2nd grade homeschool curriculum - second grade homeschool math - best homeschool curriculum - cheap...

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Acknowledgments

Complete Curriculum’s K-12 curriculum has been team-developed by a consortium of teachers, administrators, educational and subject matter specialists, graphic artists and editors.

In a collaborative environment, each professional participant contributed to ensuring the quality, integrity and effectiveness of each Compete Curriculum resource was commensurate with the required educational benchmarks and contemporary standards Complete Curriculum had set forth at the onset of this publishing program. �

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Lesson 1 COUNTING AND WRITING NUMBERS WITH TENS Objective: 100 can be thought of as a bundle of ten tens — called a “hundred.” Student will practice counting by tens and will gain an understanding of how larger numbers can be counted by tens, and broken up into groups of ten by using tens strips. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Lesson 2 Counting Numbers with Tens and Ones Objective: The student will create numbers that consist of tens and ones with counters. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Lesson 3 UNDERSTANDING TENS AND ONES Objective: The student will make numbers that have a digit in the tens and ones place using tens strips and ones squares. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Lesson 4 NUMBERS AND NUMBER WORDS TO 100 Objective: The student will read and write numbers to 100 in numerals and words, and relate them to the quantities they represent. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Lesson 5 Ordering Numbers Objectives: The student will compare and order numbers to 100. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Lesson 6 Placing Numbers in Order Objective: The student will place 3 or more numbers in order from least to greatest. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Lesson 7 Comparing Numbers Objective: The student will compare numbers to 100 using the symbols < and > . Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Lesson 8 Skip Counting by 2’s, 5’s and 10’s Objectives: The student will count orally by 2’s, 5’s, and 10’s starting from any number. Count within 1000; skip-count by 2s, 5s, 10s, and 100s.

TABLE OF CONTENTS AND OBJECTIVES SECOND GRADE MATH

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Lesson 9 Skip Counting by 3’s and 4’s Objective: The student will count orally by 3’s and 4’s starting with 0. Count within 1000; skip-count by 2s, 5s, 10s, and 100s.

Lesson 10 Assessment 1 – Lessons 1 to 9 Objective: The student will be assessed on the Objectives learned in Lessons 1-9.

Lesson 11 Basic Addition Facts Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will learn how to add two sets together and that adding the sets in a different order does not change the answer.

Lesson 12 Completing an Addition Sentence Objective: 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 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.The student will learn the parts of and how to complete an addition sentence and learn that when the addends are in a different order, the sum will be the same. Use place value understanding and properties of operations to add and subtract. 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.

Lesson 13 Completing an Addition Table Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will complete an Addition Table.

Lesson 14 Doubles Addition Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will memorize double Addition Problems.

Lesson 15 Doubles Plus One Addition Problems Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will memorize doubles plus one addition problems.

Lesson 16 Counting On Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will perform addition problems while counting on.


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Lesson 17 Making Ten Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will learn to find the sum of addition problems by utilizing the number 10 as a reference.

Lesson 18 Problem Solving Objective: 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 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.The student will solve story problems by drawing a picture. Use place value understanding and properties of operations to add and subtract. 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.

Lesson 19 USING A FUNCTION MACHINE Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will solve addition problems using a Function Machine.

Lesson 20 Assessment 2 – Lessons 11-19 Objective: The student will be assessed on the objectives learned in Lessons 11-19. Use addition and subtraction within 100 to solve one- and two-step word problems involving sit-uations of adding to, taking from, putting together, taking apart, and 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.

Lesson 21 Beginning Subtraction Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will subtract fluently two numbers that have a single-digit answer and understand what happens when more or less is subtracted from a number.

Lesson 22 Counting Backwards To Subtract Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will learn to subtract by counting backwards.

Lesson 23 Using Doubles Facts to Subtract Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will use doubles to memorize subtraction problems.


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Lesson 24 Using Fact Families Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will use fact families to solve subtraction problems.

Lesson 25 Relating Addition and Subtraction Objective: The student will solve related addition and subtraction problems.

Lesson 26 Missing Addends and Subtraction Objective: The student will use subtraction to find a missing addend. . Use addition and sub-traction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and 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.

Lesson 27 Using the Addition Table to Solve Subtraction Problems Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will use the Addition Table to solve subtraction problems.

Lesson 28 Addition and Subtraction Problems as Names for Numbers Objective: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. The student will name numbers using addition and subtraction problems.

Lesson 29 Problem Solving Strategies 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 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. The student will use problems solving strategies to solve one-step and two-step addition and subtraction problems. Use place value understanding and properties of operations to add and subtract. 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.

Lesson 30 Assessment 3 – Lessons 21-29 Objective: The student will be assessed on the objectives learned in Lessons 21-29.


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Lesson 31 Adding Tens Objective: The student will learn to add Tens by reviewing how to add ones.

Lesson 32 Counting On to Add Tens and Ones Objective: The student will add tens and ones by counting on.

Lesson 33 Adding without Regrouping Objective: The student will learn to solve addition problems of 2-digit numbers that do not require regrouping.

