2nd grade mathematics curriculum - auburn school …district.auburn.cnyric.org/departments/math/math...

AECSD Grade 2 Math Curr.doc 1

2nd Grade Mathematics Curriculum

How to use this document:This curriculum is designed to guide instruction in mathematics in the 2nd grade. A Unit

Sequence and Timeline is provided as part of this overview section. The unit lengths providedare approximate and allow for some flexibility in instruction. However, the order of the unitsshould be followed.

For each unit, the state as well as local standards are provided.

Table of Contents:2nd Grade Math Overview .......................................................................................................1Unit 1 Number Sense .........................................................................................................7Unit 2 Graphing ...............................................................................................................10Unit 3 Adding and Subtracting Whole Numbers (0-18) ....................................................14Unit 4 Measurement .........................................................................................................19Unit 5 Place Value and Patterns........................................................................................23Unit 6 Adding and Subtracting 2 Digit Numbers ..............................................................26Unit 7 Geometry...............................................................................................................29Unit 8 Extended Number Sense ........................................................................................32

2nd Grade Math Overview

Course Description:The 2nd Grade Mathematics course continues the development of addition and

subtraction understanding and skill. Number sense and place value concepts are continued to thethousands place. Two-dimensional shapes, time, money, and graphs are also studied.

Course Essential Questions:How are addition and subtraction related to each other?

Additional Information:

2nd Grade Mathematical Language:Problem Solvingcompareexamineexplainexplore

formulateidentify the probleminterpretjustify

make observationsmodel using manipulatives

Reasoning and Proofdevelop an argumentexplore guesses

investigatejustify claims

true/falseuse trial and error

Communicationformulate questionsorganize

share ideas use the language ofmathematics


Connectionsapply mathematicscompare similarities and

differences

recognize patternsunderstand meaning of

operations

understand relationships

Representationmultiple representations nonstandard representation standard representation

Number Sense and Operationcollectioncommutative property of

additioncompensationcomposedecomposedivisiondoublesdoubles minus one

doubles plus oneestimateeven numberfact family (related facts)fair sharehundred chartidentity element for

additionlabel

multiplicationodd numberplace valueregrouprepeated additionrepeated subtractiontwo-digit numberzero as the identify

element in addition

Algebradecreasing sequencesequal to

greater than (>)increasing sequences

less than (<)whole numbers

Geometrycompose shapesdecompose shapesflip (reflection)irregular shape

line symmetrypropertiesrectangleregular shapes

slide (translation)squaretriangleturn (rotation)

Measurementdollar ($)equivalentestimate

feethalf hourheavier

lighternonstandard unitsstandard units

Statistics and Probabilitycomparedata

predictsimilarities/differences

talliestally mark


2nd Grade Local Math StandardsNumbering Key: Local.Grade level.Mathematics strand*.standard #e.g. L.3.N.5 (L = local; 3 = 3rd Grade; N = Number Sense and Operations; 5 = 5th standard)*Math Strands: N = Number Sense and Operations, A = Algebra, G = Geometry, M =

Measurement, S = Statistics and Probability, PS = Problem Solving, CM =Communication, CN = Connections, Rep = Representations, RP = Reasoning andProof

Number and OperationsL.2.N.1 Representation

and NotationRead, write, and represent whole numbers from 0 to 100; explore numbers to 1,000.

L.2.N.2 Place Value Recognize and use the place value structure of the base ten number system: 10 ones= 1 ten, 10 tens = 1 hundred; recognize that 10 hundreds = 1 thousand; recognizethe meaning of zero in the place value system (0 - 100).

L.2.N.3 Number Order Compare (including use of symbols <, >, and =), order and place on a number linewhole numbers (0 – 100) (including identifying the number before or after a givennumber or between two given numbers); use ordinal numbers (1st to 31st), readwritten ordinal terms (first through ninth), and use words that imply order such asfirst, last, before, after, between, and middle.

L.2.N.4 Addition andSubtraction

Add and subtract one and two-digit whole numbers (with and without regrouping)using a variety of strategies including fact families, related facts, inverse operations,addition doubles, doubles plus one, and compensation (e.g. 18 + 24 = 18 + 2 + 22 =20 + 22 = 42).

L.2.N.5 Estimation Develop estimation strategies and skills (e.g. estimate answers before solvingproblems and compare estimates with results to determine reasonableness, estimatethe number of items in a collection up to 100 and compare to actual).

L.2.N.6 Number Theory Count by 5's and 10's to 100, 2's to 50, by 3's to 36, and by 4's to 48 (starting with 0or other multiple of the number); count backwards (using a number chart) from 100by 1's, 5's, and 10's; identify even and odd numbers and use manipulatives tojustify.

L.2.N.7 Properties andLaws

Explain and use the commutative property of addition (e.g. 3 + 2 = 2 + 3); use 0 asthe identity element for addition.

L.2.N.8 Computation andFacts

Master addition facts with sums 0 – 18 and subtraction facts with differences 0 – 9.

L.2.N.9 Multiplicationand Division

Use repeated addition and subtraction to develop the concepts of multiplication anddivision; divide sets of objects into equal groups to develop the concept of division.

L.2.N.10 Fractions No work in this area at this grade level.

L.2.N.11 Decimals No work in this area at this grade level.

AlgebraL.2.A.1 Patterns and

RepresentationsRecognize, describe, extend, and create a wide variety of sequences and patterns(pictorial, increasing or decreasing numeric (0 to 100), geometric, etc.); sort,classify and order objects using likenesses and differences in multiple attributes(color, shape, size, etc.) and explain reasoning.

L.2.A.2 SolvingEquations andInequalities

No work in this area at this grade level.

GeometryL.2.G.1 Shapes and

FiguresName, describe, compare, and sort two-dimensional geometric shapes (circle,square, rectangle, triangle); compose (put together) and decompose (take apart)two-dimensional shapes.

L.2.G.2 Transformationsand Symmetry

Informally perform and describe slides (translations), flips (reflections), and turns(rotations) of two-dimensional shapes; investigate line symmetry.


