SCUSD Curriculum Map- Last Updated- 12/19/2014 Grade 2 ...

SCUSD Curriculum Map- Last Updated- 12/19/2014 Grade 2 Mathematics

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Curriculum Map

Mathematics Grade 2

DRAFT Last Updated December, 2014

Sacramento City Unified School District


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Table of Contents Second Grade Year-at-a-Glance ..............................................................................................................................................................................................................................................................................................3

Unit #1: Solve Problems Involving Addition and Subtraction within 100 ...............................................................................................................................................................................................................................4

Unit #2: Understand Place Value within 1,000 .................................................................................................................................................................................................................................................................... 13

Unit #3: Addition and Subtraction within 1,000 Using Place Value and Properties of Operations ..................................................................................................................................................................................... 19

Unit #4: Solve Problems Involving Measurement and Length ............................................................................................................................................................................................................................................. 29


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Second Grade Year-at-a-Glance

District Benchmark 1

*Alignment TBD

Month Unit Content Standards

September-October Unit #1

Solve Problems Involving Addition and Subtraction within 100

2.OA.1 2.OA.2 2.OA.3 2.OA.4 2.G.2

2.MD.10

*2.MD.7 *2.OA.2 *2.G.1


*Alignment TBD

November-January Unit #2

Understand Place Value within 1000

2.NBT.1 2.NBT.2 2.NBT.3 2.NBT.4

*2.MD.7 *2.OA.2


*Alignment TBD

February-April Unit #3

Addition and Subtraction within 1000 using Place Value and Properties of Operations

2.NBT.5 2.NBT.6 2.NBT.7 2.NBT.8 2.NBT.9 2.MD.10

*2.MD.7 *2.MD.8 *2.OA.2

CAASPP (Smarter Balanced Summative Assessment)

*Alignment TBD

May-June Unit #4

Solve Problems Involving Measurement and Length

2.MD.1 2.MD.2 2.MD.3 2.MD.4 2.MD.5 2.MD.6 2.MD.9

*2.NBT.5 *2.G.3

*Standards to be taught daily throughout the year.


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Unit #1: Solve Problems Involving Addition and Subtraction within 100 (Approx. # Days- )

Content Standards: 2.OA.1, 2.OA.2, 2.OA.3, 2.OA.4, 2.G.2, 2.MD.10 (See Sequence for Learning Outcomes 1-8) In this unit, students will build fluency with additional and subtraction in a variety of problem situations.

*2.OA.2, *2.MD.7*, *2.G.1 (Standards will be taught on a regular basis throughout this unit. See Sequence for Learning Outcomes A-D)

In these standards, students will write and tell time from digital and analog clocks to the nearest 5 minutes, know relationships of time, recognize and draw shapes, and develop fluency with addition and subtraction within 20 using mental strategies.

Common Core State Standards–Mathematics

Operations and Algebraic Thinking 2.OA

Represent and solve problems involving addition and subtraction. 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. Add and subtract within

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. Work with equal groups of objects to gain foundations for multiplication.

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. 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.

Measurement and Data 2.MD

Work with time and money. 7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). CA

Represent and interpret data. 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.

Geometry 2.G Reason with shapes and their attributes.

1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangle, quadrilaterals, pentagons, hexagons, and cubes.

2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.


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Standards for Mathematical Practice

SMP.1 Make sense of problems and persevere in solving them. SMP.2 Reason abstractly and quantitatively. SMP.3 Construct viable arguments and critique the reasoning of others. SMP.6 Attend to precision.

ELD Standards to Support Unit:

Part I: Interacting in Meaningful Ways:

A. Collaborative 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics 2. Interacting with others in written English in various communicative forms 3. Offering and supporting opinions and negotiating with others in communicative exchanges 4. Adapting language choices to various contexts

B. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts

C. Productive

10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

11. Supporting own opinions and evaluating others’ opinions in speaking and writing

12. Selecting and applying varied and precise vocabulary and language structures to

effectively convey ideas

Part II: Learning About How English Works

B. Expanding and Enriching Ideas 5. Modifying to add details

SEL Competencies: Self-awareness Self-management Social awareness Relationship skills Responsible decision making


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Unit #1: Solve Problems Involving Addition and Subtraction within 100

Essential Questions Assessments for Learning

Sequence of Learning Outcomes *2.MD.7, *2.OA.2, *2.G.1

Strategies for Teaching and Learning

Differentiation e.g. EL, SpEd, GATE

Resources

Essential Questions are thought-provoking, open-ended questions to be used within daily lessons that and are therefore connected to the Sequence of Learning Outcomes.

Assessments for

Learning address

Diagnostic, Formative,

and Summative

assessments used

throughout the unit to

inform instruction

connected to the

Sequence of Learning

Outcomes.

Note: These assessments are suggested, not required.

Sequence of Learning Outcomes is

intentionally organized for student

success. Each outcome is not

necessarily intended to be taught

within one class session.

Each Outcome begins with Students will be able to… Note: Standards (2.OA.2, 2.MD.7, and

2.G.1) will be taught for on-going concept development throughout this unit.

General Strategy Support for Unit: From the CA Mathematics Framework

“Instructional Strategies” chapter provides research-based strategies for teaching math, K-12.

“Supporting High Quality Common Core Instruction” chapter addresses the development, implementation, and maintenance of high-quality, standards-based mathematics instructional programs.

Differentiation, e.g. EL, SpEd, GATE

An illustrative list

of high-leverage

strategies to meet

the needs of all

students.

Strategies for

differentiation for

special populations

– To be completed

by district experts).

CCSS Support for the Unit: CA Mathematics Framework "Grade 2" pp. 12-13,

explores the Operations and Algebraic Thinking domain.

Progressions for CCSS-Math narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. Pages 2-3, and 18-19 address the Operations and Algebraic Thinking domain.

KS Assoc. of Teachers of Mathematics FLIPBOOK "Grade 2” provides illustrated examples, instructional strategies, additional resources/tools and misconceptions by standard. Pages 35-36 address the Operations and Algebraic Thinking standards related to this unit.

A. Read, tell, and write time to the

nearest five minutes on a digit

and analog clock (common time

phrases include the following:

quarter till, quarter after, the till,

ten after, and half past).

Students use a clock manipulative to show time to the quarter hour prior to being taught how to tell time to the nearest five minutes.

Students can skip count by 5s to

determine the time.

