Troup County School System - …commoncore2012.homestead.com/Grade_Level.../Math/.…  · Web view2nd Grade Math. CCGPS Curriculum Map. ... Module 8 -Tips for Parents. Math News

Troup County School SystemCCGPS Math Curriculum Map

Second –Fourth Quarter

Q4: NY Modules/ Eureka Whole Group ResourcesQuarter 4 covers standards MD.10, NBT.5, MD.8, MD.1, MD. 2, MD. 4, MD.9, MD.3, MD.5, MD.6, NBT.9, G.1, G.3, MD.7

Use New York Modules 7 and 8 to cover these standards. Include in whole group lesson: WMPWMV, Fluency Practice, Concept Development, Problem Set, Student Debrief

(Use Application Problem as an activator & Exit Ticket for formative assessment as needed or as time allows.)Modules 7 and 8

Q4 Whole Group ResourcesPacing Calendar – click here for links to individual whole group lessons

Module 7 ResourcesModule 7 Overview-lists lessons, standards, and materials neededTeacher ManualStudent Blackline MastersMid/End Module Assessment

Module 8 ResourcesModule 8 Overview-lists lessons, standards, and materials neededTeacher ManualStudent Blackline MastersMid /End Module Assessment

Promethean Planet Flipcharts by Jennifer Hartley for ALL NY Modules (GREAT!!)

WMPWMV – Daily for 10 to 15 minutesWMPWMV QuestionsWMPWMV Blank Graphic OrganizerWMPWMV-Examples of how to use the pieces for each standard in Q4

Parent ResourcesParent Letters: Module 7-Tips for ParentsMath News Topic A: (Lessons 1-3, 5)Math News Topic B: (Lessons 6-13)Math News Topic C: (Lessons 15)Math News Topic D: (Lessons 16-17, 19)Math News Topic E: (Lessons 20-22)Math News Topic F: (Lessons 23-26)

Parent Letter: Module 8 -Tips for ParentsMath News Topic A: (Lessons 1, 3-5)Math News Topic B: (Lessons 7-8)Math News Topic C: (Lessons 9-12)Math News Topic D: (Lessons 13-16)

Second Grade Parent Homework Help Link

Troup County Schools 20162nd Grade Math

CCGPS Curriculum MapFourth Quarter

Red = Prior Learning from CCGPSYellow = State changes/rewordingPurple = Footnote from CCGPS Teaching Guide

NBT = Numbers Base TenOA = Operations & Algebraic ThinkingMD = Measurement & DataG =Geometry

Remember: The scripts included in the modules should be used as a guide. It is important to read the lessons and think about the intended learner outcome. Revise the scripts to fit the needs of your students and your teaching style. As long as the learner outcome is met, the standard will be addressed as well.

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CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources

Continue to practice OA.1 (word problems) using the daily word problem power point/flipchart.Word Problem of the Day Flipchart Word Problem of the Day PPT

MCC2.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 at end of map

In first grade, students had to 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.

Essential QuestionsHow can I use a picture graph to organize data and answer questions?

How can I use a bar graph to organize data and answer questions?

Click on the standard to view the assessment page

MCC2.MD.10This standard calls for students to work with categorical data by organizing, representing and interpreting data. Students should have experiences posing a question with 4 possible responses and then work with the data that they collect. Example: Students pose a question and the 4 possible responses. Which is your favorite flavor of ice cream: Chocolate, vanilla, strawberry, or cherry?

Students display their data using a picture graph or bar graph using a single unit scale.

Vocabularypicture graph bar graphdata set scalecategories titlehorizontal vertical

*Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.

Differentiation/ Supplemental Activities MCC2.MD.10

Button Bar GraphButton PictographActivities for Differentiation

Additional AssessmentsAssessment 1Assessment 2Assessment 3

TechnologyBrainPOP JR. PictographsTally Charts and Bar Graphs

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GamesGraphing Fuzz Bugs

CCGPS Example/ Vocabulary Differentiation/ Troup County Schools 2016

2nd Grade MathCCGPS Curriculum Map

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Supplemental Resources This standard will continue from Q2 with increased rigor (add/subtract larger numbers). Students should be approaching mastery at this point.

