Second Grade Curriculum Guide - Bridgeton Public Schools

Bridgeton Public School District Grade Level: 2 Content: Mathematics Date: August 2018

Part I

Second Grade Curriculum Guide Part 1 is a guide to the curriculum. It serves as an overview of the standards, pacing, assessments and

resources for the entire course. Additionally, the guide outlines the modifications necessary to ensure all learners are academically successful.

NOTICE: Please note the change in the Scope and Sequence. Chapter 1 is taught first and Chapter 11 is taught last. Keep this in mind as

you move through the Curriculum Planning Guide. The order in the guide is the old order due to formatting issues. Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4:

Pacin

g Gu

ide

Chapter 1: 19 days Chapter 2: 19 days *Complete one 3-Act Task 38 instructional days 4 flex days 42 total days

Chapter 3: 19 days Chapter 4: 20 days Chapter 5: 1 day *Complete one 3-Act Task 40 instructional days 2 flex days 42 total days

Chapter 5: 19 days Chapter 6: 20 days Chapter 7: 5 days *Complete one 3-Act Task 44 instructional days 1 flex day 45 total days

Chpt. 5 Test Online

Chapter 7: 13 days Chapter 8: 10 days Chapter 9: 10 days Chapter 10: 7 days Chapter 11: 10 days *Complete one 3-Act Task 50 instructional days 1 flex day 51 total days

Chpt. 8 Test Online


GO Math! K-5 Guidance Documents by AchievetheCore.org “These documents provide guidance for implementing GO Math! K-5 in ways that best align to college- and career-ready standards. Each document includes general guidance for teachers to support implementation of the program across all grades along with lightweight grade-level-specific guidance, both across the year and for individual chapters. When supplementary resources are suggested, links are provided to free lessons* or materials. Rationale for all of the suggestions is grounded in the instructional Shifts required to help students learn mathematics for college and career readiness. Fluency guides are provided for each grade level to support students’ mastery of the required fluency stand ards in K-5.”

“Student Achievement Partners worked with districts across the country who appreciate the promise and potential of the GO Math! (K-5) comprehensive mathematics program from Houghton Mifflin Harcourt and who sought to align GO Math! more closely to the expectations of rigorous college- and career-ready standards. Student Achievement Partners worked with Houghton Mifflin Harcourt and teams of teachers from these districts to create guidance documents that leverage the program's strongest elements, which when used alongside GO Math!, provides teachers the resources to deliver aligned instruction in order to drive student outcomes.” (Excerpts taken from https://achievethecore.org/page/2853/go-math-k-5-guidance-documents) Use this link to access the GoMath! Guidance Document for Grade 3: https://achievethecore.org/page/2853/go-math-k-5-guidance-documents

Please use this resource from Achieve the Core (https://achievethecore.org/) to guide you in your planning. At this time, you are not required to add, modify, or delete the lessons as indicated in the document. However, you may do so as you see fit for your learners.

https://achievethecore.org/page/2853/go-math-k-5-guidance-documents


https://achievethecore.org/


Stand

ards

2.OA.C.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.NBT.A.1 Understand that the three

digits of a three-digit number represent

amounts of hundreds, tens, and ones;

e.g., 706 equals 7 hundreds, 0 tens, and

6 ones. Understand the following as

special cases:

2.NBT.A.1.a 100 can be thought of as

a bundle of ten tens — called a

"hundred."

2.NBT.A.1.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.A.2 Count within 1000; skip-

count by 5s, 10s, and 100s.

2.NBT.A.3 Read and write numbers to

1000 using base-ten numerals, number

names, and expanded form

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

numbers based on meanings of the

hundreds, tens, and ones digits, using >,

=, and < symbols to record the results

of comparisons.

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

a given number 100-900, and mentally

subtract 10 or 100 from a given number

100-900.

2.NBT.A.3 Read and write numbers to

1000 using base-ten numerals, number

names, and expanded form

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

numbers based on meanings of the

hundreds, tens, and ones digits, using >,

=, and < symbols to record the results

of comparisons.