Lesson 34 Adding with Regrouping Objective: The student will learn to solve addition problems with 2-digit numbers that calls for regrouping.

Lesson 35 More Adding with Regrouping Objective: The student will practice addition problems of 2-digit numbers with regrouping.

Lesson 36 Making 100 Objective: 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. The student will decompose 100 into addition pairs that contain numbers that are multiples of 10, i.e. 10 + 90, 20 + 80, etc. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Lesson 37 More Ways to Make 100 Objective: The student will decompose 100 into addition pairs that contain numbers that are multiples of 5 or 10, i.e. 5 + 95, 25 + 75, etc.

Lesson 38 WRITING ADDITION PROBLEMS Objective: The student will write 2-digit addition problems horizontally and vertically.


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Lesson 39 Problem Solving Strategies Objectives: 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 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.The student will learn to solve one-step and two-step addition story problems and identify the words in story problems that tell the student to add to find the answer. Use place value understanding and properties of operations to add and subtract. 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.

Lesson 40 Assessment 4 – Lessons 31-39 Objective: The student will be assessed on the objectives learned in Lessons 31-39. . Lesson 41 Subtracting Tens Objective: The student will learn to solve subtraction problems that involve tens.

Lesson 42 Subtracting by Counting Backwards Objective: The student will learn to solve 2-digit subtraction problems by counting backwards.

Lesson 43 Subtracting Without Borrowing Objective: The student will learn to subtract 2-digit numbers without borrowing.

Lesson 44 Subtracting With Borrowing Objective: The student will subtract 2-digit numbers using borrowing.

Lesson 45 More Subtracting With Borrowing Objective: The student will practice subtracting with borrowing.

Lesson 46 Finding the Distance between Two Numbers on a Number Line Objective: The student will find the distance between numbers on the number line.

Lesson 47 Open Addends Objective: The student will find missing values in open sentences, such as 42 + ___ = 57, by using the relationship between addition and subtraction.

Lesson 48 Finding Open Addends with Regrouping Objective: The student will find missing values in open addition sentences, such as, 42 + ___ =57, by using borrowing and regrouping. Use place value understanding and properties of operations to add and subtract.


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Lesson 49 Problem Solving Objective: 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 adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by us-ing drawings and equations with a symbol for the unknown number to represent the problem. The student will learn to solve one-step and two-step subtraction story problems. 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.

Lesson 50 Assessment 41-49 _ Objective: The student will be assessed on the objectives learned in Lessons 41-49. . Use addition and subtraction within 100 to solve one- and two-step word problems involving sit-uations of adding to, taking from, putting together, taking apart, and 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.

Lesson 51 Pennies, Nickels and Dimes Objective: The Student will learn to count the cents in groups of pennies, nickels and dimes.

Lesson 52 Quarters and Half-Dollars Objective: The student will count groups of coins that contain quarters and half-dollars.

Lesson 53 One Dollar Objective: The student will make groups of coins that equal one dollar.

Lesson 54 Counting Coins Objective: The student will count groups of coins and write the amount using a dollar sign and decimal point.

Lesson 55 Adding Money without Regrouping Objective: The student will add money in mixed units, but will only add either cents or dollars but not both dollars and cents.

Lesson 56 Adding Money with Regrouping Objective: The student will add money in mixed units with regrouping, but will only add either cents or dollars but not both dollars and cents.

Lesson 57 Subtracting Money without Borrowing Objective: The student will subtract money in mixed units, but will subtract either cents or dollars, not both dollars and cents.


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Lesson 58 Subtracting Money with Borrowing Objective: The student will subtract money in mixed units with borrowing, but will only subtract cents or dollars but not both dollars and cents.

Lesson 59 Adding and Subtracting Money in Story Problems Objective: The student will solve simple story problems involving money.

Lesson 60 Assessment 6 – Lessons 51-59 Objective: The student will be assessed on the objectives learned in Lessons 51-59.

Lesson 61 Telling Time to the Hour Objective: The student will learn to tell time to the hour. 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).

Lesson 62 Telling Time to the Half Hour Objective: The student will learn how to tell time to the half hour. Tell and write time from ana-log 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).

Lesson 63 Telling Time to 15 Minutes Intervals Objective: The student will learn to tell time to the quarter hour. 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).

Lesson 64 Telling Time to Five Minute Intervals Objective: The student will learn to tell time in 5 minute intervals. Tell and write time from ana-log 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).

Lesson 65 Drawing Hands on a Clock Objective: The student will be able to draw the hands on the clock to show time. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know rela-tionships of time (e.g., minutes in an hour, days in a month, weeks in a year).

Lesson 66 A.M. and P.M. Objective: The Student will learn that A.M. means morning and P.M. means afternoon. 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).


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Lesson 67 Time after the Hour Objective: The student will learn to tell time by telling how many minutes it is after the hour. 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).

Lesson 68 Time before the Hour Objective: The student will tell time by saying how many minutes it is before the hour. 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).