MCC2.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.

In first grade, students had to add within 100, including adding a two-digit number and a one-digit number, and addition a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Misconception Document: NBT.5-9

Click on the standard to view the assessment page.

MCC2.NBT.5The standard algorithm for addition and subtraction is not taught in second grade. This standard calls for students to use pictorial representations or strategies to find the solution. Students are able to demonstrate fluency when they are accurate (answer correctly), efficient (basic facts computed within 4-5 seconds) and flexible (use strategies such as decomposing numbers to make ten, using properties of operations, etc.).

Examples of Addition Strategies for 67 + 25: Place Value Strategy: I broke both 67 and 25 into tens and

ones. 6 tens plus 2 tens equals 8 tens. Then I added the ones. 7 ones plus 5 ones equals 12 ones. I then combined my tens and ones. 8 tens plus 12 ones equals 92.

Commutative Property: I broke 67 and 25 into tens and ones so I had to add 60 + 7 + 20 + 5. I added 60 and 20 first to get 80. Then I added 7 to get 87. Then I added 5 more. My answer is 92.

Counting On and Decomposing A Number Leading to Ten: I wanted to start with 67 and then break 25 apart. I started with 67 and counted on to my next ten. 67 + 3 gets me to 70. I then took away three from 25 which gave me 22. I then added 2 more to 70 to get 72. I then added my 20 and got to 92.

Examples of Subtraction Strategies for 63 – 32: Relationship Between Addition and Subtraction: I broke apart

both 63 and 32 into tens and ones. I know that 2 plus 1 equals 3, so I have 1 left in the ones place. I know that 3 plus 3 equals 6, so I have a 3 in my tens place. My answer has a 1 in the ones place and 3 in the tens place, so my answer is 31.

Adding Up From Smaller Number to Larger Number: 32+8 = 40, 40+20 = 60, 60+3 = 63 so… 8+20+ 3 = 31

Incremental Subtracting:63 – 3 = 60, 60 – 10 = 50, 50 – 10 = 40, 40 – 8 = 32 so……. 3 + 10 + 10 + 8 = 31

Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.

Differentiation/ Supplemental Activities MCC2.NBT.5

BBY Dots/Grids – explains how to use dots/grids with NBT.5Close to 100 Keep on Doubling Number Wheel SpinIt’s All Commutative Activities for Differentiation

Additional AssessmentsAssessment 1Assessment 2Formative Assessments for NBT.5-9

TechnologyBrainPOP JR. Adding and Subtracting TensSubtracting Without RegroupingSubtracting With RegroupingAdding with Regrouping

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See page 3

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See page 3

Essential QuestionsWhat strategy or strategies work best for me when I am adding two digit numbers?

What strategy or strategies work best for me when I am subtracting two digit numbers?

Continued from page 3

Subtraction by Place Value:63 – 30 = 33, 33 – 2 gives 31

Here is an example of using an empty number line as a visual for the problem 72 – 39.

Vocabulary

Vocabulary place valueproperties of operationsrelationship between addition and subtractionfact families

CCGPS Example/ Vocabulary Differentiation/ Troup County Schools 2016

2nd Grade MathCCGPS Curriculum Map

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Supplemental Resources MCC2.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?

In first grade, students in the Troup County School System have learned the names and values of a penny and dime.

Essential QuestionsHow can I count combinations of coins accurately? How can I count combinations of bills accurately? How can I solve problems involving bills?How can I solve problems involving coins?

See page 5

MCC2.MD.8This standard asks students to solve problems using either dollars or cents. Since second graders have not been introduced to decimals, problems should be limited to whole dollar amounts or cents. There should be no decimal notation for money at this point.

Solving problems with money can be a challenge because it builds on prerequisite number and place value skills and concepts. Just as students learn that the number 38 can be represented different ways (3 tens and 8 ones; 2 tens and 18 ones) and still remain the same amount, students can apply this understanding to money. For example, 25 cents can look like a quarter, two dimes and a nickel, or 25 pennies. Help students understand that the relationship between coin size and value is inconsistent.Examples: How many different ways can you make 37¢ using pennies, nickels,

dimes, and quarters? How many different ways can you make 12 dollars using $1, $5, and

$10 bills?