Similarity andCongruence

Review.

Points, Lines,and Angles


Perimeter, Area,and Volume


Triangles No work in this area at this grade level. See L.G.2.1

CoordinateGeometry


MeasurementL.2.M.1 Time Tell time to half-hour and nearest 5-minute increment in analog and digital format;

understand a calendar.L.2.M.2 Length Estimate, measure using standard units (whole inch and foot) and non-standard

units; compare and order the lengths (heights) of objects.L.2.M.3 Money Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and

$20) and their values; be able to group coins to make a set amount up to $1.00.L.2.M.4 Mass Recognize mass (weight) as a qualitative measure (i.e. Which is heavier? Which is

lighter?); compare and order objects using expressions such as: heavier than, lighterthan.

Volume No work in this area at this grade level.Statistics and ProbabilityL.2.S.1 Collect and

Display DataFormulate real-world questions; collect and record data (e.g. withtallies); display data using tables, pictographs, and bar graphs.

L.2.S.2 Analyze Data Read and interpret data (similarities or differences in quantity) frompictographs and bar graphs; make simple conclusions and predictionsfrom graphs.

Problem SolvingL.2.PS.1 Organization Analyze situations (identify the problem, identify needed information, and generate

possible strategies) and organize work to solve problems (e.g. use Auburn ProblemSolving Process).

L.2.PS.2 Strategies Solve problems using variety of strategies such as counting, use of manipulatives(i.e., tiles or blocks), drawing pictures, or responding to teacher questioning.

L.2.PS.3 Reflection Estimate answer; examine answer to see if it makes sense.

Reasoning and ProofL.4.RP.1 Make conjectures; support (or refute) a mathematical statement or conjecture as

true or false including the use of (counter)examples and explain reasoning; supportmathematical ideas verbally, numerically, algebraically, pictorally, and in writing.

CommunicationL.4.CM.1 Decode and comprehend mathematics expressed verbally and in writing; clearly

and coherently communicate mathematical thinking verbally, pictorally,numerically and in writing using appropriate mathematical vocabulary andsymbols; organize and accurately label work.

ConnectionsL.4.CN.1 Recognize and use connections among branches of mathematics and real life (e.g.

estimate and represent the number of apples in a tree, determine the number ofbuses required for a field trip, use a multiplication grid to solve odd and evennumber problems)

RepresentationsL.4.Rep.1 Represent mathematical ideas in a variety of ways (verbally, in writing, pictorally,

numerically, algebraically, or with physical objects); switch among differentrepresentations; investigate similarities and differences between representations.


L.2.RP.1L.2.CM.1L.2.CN.1L.2.Rep.1


Math 2 Unit Sequence and Timeline:

Unit 1 Introduction to Number SenseLength: ~ 5 weeksTimeframe: Early September to Mid-October (ongoing throughout year)

Unit 2 GraphingLength: ~ 3 weeksTimeframe: Mid-October to Early November

Unit 3 Adding and Subtracting Whole Numbers (0-18)Length: ~ 5 weeksTimeframe: Early November to Mid-December

Unit 4 MeasurementLength: ~ 5 weeksTimeframe: Mid-December to Late January

Unit 5 Place Value and PatternsLength: ~ 5 weeksTimeframe: Late January to Mid-March

Unit 6 Adding and Subtracting 2 Digit NumbersLength: ~ 6 weeksTimeframe: Mid-March to Late April

Unit 7 GeometryLength: ~ 4 weeksTimeframe: May

Unit 8 Extended Number SenseLength: ~ 5 weekTimeframe: Late May to End of Year


Unit 1 Number SenseLength: ~ 5 weeksTimeframe: Early September to Mid-October

State Standards (Shaded statements are identified as Post-March Indicators):2.N.1 Skip count to 100 by 2’s, 5’s, 10’s2.N.2 Count back from 100 by 1’s, 5’s, 10’s using a number chart2.N.3 Skip count by 3’s to 36 for multiplication readiness2.N.4 Skip count by 4’s to 48 for multiplication readiness2.N.5 Compare and order numbers to 1002.N.9 Name the number before and the number after a given number, and name the

number(s) between two given numbers up to 100 (with and without the use of anumber line or a hundreds chart)

2.N.10 Use and understand verbal ordinal terms2.N.11 Read written ordinal terms (first through ninth) and use them to represent ordinal

relations2.N.14 Use concrete materials to justify a number as odd or even2.A.1 Use the symbols <, >, = (with and without the use of a number line) to compare whole

numbers up to 100

Local Standards (Stricken text is covered in a different unit):L.2.N.1 Read, write, and represent whole numbers from 0 to 100; explore numbers to 1,000.L.2.N.3 Compare (including use of symbols <, >, and =), order and place on a number line

whole numbers (0 – 100) (including identifying the number before or after a givennumber or between two given numbers); use ordinal numbers (1st to 31st), read writtenordinal terms (first through ninth), and use words that imply order such as first, last,before, after, between, and middle.

L.2.N.6 Count by 5's and 10's to 100, by 2’s to 50, by 3's to 36, and by 4's to 48 (starting with 0or other multiple of the number); count backwards (using a number chart) from 100 by1's, 5's, and 10's; identify even and odd numbers and use manipulatives to justify.

Big Ideas:Numbers allow us to show or represent amounts that can be compared and put in order.It is often easier to count in groups.

Essential Questions:Why do we use numbers?Why count by anything other than 1’s?

Prior Knowledge:to read, write, and represent whole numbers 0-20to count to 100 by 1’sto count by 2’s, 5’s and 10’s to 20, 50, and 100 respectivelyto compare whole numbers 0-20to place whole numbers 0-20 on a number line


Unit Objectives:to read whole numbers 0-100to write whole numbers 0-100to use manipulatives or drawings to represent numbers 0-100to count by 5’s and 10’s to 100to count by 2’s to 50to count backwards (using a number chart) from 100 by 1’s, 5’s, and 10’sto compare whole numbers 0-100 using symbols <, >, and =to order whole numbers 0-100to identify the number before or after a given number or between two numbersto place on a number line whole numbers 0-100

Resources:

Review Template:

Day 11) Circle the greater number.

