First Nine Weeks Mental strategies and fact fluency help solve addition and subtraction problems easily. What are some strategies you use to solve addition and subtraction problems? Why do we need to be able to add or subtract quickly? 2.OA.2. Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.1. Use addition and subtraction within 100 to solve oneand 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. 2.NBT.8. Mentally add 10 to a given number mentally subtract 10 from a given number. 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations., 8, 8 2, 3 Envision Topic 2 Envision Topic 3 Envision Topic 6-1 through 6-3 Envision Topic 7-1 Hands On www.helpingwithmath.com Models can show ones, tens, and hundreds. How many ways can you show a three digit number? 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.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 2, 4, 8 2, 4, 8 Envision 4-1 through 4-5 Envision 17-1 through 17-3
Models, numbers, and number sentences can show numbers to 1,000. The value of a digit depends on its position. How many ways can you show numbers to 1,000? Why isn t a digit always worth the same? 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form 2.NBT.1a. 100 can be thought of as a bundle of ten tens called a hundred. 2.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) 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. 2, 4 2, 4, 8 Envision 4 1 through 4 5 Envision 17 1 through 17 3 Skip counting follows a number pattern based on place value. What do you notice when you skip count by 5s? By 10s? By 100s? 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s to record the results of comparisons. 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. 7, 8 Envision 4 8 Envision 4 9 (odd/even) See Envision 17 1 as resource for skip counting by 100s *Envision 17 4 and 17 5 (Add/Subtract multiples of 10 and/or 100 to 3 digit numbers)
Second Nine Weeks Adding and subtracting sometimes requires regrouping. What are the steps to add or subtract a 2 digit number? How do you know when you will need to regroup? 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.OA.1. Use addition and subtraction within 100 to solve oneand 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. 2.NBT.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. 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. 1 3, 5, 7 *Hands-On can be used throughout the pacing guide Envision Topic 6 (+) (Mental Strategies) Envision Topic 8 (+) (Models, etc.) Envision Topic 7 (-) (Mental Strategies) Envision Topic 9 (-) (Models, etc.) Envision Topic 10-3;10-6 (Ways to +/-) Envision Topic 18 (18-2 & 18-6 can be used as addt'l strats. to det. reasonableness of exact sum/diff.) Envision Topic 6-1 (Adding on 10) Envision Topic 7-1 (Subtracting 10) Envision Topic 17-4, 17-5, and 17-9 (Changing Numbers by 100s and 10s; Patterns With Numbers on Hundreds Charts; Problem Solving- Looking for a Pattern)
Use number expressions, drawings, symbols (dollar and cent sign) or models to solve word problems about money. How do you count coins and bills? What strategy can you use to solve a word problem about money? When do you use a dollar sign or a cent sign? 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? 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations. 3, 5, 7 Envision Topic 5 * 5-1 and 5-2 (May need to review identifying coins and their respective values) Envision Topic 5-3 Counting Collections of Coins Envision Topic 5-4 Ways to Show the Same Amount Envision Topic 5-5 One Dollar *Envision Topic 5-6 (Make an Organized List) may be used as enrichment Envision Topic 10 (+/- Money; Estimating Sums/Differences; Ways to +/-) Third Nine Weeks Categorize daily events based on whether it s an a.m. or p.m. situation. Time can be represented on analog and digital clocks. 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of 5, 7 http://www.k-5mathteachingresources.com/
What types of things do you do during the a.m. hours? The p.m. hours? What is the big difference in an analog clock and a digital clock? How can you use each? CCSS Math Implementation Guide 2 nd Grade (Draft) 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. Envision Topic 15.1, 15.6 Categorize daily events based on whether it s an a.m. or p.m. situation. Time can be represented on analog and digital clocks. What types of things do you do during the a.m. hours? The p.m. hours? 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. 2.OA.1. Use addition and subtraction within 100 to solve oneand 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. 5, 7 http://www.k-5mathteachingresources.com/ Envision Topic 15.1, 15.6 What is the big difference in an analog clock and a digital clock? How can you use each? Data can be represented with a bar graph, pictograph, line plot, tally chart, etc. Graphs and data tools to interpret and solve simple addition, subtraction, and comparison word problems. 2.MD.10. Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems 1 using information presented in a bar graph. 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 2, http://www.k 5mathteachingresources.com/ Envisions Topics 16.1,16.2, 16.3, 16.7
Which graphing tool can we use to show data? How do we decide? What kind of information can we get from graphing tools? Students use a variety of tools and units to make decisions about measurement. How do you decide which unit of measurement is best to use for the object you are measuring? Why did you choose that unit? Measurement can change over time. Line plots show change over time. Why is it important to give measurement data over a period of time? What does a line plot show? CCSS Math Implementation Guide 2 nd Grade (Draft) unknown number to represent the problem. 2.OA.2. Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of two one-digit numbers. 2.NBT.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. 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.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 standard length unit. 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.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., 8 2, 3, 5 5, 7 2, 3, 5 2, 5, 8 5, 7 2, 3, 5 http://www.k 5mathteachingresources.com/ Envisions 13.2, 13.4, 13.5 http://www.k 5mathteachingresources.com/ Envisions 13.2, 13.4, 13.5
Students use a variety of addition and subtraction strategies to solve a number sentence. Can you solve an addition or subtraction math sentence using at least two different ways? 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.OA.2. Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of two one-digit numbers. 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations. 1 2, 4, 7, 8, 8 Envision Topic 18-1, 18-3 through 18-8 Envision Topic 2 Envision Topic 3 Envision Topic 6-1 through 6-3 Envision Topic 7-1 Envision topic 1-6 http://www.k-5mathteachingresources.com/ Base ten blocks Addition or Subtraction mats Smart Exchange smart board activities
Addition and multiplication are related operations. Why is it important for an array to have equal rows and columns? How can you use an array to show repeated addition? CCSS Math Implementation Guide 2 nd Grade (Draft) 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. 2.G.2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of 2, 4, 8 4, 7 Envision Topic 19-1 through 19-3 http://www.k- 5mathteachingresources.com/ http://www.multiplication.com/ 5 x 5 grid mats Shapes can be grouped based on similarities. Shapes can have different properties. How can shapes be alike? How can they be different? 2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. 1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Fourth Nine Weeks 4, 7 Envision Topic 11-3 http://www.k- 5mathteachingresources.com/ Tan grams Shapes can be equally divided into halves, thirds, fourths, etc. How can shapes be equally divided? How can I describe parts? 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. 2, 8 Envision Topic 11-4 Envision Topic 12-1, 12-2, 12-5 http://www.k- 5mathteachingresources.com/ Smart Exchange smart board activities
Word problems can be solved with different strategies and symbols. What are the steps to solving a word problem? How do you know if you add or subtract? CCSS Math Implementation Guide 2 nd Grade (Draft) 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. 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations. 1 3, 5, 7 http://www.k-5mathteachingresources.com/ 2 nd Grade Word problems (printable) http://math.about.com/od/wordproblem1/ss/gr 2wp.htm Smart Exchange smart board activities