Neshaminy School District Curriculum Map: Second Grade ...

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Neshaminy School District Curriculum Map: Second Grade Resources Available to Teachers for Instruction:

Math in Focus Curriculum (Teacher Guides, Student Workbook and Textbook, Teacher Resources – Reteach, Extra Practice, Assessments, Enrichment, School-Home Connections)

Think Central - Online access to all Math in Focus materials listed above and Virtual Manipulatives

Calendar Math, IXL

Elementary Math Intervention – Can be found on NSD Intranet

Mathematical Practice Standards- Habits of Mind

SMP.1 Make sense and persevere in solving problems.

Realize that doing mathematics involves solving problems and discussing how they solved them.

Explain to themselves the meaning of a problem and look for ways to solve it.

Use concrete objects or pictures to help them conceptualize and solve problems.

Check their thinking by asking themselves, “Does this make sense?”

Make conjectures about the solution and plan out a problem solving approach.

SMP.5 Use appropriate tools strategically.

Consider the available tools (including estimation) when solving a mathematical problem.

Decide when certain tools might be better suited.

Decide to solve a problem by drawing a picture rather than writing an equation.

SMP.2 Reason abstractly and quantitatively.

Recognize that a number represents a specific quantity.

Connect the quantity to written symbols.

Create a representation of a problem while attending to the meanings of the quantities (quantitative reasoning).

Begin to know and use different properties of operations and objects.

SMP.6 Attend to precision.

Develop their mathematical communication skills.

Use clear and precise language in their discussions with others and when they explain their own reasoning.

SMP.3 Construct viable arguments and critique the reasoning of others.

Construct arguments using concrete referents, such as objects, pictures, drawings, and actions.

Practice their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” “Explain your thinking,” and “Why is that true?”

Explain their own thinking, but listen to others’ explanations.

Decide if the explanations make sense and ask appropriate questions.

SMP.7 Look for and make use of structure.

Look for patterns. For instance, they adopt mental math strategies based on patterns (making ten, fact families, doubles).

SMP.4 Model with mathematics.

Experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc.

Connect the different representations and explain the connections.

Use all of these representations as needed.

SMP.8 Look for and express regularity in repeated reasoning.

Look for patterns. For instance, they adopt mental math strategies based on patterns (making ten, fact families, doubles).

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Mathematical Content Standards PA Common Core Standard Common Core State Standard

Numbers and Operations

CC.2.1.2. B.1 Use place value concepts to represent amounts of tens and ones and to compare three digit numbers.

2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: -- a. 100 can be thought of as a bundle of ten tens — called a “hundred.” -- b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

CC.2.1.2. B.2 Use place value concepts to read, write and skip count to 1000.

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

CC.2.1.2. B.3 Use place value understanding and properties of operations to add and subtract within 1000.

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

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

2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (also aligns to PA Standard 2.8.2.E)

2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

Operations and Algebraic Thinking

CC.2.2.2. A.1 Represent and solve problems involving addition and subtraction within 100.

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (also aligns to PA Standard 2.8.2.E)

CC.2.2.2. A.2 Use mental strategies to add and subtract within 20.

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

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

CC.2.2.2. A.3 Work with equal groups of objects to gain foundations for multiplication.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Geometry

CC.2.3.2. A.1 Analyze and draw two- and three-dimensional shapes having specified attributes.

2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.)

2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

CC.2.3.2.A.2 Use the understanding of fractions to partition shapes into halves, quarters, and thirds.

2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

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Measurement and Data

CC.2.4.2. A.1 Measure and estimate lengths in standard units using appropriate tools.

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

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

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

CC.2.4.2. A.2 Tell and write time to the nearest five minutes using both analog and digital clocks.

2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

CC.2.4.2. A.3 Solve problems using coins and paper currency with appropriate symbols.

2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

CC.2.4.2. A.4 Represent and interpret data using line plots, picture graphs, and bar graphs.

2.MD.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.




CC.2.4.2. A.6 Extend the concepts of addition and subtraction to problems involving length.

2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

2.MD.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.

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Prior to beginning the curriculum, complete the Review of Skills below:

Chapter/Concept Review of Skills 10 Days -Number Sense Activities -Addition and Subtraction Strategies

+/- 1 & 2

+/- 0

+/- 10

Doubles

Ways to make a 10

Use a 10 (ex. 9+3= 10+2)

Doubles +/-1 Double +/- 2

Additional Teaching Resources

COMMONCORESHEETS MITA NorthCarolinamath (Assessment Tasks)

2ndgradeNCmath (Instructional Resources)

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=2nd#s1

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

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

http://maccss.ncdpi.wikispaces.net/Second+Grade

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Chapter 1: Numbers to 1,000

Duration: 10 Days Essential Question: How do base ten blocks help you understand place value?

Big Ideas/Enduring Understandings

Skills Trace (Vertical Alignment)

Vocabulary Calendar Math

Counting and comparing numbers to 1,000.

Use countable objects to develop the association between the physical representation of the number, the number symbol, and the number word.

Compare the number of objects in sets, using appropriate terms and symbols such as more than (>) and less than (,).

Order 3-digit numbers and identify number patterns using place value charts and number lines.

Grade 1:

Count and compare numbers to 100. Grade 2:

Count and compare numbers to 1,000. Grade 3:

Count and compare numbers to 10,000.

Hundred Thousands

Thousand Expanded form

Standard form Less than (<)

Greater than (>) Least

Greatest Less than

Hundreds

September Activities: Review: One-to-one correspondence and reading and writing numerals. Preview: Using place value models and adding with regrouping Practice: Relating number words and numerals to quantities and comparing and ordering numbers.

Content: Skills/Competencies PA Standard Hands on Learning Resources for all Content

1.1- Counting

1.2- Place Value

CC.2.1.2. B.1: (NBT.1, NBT.1A, NBT.1B) Use place value concepts to represent amounts of tens and ones and to compare three digit numbers. CC.2.1.2. B.2: (NBT.2, NBT.3) Use place value concepts to read, write and skip count to 1000. SMP.4: Model with mathematics. SMP.5: Use appropriate tools strategically.

Base-ten blocks

Place-value mat (TRO1)

Place-value chart (TR03)

Base-ten cut outs (TR03)

Index cards

Ten-sided die per group

Number line (TR02) per child

Number chart (TR04) per child

Eureka Math Lessons: M3TBL2 / M3TBL3 / M3TEL13 M3TCL4 / M3TCL5 / M3TEL14 M3TCL6 / M3TCL7 M3TFL16 / M3TFL17 COMMONCORESHEETS ILLUSTRATIVEMATHEMATICS

1.3: Comparing Numbers CC.2.1.2. B.1: (NBT.1, NBT.1A) Use place value concepts to represent amounts of tens and ones and to compare three digit numbers. SMP.4: Model with mathematics. SMP.5: Use appropriate tools strategically.

Compare and order numbers with and without base ten blocks using symbols

Compare numbers using symbols < and >

1.4: Order and Pattern CC.2.1.2. B.2: (NBT.6) Use place value concepts to read, write and skip count to 1000. CC.2.4.2. A.6: (MD.6) Extend the concepts of addition and subtraction to problems involving length. SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively.

Order 3-digit numbers

Identify the greatest number and the least number

Identify number patterns

https://www.engageny.org/resource/grade-2-mathematics-module-3-topic-b-lesson-2


https://www.engageny.org/resource/grade-2-mathematics-module-3-topic-e-lesson-13

https://www.engageny.org/resource/grade-2-mathematics-module-3-topic-c-lesson-4





https://www.engageny.org/resource/grade-2-mathematics-module-3-topic-f-lesson-16



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

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SMP.3 Construct viable arguments and critique the reasoning of others. SMP.6 Attend to precision. SMP.7 Look for and make use of structure. SMP.8 Look for and express regularity in repeated reasoning.