The main focus for this standard is counting money, different combinations of coins, and solving problems with coins or bills. Students will NOT have to know how to count back change, but

they may be presented with a word problem where students need to add and subtract amounts of money (this relates to your word

problem standards OA.1 and NBT.5)

Vocabularydollar bill quarter, dime, nickel, pennysymbols ($, ¢)

See page 5

*Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.

Differentiation/ Supplemental Activities MCC2.MD.8

BBY Dots/Grids – explains how to use dots and grids with MD.8Money ProblemsShopping with TyroneSolving it with MoneyRead Aloud Task Cards: A Chair for My Mother A Quarter from the Tooth Fairy If You Made a Million

Differentiation for Dimes, Nickels, and Pennies

Differentiation for Quarters

Differentiation for Counting Collections

Differentiation for Showing Amounts Two Ways

Differentiation for One Dollar

Differentiation for amounts greater than one dollar

Differentiation for money word problems

Continued from page 5Additional Assessments

Task Card 1 Troup County Schools 2016

2nd Grade MathCCGPS Curriculum Map

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See page 5See page 5

Task Card 2 Task Card 3 Task Card 4 Assessment Task 1 Assessment Task 2 Assessment Task 3

Additional Assessments

Assessment Task 4 Assessment Task 5 Assessment Task 6 Assessment Task 7 Assessment Task 8 Assessment Task 9 Assessment Task 10 Assessment Task 11 Assessment Task 12 Assessment Task 13

Technology

Brainpop, Jr.Dollars and CentsCounting Coins

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Continued from page 6

YouTubeCoin Song

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Games

Counting Money

Matching Math-Coins

Money Bingo

CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources

PLEASE NOTE:Q1 covered centimeters and meters. Q4 will cover Inches, feet, and

MCC2.MD.1This standard asks students to measure to the nearest whole using the standard units, inches, feet, centimeters, and meters. Students should have many

*Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.

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yards. SUGGESTION: Spend some time reviewing centimeters/meters before introducing new material.

MCC2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

In first grade, students had to order three objects by length and compare those two objects. Students also had to express the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end. Students understand that the length measurement of an object is the number of same size length units that span it with no gaps or overlaps.

Essential Questions

How can I decide which tool to use when I measure an object?

See page 8

experiences measuring the length of objects with rulers, yardsticks, meter sticks, and tape measures. They will need to be taught how to actually use a ruler appropriately to measure the length of an object especially as to where to begin the measuring. Do you start at the end of the ruler or at the zero?

Allow students to work hands-on with rulers, drawing their attention to the whole number representation on the ruler. Their experiences should extend beyond measuring lines on a piece of paper, and instead should extend to objects they encounter in their day-to-day experiences in the classroom and beyond.

Foundational understandings to help with measure concepts:

Understand that larger units can be subdivided into equivalent units (partition).

Understand that the same unit can be repeated to determine the measure (iteration).

Understand the relationship between the size of a unit and the number of units needed (compensatory principle).

Understand the measuring of two-dimensional space (area) using non-standard units.

Continued from page 8Vocabulary

measure lengthruleryardstickmeter stickmeasuring tapeinch

Differentiation/ Supplemental Activities MCC2.MD.1

Hands On Standards Standard Units Lesson 1 Inches and Feet Lesson 2 Choosing a Unit Lesson 3

Other Lessons:Measuring Strips

Measuring Paths: Path 1 Path 2 Path 3

Differentiation for Measuring with Inch Models

Differentiation for Making and Using Ruler

Differentiation for Measuring with Ruler

Differentiation for Using a Tool

Additional Assessments Assessment 1 Assessment 2 Assessment 3 Assessment 4 Assessment 5

Continued from page 8

Technology

Brainpop, Jr. Centimeters, Meters, KilometersInches and Feet

Troup County Schools 20162nd Grade Math

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foot yard centimetermeter

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Troup County Schools 20162nd Grade Math

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Troup County Schools 20162nd Grade Math

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CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources

Q1 covered centimeters and meters. Q4 will cover Inches, feet, and yards. Suggestion: Spend some time reviewing centimeters/meters before introducing new material.