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

a given number 100-900, and mentally

subtract 10 or 100 from a given number

100-900.

2.OA.A.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.B.2 Fluently add and subtract

within 20 using mental strategies.2 By

end of Grade 2, know from memory all

sums of two one-digit numbers.

2.OA.C.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.

2.NBT.B.5 Fluently add and subtract

within 100 using strategies based on

place value, properties of operations,

and/or the relationship between

addition and subtraction.

2.NBT.B.6 Add up to four two-digit

numbers using strategies based on

place value and properties of

operations.

2.OA.A.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.NBT.B.5 Fluently add and subtract

within 100 using strategies based on

place value, properties of operations,

and/or the relationship between

addition and subtraction.

2.NBT.B.6 Add up to four two-digit

numbers using strategies based on

place value and properties of

operations.

2.NBT.B.7 Add and subtract within

1000, using concrete models or

drawings and 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.

2.NBT.B.9 Explain why addition and

subtraction strategies work, using place

value and the properties of operations.

2.MD.C.7 Tell and write time from

analog and digital clocks to the nearest

five minutes, using a.m. and p.m.

2.MD.C.8 Solve word problems

involving dollar bills, quarters, dimes,

nickels, and pennies, using $ and ¢

symbols appropriately. Example: If you

2.MD.C.7 Tell and write time from

analog and digital clocks to the nearest

five minutes, using a.m. and p.m.

2.MD.C.8 Solve word problems

involving dollar bills, quarters, dimes,

nickels, and pennies, using $ and ¢

symbols appropriately. Example: If you

have 2 dimes and 3 pennies, how many

cents do you have?

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

object by selecting and using

appropriate tools such as rulers,

yardsticks, meter sticks, and measuring

tapes.

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

object twice, using length units of

different lengths for the two

measurements; describe how the two

measurements relate to the size of the

unit chosen.

2.MD.A.3 Estimate lengths using units

of inches, feet, centimeters, and meters.

2.MD.A.4 Measure to determine how

much longer one object is than another,

expressing the length difference in

terms of a standard length unit.

2.MD.B.5 Use addition and subtraction

within 100 to solve word problems

involving lengths that are given in the

same units, e.g., by using drawings

(such as drawings of rulers) and

equations with a symbol for the

unknown number to represent the

problem.

2.MD.B.6 Represent whole numbers as

lengths from 0 on a number line

diagram with equally spaced points

corresponding to the numbers 0, 1, 2,

..., and represent whole-number sums

and differences within 100 on a number

line diagram.

http://www.corestandards.org/Math/Content/2/OA/C/3/

http://www.corestandards.org/Math/Content/2/NBT/A/1/

http://www.corestandards.org/Math/Content/2/NBT/A/1/a/

http://www.corestandards.org/Math/Content/2/NBT/A/1/b/




http://www.corestandards.org/Math/Content/2/NBT/B/8/




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

http://www.corestandards.org/Math/Content/2/OA/C/4/




2.NBT.B.9 Explain why addition and

subtraction strategies work, using place

value and the properties of operations.

have 2 dimes and 3 pennies, how many

cents do you have?

2.MD.D.9 Generate measurement data

by measuring lengths of several objects

to the nearest whole unit, or by making

repeated measurements of the same

object. Show the measurements by

making a line plot, where the horizontal

scale is marked off in whole-number

units.

2.MD.D.10 Draw a picture graph and a

bar graph (with single-unit scale) to

represent a data set with up to four

categories. Solve simple put-together,

take-apart, and compare problems

using information presented in a bar

graph.

2.G.A.1 Recognize and draw shapes

having specified attributes, such as a

given number of angles or a given

number of equal faces.1 Identify

triangles, quadrilaterals, pentagons,

hexagons, and cubes.

2.G.A.2 Partition a rectangle into rows

and columns of same-size squares and

count to find the total number of them.