Misconceptions Proper Conceptions

Some students may not move beyond thinking of the number 358 as 300 ones plus 50 ones plus 8 ones to the concept of 8 ones, 5 tens, and 3- hundreds. They may also not think of 358 as 2- hundreds, 15 tens, and 8 ones, or other combinations.

2. Students may think that the 4 in 46 represents 4, not 40. When adding two-digit numbers, some students might start with the digits in the ones place and record the entire sum. Assess students’ understanding of a ten and provide more experiences modeling addition with grouped and pre-grouped base-ten materials.

Use base-ten blocks to model the collecting of 10 ones (units) to make a ten (a rod) or 10 tens to make a hundred (a flat). It is important that students connect a group of 10 ones with the word ten and a group of 10 tens with the word hundred. Decomposing a number in various ways helps children to be more flexible in their thinking.

Students need many experiences representing two- and three-digit numbers with manipulatives that group (base ten blocks) and those that do NOT group, such as counters, etc.

Cross-Curricular Connections:

Reading/Language Arts: Have children work in pairs to create and solve riddles. PE: Draw a chalk number line from 235 to 255 on the ground. Invite students to hop or skip to a number as you say it aloud. For example, say: 253. Guide students to locate and hop to 253. For variation, say: one number before 242. Guide students to find and skip to 241, and so on.

Assessments

Calendar Math Assessments

Math in Focus Assessments

End of Year Common Assessment

Ongoing Formative Assessments

2.NBT.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7- hundreds, 0 tens, and 6 ones. Understand the following as special cases: -- a. 100 can be thought of as a bundle of ten tens — called a “hundred.” -- b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine- hundreds (and 0-tens and 0 ones). 2.NBT.2: Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.MD.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.

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Chapter 2: Addition up to 1,000 Duration: 10 Days

Essential Question: Why is place value important in adding numbers? Big Ideas/Enduring Understandings Skills Trace (Vertical Alignment) Vocabulary Calendar Math Addition up to three-digit numbers with and without regrouping

Use the regrouping concepts to learn addition up to 1,000

Learn addition with regrouping in ones, tens, and hundreds

Grade 1

Add one and two digit numbers with and without regrouping to 100.

Grade 2

Add three digit numbers with and without regrouping to 1,000.

Grade 3

Use multiple strategies in addition up to 10,000 to solve real-world problems.

Add Regroup

Place-value chart

October activities Review: Relating number words and numeral to quantities, counting on, and comparing and ordering numbers. Preview: Regrouping to subtract and modeling of subtraction with objects. Practice: Regrouping to add, addition strategies, and using place-value models.

Content: Skills/Competencies PA Standard Hands on Learning Resources

2.1: Addition without regrouping up to 3 digit numbers 2.2: Addition with regrouping up to 3 digits 2.3: Addition with regrouping in the tens up to 3-digits 2.4: Addition with regrouping in the ones and tens up to 3 digits

CC.2.1.2. B.1: (NBT.1, NBT.1A) Use place value concepts to represent amounts of tens and ones and to compare three digit numbers. CC.2.1.2. B.2: (NBT.3) Use place value concepts to read, write and skip count to 1000. CC.2.1.2. B.3: (NBT.5, NBT.6, NBT.7, NBT.9) Use place value understanding and properties of operations to add and subtract within 1000. SMP.1 Make sense and persevere in solving problems. SMP.4 Model with mathematics. SMP.5 Use appropriate tools strategically.

Base-ten block

Ten sided dice per group

Place-value mat (TR01)


Index cards

Number cards (TR06)

Eureka Math Lessons: M3TEL11 M3TEL12 M3TEL15 M4TBL6 M4TEL7 M3TEL8 M3TEL9 M3TEL10 COMMONCORESHEETS ILLUSTRATIVEMATHEMATICS


Students may overgeneralize the idea that answers to addition problems must be greater. Adding zero to any number results in a sum that is equal to that number. Provide word problems involving 0 and have students model using drawings with an empty space for 0.

Some students may not move beyond thinking of the number 358 as 300 ones plus 50 ones plus 8 ones to the concept of 3 hundreds plus 5 tens plus 8 ones.

Students are usually proficient when they focus on a strategy relevant to particular facts. When these facts are mixed with others, students may revert to counting as a strategy and ignore the efficient strategies they learned. Provide a list of facts from two or more strategies and ask students to name a strategy that would work for that fact. Students should be expected to explain why they chose that strategy then show how to use it.

Use base-ten blocks to model the collecting of 10 ones (singles) to make a ten (a rod) or 10 tens to make a hundred (a flat). It is important that students connect a group of 10 ones with the word ten and a group of 10 tens with the word hundred.











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

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2.NBT.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7- hundreds, 0 tens, and 6 ones. Understand the following as special cases: -- a. 100 can be thought of as a bundle of ten tens — called a “hundred.” -- b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine- hundreds (and 0-tens and 0 ones). 2.NBT. 3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (also aligns to PA Standard 2.8.2.E) 2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

Reading/Language Arts- Read Aloud Mission: Addition by Loreen Leedy about Miss Prime, her students, and story problems. As a class, brainstorm addition story ideas. Design and produce your own illustrated book about addition.

Assessments



End-of-Year Common Assessment


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Chapter 3: Subtraction up to 1,000 Duration: 10 Days

Essential Question: What is the relationship between addition and subtraction? Big Ideas/Enduring Understandings



Subtraction up to 3-digit numbers with and without regrouping

Use the regrouping concept to subtract from numbers up to 1,000

Learn subtraction with regrouping in the tens and ones. Hundreds and tens, and hundreds, tens, and ones

Learn subtraction with regrouping across zeros.

Grade 1:

Subtract one and two digit numbers with and without regrouping

Grade 2:

Subtract three-digit numbers with and without regrouping

Grade 3:

Use multiple strategies in subtraction up to 10,000 (with multiple regroupings) to solve real-world problems.

Subtract

October Activities Review- regrouping to add using place-value models Preview- part and whole relationships and continuing number patterns Practice- regrouping to subtract, modeling of subtraction with objects, and relating addition and subtraction

Content: Skills/Competencies PA Standard Hands on Learning Resources

3.1: Subtraction without Regrouping 3.2: Subtraction with Regrouping in Tens and Ones 3.3: Subtraction with Regrouping in Hundreds and Tens 3.4: Subtraction with Regrouping in Hundreds, Tens, and Ones 3.5: Subtraction Across Zeros

CC.2.1.2. B.1: (NBT.1, NBT.1A) Use place value concepts to represent amounts of tens and ones and to compare three digit numbers. CC.2.1.2. B.2: NBT.3) Use place value concepts to read, write and skip count to 1000. CC.2.1.2. B.3: (NBT.5, NBT.6, NBT.7, NBT.9) Use place value understanding and properties of operations to add and subtract within 1000. SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively. SMP.4 Model with mathematics. SMP.5 Use appropriate tools strategically. SMP.7 Look for and make use of structure.

Base-ten blocks


Index cards

Ten-sided dice


Eureka Math Lessons: M4TCL11 M4TCL12 M4TCL13 M4TCL14 M4TCL15 M4TCL16 COMMONCORESHEETS ILLUSTRATIVEMATHEMATICS


students may overgeneralize the idea that answers to addition problems must be greater. Adding zero to any number results in a sum that is equal to that number. Provide word problems involving 0 and have students model using drawings with an empty space for 0.

Some students may not move beyond thinking of the number 358 as 300 ones plus 50 ones plus 8 ones to the concept of 3- hundreds plus 5 tens plus 8 ones.










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

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Reading/ELA: Read Aloud: Subtraction Action by Loreen Leedy about Miss Prime and her students using subtraction problems as they get ready for their school fair. Social Studies: Display information on the Great Lakes (see chart). Have students subtract to find out how much distance is between the length and width of each lake. Use other comparisons to practice subtraction skills.

