Time Frame: 24 days Math Grade Two Unit 1 Numbers and Routines Description: Review 1 st grade mathematics and establish routines. Focus: Review number patterns, number sequences, number grids and number lines; review months, weeks, days and telling time; practice addition facts; give equivalent names for numbers; compare numbers using the symbols <, >, and =. Essential Questions: *What are some equivalent ways to represent numbers? *How can we make sense of numbers and number relationships? *How do we order numbers? *What are the different ways to write numbers? *Number Sequence EDM Lessons: 1.1, 1.5, 1.7, *Number Scroll 1.10 *Counting With a Calculator 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s Number and Operations in Base Ten Learning Center * Number and Operations in Base Ten Learning Center, Standards Solution, LLC 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form 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. Number Sequence Number Scroll Writing Numbers on a Number Line EDM Lessons: 1.1, 1.2, 1.7 EDM Lessons: 1.1
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? Value of Coin Combinations Counting Coins 1.2 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 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. (See standard 1.OA.6 for a list of mental strategies.) Telling Time on Clocks *Addition Facts Within 20 *Subraction Facts Within 20 1.3 1.4, 1.6, 1.7, 1.10, 1.11, 1.12 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. *Money Exchange with $100 bills * Values of Base 10 1.5 (including 1.5 Enrichment), 1.12 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. Odd and Even Numbers 1.7, 1.10 (including 1.10 Readiness) 2.NBT.8. Mentally add 10 or 100 to a given number 100 900, and mentally subtract 10 or 100 from a *Patterns on a Number Grid *Add Hundreds, Tens, and Ones 1.8, 1.9
given number 100 900. 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.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. Add Hundreds, Tens, and Ones Review Relations with Symbols 1.9 1.11
Math Grade Two Unit 2 Addition and Subtraction Facts Time Frame: 24 Days Description: Focus of this unit: make up, represent, and solve addition and subtraction number stories; review and apply alternative strategies for addition and subtraction; practice addition and subtraction facts for sums and differences up to and including 10. Essential Questions: *How do we use symbols, rules and patterns to give meaning to numbers? *How do we use choose and use the operations to solve problems? *How do I decide what strategy will work best in a given problem situation? 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. (See Table 1.) Writing Number Stories 2.1, 2.7 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. *Number Grid Puzzles *Skip Counting 2.1 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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. (See standard 1.OA.6 for a list of mental strategies.) * Number Grid Puzzles *Addition and Subtraction Strategies *Fact Families 2.1 2.1, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 Exploration B
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. (See Table 1.) Fact Families 2.1, 2.7 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 Rules For Adding Odd & Even Numbers 2.8 Exploration B 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. *What s My Rule? *Tables *Fact Triangles *Subtraction Strategies 2.10, 2.11, 2.12, 2.13
Math Grade Two Unit Three Place Value, Money, and Time Time Frame: 14 Days Description: Review of numeration and place value, money, time, and data collection and analysis. Unit focus: review place value in 2-digit and 3-digit numbers; review coin values and exchanges among coins; tell time and write time in digital-clock notation; gather data by counting and analyze data. Essential Questions: *How do we extend patterns of numbers or objects? *How do we determine time? *How can we count, make change, and compare money? 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). Numeration and Place Value 3.4 (Exploration A) 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. Compare Numbers 3.1 2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you Word Problems with Coins 3.2, 3.8, 3.9
have 2 dimes and 3 pennies, how many cents do you have? 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m 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. (See Table 1.) Telling and Writing Time *Picture Graph *Bar Graph 3.3 3.5 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.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 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? Frames & Arrows Counting on a Number Line *Word Problems Involving Money 3.6 3.6 (including Readiness) 3.2, 3.8, 3.9
Math Grade Two Unit 4 Addition and Subtraction Time Frame: 16 Days Description: Addition and subtraction number stories are used as a vehicle for developing mental arithmetic skills. Focus of the unit: solve number stories, read and show temperatures, develop strategies for adding 2- and 3- digit numbers. Essential Questions: *How do we use symbols, rules and patterns, to give meaning to numbers? *How do we choose and use the operations to solve problems? *How and when do we use measurement? *How do we determine time? *How can we count, make change, and compare money? * How do we extend patterns of numbers or objects? 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. (See Table 1.) *Change Diagrams to Add & Subtract *Parts-and-Total Diagram to Add & Subtract *Word Problems Involving 2-Digit Numbers 4.1, 4.2, 4.4, 4.6 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? Word Problems Involving Money 4.3 Exploration B 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 Sorting Attribute Blocks 4.3 Exploration C, 4.7 Exploration F
compared directly or visually, not compared by measuring.) 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. Adding & Subtracting on a Thermometer/ Number Line 4.4, 4.6 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. Measuring Length 4.7 Exploration D 2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters. Estimating and Measuring with Different Units 4.7 Exploration D 2.G.2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Tiling Addition Strategies 4.7 Exploration E 4.8, 4.9 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.) Modeling Addition & Subtraction Properties of 10 s 4.8, 4.9
Math Grade Two Unit 5 3-D and 2-D Shapes Time Frame: 10 Days Description: Develop classification skills through hands-on activities. Focus of the unit: identify, name and classify polygons; observe similarities and differences among 3-dimensional shapes. Essential Question: * How do we identify, construct, and describe 2- and 3-dimensional shapes/figures? 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. (See Table 1.) Fact Triangles 5.2 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. (See standard 1.OA.6 for a list of mental strategies.) Fact Triangles 5.2 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. Skip Count on a Number Line 5.3 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a Base 10 Model (Math Box) Bar Graph (Math Box) 5.3 5.3