2.G.A.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.

http://www.corestandards.org/Math/Content/2/G/A/1/




Be

nch

mark A

ssessm

en

ts

Formative Assessments • Imagine Math

Benchmark #1

Summative Assessments

• Chapter 1 Test

• Chapter 2 Test Alternative Assessments

• Performance Task Chapter 1


Formative Assessments

• Imagine Math Benchmark #2


• Chapter 3 Test • Chapter 4 Test

Assessments





Assessments



Formative Assessments

• Imagine Math Benchmark #3



• Chapter 9 Test

• Chapter 10 Test

• Chapter 11 Test Assessments







District R

eq

uire

d R

esou

rces

District Required:

• Imagine Math

• Go Math Print Resources

• Go Math Online Resources (PMT)

• https://gfletchy.com/3-act-lessons/

• Gizmos

• Sprints

• NJSLA/PARCC Released items and resources

Additional:

• http://studyjams.scholastic.com/studyjams/

• https://njctl.org/account/register/

• https://robertkaplinsky.com/lessons/

• https://docs.google.com/spreadsheets/d/19sms4MpuAOO71o4qFPJyVKK-OGLnNegMgSL6WAwIdb8/edit

• https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/edit

• https://achievethecore.org/page/2853/go-math-k-5-guidance-documents

• Teachers Pay Teachers

• Pinterest

• Guided Math resources

District Required:

• Imagine Math




• Gizmos

• Sprints


Additional:








• Pinterest


District Required:

• Imagine Math




• Gizmos

• Sprints


Additional:








• Pinterest


District Required:

• Imagine Math




• Gizmos

• Sprints


Additional:








• Pinterest


https://gfletchy.com/3-act-lessons/


http://studyjams.scholastic.com/studyjams/


https://njctl.org/account/register/


https://robertkaplinsky.com/lessons/


https://docs.google.com/spreadsheets/d/19sms4MpuAOO71o4qFPJyVKK-OGLnNegMgSL6WAwIdb8/edit




https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/edit

































































• See additional resources list

in curriculum folder/binder • See additional resources list

in curriculum folder/binder

• See additional resources list

in curriculum folder/binder

• See additional resources list in curriculum folder/binder

Mo

dificatio

ns fo

r At-R

isk Stud

ents

● Modify activities/assignments/projects/assessments ● Breakdown activities/assignments/projects/assessments into manageable units ● Additional time to complete activities/assignments/projects/assessments ● Provide an option for alternative activities/assignments/projects/assessments ● Modify Content ● Modify Amount ● Adjust Pacing of Content ● Small Group Intervention/Remediation ● Individual Intervention/Remediation ● Additional Support Materials ● Lower-Level Text ● Guided Notes ● Graphic Organizers ● See “Using Formative Assessment to Address the Specific Learning Needs of ELLs, Low Achieving Students, Students

with Disabilities, and High Achieving Students in K-12 Mathematics” Document

Mo

dificatio

ns fo

r

Gifte

d Stu

den

ts

● Modify activities/assignments/projects/assessments ● Provide an option for alternative activities/assignments/projects/assessments ● Modify Content ● Adjust Pacing of Content ● Small Group Enrichment ● Individual Enrichment ● Higher-Level Text ● See “Using Formative Assessment to Address the Specific Learning Needs of ELLs, Low Achieving Students, Students

with Disabilities, and High Achieving Students in K-12 Mathematics” Document


Mo

dificatio

ns fo

r

English

Learne

rs

All WIDA Can Do Descriptors can be found at this link: https://wida.wisc.edu/teach/can-do/descriptors Grade appropriate WIDA Can Do Descriptors:

● Listening ● Speaking ● Reading ● Writing ● Oral Language

See “Using Formative Assessment to Address the Specific Learning Needs of ELLs, Low Achieving Students, Students with Disabilities, and High Achieving Students in K-12 Mathematics” Document