For setting up cooperative learning:

"Seating Arrangements with Work Stations"

”Improving Participation with Talk Moves"

enVision, Topic 16: “Time, Graphs, and Data”

Math Background, pp. 507A

enVision, Topic 16: Lesson

16-1 “Telling Time to the Five Minutes”

16-2 “Telling Time Before and After the Hour”

Digital Clock, handout Analog Clock, handout Analog Clock 2, handout

http://www.cde.ca.gov/ci/ma/cf/documents/aug2013instructstrat.pdf

http://www.cde.ca.gov/ci/ma/cf/documents/aug2013supportinghqccm.pdf


http://scusd-math.wikispaces.com/file/view/2nd+grade+CA+Framework.pdf/512806030/2nd%20grade%20CA%20Framework.pdf

http://commoncoretools.files.wordpress.com/2011/05/ccss_progression_cc_oa_k5_2011_05_302.pdf

https://www.teachingchannel.org/videos/seating-arrangements




https://www.teachingchannel.org/videos/student-participation-strategy



http://scusd-math.wikispaces.com/file/view/CLOCK_DIGITAL_BW.bmp/500123530/CLOCK_DIGITAL_BW.bmp

ahttp://scusd-math.wikispaces.com/file/view/clock_faces_with_hands.pdf/500122764/clock_faces_with_hands.pdf

http://scusd-math.wikispaces.com/file/view/clock_faces_with_hands%20no%20numbers.pdf/500122730/clock_faces_with_hands%20no%20numbers.pdf


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Sequence of Learning Outcomes *2.MD.7, *2.OA.2, *2.G.1



Resources

Reasoning About Time "Time Relations"

B. Use their knowledge of the

numbers of minutes in an hour,

the number of days in a month,

and the number of weeks in a year

to reason about time.

Students use daily journals to help them make real world connections.

Teacher uses daily agenda and calls out times activity start.

enVision, Topic 16: Lesson 16-1 “Equivalent Times”

C. Recognize and draw shapes having

specific attributes including angles

and faces (triangles,

quadrilaterals, pentagons,

hexagons, cubes).

Use geo-boards, interactive white boards, document camera, tangrams, and pattern blocks to identify and create shapes.

Use academic language (“angles” in place of “corners”).

Sort shapes by their attributes in a variety of orientations and configurations.


D. Fluently add and subtract within 20 using mental strategies and/or knowing all sums of two one-digit numbers, (e.g., 3 + 3 = 6, 3 + 4 = 7, 3 + 5 = 8, …).

Mental strategies include: count on by ones or twos, doubles, doubles plus one, commutative property, facts that make ten, benchmark numbers, related facts, count back by ones or twos, decompose a number leading to ten, extend known addition related facts to subtraction.

enVision, Topic 6: “Mental Addition”

Possible lessons from Lessons 6-1 to Lessons 6-6

enVision, Topic 7: “Mental Subtraction”

Possible lessons from Lessons 7-1 to Lessons 7-5

http://scusd-math.wikispaces.com/file/view/2nd+Grade-Time+Relations.pdf/509847958/2nd%20Grade-Time%20Relations.pdf

http://scusd-math.wikispaces.com/file/view/2nd+Grade-Time+Relations.pdf/509847958/2nd%20Grade-Time%20Relations.pdf


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Sequence of Learning Outcomes 2.OA.1—2.OA.4, 2.G.2, 2.MD.10



Resources

Essential Questions are thought- provoking, open-ended questions to be used within daily lessons that and are therefore connected to the Sequence of Learning Outcomes.

Assessments for

Learning address


and Summative

assessments used


inform instruction

connected to the


Outcomes.







Each Outcome begins with Students will be able to…




Use of math journals for differentiation and formative assessment (use link below) "Math Journals: A Record for Students and Teachers"

Flexible grouping: Content Interest Project/product Level

(Heterogeneous/ Homogeneous)

Tiered: Independent

Management Plan (Must Do/May Do)

Grouping o Content o Rigor w/in

the concept o Project-base

d learning o Homework o Grouping


explores the Operations and Algebraic Thinking domain and illustrates multiple models, representations and students’ explanations of a variety of two-step problems.

Progressions for CCSS-Math narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. Pages 2-3, and 18-19 address the Operations and Algebraic Thinking domain.

KS Assoc. of Teachers of Mathematics FLIPBOOK "Grade 2” provides illustrated examples, instructional strategies, additional resources/tools and misconceptions by standard. Pages 4-11, 46, 40-41 address the Operations and Algebraic Thinking standards related to this unit.

Addition and Subtraction Strategies Within 100

Video Kidspiration Interactive manipulatives, Geogebra CDE Instructional Strategies from Framework





https://www.teachingchannel.org/videos/math-journals





http://commoncoretools.files.wordpress.com/2011/05/ccss_progression_cc_oa_k5_2011_05_302.pdf

http://www.youtube.com/watch?v=Hy7MNC7lJ3E


http://www.geogebra.org/cms/en/download/


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Resources

How can addition be used to tell a number story?

How can models be used to give meaning to number sentences?

How are addition and subtraction related?

What strategies can help when adding and subtracting with regrouping?

"Ants Collection" addition problems

1. Represent and solve addition and subtraction problem situations within 100 using numbers, pictures, and symbols with unknowns in all positions.

Students use objects, drawings, and equations with symbols for unknown numbers to represent the problem (e.g., 34 + = 56, + 22 = 56, 34 + 22 = )

Second graders also master “start unknown”, “bigger unknown”, and “smaller unknown” problem types by the end of the year.

See progression of difficulty on chart of problem situations. (See resource column, CA Mathematics Framework, pp. 12-13.)

o Formative Assessment

Anchor Activities: Content-related

tasks for early finishers o Game o Investigation o Partner

Activity o Stations

Depth and Complexity Prompts/Icons: Depth

o Language of the Discipline

o Patterns o Unanswered

Questions o Rules o Trends o Big Ideas

Complexity

Click here for: "Differentiation Resources" - SCUSD Wikispaces

enVision, Topic 1: “Understanding Addition and Subtraction”

Math Background, pp. 1C-1D

enVision, Topic 1: Lessons

“Writing Addition Number Sentences”

1-3 “Writing Subtraction Number Sentences”

1-6 “Connecting Addition and Subtraction”

How can addition be used to tell a number story?

How can objects be grouped to determine the total number in all?

2.MD.10 Assessmenttask

2. Represent data on a picture graph or bar graph with single-unit scales and interpret the results with up to four categories.

