shelby county schools’ mathematics instructional maps are ... grade 2 q3.docx · web viewin...

Subject to revision Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

Shelby County Schools 2015/2016Revised 12/15/15

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In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


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While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.


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These standards emphasize thinking, problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students. In addition, assessment blueprints (http://www.tn.gov/education/article/tnready-blueprints) have been designed to show educators a summary of what will be assessed in each grade, including the approximate number of items that will address each standard. Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II.


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http://www.tn.gov/education/article/tnready-blueprints



Our collective goal is to ensure our students graduate ready for college and career. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation and connections.


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The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations) procedural fluency (skill in carrying out


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Mathematical Practices

Make sense of problems and persevere in solving them

Reason abstractly and quatitatively

Construct viable arguments and

critique the reasoning of

others

Model with mathematics

Use appropriate tools

strategically

Attend to precision

Look for and make use of

structure

Look for and express

regularity in repeated reasoning



procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics and sensible, useful and worthwhile, coupled with a belief in diligence and one’s own efficacy). Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

How to Use the Mathematics Curriculum Maps


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This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts, as described above, in instruction for Mathematics.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the standards and teaching practices that teachers should consistently access:


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The TNCore Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at each respective grade level.

Mathematical Teaching Practiceshttps://mathprojectsjournal.files.wordpress.com/ NCTM – Mathematics Teaching Practices


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https://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf

https://www.tn.gov/education/article/mathematics-standards

https://www.tn.gov/education/article/mathematics-standards



2015/05/nctm-teaching-practices.pdf


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https://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf



Curriculum Maps:

Locate the TDOE Standards in the left column. Analyze the language of the standards and match each standard to a learning target in the second column.

Each standard is identified as the following: Major Work, Supporting Content or Additional Content. In any single grade, students and teachers should spend the majority of their time on the major work of the grade.


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Consult your enVision Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the learning target statements to help. Best practices tell us that making objectives

measureable increases student mastery. Include daily fluency practice. Study the suggested performance assessments (tasks) and match them to your objectives. Review the CLIP Connections found in the right hand column. Make plans to address the Academic Vocabulary in your instruction. Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard.


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Using your enVision TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities to address the needs of all students.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:


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The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE TNReady Blueprints: Blueprints provide a summary of what will be assessed in each grade, including the number of items that will

address each standard on each part of TNReady as well as the standards addressed in the Performance Task. This webpage also includes the calculator policy and reference sheets for Grades 5-8.


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http://tn.gov/education/article/tnready-blueprints

http://tn.gov/assets/entities/education/attachments/tnready_10_things_to_know.pdf

http://tnclassroomchronicles.org/using-mica-prepare-students-tnready/

http://tennessee.gov/education/article/tnready-practice-tools

https://micatime.com/



Overview

Grade 2: Quarter 3Shelby County Schools 2015/2016

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Topic 9: Subtracting Two-Digit NumbersEngageny Module 5: Addition and Subtraction within 1,000 Word Problems to 100Topic 16/Engageny Module 7 Topic A: GraphsTopic 13/ Engageny Module 7: Measurement


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Overview

Quarter 3 continues builds on students’ ability to add and subtract with an emphasis on subtraction in Topic 9. Students will use their understanding of place value as they subtract larger numbers. In Topic 9 students will use models and drawings to represent tens and ones to understand the reasoning behind the standard subtraction algorithm. For example, in 54-28, the cube models help children see that they are not able to subtract 8 ones from 4 ones. They must decompose or regroup 1 of the tens for 10 ones by decomposing a train of 10 cubes into 10 loose cubes. (2.NBT.B.7)


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They then have 14 ones and can subtract 8 ones. This process provides a kinesthetic experience for children to learn about he mathematical property of equivalence. Children continue to use place-value models while they learn to use the standard subtraction algorithm. Subtracting two-digit numbers involves breaking apart the numbers using place value and subtracting digits in the corresponding places. While the overall approach to subtraction is the same as it is for addition, the traditional algorithm for subtraction is more difficult for most children to master. The topic ends with students using addition to check their subtraction. This reinforces the inverse relationship between addition and subtraction. (2.NBT.5)

Building on their understanding of addition and subtraction of two digit numbers, students will now move into adding and subtracting larger


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numbers. For this we will use Engageny Module 5 as a resource to build upon students’ mastery of renaming place value units and extend their work with conceptual understanding of the addition and subtraction algorithms to numbers within 1,000, always with the option of modeling with materials or drawings. Throughout the module, students continue to focus on strengthening and deepening conceptual understanding and fluency.

Topic A focuses on place value strategies to add and subtract within 1,000 (2.NBT.7). Students relate 100 more and 100 less to addition and subtraction of 100 (2.NBT.8). They add and subtract multiples of 100, including counting on to subtract (e.g., for 650 – 300, they start at 300 and think, “300 more gets me to 600, and 50 more gets me to 650, so… 350”). Students also use simplifying strategies for addition and subtraction: they


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extend the make a ten strategy to make a hundred, mentally decomposing one addend to make a hundred with the other (e.g., 299 + 6 becomes 299 + 1 + 5, or 300 + 5, which equals 305), and use compensation to subtract from three-digit numbers (e.g., for 376 – 59, add 1 to each, 377 – 60 = 317). The topic ends with students sharing and critiquing solution strategies for addition and subtraction problems. Throughout the topic, students use place value language and properties of operations to explain why their strategies work (2.NBT.9). In Topics B and C, students continue to build on Topic 9’s work, now composing and decomposing tens and hundreds within 1,000 (2.NBT.7). As each topic begins, students relate manipulative representations to the algorithm, and then transition to creating math drawings in place of the manipulatives. As always, students use place value reasoning and properties of operations to explain their work.