Lesson 69 Elapsed Time Objective: The student will use the concept of duration of time; for example, determine what time it will be half an hour from 10:15. 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).

Lesson 70 Assessment #7 Lessons 61-69 Objective: The student will be assessed on the objectives learned in Lessons 61-69.

Lesson 71 Understanding Length Objective: The student will learn about length. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements; describe how the two measurements relate to the size of the unit chosen.

Lesson 72 Measuring to the Nearest Inch Objective: 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. The student will measure an object to the nearest inch. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Lesson 73 Measuring to the Nearest Foot Objective: The student will measure items to the nearest foot. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Lesson 74 Measuring to the Nearest Yard Objective: The student will measure items using a yard as the unit of measure. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.


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Lesson 75 Measuring with an Inch, Foot or Yard Objective: The student will decide what unit of measurement to use when measuring an item. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements; describe how the two measurements relate to the size of the unit chosen.

Lesson 76 Measuring to the Nearest Centimeter Objective: The student will measure objects with centimeters. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Lesson 77 Measuring to the Nearest Meter Objective: The student will measure objects with meters. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters

Lesson 78 Measuring with a Centimeter or a Meter Objective: The student will decide whether to use a centimeter or a meter when measuring an item. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Lesson 79 Using a Fahrenheit Thermometer Objective: The student will read temperature using the scale on a thermometer in degrees Fahrenheit.

Lesson 80 Assessment #8 -lessons 71-79 Objective: The student will be assessed on the objectives learned in Lessons 71-79.

Lesson 81 Finding Area Objective: The student will measure area using non-standard units to the nearest whole unit. Lesson 82 Finding Area with 1-Inch Squares Objective: The student will practice measuring areas using standard units to the nearest whole unit.

Lesson 83 Adding Lengths Objective: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points g q y p p corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. The student will add lengths together without changing units of measurement.


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Lesson 84 Finding the Perimeter of Rectangles Objective: The student will find the perimeters of rectangles by adding length of sides and will recognize the meaning of perimeter.

Lesson 85 Finding the Perimeter of Triangles Objective: The student will determine the perimeter of triangles by adding length of sides, and the student will recognize the meaning of perimeter.

Lesson 86 Comparing Lengths Objective: The student will compare lengths.

Lesson 87 Subtracting Lengths Objective: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points g q y p p corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. The student will work on comparing lengths and subtract lengths with no conversion of units.

Lesson 88 ADDING AND SUBTRACTING LENGTHS Objective: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points g q y p p corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. The student will add and subtract lengths with no conversion of units.

Lesson 89 Solving Word Problems with Lengths Objective: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. The student will solve simple word problems involving length. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points g q y p p corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. . 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 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.

Lesson 90 Assessment #9 – Worksheet 90 Objective: The student will be assessed on the objectives learned in Lessons 81-89.

Lesson 91 2-dimensional Shapes Objective: The student will identify familiar 2-dimensional shapes, such as triangles, rectangles, squares, circles.


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Lesson 92 Sorting 2-dimensional Shapes Objective: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces Identify triangles quadrilaterals number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. The student will sort familiar 2-dimensional shapes, such as triangles, rectangles, squares, circles.

Lesson 93 Classifying Plane Shapes Objective: The student will classify shapes by common attributes such as shape, size, color, roundness, or number of corners.

Lesson 94 Putting Together and Taking Apart Shapes Objective: The student will explore and predict the results of putting together and taking apart 2-dimensional and 3-dimensional shapes.

Lesson 95 3-Dimensional Shapes Objective: The student will identify familiar 3-dimensional shapes, such as spheres, rectangular prisms, cones, cylinders and pyramids. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Lesson 96 Sorting 3-dimensional Shapes Objective: The student will sort familiar 2-dimensional and 3-dimensional shapes, such as triangles, rectangles, squares, circles, semi-circles, spheres and rectangular prisms. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Lesson 97 Putting Together and Taking Apart Solid Shapes Objective: The student will explore and predict the results of putting together and taking apart 2-dimensional and 3-dimensional shapes.

Lesson 98 Curves and Straight Lines Curved Surfaces and Flat Surfaces Objective: The student will distinguish between curves and straight lines and between curved surfaces and flat surfaces. Lesson 99 Flips, Slides and Turns Objective: The student will recognize that shapes that have been slid, turned, or flipped are still the same shape; for example, a square moved or rotated is still a square. Lesson 100 Assessment #10 -lessons 91-99 Objective: The student will be assessed on the objectives learned in Lessons 91-99.


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Lesson 101 Recording Data from a Survey Objective: The student will create a survey and record answers using tally marks.

