Neshaminy School District Curriculum Maps for Grade K-5 Grade 2 Teachers are using the Math in Focus program to implement the standards. In addition, daily use of Calendar Math will help to introduce and review content throughout the year. It also provides a vehicle for students to become proficient in many of the Mathematical Practices. Neshaminy School District has created benchmarks by marking periods to help teachers track the progress of addition and subtraction fact fluency. have been inserted before Chapter 2 to work on standard 2.OA.2. Teachers should continue to work on fact fluency strategies through the year for those students who have not mastered this standard. Mathematical Practice Most of these relate to all of the chapters. Instead of listing them on each page, they are listed below. SMP.1 Make sense and persevere in solving problems SMP.2 Reason abstractly and quantitatively SMP.3 Construct viable arguments and critique the reasoning of others SMP.4 Model with mathematics SMP.5 Use appropriate tools strategically SMP.6 Attend to precision SMP.7 Look for and make use of structure SMP.8 Look for and express regularity in repeated reasoning Mathematical Content The content standards are listed by number only on the maps. The numbers refer to the standards below. 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.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 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. 1
2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 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 5s, 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. 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. 2.MD.1 2.MD.2 2.MD.3 2.MD.4 2.MD.5 2.MD.6 2.MD.7 2.MD.8 Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Tell and write time in hours and half-hours using analog and digital clocks. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 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. 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. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 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
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 problems1 using information presented in a bar graph. 2.G.1 2.G.2 2.G.3 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. 3
1 st Marking Period Grade: 2 Course Title: Mathematics Duration: 11 days Our number system is based on ten How do base ten blocks help you to understand place value? 2.NBT.1 2.NBT.1a 2.NBT.1b 2.NBT.2 2.NBT.3 2.NBT.4 2.MD.6 Chapter 1 Place value Numbers to 1,000 Model numbers to 1000 with base ten blocks or drawings Tell value of digits in a number Read and write numbers to 1000 in standard, expanded, and word form Count by 1 s, 10 s, 100 s, to 1,000 Compare and order numbers with and without base ten blocks using symbols Show numbers in different ways (i.e. 15 tens = 150, 137 = 13 tens + 7 ones) Identify patterns using place value vocabulary Show numbers on a number line and use it to compare numbers 4
1 st Marking Period Grade: 2 Course Title: Mathematics Duration: 5 days and ongoing Fluency in basic facts helps you to have more space in your brain to learn new things How do you think knowing basic facts help you in your life? Common Core All SMP standards 2.OA.2 Addition and Subtraction Fact Fluency Strategies (see appendix) Take time to use ten frame flash cards and show students how visualizing the ten frames can help them do the abstract. Addition and Subtraction Basic Facts Within 20 Use the make a ten strategy to add +8, or +9 Use doubles and doubles plus one strategy to add Use counting strategy to add and subtract Use sums to 10 or almost 10 strategy Use think addition to do subtraction facts Use count to 10 plus more to subtract Use take away a row for -5 s District Common Fact Fluency Assessment Ongoing Formative Assessments 5
1 st Marking Period Grade: 2 Course Title: Mathematics Duration: 10 days Visualizing place value helps to understand addition Why is place value important in adding numbers? 2.NBT.1 2.NBT.1a 2.NBT.3 2.NBT5 2.NBT.6 2.NBT.7 2.NBT.9 Chapter 2 Addition using models and connecting to standard algorithm Model addition of up to four 2-digit numbers using base ten blocks and/or drawings Model addition of up to two 3-digit numbers using base ten blocks and/or drawings Use place value charts to verify addition with regrouping Add two 3-digit numbers with and without regrouping using the standard algorithm Problem solving Use addition to solve real world problems 6