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Throughout Module 5, students maintain addition and subtraction fluency within 100 as they use these skills during their daily application work to solve one- and two-step word problems of all types (2.NBT.5, 2.OA.1). The Application Problem precedes fluency activities in most lessons of Module 5 because this work with smaller numbers does not flow directly into the Concept Development. The focus of the Concept Development is adding and subtracting within 1,000: using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, and relating strategies to a written method (2.NBT.7). Note that a written method can include number bonds, chip models, arrow notation, the algorithm, or tape diagrams. Many students will need to record these strategies to solve correctly. The lessons are designed to provide ample time for discussions that center on student reasoning, explaining why their addition and subtraction strategies work (2.NBT.9). For example, students may use the relationship between addition and subtraction to demonstrate why their subtraction solution is


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correct.The work in Quarter 3 then shifts to graphs. This map provides an option for you to use the enVision resource or Engageny lessons as you introduce graphs and analyzing data to your students. Using the Engageny lessons will provide continuity as we use this resource for much of the measurement units as well. In Topic 16/Module 7 students will represent and interpret categorical data. In Grade 1, students learned to organize and represent data with up to three categories. Now, in Grade 2, students build upon this understanding by drawing both picture and bar graphs (2.MD.10). They will record category counts in a table and draw picture graphs in which picture represents one object. Finally, the represent the same data set in the form of a bar graph. Students use this information to solve put-together, take-apart, and compare problems (2.MD.10), making connections to finding


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sums and difference on a number line diagram. Because we have previously reviewed money in Quarter 2 and due to time constraints we will not use lessons in Topic B of Module 7.Keeping with the learning progression that ties measurement and data together, students will then progress to Topic 13 with additional lessons to address gaps in Module 7 Topics E and F. In this topic, students estimate and measure using concrete materials and will begin to solve problems using appropriate tools and units of measure. Students at this grade level need to learn about standard units of length (inches, feet, yards, centimeters and meters) and how big these units are. They need many experiences with units of length in order to build a sense of how long an inch, a foot, and a yard are.


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Students build on their understanding of measurement as they use drawings and equations with an unknown to represent addition and subtraction word problems (2.MD.5). Once they have a solid conceptual understanding of length, students are ready to represent whole numbers as lengths on a number line (2.MD.6) and apply their knowledge of the ruler to a number line diagram. In Topic E, they are asked to identify unknown numbers on a number line by using place value, reference points and the distance between two points. Students are also asked to represent two-digit sums and difference using the number line as a measurement model for combining and comparing lengths.Topic F follows naturally, with students generating measurement data and representing it with a line plot (2.MD.9). Students position data along a horizontal scale with whole number markings, drawn as a number line diagram (2.MD.6). Since students are working with length, the scale on their


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line plots corresponds to the scale on their rulers. After generating measurement data, students create line plots from different data sets, and then they discuss and interpret results.

Focus Grade Level Standards(Note: Related Foundational Standards are noted in parenthesis after standard)


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Numbers and Operation in Base Ten

Cluster 2.NBT.A Understand Place Value 2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s. (Introductory) 2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundred, tens, and ones digits, using symbols to record the results of

comparisons. (2.NBT.A.1)


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http://www.corestandards.org/Math/Content/2/NBT/




2.NBT.B Use place value understanding and properties of operations to add and subtract.

2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. (1.NBT.C.4, 1.NBT.C.5, 1.NBT.CC.6, 2.OA.B.2)

2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. (2.NBT.A.1, 2. NBT.B.7)


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http://www.corestandards.org/Math/Content/2/NBT/B/5/



2.NBT.B.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 is necessary to compose or decompose tens or hundreds. (2.NBT.A.1)

2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (2.NBT.A.1) 2.NBT.B.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. (1.OA.B.3, 1.OA.B.4)


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Measurement and Data

2.MD.A 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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2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. (1.MD.A.1)

2.MD.A.2 Measure the length of an object twice using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen (2.MD.A.1, 2.MD.A.3)

2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. (2.MD.A.1) 2.MD. A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

(2.MD.A.3)


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http://www.corestandards.org/Math/Content/2/MD/A/4/


http://www.corestandards.org/Math/Content/2/MD/#CCSS.Math.Content.2.MD.A.2




2.MD.B Relate addition and subtraction to length

2.MD.B.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 rules) and equations with a symbol for the unknown number to represent the problem. (2.MD.A.4)

2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,1,2,…, and represent whole-number sums and differences within 100 on a number line diagram. (Introductory)


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http://www.corestandards.org/Math/Content/2/MD/B/6/




2.MD.D Represent and interpret data. 2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of

the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. (Introductory) 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-

together, take-apart, and compare problems using information presented in a bar graph. (1.MD.C.4)


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http://www.corestandards.org/Math/Content/2/MD/D/10/




Foundational Standards

Operations and Algebraic Thinking

1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative


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property of addition.)

1.0A.B.4 Understand subtraction as an unknown-addend problem.

Cluster 2.OA.B Add and subtract within 20. 2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit

numbers. (1.OA.A.1, 1.OA.C.6)Shelby County Schools 2015/2016

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http://www.corestandards.org/Math/Content/2/OA/



Numbers and Operation in Base Ten

1.NBT.C.4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.