Lesson 102 Making a Pictograph Objective: The student will learn to make a pictograph. 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 categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Lesson 103 Reading Pictographs with Scales Objective: The student will interpret pictographs with scales based upon a picture representing more than one item being represented and tallied. 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 categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Lesson 104 Making a Pictograph with a Scale Objective: The student will make pictographs using a scale representation with a Key showing the symbols equal more than one person or item being tallied. 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 categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Lesson 105 Interpreting Data from Pictographs Objective: The student will interpret pictographs with scales, using scale factors of two and three. 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 categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Lesson 106 Problem-Solving with Pictographs Objective: The student will solve problems using information in pictographs. 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 categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. . 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 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.


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Lesson 107 Locate Points on a Grid Objective: The student will find locations using simple coordinate systems such as maps. 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 categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Lesson 108 Coordinate Graphs Objective: The student will name locations using simple coordinate systems such as maps and grids. 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 categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Lesson 109 Coordinate Maps Objective: The student will locate points on a map using simple coordinate systems.

Lesson 110 Assessment #11 – lessons 101-109 Objective: The student will be assessed on the objectives learned in Lessons 101-109.

Lesson 111 Making 1,000 with 100’s Objective: The student will count by 100’s and learn how many hundreds are in 1,000. Count within 1000; skip-count by 2s, 5s, 10s, and 100s.

Lesson 112 Making Numbers with Ones, Tens and Hundreds Objective: The student will make 3-digit numbers. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Lesson 113 Identifying Place Value in 3-digit Numbers Objective: The student will write 3-digit numbers in expanded form. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Lesson 114 Writing 3-digit Numbers Objective: The student will write 3-digit numbers using words. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Lesson 115 Comparing 3-Digit Numbers Objective: The student will compare 3-digit numbers using greater than and less than symbols. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.


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Lesson 116 Skip Counting to 1,000 Objective: The student will count to 1,000 by 1’s, 10’s and 100’s starting from any number in the sequence. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Lesson 117 Identifying Missing Numbers in a Sequence Objective: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 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). The student will fill in missing numbers in a sequence.

Lesson 118 Ordering 3-digit Numbers Objective: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 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). The student will put 3-digit numbers in order from least to greatest and from greatest to least.

Lesson 119 Finding a Number on a Number Line Objective: The student will fill in 3-digit numbers on a Number Line.

Lesson 120 ASSESSMENT #12 – LESSONS 111-119 Objective: The student will be assessed on the objectives learned in Lessons 111-119.

Lesson 121 Adding Hundreds Objective: 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. Student will learn to add hundreds. 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. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Lesson 122 Adding 3-digit numbers Objective: 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. Student will add two 3-digit numbers without carrying. 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. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.


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Lesson 123 Mental Math with 3-digit Numbers and Ones Objective: 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. The student will learn to add a 1-digit number and a 3-digit number using mental math. 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. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Lesson 124 More Mental Math with 3-digit Numbers and Tens Objective: 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. The student will learn to add a 2-digit number and a 3-digit number using mental math. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Lesson 125 Mental Math with 3-digit Numbers and Hundreds Objective: 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. Student will learn to add a 3-digit number and a 3-digit number that ends with 2 zeroes using mental math. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Lesson 126 Mental Math with 3-digit Numbers Objective: The student will add two 3-digit numbers without carrying using mental math.


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Lesson 127 3-digit Addition with Carrying Ones Objective: Understand that the three digits of a three-digit number represent amounts ofhundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. The student will addtwo 3-digit numbers with carrying in the ones column. Add up to four two-digit numbers usingstrategies based on place value and properties of operations. Add and subtract within 1000, us-ing 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 hundredsand hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or de-compose tens or hundreds. Explain why addition and subtraction strategies work, using placevalue and the properties of operations.

Lesson 128 3-digit Addition with Carrying Tens Objective: 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. Student will add two 3-digit numbers with carrying in the tens and ones columns. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add and subtract within 1000, us-ing 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. Explain why addition and subtraction strategies work, using place value and the properties of operations.

Lesson 129 Estimating Sums of 3-digit Addition Objective: The student will learn to estimate the sum of two 3-digits numbers.

Lesson 130 Assessment #13 – lessons 121-129 Objective: The student will be assessed on the objectives learned in Lessons 121-129. Explain why addition and subtraction strategies work, using place value and the properties of operations.

Lesson 131 Subtracting Hundreds Objective: The student will learn to subtract hundreds.

Lesson 132 Subtracting 3-digit Numbers Objective: Understand that the three digits of a three-digit number represent amounts of hun-dreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. The student will subtract 3-digit numbers without regrouping. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relation-ship 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.


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Lesson 133 Mental Math with 3-digit Numbers and Ones Objective: Add up to four two-digit numbers using strategies based on place value and prop-erties of operations. The student will subtract a one-digit number from a 3-digit number without borrowing using mental math.

Lesson 134 Mental Math with 3-digit Numbers and Tens Objective: Add and subtract within 1000, using concrete models or drawings and strate-gies based on place value, properties of operations, and/or the relationship between addi-tion 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. The student will subtract a 2-digit number that ends in zero from a 3-digit num-ber without borrowing using mental math. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Lesson 135 Mental Math with 3-digit Numbers and Hundreds Objective: 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. The student will subtract a 3-digit number than ends in two zeroes from a 3-digit number without borrowing using mental math. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Lesson 136 Mental Math with 3-digit Numbers Objective: The student will subtract a 3-digit number from another 3-digit number without borrowing using mental math.