Students conduct surveys to collect data and represent the data using pictographs including a title, categories, key, and data.

enVision, Topic 16: “Time, Graphs, and Data”

Math Background, pp. 507B

Interactive Math Story: “Our Favorite Things,” pp. 507E-507F


5-7 “Problem-Solving: Use a Data from a Chart”


16-5 “Organizing Data”

16-6 “Graphing Lengths”

16-7 “Pictographs”

16-8 “Problem Solving: Use a Graph” Bar Graph Investigations

http://scusd-math.wikispaces.com/file/view/2nd+Grade-Ants+Collection+Addition.pdf/509395100/2nd%20Grade-Ants%20Collection%20Addition.pdf

http://scusd-math.wikispaces.com/home



http://scusd-math.wikispaces.com/file/view/2.MD.10+Assessmenttask.docx/518005302/2.MD.10%20Assessmenttask.docx

http://scusd-math.wikispaces.com/file/view/2.MD.10+Assessmenttask.docx/518005302/2.MD.10%20Assessmenttask.docx

http://illuminations.ntcm.org/LessonDetail.aspx?id=L79


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Resources

"Bar Graph" of students solving take-apart, put-together, and comparison problems using data from a bar graph.

"Graphing with Colors", a video of students making a bar graph from color squares they found around the room.


Can the order of numbers be changed when adding or subtracting? Why or why not?

“Equation Match-up” “Counting Mice” "Subtraction with

Regrouping/Trading Problems"

3. Solve one-step word problems

involving addition and subtraction

within 100 using a variety of

methods to represent the problem

situation.

Note: Modeling word problems generally progresses from the use of concrete objects to drawings to equations.

Solve one-and two-step problems using manipulatives (e.g., snap cubes, place-value blocks) or create drawings of manipulatives and number lines to solve problems and describe their strategies.

Relate representations of the problem to equations and use boxes, blanks, or pictures for the unknown amount.

Use data from picture graphs and bar graphs to solve simple one-step addition and subtraction problems.

enVision, Topic 1: “Understanding Addition and Subtraction”

Interactive Math Story, “Ducks,” pp. 1G-1H


1-2 “Stories About Joining”

1-4 “Stories About Separating”

1-5 “Stories About Comparing”

1-7 “Problem Solving: Use Objects” "Choose Three Ways" is a handout for recording

multiple methods when problem-solving.

What strategies will help add multiple numbers quickly and accurately?

"Subtraction Story Problems"

4. Represent and solve two-step addition and subtraction problem situations within 100 using numbers, pictures, and symbols with unknowns in all positions.

Students need experience with problems that can be represented with the same or opposite operations. (9 + 6) + 8 = ___ or (9 – 6) + 8 = ___

Students use place value understanding to solve.

Students use number lines, counters, base-10 blocks, drawings, and 100’s charts, double ten-frames to represent


See Outcome 3

http://www.engageny.org/resource/grade-2-math-instruction-focus-standard-2md10

http://scusd-math.wikispaces.com/file/view/2oa2_Equation+Match-up.docx/509202080/2oa2_Equation%20Match-up.docx

http://scusd-math.wikispaces.com/file/view/2nd+Grade-Counting+Mice.pdf/509397758/2nd%20Grade-Counting%20Mice.pdf

http://scusd-math.wikispaces.com/file/view/2nd+Grade-Subtraction+with+Regrouping.pdf/509399518/2nd%20Grade-Subtraction%20with%20Regrouping.pdf



http://scusd-math.wikispaces.com/file/view/choose_three_ways_worksheet.doc/512674248/choose_three_ways_worksheet.doc

http://scusd-math.wikispaces.com/file/view/2nd+Grade-Subraction+Story+Problems.pdf/509400232/2nd%20Grade-Subraction%20Story%20Problems.pdf

http://scusd-math.wikispaces.com/file/view/2nd+Grade-Subraction+Story+Problems.pdf/509400232/2nd%20Grade-Subraction%20Story%20Problems.pdf


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Resources

and model their solution pathway. Students use mental strategies such as:

making tens doubles and near doubles for addition and subtraction problems.

Students need many opportunities to solve a variety of two-step problems to develop habits of checking their solutions.

Students create their own problem situations and share with others to solve. Students explain and justify their reasoning.

How can it be determined that a number is odd or even?

"Odd or Even", students determine whether a group of objects (up to 20) has an odd or even number.

5. Determine whether a group of objects up to 20, has an odd or even number of members.

Apply their work with doubles addition facts to the concept of odd and even.

Draw pictures such as circles or arrays to decompose numbers into two equal groups to determine odd or even.

Decompose numbers using an equation to determine odd or even ( for example: 10 = 5 + 5, two equal groups denote even; for example 11= 5 + 6, tow unequal groups denote odd).

To determine odd or even, count by two’s to make a specific quantity; divide into two equal sets, arrange into pairs.

Use concrete objects such as: counters, place-value cubes, linking cubes, etc.


5-6 “Even and Odd Numbers”

http://scusd-math.wikispaces.com/file/view/2oa3_assessmenttask5.docx/509198858/2oa3_assessmenttask5.docx


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Resources

How can an array help to solve addition problems?

2.OA.4 6. Students partition rectangles into rows and columns to create arrays.

Students draw arrays to determine equal groups when representing a number.

Students draws array to find the total number of objects.

Students use a variety of methods to create arrays to find the total number of objects (e.g. grid paper, geo-boards, square tiles or cubes).


4-1 “Repeated Addition”

4-2 “Building Arrays”


See Outcome 6 Assessment

7. Students write an equation to represent and solve for the number of objects shown in an array (no larger than 5 rows and 5 columns).

Use repeated addition or skip count to find the total.

enVision, Topic 4: “Working with Equal Groups”

Math Background, pp. 99A-99B

Interactive Math Story, “Addition Fair,” pp. 99E-99F


4-3 “Practicing Repeated Addition”

4-4 “Problem Solving: Draw a Picture and Write a Number Sentence”

How can known facts help solve unknown facts?

How do using 5 or 10 help when adding or subtracting?

What strategies will help add multiple numbers quickly and accurately?