MCC2.MD.2 Measure the length of an object twice, using length units of different measurements; describe how the two measurements relate to the size of the unit chosen. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (students are not expected to convert between systems of measurements)

In first grade, students had to order three objects by length and compare those two objects. Students also had to express the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end. Students understand that the length measurement of an object is the number of same size length units that span it with no gaps or overlaps.

Essential Questions

Why do I get different answers if I measure the same object using different units of length?

MCC2.MD.2This standard asks students to measure an object using two units of different length. This experience helps students realize that the unit used is as important as the attribute being measured. Students should develop and use personal benchmarks for frequently used units of measure. (i.e. A centimeter is about the width of a pinky fingernail or pencil eraser.)

Students should also describe the relationship between the size of the measurement unit and the number of units needed to measure something. For instance, a student might say, “The longer the unit, the fewer I need.”Example: Ask students to measure the same length with 2 different-sized units (e.g. length of your desk). Ask questions to guide the discussion so students will see the relationship between the size of the units and measurement. A student used a yardstick to measure his desk and

found that it was 3 feet long. Then he used a ruler and found that it was 36 inches long. Teacher: Why do you think you have two different measurements for the same desk? Student: It only took 3 feet because the feet are so big. It took 36 inches because an inch is a whole lot smaller than a foot.

*Note: This standard does not specify whether the units have to be within the same system. Students are not converting between measurement units. They just need to know that the larger the unit, the fewer they need, the smaller the unit, the more they need.

Vocabulary measure length

PLEASE NOTE:Q1 covered centimeters and meters. Q4 will cover Inches, feet, and yards. Be sure to revisit centimeters and meters in order to compare standard and metric units.

Differentiation/Supplemental Activities MCC2.MD.2

Flipchart:How Big is a Foot?

Differentiation for Measuring Inches and Feet

Additional Assessments Assessment 1 Assessment 2 Assessment 3

CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources

Q1 covered centimeters and meters. Q4 will cover Inches, feet, and yards. Suggestion: Spend some time reviewing centimeters/meters before introducing new material.

MCC2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.

MCC2.MD.3This standard asks students estimate the lengths of objects using inches, feet, centimeters, and meters. Estimation helps develop familiarity with the specific unit of measure being used. To measure the length of a shoe, knowledge of an inch or a centimeter is important so that one can approximate the length in inches or centimeters. Students should begin practicing estimation with items which are familiar to them (length of desk, pencil, favorite book, etc.). Students should make estimates after seeing a

*Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.

PLEASE NOTE:Q1 covered centimeters and meters. Q4 will cover Inches, feet, and yards.

CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources

Q1 covered centimeters and meters. Q4 will cover Inches, feet, and yards. Suggestion: Spend some time reviewing centimeters/meters before introducing new material.

MCC2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

In first grade, students had to order three objects by length and compare those two objects. Students also had to express the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end. Students understand that the length measurement of an object is the number of same size length units that span it with no gaps or overlaps.

Essential Questions

What strategies can I use to find out how much longer one object is than another?

MCC2.MD.4This standard asks students to compare the difference in the length of two objects. Students choose two objects to measure, identify an appropriate tool and unit, measure both objects using the chosen tool and unit, and then determine the differences in lengths.

Students can also determine how much longer one object is than another by laying the two objects side by side, selecting an appropriate unit of measure, and measuring the difference. Students should use phrases such as “It is longer by 2 inches” or “It is shorter by 5 centimeters” to describe the difference between two objects.

Example: Measure to determine how much longer the blue pencil is than the yellow one. Student A: I measured both pencils. The blue pencil is

3 inches and the yellow pencil is 2 inches. I know that 3 – 2 = 1, so the blue pencil is 1 inch longer.

Student B: I lined up the pencils and used my ruler to measure the difference. The blue pencil is 1 inch longer.

