second grade math curriculum...board approved 4/27/17 second grade math curriculum course...

Board Approved 4/27/17

Second Grade Math Curriculum

Course Description:

This curriculum has been written to align with the revised MO Learning Standards for Math (approved by the state board of education in April of 2016). Pearson’s enVision Math continues to be our primary math resource, and this curriculum has been written as a guide for utilizing this resource to teach the revised MO Learning Standards for Math.

Scope and Sequence

Unit Topics Timeframe

1 Operations and Algebraic Thinking

1-4 7 weeks

2 Numbers and Operations in Base Ten

5-11 18 weeks

3 Geometry

12 2 weeks

4 Measurement and Data 13-16 9 weeks

1


Unit 1: Operations and Algebraic Thinking

Subject: Math Grade: Second Grade Name of Unit: Operations and Algebraic Thinking Length of Unit: Approximately 34- 35 Days Overview of Unit: Extending understanding of base ten notation

Topic 1: Understanding Addition and Subtraction

Suggested Length of Time: Approximately 10 Days Essential Questions:

• Is there place value in 3 digit numbers? • How can I count to higher numbers? • How can addition and subtraction strategies work?

Enduring Understanding: • Parts of a whole is one interpretation of addition. Addition number sentences can be used

to show parts of a whole. • Joining parts to make a whole is one interpretation of addition. Addition number

sentences can be used to show joining parts of a whole. • Separating parts from a whole and comparison are two interpretations of

subtraction. Subtraction number sentences can be used to show separating parts from a whole or comparison subtraction situations.

• Addition and subtraction have an inverse relationship. The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact.

• Some problems can be solved using objects to act out the actions in the problem. Standards Addressed: Priority:

• 2.NBT.C.11 Write and solve problems involving addition and subtraction within 100.

Supporting: • 2.NBT.B.6 Demonstrate fluency with addition and subtraction within 100.

Priority Standard

Unwrapped Concepts (Students

need to know)

Unwrapped Skills (Students need to be

able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

2.NBT.C.11 addition and subtraction problems

write understand 1

2



solve understand 1

Topic Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Whole Part Join Related Separate

Add Sum Addition Sentence Plus (+) Equals (=) Subtract Difference Subtraction Minus (-) More Fewer Fact Family

Detailed Description/Instructions:

Standard Lesson Suggested # of Days

Notes

Topic Introduction 1 Suggested Activities: • Topic Pretest • Topic Opener Video • Topic Opener Game • Interactive Math Story

2.NBT.C.11 1-1 Writing Addition Number Sentences

1

2.NBT.C.11 2.NBT.B6

1-2 Stories About Joining

1 It is very important that students understand the part-part whole model.

2.NBT.C.11 1-3 Writing Subtraction Number Sentences

1

2.NBT.C.11 1-4 Stories About Separating

1

3


2.NBT.C.11 1-5 Stories About Comparing

1

2.NBT.C.11 1-6 Connecting Addition and Subtraction

1

2.NBT.C.11 1-7 Use Objects 1 Emphasize knowing the whole versus the part

Review 1 Make sure students can identify difference between a joining and a comparing story.

Test 1

Topic 2: Addition Strategies


• What are some ways to think about addition? • What are strategies for finding addition facts? • How can sums be found mentally? • Why do we have to know how to add quickly without mistakes?

Enduring Understanding: • The number relationships of 0-more-than, 1-more-than and 2-more-than are the basis of

addition facts with a 0, 1, and 2. • Doubles facts can be associated with memorable real-world situations • Addition facts involving 9 can be changed to an equivalent fact with 10. Addition facts

involving 8 can be changed to an equivalent fact with 10. • Two numbers can be added in order. • Three or more whole numbers can be grouped and added in any order. • Information in a problem can often be shown using a picture or diagram and used to

understand and solve the problem. Some problems can be solved by writing and completing a number sentence or equation.

Standards Addressed: Priority:

• 2.NBT.B.6 Demonstrate fluency with addition and subtraction within 100. Supporting:

• 2.NBT.C.11 Write and solve problems involving addition and subtraction within 100. • 2.RA.A.1 Demonstrate fluency with addition and subtraction within 20.

4


Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

2.NBT.B.6 fluency with addition and subtraction within 100

demonstrate understand 1

Topic Vocabulary:


Doubles Near Doubles Addend (s) Number sentence Sum



Notes

Topic Introduction 1 Suggested Activities: • Topic Pretest • Topic Opener Video • Topic Opener Game

2.NBT.B6 2.NBT.C.11 2.RA.A.1

2 -1 Adding 0,1,2 1 This lesson should be used to build basic number sense.