Lesson 137 3-digit Subtraction with Borrowing from the Tens Objective: Add up to four two-digit numbers using strategies based on place value and prop-erties of operations. The student will subtract a 3-digit number from another 3-digit number, borrowing from the tens column.

Lesson 138 3-digit Subtraction with Borrowing from the Hundreds Objective: Add up to four two-digit numbers using strategies based on place value and prop-erties of operations. The student will subtract a 3-digit number from another 3-digit number, borrowing from the tens column.

Lesson 139 Addition and Subtraction of 3-digit Numbers Objective: Add up to four two-digit numbers using strategies based on place value and properties of operations. The student will practice adding and subtracting 3-digit numbers.


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Lesson 141 Equal Parts That Make a Fraction Objective: The student will learn to represent halves, thirds or fourths by folding paper. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Lesson 142 Making Fractions Objective: Student will shade 1/2, 1/3, 14 and 1/8 of a strip of paper. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Lesson 143 Naming and Writing Fractions Objective: The Student will name and write commonly used fractions: 1/2, 1/3, 2/3, 1/4, 2/4, 3/4 . Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Lesson 144 More Naming and Writing Fractions Objective: The student will write fractions of sets of objects.

Lesson 145 Fractions and Their Size Objective: The student will explore the relationships of fractions and their sizes. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Lesson 146 Comparing Fractions Objective: Student will learn to compare fractions.

Lesson 147 More Comparing Fractions Objective: The student will compare fractions in a story problem.

Lesson 148 Fractions That Equal One Objective: Student will recognize that fractions such as 2/2, 3/3 and 4/4 are equal to the whole (one)

Lesson 149 Placing Fractions on a Number Line Objective: The student will place zero and halves, e.g., 1/2, 1 1/2, 2 1/2, on the number line and relate it to a ruler.


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Lesson 151 Addition and Multiplication Objective: 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. Student will understand that multiplication is the result of counting the total number of objects in a set of equal groups, e.g., 3 X 5 gives the number of objects in 3 groups of 5 objects, or 3 X 5 = 5 + 5 + 5 = 15.

Lesson 152 Introducing Arrays to Show Multiplication Objective: 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. The student will use an array to show multiplication.

Lesson 153 Finding Area Using Multiplication Objective: 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. The student will find the area of a rectangle or a square using multiplication.

Lesson 154 Multiplying by 0 and 1 Objective: 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. The student will multiply the numbers 0 to 5 by zero and one.

Lesson 155 Multiplying by 2 Objective: 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. The student will multiply the numbers 0 to 5 by two.

Lesson 156 Multiplying by 3 Objective: Student will multiply the numbers 0 to 5 by three.

Lesson 157 Multiplying by 4 Objective: The student will multiply the numbers 0 to 5 by zero and one.

Lesson 158 Multiplying by 5 Objective: The student will multiply the numbers 0 to 5 by five.


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Lesson 159 Multiplying Two Numbers In Any Order Objective: Student will learn that you can multiply 2 numbers in any order and the answer will be the same.


Lesson 161 Making Groups of Equal Size Objective: The student will learn to divide groups into equal parts.

Lesson 162 Making an Equal Number of Groups Objective: The student will make a certain number of equal groups.

Lesson 163 Writing Division Problems Objective: The student will learn how to write division problems.

Lesson 164 Dividing by 1 Objective: Student will learn to divide by the number 1.

Lesson 165 Dividing by 2 Objective: Student will learn to divide by the number 2.

Lesson 166 Dividing by 3 Objective: The student will learn to divide by the number 3.



Lesson 169 Fact Families with Multiplication and Division Objective: Student will make fact families for multiplication and division problems.

Lesson 170 Assessment #17 – lessons 161-169 Objective: Student will be assessed on the objectives learned in Lessons 161-169.


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Lesson 171 Making a Multiplication Table Objective: The student will make a Multiplication Table.

Lesson 172 Using a Multiplication Table Objective: Student will learn how to use a Multiplication Table.

Lesson 173 Using a Multiplication Table to Solve Division Problems Objective: The student will learn to use a Multiplication Table to solve division problems.

Lesson 174 Problem Solving With Multiplication Using Objects Objective: The student will solve story problems with objects using multiplication.

Lesson 175 Problem Solving With Multiplication Using Symbols Objective: The student will solve multiplication story problems by drawing pictures.

Lesson 176 Problem Solving with Division Using Objects Objective: The student will solve division problems using objects.

Lesson 177 Problem Solving with Division Using Symbols Objective: The student will solve division story problems using pictures.

Lesson 178 Problem Solving with Multiplication or Division Objective: The student will determine whether to use multiplication or division to solve a story problem.