5 or 910 or 67 or 3

2) Given a number line 0 through 20 (mark off 0, 5,10,15 20), place the following numberson the number line.4611

3) Count by 2’s, 5’s, and 10’s. Fill in the blanks with the missing numbers.5,__,15, 20, 252,4,__,8,__,1210, 20, __,40, 50, __

Day 21) Circle the greater number.

7 or 15 or 97 or 9

2) Given a number line 0 through 20 (mark off 0, 5,10,15 20), place the following numberson the number line.71319

3) Count by 2’s, 5’s, and 10’s. Fill in the blanks with the missing numbers.


5.10,__, 20, 252,4,6,__,10,12,__10, 20, 30,__, 50, 60,__


Unit 2 GraphingLength: ~ 3 weeksTimeframe: Mid-October to Early November

State Standards (Shaded statements are identified as Post-March Indicators):2.S.1 Formulate questions about themselves and their surroundings2.S.2 Collect and record data (using tallies) related to the question2.S.3 Display data in pictographs and bar graphs using concrete objects or a representation of

the object2.S.4 Compare and interpret data in terms of describing quantity (similarity or differences)2.S.5 Discuss conclusions and make predictions from graphs

Local Standards (Stricken text is covered in a different unit):L.2.S.1 Formulate real-world questions; collect and record data (e.g. with tallies); display data

using tables, pictographs, and bar graphs.L.2.S.2 Read and interpret data (similarities or differences in quantity) from pictographs and

bar graphs; make simple conclusions and predictions from graphs.

Big Ideas:A graph is a visual representation of data.Displaying data in graph form allows you to easily visualize and compare data.

Essential Questions:What is a graph?Why do we graph data?

Prior Knowledge:to compare numbers and quantities (0-20)to count tallies and symbols (0-20)

Unit Objectives:to identify the parts of a table, pictograph and bar graphto read data from a table, pictograph and bar graphto interpret data by comparing similarities and differences in quantityto draw simple conclusions from a table, pictograph and bar graphto make predictions from a table, pictograph and bar graphto formulate questions that lead to comparison of datato collect and record data (e.g. with tallies, numbers)to create a table using recorded datato create pictograph using recorded datato create a bar graph using recorded data

Resources:

Note: All “Material” listed in italics is available through First Class. Log into First Classand find 2nd Grade Unit 2 Graphing in 2nd Grade Mathematics in the Math Resources


folder on your desktop. The files titled Chap 1 Teacher Resources.pdf and Chap 3 TeacherResources.pdf contains the following resources materials from the SFAW 2nd Gradetextbook:

PracticeAnother LookExtend Your ThinkingProblem SolvingAssessment

Lesson 1: Graphs (2 – 3 days)Objective: to analyze graphsMaterials:

SFAW Textbook: Lesson 1-5 (pgs 15 – 16)Practice 1-5 (see Chap 1 Teacher Resources)Another Look 1-5 (see Chap 1 Teacher Resources)Problem Solving 1-5 (see Chap 1 Teacher Resources)Extend your Thinking 1-5 (see Chap 1 Teacher Resources)Daily Cumulative Review 1-5Problem of the Day 1-5Unit 2-Chp 1-5-graphs

Vocabulary: Graphs, More, Fewer, Equal

Lesson 2: Pictographs (2 –3 days)Objective: to create and analyze pictographsMaterials:

SFAW Textbook: Lesson 1-6 (pgs 17 – 18)Practice 1-6 (see Chap 1 Teacher Resources)Another Look 1-6 (see Chap 1 Teacher Resources)Problem Solving 1-6 (see Chap 1 Teacher Resources)Extend your Thinking 1-6 (see Chap 1 Teacher Resources)Daily Cumulative Review 1-6Problem of the Day 1-6Unit 2-Chp 1-6 PictographsUnit 2–read a Pictograph

Vocabulary: Pictograph, More, Fewer, Compare, Key, Symbol

Lesson 3: Experiment and Tally (2 –3 days)Objective: to collect data for an experimentMaterials:

SFAW Textbook Lesson 1-7 (pgs 19 –20)Practice 1-7 (see Chap 1 Teacher Resources)Another Look 1-7 (see Chap 1 Teacher Resources)Problem Solving 1-7 (see Chap 1 Teacher Resources)


Extend your Thinking 1-7 (see Chap 1 Teacher Resources)Daily Cumulative Review 1-7Problem of the Day 1-7Unit 2-Family MembersUnit 2-Classroom PetsUnit 2-Favorite FoodsUnit 2-Make and Read Bar GraphsUnit 2-PracticeUnit 2-Favorite Days of the WeekUnit 2-Chp 1-7 Experiment and Tally

Vocabulary: Tally Marks, Experiment, More, Fewer, In all

Lesson 4: Bar Graphs (2 –3 days)Objective: to tally, create, and analyze bar graphsMaterials:

SFAW Textbook Lesson 1-8 (pgs 21 – 22)Practice 1-8 (see Chap 1 Teacher Resources)Another Look 1-8 (see Chap 1 Teacher Resources)Problem Solving 1-8 (see Chap 1 Teacher Resources)Extend your Thinking 1-8 (see Chap 1 Teacher Resources)Daily Cumulative Review 1-8Problem of the Day 1-8Unit 2 – blank bar graphUnit 2-chp1-8-bar graphs (SFAW Textbook pages 21-22)Unit 2-chp1-8-practice game (SFAW Textbook page 23-24)

Vocabulary: Bar Graphs, Tally Marks, Experiment

Lesson 5: Problem SolvingObjective: to work in a group to make and analyze a bar graphMaterials:

SFAW Textbook Lesson 3-10 (pgs 105 – 106Practice 3-10 (see Chap 3 Teacher Resources)Another Look 3-10 (see Chap 3 Teacher Resources)Problem Solving 3-10 (see Chap 3 Teacher Resources)Extend your Thinking 3-10 (see Chap 3 Teacher Resources)Daily Cumulative Review 3-10Problem of the Day 3-10Unit 2-chp 3-10-problem solving (SFAW Textbook pages 103 –104)

Vocabulary: Choice, Most, Fewest, Favorite

Assessment:Unit 2 - QuizUnit 2 - Test


Review Template:

Day 11) Write the number that comes before, after, or between.

