Learning Targets Mathematics Grade 2 (On Level Math ... · Learning Targets Mathematics Grade 2 (On...

Learning Targets Mathematics

Grade 2 (On Level Math) AugustBenchmarking/MAP Testing/Launching Year

Math Learning Targets/Standards Students will …

Academic Language Essential Questions

take MAP test take Beginning of the Year Benchmark Test take Prerequisite Skills Inventory become signed up with Go Math tech component and HMH Platform(iPad) set up math journals review Standards for Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of

others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

establish routines for math workshop

Additional Information:


Grade 2 (On Level Math)

September: Unit 1 Extending understanding of baseten notation Chapter 1Number Concepts



classify numbers up to 20 as even or odd (2.OA.C.3) write equations with equal addends to represent even numbers (2.OA.C.3) use place value to describe the values of digits in 2digit numbers (2.NBT.A.3) write 2digit numbers in expanded form (2.NBT.A.3) write 2digit numbers in word form, expanded form, and standard form (2.NBT.A.3) apply place value concepts to find equivalent representations of numbers (2.NBT.A.3)

even odd addition sentence digits tens ones

Chapter Essential Question: How do you use place value to find the values of numbers and describe numbers in different ways? How are even numbers and odd numbers different? Why can an even number be shown as the sum of two equal addends? How do you know the value of a digit?

solve problems by finding different combinations of tens and ones to represent 2digit numbers using the strategy find a pattern. (2.NBT.A.3) extend counting sequences within 100, counting by 1s, 5s, and 10s. (2.NBT.A.2) extend counting sequences within 1,000, counting by 1s, 5s, 10s, and 100s. (2.NBT.A.2)

How do you describe a 2digit number as tens and ones? What are different ways to write a 2digit number? How can you show the value of a number in different ways? How does finding a pattern help you find all the ways to show a number with tens and ones? How do you count by 1s, 5s, and 10s with numbers less than 100? How do you count by 1s, 5s, 10s, and 100s, with numbers less than 1,000?




September/October: Unit 1 Extending understanding of baseten notation Chapter 2Numbers to 1000



write 3 digit numbers in expanded form and in standard form (2.NBT.A.3) apply place value concepts to find equal representations of numbers (2.NBT.A.3) identify 10 more, 10 less, 100 more, or 100 less than a given number (2.NBT.B.8) extend number patterns by counting on by tens or hundreds (2.NBT.B.8) solve problems involving number comparisons by using the strategy make a model (2.NBT.A.4) compare 3digit numbers using the >, =, and , symbols (2.NBT.A.4)

hundreds tens ones hundred thousand digit less than more than pattern more fewer compare =is equal to > is greater than < is less than

Chapter Essential Question: How can you use place value to model, write, and compare 3digit numbers? How do you group tens as hundreds? How do you write a 3digit number for a group of tens? How do you show a 3digit number using blocks? How do you write the 3digit number that is shown by a set of blocks? How do you know the values of the digits in numbers? How do you write 3digit numbers using words?

What are three ways to write a 3digit number? How can you use blocks or quick pictures to show the place value of a number in different ways? How do you use place value to find 10 more, 10 less, 100 more, or 100 less than a 3digit number? How does place value help you identify and extend counting patterns? How can you make a model to solve a problem about comparing numbers? How do you compare 3digit numbers?




October/November: Unit 2 Building fluency with addition and subtraction Chapter 3Basic Facts and Relationships


Academic Language

Essential Questions

use doubles facts as a strategy for finding sums for near doubles facts (2.OA.B.2) recall sums for basic facts using properties and strategies (2.OA.B.2) recall sums for basic facts using the make a ten strategy (2.OA.B.2) find sums of three addends by applying the Commutative and Associative Properties of Addition (2.OA.B.2) use the inverse relationship of addition and subtraction to recall basic facts (2.OA.B.2) recall differences for basic facts using mental strategies (2.OA.B.2) find differences on a number line to develop the mental strategy of decomposing to simplify facts (2.OA.B.2) use bar models to represent a variety of addition and subtraction situations (2.OA.A.1) write equations to represent and solve a variety of addition and subtraction situations (2.OA.A.1)

sum sums doubles addends count on number sentence difference differences related fact count back bar model row addition sentence