Lesson 179 Using Addition, Subtraction, Multiplication or Division to Solve A ProblemObjective: The student will decide whether to use addition, subtraction, multiplication or division to solve a story problem.

Lesson 180 Assessment #18 – lessons 171-179 Objective: Student will be assessed on the objectives learned in Lessons 171-179.


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Second Grade Math Common Core Alignment Complete Curriculum Lesson

Operations and Algebraic Thinking

--Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve

one- and two-step word problems involving situations of

adding to, taking from, putting together, taking apart, and 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.12,�18,�29,�39,�49

--Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental

strategies. By end of Grade 2, know from memory all 11,�13,�14,�15,�16,�17,�19,�21,�22,�23,�24 27 28sums of two one-digit numbers. 24,�27,�28

--Work with equal groups of objects to gain foundations for multiplication.2.OA.3 Determine whether a group of objects (up to 20)

has an odd or even number of members, e.g., by pairing

objects or counting them by 2s; write an equation to

express an even number as a sum of two equal addends.

155

2.OA.4 Use addition to find the total number of objects

arranged in rectangular arrays with up to 5 rows and up to

5 columns; write an equation to express the total as a

sum of equal addends.

151-154

Number and Operations in Base Ten

--Understand place value.2 NBT 1 Understand that the three digits of a three-digit2.NBT.1 Understand that the three digits of a three-digit

number represent amounts of hundreds, tens, and ones;

e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

Understand the following as special cases: 121,�122,�123,�127,�128,�132a. 100 can be thought of as a bundle of ten tens — called

a “hundred.”1

b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 117, 118b. 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).

117, 118

2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s,

and 100s. 1,�2,�3,�4,�8,�9,�111,�112,�113,�114,�1162.NBT.3 Read and write numbers to 1000 using base-

ten numerals, number names, and expanded form.1 2 3 4 8 9 111 112 113 114 1161,�2,�3,�4,�8,�9,�111,�112,�113,�114,�116

2.NBT.4 Compare two three-digit numbers based on

meanings of the hundreds, tens, and ones digits, using >,

=, and < symbols to record the results of comparisons.5,�6,�7,�115

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

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2.NBT.5 Fluently add and subtract within 100 using

strategies based on place value, properties of operations,

and/or the relationship between addition and subtraction.12,�18,�29,�39,�49

2.NBT.6 Add up to four two-digit numbers using

strategies based on place value and properties of

operations. 127,�128,�132,�133,�137,�138,�1392 NBT 7 Add and subtract within 1000 using concrete2.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 36,�121,�122,�123,�124,�125,�127,�128,�132 134 135

it is necessary to compose or decompose tens or

hundreds.132,�134,�135

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. 36,�121,�123,�124,�125,�134,�1352.NBT.9 Explain why addition and subtraction strategies

work, using place value and the properties of operations.127, 128, 130

Measurement and DataMeasurement and Data

--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, yardsticks,

meter sticks, and measuring tapes. 72,�73,�74,�75,�76,�77,�782.MD.2 Measure the length of an object twice, using

length units of different lengths for the two

measurements; describe how the two measurementsmeasurements; describe how the two measurements

relate to the size of the unit chosen. *71,�752.MD.3 Estimate lengths using units of inches, feet,

centimeters, and meters.77

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.

89

--Relate addition and subtraction to length.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. 12,�18,�29,�39,�492.MD.6 Represent whole numbers as lengths from 0 on

a number line diagram with equally spaced points g q y p p

corresponding to the numbers 0, 1, 2, ..., and represent

whole-number sums and differences within 100 on a

number line diagram. 83,�87,�88,�89--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

i th k i )

61-68, 69

in a month, weeks in a year).

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2.MD.8 Solve word problems involving combinations of

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?

59

--Represent and interpret data.2.MD.9 Generate measurement data by measuring

l th f l bj t t th t h l it b72

lengths of several objects to the nearest whole unit, or by

making repeated measurements of the same object.

Show the measurements by making a line plot, where the

horizontal scale is marked off in whole-number units.

2.MD.10 Draw a picture graph and a bar graph (with

single-unit scale) to represent a data set with up to four

categories. Solve simple put-together, take-apart, and

102-108

categories. Solve simple put-together, take-apart, and

compare problems using information presented in a bar

graph.

Geometry

--Reason with shapes and their attributes.2.G.1 Recognize and draw shapes having specified

attributes, such as a given number of angles or a given

number of equal faces Identify triangles quadrilaterals

92

number of equal faces. Identify triangles, quadrilaterals,

pentagons, hexagons, and cubes.

2.G.2 Partition a rectangle into rows and columns of

same-size squares and count to find the total number of

them.

95, 96

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

141, 142, 143, 145

whole as two halves, three thirds, four fourths. Recognize

that equal shares of identical wholes need not have the

same shape.

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STUDENT maNUal maTh lESSoN 178-4

Student Lesson 178ProblEm SolviNg wiTh mUlTiPlicaTioN or DiviSioN

In this Lesson, you are going to learn how to decide whether to multiply or divide to solve a word problem.