7,___3, ___, 5___,10

2) Add or Subtract7 + 2 = ___ 6 + 3 = ____ 4 + 3 = _____

10 – 1 = ___ 8 – 3 = ____ 9 – 6 = ______

3) Write the fact families for: 2 + 3 = 4 + 4 = 5 + 4 =(given templates)___ + ____ = ___

___ + ___ = ____ or ___ + ___ = ____

___- ___ = ____ ____ - ____ = _____

___ - ____ = ____

Day 21) Write the number that comes before, after, or between.

6,___4, ___, 6___,8

2) Add or Subtract6 + 2 = ___ 7 + 3 = ____ 5 + 3 = _____

8 – 1 = ___ 5 – 3 = ____ 8 – 6 = ______

3) Write the fact families for: 3+ 3 = 2+ 4 = 1 + 4 =(given templates)___ + ____ = ___

___ + ___ = ____ or ___ + ___ = ____

___- ___ = ____ ____ - ____ = _____

___ - ____ = ____


Unit 3 Adding and Subtracting Whole Numbers (0-18)Length: ~ 5 weeksTimeframe: Early November to Mid-December

State Standards (Shaded statements are identified as Post-March Indicators):2.N.8 Understand and use the commutative property of addition2.N.12 Use zero as the identity element for addition2.N.15 Determine sums and differences of number sentences by various means (i.e., families,

related facts, inverse operations, addition doubles, and doubles plus one)2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and

two-digit numbers with and without regrouping2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 182.N.18 Use doubling to add 2-digit numbers2.N.19 Use compensation to add 2-digit numbers

Local Standards (Stricken text is covered in a different unit):L.2.N.4 Add and subtract one and two-digit whole numbers (with and without regrouping)

using a variety of strategies including fact families, related facts, inverse operations,addition doubles, doubles plus one, and compensation (e.g. 18 + 24 = 18 + 2 + 22 = 20+ 22 = 42).

L.2.N.7 Explain and use the commutative property of addition (e.g. 3 + 2 = 2 + 3); use 0 as theidentity element for addition.

L.2.N.8 Master addition facts with sums 0 – 18 and subtraction facts with differences 0 – 9.

Big Ideas:Numbers can be combined in different ways and orders to find a total amount.The order of the numbers makes a difference when subtracting.Addition and subtraction are inverse operations.

Essential Questions:When, why, and how do we add or subtract numbers?What is the difference between 2 + 3 and 3 + 2?How are addition and subtraction related?

Prior Knowledge:Add and subtract whole numbers (0-10)Fact families

Unit Objectives:to add whole numbers with sums of 0-18 using manipulatives and symbolic

representationto use 0 as the identity element for additionto use doubles and doubles plus one as strategiesto explain and use the commutative property of addition (e.g. 3 + 2 = 2 + 3)to subtract whole numbers with differences of 0-9 using manipulatives and symbolic

representation


to explain and use fact families, related facts, and inverse operations

Resources:

Note: All “Material” listed in italics is available through First Class. Log into First Classand find 2nd Grade Unit 3 Adding & Subtracting in 2nd Grade Mathematics in the MathResources folder on your desktop. The files titled Chap 1 Teacher Resources.pdf and Chap3 Teacher Resources.pdf contains the following resources materials from the SFAW 2nd

Grade textbook:PracticeAnother LookExtend Your ThinkingProblem SolvingAssessment

Lesson 1: Adding Whole NumbersObjectives: to add whole numbers with sums of 0-18 using manipulatives and symbolic

representationMaterials:

SFAW Text Lesson 2-1 Explore Addition StoriesSFAW Text Lesson 2-2 Join Groups to AddSFAW Text Lesson 2-5 Ways to Make NumbersSFAW Text Lesson 2-6 Write a Number SentenceSFAW Teacher Resources for above lessons (see Chap 2 Teacher Resources.pdf)

Lesson 2: Count OnObjectives: to use 0 as the identity element for additionMaterials:

SFAW Text Lesson 2-3 Count On and Add 0SFAW Teacher Resources for above lesson (see Chap 2 Teacher Resources.pdf)

Lesson 3: DoublesObjectives: to use doubles and doubles plus one as strategiesMaterials:

SFAW Text Lesson 3-1 Explore DoublesSFAW Text Lesson 3-2 Use Doubles Plus OneSFAW Teacher Resources for above lessons (see Chap 3 Teacher Resources.pdf)

Lesson 4: Turnaround FactsObjectives: to explain and use the commutative property of addition (e.g. 3 + 2 = 2 + 3)Materials:

SFAW Text Lesson 2-4 Turnaround FactsSFAW Teacher Resources for above lessons (see Chap 2 Teacher Resources.pdf)

Lesson 5: Subtracting Whole Numbers


Objectives: to subtract whole numbers with differences of 0-9 using manipulatives andsymbolic representation

Materials:SFAW Text Lesson 2-7 Separate Groups to SubtractSFAW Text Lesson 2-8 Count Back and Subtract ZeroSFAW Text Lesson 2-9 Explore How Many MoreSFAW Text Lesson 2-10 Find How Many MoreSFAW Teacher Resources for above lessons (see Chap 2 Teacher Resources.pdf)

Lesson 6: Relating Addition and SubtractionObjectives: to explain and use fact families, related facts, and inverse operationsMaterials:

SFAW Text Lesson 2-11 Relate Addition and SubtractionSFAW Text Lesson 2-12 Problem Solving: Choosing an OperationSFAW Teacher Resources for above lessons (see Chap 2 Teacher Resources.pdf)

Unit Vocabulary:Sum Fact familyTurnaround facts DoublesCount on Doubles plus oneDifference Joined togetherCount back Taken awayVertically JoinHorizontally MoreHow many more In allRelated

Assessment:SFAW Text Chapter 2 Form C Assessment (see Chap 2 Teacher Resources.pdf)

Review Template:

Day 11) Count the number of tally marks.