Assessments



End-of-Year Common Assessments


2.NBT.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7- hundreds, 0 tens, and 6 ones. Understand the following as special cases: -- a. 100 can be thought of as a bundle of ten tens — called a “hundred.” -- b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine- hundreds (and 0-tens and 0 ones). 2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (also aligns to PA Standard 2.8.2.E) 2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

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Chapter 4: Using Bar Models: Addition & Subtraction Duration: 11 Days

Essential Question: Why use bar models? Big Ideas/Enduring Understandings



Adding and subtracting using bar models Apply the part-part-whole concept in addition and subtraction.

Use strategies such as adding on and taking away sets represented by bar models to add and subtract

Compare two sets using bar models

Apply strategies to solve real-world, two-step problems

Grade 1:

Solve addition and subtraction problems of one- and two- digit numbers with and without regrouping.

Grade 2:

Solve multi-digit addition and subtraction problems, including real-world problems, by using a bar model.

Grade 3:

Solve addition and subtraction problems, with greater numbers by using a bar model.

Join Take away

Set Compare

November Activities Review- Comparing numbers, looking for patterns, and counting by 1s. Preview- Classifying geometric figures. Practice- Part and whole relationship and adding/subtracting double digits.

Content: Skills/Competencies PA Standard Hands on Learning Resources 4.1: Using Part-Part-Whole in Addition and Subtraction 4.2: Adding on and Taking Away Sets

CC.2.4.2. A.6: (MD.5, MD.6) Extend the concepts of addition and subtraction to problems involving length. CC.2.1.2. B.3: (NBT.5, NBT.6, NBT.7, NBT.9) Use place value understanding and properties of operations to add and subtract within 1000. CC.2.2.2. A.2: (OA.2) Use mental strategies to add and subtract within 20. SMP.4 Model with mathematics. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision.

Connecting cubes

Paper bags

Paper strips (TR07)

Scissors

Counters

ILLUSTRATIVEMATHEMATICS COMMONCORESHEETS

4.3: Comparing Two Sets CC.2.4.2. A.6: (MD.5, MD.6) Extend the concepts of addition and subtraction to problems involving length. CC.2.1.2. B.3: (NBT.5, NBT.6, NBT.7, NBT.9) Use place value understanding and properties of operations to add and subtract within 1000. SMP.4 Model with mathematics. SMP.6 Attend to precision.

Paper strips (TR07)

Index cards

Construction paper

counters


4.4: Real-World Problems: Two-Step Problems CC.2.4.2. A.6: (MD.5, MD.6) Extend the concepts of addition and subtraction to problems involving length.








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CC.2.1.2. B.3: (NBT.5, NBT.6, NTB.7, NTB.9) Use place value understanding and properties of operations to add and subtract within 1000. CC.2.2.2. A.1: (OA.1) Represent and solve problems involving addition and subtraction within 100. CC.2.2.2. A.2: (OA.1) Use mental strategies to add and subtract within 20. SMP.1 Make sense and persevere in solving problems. SMP.3 Construct viable arguments and critique the reasoning of others. SMP.4 Model with mathematics. SMP.6 Attend to precision.


Students may overgeneralize the idea that answers to addition problems must be greater. Adding zero to any number results in a sum that is equal to that number. Provide word problems involving 0 and have students model using drawings with an empty space for 0.

Some students may not move beyond thinking of the number 358 as 300 ones plus 50 ones plus 8 ones to the concept of 3-hundreds plus 5 tens plus 8 ones.




Reading/ELA: Read Aloud: Quack and Count by Keith Baker about a family of lively ducks and the many ways they add up to seven. Art: Give each student some modeling clay. Have students divide the clay into three pieces and then roll two of the pieces into different lengths. Have students compare the two lengths of the clay, students can make a part that when added to the shorter piece, will equal the length of the longer piece.

Assessments





2.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (also aligns to PA Standard 2.8.2.E) 2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) 2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (also aligns to PA Standard 2.8.2.E) 2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

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2.MD.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.

END OF 1st MARKING PERIOD

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Multiplication & Division (Chapters 5, 6, & 15)

Chapter 5 Duration: 2 Days

Essential Question: What questions can be answered using multiplication and division? Big Ideas/Enduring Understandings



Introducing the basics of multiplication and division

Learn that multiplication and division can involve the concept of equal groups

Learn to make multiplication and division stories and sentences about pictures

Learn to interpret real-world problems and use multiplication and division to solve them

Grade 1

Relate repeated addition to the concept of multiplication. Relate sharing equally to the concept of division.

Grade 2

Understand the concept of multiplication as repeated addition and division as grouping or sharing. Use objects and pictures to show the concept of division as finding the number of equal groups.

Grade 3

Multiply and divide 2-digit and 3-digit numbers with and without regrouping.

Times Multiplication sentence

Equal Multiplication story

Group Share

Multiply Divide

Sentence Equal groups

Repeated addition Division

Repeated subtraction

November Activities Review: Recognizing and extending a pattern Preview: Recognizing and extending a number pattern using rules Practice: Relating word problems to symbolic number sentences

Content: Skills/Competencies PA Standard Hands on Learning Resources 5.1: How to Multiply 5.2: How to Divide

SMP.1 Make sense and persevere in solving problems. SMP.3 Construct viable arguments and critique the reasoning of others. SMP.4 Model with mathematics. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision.

Counters

Connecting cubes

Craft sticks

Index cards

ILLUSTRATIVEMATHEMATICS Eureka Math Lessons: M6TAL1 / 2 / 3 / 4 COMMONCORESHEETS

5.2a: Odd and Even Numbers (Focus Lesson) CC.2.2.2. A.3: (OA.3) Work with equal groups of objects to gain foundations for multiplication. SMP.4 Model with mathematics. SMP.5 Use appropriate tools strategically.

5.3: Real-World Problems: Multiplication and Division

SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively. SMP.3 Construct viable arguments and critique the reasoning of others.


https://www.engageny.org/resource/grade-2-mathematics-module-6-topic-lesson-1



https://www.engageny.org/resource/grade-2-mathematics-module-6-topic-a-lesson-4


15

SMP.4 Model with mathematics. SMP.6 Attend to precision.


Students may not fully understand the relationship between multiplication and addition and may persist in counting.

Students need to begin seeing the connection between equal groups and repeated addition in order to build the connection between repeated addition and multiplication.


Reading/ELA: Read Aloud: The Doorbell Rang by Pat Hutchins about a mother who makes a dozen cookies for Sam and Victoria to share. Each time the doorbell rings, the need to divide the cookies so everyone will have an equal amount. Music: Have students add numbers and a word to this simple song. Students can exchange songs with a partner and solve. Song: _______ in a set. Make ______ equal groups. How many do you get? Ex: 16 cards in a set. Make 2 equal groups. How many do you get? (8)

Assessments





2.OA.3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

16

Chapter 6: Multiplication Tables of 2, 5, and 10 Duration: 18 Days

Essential Question: What questions can be answered using multiplication and division? Big Ideas/Enduring Understandings



Counting and comparing numbers to 10

Use the strategies of skip-counting and use dot paper as concrete representation to learn multiplication of 2, 5, and 10

Learn to apply the inverse relationship of multiplication and division to write division sentences from related multiplication sentences

Grade 1


Grade 2

Multiply and divide with tables of 2, 3, 4, 5 and 10 using models and known multiplication facts.

Grade 3

Multiply and divide with tables 6, 7, 8, and 9 using models and known multiplication facts.

Skip-count Related multiplication facts

Dot paper

November Activities Review: Recognizing, describing, and extending, patterns. Preview: Mental math strategies Practice: Skip-counting by 2, 5, and 10

Content: Skills/Competencies PA Standard Hands on Learning Resources 6.1: Multiplying 2: Skip-Counting CC.2.1.2. B.2: (NBT.2)

Use place value concepts to read, write and skip count to 1000. SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively SMP.8 Look for and express regularity in repeated reasoning.