Facts Practice that can be used as assessment:

Addition Facts Practice

Subtraction Facts Practice

Open Ended Problems, can be used as assessment for mental math strategies

8. Use mental strategies to fluently add and subtract within 20.

Mental strategies include: count on by ones or twos, doubles, doubles plus one, commutative property, facts that make ten, benchmark numbers, related facts, decompose a number leading to ten, extend known addition related facts to subtraction.

enVision, Topic 6: “Mental Addition”


Interactive Math Story, “Count on by the Seasons,” pp. 155E-155F

enVision, Topic 7: “Mental Subtraction”


Interactive Math Story, “Animal Subtraction,” pp. 185E-185F

http://scusd-math.wikispaces.com/file/view/2oa2_facts+prcactice%28%2B%29.docx/509202126/2oa2_facts%20prcactice%28%2B%29.docx

http://scusd-math.wikispaces.com/file/view/2oa2_facts+prcactice%28%2B%29.docx/509202126/2oa2_facts%20prcactice%28%2B%29.docx

http://scusd-math.wikispaces.com/file/view/2oa2_facts+prcactice%28-%29.docx/509202098/2oa2_facts%20prcactice%28-%29.docx

http://scusd-math.wikispaces.com/file/view/2oa2_facts+prcactice%28-%29.docx/509202098/2oa2_facts%20prcactice%28-%29.docx

http://scusd-math.wikispaces.com/file/view/2nd+Grade+Open-ended+Tasks.docx/495556588/2nd%20Grade%20Open-ended%20Tasks.docx


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Unit #2: Understand Place Value within 1,000 (Approx. # Days- )

Content Standards: 2.NBT.1, 2.NBT.2, 2.NBT.3, and 2.NBT.4 (See Sequence for Learning Outcomes 1-7)

In this unit, students will extend their understanding of base-ten notation, including comparing numbers up to 1000.

*2.OA.2 and *2.MD.7 (Standards will be taught on a daily basis throughout this unit. See Sequence for Learning Outcomes A-D) In these standards, students will write and tell time from digital and analog clocks to the nearest 5 minutes, know relationships of time,

and develop fluency with addition and subtraction within 20.

Common Core State Standards-Mathematics:

Numbers and Operations in Base Ten 2.NBT

Understand place value.

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. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. CA

3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

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.


Work with time and money.

*7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). CA


Add and Subtract within 20.

*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.


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Standards for Mathematical Practice

SMP.1 Make sense of problems and persevere in solving them.

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.



A. Collaborative 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics 2. Interacting with others in written English in various communicative forms

4. Adapting language choices to various contexts E. Interpretive

5. Listening actively to spoken English in a range of social and academic contexts 6. Read closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language 8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type,

purpose, audience, topic, and content area F. Productive

10. Composing/Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology 11. Supporting own opinions and evaluating others’ opinions in speaking and writing 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas


B. Expanding and Enriching Ideas

5. Modifying to add details

C. Connecting and Condensing Ideas

6. Connecting ideas 7. Condensing ideas



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Unit #2: Understand Place Value within 1,000


Sequence of Learning Outcomes 2.NBT.1— 2.NBT.4



Resources

Essential Questions are thought- provoking, open-ended questions to be used within daily lessons that and are therefore connected to the Sequence of Learning Outcomes.

Assessments for

Learning address


and Summative

assessments used


inform instruction

connected to the


Outcomes.














Tiered: Independent


Grouping o Content o Rigor w/in the

concept o Project-based

learning o Homework o Grouping o Formative

Assessment


explores the address Numbers and Operations in Base Ten domain.

Progressions for CCSS-Math: Narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. Pages 2-3, and 8-10 address Numbers and Operations in Base Ten domain.

KS Assoc. of Teachers of Mathematics FLIPBOOK "Grade 2” provides illustrated examples, instructional strategies, additional resources/tools and misconceptions by standard. Pages 13-17 address Numbers and Operations in Base Ten domain.

What is the difference between “place” and “value”?

What does 0 represent in a number?

“Three-digit Number Roll”, can be used to assess the different ways students can show number in the base-ten system.

1. Understand that a three-digit number represents amounts of hundreds, tens, and ones.

Make bundles of 100’s with or without “left-overs” by building groups of tens using:

base-10 blocks

straws

cubes in towers of 10

ten frames Explore the idea that numbers such as

100, 200, 300, etc., are groups of 100a that have “0” as placeholders.

Number Talks build place value understanding when using strategies of using benchmark numbers of 10, 100.

enVision, Topic 10: “Place Value to 1,000”



10-1 “Writing Addition Number Sentences”

10-2 “Counting Hundreds, Tens, and Ones”









http://commoncoretools.me/wp-content/uploads/2011/04/ccss_progression_nbt_2011_04_073_corrected2.pdf

http://scusd-math.wikispaces.com/file/view/2nd%20Grade-3%20Digit%20Number%20Roll.pdf/509388972/2nd%20Grade-3%20Digit%20Number%20Roll.pdf

http://scusd-math.wikispaces.com/file/view/2nd%20Grade-3%20Digit%20Number%20Roll.pdf/509388972/2nd%20Grade-3%20Digit%20Number%20Roll.pdf


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Resources

Use place value charts to build numbers: Place Value Chart

"Making Math Fun with Place Value Games", video of making learning fun by incorporating practice with games.



Activity o Stations





Complexity


How can we represent numbers using place value?

How does the value of a digit change when its position in a number changes?

What are different ways we can show or make (represent) a number?

What happens if I add one to the number 9? The number 19? The number 99?

Representing amounts of hundreds, tens, and ones:

2.NBT.1 Assessmenttask 1


2. Represent numbers within 1000 in multiple ways, (e.g., 103 = 10 tens and 3 ones, 103= 9 tens and 13 ones).

Practice saying the number that they have built.

Use place value mats to build numbers: Place Value Chart 2

Match different representations of the same number:

Standard form (e.g., 637)

Base-ten numerals in standard form (e.g., 6 hundreds, 3 tens and 7 ones)

Number names in word form (e.g., six hundred thirty seven

Expanded form (e.g., 600+ 30 + 7)

Equivalent representations (e.g., 500 + 130 + 7; 600 + 20 + 17)


10-1 “Building 1,000”

10-2 “Counting Hundreds, Tens, and Ones”

What is the importance of zero?

Refer to Outcome 1 assessments above.

3. Understand that 100 = 1 hundred and no tens and no ones, 200 = 2 hundreds and no

Base-10 blocks used to build quantities to 1000.

http://scusd-math.wikispaces.com/file/view/Hundreds+T-Chart.docx/509205278/Hundreds%20T-Chart.docx

https://www.teachingchannel.org/videos/second-grade-math-lesson

https://www.teachingchannel.org/videos/second-grade-math-lesson




http://scusd-math.wikispaces.com/file/view/2.NBT.1+Assessmenttask+1.docx/517999174/2.NBT.1%20Assessmenttask%201.docx





http://scusd-math.wikispaces.com/file/view/Thousands+T-Chart.docx/509207446/Thousands%20T-Chart.docx


17






Resources

tens and no ones…..

How can place value help us locate a number on the number line?

“Number Hop!”, from Georgia Department of Education

4. Count within 1000 by 1s, 2s, 5s, 10s, and 100s.

Look for patterns in the 100’s chart to understand structures in the number system.

Notice and explain patterns when skip-counting by 5’s, 10’s, 100’s.