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http://www.corestandards.org/Math/Content/1/NBT/C/4



1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, 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 and explain the reasoning used.

Cluster 2.NBT.A Understand Place Value


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2.NBT.A.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 special cases.

Cluster 2.NBT.B Use place value understanding and properties of operations to add and subtract 2.NBT.B.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


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numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes is necessary to compose or decompose tens or hundreds. (2.NBT.A.1, 1.NBT.B.2)

Measurement and DataCluster 1.MD.A Measure lengths indirectly and by iterating length units 1.MD.A.1 Order three objects by length; compare the lengths of two objects.


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Cluster: 1.MD.C – Represent and interpret data 1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points,

how many in each category, and how many more or less are in one category than in another. (K.OA.A.2, K.CC.C.6, K.MD.A.2, K.MD.B.3, 1.OA.A.1, 1.OA.A.2)

Fluency Practice


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http://www.corestandards.org/Math/Content/1/MD/#CCSS.Math.Content.1.MD.C.4



NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to


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strengthen their understanding and skill through distributed practice.

Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing. Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore it is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material. Special care should be taken so that it is not seen as punitive for students that might need more time to master


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fluency.

Standards for Mathematical Practice

The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course, K-12. The Standards for Mathematical Practice describe the varieties of expertise, habits of minds, and productive dispositions that educators seek to develop in all students.


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Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure.


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Look for and express regularity in repeated reasoning.

Resources:

https://www.engageny.org/resource/grade-2-mathematics https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do?newServiceId=6000&newPageId=10100


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https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do?newServiceId=6000&newPageId=10100

https://www.engageny.org/resource/grade-2-mathematics



http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/


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http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/



TN State Standards Essential Understandings Content & Tasks CLIP Connections

Topic 9: Subtracting Two-Digit Numbers(Allow 2 weeks for instruction, review and assessment)


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TN State Standards Essential Understandings Content & Tasks CLIP Connections2.NBT.B Use place value understanding

and properties of operations to add and subtract.

2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and

Enduring Understandings1. Subtracting tens is like subtracting ones.2. Addition can be used to check

subtraction.3. Some word problems have missing data

and some have extra information.4. Information in a problem can be showed

using a diagram.

Subtracting Two-Digit Numbers9-1 Regrouping 1 Ten for 10 Ones9-2 Models to Subtract Two- & One-Digit

Numbers9-3 Subtracting Two- and One-Digit Numbers9-4 Models to Subtract Two-Digit Numbers9-5 Subtracting Two-Digit Numbers9-6 Using Addition to Check Subtraction

Academic Vocabularyplace value, Commutative Property, Associative Property, Identity Property

Explain Your ThinkingEnvision Student Work PageGuided Practice:“Do you understand?” (see daily lesson)


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionssubtraction.

2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and

Essential Questions1. How is subtracting tens like subtracting

ones?2. How can you use addition to check your

subtraction?3. How can you determine whether there is

extra information in a word problem? Or

9-6A – Subtracting on a Number Line9-7 Two-Question Problems

enVisions lessons with a letter following the lesson number can be found in:enVision Math Transitioning to Common Core Resource

Writing to Explain (see Problem Solving Section of each lesson)Journal entries

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsstrategies 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 is necessary to

missing information?4. Why is it easier to draw a picture when

answering a two-step word problem?

Learning Targets I can decompose tens to regroup in order

to subtract. (Lesson 9-1) (2.NBT.B.5, 2.NBT.B.7)

Coordinating i-Ready Lessons Subtracting 10 from a Two-Digit

Number Subtracting a One-Digit Number

from a Two-Digit Number Subtracting Two-Digit Numbers and

Estimating Differences Subtracting Two-Digit Numbers

to explain and justify their answers to their peers and in a written format where applicable.

Reading Comprehension & Problem Solving“The Language of Math” TE p. 249 E

Interactive Math StoryShelby County Schools 2015/2016

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TN State Standards Essential Understandings Content & Tasks CLIP Connectionscompose or decompose tens or hundreds.

2.MD.D Represent and interpret data.

2.MD.D.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,1,2,…, and represent whole-

I can use models to subtract a one-digit number from two digit number decomposing when necessary. (Lesson 9-2)(2.NBT.B.5, 2.NBT.B.7)

I can subtract a one-digit number from a two-digit number decomposing tens if necessary using a standard algorithm. (Lesson 9-3) (2.NBT.B.5, 2.NBT.B.7)

Add Up to Four Two-Digit Numbers Subtracting to Solve Real-World

Problems

Task Bank (TNCore Task Arc)http://commoncoretasks.ncdpi.wikispaces.net/2.NBT.5-2.NBT.9+Tasks

Subtraction Around the House (See TE p. 249G-H)

Literature ConnectionsThe Great Divide, Dayle Ann DoddsDouble the Ducks, Stuart MurphyJack the Builder, Stuart MurphyElevator Magic, Stuart Murphy


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http://commoncoretasks.ncdpi.wikispaces.net/2.NBT.5-2.NBT.9+Tasks






TN State Standards Essential Understandings Content & Tasks CLIP Connectionsnumber sums and differences within 100 on a number line diagram

I can use models to subtract two digit numbers decomposing when necessary. (Lesson 9-4)(2.NBT.B.5, 2.NBT.B.7)

I can use concrete models or drawings to show how to subtract within 1,000 using a strategy based on place value. (Lesson 9-5) (2.NBT.B.7)

I can relate addition to subtraction by

Apple FestivalHow Many Days Until Summer Vacation

Supplemental Engage NY Activitieshttps://www.engageny.org/resource/grade-2-mathematics-module-4

