SCS Mathematics Detailed Curriculum Map 2012-2013

Grade 2, Part 1

1

Place Value, Addition, and Subtraction, Part 1 ( about 6 weeks )

Investigations Unit 1 and Fosnot Beads and Shoes, Making Twos SOL 2.1a, c, 2.4, 2.5, 2.8 – See VDOE SOL Curriculum Framework for Details

Big Ideas

Creating a mathematics community through routines and discussion

Developing strategies for accurately counting a set of objects

Developing an understanding of the magnitude and sequences of numbers up to 100

Developing strategies to solve addition and subtraction problems (up to 45 in this unit)

Computational fluency – knowing addition combinations up to 10 + 10

Use manipulatives, drawings, tools, and notation to show strategies and solutions.

Anchor Experience

Investigations Unit 1, Counting, Coins, and Combinations

Session 1 Introducing Math Tools and Routines: Supplement with introducing ordinal numbers

(identify and write), then continue ordinal numbers as a classroom routine.

Session 2 Counting and coins -Include symbols and words for “is greater than,” is less than,”

and “is equal to” with Session 2.1

Beads and Shoes, Making Twos (Approximately 2 weeks)- focus on doubles and near doubles

Classroom Routines and Mini-lessons

Calendar – Fantastic smartboard calendar available at Smart Exchange – go to

http://exchange.smarttech.com and search for daily calendar, many include money, time, counting etc.

Classroom Routines from Investigations:

What time is it? Today’s Number (include additive identity property)

Quick Images

Supplemental Classroom Routines (suggested):

Calendar (Mon, Wed, Fri)

Counting money and Ordinal Numbers (Tues/Thurs).

Minilessons from Early Addition and Subtraction-Fosnot or Number Talks by Parrish

Resources

Primary Resources:

Unit 1, Investigations and Implementing Investigations in Grade 2(note: could combine 4.4 and

4.5

Beads and Shoes, Making Twos, Fosnot

Ordinals lesson from VDOE Enhanced Scope and Sequence

Supplemental Resources:

More and Less on the Hundreds Chart (activity 5.11, p. 139 Van de Walle)

Create class graphs and then have students write one and two-step story problems using the data.

Base-10 Riddles (Van de Walle, Activity 5.6, p.134)

Assessments

SCS Mathematics Detailed Curriculum Map 2012-2013

Grade 2, Part 1

2

Pre-assessment: K-2 Numeracy Assessment (see coach for this), also pre-assessments are

provided in appendix

Ongoing: See pg 15 of Investigations Unit 1 for list of ongoing assessments, informal

assessments

Post-assessment: Session 4.9 Investigations, Common Grade level assessment

Appendix contains additional resources

Mastery of SOL objectives expected at the end of unit 8

Strategies

Models

Place Value

Counting all by ones

Counting by groups

of ten and then

counting leftovers

(ex. 10, 20, 30, 31,

32…)

Understands groups

of tens and ones

without counting (ex.

4 tens + 3 ones is 43)

Using Place Value to

Add/Subtract

Making 10’s

Using leaps of 10’s

Splitting

Anchoring to five

and ten

Taking leaps of ten

from any number

(forward and

backward)

Number Line

Five frame

Ten frame

Hundreds chart

Money model-pennies & dimes

Vocabulary

digit

place value

tens

ones

greater than >

less than <

equal to =

equivalence

skip counting

backwards

forwards

even

odd

addition

subtraction

facts

groups of ten

number sentence

making ten

sum

difference

value

friendly number/landmark

number

Online Resources/Games

Illuminations.com

VDOE enhanced scope and sequence

ABCYA.COM (100 Number chart and many other good things)

Investigations Smartboard activities

VDOE Mathematics instructional video

http://www.doe.virginia.gov/instruction/mathematics/resources/videos/index.shtml

VDOE Vocabulary Word Wall Cards

http://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/index.shtml

SCS Mathematics Detailed Curriculum Map 2012-2013

Grade 2, Part 1

3

2-D and 3-D Geometry (3 weeks)

Investigations, Unit 2 SOL 2.1a,b, c, 2.4, 2.5, 2.8 – See VDOE SOL Curriculum Framework for Details

Big Ideas

Develop strategies to determine whether or not a figure has at least one line of symmetry and

to create figures with at least one line of symmetry

Present and describe their world through plane and solid figures.

Identify, describe, compare and contrast plane and solid figures,

Shapes can be described by their attributes - faces, vertices, and edges.

Anchor Experience

Investigations Unit 2

Session 1. Features of 2-D and 3-D shapes – add in sphere, and vocabulary of vertex, edges,

faces Session 2. What is a rectangle – lessons ?

Session 3. Symmetry

Classroom Routines and Mini-lessons

Investigations -Today’s Number, What Time is it? Quick Images, How many pockets.