Base-ten blocks Eureka Math Lessons: M6TBL5 M6TBL6 M6TBL7 M6TBL9 COMMONCORESHEETS ILLUSTRATIVEMATHEMATICS

6.2: Multiplying 2: Using Dot Paper CC.2.2.2. A.3: (OA.4) Work with equal groups of objects to gain foundations for multiplication. SMP.2 Reason abstractly and quantitatively. SMP.5 Use appropriate tools strategically.

Base-ten blocks


Place-value chart (TR030

Base-ten cut outs (TR03)

Index cards

6.3: Multiplying 5: Skip-Counting CC.2.1.2. B.2: (NBT.2) Use place value concepts to read, write and skip count to 1000. SMP.1 Make sense and persevere in solving problems. SMP.5 Use appropriate tools strategically. SMP.8 Look for and express regularity in repeated reasoning.

6.4: Multiplying 5: Using Dot Paper CC.2.2.2. A.3: (OA.4) Work with equal groups of objects to gain foundations for multiplication.

Dot paper (TR11)

Spinner card (TR12)

Transparent spinner







17

SMP.2 Reason abstractly and quantitatively. SMP.3 Construct viable arguments and critique the reasoning of others. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision.

Paper clips/pencil

Index cards

6.5: Multiplying 10: Skip-Counting and Using Dot Paper

CC.2.2.2. A.3: (OA.4) Work with equal groups of objects to gain foundations for multiplication. CC.2.1.2. B.2: (NBT.2) Use place value concepts to read, write and skip count to 1000. SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively SMP.5 Use appropriate tools strategically. SMP.8 Look for and express regularity in repeated reasoning.

Hundreds chart (TR09)

Dot Paper (TR13)

6.6: Divide Using Related Multiplication Facts CC.2.1.2. B.2: (NBT.2) Use place value concepts to read, write and skip count to 1000. SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively. SMP.3 Construct viable arguments and critique the reasoning of others. SMP.6 Attend to precision. SMP.8 Look for and express regularity in repeated reasoning.

Counters

Craft sticks

Misconceptions Proper Conceptions Students may not fully understand the relationship between multiplication and addition

and may persist in counting.

Only gradually do students learn that the number of units in a rectangular array can be calculated from the number of units in each row and column.

Students need to begin by seeing the connection between equal groups and repeated addition in order to build the connection between repeated addition and multiplication.

The rectangular array is a powerful tool for multiplication and students need many opportunities to connect the number of units to the total in the rows and columns.


Reading/ELA: Read Aloud: Anno’s Mysterious Multiplying Jar by Mitsumasa Anno about a jar that contains one island that has two countries, each of which has three mountains. This story teaches counting as well as factors. Science: Discuss and list the five senses. Ask a student to name the body part that helps you see. Line up the class and skip-count by 2’s the number of eyes in the class. Now ask a student to name the body part that helps you touch and feel. Skip-count by 5’s (and then 10’s) the number of fingers in the class.

Assessments





2.NBT.2: Count within 1000; skip-count by 5s, 10s, and 100s. 2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

19

Chapter 15: Multiplication Tables of 3 & 4 Duration 8 Days

Essential Question: How can knowing your 3 and 4 times table help you? Big Ideas/Enduring Understandings



Using known multiplication facts to find other multiplication and division facts.

Use skip-counting and dot paper strategies as concrete representations to learn the multiplication facts for 3 and 4

Apply the inverse relationship of multiplication and division to write division sentences from related multiplication sentences

Grade 1


Grade 2

Multiply and divide the tables of 2, 3, 4, 5, and 10 using models and known multiplication facts.

Grade 3

Multiply and divide the tables of 6, 7, 8, and 9 using models and known multiplication facts.

Skip count Related multiplication facts

Dot paper

April Activities Review: Division Preview: Analyzing shape patterns Practice: Practice counting by 3s

Content: Skills/Competencies PA Standard Hands on Learning Resources 15.1: Multiplying 3: Skip-Counting SMP.6 Attend to precision.

SMP.8 Look for and express regularity in repeated reasoning.

Number Wheel (TR37)


15.2: Multiplying 3: Using Dot Paper CC.2.2.2. A.3: (OA.4) Work with equal groups of objects to gain foundations for multiplication. SMP.2 Reason abstractly and quantitatively. SMP.3 Construct viable arguments and critique the reasoning of others. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision

Counters

Dot paper (TR38)

15.3: Multiplying 4: Skip-Counting SMP.8 Look for and express regularity in repeated reasoning.

Blank number cubes

Number cards (TR06)

Rocket shit recording sheet (TR39)

Number stickers

15.4: Multiplying 4: Using Dot Paper CC.2.2.2. A.3: (OA.4) Work with equal groups of objects to gain foundations for multiplication. SMP.2 Reason abstractly and quantitatively. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision.

Counters

Dot paper (TR40)

15.5: Divide Using Related Multiplication Facts SMP.1 Make sense and persevere in solving problems.

Counters

Multiplication cards (TR41)

scissors



20

SMP.3 Construct viable arguments and critique the reasoning of others. SMP.6 Attend to precision.


Students may not fully understand the relationship between multiplication and addition and many persist in counting.





Reading/ELA: Read Aloud: Spunky Monkeys on Parade by Stuart Murphy and count by 2s, 3s, and 4s as a group of lively monkeys parade down the street. PE: Play Count ‘n’ Catch. Have students pass a ball to one another as they skip-count by 3s or 4s. The first student says the first number in the skip-counting pattern as he or she tosses the ball to the next student. This student then says the next number in the pattern and so on.

Assessments





2.OA.4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

21

Chapter 16: Using Bar Modeling with Multiplication and Division Duration 5 Days

Essential Question: How can a bar model help you solve a multiplication or division problem? Big Ideas/Enduring Understandings



Use bar models to solve real-world problems involving multiplication and division.

Use bar models to solve real-world problems involving multiplication by applying the equal groups or groups and items concept. Multiplication is conceptualized as the total number of items, given the number of groups and the number of items in the group

Use bar modeling to solve real-world problems involving division by finding the number of groups or the number of items per group.

Grade 1

Multiplying as adding equal groups and divide as sharing equally or putting things into equal groups.

Grade 2

Use bar models to solve multiplication and division problems on measurement and money.

Grade 3

Solve real-world problems involving multiplication and division.

Solve one- and two- step real-world measurement problems using a combination of the four operations.

April Activities Review: Identifying coin value Preview: Patterns Practice: Division as sharing equally among groups

Content: Skills/Competencies PA Standard Hands on Learning Resources 16.1: Real-World Problems: Multiplication 16.2: Real-World Problems: Division 16.3: Real-World Problems: Measurement and Money

CC.2.4.2. A.6: (MD.5, MD.6) Extend the concepts of addition and subtraction to problems involving length. SMP.1 Make sense and persevere in solving problems. SMP.6 Attend to precision.

Colored strips of paper

Glue

Large pieces of construction paper

Counters or colored magnets


Misconceptions Proper Conceptions Students may not fully understand the relationship between multiplication and addition

and many persist in counting.





Reading/ELA: Have students write multiplication word problems. Suggest that they follow this format: 1. State the number of groups. (Ex. There are 3 groups of boys.) 2. State the number in each group. (Ex. There are 4 boys in each group.) 3. How many of the items are there in all? (Ex. How many boys are there in all?) Encourage students to illustrate their word problems, and work with a partner to read and solve them. Art: Tell students that artists use proportion in their drawings. Proportion is the size of an object as compared to other objects. In works of art, objects that are far away are smaller and closer objects are larger. Have students experiment with proportion by drawing a 1-inch by 2-inch rectangle on 1-inch grid paper. Then, ask students to double, triple, and quadruple the measurements before drawing the three bigger rectangles.