2.NTB.B6 2.NBT.C.11 2.RA.A.1

2-2 Doubles 1

2.NTB.B6

2.NTB.C.11

2.RA.A.1

2-3 Near Doubles 1

5


2.NTB.B6 2.NTB.C.11

2-4 Adding in any Order

1 This concept will come up again. It is important that students understand that they can always add in any order.

2.NTB.B6 2.NTB.C.11

2-5 Adding 3 Numbers

1

2.NTB.B6 2.NTB.C.11

2-6 Making 10 to Add

1 This is a lesson intended to expose students to a new strategy. Students don’t need to master the strategy.

2.NTB.C.11 2-7 Draw a Picture and Write a Number Sentence

1

Topic 3: Subtraction Strategies

Suggested Length of Time: Approximately 9- 10 Days Essential Questions:

• What are some ways to think about subtraction? • What are strategies for finding subtraction facts? • How can differences be found mentally? • Why do we have to know how to subtract quickly without mistakes?

Enduring Understanding:

• The number relationships of 0-less-than, and 2-less-than are the basis for subtraction facts with a 0, 1, and 2.

• Addition and subtraction have an inverse relationship. The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact.

• Some subtraction facts can be found by subtracting from the minuend (the larger number) an amount to get to 10 and then subtracting the amount that remains.


• 2.NBT.C.11 Write and solve problems involving addition and subtraction within 100. • 2.NBT.B.6 Demonstrate fluency with addition and subtraction within 100.

Supporting: • 2.RA.A.1 Demonstrate fluency with addition and subtraction within 20.

6


Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK


write understand 1


solve understand 1

2.RA.B.3 total number of objects arranged in arrays

find understand 1



Topic Vocabulary:


Addend Sum Difference

Detailed Description/Instructions: This unit offers many strategies to solve subtraction problems. The goal is that students are exposed to a variety of strategies, and then are able to pick the strategy that best suits them.


Notes


2.NBT.C.11 2.NBT.B.6 2.RA.A.1

3-1 Subtracting 0, 1, 2 1 This lesson should be used to build basic number sense.

2.NBT.C.11 2.NBT.B.6

3-2 Thinking Addition to Subtract Doubles

1

7


2.RA.A.1

2.NBT.C.11 2.NBT.B.6 2.RA.A.1

3-3 Thinking Addition to 10 to Subtract

1 This is a lesson intended to expose students to a new strategy.

2.NBT.C.11 2.NBT.B.6 2.RA.A.1

3-4 Thinking Addition to 18 to Subtract


2.NBT.C.11 2.NBT.B.6 2.RA.A.1

3-5 Making 10 to Subtract


2.NBT.C.11 3-6 Problem Solving: Two Question Problems

1-2 days This lesson might take 2 days depending on student understanding.

Review 1

Test 1

Topic 4: Working with Equal Groups


• What is the relationship between arrays and repeated addition? • What are efficient methods for finding sums and differences using even and odd

properties of numbers? • How can you use a number pattern to solve problems?

Enduring Understanding: • Repeated addition involves joining equal groups. • An array involves joining equal groups and is one way to think about repeated addition. • Information in a problem can often be shown using a diagram and used to solve the

problem. Some problems can be solved by writing and completing a number sentence or equation.


• 2.RA.B.3 Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends.

Supporting: • 2.NBT.C.11 Write and solve problems involving addition and subtraction within 100.

8


Priority Standard

Unwrapped Concepts (Students need to

know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

2.RA.B.3 total number of objects arranged in arrays

find understand 1

Topic Vocabulary:


Rows Sum Array Equal Groups Number Sentence



Notes


2.RA.B.3 4-1 Repeated Addition 1

2.RA.B.3 4-2 Building Arrays 1 Make sure pictures match repeated addition sentence

2.RA.B.3 4-3 Practicing Repeated Addition

1

2.RA.B.3 2.NTB.C.11

4-4 Draw a Picture and Write and Number sentence

1

Review 1

Test 1

9


Unit 2: Numbers and Operations in Base Ten

Subject: Math Grade: Second Grade Name of Unit: Numbers and Operations in Base Ten Length of Unit: Approximately 77 - 95 Days Overview of Unit: Building fluency with addition and subtraction In Topic 5 priority standards 2.NBT.A.5, 2.NBT.A.4, and 2.NBT.B.8 are just introduced. They will be taught to mastery in Topic 10, therefore don’t report out on these priority standards until quarter 3.

Topic 5: Place Value to 100

Suggested Length of Time: Approximately 11-12 Days Essential Questions:

• How can numbers to 100 be shown and compared? • What number patterns are helpful in reading and writing numbers to 1,000? • How does the position of a digit in a number affect its value?

Enduring Understanding: • In a two-digit number, the tens digit tells how many groups of ten and the ones digit tells

the number of ones. • The numbers 21 to 99 are written by joining two number words that describe the number

of tens and the number of ones. Numbers through 20 are each represented by a unique number word.

• Our place value number system makes it easy to name the number that is 10 more or 10 less than any other given number by simply adjusting the digit in the tens place.