Skip-counting

Use a number line

Use money: nickels, dimes, and dollars as representation of numbers.

Color numerical patterns on 100’s charts

Count up to 1000 from different starting points

Base-10 blocks Video: “Discover Number Patterns with

Skip-Counting” https://www.teachingchannel.org/videos/teaching-number-patterns


Interactive Math Story, “Hundreds of Windows,” pp. 295E-295F


10-4 “Changing Numbers by Hundreds and Tens”

10-5 “Patterns with Numbers on a Hundreds Chart”

10-6 “Skip Counting by 2, 5, 10, 100, to 1,000” enVision, Topic 6: Lesson

6-6 “Look for a Pattern”

Writing the numbers represented: 2.NBT.3

Assessmenttask 1


5. Read and write numbers to 1000 including number names.

Use correct place-value notation when saying number (e.g., “6 hundreds plus 3 tens plus 7 ones”)

Practice listing numbers horizontally as well as vertically support algebraic thinking

Make a 1000- chart as a large group or small groups


“Daily Common Core Review”, p. 305A

http://scusd-math.wikispaces.com/file/view/2nd%20Grade-Number%20Hop.pdf/509388586/2nd%20Grade-Number%20Hop.pdf

https://www.teachingchannel.org/videos/teaching-number-patterns

https://www.teachingchannel.org/videos/teaching-number-patterns






18






Resources

How can we determine how tens are in a number?

“Place Value Breakdown”, from Georgia Department of Education

6. Read and write numbers to 1000 using expanded form.

Draw place value models to show expanded form.


10-3 “Reading and Writing Numbers to 1,000”

What strategies help you to compare two numbers?

How can we tell which numbers are larger or smaller than others?

“Carol’s Number Assessment”, from Georgia Department of Education

7. Compare three-digit numbers within 1000 based on place-value, including the use of comparison symbols.

Explain verbally and in writing the relative value of two or more quantities using place-value understanding

Use greater than, less than, equal to symbols to show comparisons of numbers.

In explanations, use comparative language that includes but is not limited to: more than, less than, greater than, most, greatest, least, same as, equal to and not equal to.

Problem types that include error analysis in explanations of comparisons.


10-7 “Comparing Numbers”

10-8 “Problem Solving: Look for a Pattern”

http://scusd-math.wikispaces.com/file/view/2nd%20Grade-Place%20Value%20Breakdown.pdf/509388090/2nd%20Grade-Place%20Value%20Breakdown.pdf

http://scusd-math.wikispaces.com/file/view/2nd%20Grade-Place%20Value%20Breakdown.pdf/509388090/2nd%20Grade-Place%20Value%20Breakdown.pdf

http://scusd-math.wikispaces.com/file/view/NBT+1_4+Carol%27s+Number+Assessment.pdf/508951338/NBT%201_4%20Carol%27s%20Number%20Assessment.pdf

http://scusd-math.wikispaces.com/file/view/NBT+1_4+Carol%27s+Number+Assessment.pdf/508951338/NBT%201_4%20Carol%27s%20Number%20Assessment.pdf


19

Unit #3: Addition and Subtraction within 1,000 Using Place Value and Properties of Operations (Approx. # Days- )

Content Standards: 2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8, 2.NBT.9, and 2.MD.10 (See Sequence for Learning Outcomes 1-11) In this unit, students will apply their understanding of place value and the base-ten number system to solve addition and subtraction problem situations and data collection.

*2.OA.2, *2.MD.7, and *2.MD.8 (Standards will be taught on a daily basis throughout this unit. (See Sequence for Learning Outcomes A-F)

In these standards, students will write and tell time from digital and analog clocks to the nearest 5 minutes, know relationships of time, solve word problem involving money, and develop fluency with addition and subtraction within 20.



Use place value understanding and properties of operations to add and subtract.

2.NBT5. 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.

7.1 Use estimation strategies to make reasonable estimates in problem solving. CA

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.


Work with time and money.

*2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). CA

*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?

Represent and interpret data.

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.

Operations and Algebraic Thinking 2. OA


*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.


20

Standards for Mathematical Practice:








A. Collaborative

1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics

2. Interacting with others in written English in various communicative forms

4. Adapting language choices to various contexts

B. Interpretive

5. Listening actively to spoken English in a range of social and academic contexts

6. Read closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area

C. Productive

10. Composing/Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology


12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas





6. Connecting ideas

7. Condensing ideas



21

Unit #3: Addition and Subtraction within 1,000 Using Place Value and Properties of Operations


Sequence of Learning Outcomes *2.MD.7, *2.MD.7, *2.OA.2



Resources


Assessments for Learning

address Diagnostic, Formative,

and Summative assessments

used throughout the unit to

inform instruction connected

to the Sequence of Learning

Outcomes.







Each Outcome begins with Students will be able to… Note: Standards (2.MD.7, 2.MD.8,

and 2.OA.2) will be taught for on-going concept development throughout this unit.






of high-leverage

strategies to meet

the needs of all

students.

Strategies for

differentiation for

special populations

– To be completed

by district experts).

A. Read, tell, and write time to the

nearest five minutes on a digit

and analog clock (common time

phrases include the following:

quarter till, quarter after, the

till, ten after, and half past).

See Unit 2- “Strategies for Teaching and Learning” column.


16-1 “Telling Time to Five Minutes”

16-2 “Telling Time Before and After the Hour”

16-4 “Equivalent Times”

How can we decide on appropriate units of measurement (i.e. seconds, minutes, hours, days)?

B. Use their knowledge of the numbers of minutes in an hour, the number of days in a month, and the number of weeks in a year to reason about time.

Students use daily journals to help them make real world connections.

Teacher uses daily agenda and calls out times activity start.





22

How do we know if we have enough money to buy something?

C. Recognize dollar bills, quarters, dimes, nickels, and pennies.

Mentally give each coin in a set a value.

Place random sets of coins in order. Students make equivalent amounts

using coins and bills to show multiple representation of a quantity.

Provide students with coin and dollar manipulative.

Manipulatives for coins and bills:

“Printable Coins”

“Printable Bills”


13-1 “Coins”

13-2 “Counting Collections of Coins”

13-3 “Ways to Show Same Amount”

13-4 “One Dollar”

What are the different ways we can represent an amount of money?

D. Read and write money amounts using appropriate symbols ($ and ₵) and their location, as well as terms (dollars and cents) with money amounts that do not include decimals.