Topic C: Strategies for Decomposing Ten

Shark Swimathon, Stuart MurphyMonster Musical Chairs, Stuart MurphyAnimals on Board, Stuart MurphyMom and Dad are Palindromes, Mark Shulman


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http://www.engageny.org/resource/grade-2-mathematics-module-4-topic-c

https://www.engageny.org/resource/grade-2-mathematics-module-4


https://www.illustrativemathematics.org/content-standards/2/NBT/B/7/tasks/1063

http://tncore.org/sites/www/Uploads/MathTasks_9.13/Grade%202-Apples%20for%20the%20Fall%20Festival.pdf



TN State Standards Essential Understandings Content & Tasks CLIP Connectionsusing one operation to check the other. (Lesson 9-6) (2.NBT.B.5)

I can use a number line to model two digit subtraction (Lesson 9-6A) (2.MD.6, 2.NBT.5, 2.NBT.9, 2.NBT.6)

I can use concrete models or drawings to show other strategies for adding and subtracting within 1,000 using problem

Lesson 11Lesson 12Lesson 13Lesson 14Lesson 15Lesson 16

Topic E: Strategies for Decomposing Tens


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http://www.engageny.org/resource/grade-2-mathematics-module-4-topic-e

http://www.engageny.org/resource/grade-2-mathematics-module-4-topic-c-lesson-16








TN State Standards Essential Understandings Content & Tasks CLIP Connectionssolving.(Lesson 9-7) (2.NBT.B.7) and Hundreds



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http://www.engageny.org/resource/grade-2-mathematics-module-4-topic-e-lesson-28











Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.

Fluency lessons are part of all Engageny

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks(See Grade 2 - Sprints – Grade 5 – Module 4)

http://biloxischools.schoolwires.net/Page/5277


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http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks






TN State Standards Essential Understandings Content & Tasks CLIP Connectionssubtraction. Lessons. The resources provided to the right

can be used to supplement the fluency to meet the individual needs of your students.

http://maccss.ncdpi.wikispaces.net/2nd+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)


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http://maccss.ncdpi.wikispaces.net/2nd+Grade+Instructional+Resources





Addition and Subtraction within 1,000 with Word Problems to 100 - Engageny Module 5 (Allow 4 weeks for instruction, review and assessment)


Enduring Understandings1. There is more than one way to estimate a

sum/difference.

Please use the following lesson from Engageny

Module 5:Topic A: Strategies for adding and Subtracting Within 1,00Lesson 1

Academic Vocabularythree-digit number, hundreds digit, Commutative Property, Associative Property,


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https://www.engageny.org/resource/grade-2-mathematics-module-5-topic-lesson-1

https://www.engageny.org/resource/grade-2-mathematics-module-5-topic





2.NBT.B.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

2. There is more than one way to do a mental calculation.

3. Solving three-digit add/subtraction problems can be broken down using place value starting with the ones, tens, then hundreds.

4. Some problems can be solved by making,


Topic B:

Identity Property

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable.


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https://www.engageny.org/resource/grade-2-mathematics-module-5-topic-b











tens, ones and ones; and sometimes, necessary to compose or decompose tens or hundreds. 2.NBT.B.9 Explain why addition and

subtraction strategies work, using place value and the properties of operations.

2.NBT.B.8 Mentally add 10 or 100 to a

reading and analyzing a graph.

Essential Questions1. How can you estimate sums/differences

of three-digit numbers?2. How can you use mental math to add

Lesson 8Lesson 10Lesson 12

Mid Module Assessment

Topic C:Lesson 13

Literature Connections – enVision Interactive Math Story p. 549 GThe Great Divide, Dayle Ann DoddsDouble the Ducks, Stuart Murphy


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https://www.engageny.org/resource/grade-2-mathematics-module-5-topic-c-lesson-13

https://www.engageny.org/resource/grade-2-mathematics-module-5-topic-c


https://www.engageny.org/resource/grade-2-mathematics-module-5-topic-b-lesson-12








given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

multiples of 100?3. How can you count on or count back to

find a missing part?4. How can you use data from a table to

create a bar graph?

Lesson 14Lesson 16Lesson 17Lesson 18

Coordinating i-Ready Lessons Subtracting Three-Digit Numbers Adding Three-Digit Numbers

Jack the Builder, Stuart MurphyElevator Magic, Stuart MurphyShark Swimathon, Stuart MurphyMonster Musical Chairs, Stuart MurphyAnimals on Board, Stuart MurphyMom and Dad are Palindromes, Mark


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Learning Targets I can relate 10 more, 10 less, 100 more,

and 100 less to addition and subtractions of 10 and 100. (Module 5 Topic A: Lesson 1) (2.NBT.7, 2.NBT.8, 2.NBT.9)

I can add and subtract multiples of 100, including counting on to subtract. (Module

Add or Subtract 10 or 100 Subtracting to Solve Real-World

Problems

Supplemental enVision LessonsThree-Digit Addition and Subtraction18-1A Exploring Adding Three-Digit numbers

ShulmanPanda Math, Ann NagdaDomino Addition, Lynette LongSplash, Ann JonasTiger Math - Learning to Graph from a Baby Tiger, Cindy Bickel


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5 Topic A: Lesson 2) (2.NBT.7, 2.NBT.8, 2.NBT.9)

I can add multiples of 100 and some tens within 1,000. (Module 5 Topic A: Lesson 3) (2.NBT.7, 2.NBT.8, 2.NBT.9)