• Number can be used to tell how many. • Place value can be used to compare and order numbers. • The position words before and after can be used to explain number relationships. • Some numbers can be divided into two equal parts (even numbers) and some cannot (odd

numbers). • In order to solve some problems, data needs to be a selected from a source outside the

statement of the problem, like a chart. Standards Addressed: Priority:

• 2.RA.B.2 Determine if a set of objects has an odd or even number of members. Count by 2s to 100 starting with any even number. Express even numbers as pairings/groups of 2, and write an expression to represent the number using addends of 2. Express even numbers as being composed of equal groups and write an expression to represent the number with 2 equal addends.

• 2.NBT.A.5 Compare two three-digit numbers using the symbols >, = or <. • 2.NBT.A.4 Read and write numbers to 1000 using number names, base-ten numerals and

expanded form.

10


• 2.NBT.B.6 Demonstrate fluency with addition and subtraction within 100 Supporting:

• 2.NBT.A.1 Understand three-digit numbers are composed of hundreds, tens and ones.

• 2.NBT.A.2 Understand that 100 can be thought of as 10 tens – called a “hundred”. • 2.NBT.A.3 Count within 1000 by 1s, 10s and 100s starting with any number.

Priority Standard


know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

2.RA.B.2 is a set of objects has an even or odd amount of objects

determine analyze 2

by twos to one hundred count remember 1

even numbers as pairings

express understand 1

an expression to represent the number using addends of 2

write apply 1

even numbers as being composed of equal groups

express understand 1

an expression to represent the number with 2 equal addends

write apply 1

2.NBT.A.5 two three-digit numbers using symbols

compare understand 1

2.NBT.A.4 numbers to 1,000 read remember 1

numbers to 1,000 write understand 1



11


Topic Vocabulary:


Before After chart

Digits Number words (written form) Greater than > Less than < Equal to = Fewer than



Notes

Topic Introduction

1 Suggested Activities: • Topic Pretest • Topic Opener Video • Topic Opener Game • Interactive Math Story

2.NBT.A.4 2.NBT.A.1 2.NBT.A.2

5-1 Models for Tens and Ones

1

2.NBT.A.4 2.NBT.A.1

5-2 Reading and Writing Numbers

1 Prior to this lesson, review with students expanded form for two-digit numbers (54 is 50 + 4).

2.NBT.A.5 5-3 Using Symbols to Compare Numbers

1 Emphasize reading left to right. Example: 54 < 64 students should read this 54 is less than 64, not 64 is greater than 54.

2.NBT.A.3 5-4 Counting to 100

1

2.NBT.B.7 5-5 10 More, 10 Less

1 Emphasize reading the problem carefully before solving. “More” doesn’t always mean the answer will be a greater number.

2.RA.B.2 Even and Odd Number Inquiry

1-2 *There is no work mat to go along with this lesson.* Spend this experience with an inquiry activity exposing students to even and odd numbers.

12


The goal for this day is for them to discover for themselves what even and odd numbers are. Examples of activities:

• Using manipulatives or tens frames to show even numbers can be paired up equally and odd numbers always have a leftover cube.

2.RA.B.2

5-6 Even and Odd

1 Teach even and odd to mastery.

2.NBT.C.11

5-7 Use Data From a Chart

1 This is an exposure lesson; this doesn’t need to be taught to mastery.

Review 1

Test 1

Topic 6: Mental Addition


• How can sums be found mentally? • What are strategies for finding subtraction facts?

Enduring Understanding: • Adding tens is like adding ones. • When adding a number less than ten to a two-digit number using the traditional

algorithm, it may be necessary to rename 10 ones as 1 ten. • Two-digit numbers can be broken apart using tens and ones and added in different ways. • Patterns on a hundreds chart can be used to add numbers and to develop mental math

strategies and number sense. • Adding groups of tens is similar to adding numbers less than 10. • Some problems can be solved by identifying elements that repeat in a predictable way.


• 2.NBT.B.6 Demonstrate fluency with addition and subtraction within 100 Supporting:

• 2.NBT.B.8 Add or subtract within 1000, and justify the solution. • 2.NBT.A.3 Count within 1000 by 1s, 10s and 100s starting with any number.

13


Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK



Topic Vocabulary:


Addend Sum Mental Math Tens Digit



Notes


2.NBT.B.6 2.NBT.B.10

6-1 Adding 10s 1


6-2 Adding Ones 1


6-3 Adding Tens and Ones

1 The focus of this lesson is to use mental math. This isn’t a lesson intended to teach regrouping.

2.NBT.B.6 2.NBT.C11 2.NBT.B.10

6-4 Adding on a Hundred Chart

1

14


2.NBT.A.3 6-5 Adding Multiples of 10

1

2.NBT.A.3 6-6 Problem Solving: Look for a Pattern

1

Review 1

Topic Test 1

Topic 7: Mental Subtraction


• What are strategies for finding subtraction facts? • How can differences be found mentally?