Vocabularymeasurelength

*Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.

PLEASE NOTE:Q1 covered centimeters and meters. Q4 will cover Inches, feet, and yards.

Differentiation/ Supplemental Activities MCC2.MD.4

Gummy Worm Stretch

Differentiation for Add/Sub in Inches

Additional AssessmentsAssessment 1Assessment 2Assessment 3

TechnologyBrainPOP, Jr. Centimeters, Meters, KilometersInches and Feet

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CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources

This standard continues from Q1.Quarter 1- cm & metersQuarter 4 - inches & feet

MCC2.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.

In first grade, students only solved word problems within 20.

Click on the standard to view the assessment page.

Essential Questions

How can I solve word problems involving length?

MCC2.MD.5This standard asks students to apply the concept of length to solve addition and subtraction word problems with numbers within 100. It is important that word problems stay within the same unit of measure. Students can use drawings, rulers, pictures, and/or physical objects to solve the problem. They may also use equations. It is important to note that equations may vary depending on students’ interpretation of the task.

Example: In P.E. class Kate jumped 14 inches. Mary jumped 23 inches. How much farther did Mary jump than Kate? Write an equation and then solve the problem.

Student A: My equation is 14+___ = 23 since I am trying to find out the difference between Kate and Mary’s jumps. I used place value blocks and counted out 14. Then I added blocks until I got to 23. I needed to add 9 blocks.

Student B: My equation is 23 – 14 = ___. I drew a number line. I started at 23. I moved back to 14 and counted how far I moved. I moved back 9 spots. Mary jumped 9 more inches than Kate.

Vocabularylengthequation

*Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.

Differentiation/ Supplemental Activities MCC2.MD.5

Activities for Differentiation

Additional Assessments Assessment 1 Assessment 2 Assessment 3

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CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources

This standard continues from Q1 with increased rigor.

MCC2.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.

During this quarter continue number line to include numbers 0 to 100.

This is new learning.

Click on the standard to view the assessment page.

Essential Questions

How do I create a number line that can help me solve addition and subtraction problems?

MCC2.MD.6This standard asks students to represent their thinking when adding and subtracting within 100 by using a number line. Students should build on their experience from first quarter using evenly spaced points on a number line to an open number line. Example:Karen has a rope that is 82 inches long. She cuts off 37 inches to give to her friend for a jump rope. How many inches does she have now?

Vocabularysumdifferencenumber line

*Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.

Differentiation/ Supplemental Activities MCC2.MD.6

Where Will I Land?

Additional AssessmentsAssessment 1Assessment 2Assessment 3

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CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources

MCC2.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 plot. A method of visually displaying a distribution of data values where each data value is shown as a dot or mark above a number line. Also known as a dot plot.

This is new learning.Click on the standard to view the

assessment page.

MCC2.MD.9This standard asks students to display measurement data using a line plot. A line plot is made by simply drawing a number line then placing an X above the corresponding value on the line that represents each piece of data.

Students should be able to make a line plot to represent the length of several objects. Students should round their lengths to the nearest whole unit. The objects measured can be different, or students can measure the same type of object several different times (ex. Measure the lengths of different sized cuts outs of lizards)Example: There are 14 pencils in the bag. Measure the length of each pencil to the nearest inch. Then, display your data on a line plot.

Vocabularywhole unitline plothorizontal scalelengthinchfoot yard centimeter meter

*Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.

Differentiation/ Supplemental Activities MCC2.MD.9

Intro to Line Plot - Two Day Lesson Plan with Blackline Masters

Measurement Line PlotLine Plot CentimetersLine Plot Inches

Differentiation for Line PlotsAdditional Assessments

assessment 1assessment 2assessment 3assessment 4assessment 5

TechnologyLine Plot Chicken Game

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CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources

MCC2.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.

In first grade, students had to distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Essential Questions

What is a triangle? Quadrilateral? Pentagon? Hexagon? Cube?

How can I sort shapes by their angles?

How can I sort shapes by the number of equal faces?

How can I use attributes to recognize and draw a shape?

Click on the standard to view the assessment page.