= ______

= ______

= _____

2) Fill in the blanks with the sign for greater than, less than, or equal to.4 ___36 ___89 ___9


3) Count by2’s, by 5’s or by 10’s. Fill in the blanks.5, 10, __, 20, 25, ___

10, ___,30, ___, 40, 50

2, 4, __, 8, 10, __

4) Order each from greatest to least.

10, 6, 7

2,9,4,

8,1,6

5) Add or Subtract.7 + 1 = 6 + 3 = 8 + 2 =

9 – 1 = 10 – 2 = 3 – 1 =

Day 21) Count the number of tally marks.

= ______

= ______

= _____

2) Fill in the blanks with the sign for greater than, less than, or equal to.9 ___33 ___85 ___9

3) Count by2’s, by 5’s or by 10’s. Fill in the blanks.

5, 10, 15, __, 25, ___

10, 20 ,30, ___, 50


2, 4, 6, __, 10, __

4) Order each from greatest to least.

10, 2, 7

2,5,4,

8,2,6

5) Add or Subtract.8 + 1 = 6 + 2 = 8 + 1 =

9 – 3 = 10 – 5 = 3 – 2 =


Unit 4 MeasurementLength: ~ 5 weeksTimeframe: Mid-December to Late January

State Standards (Shaded statements are identified as Post-March Indicators):2.M.1 Use non-standard and standard units to measure both vertical and horizontal lengths2.M.2 Use a ruler to measure standard units (including whole inches and whole feet)2.M.3 Compare and order objects according to the attribute of length2.M.4 Recognize mass as a qualitative measure (i.e., Which is heavier? Which is lighter?)2.M.5 Compare and order objects, using lighter than and heavier than2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and

$20)2.M.7 Recognize the whole dollar notation as $1, etc.2.M.8 Identify equivalent combinations to make one dollar2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks2.M.10 Select and use standard (customary) and non-standard units to estimate measurements

Local Standards (Stricken text is covered in a different unit):L.2.M.1 Tell time to half-hour and nearest 5-minute increment in analog and digital format;

understand a calendar.L.2.M.2 Estimate, measure using standard units (whole inch and foot) and non-standard units;

compare and order the lengths (heights) of objects.L.2.M.3 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and

$20) and their values; be able to group coins to make a set amount up to $1.00.L.2.M.4 Recognize weight as a qualitative measure (i.e. which is heavier? Which is lighter?);

compare and order objects using expressions such as: heavier than, lighter than.

Big Ideas:Length and weight can be measured using appropriate tools.Measurements must be written with appropriate units to have meaning.Money is measured in dollars ($) and cents (¢).Measuring time helps us maintain order.

Essential Questions:What tools and units can you use to measure length? weight?Why is it necessary to measure time?

Prior Knowledge:to measure length of objects using non-standard units.to recognize that objects have different mass (weight)to recognize that coins and bills represent monetary valuesto tell time to the hourto state the days of the week

Unit Objectives:to measure objects using non-standard units


to measure objects using standard units (whole inch and foot)to compare and order the lengths (heights) of objectsto estimate lengths of objects prior to measuringto recognize weight as a qualitative measure (i.e. Which is heavier? Which is lighter?)to compare and order objects using expressions such as: heavier than, lighter than.to know and recognize coins (penny, nickel, dime, quarter) and their valuesto count combinations of coins with amounts up to $1to group coins to make a set amount up to $1.00.to know and recognize bills ($1, $5, $10, and $20) and their valuesto tell time to half-hour in analog and digital formatto tell time to 5-minute increments in analog and digital formatto use a calendar to determine the day of the week (today, tomorrow, yesterday)to use a calendar to determine the dateto know the months of the year

Resources:

Objective:to measure objects using non-standard units*SFAW Lesson 11-1 Explore Nonstandard Units

Objective:to measure objects using standard units (whole inch and foot)to compare and order the lengths (heights) of objects (additional resources needed)to estimate lengths of objects prior to measuring.*SFAW Lesson 11-2 Inches and Feet and*SFAW Lesson 11-3 Inches, Feet and Yards

Objective:to recognize weight as a qualitative measure (i.e. Which is heavier? Which is lighter?)to compare and order objects using expressions such as: heavier than, lighter than.*SFAW Lesson 11-8 Exploring One Pound

Objective:to know and recognize coins (penny, nickel, dime, quarter) and their values*SFAW Lesson 6-1 Explore Counting Dimes, Nickels, and Pennies*SFAW Lesson 6-2 Quarters*SFAW Lesson 6-3 Half dollars

Objective:to count combinations of coins with amounts up to $1*SFAW Lesson 6-4 Make a List*SFAW Lesson 6-5 Coin Combinations(additional resources needed)

Objective:


to group coins to make a set amount up to $1.00*SFAW Lesson 6-4 Make a List*SFAW Lesson 6-5 Coin Combinations(additional resources needed)

Objective:to know and recognize bills ($1, $5, $10, and $20) and their values*SFAW Lesson 6-6 Dollars(additional resources needed)

Objective:to tell time to half-hour in analog and digital format*SFAW Lesson 7-3 Time to the Hour*SFAW Lesson 7-7 Tell time to the Half Hour

Objective:to tell time to 5-minute increments in analog and digital format* SFAW Lesson 7-6 Tell time to 5 Minutes

Objective:to use the calendar to determine the day of the week (today, tomorrow, yesterday)(additional resources needed)

Objective:to use the calendar to determine the date(additional resources needed)

Objective:to know the months of the year(additional resources needed)

Review Template:

Day 11) Add or Subtract.