Enduring Understanding: • Subtracting tens is like subtracting ones. • To find parts of 100, add on ones to make a ten and count on my tens to reach 100. • Patterns in a hundred chart can be used to subtract numbers and to develop mental math

strategies and number sense. • Subtracting groups of tens is similar to subtracting numbers less than 10. • Some problems have data missing needed to find the answer, and some problems have

extra data to solve the problem. Standards Addressed: Priority:

• 2.NBT.B.8 Add or subtract within 1000, and justify the solution. • 2.NBT.B.6 Demonstrate fluency with addition and subtraction within 100

Supporting: • 2.NBT.B.10 Add or subtract mentally 10 or 100 to or from a given number within

1000.

Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK



15


Topic Vocabulary:




Notes



7-1 Subtracting Tens

1

2.NBT.B.6 7-2 Finding Parts of 100

1-2

2.NBT.B.6 7-3 Subtracting on a Hundred Chart

1-2 Teach this strategy the way Envisions suggests, but then let students try to discover different ways to solve subtraction problems on a hundreds chart.

2.NBT.B.6 2.NBT.C.11 2.NBT.B.10

7-4 Subtracting Multiples of Ten

1

2.NBT.B.8 2.NBT.B.6

7-5 Problem Solving: Missing or Extra Information

1 A strategy to teach this is to have students cross out unneeded information, and circling information that pertains to the question being asked.

Review 1

Topic Test 1

16


Topic 8: Adding Two-Digit Numbers


• What is the standard procedure for adding two-digit numbers? • How does the position of a digit in a number affect its value? • What are efficient methods for finding sums?

Enduring Understanding: • 10 ones can be regrouped for 1 ten. • The standard addition algorithm for two-digit and one-digit numbers breaks the

calculation into simpler calculations using place value, starting with tones and then the tens. Answers to the simpler calculations are used to give the final sum.

• The standard algorithm for adding two-digit and two-digit numbers is just an extension of the algorithm for adding two-digit and one-digit numbers. The ones are added first and then the tens.

• All sums and differences can be found using models (cubes). Some calculations are done easily using mental math or paper and pencil. More complex calculations can be done using a calculator.

• Sums can be represented as lengths on a number line diagram of addition. • Three and four two-digit numbers can be grouped and added in any order. • Information in a problem can be often shown using a diagram to solve the

problem. Some problems can be solved by writing and completing a number sentence or equation.



Supporting: • 2.NBT.B.7 Add up to four two-digit numbers. • 2.GM.C.9 Represent whole numbers as lengths on a number line, and represent whole-

number sums and differences within 100 on a number line.

Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK



17


Topic Vocabulary:


Column Regroup Sum Number line Number sentence



Notes


2.NBT.B.6 8-1 Regrouping 10 Ones for 1 Ten

1 The focus of this lesson is that students understand the concept of regrouping. Students should understand why and when they need to regroup. Using manipulatives will be vital to this lesson.

2.NBT.B.6 8-2 Model to Add Two and One-Digit Numbers

1

2.NBT.B.6 8-3 Adding Two and One- Digit Numbers

1-2

2.NBT.B.6 2.NBT.B.7

8-4 Models to Add Two-Digit Numbers

1

2.NBT.B.6 2.NBT.B.7

8-5 Adding Two-Numbers

1-2

2.NBT.B.6 2.NBT.B.7 2.GM.C.9

8-6 Adding on a Number Line

1 This lesson is meant for students to be exposed to number lines. This doesn’t need to be taught to mastery.

18


2.NBT.B.6 2.NBT.B.7

8-7 Adding More than Two Numbers

1-2

2.NBT.B.6 2.NBT.B.7

8-8 Ways to Add 1 This is an exposure lesson. Students will choose different ways to add.

2.NBT.B.6 2.NBT.C.11

8-9 Problem Solving: Draw a Picture and Write a Number Sentence

1

Review 1

Topic Test 1

Topic 9: Subtracting Two-Digit Numbers

Suggested Length of Time: Approximately 12 - 17 days Essential Questions:

• What is the standard procedure for subtracting two-digit numbers? • How does the position of a digit in a number affect its value? • What are efficient methods for finding differences?

Enduring Understanding: • 1 ten can be regrouped for 10 ones. • The standard subtraction algorithm breaks the calculation into simpler calculations

starting with the ones and then the tens. • The standard algorithm for subtracting two-digit and two-digit numbers is just an

extension of the algorithm for subtracting two-digit and one-digit numbers. • All sums and differences can be found using models (cubes). Some calculations are done

easily using mental math or paper and pencil. More complex calculations can be done using a calculator.

• Differences can be represented as lengths in a number line diagram of subtraction. • The inverse relationship between addition and subtraction can be used to check

subtraction. • Sometimes the answer to one problem/question is needed to find the answer to another

problem/question. Standards Addressed: Priority:


19


Supporting: • 2.GM.C.9 Represent whole numbers as lengths on a number line, and represent

whole-number sums and differences within 100 on a number line.

Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK



Topic Vocabulary:




Notes


2.NBT.B.6 9-1 Regrouping 1 Ten for 10 Ones

1-2 The focus of this lesson is that students understand the concept of regrouping. Students should understand why and when they need to regroup. Using manipulatives will be vital to this lesson.

2.NBT.B.6 9-2 Models to Subtract Two- and One-Digit Numbers

1 It is important that students understand that when they regroup they are trading 1 ten for 10 ones. They should know the “why” behind the algorithm.

2.NBT.B.6 9-3 Subtracting Two- and One-Digit Numbers

1-2 For extra practice you can use the enVisions 9-3 practice and reteaching pages, or you can do whiteboard problems.

20


2.NBT.B.6 9-4 Models to Subtract Two-Digit Numbers

1

2.NBT.B.6 9-5 Subtracting Two-Digit Numbers

1-2 For extra practice you can use the enVisions 9-5 practice and reteaching pages, or you can do whiteboard problems.

2.NBT.B.6 2.GM.C.9

9-6 Subtracting on a Number Line

1 This is an exposure lesson to show another subtraction strategy.

2.NBT.B.6 9-7 Using Addition to Check Subtraction

1-2 It is important for students to be able to justify their solutions with addition.

2.NBT.B.6 2.GM.C.9

9-8 Ways to Subtract

1 This is an exposure lesson. Students will choose different ways to subtract.

2.NBT.B.6 2.NBT.C.11

9-9 Two-Question Problems

1-2

Review 1

Test 1

Topic 10: Place Value to 1,000


• How can numbers to 100 be shown and compared? • What number patterns are helpful in reading and writing numbers to 1,000? • How does the position of a digit in a number affect its value?

Enduring Understanding: • Numbers can be used to tell how many. • Our number system is based on groups of ten. Whenever we get 10 in one place value,

we move to the next greater place value. • Adding or subtracting hundreds or tens is similar to adding or subtracting single-digit

numbers. • Counting and place value patterns can be seen on a hundreds chart. • Number lines can help with skip counting. • Place value can be used to compare and order numbers.

21


• Ordering three or more numbers is similar to comparing two numbers because each number must be compared to each of the other numbers.

• Some problems can be solved by identifying elements that repeat in a predictable way, Standards Addressed: Priority:

• 2.NBT.A.5 Compare two three-digit numbers using the symbols >, = or <. • 2.NBT.A.4 Read and write numbers to 1000 using number names, base-ten

numerals and expanded form. Supporting:

• 2.NBT.B.10 Add or subtract mentally 10 or 100 to or from a given number within 1000.

• 2.NBT.A.1 Understand three-digit numbers are composed of hundreds, tens and ones.

• 2.NBT.A.2 Understand that 100 can be thought of as 10 tens – called a “hundred”.

• 2.NBT.A.3 Count within 1000 by 1s, 10s and 100s starting with any number.

Priority Standard

Unwrapped Concepts (Students need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

2.NBT.A.5 two three-digit numbers using the symbols >, = or <

compare understand 1

2.NBT.A.4 numbers to 1000 using number names, base 10 numerals, and expanded form

read understand 1

numbers to 1000 using number names, base 10 numerals, and expanded form

write understand 1

Topic Vocabulary:


Compare Order Least Greatest

Hundreds Thousands

22


Detailed Description/Instructions: Standard Lesson Suggested

# of Days Notes

Topic Introduction


2.NBT.A.2 2.NBT.A.3

10-1 Building 1,000

1

2.NBT.A.4 2.NBT.A.1 2.NBT.A.2

10-2 Counting Hundreds, Tens, Ones

1

2.NBT.A.4 2.NBT.A.2

10-3 Reading and Writing Numbers to 1,000

1-2

2.NBT.B.10 10-4 Changing Numbers by Hundreds and Tens

1-2 When changing numbers by groups of tens or hundreds, it may be important for them to put the given numbers into a place value mat first for further understanding.

2.NBT.A.3 2.NBT.B.10

10-5 Patterns with Numbers on Hundreds Chart

1

2.NBT.A.3 10-6 Skip Counting by 5, 10, 100, to 1000

1 Before this lesson, it might be beneficial to spend some time exploring how the number line is arranged.

2.NBT.A.5 10-7 Comparing Numbers

1 Emphasize that students should read comparing expressions from left to right.

2.NBT.A.5 10-8 Ordering Numbers

1

2.NBT.A.5 2.NBT.A.3

10-9 Problem Solving: Look for a Pattern

1-2

23


Review 1

Topic Test 1

Topic 11: Three-Digit Addition and Subtraction


• What are the ways to add and subtract three-digit numbers? • How does the position of the digit in a number affect its value? • In what ways can numbers be composed or decomposed?

Enduring Understanding: • There are a variety of ways to add three-digit numbers. • There is more than one way to do a mental calculation. Techniques for doing addition or

subtraction calculations mentally involve challenging the numbers or the expression so the calculation is easy to do mentally.