MCC2.G.1This standard asks students to identify (recognize and name) shapes and draw shapes based on a given set of attributes. These include triangles, quadrilaterals (squares, rectangles, and trapezoids), pentagons, hexagons and cubes. Students should use the vocabulary word “angle” in place of “corner” but they do not need to name angle types.

Examples: Teacher: Draw a closed shape that has six angles.

What is its name? Student: I drew a hexagon.

It has 6 angles and 6 sides.

Teacher: Draw a closed shape that has five sides. What is its name? Student: I drew a shape with 5 sides. It is called a pentagon.

Vocabulary

recognizeshapeattributesanglefacestriangle quadrilateral (square, rectangle, and trapezoid) pentagonhexagon cube

See page 16

*Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.

Differentiation/ Supplemental Activities MCC2.G.1

The Greedy Triangle (Great review of shapes!)

Hands on Standards: Identify Plane Shapes Lesson 1 Building Cubes and Prisms

Lesson 2

The Shape of Things3-D All Around MeMy Country’s Flag

My Polygon RiddleComparing PolygonsGeoboard TrianglesGeoboard Quadrilaterals

Activities for DifferentiationAttributes of 3-D Shapes2-D ShapesAngles in 2-D ShapesSort 2-D Shapes

Additional Assessments Assessment 1 Assessment 2 Assessment 3 Assessment 4 Assessment 5

Continued from page 16Technology

Troup County Schools 20162nd Grade Math

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See page 16BrainPOP, Jr.Plane ShapesSolid Shapes

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YouTubePolygon Song

CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources

MCC2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the

MCC2.G.3This standard asks students to partition (split) circles and

*Refer to beginning of map for all whole group Module resources. Refer to Pacing

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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.

In first grade, students had to partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Students have to describe the whole as two of, or four of the shares. They understand for these examples that decomposing into more equal shares creates smaller shares.

Essential Questions

How do I partition a circle into halves, thirds, and fourths?

How do I partition a rectangle into halves, thirds, and fourths?

What are the different ways I can describe a whole?

Why do equal shares of identical wholes not always have the same shape?

See page 18

rectangles into 2, 3, or 4 equal shares (regions). Students should be given ample experiences to explore this concept with paper strips and pictorial representations. Students should also work with the vocabulary terms halves, thirds, half of, third of, and fourth (or quarter) of. While students are working on this standard, teachers should help them to make the connection that a whole is composed of two halves, three thirds, or four fourths.This standard also addresses the idea that equal shares of identical wholes may not have the same shape. Examples: Divide each rectangle into fourths a different way.

Partition the circle into 3 equal shares. How would you describe the whole?

The whole would be .

Partition each rectangle to show that equal shares of the same whole do not have to have the same shape.

Vocabularycirclehalves, half ofthirds, third offourths, quarter of

See page 18

Guide for individual lessons.

Differentiation/ Supplemental Activities MCC2.G.3

Learning Village: Sharing Equally Fraction Cookies

Other Lessons: Fraction Barrier Game

Game Grid Equal Parts on the Geoboard Halves Thirds Fourths

Activities for Differentiation: Equal Parts Show Equal Parts of a Whole Describe Equal Parts Equal Shares

Additional Assessments

Assessment 1Assessment 2Assessment 3Assessment 4Assessment 5

Continued from page 18

Technology

BrainPOP JR. Basic Parts of a Whole

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YouTubeFractions 2nd / 3rd Grade - Down On the Farm

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GamesFraction Fling

CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources

MCC2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

MCC2.MD.7This standard asks students to tell the time indicated on both analog and digital clocks to the nearest five minutes. Students should make connections between skip counting by 5s (2.NBT.2) and telling time to the nearest five minutes on an analog clock. Students should understand that there are 2 cycles of 12 hours in a day - a.m. and p.m. Students should be able to indicate the

*Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.

Differentiation/ Supplemental Activities MCC2.MD.7

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In first grade, students learned to tell time and write time in hours and half-hours using analog and digital clocks.

Essential Questions

How do I read a digital clock to determine the time?

How do I read an analog clock to determine the time?