Assessments



22



District End-of-Year Common Assessments


2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.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.

23

Chapter 7: Metric Measurement of Length Duration 9 Days

Essential Question: How would you decide with which unit to measure an object with? Big Ideas/Enduring Understandings



Measuring and comparing lengths accurately using centimeter rulers and meter sticks

Learn that length is a measurement concept that describes how long or short an object is

Learn that meter(m) and centimeter (cm) are standard metric units of measure for length.

Grade 1

Compare heights and length or more than two things. Measure and compare using non-standard units.

Grade 2

Measure and compare lengths in meters and centimeters. Add and subtract length with the help of bar models.

Grade 3

Measure length, mass, volume using metric units of measurements. Then solve one- and two-step problems on measurements using bar models.

Measure length, weight and capacity in customary units and solve real-world problems.

Meter stick Height

Length Taller, tallest

Meter (m) Shorter, shortest

Unit Longer, longest

Width Centimeter (cm)

December Activities Review: the relationship between addition and subtraction Preview: organizing and analyzing data Practice: relating word problems to symbolic number sentences

Content: Skills/Competencies PA Standard Hands on Learning Resources 7.1: Measuring in Meters 7.2: Comparing Lengths in Meters 7.3: Measuring in Centimeters 7.4: Comparing Lengths in Centimeters

CC.2.4.2. A.1: (MD.1 MD.3, MD.4) Measure and estimate lengths in standard units using appropriate tools. SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision.

Meter stick or measuring tape

Measuring chart (TR14)

Index cards

Paper strips of varying lengths (TR15)

Roll of string

Centimeter ruler

7.5: Real-World Problems: Metric Length CC.2.4.2. A.6: (MD.5, MD.6) Extend the concepts of addition and subtraction to problems involving length. SMP.1 Make sense and persevere in solving problems. SMP.4 Model with mathematics. SMP.5 Use appropriate tools strategically.

Paper or magnetic strips


N/A

N/A


24

Reading/ELA: Read Aloud: Measuring Penny by Loreen Leedy about Lisa and her Boston Terrier dog, Penny. Lisa’s teacher gave her an assignment to measure something in as many ways as possible. Lisa decides to measure Penny many different ways. Social Studies: Display a map of your school, neighborhood, or city. Look at the map scale. Duplicate this scale on the edge of a sheet of paper and have students practice measuring the distances between places, streets and so on.

Assessments





2.MD.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.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.3: Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.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.

25

Chapter 13: Customary Measurement of Length Duration 9 Days

Essential Question: How do you determine which objects are taller/longer or shorter than another? Big Ideas/Enduring Understandings



Measuring and comparing how ling and how tall things are by using rulers and customary units of measure

Use rulers to measure and estimate the length of objects

Learn that length is used to determine how long or short an object “i”

Learn that feet(ft.) and inches (in) are customary units of measurement for length

Grade 1

Compare the height and length of more than two things. Measure and compare using non-standard units.

Grade 2

Estimate, measure and compare lengths using metric and customary units.

Add and subtract to 1,000 with or without regrouping and use bar models to solve real-world problems.

Grade 3

Convert metric and customary measurement unite and use all four operations in solving real-world problems.

Foot/feet (ft.) Height

Length Longest

Ruler Shortest

Unit Inch (in.) Width

March Activities Review: Making change Preview: Reading a clock to the quarter hour Practice: Solving word problems using inches

Content: Skills/Competencies PA Standard Hands on Learning Resources 13.1: Measuring in Feet 13.2: Comparing Lengths in Feet 13.3: Measuring in Inches 13.4: Comparing Lengths in Inches 13.4a: Comparing Inches and Feet (Focus Lesson)

CC.2.4.2. A.1: (MD.1, MD.2, MD.3, MD.4) Measure and estimate lengths in standard units using appropriate tools. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision.

Craft sticks

Foot rule

Yardstick

Measurement chart (TR31-32)

Foot-long string

ILLUSTRATIVEMATHEMATICS COMMONCORESHEETS Eureka Lessons: M7TCL14 / 15 M7TEL20

13.5: Real-World Problems: Customary Length CC.2.4.2. A.6: (MD.5, MD.6) Extend the concepts of addition and subtraction to problems involving length. CC.2.1.2. B.3: (NBT.5, NBT.6, NBT.7, NBT.9) Use place value understanding and properties of operations to add and subtract within 1000. CC.2.2.2. A.1: (OA.1) Represent and solve problems involving addition and subtraction within 100.

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





26

SMP.1 Make sense and persevere in solving problems. SMP.4 Model with mathematics. SMP.5 Use appropriate tools strategically


When some students see standard rulers with numbers on the markings, they believe that the numbers are counting the marks instead of the units or spaces between the marks.

Some student might think that they can only measure lengths with a ruler starting at the left edge.

Have students use informal or standard length units to make their own rulers by marking each whole unit with a number in the middle. They will see that the ruler is a representation of a row of units and focus on the spaces.

Provide situations where the ruler does not start at zero. For example, a ruler is broken and the first inch number that can be seen is 2. If a pencil is measured and it is 9 inches on this ruler, the students must subtract 2 inches from the 9 inches to adjust for where the measurement started.


Reading/ELA: Read Aloud: Inch by Inch by Leo Lionni about a clever inchworm who distracts a hungry bird by measuring many things. Social Studies: Invite a surveyor, carpenter, architect, or others who use measurements in their daily work to talk about their jobs and show some of the measuring tools that they use.

Assessments




Ongoing Formative Assessment

2.MD.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.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.3: Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.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. 2.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (also aligns to PA Standard 2.8.2.E) 2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) 2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

27

Chapter 10: Mental Math Duration 18 Days

Essential Question: How can 10 help you to add and subtract mentally? Big Ideas/Enduring Understandings



Mental math and estimation

Mental math can be used when an exact answer is needed. Estimation can be used when an exact answer is not needed

Use place-value and number-bond strategies such as adding 10 and subtracting extra ones and adding 100 and subtracting extra tens to help them with mental addition and subtraction

Use number lines to round numbers to the nearest ten

Estimate sum and differences to check reasonableness of answers

Grade 1

Develop mental math strategies using number bonds and double facts to add and subtract one and two digit numbers with and without regrouping.

Grade 2

Develop mental math strategies using number bonds to add and subtract two and three digit numbers with and without regrouping.

Round numbers to estimate sums and differences and check for reasonableness of answers.

Grade 3

Use multiple strategies in mental math and estimation of whole numbers to solve real-world problems.

Sum Number line

Add mentally About

Difference Round

Subtract mentally Nearest ten

Subtract mentally Estimate

January Activities Review: Part whole relationships Preview: Telling time using A.M. and P.M. Practice: Developing mental addition strategies

Content: Skills/Competencies PA Standard Hands on Learning Resources 10.1: Meaning of Sum

CC.2.1.2. B.3: (NBT.5, NBT.6, NBT.7, NBT.9) Use place value understanding and properties of operations to add and subtract within 1000. CC.2.2.2. A.1: (OA.1) Represent and solve problems involving addition and subtraction within 100. SMP.4 Model with mathematics.

Eureka Math Lessons: M1TBL3 M1TBL4 M1TBL6 MITBL7 COMMONCORESHEETS ILLUSTRATIVEMATHEMATICS

10.2: Mental Addition (Add 1s 10s, 100s) (Add 10, subtract extra 1s) (Add 100, subtract extra 10s) *Review/Assess Addition after 10.2

CC.2.1.2. B.3: (NBT.5, NBT.6, NBT.7, NBT.9) Use place value understanding and properties of operations to add and subtract within 1000. CC.2.2.2. A.2: (OA.2) Use mental strategies to add and subtract within 20. SMP.1 Make sense and persevere in solving problems. SMP.3 Construct viable arguments and critique the reasoning of others. SMP.5 Use appropriate tools strategically.