• The standard addition algorithm for three-digit numbers breaks the calculation into simpler calculations using place value starting with the ones, then the tens and then the hundreds.

• There is a variety of ways to subtract three-digit numbers. • The standard subtraction algorithm for three-digit numbers breaks the calculation into

simpler calculations using place value starting with the ones, then the tens, and then the hundreds.


• 2.NBT.B.8 Add or subtract within 1000, and justify the solution. • 2.NBT.B.6 Demonstrate fluency with addition and subtraction within 100.

Supporting: • 2.NBT.B.9 Use the relationship between addition and subtraction to solve

problems.

Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

2.NBT.B.8

within 1,000 add understand 1

within 1,000 subtract understand 1

the solution justify evaluate 3

24



demonstrate Understand 1

Topic Vocabulary:


Sum Difference Odd/even



Notes


2.NBT.B.8 2.NBT.B.6 2.NBT.B.10 2.NBT.B.9

11-1 Exploring Adding 3-Digit Numbers

1 Students should choose which way they would like to add in this lesson.

2.NBT.B.8 2.NBT.B.6 2.NBT.B.10

11-2 Mental Math 1


11-3 Models for Adding with 3-Digit Numbers

1


11-4 Adding 3-Digit Numbers

1-2

2.NBT.B.8 2.NBT.B.9

11-5 Exploring Subtracting 3 Digit Numbers

1 Students should choose which way they would like to add in this lesson.

25


2.NBT.B.8 2.NBT.B.6 2.NBT.B.10 2.NBT.B.9

11-6 Mental Math: Ways to Find Missing Parts

1-2


11-7 Models for Subtracting with 3-Digit Numbers

1


11-8 Subtracting 3-Digit Numbers

1-2 For enrichment students can justify their answers with addition.

2.NBT.B.8 2.NBT.B.9

11-9 Problem Solving: Use Logical Reasoning

1-2 Do a quick review of even and odd before starting this lesson.

Review 1

Topic Test 1

26


Unit 3: Geometry

Subject: Math Grade: Second Grade Name of Unit: Geometry Length of Unit: Approximately 11 Days Overview of Unit: Describing and analyzing shapes

Topic 12: Geometry


• How can shapes and solids be described, compared, and used to make other shapes? • How can you find the area of a given shape using units?


• Three dimensional or solid figures have length, width, and height. Many can be described. Classified and analyzed by their faces or flat surfaces, edges, and vertices. Many everyday objects closely approximate standard geometric solids.

• A shape can be identified by the number of its sides, vertices, or angles. • Some shapes can be combined to make new shapes. • Some shapes can be decomposed into other similar shapes. • Rectangles can be partitioned into equal shares. • A region can be divided into equal-sized parts in different ways. Equal-sized parts of a

region have the same area but not necessarily the same shape. • Some problems can be solved by reasoning about the conditions in the problem.


• 2.GM.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or sides. Identify triangles, quadrilaterals, pentagons, hexagons, circles and cubes. Identify the faces of three-dimensional objects.

• 2.GM.A.3 Partition circles and rectangles into two, three or four equal shares, and describe the shares and the whole. Demonstrate that equal shares of identical wholes need not have the same shape.

Supporting: • 2.GM.A.2 Partition a rectangle into rows and columns of same-size squares and

count to find the total number of squares.

27


Priority Standard


Unwrapped Skills (Students need to

be able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

2.GM.A.1 shapes having specified attributes, such as a given number of angles or sides

recognize remember 1

shapes having specified attributes, such as a given number of angles or sides

draw apply 2

triangles, quadrilaterals, pentagons, hexagons, circles and cubes

identify remember 1

the faces of three-dimensional objects

identify understand 1

2.GMA.3 circles and rectangles into two, three, or four equal shares of identical wholes need not have the same shape

partition understand 1

Topic Vocabulary:


Flat surface Side Rows Columns Equal Unequal

Sphere Pyramid Cylinder Cone Cube Rectangular Prism Solid figure Face Edge Vertex (vertices) Plane Shapes Circle Square Triangle Rectangle Polygon Angle

28


Quadrilateral Pentagon Hexagon Trapezoid Parallelogram Halves Thirds Fourths

Detailed Description/Instructions: Be sure to create anchor charts or word walls to help students familiarize themselves with all the new vocabulary. Also make sure students have access to attribute blocks and solid 3D figures.