How do I use a.m. and p.m. when I am telling time?

time is in the morning as a.m. or the time in the afternoon/evening as p.m.

Develop understanding by representing the relationship between the minute hand and the hour hand using a double number line. Example:

Vocabularyanalogdigitala.m.p.m.

One Hour Earlier, One Hour Later

Differentiation for Time to Hour and ½ Hour

Differentiation for Time to 5 minutes

Differentiation for Practicing Telling Time

Differentiation for AM and PM

Basic Time Test It's Spring TimeMake a Clock Tell Time to Minute Nearest 5 minutesTime Camping Game Time DominoesFlip Flap Telling Time Just Telling Time GameMini Time Book Telling Time Unit

Telling Time to Nearest Hour and 1/2 Hour – I HAVE WHO HAS

Telling TIme Worksheets Time Unit

Additional Assessments Assessment 1 Assessment 2 Assessment 3 Assessment 4 Assessment 5 Assessment 6 Assessment 7

Technology

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BrainPOP JR Parts of a ClockTime to the Hour

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Games

Stop that Clock

Telling Time

Standards for Mathematical Practice – 2nd Grade

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

In second grade, students realize that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. They may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They make conjectures about the solution and plan out a problem solving approach.

2. Reason abstractly and quantitatively.

Younger students recognize that a number represents a specific quantity. They connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities. Second graders begin to know and use different properties of operations and objects.Second graders may construct arguments using concrete referents, such as objects, pictures,

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3. Construct viable arguments and critique the reasoning of

others.

drawings, and actions. They practice their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?”, “Explain your thinking,” and “Why is that true?” They not only explain their own thinking, but listen to others’ explanations. They decide if the explanations make sense and ask appropriate questions.

4. Model with mathematics.

In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed.

5. Use appropriate tools strategically.

In second grade, students consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be better suited. For instance, second graders may decide to solve a problem by drawing a picture rather than writing an equation.

6. Attend to precision. As children begin to develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and when they explain their own reasoning.

7. Look for and make use of structure.

Second graders look for patterns. For instance, they adopt mental math strategies based on patterns (making ten, fact families, doubles).

8. Look for and express regularity in repeated

reasoning.

Students notice repetitive actions in counting and computation, etc. When children have multiple opportunities to add and subtract, they look for shortcuts, such as rounding up and then adjusting the answer to compensate for the rounding. Students continually check their work by asking themselves, “Does this make sense?”

Table 1: Common Addition and Subtraction Situations.13

Result Unknown Change Unknown Start UnknownAdd to Two bunnies sat on the grass. Three

more bunnies hopped there. How many bunnies are on the grass now?2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two?2+ ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?? + 3 = 5

Take from Five apples were on the table. I ate two apples. How many apples are on the table now?5 – 2 = ?

Five apples are on the table. Three are red and the rest are green. How many apples are green?

Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table

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3 + ? = 5, 5 – 3 = ? before?? – 2 = 3

Total Unknown Addend Unknown Both Addends Unknown14

Put together/ take apart15

Three red apples and two green apples are on the table. How many apples are on the table?3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How many apples are green?

3 + ? = 5, 5 – 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase?5 = 0 + 5, 5 = 5 + 05 = 1 + 4, 5 = 4 + 15 = 2 + 3, 5 = 3 + 2

Difference Unknown Bigger Unknown Smaller UnknownCompare16 (“How many more?” version):

Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy?

(“How many fewer?” version):Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie?2 + ? = 5, 5 – 2 = ?

(Version with “more”):Julie has three more apples

than Lucy. Lucy has two apples. How many apples does

Julie have?

(Version with “fewer”)Lucy has 3 fewer apples than

Julie. Lucy has two apples. How many apples does Julie have?

2 + 3 = ?, 3 + 2 = ?

(Version with “more”)Julie has three more apples

than Lucy. Julie has five apples. How many apples does Lucy

have?

(Version with “fewer”)Lucy has 3 fewer apples than

Julie. Julie has five apples. How many apples does Lucy have?

5 -3 = ?, ? + 3 = 5

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