Mo

dificatio

ns fo

r Spe

cial Edu

cation

&

50

4

● Modify activities/assignments/projects/assessments ● Breakdown activities/assignments/projects/assessments into manageable units ● Additional time to complete activities/assignments/projects/assessments ● Provide an option for alternative activities/assignments/projects/assessments ● Modify Content ● Modify Amount ● Adjust Pacing of Content ● Small Group Intervention/Remediation ● Individual Intervention/Remediation ● Additional Support Materia ● Lower-Level Text ● Guided Notes ● Graphic Organizers ● Other Modifications for Special Education as indicated by the IEP ● Other Modifications & Accommodations as indicated by the 504 Plan ● See “Using Formative Assessment to Address the Specific Learning Needs of ELLs, Low Achieving Students, Students with

Disabilities, and High Achieving Students in K-12 Mathematics” Document

21

st

Ce

ntu

ry Th

em

es

• Global Awareness

• Financial, Economic, Business and Entrepreneurial Literacy

• Civic Literacy

• Health Literacy

• Environmental

https://www.wida.us/standards/CAN_DOs/


Required 21st Century Life and Careers Standards

Career Ready Practices: ● CRP1: Act as a responsible and contributing citizen and employee. ● CRP2: Apply appropriate academic and technical skills. ● CRP3: Attend to personal health and financial well-being. ● CRP4: Communicate clearly and effectively and with reason. ● CRP5: Consider the environmental, social and economic impacts of decisions. ● CRP6: Demonstrate creativity and innovation. ● CRP7: Employ valid and reliable research strategies. ● CRP8: Utilize critical thinking to make sense of problems and persevere in solving them. ● CRP9: Model integrity, ethical leadership and effective management. ● CRP10: Plan education and career paths aligned to personal goals. ● CRP11: Use technology to enhance productivity. ● CRP12: Work productively in teams while using global competence.


9.1 Personal Financial Literacy - Income And Careers

9.2 Career Awareness, Exploration, And Preparation - Career Awareness

By the end of Grade 4, SWBAT:

• 9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.

• 9.1.4.A.2 Identify potential sources of income.

• 9.1.4.A.3 Explain how income affects spending and take-home pay.

• 9.1.4.B.1 Differentiate between financial wants and needs.

• 9.1.4.B.2 Identify age-appropriate financial goals.

• 9.1.4.B.3 Explain what a budget is and why it is important.

• 9.1.4.B.4 Identify common household expense categories and

sources of income.

• 9.1.4.B.5 Identify ways to earn and save.

By the end of Grade 4, SWBAT: ● 9.2.4.A.1 Identify reasons why people work, different types of

work, and how work can help a person achieve personal and professional goals.

● 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.

● 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.

● 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Infusion of Technology Standards: Personal Math Trainer, Imagine Math, ThinkCentral, other online resources as listed in Curriculum Guide 8.1.P.A.1 Use an input device to select an item and navigate the screen 8.1.P.A.2 Navigate the basic functions of a browser 8.1.P.A.3 Use digital devices to create stories with pictures, numbers, letters and words 8.1.P.A.4 Use basic technology terms in the proper context in conversation with peers and teachers (e.g., camera, tablet, Internet, mouse, keyboard and printer) 8.1.P.A.5 Demonstrate the ability to access and use resources on a computing device 8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. Games, museums) 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue


Interdisciplinary Connections

Chapter ELA Standards Science Standards

Chapter 1 RI.2.1.; RI.2.3; RI.2.9; W.2.6; W.2.7; W.2.8; SL.2.2;

SL.2.5

2-ESS1-1; 2-ESS2-1; 2-ESS2-2; 2-ESS-2-3; ESS1.C; ESS2.A;