Notes

Topic Introduction 1 Suggested Activities: • Topic Pretest • Topic Opener Video • Topic Opener Game • Exploring Shapes and Solid 3D

Figures Activity

2.GM.A.1 12-1 Flat Surfaces, Vertices, Edges

1 It is recommended that students are using geometric solid figures as well as looking at the pictures on the work mat.

2.GM.A.1 12-2 Relating Plane Shapes to Solid Figures

1 Students should be using geometric solid figures as well as looking at the pictures on the work mat.

2.GM.A.1 12-3 Polygons and Angles

1 You could use geoboards to create and count angles, vertices, and sides.

2.GM.A.1 12-4 Making New Shapes

1 Students should be using pattern blocks on this day.

2.GM.A.1 12-5 Cutting Shapes Apart

1

2.GMA.2 12-6 Dividing Rectangles into Equal Squares

1

29


2.GM.A.3 12-7 Wholes and Equal Parts

1

2.GM.A.1 12-8 Problem Solving Use Reasoning

1

Review 1

Test 1

30


Unit 4: Measurement and Data

Subject: Math Grade: Second Grade Name of Unit: Measurement and Data Length of Unit: Approximately 36- 46 Days Overview of Unit: Using standard units of measure

Topic 13: Counting Money


• What strategies can be used to count money? • How can sums and differences be estimated?


• Specific coins or bills each have a unique value. The size of a coin does not indicate its value.

• Money amounts can usually be counted in different ways. When counting money, it is usually easier to start with the coin or bill with the greatest value.

• The same amount of money can be represented using different combinations of coins and bills.

• Some problems can be solved by generating a list of outcomes and organizing that list in a systematic way so all outcomes are accounted for.


• 2.GM.D.13 Find combinations of coins that equal a given amount. Supporting:

• 2.GM.D.12 Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately.

Priority Standard


know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

2.GM.D.13 Combinations of coins that equal a given amount

find apply 1

31


Topic Vocabulary:


Dime Nickel Penny Coins Cents Quarter Half-dollar Greatest value Least value Dollar bill Dollar coin Dollar sign Decimal point Tally mark

Detailed Description/Instructions: Students should have access to real or manipulative coins throughout this unit. A hundreds chart could be helpful for students finding it difficult to alternate between counting by tens, then fives, then ones. Stress the importance of cent and dollar labels when giving answers.


Notes


2.GM.D.13 2.GM.D.12

13-1 Coins 1

2.GM.D.13 2.GM.D.12

13-2 Counting collection of coins

1-2 Make sure students arrange coins from greatest value to least value to help them count effectively.

2.GM.D.13 2.GM.D.12

13-3 Ways to Show the Same Amount

1-2

32


2.GM.D.13 2.GM.D.12

13-4 Money: One Dollar

1-2

2.GM.D.13 2.GM.D.12

13-5 Problem Solving: Make and Organized List

1-2 Provide manipulatives on this day for support.

Review 1

Topic Test 1

Topic 14: Money


• What strategies can be used to count money? • How can sums and differences be estimated?

Enduring Understanding: • The process for adding money, written using cent notation, is the same as adding whole

numbers. • The process for subtracting money, written using cent notation, is the same as subtracting

whole numbers. • Rounding can be used to estimate sums and differences as can place value and number

relationships. • Some problems can be solved by making a reasoned first try for what the answer might

be and then through additional reasoning arrive at the correct answer. Standards Addressed: Priority:

• 2.GM.D.13 Find combinations of coins that equal a given amount. Supporting:

• 2.GM.D.12 Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately.

Priority Standard


know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

2.GM.D.13 Combinations of coins that equal a given amount

find apply 1

33


Topic Vocabulary:


estimate Detailed Description/Instructions: This unit’s focus in not so much on counting coins, as adding and subtracting different given amounts.


Notes


2.GM.D.13 2.NBT.B.6 2.GM.D.12

14-1 Adding Money 1 Emphasize the importance of the cents symbol.

2.GM.D.13 2.NBT.B.6 2.GM.D.12

14-2 Subtracting Money 1 Emphasize the importance of the cents symbol.

2.GM.D.13 2.NBT.B.6 2.GM.D.12

14-3 Estimating Sums and Differences

1 This is an exposure lesson.

2.GM.D.13 2.GM.D.12

14-4 Problem Solving: Try, Check, Revise

1-2 This is an exposure lesson.

Review 1

Topic Test 1

34


Topic 15: Measuring Length


• What is the process for measuring length? • When should you estimate and when do you need an exact answer? • How do we measure (unit, tool, and process)? • How can accurate measurements help to solve problems and make sense of our world?

Enduring Understanding: • The length of some objects is measureable. • The length of any object can be used as a measurement unit for length, but a standard unit

such as an inch or centimeter is always the same length. • The length of any object can be used as a measurement unit for length, but a standard unit

is always the same length. • Measurement is a process for comparing a unit to the object being measured. The length

of any object can be used as a measurement for length. • Measurement is the same unit like inches can be added or subtracted in the same way as

adding and subtracting whole numbers. The measurement unit needs to be written with the sum or difference.

• The length of two objects can be compared by subtracting to find the difference. • Some problems can be solved by using objects to act out the actions in the problem.


• 2.GM.B.4 Measure the length of an object by selecting and using appropriate tools.

• 2.GM.B.6 Estimate lengths using units of inches, feet, yards, centimeters and meters.