Chapter Essential Question: How can you use patterns and strategies to find sums and differences for basic facts? How can you use doubles facts to find sums for near doubles facts? What are some ways to remember sums? How is the make a ten strategy used to find sums? How do you add three numbers?

solve problems involving equal groups by using the strategy act it out (2.OA.C.4) write equations using repeated addition to find the total number of objects in arrays (2.OA.A.4)

How are addition and subtraction related? What are some ways to remember differences? How does getting to 10 in subtraction help when finding differences? How are bar models used to show addition and subtraction problems? How are number sentences used to show addition and subtraction situations? How can acting it out help when solving a problem about equal groups? How can you write an addition sentence for problems with equal groups?



Grade 2 (On Level Math) November/December: Unit 2 Building fluency with addition and subtraction

Chapter 4TwoDigit Addition


Academic Language

Essential Questions

find a sum by breaking apart a 1digit addend to make a 2digit addend a multiple of 10 (2.NBT.B.6) use compensation to develop flexible thinking for 2digit addition (2.NBT.B.6) apply placevalue concepts when using a breakapart strategy for 2digit numbers (2.NBT.B.6) model 2digit addition with regrouping (2.NBT.B.6, 2.NBT.B.9) draw quick pictures and record 2digit addition using the standard algorithm (2.NBT.B.6) record 2digit addition using the standard algorithm (2.NBT.B.6) practice 2digit addition with and without regrouping (2.NBT.B.5) rewrite horizontal addition problems vertically in the standard algorithm format (2.NBT.B.5)

sum addend tens ones regroup hundred digit

Chapter Essential Question: How do you use place value to add 2digit numbers, and what are some different ways to add 2digit numbers? How does breaking apart a number make it easier to add? How can you make an addend a ten to help solve an addition problem? How do you break apart addends to add tens and then ones?

solve problems involving 2digit addition using the strategy draw a diagram (2.OA.A.1) represent addition situations with number sentences using a symbol for the unknown number (2.OA.A.1) find sums of three 2digit numbers (2.NBT.B.6) find sums of four 2digit numbers (2.NBT.B.6)

When do you need to regroup in addition? How do you record 2digit addition? How do you record the steps when adding 2digit numbers? What are two different ways to write addition problems? How can drawing a diagram help when solving addition problems? How do you write a number sentence to represent a problem? What are some ways to add 3 numbers? What are some ways to add 4 numbers?



Grade 2 (On Level Math) December/January: Unit 2 Building fluency with addition and subtraction

Chapter 5TwoDigit Subtraction


Academic Language

Essential Questions

break apart a 1digit subtrahend to subtract it from a 2digit number (2.NBT.B.5) break apart a 2digit subtrahend to subtract it from a 2digit number (2.NBT.B.5) model 2digit subtraction with regrouping (2.NBT.B.9, 2.NBT.B.5) draw quick pictures and record 2digit subtraction using the standard algorithm (2.NBT.B.5) record 2digit subtraction with and without regrouping (2.NBT.B.5) rewrite horizontal subtraction problems vertically in the standard algorithm format (2.NBT.B.5) use addition to find differences (2.NBT.B.5) solve problems involving 2digit subtraction using the strategy draw a diagram (2.OA.A.1) represent subtraction situations with number sentences using a symbol for the unknown number (2.OA.A.1)

ones subtract difference tens ones regroup digit bar model number sentence

Chapter Essential Question: How do you use place value to subtract 2digit numbers with and without regrouping? How does breaking apart a number make subtracting easier? When do you regroup in subtraction? How do you record 2digit subtraction? How do you record the steps when subtracting 2digit numbers?

analyze word problems to determine what operations to use to solve multistep problems (2.OA.A.1)

What are two different ways to write subtraction problems? How can you use addition to solve subtraction problems? How can drawing a diagram help when solving subtraction problems? How do you write a number sentence to represent a problem? How do you decide what steps to do to solve a problem?