I can subtract multiples of 100 and some tens within 1,000. (Module 5 Topic A:

18-1 Mental Math18-2 Estimating Sums18-3 Models for Adding with Three-Digit Numbers18-4 Adding Three-Digit Numbers18-5A Exploring Subtracting Three-Digit

The Best Vacation Ever, Stuart MurphyLemonade for Sale, Stuart Murphy


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Lesson 4) (2.NBT.7, 2.NBT.8, 2.NBT.9) I can use the associative property to

make a hundred in one addend. (Module 5 Topic A: Lesson 6) (2.NBT.7, 2.NBT.8, 2.NBT.9)

I can share and critique solution strategies for varied addition and

Numbers18-5 Mental Math: Ways to Find Missing Part18-5A Exploring Subtracting Three-Digit Numbers18-6 Estimating Difference18-7 Models for Subtracting with Three-Digit


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subtraction problems within 1,000. (Module 5 Topic A: Lesson 7) (2.NBT.7, 2.NBT.8, 2.NBT.9)

I can relate manipulative representations to the addition algorithm. (Module 5 Topic B: Lesson 8) (2.NBT.7, 2.NBT.9)

I can use math drawings to represent

Numbers18-8 Subtracting Three-Digit Numbers18-9 Make a Graph

Task Bank (TNCore Task Arc)Addie Equation


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http://tncore.org/sites/www/Uploads/MathTasks_9.13/Grade%202%20-Addie's%20Equation%20-%20Copy.pdf




additions with up to two compositions and relate drawings to the addition algorithm. (Module 5 Topic B: Lesson 10) (2.NBT.7, 2.NBT.9)

I can choose and explain solution strategies and record with a written addition method. (Module 5 Topic B:

Mural Paper

Task BankTNCore Task Arc: Darron's Calculator (2.NBT.B.7, 2.NBT.A.1)TNCore Task Arc: Apples for the Fall Festival (2.OA.A.1, 2.NBT.B.5, 2.NBT.B.7)


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http://tncore.org/sites/www/Uploads/Math/CR-IT/G2CR-IT-Darronscalculator.pdf

http://tncore.org/sites/www/Uploads/Math_Tasks_July2013/Grade%202,%20mural%20paper.pdf




Lesson 12) (2.NBT.7, 2.NBT.9) I can relate manipulative representations

to the subtraction algorithm, and use addition to explain why the subtraction method works. (Module 5 Topic C: Lesson 13(2.NBT.7, 2.NBT.9)

I can use math drawings to represent

TNCore Task Arc Put Together & Compare Situational Tasks: Missing Addend Addition as Subtraction (2.OA.A.1, 2.NBT.B.7)TNCore Task Arc Addition: Flexible Thinking and Problem-Solving Strategies (2.OA.A.1, 2.NBT.B.6, 2.NBT.B.7)


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http://tncore.org/sites/www/Uploads/Math/2ndGradeTaskArc-Addition-Flexiblethinking.pdf

http://tncore.org/sites/www/Uploads/Math/2ndGradeTaskArc-Addition-Flexiblethinking.pdf

http://tncore.org/sites/www/Uploads/Aug_23/MATH/grade2_guide_arc.pdf






subtraction with up to two decompositions, relate drawings to algorithm, and use addition to explain why the subtraction method works. . (Module 5 Topic C: Lesson 14(2.NBT.7, 2.NBT.9)

I can subtract from multiples of 100 and

TNCore Task Arc Number System and Place Value (2.NBT.A.1,2.NBT.A.2, 2.NBT.A.3)


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http://www.tncore.org/sites/www/Uploads/Math/2.NBT.1thru3ArcFinal.pdf

http://www.tncore.org/sites/www/Uploads/Math/2.NBT.1thru3ArcFinal.pdf




from numbers with zero in the tens place. . (Module 5 Topic C: Lesson 16-17) (2.NBT.7, 2.NBT.9)

I can apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place. (Module 5 Topic C: Lesson 18)(2.NBT.7,


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2.NBT.9)


2.NBT.B.5 Fluently add and subtract

Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks(See Grade 2 - Sprints – Grade 5 – Module 4)


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionswithin 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

connections within the material.


Lessons. The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students.


http://maccss.ncdpi.wikispaces.net/2nd+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through


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TN State Standards Essential Understandings Content & Tasks CLIP ConnectionsGames)

Graphs - Topic 16/Engageny Module 7 Topic A


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(Allow 1 weeks for instruction, review and assessment)

Standards using enVision resources

2.MD.D Represent and interpret data. 2.MD.D.10 Draw a picture graph and a bar

graph (with single-unit scale) to represent

Enduring Understandings1. Data can be organized in different ways.2. Each type of graph is most appropriate

for certain types of data.

Graphs and Probability16-1 Organizing Data16-2A Graphing Lengths16-2 Pictographs16-3 Bar Graphs

Academic Vocabularylength, unit, line plot, scale, picture graph, bar graph

Explain Your Thinking


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a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated

Essential Questions1. What are some ways data can be

organized?2. How can you decide what type of graph

to use once you have collected data?

16-4 Coordinate Graphs (SAT10 lesson, not CCSS aligned)

Use the above enVision ResourcesOrUse the below Engageny Resources

enVision Student Work PageGuided Practice“Do you understand?” (see daily lesson)

Writing to Explain (see Problem Solving Section of each lesson) Journal entries


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsmeasurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Standards using Engageny resources

Learning Targets for EnVision Resource I can represent data in a bargraph.