Provide multiple opportunities for students to solve problems that include “take from”,” “add to”, “put together”, “compare”. (See CA Mathematics Framework "Grade 1", pp. 12-13)

E. Fluently add and subtract within 20 using mental strategies and knowing all sums of two one-digit numbers, (e.g., 3 + 3 = 6, 3 + 4 = 7, 3 + 5 = 8, …)

Fluency means accuracy (correct answer), efficiency (reasonable steps and time in computing), and flexibility (using strategies such as making 10 or breaking numbers apart).

Why is it important to be able to count amounts of money?

F. Count and use coins and bills. Solve word problems involving dollars and cents, using symbols appropriately ($ and ₵).

Use mental math. Add on to find differences. Skip-count to find totals. Provide opportunities for students to

find equivalent money amounts using bills and coins.

http://scusd-math.wikispaces.com/file/view/Printable%20Coins.pdf/512650390/Printable%20Coins.pdf

http://scusd-math.wikispaces.com/file/view/Printable%20Bills.pdf/512650332/Printable%20Bills.pdf

http://scusd-math.wikispaces.com/file/view/1st+grade+CA+Framework.pdf/512805992/1st%20grade%20CA%20Framework.pdf



23



Sequence of Learning Outcomes 2.NBT.5 – 2.NBT.9, 2.MD.10



Resources








Outcomes.














Tiered: Independent




d learning o Homework o Grouping o Formative

CCSS Support for the Unit: CA Mathematics Framework "Grade 2" pp.

19-27, explores the address Numbers and Operations in Base Ten domain.

Progressions for CCSS-Math: Narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. Pages 2-3, and 8-10 address Numbers and Operations in Base Ten domain.


Virtual base ten blocks: "Base Ten Blocks"

How can I use a number line to add or subtract?

• How can I use a number line to figure out 10 more or less than a number?

Word Problem: 2.OA.1 Add to-Start Unknown

1. Add and subtract within 100 using place value.

Using mental strategies to solve multi-digit addition problems: "Classroom Number Talk: Grade 3", from Math Solutions

Use base-10 blocks and place value work mats to represent the numbers and manually manipulate the blocks to solve problems.

Draw drawings to represent numbers and solve problems using strategies


6-1 “Adding Tens”

6-4 “Adding on a Hundred Chart”

6-5 “Adding Multiples of 10” enVision, Topic 7: Lessons

7-1 “Subtracting Tens”

7-3 “Subtracting on a Hundred Chart”

7-4 “Subtracting Multiples of 10”










https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/gr3-5/itools_intermediate_9780547274058_/basetenblocks.html

http://scusd-math.wikispaces.com/file/view/SF_2+OA+Task+1d.doc/508951374/SF_2%20OA%20Task%201d.doc

http://scusd-math.wikispaces.com/file/view/SF_2+OA+Task+1d.doc/508951374/SF_2%20OA%20Task%201d.doc

http://mathsolutions.wistia.com/medias/0v5002j2zh


24






Resources

of composing and decomposing numbers.

See CA Mathematics Framework "Grade 2", pp. 22-23, for addition and subtraction methods supported with drawings.

Use a hundreds chart to quickly add to or subtract multiples of 10 from any given number. Example: “What is 20 more than 34?

Assessment



Activity o Stations





Complexity



2. Add and subtract within 100 using properties of operations.

Use a number line to add or subtract making simpler problems. Use a compensation strategy, for example: 48 + 17 = (48+2)+ (17 -2)=50+15= 65.

KS Assoc. of Teachers of Mathematics FLIPBOOK "Grade 2”. See pages 18-19 to find strategies which use properties of operations.


6-2 “Adding Ones” enVision, Topic 7: Lessons

7-2 “Finding Parts of 100”

7-5 “Missing or Extra Information”


3. Add and subtract within 100 applying understanding of the relationship between addition and subtraction.

Use property of operations to solve and check work.

60 – 15 = 45 ; 15 + 45 = 60 Use base-10 blocks, hundreds charts,

number lines, drawings to represent


9-7 “Using Addition to Check Subtraction”






http://katm.org/wp/wp-content/uploads/flipbooks/2FlipBookedited.pdf

http://katm.org/wp/wp-content/uploads/flipbooks/2FlipBookedited.pdf


25






Resources

problems and solutions. Students explain and justify thinking verbally and in writing.

Video of 2nd Grade Addition and Subtraction Strategies

How can we select among the most useful mental math strategies for the task we are trying to solve?

4. Add and subtract up to four two-digit numbers using strategies based on place value and properties of operations.

Create a simpler problem by estimating, using tens as a benchmark, composing and decomposing numbers.

Students explain and justify solutions using document cameras and interactive white boards.

Grade 2 Math: Use Modeling and Tools to Solve Three Digit Subtraction Problems video of solving subtraction problems using a variety of strategies, from Engageny.


6-3 “Adding Tens and Ones” enVision, Topic 8: Lessons

8-1 “Regrouping 10 Ones for 1 Ten”

8-2 “Models to Add Two-nd One-Digit Numbers”

8-3 “Adding Two- and One-Digit Numbers”

8-4 “Models to Add Two-Digit Numbers”

8-5 “Adding Two-Digit Numbers”

8-6 “Adding on a Number Line”

8-7 “Adding More than Two Numbers”

8-8 “Ways to Add”

8-9 “”Draw a Picture and Write a Number Sentence”


9-1 “Regrouping 1 Ten for 10 Ones”

9-2 “Models to Subtract Two- and One-Digit Numbers”

9-3 “Subtracting Two- and One-Digit Numbers”

9-4 “Models to Subtract Two-Digit Numbers”



http://www.engageny.org/resource/common-core-instruction-use-modeling-and-tools-to-solve-three-digit-subtraction-problems




26






Resources

9-5 “Subtract Two-Digit Numbers”

9-6 “Subtracting on a Number Line”

9-8 “Ways to Subtract”

9-9 “Problem Solving: Two-Question Problems”

5. Add up to four two-digit numbers using student-generated picture and bar graphs within a variety of problem situations.

Create graphs that demonstrate students’ understanding of scale.

Video of creating a bar graph: Grade 2 Math: Bar Graph 2.MD.10

Assessment Task: “Schools” MAC http://scusd-math.wikispaces.com/file/view/MAC2013-02%20Schools.pdf/514121584/MAC2013-02%20Schools.pdf

6. Add and subtract within 1000 using concrete models, drawings, properties of operations and place value understanding.

Use base-10 blocks and place value work mats to represent the numbers, and manually manipulate the blocks to solve problems.

Using a number line, students make multiples of 10 or 100 to solve addition and subtraction problem situations.

