composing and Decomposing Numbers

Transcription

1 Glendale Unified School District Elementary Year at a Glance Grade Level: 2 Curriculum Source: EDM Trimester 1 Unit 1 Unit 2 Unit 3 Timeline 1 to 2 Weeks 4 to 5 Weeks 4 to 5 Weeks Title Operations and Algebraic Thinking Add and Subtract within 20 Number and Operations in Base Ten Understand Place Value Composing and Decomposing Numbers Use place value understanding and properties of operations to add and subtract Operations and Algebraic Thinking Addition of Numbers to 1000 Standards 2.OA.2 2.NBT.1 a 2. NBT.1 b 2. NBT.2 2. NBT.3 2.NBT.4 2.OA.1 2.NBT.5 2.NBT.7 2.NBT.8 2.NBT.9

2 Uni t Clusters Standard s Learning Targets Text Correlation (EDM) Text Correlation (SWUN) Supplements Needed 1 Represent and solve problems involving addition and subtraction 2.0A.2 Use addition to solve problems (one- and two-step) Use subtraction to solve problems (one- and two-step) Do subtraction and addition with adding to, taking from, putting together, taking apart, and comparing Use addition and subtraction with unknowns in all positions Use drawings and equations to represent a problem Ready Common Core from IReady. Lesson 1,3 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. 1 4, 1 6, 1 8, 1 11, 2 2, 2 3, 2 4, 2 5,2 7, 2 8, 2 11, 2 12, 2 13, 3 3, 4 3, 4 5, 4 7, 5 2, 5 5, 5 7, 6 7 Ready Common Core from IReady. Lesson 1,3 Swun: BTBF Lesson 1 20 Swun Math website: See Grade 2 Resources, Beyond the Basic Facts for addition and Introduce My Reference Book blogspot.com/2011/07/add ition-and-subtraction-game s.html Then click Common Core 2 Understand place values 2.NBT.1 a 2. NBT.1 b 2. NBT.2 2. NBT.3 2.NBT.4 Break a three-digit number into hundreds, tens, and ones Break a hundred into ten tens Skip-count by 5s up to 1000 Skip-count by 10s up to 1000 Skip-count by 100s up to 1000 Read numbers up to 1000 using numerals Write numbers up to 1000 using numerals Read numbers up to 1000 using number names Ready Common Core from IReady. Lesson 4,5, 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: 3 1, 3 7, 4 9, 10 8, 10 9, NBT.1a. 100 can be thought of as a bundle of ten tens called a hundred. Ready Common Core from IReady. Lesson 4,5,20,11,12.24, and 25. Swun: Unit 1, Lessons 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and Group Math Task 1 and 2. Unit 2, Lessons 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 and Group Math Task.

3 Write numbers up to 1000 using number names Read numbers up to 1000 using expanded form Write numbers up to 1000 using expanded form Compare two three-digit numbers based on the meanings of the digits 1 1, 3 1, 4 9, 10 8, 10 9, NBT.1b. 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). 10 8, 10 9, NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. 1 1, 1 2, 1 7, 1 8, 1 9, 1 10, 2 10, 2 11, 3 1, NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 1 1, 1 2, 1 7, 1 12, 3 1, 3 4, 10 8, NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and one digits, using, >, =, and < symbols to record the results of comparisons. 1 11, 3 1, 7 7, 10 8, Represent and solve problems involving addition and subtraction 2.OA.1 2.NBT.5 2.NBT.7 2.NBT.8 2.NBT.9 Use addition to solve problems (one- and two-step) Do subtraction and addition with adding to, taking from, Ready Common Core from IReady. Lesson 2,6,7,8,9,13,14,21 Ready Common Core from IReady. Lesson 2,6,7,8,9,13,14,21 Swun: EDM online games (Facts Dash and others)

4 Use place value understanding and properties of operations to add and subtract *Unit 3 CONCENTRATION ON ADDITION *Unit 4 WILL BE A CONCENTRATION ON SUBTRACTION putting together, taking apart, and comparing Use addition and subtraction with unknowns in all positions Use drawings and equations to represent a problem Add numbers using place value Add numbers using properties of addition Add and subtract using the relationship between the two Add using concrete models or drawings Add using various strategies, relating the strategy to a written method Add using concrete models or drawings Add using various strategies, relating the strategy to a written method Explain how addition strategies work using place value and the properties of addition 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. ADDITION 2 1, 2 2, 3 7, 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. EDM ADDITION 4 6, 4 8, 4 9, 5 1, 6 1, 7 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. Unit 3, Lessons 1 7 and Group Math Task. Unit 4, Lessons 1 8 and Group Math Task 1. Lessons and Group Math Task 2. Algorithm Projects 1 and 2 My Reference Book, pp

5 EDM 4 8, 4 9, 5 1, 6 1, 6 5, 7 2, 9 5, 11 1, 11 2, 11 3, 12 2, NBT.8. Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number EDM 1 8, 2 1, 2 11, 2 12, 4 8, 10 8, 10 9, NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations. EDM 2 2, 2 3, 2 4,2 5, 2 6, 2 7, 2 12, 2 13, 4 6, 4 8, 4 9, 6 1, 6 5,11 1, 11 2, 11 3