3 + 3 =3 + 4 = 6 + 6 =6 + 7 =8 + 0 =

2) Count by 2’s, 5’s or 10’s. Fill in the blanks.2,4,__,8,10,12,__,16,18,20,22,__5,10,15, __,25,30,___10, 20, ___, 40, __, 60, 70


3) Write the number that comes before, after or between.8,___10, __, 12___,15

4) Compare. Use the signs for greater than, less than, or equal to. 71 ___3318 ___4967 ___84

5) Order the numbers from least to greatest.71, 31, 41,

20, 40, 1033, 55, 22

Day 21) Add or Subtract.

4 + 4 =4 + 5 = 5 + 5 =5 + 6 =4 + 0 =

2) Count by 2’s, 5’s or 10’s. Fill in the blanks.2,4,6,__,10,__,14,__,18,20,22,__5,10,15, 20,__,30,35,__10, 20, 30, __, 50, __, 70

3) Write the number that comes before, after or between.6,___11, __, 13___,17

4) Compare. Use the signs for greater than, less than, or equal to. 61 ___6317 ___4912 ___84

5) Order the numbers from least to greatest.74, 34, 44,

20, 80, 2044, 66, 22


Unit 5 Place Value and PatternsLength: ~ 5 weeksTimeframe: Late January to Mid-March

State Standards (Shaded statements are identified as Post-March Indicators):2.N.1 Skip count to 100 by 2’s, 5’s, 10’s2.N.2 Count back from 100 by 1’s, 5’s, 10’s using a number chart2.N.3 Skip count by 3’s to 36 for multiplication readiness2.N.4 Skip count by 4’s to 48 for multiplication readiness2.N.5 Compare and order numbers to 1002.N.6 Develop an understanding of the base ten system: 10 ones = 1 ten, 10 tens = 1

hundred, 10 hundreds = 1 thousand2.N.7 Use a variety of strategies to compose and decompose two-digit numbers2.N.9 Name the number before and the number after a given number, and name the

number(s) between two given numbers up to 100 (with and without the use of anumber line or a hundreds chart)

2.N.10 Use and understand verbal ordinal terms2.N.11 Read written ordinal terms (first through ninth) and use them to represent ordinal

relations2.N.13 Recognize the meaning of zero in the place value system (0-100)2.N.14 Use concrete materials to justify a number as odd or even2.N.22 Estimate the number in a collection to 100 and then compare by counting the actual

items in the collection2.A.1 Use the symbols <, >, = (with and without the use of a number line) to compare

whole numbers up to 1002.A.2 Describe and extend increasing or decreasing (+, -) sequences and patterns (numbers

or objects up to 100)2.G.4 Group objects by like properties

Local Standards (Stricken text is covered in a different unit):L.2.N.2 Recognize and use the place value structure of the base ten number system: 10 ones =

1 ten, 10 tens = 1 hundred; recognize that 10 hundreds = 1 thousand; recognize themeaning of zero in the place value system (0 - 100).

L.2.N.3 Compare, order (including use of symbols <, >, and =) and place on a number linewhole numbers (0 – 100) (including identifying the number before or after a givennumber or between two given numbers); use ordinal numbers (1st to 31st); readwritten ordinal terms (first through ninth), and use words that imply order such asfirst, last, before, after, between, and middle.

L.2.N.5 Develop estimation strategies and skills (e.g. estimate answers before solvingproblems and compare estimates with results to determine reasonableness, estimatethe number of items in a collection up to 100 and compare to actual).

L.2.N.6 Count by 2's, 5's, and 10's to 100, by 3's to 36, and by 4's to 48 (starting with 0 orother multiple of the number); count backwards (using a number chart) from 100 by1's, 5's, and 10's; identify even and odd numbers and use manipulatives to justify.

L.2.A.1 Recognize, describe, extend, and create a wide variety of sequences and patterns(pictorial, increasing or decreasing numeric (0 to 100), geometric, etc.); sort, classify


and order objects using likenesses and differences in multiple attributes (color, shape,size, etc.) and explain reasoning.

Big Ideas:There are only 10 digits (0, 1, 2, 3, 4, 5, 6, 7, 8, 9) in our number system.Our place value system gives meaning to digits.Ten ones equals one ten and ten tens equals one hundred.Ordinal numbers represent order while counting numbers represent quantity.

Essential Questions:What is the difference between the meaning of the 1’s in the number 11? What about the

2’s in 22?What is the difference between an ordinal number and a counting number?

Prior Knowledge:Ten ones = 1 tenCount by 10’s (0-100)Simple order words (eg. first, last)Number order (0-100)Compare whole numbers (0-100)Recognize that 0 – 9 are digits

Unit Objectives:to demonstrate the place value structure of the base ten number system using

manipulatives and symbolic representation (10 ones = 1 ten, 10 tens = 1 hundred)to recognize the meaning of zero in the place value system (0 - 100) and its use as a place

value holderto estimate the number of items in a collection up to 100 and compare to actualto demonstrate odd and even numbers using manipulatives and symbolic representationto use ordinal numbers (1st to 31st)to read written ordinal terms (first through ninth)to use words that imply order such as first, last, before, after, between, and middleto use skip counting to increase or decrease a number sequence or patternto recognize and describe increasing (+) or decreasing (-) number sequences and patterns

of numbers or objects up to100to extend an increasing (+) or decreasing (-) number sequence or patternto create an increasing (+) or decreasing (-) number sequence or pattern

Resources:Scott Forseman Addison Wesley

to demonstrate the place value structure of the base ten number system usingmanipulatives and symbolic representation (10 ones = 1 ten, 10 tens = 1 hundred)*SFAW Lesson 5-2 Record Numbers, 5-4 Tell About 100

to recognize the meaning of zero in the place value system (0 - 100) and its use as a placevalue holder

to estimate the number of items in a collection up to 100 and compare to actual


to demonstrate odd and even numbers using manipulatives and symbolic representationto use ordinal numbers (1st to 31st)to read written ordinal terms (first through ninth)to use words that imply order such as first, last, before, after, between, and middleto use skip counting to increase or decrease a number sequence or patternto recognize and describe increasing (+) or decreasing (-) number sequences and patterns

of numbers or objects up to100to extend an increasing (+) or decreasing (-) number sequence or patternto create an increasing (+) or decreasing (-) number sequence or pattern

Review Template:

Day 11) Write the turn around fact for:

3 + 4 =10 + 2 =4 + 1 =

2) Subtract or Add.7 – 2 = 8 – 1 = 6 – 3 =7 + 3 = 2 + 2 = 8 + 2 =

3) Draw a clock on the board and have the students tell the time.