Supplemental Classroom Routines (suggested):

Calendar (Mon and Wed)

Counting money and Ordinal Numbers (Tues, Thurs, Fri)

Include rounding numbers in routines, SOL 2.1b

Teaching Student-Centered Mathematics by Van de Walle has many short activities that could be used

for geometry mini-lessons (chapter 7). Resources

Primary Resources:

Unit 2, Investigations

Supplemental Resources:

Teaching Student-Centered Mathematics by Van de Walle and Lovin pages 186-195

Investigation Student Math Book and Oversize chart p. 122- 125 and p.129

Assessments

On-going:Throughout Unit 2, see pg 14 and 15 such as Session 2.1 – Sorting shapes by number of

sides; 2.7 Is it a rectangle, 2.9 Faces of a geoblock

Post-Assessment: Unit 2, Session 3.5

Appendix contains additional resources

Objectives completed 2.15ab and 2.16

Strategies

Models/Tools

Identify symmetry and

shapes

Compare and contrast

Geoblocks (wooden blocks- there should be one set per grade

level in K, 1, 2)

Pattern blocks

SCS Mathematics Detailed Curriculum Map 2012-2013

Grade 2, Part 1

4

shapes

Draw and trace shapes

Trace faces of solid figures

to create plane figures

Pictures of shapes from the environment

Mirrors- (check with 5th grade science if you don’t have)

Vocabulary

Figure

Line

Line of symmetry

Horizontal, Vertical, and

Diagonal

Concrete

Plane

Solid

Circle/ Sphere

Square/Cube

Rectangle/Rectangular Prism

Edge

Vertex

Side

Base

Model

Face

Online Resources/Games

Investigations Smart Board Lessons

Lessons from the VDOE Enhanced Scope and Sequence:

Symmetrical Snow Fun

http://www.doe.virginia.gov/testing/solsearch/sol/math/2/mess_2-15ab_1.pdf

Symmetrical Cube Designs

http://www.doe.virginia.gov/testing/solsearch/sol/math/2/mess_2-15ab_1.pdf

The Shape Show

http://www.doe.virginia.gov/testing/solsearch/sol/math/2/mess_2-16.pdf

Mathwire.com

Smartexchange.com

Illuminations

VDOE Mathematics instructional video

http://www.doe.virginia.gov/instruction/mathematics/resources/videos/index.shtml

VDOE Vocabulary Word Wall Cards

http://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/index.shtml

Appendix A

Unit 1 Resources and Assessments

Place Value PreAssessment Name______________________________

Write the number in the box that names the number of blocks in the

pictures below.

Comparing Numbers in Different Forms Puzzle

15

7

15 tens

7 ones

14

fourteen

one hundred

fifty-seven

Number Sense – 10 more, 2 more

Name ______________ Date ______________

Write the number that is ten more than each of the following:

41 ______ 28 ______

17 ______ 2 ______

Write the number that is two more than each of the following:

13 ______ 28 ______

25 _____ 9 ______

Unitizing Assessment

Name _______________ Date ______________

John and Sarah are counting their marble collections.

John has 2 bags of ten marbles and 6 left over.

Sarah has 1 bags of ten marbles and 8 left over.

If they put their marbles together, how many

marbles will there be?

Use pictures, words or numbers to solve.

Unitizing On-going Assessment

Name _______________ Date _______________

Carrie has 47 beads. If she puts them in groups of ten, how many

groups will she have? Will there be any beads left over? How do you

know? Solve the problem using pictures, words or numbers.

______ groups of ten ______ left over

Comparing Base-Ten Blocks and Numbers Name __________

Compare the pictures below by drawing >, <, or = in each

circle.

Create your own number sentence below, using flats, rods, and cubes

and numbers. Explain how you know you’re correct.

23

16

45

Name__________________________ Date ___________________

Comparing, representing numbers

Draw a box around the smallest number in each set.

31 41 13 14

32 23 35 25

Name _________________ Date ________________

Before and After Post-Assessment

Write the numbers that come just before and just after these

numbers:

_______, 25, ________

_______, 40, ________

_______, 37, ________

Write two numbers that are less than each of the following:

30, _______, _______

45, _______, _______

12, _______, ________

Appendix B

Unit 2, Geometry

SOL 2.15 and 2.16

Plane and Solid Shapes Plane Shapes Solid Shapes

Example 1 Example 2

What do you call the shape in example 1?______________________________

What do you call the shapes in example 2? _____________________________

What are some differences between the examples?________________________________________________

SOL 2.15 and 2.16

Plane and Solid Shapes

Plane Shapes Solid Shapes

Example 1 Example 2

What do you call the shape in example 1?______________________________

What do you call the shapes in example 2? _____________________________

What are some differences between the examples?________________________________________________

SOL 2.15 and 2.16

Name________________

Symmetrical- What does it mean?

You are the detective. What do you notice about the symmetrical objects?

Symmetrical Non-symmetrical

A C O G Y P

1. What do you notice about the symmetrical objects?

2. What do you notice about the non-symmetrical objects?

Draw your own examples on the back of this sheet. Remember to label symmetrical and non-symmetrical.

SOL 2.15 and 2.16

Name __________________________ Date ___________________________

Word Bank Sphere Cube Rectangular Prism

Write the shape and then trace the face. Count the vertices, faces, and edges. Name

Trace the Face

How many?

Vertices

Faces

Edges

Name

Trace the Face

How many?

Vertices

Faces

Edges

Name

Trace the Face

How many?

Vertices

Faces

Edges

SOL 2.15 and 2.16

Geometry Assessment Name _______________________________

1. Circle the 3 figures below that have at least one line of symmetry. Draw the line of symmetry for these

shapes.

2. Create a figure or shape with at least one line of symmetry?

3. How are square and a cube similar? How are they different?

SOL 2.15 and 2.16

Comparing Figures Chart Complete the charts below.

Plane Figures

Name of Shape Picture of the shape Number of Edges Number of Vertices Angles in Figure

___________

Rectangle

Square

SOL 2.15 and 2.16

Solid Figures

Name of Shape Picture of Shape Number of

Faces

Shape of Faces Number of

Edges

Number of

Vertices

_________

Sphere

Rectangular

Prism