Additional Information


Grade 2 (On Level Math) January/February: Unit 2 Building fluency with addition and subtraction

Chapter 6ThreeDigit Addition and Subtraction


Academic Language

Essential Questions

draw quick pictures to represent 3digit addition (2.NBT.B.7) apply place value concepts when using a break apart strategy for 3digit addition (2.NBT.B.7) record 3digit addition using the standard algorithm with possible regrouping of ones (2.NBT.B.7) record 3digit addition using the standard algorithm with possible regrouping of tens (2.NBT.B.7) record 3digit addition using the standard algorithm with the possible regrouping of both ones and tens (2.NBT.B.7) solve problems involving 3digit subtraction using the strategy make a model (2.NBT.B.7) record 3digit subtraction using the standard algorithm with possible regrouping of tens (2.NBT.B.7) record 3digit subtraction using the standard algorithm with possible regrouping of hundreds (2.NBT.B.7)

hundreds tens ones addends sum regroup difference

Chapter Essential Question: What are some strategies for adding and subtracting 3digit numbers? How do you draw quick pictures to show adding 3digit numbers? How do you break apart addends to add hundreds, tens, and then ones? When do you regroup ones in addition? When do you regroup tens in addition? How do you know when to regroup in addition?

record 3digit subtraction using the standard algorithm with possible regrouping of both hundreds and tens (2.NBT.B.7) record subtraction using the standard algorithm when there are zeros in the minuend (2.NBT.B.7)

How can making a model help when solving subtraction problems? When do you regroup tens in subtraction? When do you regroup hundreds in subtraction? How do you know when to regroup in subtraction? How do you regroup when there are zeros in the number you start with?



Grade 2 (On Level Math) February: Unit 3 Using Standard Units of Measure

Chapter 7 Money and Time


Academic Language

Essential Questions

find the total values of collections of dimes, nickels, and pennies (2.MD.C.8) find the total values of collections of quarters, dimes, nickels, and pennies (2.MD.C.8) order coins in a collection by value and then find the total value (2.MD.C.8) represent money amounts less than a dollar using two different combinations of coins (2.MD.C.8) show one dollar in a variety of ways (2.MD.C.8) find and record the total value for money amounts greater than $1 (2.MD.C.8) solve word problems involving money by using the strategy act it out (2.MD.C.8) tell and write time to the hour and half hour (2.MD.C.7) tell and write time to the nearest five minutes (2.MD.C.7) practice telling time to the nearest five minutes (2.MD.C.7) tell and write time using A.M. and P.M. (2.MD.C.7)

dime nickel penny cent sign ¢ quarter dollar dollar sign $ decimal point minutes half past hour hand minute hand quarter past noon midnight A.M. P.M.

Chapter Essential Question: How do you use the value of coins and bills to find the total value of a group of money, and how do you read times shown on analog and digital clocks? How do you find the total values of collections of dimes, nickels, and pennies? How do you find the value of a group of coins? How do you order coins to help find the total value of a group of coins?

How do you choose coins to show a money amount in different ways? How can you show the value of one dollar with coins? How can you show money amounts greater than one dollar? How does acting it out help when solving problems about money? How do you tell time to the hour and half hour on a clock? How do you tell and show time to five minutes? What are the different ways you can read the time on a clock? How do you use A.M. and P.M. to describe times?



Grade 2 (On Level Math) March: Unit 3 Using Standard Units of Measure

Chapter 8 Length in Customary Units


Academic Language

Essential Questions

use concrete models to measure the lengths of objects in inches (2. MD.A.1) make an inch ruler and use it to measure the lengths of objects (2. MD.A.1) estimate the lengths of objects by mentally partitioning the lengths into inches (2. MD.A.3) measure the lengths of objects to the nearest inch using an inch ruler (2. MD.A.1) solve addition and subtraction problems involving the lengths of objects by using the strategy draw a diagram (2. MD.B.5, 2. MD.B.6) measure the lengths of objects in both inches and feet to explore the inverse relationship between size and number of units (2. MD.A.2) estimate the lengths of objects in feet (2. MD.A.3) select appropriate tools for measuring different lengths (2. MD.A.1) measure the lengths of objects and use a line plot to display the measurement data (2. MD.D.9)

inch length foot inches feet measuring tape yardstick inch ruler line plot lengths

Chapter Essential Question: What are some of the methods and tools that can be used to estimate and measure length in customary units? How can you use inch models to measure length? Why is using a ruler similar to using a row of color tiles to measure length? How do you estimate the lengths of objects in inches?