Add or subtract making simpler problems by making Use compensation strategy, for example: Example: 156+129=(156+4)+(129-4)= 160+125=285; 386-14=(386+4) – (14-4)= 390 – 10 = 380

Virtual base ten blocks: https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/gr3-5/itools_intermediate_9780547274058_/basetenblocks.html

Use learning stations to reinforce addition and subtraction within 1000: http://illuminations.nctm.org/Lesson.aspx?id=338


11-1 “Exploring Adding Three-Digit Numbers”

11-4 “Models for Adding Three-Digit Numbers”

11-5 “Adding Three-Digit Numbers”

Numbers”

11-6 “Exploring Subtracting Three-Digit Numbers”

11-9 “Models for Subtracting Three-Digit



http://scusd-math.wikispaces.com/file/view/MAC2013-02%20Schools.pdf/514121584/MAC2013-02%20Schools.pdf








http://illuminations.nctm.org/Lesson.aspx?id=338



27






Resources

Numbers”

11-10 “Subtracting Three-Digit Numbers”

11-11 “Use Logical Reasoning”

What happens to the value of a number when we add or subtract 10 from it? What digits change? What digits stay the same? Why?

What happens to the value of a number when we add or subtract 100 from it? What digits change, what digits stay the same? Why?

7. Mentally add and subtract ten or one hundred from any given number from any given number between 100 - 900.

Count back, count on by 10s and 100s. Count and think aloud. Find missing numbers in a sequence, on a number line or a hundreds chart.


10-4 “Changing Numbers by Hundreds and Tens”

enVision, Topic 11: Lesson 11-2 “Mental Math”

How can I use data to help me understand the answers to the questions posed?

What type of graph should I use to display data?

8. Add or Subtract within 1000, using a variety of problem situations which require bar graphs and picture graphs.

Provide problems based on varying levels of depth and complexity.

Use strategic grouping to facilitate learning objectives.

CA Mathematics Framework Gr.1, pp. 12-13 http://scusd-math.wikispaces.com/file/view/1st+grade+CA+Framework.pdf/512805992/1st%20grade%20CA%20Framework.pdf





28






Resources

Assessment Task: “Who Has More?” MAC http://scusd-math.wikispaces.com/file/view/MAC2013-02+Who+Has+More.pdf/509192732/MAC2013-02%20Who%20Has%20More.pdf

9. Add and subtract within 1000 using understanding of the relationship between addition and subtraction.

Use property of operations to solve and check work: 260 – 15 = 245; 15 +245 = 260.

Use base-10 blocks, hundreds charts, number lines, drawings to represent problems and solutions.

Students explain and justify thinking verbally and in writing.


11-7 “Mental Math: Ways to Find Missing Parts”

10. Add and subtract within 1000 which includes a written method.

For addition operations use expanded form to decompose numbers using place value and multiples of tens and hundreds.

400+50+6 500 100+60+7 110 500+110+13 __13 623

11. Explain why addition and subtraction strategies work using place value and properties of operations.

Explain reasoning verbally using group, partner, and solo protocols. Use engagement strategies for student discourse.

Use math journals, sentence stems, posters for student roles in group discussions, posters that list steps for productive group work, etc. CDE’s Instructional Strategies

document http://www.cde.ca.gov/ci/ma/cf/documents/aug2013instructstrat.pdf

http://scusd-math.wikispaces.com/file/view/MAC2013-02+Who+Has+More.pdf/509192732/MAC2013-02%20Who%20Has%20More.pdf









29

Unit #4: Solve Problems Involving Measurement and Length (Approx. # Days- )

Content Standards: 2.MD.1, 2.MD.2, 2.MD.3, 2.MD.4, 2.MD.5, 2.MD.6, 2.MD.9 (See Sequence for Learning Outcomes 1-9) In this unit, students will learn to measure objects using standard and non-standard units, and to use measurement and data understanding to solve problems involving addition and subtraction.

*2.NBT.5, *2.OA.2, *2.G.2 and *2.G.3 (Standards will be taught on a daily basis throughout this unit. See Sequence for Learning Outcomes A-D) In these standards, students will add and subtract fluently within 20, add and subtract within 100, and work with partitioning circles and rectangles.



Measure and estimate lengths in standard units.

2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yard stick, meter sticks, and measuring tools.

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.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. Relate addition and subtraction to length.

2.MD.5 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.

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. Represent and interpret data.

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.


Use place value understanding and properties of operations to add and subtract. *2.NBT5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Geometry 2.G Reason with shapes and their attributes.

*2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

*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.


30



*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.

Standards for Mathematical Practice:








A. Collaborative

1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics

2. Interacting with others in written English in various communicative forms

4. Adapting language choices to various contexts

B. Interpretive

5. Listening actively to spoken English in a range of social and academic contexts

6. Read closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type,

purpose, audience, topic, and content area

C. Productive

10. Composing/Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology


12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas



31





6. Connecting ideas

7. Condensing ideas


32

Unit #4: Solve Problems Involving Measurement and Length


Sequence of Learning Outcomes *2.NBT.5, *2.G.3



Resources


Assessments for

Learning address


and Summative

assessments used


inform instruction

connected to the


Outcomes.







Each Outcome begins with Students will be able to… Note: Standards (2.NBT.5, 2.G.2,

2.G.3,) will be taught for on-going concept development throughout this unit.






of high-leverage

strategies to meet

the needs of all

students.

Strategies for

differentiation for

special

populations – To

be completed by

district experts).


19-27, explores the address Numbers and Operations in Base Ten domain and pp.39-40 for Geometry.

KS Assoc. of Teachers of Mathematics FLIPBOOK "Grade 2” provides illustrated examples, instructional strategies, additional resources/tools and misconceptions by standard. Pages 18-19 address Numbers and Operations in Base Ten domain and page 29.

A. Partition rectangles into rows and

columns of same size and count

the total number of them

Strategies for reinforcement of numeracy concepts: skip-counting, doubles, groups.

Students use graph paper, white boards for drawing the shapes and partitioning.

B. Partition circles and rectangles into two, three, or four equal shares.

Use academic language such as: halves, thirds, half of, a third of, fourth of, fourths when discussing the size of their shapes.

Provide story problems to create a context for partitioning shapes and reasoning about the answer.

Reason about equal shares.






33



Sequence of Learning Outcomes *2.NBT.5, *2.G.3



Resources

C. Fluently add and subtract within 20 using mental strategies and knowing all sums of two one-digit numbers, (e.g., 3 + 3 = 6, 3 + 4 = 7, 3 + 5 = 8, …)

"Roll Away", partner fluency building game

D. Fluently add and subtract within

100 using multiple strategies.

Note: Fluency means accuracy (correct answer), efficiency (reasonable steps and time in computing), and flexibility (using strategies such as making 10 or breaking numbers apart).