6 Glendale Unified School District Elementary Year at a Glance Grade Level: 2 Trimester 2 Unit 4 Unit 5 Unit 6 Use place value understanding and properties of operations to add and subtract Measurement and Data Work with time and money Measurement and Data Operations and Algebraic Thinking Subtraction of Numbers to 1000 Measure and estimate lengths in standard units Relate addition and subtraction to length 2.OA.1 2.NBT.5 2.NBT.7 2.NBT.8 2.NBT.9 2.MD.7 2.MD.8 2.MD.1 2.MD.2 2.MD.3 2.MD.4 2.MD.5 2.MD.6 Uni t Clusters Standards Learning Targets Text Correlation (EDM) Text Correlation (SWUN) Supplements Needed

7 4 Represent and solve problems involving addition and subtraction Use place value understanding and properties of operations to add and subtract 2.OA.2 Use subtraction to solve problems (one- and two-step) Do subtraction and addition with adding to, taking from, putting together, taking apart, and comparing Ready Common Core from IReady. Lesson 8, Lesson 9 EDM 1 11, 2 2, 2 5, 2 6, 2 7, 2 11, 2 12, 2 13 Ready Common Core from IReady. Lesson 8, Lesson 9 EDM Partner Study Routines, Teacher Manual, pg.33 (CONCENTRATION ON SUBTRACTION) Use addition and subtraction with unknown in all positions Use drawings and equations to represent a problem Subtract numbers using place value Subtract numbers using properties of subtraction Add and subtract using the relationship between the two Subtract using concrete models or drawings Subtract using various strategies, relating the strategy to a written method Subtract using concrete models or drawings Subtract using various strategies, relating the strategy to a written method

8 Explain how subtraction strategies work using place value and the properties of subtraction 5 Measurement and Data Work with time and money 2.MD.7 2.MD.8 Tell time from analog clocks to the nearest five minutes (am/pm) Ready Common Core from IReady. Lessons 24, 25 Ready Common Core from IReady. Lessons 24, 25 Write time from analog clocks to the nearest five minutes (am/pm) Tell time from digital clocks to the nearest five minutes (am/pm) Write time from digital clocks to the nearest five minutes (am/pm) 6 2.MD.1 2.MD.2 2.MD.3 2.MD.4 2.MD.5 2.MD.6 Measure the length of an object by using appropriate tools Measure the length of an object using two different units IReady. Lessons 16, 17, 18, 19, 20, 22,-23 IReady. Lessons 16, 17, 18, 19, 20, 22,-23 Describe how two different measurements of the same object relate to one another Estimate lengths using inches

9 Estimate lengths using feet Estimate lengths using centimeters Estimate lengths using meters Determine which object is longer standard length measurements Use addition and subtraction to solve problems involving measurements Use drawings to represent problems involving measurements Use equations to represent problems involving measurements Represent whole numbers as lengths from 0 on a number line Represent whole-number sums on a number line diagram Represent whole-number differences on a number line diagram

10 Glendale Unified School District Elementary Year at a Glance Grade Level: 2 Trimester 3 Unit 7 Unit 8 Unit 9 Geometry Operations and Algebraic Represent and interpret data Reason with shapes and their attributes 2.G.1 2.G.2 2.G.3 Work with equal groups of objects to gain foundations for multiplication 2.OA.3 2.OA.4 2.MD.9 2.MD.10 Unit Clusters Standard s Learning Targets Text Correlation (EDM) Text Correlation (SWUN) Supplements Needed 7 2.G.1 2.G.2 2.G.3 Recognize shapes with given number of angles or faces IReady. Lessons 26, 27, 28 IReady. Lessons 26, 27, 28 Draw shapes with given number of angles or faces Identify triangles, quadrilaterals, pentagons, hexagons, and cubes Split a rectangle into rows and columns of same-size squares

11 Count the number of same-size squares in a given rectangle Split circles into two, three, or four equal shares Split rectangles into two, three, or four equal shares Describe equal shares using the words halves, thirds, and fourths 8 2.OA.3 2.OA.4 Differentiate between odd or even numbers (up to 20) IReady. Lessons 4,5 IReady. Lessons 4,5 Pair objects to prove them even 5*2, 6*6, 6*7, 6*8, 6*9 Count objects by 2s to prove them even Write an equation to express an even number as the sum of two equal numbers Create rectangular arrays with up to 5 rows and 5 columns Use addition to find the total number of objects in an array Write an equation to show the total sum of equal numbers

12 9 2.MD.9 2.MD.10 Generate measurement data by measuring lengths of several objects IReady. Lessons 22, 23 IReady. Lessons 22, 23 Show the measurement data using a line plot Unit 9 Draw a picture graph to represent data with up to four categories Draw a bar graph to represent data with up to four categories Solve problems using information from a bar graph