How do you use an inch ruler to measure lengths? How can drawing a diagram help when solving problems about length? Why is measuring in feet different from measuring in inches? How do you estimate the lengths of objects in feet? How do you choose a measuring tool to use when measuring lengths? How can a line plot be used to show measurement data?



Grade 2 (On Level Math) March/April: Unit 3 Using Standard Units of Measure

Chapter 9 Length in Metric Units


Academic Language

Essential Questions

use concrete models to measure the lengths of objects in centimeters (2. MD.A.1) estimate lengths of objects in centimeters by comparing them to known lengths (2.MD.A.3)

measure the lengths of objects to the nearest centimeter using a centimeter ruler (2. MD.A.1) solve addition and subtraction problems involving the lengths of objects by using the strategy draw a diagram (2. MD.B.6, 2. MD.B.5) measure the lengths of objects in both centimeters and meters to explore the inverse relationship between size and number of units (2. MD.A.2) estimate the lengths of objects in meters (2. MD.A.3)

measure measure and then find the difference in the lengths of two objects (2. MD.A.4)

centimeter centimeters meter

Chapter Essential Question: What are some of the methods and tools that can be used to estimate and measure length in metric units? How do you use a centimeter model to measure the lengths of objects? How do you use known lengths to estimate unknown lengths? How do you use a centimeter ruler to measure lengths?

How can drawing a diagram help when solving problems about lengths? How is measuring in meters different from measuring in centimeters? How do you estimate the lengths of objects in meters? How do you find the difference between the lengths of two objects?



April: Unit 3 Using Standard Units of Measure Chapter 10 Data



identify threedimensional shapes (2.G.A.1) identify and describe threedimensional shapes according to the number of faces, edges, and vertices (2.G.A.1) discuss and model with cubes how you can build a rectangular prism (2.G.A.1) name 3, 4, 5, and 6sided shapes according to the number of sides and vertices (2.G.A.1) identify angles in twodimensional shapes (2.G.A.1) sort twodimensional shapes according to their attributes (2.G.A.1) partition rectangles into equalsize squares and find the total number of these squares (2.G.A.2) identify and name equal parts of circles and rectangles as halves, thirds, or fourths (2.G.A.3) partition shapes to show halves, thirds, or fourths (2.G.A.3)

survey data tally chart tally marks picture graph key bar graph

Chapter Essential Question: How do tally charts, picture graphs, and bar graphs help you solve problems? What objects match threedimensional shapes? How would you describe the faces of a rectangular prism and the faces of a cube? How can you build a rectangular prism? What shapes can you name just by knowing the number of sides and vertices? How do you find and count angles in twodimensional shapes?

identify and describe one equal part as a half of, a third of, or a fourth of a whole (2.G.A.3) solve problems involving wholes divided into equal shares by using the strategy draw a diagram (2.G.A.3)

How do you use the number of sides and angles to sort the twodimensional shapes? How do you find the total number of samesize squares that will cover a rectangle? What are halves, thirds, and fourths of a whole? How do you know if a shape shows halves, thirds, or fourths? How do you find a half of, a third of, or a fourth of a whole? How can drawing a diagram help when solving problems about equal shares?



Grade 2 (On Level Math) April/May: Unit 4 Geometry and Fraction Concepts

Chapter 11 Geometry



collect data in a survey and record that data in a tally chart (2.MD.D.10) interpret data in picture graphs and use that information to solve problems (2.MD.D.10) make picture graphs to represent data (2.MD.D.10) interpret data in bar graphs and use that information to solve problems (2.MD.D.10) make bar graphs to represent data (2.MD.D.10) solve problems involving data by using the strategy make a graph

cube rectangular prism sphere cylinder cone face edge vertex vertices side quadrilateral pentagon hexagon angle triangle rectangle sides angles rows columns halves thirds fourths equal parts whole

Chapter Essential Question: What are some twodimensional shapes and threedimensional shapes, and how can you show equal parts of shapes? How do you a tally chart to record data from a survey? How do you use a picture graph to show data? How do you make a picture graph to show data in a tally chart? How is a bar graph used to show data? How do you make a bar graph to show data? How does making a bar graph help when solving problems about data?

half of third of fourth of quarter of

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