Answers: 3:00 4:05 3:30

4) Write the fact families for: 4 + 3 = 5 + 5= 9 + 1 =

Day 21) Write the turn around fact for:

5 + 4 =6 + 2 =7 + 1 =

2) Subtract or Add.3 – 2 = 6 – 1 = 7 – 3 =5 + 3 = 4 + 4 = 4 + 2 =

3) Draw a clock on the board and have the students tell the time.

Answers: 4:30 6:05 9:25

2) Write the fact families for: 6 + 3 = 3 + 3= 7 + 2 =


Unit 6 Adding and Subtracting 2 Digit NumbersLength: ~ 6 weeksTimeframe: Mid-March to Late April

State Standards (Shaded statements are identified as Post-March Indicators):2.N.15 Determine sums and differences of number sentences by various means (i.e., families,



Local Standards (Stricken text is covered in a different unit):L.2.N.4 Add and subtract one and two-digit whole numbers (with and without regrouping)

using a variety of strategies including fact families, related facts, inverse operations,addition doubles, doubles plus one, and compensation (e.g. 18 + 24 = 18 + 2 + 22 =20 + 22 = 42).

L.2.N.8 Master addition facts with sums 0 – 18 and subtraction facts with differences 0 – 9.

Big Ideas:Numbers can be combined in different ways and orders to find a total amount.The order of the numbers makes a difference when subtracting.Addition and subtraction are inverse operations.When you have a sum greater than 9 in any number place, you must regroup to the next

place.When you want to take away more than you have in a number place, you must regroup

from a greater place.Estimation allows us to approximate answers and make sure answers make sense.

Essential Questions:When, why, and how do we add or subtract numbers?How do you know when you need to regroup?Can two numbers be added in any order? Why?Can two numbers be subtracted in any order? Why?How are addition and subtraction related?Why do we estimate?Why is it important to know your basic addition and subtraction facts?

Prior Knowledge:Addition facts with sums of 0 –18Subtraction facts with differences of 0 – 9Use 0 as the identity element for additionCommutative property of additionPlace value (0-100)


Unit Objectives:to master addition facts with sums 0 – 18 and subtraction facts with differences 0 – 9to add a one digit whole number to a two-digit whole number without regroupingto add a one digit whole number to a two-digit whole number with regroupingto add a two digit whole number to a two-digit whole number without regroupingto add a two digit whole number to a two-digit whole number with regroupingto subtract a one digit whole number from a two-digit whole number without regroupingto subtract a one digit whole number from a two-digit whole number with regroupingto subtract a two digit whole number from a two-digit whole number without regroupingto subtract a two digit whole number from a two-digit whole number with regroupingto round a one or two digit whole number to the nearest 10to estimate the sum of two whole numbers (0-100) by rounding the addendsto estimate the difference of two whole numbers (0-100) by rounding the minuend andthe subtrahend

Review Template:

Day 11) If today is Monday, what day of the week will it be tomorrow?

If today is Monday, what day of the week was it yesterday?

2) What is heavier a dog or a pencil?What is lighter a book or a crayon?What is taller a building or a desk?

3) Find the total amount for each of the following: ( show a picture or draw apicture)dime + dime + dime = _____

nickel + nickel + penny =_____

dime + penny + penny = _____

4) Tell whether the numbers is even or odd.

152230

5) Put a circle around the first picture X X X XPut a circle around the last picture X X X XPut a circle around the middle picture X X X

Day 21) If today isTuesday, what day of the week will it be tomorrow?

If today is Tuesday, what day of the week was it yesterday?


2) What is heavier a shoe or a dime?What is lighter a coat or a button?What is taller a flag pole or a desk?

3) Find the total amount for each of the following: ( show a picture or draw a picture)dime + dime + penny = _____

nickel + penny + penny =_____

dime +dime + penny + penny = _____

4) Tell whether the numbers is even or odd.

162844

5) Put a circle around the second picture

Put a circle around the last picture

Put a circle around the middle picture


Unit 7 GeometryLength: ~ 4 weeksTimeframe: May

State Standards (Shaded statements are identified as Post-March Indicators):2.A.2 Describe and extend increasing or decreasing (+, -) sequences and patterns (numbers or

objects up to 100)2.G.1 Experiment with slides, flips, and turns to compare two-dimensional shapes2.G.2 Identify and appropriately name two-dimensional shapes: circle, square, rectangle, and

triangle (both regular and irregular)2.G.3 Compose (put together) and decompose (break apart) two-dimensional shapes2.G.4 Group objects by like properties2.G.5 Explore and predict the outcome of slides, flips, and turns of two-dimensional shapes2.G.6 Explore line symmetry

Local Standards (Stricken text is covered in a different unit):L.2.A.1 Recognize, describe, extend, and create a wide variety of sequences and patterns

(pictorial, increasing or decreasing numeric (0 to 100), geometric, etc.); sort, classifyand order objects using likenesses and differences in multiple attributes (color, shape,size, etc.) and explain reasoning.

L.2.G.1 Name, describe, compare, and sort two-dimensional geometric shapes (circle, square,rectangle, triangle); compose (put together) and decompose (take apart) two-dimensional shapes.