•

Supporting: • 2.GM.C.8 Use addition and subtraction within 100 to solve problems involving

lengths that are given in the same units. • 2.GM.B.5 Analyze the results of measuring the same object with different units. • 2.GM.B.7 Measure to determine how much longer one object is than another.

Priority Standard



able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

2.GM.B.4 the length of an object measure apply 1

appropriate tools select apply 2

35


appropriate tools use apply 1

2.GM.B.6 lengths using units of inches, feet, yards, centimeters and meters

estimate understand 2

Topic Vocabulary:


Unit Length Height Width Estimate

Inch (in.) Nearest inch Centimeter (cm) Nearest centimeter Foot (ft) Yard (yd) Meter

Detailed Description/Instructions: Gather all measuring materials before starting the unit and have them in accessible places for students. It is vital that students are actually measuring real objects in this unit.


Notes

Topic Introduction


2.GM.B.4 15-1 Exploring Length

1

2.GM.B.4 2.GM.B.6

15-2 Inches 1

2.GM.B.4 2.GM.B.6

15-4 Inches, Feet, Yard

1 The decision was made to switch 15-3 and 15-4 to keep customary and standard units together.

2.GM.B.4 2.GM.B.6

15-3 Centimeters 1

2.GM.B.4 2.GM.B.6

15-5 Centimeters and meters

1

36


2.GM.B.5 15-6 Measuring Length

1 Show students how it will take more of a smaller unit to measure an object and less of a larger unit to measure that object. This is something that can be very abstract for students, therefore it is important that they are actually measuring objects.

2.GM.C.8 15-7 Adding and Subtracting Measurement

1

2.GM.B.7 15-8 Comparing Length

1

2.GM.B.6 2.GM.B.4 2.GM.C.8

15-9 Problem Solving: Use Objects

1

Review 1

Topic Test 1

Topic 16: Time, Graphs, and Data


• How can bar graphs and pictographs be used to show data and answer questions? Enduring Understanding:

• Time can be given to the nearest five minutes. Time can be expressed using different units that are related to each other. A.M. and P.M. are used to designate certain time periods.

• Time can be expressed before or after the hour. • Data can be organized in different ways. • The lengths of objects can be organized in different ways. A line plot can be used as a

visual representation of the relative lengths of objects. • Each type of graph is most appropriate for certain kinds of data. Pictographs and bar

graphs make it easy to compare data. • Some problems can be solved by making, reading and analyzing a graph.

37



• 2.GM.D.11 Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock.

• 2.DS.A.1 Create a line plot to represent a set of numeric data, given a horizontal scale marked in whole numbers.

• 2.DS.A.5 Draw conclusions from line plots, picture graphs and bar graphs. Supporting:

• 2.GM.D.10 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

• 2.DS.A.2 Generate measurement data to the nearest whole unit, and display the data in a line plot.

• 2.DS.A.3 Draw a picture graph or a bar graph to represent a data set with up to four categories.

• 2.DS.A.4 Solve problems using information presented in line plots, picture graphs and bar graphs.

Priority Standard


Unwrapped Skills (Students need to

be able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

2.GM.D.11 A time shown on a digital clock as representing hours and minutes

describe understand 2

a time shown on a digital clock to the same time on an analog clock

relate understand 2

2.DS.A.1 a line plot to represent a set of numeric data, given a horizontal scale marked in whole numbers

create create 2

2.DS.A.5 conclusions from line plots, picture graphs and bar graphs

draw analyze 1

Topic Vocabulary:


Hour Half hour

Minute hand Minute

38


A.M. P.M. Quarter past Half past Quarter to Bar Graph Data Line Plot Symbol Pictograph

Hour hand



Notes

Topic Introduction


2.GM.D.10 16-1 Telling Time to Five Minutes

2-4 Depending on your pretest data you can spend anywhere from 2-4 days teaching telling time to five minutes. Additional resources include the reteaching, practice, and enrichment pages. Another way to practice is to put a time on the board and have students show you on manipulative clocks. Activities from the Envisions Ready Made Centers books are another way to teach this concept.

2.GM.D.10 16-2 Telling Time Before and After the Hour

1 This is an exposure lesson. This is a great lesson to link to fractions as a clock divided into quarters.

2.DS.A.5 2.DS.A.4 2.DS.A.3

16-3 Organizing Data

1 Emphasize the importance of studying a graph and reading all of the labels on a graph before answering questions.

2.DS.A.1 2.DS.A.2

16-4 Graphing Lengths

1

39


2.DS.A.5 2.DS.A.4 2.DS.A.3

16-5 Pictographs

1 Emphasize importance of using pictures to represent information, not random figures.

2.DS.A.5 2.DS.A.4 2.DS.A.3

16-6 Use a Graph

1

Review 1 Review activity suggestion: Have the kids create a survey and create a bar graph and pictograph representing the information.

Test 1

40

second grade math curriculum...board approved 4/27/17 second grade math curriculum course...

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