Number cubes

Number cards (TR20)

Recording Sheet (TR21)

scissors







28

SMP.6 Attend to precision

10.3: Meaning of Difference 10.4: Mental Subtraction (Subtract 1s, 10s, 100s,) (Subtract 10, add extra 1s) (Subtract 100, add extra 10s), 1s

*Review/ Assessment 10.3 -10.4- Subtraction

CC.2.1.2. B.3: (NBT.5, NBT.6, NBT.7, NBT.8, NBT.9) Use place value understanding and properties of operations to add and subtract within 1000. CC.2.2.2. A.2: (OA.2) Use mental strategies to add and subtract within 20. SMP.3 Construct viable arguments and critique the reasoning of others. SMP.4 Model with mathematics. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision.

10.5- Rounding Numbers to Estimate

*Assessment/Review on Rounding

CC.2.4.2. A.6: (MD.6) Extend the concepts of addition and subtraction to problems involving length. CC.2.1.2. B.3: (NBT.5, NBT.6, NTB.9) Use place value understanding and properties of operations to add and subtract within 1000. SMP.1 Make sense and persevere in solving problems. SMP.3 Construct viable arguments and critique the reasoning of others. SMP.6 Attend to precision.

Misconceptions Proper Conceptions Students may think that when adding two two-digit numbers that you must start at the

ones place. Help students see that numbers can be added in many different ways. When adding 29 +

43, you can add them by saying 20 + 40 = 60 and 9 + 3 = 12 so 60 and 12 = 72.


Reading/ELA: Read Aloud: Farmer’s Market Rounding by Julie Dalton about Miguel’s visit to a farmer’s market where he practices rounding numbers to the nearest ten. Drama: Put students in groups of five. Have each student choose a mental addition strategy to act out or model for the group. Remind students to include each step they take when they add mentally.

Assessments





2.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (also aligns to PA Standard 2.8.2.E) 2.NBT.8: Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

29

2.MD.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. 2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.OA.2: Add and subtract within 20. Fluently add and subtract with 20 using mental strategies. By the end of Grade 2 know from memory all sums of two one-digit numbers.

END OF 2nd MARKING PERIOD

30

Chapter 11: Money Duration 11 Days

Essential Question: Why is it important to have money? Why is it important to know how to count money and make change?




Counting and comparing amounts of money in bills and coins

Learn to recognize bills and coins, and their respective values

Learn to use the dot to separate dollars from cents when writing money amounts in dollars, for example, $2.50

Learn to exchange dollars as cents and vise versa

Grade 1

Show and count coins (pennies, nickels, dimes and quarters.) Add, subtract, and solve real-world problems using money.

Grade 2

Show and count money amounts in bills and coins. Solve real world problems involving addition and subtraction of money amounts.

Grade 3

Solve real-world problems involving addition and subtraction of money amounts.

February Activities Review: Rounding numbers Preview: Estimate and measure in inches Practice: Creating coin combinations for $1.00

Content: Skills/Competencies PA Standard Hands on Learning Resources 11.1: Coins and Bills 11.2: Comparing Amounts of Money 11.3: Real-World Problems: Money 11.3a: Real-World Problems: Money (Focus Lesson)

CC.2.4.2. A.3: (MD.8) Solve problems using coins and paper currency with appropriate symbols. SMP.1 Make sense and persevere in solving problems. SMP.3 Construct viable arguments and critique the reasoning of others. SMP.4 Model with mathematics. SMP.6 Attend to precision.

Set pf paper money ($1, $5, $10, $20)

Plastic coins (pennies, nickels, dimes and quarters)

Misconceptions Proper Conceptions Students might overgeneralize the value of coins when they count them. They might count

them as individual objects. Also some students think that the value of a coin is directly related to its size, so the bigger the coin, the more its worth.

Sometimes students will record twenty-nine dollars as 29$. Remind them that the dollar sign goes in front. The cent sign goes after the number and there is no decimal point used with the cent sign.

Place pictures of a nickel on the top of five-frames that are filled with pictures of pennies. In like manner, attach pictures of dimes and pennies to ten-frames and pictures of quarters to 5x5 grids filled with pennies. Have students use these materials to determine the value of a set of coins.

Notation takes time to develop. Just keep reminding students of the correct way to use the notation.


Reading/ELA: Read Aloud: Arthur’s Funny Money by Lillian Hoban about Arthur’s funny attempts to earn money to buy a t-shirt. Social Studies: Have students create a Who’s Who on American Money two-column chart. In the left column, list or show a penny, nickel, dime, quarter, and $1, $5, $10, and $20 bills. Have students identify and write the name of the President in the right column for each coin and bill.

Assessments

31





2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

32

Chapter 12: Fractions Duration 6 Days

Essential Question: How do you determine which objects are taller/longer or shorter than another? Big Ideas/Enduring Understandings



Using fractions to describe equal parts of a whole

Learn to identify shapes divided into equal fractional parts; read, write, and identify unit fractions for halves, thirds, and fourths; and show fractions using model drawing

Use model drawings to compare fractions

Learn to add and subtract like fractions using models

Grade 1

Fold shapes into equal and unequal parts.

Grade 2

Use, halves, thirds, and fourth to describe equal parts of a whole. Use models to compare, add, and subtract halves, thirds, and fourths.

Grade 3

Use fractional models to find equivalent fractions to describe equal parts of a whole and a set. Use various models and representations to compare, add and subtract unit and non-unit fractions.

Equal Whole

One-half One-fourth

Like fractions Fraction

Unequal Unit fraction One-third

February Activities Review: Mental math strategies Preview: Analyzing data and interpreting graphs Practice: Using less than and greater than symbols

Content: Skills/Competencies PA Standard Hands on Learning Resources 12.1: Understanding Fractions 12.2: Comparing Fractions

CC.2.3.2. A.1: (G.2) Analyze and draw two- and three-dimensional shapes having specified attributes. CC.2.3.2. A.2: (G.3) Use the understanding of fractions to partition shapes into halves, quarters, and thirds. SMP.1 Make sense and persevere in solving problems. SMP.4 Model with mathematics. SMP.6 Attend to precision. SMP.7 Look for and make use of structure.

Connecting cubes of different colors (2 of yellow, 2 of green, 3 red)

Paper rectangles (TR26)

Scissors/envelopes/brown bag

Triangle cards (TR27)

Paper strip fraction models (TR 28)

Paper strips same size (TR29)

Pieces of a Circle (TR30)


Students may believe that a region model represents one out of two, three, or four fractional parts without regard to the fact that the parts have to be equal shares, e.g. a circle divided by two equally spaced horizontal lines represents three thirds.

1. Show students examples and incorrect examples and have them explain why the shares are or are not equal.


Reading/ELA: Read Aloud: Apple Fractions by Jerry Pallotta about a group of elves who use apples to illustrate fractions. Information is also included about various types of apples. Social Studies: Show students flags from many countries. Point out flags that are divided into two equal parts: Indonesia, Ukraine; three equal parts: Nigeria, France, Germany, Ireland, Netherlands; four equal parts: Panama. Have students chose and then duplicate one of these flags using construction paper and crayons.

Assessments

33





2.G.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three

thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

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Chapter 14: Time Duration 10 Days

Essential Question: Why is telling time important? Can you compare the time with a digital clock to an analog clock?




Telling the time in different ways

Learn to read time using the minute hand on a clock using the skip-counting strategy

Learn to tell time in hours and minutes

Learn to use A.M. and P.M. to differentiate between morning, afternoon, or night

Grade 1

Read a calendar and tell time to the nearest hour and half hour.

Grade 2

Read and write time to the nearest 5 minutes using the skip-counting by 5s strategy

Grade 3

Tell time to the nearest minute. Add, subtract, and convert time in order to solve real-world problems.