Solve problems using multiple strategies and show multiple representations, share problem-solving methods whole class.

http://scusd-math.wikispaces.com/file/view/Game%20Grade%202%20-%20Roll%20Away.pdf/512693150/Game%20Grade%202%20-%20Roll%20Away.pdf


34



Sequence of Learning Outcomes 2.MD.1 – 2.MD.9



Resources








Outcomes.













(Heterogeneous/Homogeneous)

Tiered: Independent




d learning o Homework o Grouping


37-40, explores the address Geometry domain.

Progressions for CCSS-Math: Narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. Pages 1-4 and 12-15 address Geometry domain.


“Own-Blocks1”measure with 1-cm cubes (base-ten ones cubes) or 1-inch color tiles: “Own-Blocks 2”

1. Measure lengths of objects with standard units using appropriate tools.

Measure objects or distances in the classroom and record the number of units needed to match the length of the object or distance being measured.

“Measurement Recording Sheet”, measuring length units.

“Across the Bridge”

2. Measure length of an object twice using two different length-units, for example: inches and centimeters. (Describe how the two measurements are affected by the length-units chosen.)

Measure a variety of objects or distances in a real-world setting, and compare the measurements of single objects or distances when using different measuring tools.

“Two Measurements Recording Sheet”










http://scusd-math.wikispaces.com/file/view/Own-Blocks1.pdf/513147016/Own-Blocks1.pdf

http://scusd-math.wikispaces.com/file/view/Own-Blocks2.pdf/513147022/Own-Blocks2.pdf

http://scusd-math.wikispaces.com/file/view/Measurement+Recording+Sheet+A.docx/512866384/Measurement%20Recording%20Sheet%20A.docx

http://scusd-math.wikispaces.com/file/view/MAC2013-02+Across+the+Bridge.pdf/509192608/MAC2013-02%20Across%20the%20Bridge.pdf

http://scusd-math.wikispaces.com/file/view/Two+Measurements+Recording+Sheet+B.docx/512866400/Two%20Measurements%20Recording%20Sheet%20B.docx


35






Resources

How does using a different unit change our measurement?

Why is it important for me to know how to measure different objects using different units of measurement?

“Footsteps on the rug” “Measuring with Different

Units”

3. Explain the relationship between the size of the length-unit and the number of units needed to measure an object as having an inverse relationship (i.e. the shorter the length-unit, the more units needed to cover the distance).

Provide tasks that allow students to construct the inverse relationship understanding.

Students explain, “The longer the unit, the fewer I need.”

“Measure and Compare Recording Sheet”

Why is it important for us to know how to measure different objects using different tools of measurement?

4. Measure two objects or distances and determine the difference in length; compare the lengths and express the difference in measurement using the length-unit.

Students construct simple unit rulers. Use copies of a single length-unit such as inch long blocks, strips of paper, centimeter cubes to draw iterating lengths on rectangular strips such as cash register tape.

How can we tell if an estimate is reasonable?

How can we decide on appropriate units of measurement (i.e. inch, foot, yard, centimeter,

5. Estimate lengths using a variety of standard units of measure.

Student measure objects with their self-constructed rulers and also with a corresponding length-unit manipulative (example: block, tiles) and compare measurements.

Make estimates of objects to measure in the classroom, then choose appropriate tool to measure. Discuss the differences between estimates

http://scusd-math.wikispaces.com/file/view/Footsteps+on+the+Rug.pdf/512979814/Footsteps%20on%20the%20Rug.pdf

http://scusd-math.wikispaces.com/file/view/Measuring+with+Different+Units.pdf/512979784/Measuring%20with%20Different%20Units.pdf

http://scusd-math.wikispaces.com/file/view/Measuring+with+Different+Units.pdf/512979784/Measuring%20with%20Different%20Units.pdf

http://scusd-math.wikispaces.com/file/view/Measure+and+Compare+Recording+Sheet.docx/512868240/Measure%20and%20Compare%20Recording%20Sheet.docx


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Resources

and meter)?

and measurements. Reason about the use of tool chosen and best choices.

“Addition and Subtraction Problems”

6. Solve addition and subtraction word problems within 100, involving one standard unit of measurement, e.g., inches, feet, centimeter, meters.

In word problems, the same unit of measure should be used. (KATM 2 Flipbook, 2012, p. 31)

Lesson: “Hopping Backward to Solve Problems” http://illuminations.nctm.org/Lesson.aspx?id=437

How does a line plot help me share my data?

How can using a number line help us when we are solving math problems?

7. Represent the lengths on the number line, beginning at zero where each point is equally spaced.

Make number lines using grid or line paper; label equally-spaced units with whole numbers relevant to the addition and subtraction problem (open number line).

Show addition and subtraction using curved line segments above the number line and between the numbers marked on the number line.

Drawing the curves or making the “hops” between the numbers help students to focus on the space as the length of a unit. The sum or difference is seen as the length. (KATM 2 Flipbook, 2012, p. 32).

“Where Will I Land?”, add and subtract measuring on a number line.

How can we decide on appropriate units of measurement

“Frog and Toad on a Number Line”, from Illustrative Mathematics

8. Compare and combine lengths, representing these sums and differences on a number line (within 100).

Solve problems involving lengths of objects with addition and subtraction. Represent on a number line.

http://scusd-math.wikispaces.com/file/view/Addition+%26+Subtraction+Problems.pdf/513148046/Addition%20%26%20Subtraction%20Problems.pdf

http://scusd-math.wikispaces.com/file/view/Addition+%26+Subtraction+Problems.pdf/513148046/Addition%20%26%20Subtraction%20Problems.pdf




http://scusd-math.wikispaces.com/file/view/illustrative_mathematics_1081.pdf/513148038/illustrative_mathematics_1081.pdf

http://scusd-math.wikispaces.com/file/view/illustrative_mathematics_1081.pdf/513148038/illustrative_mathematics_1081.pdf


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Resources

(i.e. inch, foot, yard, centimeter, and meter)?

Justify their strategy sharing with a partner, small group, or whole class.

Students write explanations in math journals.

Why do we need to be able to estimate a measurement or value?

Why is it important to be able to organize and graph data?

9. Round lengths to the nearest whole and represent the length of several objects on a line plot, including a horizontal scale in whole-number units.

Choose sets of objects and create line plot and compare data with other students or student groups. Reason about the data and make conjectures about the size of the objects.

Choose from a variety of sets of object to measure; differentiate on degree of complexity.

SCUSD Curriculum Map- Last Updated- 12/19/2014 Grade 2 ...

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