data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Table 1.) 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.) *Naming Polygons *Constructing Polygons *Quadrilaterals 5.4, 5.5 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. Exploring Arrays 5.4 2.G.2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Making Arrays 5.4
Math Grade Two Unit 6 Whole Number Operations and Number Stories Time Frame: 18 Days Description: Using number stories, children will review addition and subtraction and begin multiplication and division. Focus of this unit: introduce and practice array models; review strategies for solving addition and subtraction problems; develop procedures for multiplication/division problems. Essential Questions: *How do we use symbols, rules and patterns, to give meaning to numbers? * How do we choose and use the operations to solve problems? 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. *Multiple Addends *Subtraction Strategies Journal 6.1, 6.5 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. Multiple Addends Addition & Subtraction Strategies Journal Journal 6.1 6.1, 6.2, 6.5 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of *Comparison Number Stories *Addition & Subtraction Number Stories Journal 6.2, 6.4
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. (See Table 1.) 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. (See Table 1.) *Bar Graphs *Picture Graphs Journal 6.3, 6.6 Part 2 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. *Number Stories about Equal Groups *Arrays Journal 6.7, 6.8, 6.9 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. *Division Number Stories Journal 6.10
Math Grade Two Unit 7 Patterns and Rules Time Frame: 14 Days Description: Exploration of number patterns to reinforce numeration skills and develop readiness for multiplication and division. Focus of this unit: describe patterns that result from skip counting by 2s, 5s, and 10s; build mental arithmetic skills for adding 1-digit and multidigit numbers; make frequency tables, line plots, and bar graphs from real life data. Essential Questions: *How do we use symbols, rules and patterns to give meaning to numbers? *How is data collected and analyzed? *How do we choose and use the operations to solve problems? 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s Skip Counting Journal 7.1 1. 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. (See standard 1.OA.6 for a list of mental strategies.) 2. 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 *Add & Subtract Using Mental Strategies Addition & Subtraction Strategies Journal Journal 7.1, 7.2, 7.3 7.3 2.NBT.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, Addition Strategies Measuring Length with Various Tools Journal Journal 7.3 7.6
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. Measuring in Centimeters & Inches Journal 7.6, 7.7 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 Measuring in Centimeters & Inches Measuring and Creating a Line Plot Journal Journal 7.7 7.8 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. (See Table 1.) Bar Graphs Journal 7.8
Math Grade Two Unit 8 Fractions Time Frame: 14 Days Description: Emphasis on fractions of regions and collections of objects, as well as relationships between fractions. The focus of the unit: review basic fractions concepts; use fractions to name parts of a whole and of a collection; find pairs of equivalent fractions; solve number stories involving fractions. Essential Questions: *How do we use symbols, rules and patterns, to give meaning to numbers? *How do we choose and use the operations to solve problems? *What are some equivalent ways to represent numbers? 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. Fractions of a Whole and Group Journal 8.1, 8.2, 8.3, 8.5 (Part 1), 8.8
Math Grade Two Unit 9 - Measurement Time Frame: 12 Days Description: Measurement. The focus of this unit: review measuring with yards and meters; measure longer distances; develop the concepts of perimeter and area; know units of digits. Essential Questions: * How and when do we use measurement? *Why do I need standardized units of measure? 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. Measuring Length With Standard Units Measuring Length With Different Units Journal Journal 9.1, 9.2, 9.3 9.2, 9.3 2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters. Estimating Length With Different Units Journal 9.2, 9.3, 9.5 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.G.2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Measuring Longer Distances Measuring Area With a Grid Journal Journal 9.5 9.6, 9.7
Math Grade Two Unit 10 Decimals and Place Value Time Frame: 14 Days Description: Extension of previous work with money and fractions to decimal notation for dollars-and-cents amounts. Extension of place-value concepts to 5- digit numbers. Focus of the unit: review notation and equivalencies for money amounts; provide experiences with comparing prices, estimating costs, and making change; develop and extend place-value concepts. Essential Questions: *How do we use symbols, rules and patterns, to give meaning to numbers? *What are some equivalent ways to represent numbers? 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? *Word Problems Involving Money *Dollar & Cent Notation *Word Problems with Estimation *Word Problems for Making Change Journal 10.1, 10.2, 10.3, 10.4, 10.5, 10.6 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). Comparing Place Value with Chart Journal 10.8, 10.9, 10.10
2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.2. Count within 1000; skipcount by 5s, 10s, and 100s. Writing Place Value with Baseten Blocks and Expanded Form Displaying Counts with Place Value Tools Journal Journal 10.8, 10.9, 10.10 10.9, 10.10 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. Parentheses Journal 10.11
Math Grade Two Unit 11 Whole-Number Operations Revisited Time Frame: 5 Days Description: Focus of the unit: review addition and subtraction algorithms using sums of money; introduce and practice the trade-first subtraction algorithm Essential Questions: *How can we count, make change and compare money? * What methods and approaches can we use to solve problems? 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. *Addition & Subtraction Word Problems Involving Money *Trade First Subtraction Algorithm 11.2, 11.2, 11.3 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.) Addition & Subtraction Word Problems Involving Money 11.1, 11.2
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 Addition & Subtraction Word Problems Involving Money 11.1 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. Trade First Subtraction Algorithm 11.3 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. Line Plots 11.3
Math Grade Two Unit 12 Year-End Reviews and Extensions Time Frame: 3 Days Description: The focus of this unit: review time equivalencies and calendar facts; to read times in different ways and show time on a clock face. Essential Questions: 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. *The Calendar *Clock Skills 12.1, 12.2