1 st Marking Period Grade: 2 Course Title: Mathematics Duration: 15 days Visualizing place value helps to understand subtraction What is the relationship between addition and subtraction? All SMP standards 2.NBT.1 2.NBT.1a 2.NBT.3 2.NBT5 2.NBT.7 2.NBT.9 Chapter 3 Subtraction using standard algorithm Model subtraction of two 3-digit numbers using base ten blocks and/or drawings Use place value charts to verify subtraction with regrouping Subtract two 3-digit numbers with and without regrouping using the standard algorithm Use addition to check subtraction problems Ongoing formative Problem solving Use subtraction to solve real world problems 7
Grade: 2 Course Title: Mathematics Duration: 20 days Modeling situations helps to understand the problem Why use bar models? 2 ND MARKING PERIOD 2.MD.5 2.MD.6 2.NBT.5 2.NBT.7 2.NBT.9 2.OA.1 Chapter 4 Bar Models Addition and Subtraction Problem Solving Use a bar model to represent part whole problems Use a bar model to represent compare problems Use a bar model to represent 2 step problems Interpret and solve a given word problem by using the appropriate bar model Write an equation that represents the problem using a variable 8
Grade: 2 Course Title: Mathematics Duration: 24 days Multiplication and division are efficient ways to work with equal groups What questions can be answered using multiplication and division? 2 ND MARKING PERIOD 2.OA.3 2.OA.4 2.NBT.2 2.G.2 * *Add lesson to cover this CCSS Chapter 5, 6 Lesson 2a is an added lesson in back of book Concepts of multiplication and division Tell whether a number is odd or even Count by 2 s and 5 s Show multiplication as equal groups, repeated addition, skip counting Model multiplication with arrays Explain how multiplying the same numbers in different orders gives the same product, but the models are different Read the multiplication symbol as groups of Create a number story to match a multiplication fact Write a multiplication fact to represent a number story Divide to share equally Divide to make groups Read the division symbol as divided by Create a number story to match a division fact Write a division fact to represent a number story *Divide a rectangle into rows and columns of same size squares (model with graph paper) to show equal groups. i.e. 3 rows of 4 columns would be a model of 3 x 4 9
Grade: 2 Course Title: Mathematics Duration: 8 days Objects have distinct attributes that can be measured How would you measure a puddle? 3 RD MARKING PERIOD 2.MD.1 2.MD.3 2.MD.4 2.MD.5 2.MD.6 Chapter 7 Metric Length Use benchmarks to estimate length Measure lengths using meter sticks, cm rulers, or measuring tapes Compare lengths Find difference in lengths Draw a line of a specific length Solve real world problems with length using models 10
Grade: 2 Course Title: Mathematics Duration: 8 days Objects have distinct attributes that can be measured How would you measure a puddle? 3 RD MARKING PERIOD 2.MD.2 Chapter 8 Metric Mass Use benchmarks to estimate mass Measure mass in grams and kilograms using a scale Compare and order masses Solve real world problems with mass using models 11
Grade: 2 Course Title: Mathematics Duration: 8 days Objects have distinct attributes that can be measured How would you measure a puddle? 3 RD MARKING PERIOD 2.MD.5 2.MD.6 2.NBT.5 2.NBT.6 2.NBT.7 Chapter9 Metric Volume Use benchmarks to estimate volume Measure volume in liters using measuring cups Compare volumes Solve real world problems with volume using models 12
Grade: 2 Course Title: Mathematics Duration: 14 days Ten is the key to mental math How can ten help you add and subtract mentally? 3 RD MARKING PERIOD 2.NBT.5 2.NBT.6 2.NBT.7 2.NBT.8 2.NBT.9 2.OA.1 2.OA.2 2.MD.6 Chapter 10 Mental Math Explain what sum and difference mean Mentally add 10 or 100 to any number between 100-900 Mentally subtract 10 or 100 to any number between 100-900 Model 2-digit numbers using number bonds in the following ways; 48 can be shown as the whole, with parts 40 + 8 OR can be shown as a part, with the whole 50 and the parts 48 + 2 Add ones to a 2-digit number using the add ten, then subtract the extra ones strategy (instead of regrouping) Add ones to a 3-digit numbers using the add ones strategy (no regrouping) Add ones to a 3-digit number using the add ten, then subtract the extra ones strategy (instead of regrouping) Add tens to a 3-digit numbers using the add tens