(Lesson 16-1) (2.MD.D.10) I can use rulers to measure objects and

graph the results (Lesson 16-2A) (2MD.9) I can make and use a pictograph to solve

simple put-together, take-apart and

(Please keep to the pacing guideline of 1 week for instruction, review and assessment)Module 7: Problem solving with length money and dataTopic A: Problem Solving with Categorical DataLesson 1

Reading Comprehension & Problem SolvingenVision “The Language of Math” p. 477 E


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TN State Standards Essential Understandings Content & Tasks CLIP Connections2.MD.D Represent and interpret data.

2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information

compare problems using the information in a pictograph (Lesson 16-2) (2.MD.D.10)

I can make and use a bar graph to solve simple put-together, take-apart and compare problems using the information in a pictograph (Lesson 16-3)


Coordinating i-Ready Lessons Picture Graphs

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable.

Literature Connections – enVision


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presented in a bar graph.


2.MD.B.6 Represent whole numbers as

(2.MD.D.10)I can locate and name points on a coordinate grid. (Lesson 16-4) (SAT10 lesson, not CCSS aligned)

Learning Targets for Engageny Resource

Line Plot and Measuring Lengths Solve Problems Involving Length

Task BankNorth Carolina: 2nd Grade Math Tasks

Interactive Math Story p. 477 GTiger Math - Learning to Graph from a Baby Tiger, Cindy BickelThe Best Vacation Ever, Stuart MurphyLemonade for Sale, Stuart Murphy


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http://commoncoretasks.ncdpi.wikispaces.net/2.MD.9-2.MD.10+Tasks




TN State Standards Essential Understandings Content & Tasks CLIP Connectionslengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,1,2,…, and represent whole-number sums and differences within 100 on a number line diagram

I can sort and record data into a table using up to four categories; use category counts to solve word problems. (Model 7 Topic A: Lesson 1) (2.MD.10, 2.MD.6)

I can draw and label a picture graph to represent data with up to four categories. (Model 7 Topic A: Lesson 2) (2.MD.10,


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2.MD.6) I can draw and label a bar graph to

represent data; relate the count scale to the number line. (Model 7 Topic A: Lesson 3) (2.MD.10, 2.MD.6)

I can draw a bar graph to represent a given data set. (Model 7 Topic A: Lesson


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4) (2.MD.10, 2.MD.6) I can solve word problems using data

presented in a bar graph. (Model 7 Topic A: Lesson 5) (2.MD.10, 2.MD.6)


Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-


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2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.


Lessons. The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students.

workbooks(See Grade 2 - Sprints – Grade 5 – Module 7)




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TN State Standards Essential Understandings Content & Tasks CLIP Connections(Click on resource Building Conceptual Understanding and Fluency Through Games)

Measurement - Topic 13/Engageny Module 7


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(Allow 3 weeks for instruction, review and assessment)2.MD.A Measure the length of an object by

selecting and using appropriate tools such as rulers, yardsticks, meter sticks and measuring tapes.

2.MD.A.1 Measure the length of an object

Enduring Understandings1. Attributes are measurable.2. The length of objects is measurable in

different units.3. Measurements need the same unit of

measure in order to be compared

enVision ResourcesMeasurement: Length and Area13-3 Measuring length using nonstandard units13-4 Measurement: Inches, Feet, and Yards13-4A Inches

Academic Vocabularylength, unit, line plot, scale

Explain Your ThinkingEnvision Student Work PageGuided Practice:


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsby selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

2.MD.A.2 Measure the length of an object twice using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen

Essential Questions1. How can you tell which attributes of an

object can be measured?2. Which classroom objects can be used to

approximate standard units of inches, feet, yards, centimeters and meters?

3. How can you compare measurements?

13-5 Measurement: Centimeters and Meters13-5A Centimeters13-6A Measuring Length13-6B Adding and Subtracting in Measurement13-6C Comparing Length

In addition to the above resources,

“Do you understand?” (see daily lesson)

Reading Comprehension & Problem SolvingEnvision “The Language of Math” p. 377 E

Tasks: The suggested tasks allow


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

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

Learning Targets I can estimate and measure the lengths of

objects comparing nonstandard units. (Lesson 13-2) (2.MD.A.2)

I can select the appropriate tool and measure the length of an object using a tool. (Lesson 13-4) (2.MD.A.1)

Use the following Engageny LessonsModule 7:Topic E: Problem solving with Customary and Metric UnitsLesson 20Lesson 21Lesson 22Topic F: Displaying Measurement Data

opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable.

Interactive Math Story Animal Measurement (See TE p. 377G-H)


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https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-f

https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-e-lesson-22



https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-e








2.MD.B.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

I can estimate the length of a given object in inches and feet.(Lesson 13-4) (2.MD.A.3)

I can estimate and measure items using inches. (Lesson 13-4A) (2.MD.A.1)

II can estimate and measure the length of a given object in centimeters and meters. (Lesson 13-5, 13-5A)(2.MD.A.3,


Lesson with a letter following the lesson number please see: enVision Math Transitioning to Common Core

Literature ConnectionsIf you Hopped Like a Frog, David SchwartzSuper Sand Castle Saturday, Stuart MurphyMeasuring Penny, Loreen LeedyHershey’s Weights and Measures, Jerry PallottaInchworm and a Half, Elinor PinczesInch by Inch, Leo Lionni


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https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-f-lesson-26







TN State Standards Essential Understandings Content & Tasks CLIP Connectionsas drawings of rules) and equations with a symbol for the unknown number to represent the problem.