Look at the word problem your teacher has written. When a problem uses the words “in all” or “altogether”, you will need to multiply to solve the problem.

Decide to use either a drawing or counters to solve the problem. Then write the multiplication problem on the chalkboard, dry erase board or paper.

Look at another work problem your teacher has written. When a word problem talks about sharing or dividing something equally, you will need to divide to solve the problem.

Decide to use either a drawing or counters to solve the problem. Then write the division problem on the chalkboard, dry erase board or paper.

Complete Worksheet 178.

Lesson Wrap-Up: Solve the problem your teacher has written using counters or a drawing.

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STUDENT maNUal maTh workShEET 178-1

Worksheet 178ProblEm SolviNg wiTh mUlTiPlicaTioN or DiviSioN

Words used in multiplication problems:

in all

altogether

Words used in division problems:

shares

gives

divides

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1. Jean has 8 carrots. She gives an equal amount to her each of her 4 horses. How many carrots does each of her horses get?

8 ÷ 4 = 2 carrots (divide)

Answer: Student will draw 8 carrots and circle 4 groups of 2 carrots each.

Directions: Draw a picture to solve each problem. Write the multiplication or division problem that corresponds with the word problem.

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2. Kelly has 15 stamps in her collection. She puts 5 stamps on each page in her stamp book. How many pages does she place stamps on?

15 ÷ 5 = 3 pages (divide)

Answer: Student will draw 15 stamps and circle 3 groups of 5 stamps each.

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3. Todd has 3 bowls. Each bowl has 2 apples. How many apples does Todd have in all?

3 X 2 = 6 apples (multiply)

Answer: Student will draw 3 groups with 2 apples in each group.

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4. There are 5 rows of desks. There are 4 desks in each row. How many desks are there in all?

5 X 4 = 20 desks (multiply)

Answer: Student will draw 5 groups with 4 desks in each group.

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5. Ann has 10 books. She has 2 boxes to place her books into. She puts an equal number of books in each box. How many books does she place in each box?

10 ÷ 2 = 5 books (divide)

Answer: Student will draw 10 books and circle 2 groups of books with 5 books in each group..

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Student Lesson 179USiNg aDDiTioN, SUbTracTioN, mUlTiplicaTioN or DiviSioN

To SolvE a problEm

In this Lesson, you are going to learn how to decide whether to add, subtract, multiply or divide to solve a word problem.

Your teacher will give some pennies, and then give you some more. How many pennies do you have in all? Write the problem you just completed.

Give your teacher 3 of the pennies back. Write the problem you just illustrated. Place the pennies in 3 rows 3 pennies each. Write the problem you just illustrated.

Show your teacher 9 pennies. If you gave the same amount of pennies to 3 friends, how many pennies would each friend have? Write the problem you just illustrated.

Complete Worksheet 179.

Lesson Wrap-Up: Write the problem that solves the word problem your teacher has written.

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Worksheet 179USiNg aDDiTioN, SUbTracTioN, mUlTiplicaTioN or DiviSioN

To SolvE a problEm

Words used in addition problems:

in all

altogether

Words used in subtraction problems:

less

fewer

Words used in multiplication problems:

in all

altogether

Words used in division problems:

shares

gives

divides

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Directions: Draw a picture to solve each problem. Write the addition, subtraction, multiplication or division problem that corresponds with the word problem.

1. Anita has 12 keys. She divides them into 2 equal groups. How many keys are in each group?

12 ÷ 2 = 6 keys (divide)

Answer: Student will draw 12 keys and circle 2 groups with 6 keys in each group.

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2. Louis has 5 dimes. His uncle gave him 3 more dimes. How many dimes does Louis have in all?

Answer: Student will draw 5 dimes. Then he/she will draw 3 dimes.

5 + 3 = 8 dimes (add)

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3. Julie played 5 softball games. She hit 3 home runs during each game. How many home runs did she hit in all?

Answer: Student will draw 5 rows of balls with 3 balls in each row.

5 X 3 = 15 home runs (multiply)

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4. Sally had 7 stuffed animals. She got 5 more for her birthday. How many stuffed animals does she have in all?

Answer: Student will draw 7 stuffed animals. Then he/she will draw 5 more.

7 + 5 = 12 stuffed animals (add)

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5. Ray had 14 pieces of candy. He and his friends ate 5 pieces of candy. How many pieces of candy does he have left?

Answer: Student will draw 14 pieces of candy and cross out 5.

14 - 5 = 9 pieces of candy (subtract)

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Student Lesson 180aSSESSmENT #18 – lESSoNS 171-179

Complete Worksheet 180 (Assessment 18), without any assistance from your teacher, other than to read the directions.

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Worksheet 180aSSESSmENT #18 – lESSoNS 171-179

Directions: Complete each section of the Assessment.

1. Complete the section of the Multiplication Table.

x 0 1 2 3

0 0 0 0 0

1 0 1 2 3

2 0 2 4 6

3 0 3 6 9

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2. Use the Multiplication Table to find the product for each of the following problems. Write the answer to each problem.