strategy (no regrouping) Add tens to a 3-digit number using the add hundred, then subtract the extra tens strategy (instead of regrouping) Add hundreds to a 3-digit number using the add the hundreds strategy (no regrouping) Subtract ones from a 2-digit number using the subtract ten, then add the extra ones strategy (instead of regrouping) Subtract ones from a 3-digit number using the subtract ones strategy (no regrouping) Subtract ones from a 3-digit number using the subtract ten, add the extra ones strategy (instead of regrouping) Subtract tens from a 3-digit number using subtract tens strategy (no regrouping) Subtract tens from a 3-digit number using subtract 100 then add the extra tens strategy (instead of regrouping) Subtract hundreds from a 3-digit number using the subtract hundreds strategy ( no regrouping) Match the best strategy to different type problems Round numbers to nearest ten to estimate sums and differences Use estimation to check whether an answer to a problem is reasonable 13
Grade: 2 Course Title: Mathematics Duration: 10 days Money is a convenient way to buy and sell goods and services. Why it is important to have money? 3 RD & 4 TH MARKING PERIOD 2.MD.8 2.NBT.2 2.NBT.4 Chapter 11 Money Recognize $1, $5, $10, and $20 bills Write money amounts using the symbols $ and Write dollars as cents ($3 = 300 ) Write cents as dollars (452 = $4.52) Count money using coins and bills to $20 Compare amounts of money using place value charts Solve money real world problems using models 14
Grade: 2 Course Title: Mathematics Duration: 5 days Fractions express a relationship between two numbers Where can you find fractions in real life? 4 TH MARKING PERIOD 2.G.2 2.G.3 Chapter 12 (don t do lesson 3) Fractions Identify if a shape is divided into equal parts Give an example of a shape where equal shares look differently Read, write and identify fractions (only halves, thirds, quarters) Model fractions and wholes using rectangles or circles Compare and order unit fractions of the same whole using models Describe a whole as two halves, three thirds, four fourths 15
Grade: 2 Course Title: Mathematics Duration: 8 days Objects have distinct attributes that can be measured How would you measure a puddle? 4 TH MARKING PERIOD 2.MD.1 2.MD.2 2.MD.3 2.MD.4 Chapter 13 Add lesson 4a in back of book Customary Length Use benchmarks to estimate length Measure lengths using yardsticks, rulers or measuring tapes in inches and feet Measure looped lines using string and rulers Compare lengths Find differences in lengths Draw a line of a specific length Show how the measurement that you use changes your answer (the bigger the unit, the smaller the answer) Solve real world problems with length using models 16
Grade: 2 Course Title: Mathematics Duration: 7 days Clocks are tools to measure time Time has specific units that can be measured Why is telling time important? Compare telling time with a digital and an analog clock. 4 TH MARKING PERIOD All SMP standards 2.MD.7 Chapter 14 Time Tell and write time using analog and digital clocks to the nearest 5 minutes using AM and PM Write time Order events by time Determine how much time has passed Ongoing formative 17
Grade: 2 Course Title: Mathematics Duration: 5 days Data can be organized in ways to make it easier to interpret the information. What are some times in your life that it would be helpful to use a graph? 4 TH MARKING PERIOD 2.MD.9 2.MD.10 Chapter 17 Add lesson 2a in back of book Graphs Draw a picture graph to represent up to 4 categories of data Draw a bar graph to represent up to 4 categories of data Solve simple problems based on the data from a bar graph Make and interpret data on a line plot 18
Grade: 2 Course Title: Mathematics Duration: 8 days The world is made up of plane and solid figures. How can you use what you know about shapes to help identify them? 4 TH MARKING PERIOD 2.G.1 Chapter 18, 19 Add lessons 19,1a and 19.2a in back of book Lesson 3 is optional Geometry Identify parts of lines versus parts of curves Identify parts of flat surfaces versus parts of curved surfaces Tell which solid figures can be stacked or rolled Recognize and name plane figures (triangles, quadrilaterals: trapezoid, square, rectangle, pentagon, hexagon, circle Recognize and name solid figures (cube, prism, pyramid, cylinder, sphere, cone) Combine and separate plane and solid shapes Count faces on solid figures Draw or identify figures given the number of sides or faces 19