2.MD.D.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,1,2,…, and represent

2.MD.A.1)) I can estimate and measure the lengths

and heights of objects using different units. (Lesson 13-6A) (2.MD.A.2)

I can use addition and subtraction to solve measurement problems (Lesson 13-6B) (2.MD.5)

I can measure and compare length and

Coordinating i-Ready Lessons Using a Ruler: Inches Using a Ruler: Centimeters Measuring Length in Inches with a

Ruler Understand Measurement with

Different Units

Pigs in the Pantry Fun with Math and Cooking, Amy AxelrodActual Size, Steve JenkinsPastry School in Paris, Cindy NeuschwanderPerimeter, Area, and Volume - A Monster Book of Dimensions, David AdlerWhat's Faster than a Speeding Cheetah, Robert E. Wells


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionswhole-number sums and differences within 100 on a number line diagram

2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot,

express the length difference in a standard length unit. (Lesson 13-6C) (2.MD.4)

I can solve two-digit addition and subtraction word problems involving length by using tape diagrams and writing equations to represent the problem. (Module 7 Topic E: Lesson 20) (2.MD.5,

Supplemental Engage NY ActivitiesModule 2Topic A: Understand Concepts About the RulerLesson 1Lesson 2Lesson 3

Is a Blue Whale the Biggest Thing There Is?, Robert Wells


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionswhere the horizontal scale is marked off in whole-number units.

Cluster 2.NBT.A Understand Place Value 2.NBT.A.2 Count within 1000; skip-count

by 5s, 10s, and 100s.

2.NBT.A.4 Compare two three-digit

2.MD.6, 2.NBT.2, 2.NBT.4, 2.NBT.5) I can identify unknown numbers on a

number line diagram by using the distance between numbers and reference points. (Module 7 Topic E: Lesson 21) (2.MD.5, 2.MD.6, 2.NBT.2, 2.NBT.4, 2.NBT.5)

I can represent two-digit sums and

Topic B: Measure and Estimate Length Using Different Measurement ToolsLesson 4Lesson 5

Topic C: Measure and Compre Lengths using Different Length Units


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https://www.engageny.org/resource/grade-2-mathematics-module-2-topic-b





TN State Standards Essential Understandings Content & Tasks CLIP Connectionsnumbers based on meanings of the hundred, tens, and ones digits, using symbols to record the results of comparisons.


differences involving length by using the ruler as a number line. . (Module 7 Topic E: Lesson 22) (2.MD.5, 2.MD.6, 2.NBT.2, 2.NBT.4, 2.NBT.5)

I can collect and record measurement data in a table; answer questions and summarize the data set. . (Module 7 Topic E: Lesson 23) (2.MD.6, 2.MD.9, 2.MD.1,

Lesson 6 Lesson 7Module 7: Problem Solving with Length, Money and DataTopic C: Creating an Inch RulerLesson 14Lesson 15


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2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2.MD.5) I can draw a line plot to represent the

measurement data; relate the measurement scale to the number line. . (Module 7 Topic E: Lesson 24) (2.MD.6, 2.MD.9, 2.MD.1, 2.MD.5)

I can draw a line plot to represent a given dataset; answer questions and draw

Topic D: Measuring and Estimating Length Using Customary and Metric UnitsLesson 16Lesson 17Lesson 18Lesson 19


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https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-d-lesson-19




https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-d




TN State Standards Essential Understandings Content & Tasks CLIP Connectionsconclusions based on measurement data. (Module 7 Topic E: Lesson 25-26) (2.MD.6, 2.MD.9, 2.MD.1, 2.MD.5)

Task BankNorth Carolina: 2nd Grade Math Tasks

Measure and estimate lengths in standard units

Relate Addition and Subtraction to Length

Represent and Interpret Data


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http://commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks




Illustrative mathematics Determining Length High Jump Competition Frog and Toad on the Number Line


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https://www.illustrativemathematics.org/content-standards/2/MD/B/6/tasks/1081

https://www.illustrativemathematics.org/content-standards/2/MD/B/5/tasks/2070

https://www.illustrativemathematics.org/content-standards/2/MD/A/1/tasks/2069

https://www.illustrativemathematics.org/2.MD






Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.


Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks(See Grade 2 - Sprints – Grade 5 – Module 7)http://biloxischools.schoolwires.net/Page/5277http://maccss.ncdpi.wikispaces.net/


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionssubtraction. Lessons. The resources provided to the right

can be used to supplement the fluency to meet the individual needs of your students.

2nd+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games


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RESOURCE TOOLBOX

Textbook Resources www.tncore.org TN ReadyShelby County Schools 2015/2016

Revised 12/15/1597 of 101

http://www.tncore.org/



enVision Math TextbookTransitioning to Common Core

http://www.corestandards.org/Math/7 Things You Need to Know about TNReady MathTNReady Math Blueprint

Achieve the Corehttp://achievethecore.org

Generated Word Problems: KidZone Math Word ProblemsCommon Core: Second Grade Math TasksTennessee Early Grades Math Toolkit2nd Grade CCSS Math Flipbook2nd Grade CCSS-based Lesson Plans2nd Grade CCSS Math Practices Posters