(6)

3 x 2 =

(2)

2 x 1 =

(0)

0 x 0 =

3. Use the Multiplication Table to help you find the quotient to each division problem.

(3)

3 ÷ 1 =

(3)

15 ÷ 5 =(4)

8 ÷ 2 =

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4. Use the Multiplication Table to find the product for each of the following problems. Write the answer to each problem.

There are 5 students. Each student has 5 pencils. How many pencils are there in all?

(25 pencils)

5 x 5 =

The student should show 5 counters in 5 groups.]

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Bob had 2 bags of marbles. He had 4 marbles in each bag. How many marbles did he have in all?

(8 marbles)

2 x 4 =

The learner should show 2 counters in 4 groups.

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4 . The farmer has 3 pig pens. There are 4 pigs in each pen. How many pigs did the farmer have in all?

(12 pigs)

3 x 4 =

The student should show 4 counters in 3 groups.]

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5. Draw a picture to solve each multiplication word problem. Write the corresponding multiplication problem?

(5 kites)

5 x 1 =

Answer: Student will draw 5 children with 1 kite each.

. Five children are flying kites. Each child has one kite. How many kites are there in all?

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(12 flowers)

3 x 4 =

Answer: Student will draw 3 vases with 4 flowers each.

. There were 3 vases. Each vase had 4 flowers. How many flowers were there in all?

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(4 X 2 = 8 baby birds)

4 x 2 =

Answer: Student will draw 4 nests with 2 baby birds in each.

. In our tree, there are 4 nests. Each nest has 2 baby birds. How many baby birds are there in all?

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Mom bought 10 shirts. She has 5 sons. She gave an equal amount of shirts to each son. How many shirts did each son get?

(10 ÷ 5 = 2 shirts)

[The student should take 10 counters and place them in 5 equal groups.]

6. Directions: Solve each word problem using counters. Then write the division problem and quotient.

Sally had 12 seashells. She placed an equal amount in a bucket for herself and a bucket for her brother. How many seashells did she place in each bucket?

(12 ÷ 2 = 6 shells)

[The student should take 12 counters and place them in 2 equal groups.]

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Cathy had 6 apples. She gave an equal amount of apples to each of her 3 friends. How many apples did she give to each friend?

(6 ÷ 3 = 2 apples)

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7. Directions: Draw a picture to solve each division word problem. Write the corresponding division problem.

(6 ÷ 3 = 2 pancakes)

Answer: Student will draw 6 pancakes and circle 2 in each of 3 groups.

Dot made 6 pancakes. She gave an equal amount to each of her 3brothers. How many pancakes did each of her brothers get?

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Luke had 16 pieces of candy. He shared 4 pieces of candy with each friend and he had none left over. How many friends did he share candy with?

(16 ÷ 4 = 4 friends)

Answer: Student will draw 16 pieces of candy and circle 4 groups with 4 in each group.

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There was a pile of 10 shoes. Each child took 2 shoes and there weren’t any left over. How many children took shoes?

(10 ÷ 2 = 5 children)

Answer: Student will draw 10 shoes and circle 5 groups with 2 in each group.

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8. Directions: Draw a picture to solve each problem. Write the multiplication or division problem that corresponds with the word problem.

8 ÷ 4 = 2 carrots (divide)

Answer: Student will draw 8 carrots and circle 4 groups of 2 carrots each.

Jean has 8 carrots. She gives an equal amount to each of her 4 horses. How many carrots does each of her horses get?

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Kelly has 15 stamps in her collection. She puts 5 stamps on each page in her stamp book. How many pages does she place stamps on?

15 ÷ 5 = 3 pages (divide)

Answer: Student will draw 15 stamps and circle 3 groups of 5 stamps each.

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Todd has 3 bowls. Each bowl has 2 apples. How many apples does Todd have in all?

3 X 2 = 6 apples (multiply)

Answer: Student will draw 3 groups with 2 apples in each group.

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There are 5 rows of desks. There are 4 desks in each row. How many desks are there in all?

5 X 4 = 20 desks (multiply)

Student will draw 5 groups with 4 desks in each group.

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TM


9. Draw a picture to solve each problem. Write the addition, subtraction, multiplication or division problem that corresponds with the word problem.

12 ÷ 2 = 6 keys (divide)

Answer: Student will draw 12 keys and circle 2 groups with 6 keys in each group.

Anita has 12 keys. She divides them into 2 equal groups. How many keys are in each group?

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TM


Louis has 5 dimes. His uncle gave him 3 more dimes. How many dimes does Louis have in all?

Answer: Student will draw 5 dimes. Then he/she will draw 3 dimes.

5 + 3 = 8 dimes (add)

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TM


Julie played 5 softball games. She hit 3 home runs during each game. How many home runs did she hit in all?

Answer: Student will draw 5 rows of balls with 3 balls in each row.

5 X 3 = 15 home runs (multiply)

SAMPLE



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