Hour hand O’clock

Minute hand After

Minute Clock face Hour

March Activities Review: Fourths and halves Preview: Three-dimensional shapes Practice: Reading the minute and hour hands

Content: Skills/Competencies PA Standard Hands on Learning Resources 14.1: The Minute Hand 14.2: Reading and Writing Time 14.3: Using A.M. and P.M.

CC.2.4.2. A.2: (MD.7) Tell and write time to the nearest five minutes using both analog and digital clocks. SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively. SMP.4 Model with mathematics. SMP.6 Attend to precision.

Analog clock

Paper clock (TR33) and fastener

Blank clock faces (TR34)

TV program chart(TR35)

Eureka Math Lessons: M8TDL13 M8TDL14 M8DL15 ILLUSTRATIVEMATHEMATICS COMMONCORESHEETS


Some students might confuse the hour and minutes hands. For the time of 3:45, they say the time is 9:15. Also, some students name the numeral closest to the hands, regardless of whether this is appropriate. For instance, for the time of 3:45, they say the time is 3:09 or 9:03. Assess students’ understanding of the roles of the minute and hour hands and the relationship between them.

Provide opportunities for students to experience and measure times to the nearest five minutes and the nearest hour. Have them focus on the movement and features of the hands on real or geared manipulative clocks.


Read aloud: The Grouchy Ladybug by Eric Carle. Science: show children several photos of sundials and discuss how they work. Create your own classroom sundial.

Assessments





2.MD.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

https://www.engageny.org/resource/grade-2-mathematics-module-8-topic-d-lesson-13





35

Chapter 19: Shapes and Patterns Duration 11 Days

Essential Question: What plane shapes do you see in the room? What solid shapes do you see in the room? Big Ideas/Enduring Understandings



Identifying, classifying, and combining plane and solid shapes

Learn more plane shapes, and how to combine and separate these plane shapes to make larger and smaller plane shapes

Draw shapes and figures on dot paper and square grid paper

Combine and separate solid shapes, as well as build models using solid shapes

Create more complex patterns using different sizes, shapes, colors, and positions (turning).

Grade 1

Explore, identify, and compare plane and solid shapes in patterns and in the real world

Grade 2

Identify, classify and combine plane and solid shapes.

Make and extend repeating patterns with plane shapes.

Grade 3

Classify and identify two-dimensional shapes (polygons). Identify two –dimensional shapes that are congruent and/or have a line of symmetry.

Plane shape Shape

Face Quadrilateral

Hexagon Repeating pattern

Pattern Pentagon

Trapezoid Size

Pattern unit Angle

Figure Turning

May/June Activities Review: Money Preview: Counting patterns in mental math Practice: Describing attribute of cylinders, rectangular solids, cubes, and cones.

Content: Skills/Competencies PA Standard Skills Addressed Resources 19.1: Plane Shapes 19.1a: Quadrilaterals and Pentagons (Focus Lesson) 19.2: Solid Shapes 19.2a: Faces on a Cube (Focus Lesson) 19.3: Making Patterns

CC.2.3.2. A.1: (G.1) Analyze and draw two- and three-dimensional shapes having specified attributes. SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision. SMP.7 Look for and make use of structure. SMP.8 Look for and express regularity in repeated reasoning.

Attribute blocks

Attribute blocks set (TR47)

Plane shapes recording sheet (TR48)

Shapes to combine (TR49)

Shapes to separate(TR50)

Rectangle cut-outs (TR51)

Shapes to cut out (TR52)

Figures A, B, C (TR530

Dot grid paper (TR54)

Square grid paper (TR55)

Tracing paper and scissors

Set of solid shapes

Eureka Lessons: M8TAL1 – ID M8TAL2 – BUILD/DRAW M8TAL3 / M8TAL4 – DRAW M8TAL5- 3D ILLUSTRATIVEMATHEMATICS COMMONCORESHEETS

18.2: Flat and Curved Surfaces CC.2.3.2. A.1: (G.1) Analyze and draw two- and three-dimensional shapes having specified attributes. SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively. SMP.6 Attend to precision.

Set of solid shapes (cube, rectangular prism, cone, cylinder, sphere, pyramid

Flat and Curved Surface Table (TR45)






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


36


1. Some students may think that a shape is changed by its orientation. They may see a rectangle with the shorter side as the base, but claim that the same rectangle with the shorter side as the base is a different shape.

1. This is why it is so important to have young students handle shapes and physically feel that the shape does not change regardless of the orientation.


Reading/ELA: Read Aloud: Mouse Shapes by Ellen Stoll Walsh about three mice running from a cat. They move shapes around to create pictures. Art: Create shape pictures. Have students cut several plane shapes of various sizes and colors out of construction paper. Students exchange shapes with a classmate. Using their classmates’ shapes, students create a picture with these new shapes and paste them onto a large sheet of paper.

Assessments





2.G.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.)

37

Chapter 17: Picture Graphs Duration 8 Days

Essential Question: What are some times that it would be helpful to use a graph? How will you know which type of graph to use?




Using pictures to show data about things that can be counted

Read and present data in pictorial form in picture graphs

Solve real-world problems involving picture graphs

Grade 1

Read and interpret simple picture graphs, tally charts, and bar graphs.

Grade 2

Use multiplication and division to solve real world problems. Read and make more complex picture graphs with scales to solve real-world problems

Grade 3

Record data in bar graphs with scales and/or line plots in order to solve real world problems.

Picture graph Record

Key Tally chart Symbol

May/June Activities Review: Solving problems with coins Preview: Analyzing and predicting patterns Practice: Analyzing and discussing data

Content: Skills/Competencies PA Standard Hands on Learning Resources 17.1: Reading Picture Graphs with Scales 17.2: Making Picture Graphs 17.2a: Line Plots (Focus Lesson) 17.3: Real-World Problems: Picture Graphs

CC.2.4.2. A.4: (MD.9, MD.10) Represent and interpret data using line plots, picture graphs, and bar graphs. SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively. SMP.4 Model with mathematics. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision.

Bag of paper clips of different colors

Counters

Picture graph (TR42-TR44)

Small bags

Colored pencils

Eureka Lessons: Line Plots M7TFL23 M7TFL24 M7TFL25 M7TFL26 Additional Lesson: Picture Graphs M7TAL1 M7TAL2 ILLUSTRATIVEMATHEMATICS COMMONCORESHEETS

Bar Graphs *The textbook does not provide sufficient material for this standard. See provided lesson in the resources.

CC.2.4.2. A.4: (MD.9, MD.10) Represent and interpret data using line plots, picture graphs, and bar graphs. SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively. SMP.4 Model with mathematics. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision.

Eureka Math Lessons M7TAL3 M7TAL4 M7TAL5 (word problems)


N/A N/A












38


Reading/ELA: Read Aloud: Tiger Math: Learning to Graph from a Baby Tiger by Ann Whitehead Nagda about T.J., a Siberian tiger cub born at the Denver Zoo. Four different types of graphs are used to track data about T.J. Science: Make a class graph. Label a larger piece of butcher paper Our Favorite Season. Have students choose their favorite season and pick the corresponding symbol: snowflake, spring flower, sun, autumn leaf. Have students tape their symbol on the graph. Discuss the graph. Ask: How many students like summer best? How many more students like fall than spring?

Assessments





2.MD.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.

39

Chapter 8: Mass Duration: 8 days

Essential Question: How do you determine which objects are heavier or lighter than others? Big Ideas/Enduring Understandings



Measuring and comparing mass accurately in kilograms and grams using a measuring scale

Learn that mass is a concept of measure to describe how heavy an object is

Learn that kilogram(kg) and gram (g) are units of measure for mass in the metric system

Grade 1:

Measure and compare masses in non-standard units

Grade 2:

Measure and compare masses in kilograms and grams.