L.2.G.2 Informally perform and describe slides (translations), flips (reflections), and turns(rotations) of two-dimensional shapes; investigate line symmetry.

Big Ideas:Geometric shapes appear all around us.A geometric shape can be classified based on its attributes.Geometric shapes can be combined or separated to form new shapes.

Essential Questions:Where can you find specific geometric shapes?How do you know what name to give to a geometric shape?How can you form new shapes from shapes you already have?

Prior Knowledge:Identify circle, square, rectangle, and triangleLines of symmetryIdentify basic patterns

Unit Objectives:to name, describe, compare, and sort two-dimensional geometric shapes (circle, square,

rectangle, triangle)to sort, classify and order objects using likenesses and differences in multiple attributes

(color, shape, size, etc.) and explain reasoning.


to compose (put together) to form new shape and decompose (take apart) to form separatetwo-dimensional shapes.

to informally perform and describe slides (translations), flips (reflections), and turns(rotations) of two-dimensional shapes

to investigate lines of symmetry of two dimensional shapesto recognize, describe, extend, and create a wide variety of sequences and patterns using

pictures or shapes

Review Template:

Day 1

1) Complete the pattern

4,6,8,____,___,___

10, 8, 6, ___.___.___

5, 10, 15, ____,___

25, 20, 15, ___,___

2) Add or Subract.( Basic Facts)

9 + 7 = 4 + 7 = 8 + 3=

10 – 4= 6 – 5= 7 – 4 =

3) Add or Subtract.

41 + 3 = ____ 22 + 3 =_____ 16 + 1 = ______

23 – 1 = ____ 16 – 3 = _____ 17 – 3 = ______

Day 2

1) Complete the pattern

6,8,10,____,___,___

12, 10, 8, ___.___.___

15, 20, 25, ____,___

20, 15, 10, ___


2) Add or Subract.( Basic Facts)

9 + 3 = 4 + 9 = 9 + 3=

10 – 6= 6 – 3= 7 – 1 =

3) Add or Subtract.

41 + 4 = ____ 23 + 3 =_____ 18 + 1 = ______

23 – 2 = ____ 17 – 3 = _____ 18 – 3 = ______


Unit 8 Extended Number SenseLength: ~5 weeksTimeframe: Late May to End of the Year

State Standards (Shaded statements are identified as Post-March Indicators):2.N.1 Skip count to 100 by 2’s, 5’s, 10’s2.N.2 Count back from 100 by 1’s, 5’s, 10’s using a number chart2.N.3 Skip count by 3’s to 36 for multiplication readiness2.N.4 Skip count by 4’s to 48 for multiplication readiness2.N.6 Develop an understanding of the base ten system: 10 ones = 1 ten, 10 tens = 1

hundred, 10 hundreds = 1 thousand2.N.7 Use a variety of strategies to compose and decompose two-digit numbers2.N.13 Recognize the meaning of zero in the place value system (0-100)2.N.14 Use concrete materials to justify a number as odd or even2.N.15 Determine sums and differences of number sentences by various means (i.e., families,



Local Standards (Stricken text is covered in a different unit):L.2.N.2 Recognize and use the place value structure of the base ten number system: 10 ones =

1 ten, 10 tens = 1 hundred; recognize that 10 hundreds = 1 thousand; recognize themeaning of zero in the place value system (0 - 100).

L.2.N.4 Add and subtract one and two-digit whole numbers (with and without regrouping)using a variety of strategies including fact families, related facts, inverse operations,addition doubles, doubles plus one, and compensation (e.g. 18 + 24 = 18 + 2 + 22 =20 + 22 = 42).

L.2.N.6 Count by 2's, 5's, and 10's to 100, by 3's to 36, and b); y 4's to 48 (starting with 0 orother multiple of the number, count backwards (using a number chart) from 100 by1's, 5's, and 10's; identify even and odd numbers and use manipulatives to justify.

L.2.N.9 Use repeated addition and subtraction to develop the concepts of multiplication anddivision; divide sets of objects into equal groups to develop the concept of division.

Big Ideas:Number sense involves recognizing relationships and patterns among numbers.Ten ones equals one ten, ten tens equals one hundred, and ten hundreds equals one

thousand.

Essential Questions:How can recognizing relationships and patterns among numbers make math easier?What do you do when you have ten hundreds?Why count by anything other than 1’s?


Prior Knowledge:Place value 0-100Counting by 1’s, 2’s, 5’s and 10’s to 100Counting backward from 100 using a number chart

Unit Objectives:to demonstrate the place value structure of the base ten number system using

manipulatives and symbolic representation of 0-1000 (10 hundreds = 1 thousand)to count by 3's to 36, and by 4's to 48 (starting with 0 or other multiple of the number)to use repeated addition (1-5) to develop the concepts of multiplicationto use repeated subtraction (1-5) to develop the concepts of divisionto divide sets of objects into equal groups to develop the concept of division.to add multiples of 10 to any whole number using a number chartto add and subract whole numbers (0-100) using compensation (e.g. 6 + 24 = 6 + 4 + 20

= 10 + 20 = 30 )

Resources:

Review Template:

Day 1

1) Round each to the nearest 10.81127

2) What is the difference between the 2’s in each of the following numbers:

24 and 42

3) Add or Subtract12 + 3 = ____ 16 + 2 = _____ 43 + 5 = _____

26 – 3 = ___ 12 – 4 = _____ 18 - 5 =______

4) Draw clocks on the board that show the following times:

The students will write the times shown.

4:10 6:40 2:15

Day 2

1) Round each to the nearest 10.


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2) What is the difference between the 6’s in each of the following numbers:

64 and 46

3) Add or Subtract13 + 3 = ____ 17 + 2 = _____ 44 + 5 = _____

25 – 3 = ___ 11 – 4 = _____ 16 - 5 =______

4) Draw clocks on the board that show the following times:

The students will write the times shown.

4:50 6:45 2:55

2nd grade mathematics curriculum - auburn school …district.auburn.cnyric.org/departments/math/math...

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