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http://scsallthingsmath.weebly.com/uploads/8/4/8/0/8480585/mathpractices.k-3.pdf

http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html

http://katm.org/wp/wp-content/uploads/flipbooks/2FlipBookedited.pdf

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade/operations_algebraic_thinking/2oaa1.aspx

http://commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks

http://www.kidzone.ws/math/wp/t_math.asp?autumnwp2.asp

http://achievethecore.org/

http://www.tennessee.gov/education/assessment/doc/tnready_blueprint_g3_math.pdf

http://www.tennessee.gov/education/assessment/doc/tnready_7_things_to_know_about_tnready_math.pdf

http://www.corestandards.org/Math/

http://media.pearsoncmg.com/curriculum/math/envision2012/cc_support/G2/enVisionMATH_G2.html

http://www.pearsonsuccessnet.com/



Common Core Second Grade Math GamesOnline Learning Math: Interactive ZoneEngage NY

CalculatorSkip Counting by 5 Calculator ActivityRelated ProceduresMeet my Friend the Calculator

Interactive Manipulativeswww.eduplace.comwww.illuminations.nctm.orghttp://interactivesites.weebly.com/math.html

Videos and gamesLength-MeasurementEdges, Sides, and FacesSides and Shapes


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http://www.turtlediary.com/grade-2-games/math-games/solid-shapes.html

http://www.turtlediary.com/grade-2-games/math-games/edges-and-faces.html

http://www.turtlediary.com/grade-2-games/math-games/length-measurement.html

http://interactivesites.weebly.com/math.html

http://www.illuminations.nctm.org/

http://www.eduplace.com/

http://education.ti.com/en/us/activity/detail?id=6915F4A7B6E542E7AAA48B106FE02D2E&ref=/en/us/my/activities

http://education.ti.com/en/us/activity/detail?id=FAA15FBBF5CC43D5B671AAB3845FF52E&ref=/en/us/my/activities

http://education.ti.com/en/us/activity/detail?id=D2DD148FDCA248EC90309AF614FE9A29&ref=/en/us/my/activities

http://www.engageny.org/resource/grade-2-mathematics

http://www.onlinemathlearning.com/grade-2.html

http://education.fcps.org/tps/SecondGradeOnlineMathGames



Mean Machine100 or BustConstant Weight Gain

Math Playground: Common Core StandardsArray PracticeFraction Strips (ABCya)100s ChartVirtual Dice

Plane and Solid ShapesVertices2D and 3D shapesPictograph GameBar GraphInterpreting Data

Children’s Literature NCTM: Common Core Videos Achieve the Core Mini-Assessments


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http://www.bbc.co.uk/schools/teachers/ks2_activities/maths/interpreting_data.shtml

http://www.softschools.com/math/data_analysis/bar_graph/activities/favourite_colors_bar_chart/

http://www.softschools.com/math/data_analysis/pictograph/games/

http://www.learnalberta.ca/content/me3usa/flash/main.swf?goLesson=14

http://www.turtlediary.com/grade-2-games/math-games/vertices.html

http://www.turtlediary.com/grade-2-games/math-games/solid-shapes.html

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/maths/dice/

http://nces.ed.gov/nceskids/createagraph/default.aspx

http://www.abcya.com/fraction_percent_decimal_tiles.htm

http://www.snappymaths.com/multiplication/earlymult/interactive/arrays/arraysframe.htm

http://www.mathplayground.com/common_core_state_standards_for_mathematics_grade_3.html

http://education.ti.com/en/us/activity/detail?id=FC529E5D5BBE407DA23C820734F5BE27&ref=/en/us/activity/search/subject?d=6C07A9A5F2E54CC39D989CE9F48DA959&s=B843CE852FC5447C8DD88F6D1020EC61&sa=4BF6EAF3C85C471BA8427F7E69441233

http://education.ti.com/en/us/activity/detail?id=FC529E5D5BBE407DA23C820734F5BE27&ref=/en/us/activity/search/subject?d=6C07A9A5F2E54CC39D989CE9F48DA959&s=B843CE852FC5447C8DD88F6D1020EC61&sa=4BF6EAF3C85C471BA8427F7E69441233

http://education.ti.com/en/us/activity/detail?id=F056A9E2ED874D3E82883C4C0EF2C0A5&ref=/en/us/my/activities



The Reading NookMath and Literature:A Match Made in the ClassroomMath for Kids-Best Children’s BooksScholastic: Books and Programs to Improve Elementary Math

http://www.nctm.org/Standards-and-Positions/Common-Core-State-Standards/Teaching-and-Learning-Mathematics-with-the-Common-Core/

TNCore: Videos for the TN State Standardshttp://tn.pbslearningmedia.org/collection/professional-learning-common-core/?topic_id=1078

http://achievethecore.org/page/858/annotated-mini-assessments

Achieve the Core: Aligned Instructional Materialshttp://achievethecore.org/aligned/?utm_source=Aligned%20Launch%20expanded%20partners_claires_email&utm_medium=email&utm_campaign=Aligned


101 of 101

http://achievethecore.org/aligned/?utm_source=Aligned%20Launch%20expanded%20partners_claires_email&utm_medium=email&utm_campaign=Aligned



http://achievethecore.org/page/858/annotated-mini-assessments

http://tn.pbslearningmedia.org/collection/professional-learning-common-core/?topic_id=1078

http://tn.pbslearningmedia.org/collection/professional-learning-common-core/?topic_id=1078




http://teacher.scholastic.com/products/dothemath/math-reads/books-topics.htm#grade3

http://www.the-best-childrens-books.org/math-for-kids.html

http://www.educationworld.com/a_curr/curr249.shtml

http://www.educationworld.com/a_curr/curr249.shtml

http://www.thereadingnook.com/math/

shelby county schools’ mathematics instructional maps are ... grade 2 q3.docx · web viewin...

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