Add and subtract masses with the help of bar models

Grade 3:

Solve real world problems involving metric units of measurements.

Measure, length, weight, and capacity in customary units and solve real-world problems

Kilogram Heavier than

Mass Lighter than

Measuring scale Heaviest

As heavy as Lightest

Less than Gram More than

December Activities Review: Comparing and ordering quantities Preview: Reading of a clock Practice: Relating word problems to symbolic number sentences

Content: Skills/Competencies PA Standard Hands on Learning Resources 8.1: Measuring in Kilograms 8.2: Comparing Masses in Kilograms

SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision.

KG MASS

Measuring scale

Balance scale

Mass of objects chart (TR16)

Kilogram scales (TR17)

8.3: Measuring in Grams SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision.

Gram mass

Measuring scale

Kg bag of beans

Kg scales (TR17)

Gram scale (TR18)

8.4: Comparing Masses in Grams 8.5: Real-World Problems: Mass

SMP.1 Make sense and persevere in solving problems. SMP.2 Reason abstractly and quantitatively. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision. SMP.7 Look for and make use of structure.

Bags of marbles

Measuring scale

Index cards

Fruit

Chart for recording mass (TR19)

Paper Strips (TR07)


N/A N/A


Reading/ELA: Read Aloud: Weight by Henry Pluckrose. This book discusses how objects are weighed, compares the weight of familiar objects, and teaches the units with which we weigh objects. Art: Create a kilogram collage. Use a large piece of butcher paper. At the top of the left side of the paper write More Than 1 Kilogram; at the top of the right side write Less Than 1 Kilogram. Invite students to cut out pictures of objects from magazines, estimate the mass of the objects, and glue them on the correct side of the collage.

40

Assessments





2.MD.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.

41

Chapter 9: Volume Duration: 8 Days

Essential Question: How do you determine how much liquid a container can hold? Big Ideas/Enduring Understandings



Getting to know volume and its metric unit of measure.

Learn that volume is the amount of liquid in a container

Compare volumes of liquids in identical and non-identical containers

Learn that the metric unit of measure for volume is liter

Apply the concepts of addition and subtraction to solve problems involving volume

Grade 1: Grade 2:

Measure and compare volume in liters using identical containers as well as measuring cups.

Add and subtract volume with the help of bar models

Grade 3:

Measure and convert length, mass and volume in metric units

Solve real-world problems involving metric units of measurements

Volume Most

More than Least

Less than Liter (L)

As much as Measuring cup

January Activities

Review: Using greater than and less than symbols to compare quantities Preview: Mental math addition strategies Practice: Relating work problems to symbolic number sentences

Content: Skills/Competencies PA Standard Hands on Learning Resources 9.1: Getting to Know Volume 9.2: Measuring in Liters

SMP.2 Reason abstractly and quantitatively. SMP.6 Attend to precision. SMP.7 Look for and make use of structure. SMP.5 Use appropriate tools strategically.

Empty containers of various shapes and sizes

Identical glasses

Pitcher of water Liter milk carton Measuring cylinder Measuring cup Small pitcher of water ladle

9.3: Real-World Problems: Volume CC.2.4.2. A.6: (MD.5, MD.6) Extend the concepts of addition and subtraction to problems involving length. CC.2.1.2. B.3: (NBT.5, NBT.6, NBT.7) Use place value understanding and properties of operations to add and subtract within 1000. SMP.1 Make sense and persevere in solving problems. SMP.4 Model with mathematics.

Strips of construction paper in different colors


1. Students may focus on one attribute of a container when determining which container has more capacity

1. Provide opportunities for students to explore containers of different sizes and shapes when determining capacity.

42


Reading/ELA: Read Aloud: Millions to Measure by David Schwartz about Marvelosissimo the Mathematical Magician. He teaches four children the history of measurement and explains both standard and metric measurement systems. Music: Produce a musical scale. Gather eight similar-sized drinking glasses and arrange them in a row. Pour just a bit of water into the second glass from the left. Now pour water into each of the other glasses, with each glass having slightly more water than the previous one. Strike each glass with a spoon, starting with the empty glass. Add or take away water as needed to get the tones in order.

Assessments





2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.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. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (also aligns to PA Standard 2.8.2.E)

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Chapter 18: Lines and Surfaces Duration: 5 Days

Essential Question: How do the surfaces of given objects determine what we can do with them? Big Ideas/Enduring Understandings



Identifying properties of parts of lines, curves, and surfaces.

Identify parts of lines and curves

Identify flat and curved surfaces by touch

Grade 1

Explore, compare, and identify plane and solid shapes

Grade 2

Identify properties of parts of lines and curves in plane shapes and flat and curved surfaces in solid shapes

Grade 3:

Recognize angles, perpendicular lines, and parallel lines

Part of a line Curved surface

Curve Slide

Flat surface Stack

roll

May/June Activities Review: Place value Preview: Solid shapes Practice: Describing attribute of cylinders, rectangular boxes, cubes, and cones.

Content: Skills/Competencies PA Standard Hands on Learning Resources 18.1: Parts of Lines and Curves SMP.6 Attend to precision.

Set of solid shapes (cubes, rectangular

prism, cones, cylinder, sphere, pyramid)


Some students may think that a shape is changed by its orientation. They may see a rectangle with the shorter side as the base, but claim that the same rectangle with the shorter side as the base is a different shape.

This is why it is so important to have young students handle shapes and physically feel that the shape does not change regardless of the orientation.


Reading/ELA: Read Aloud: Follow the Line by Laura Ljungkvist. Students can follow the line as it loops and squiggles across cities and landscapes from morning until night. Art: Have students work with a partner. Give each student a piece of paper. Tell students to draw a thick line on the paper. The line can be straight or curved. Now switch papers and have the partner draw an object using the line the other student created. Share finished drawings with the class.

Assessments





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CALENDAR MATH IS A PART OF THE CURRICULUM AND MUST BE TAUGHT THROUGHOUT THE YEAR

Utilize the following Chapter Components:

Reteach Extra Practice

Workbook Practice (incorporates Problem Solving) Put on Your Thinking Cap

Enrichment 5- Minute Warm-ups

Problem of the Lesson Hands-On Activity

USEFUL RESOURCES: **Please forward any resources you would like to share with the 2nd grade team. I will upload and update as necessary. IXL MATH ANTICS (YOUTUBE) Mathgoodies.com (many lessons are

free)

LEARN ZILLION BETTERLESSON.COM KHAN ACADEMY

COMMONCORESHEETS WWW.MATHWORKSHEETS4KIDS.COM https://www.illustrativemathematics.org

SAS Beaconlearningcenter.com

AAAKNOW.COM

Thinkcentral.com www.k-5mathteachingresources.com WWW.ENGAGENY.ORG (EUREKA MATH)

READING THE EUREKA LINK M3TEL17

MODULE TOPIC LESSON

Marking Period 1 Marking Period 2 Marking Period 3

-build fact fluency/number sense -Chapter 1 -Chapter 2 -Chapter 3 -Chapter 4

-Chapter 5, 6, & 15 -Chapter 16 -Chapter 7 -Chapter 13 -Chapter 10

-Chapter 11 -Chapter 12 -Chapter 14 -Chapter 19 -Chapter17 **chapter 8, 9, & 18

http://mathantics.com/

http://www.mathgoodies.com/

http://www.learnzillion.com/

http://www.betterlesson.com/

https://www.khanacademy.org/

http://www.commoncoresheets.com/

http://www.mathworksheets4kids.com/

https://www.illustrativemathematics.org/

https://www.pdesas.org/

http://www.beaconlearningcenter.com/Lessons/Level2MA.asp

http://www.aaaknow.com/

http://www.thinkcentral.com/

http://www.k-5mathteachingresources.com/

http://www.engageny.org/

https://www.engageny.org/resource/grade-3-mathematics-module-3-topic-e-overview

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