ESS2.B; ESS2.C; ETS1.C


SL.2.5




SL.2.5 2-LS2-1, 2-LS4-1


SL.2.5




SL.2.5




SL.2.5 2-LS2-1, 2-LS4-1


SL.2.5 K-2-ETS1-1, K-2-ETS1-2, 2-PS1-1


SL.2.5




SL.2.5



Chapter 10 RI.2.1; RI.2.3; RI.2.8; W.2.1; W.2.7; W.2.8; W.2.6; SL.2.5

2-PS1-1; 2-PS1-2; 2-PS1-3; 2-PS1-4; PS1.A; PS1.B; 2-LS2-1; 2-

LS2-2; 2-LS4-1; LS2.A; LS4.D; ETS1.B; K-2-ETS1-1; K-2-ETS1-2;

K-2-ETS1-3; ETS1.A; ETS1.B; ETS1.C


SL.2.5 2-LS2-1


Pa

rt II

MP 4 Instructional Planning Guide Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should

be utilized when writing individual, classroom lesson plans.

NOTICE: Please note the change in the Scope and Sequence. Chapter 1 is taught first and Chapter 11 is taught last. Keep this in mind as you move through the Curriculum Planning Guide. The order in the guide is the old order due to formatting issues.

Chapter 11: Geometry and Fraction Concepts

End

urin

g Un

de

rstand

ings

• Two-dimensional figures can be described, classified, and analyzed by their attributes. • Three-dimensional or solid figures have length, width, and height. Many can be described,

classified, and analyzed by their faces, edges, and vertices. • Two- and Three-dimensional figures can have angles. • Geometric shapes can be classified by attributes. • Changing the position of an object does not affect its attributes. • Fractions are parts of a whole. • A whole can be broken into equal pieces and then reassembled into a whole.


Essential Q

ue

stion

s

• What objects match three-dimensional shapes? • How would you describe the faces of a rectangular prism and the faces of a cube? • What shapes can you name just by knowing the number of sides and vertices? • How do you find and count angles in two-dimensional shapes? • How do you use the number of sides and angles to sort two-dimensional shapes? • How do you find the total number of same-size 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? • How can we identify, sort, and describe 2- and 3-dimensional shapes?


Component/Rationale/Recommended Resources Lesson Plans: Content and Language Objectives Rationale

• Language objectives are essential to support the linguistic development of students.

• They should be based on the four domains in language: Speaking, Listening, Reading and Writing

Recommended Resources:

• Please refer to WIDA Can Do Descriptors https://wida.wisc.edu/teach/can-do/descriptors

The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, 1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs 2.0. Within each grade-level band, the descriptors are organized by Key Use (Recount, Explain, Argue and Discuss) and within each Key Use, there are example descriptors for WIDA’s six levels of language proficiency (ELP Levels 1–6).

Language Objectives: • Children take turns naming objects that match three-dimensional shapes.

• Children work with a partner to decide how they would describe the faces of a rectangular prism and the faces of a cube.

• Children discuss and model with cubes how you can build a rectangular prism.

• Children work in pairs to make a chart that shows the shapes you can name just by knowing the number of sides and vertices.

• Children work in teams to present how to find and count angles in two-dimensional shapes.

• Children demonstrate and explain how you use the number of sides and angles to sort two-dimensional shapes.

• Children demonstrate to a partner how you find the total number of same-size squares that will cover a rectangle.

• Children draw examples on their MathBoard of halves, thirds, and fourths of a whole.

• Children write an explanation in their Math Journal of how you know if a shape shows halves, thirds, or fourths.

• Child partners develop a step-by-step instruction sheet for new children on how you know if a shape shows halves, thirds, or fourths.

• Children demonstrate and explain how drawing a diagram can help when solving problems about equal shares.

Teaching Academic Vocabulary: Cognates Rationale

• The explicit instruction of academic vocabulary, specifically cognates, is key to improve comprehension in English.

• Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, approximately 50% of the academic vocabulary in English have a related word in Spanish.

Recommended Resources

• When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier II words that students will need to have a solid grasp of key terms, which they will use to understand content in multiple areas of their learning. Teachers must use visuals, semantic, and mnemonic strategies. Explicit instruction must take place, three times per week, for a period of fifteen minutes per day.

Vocabulary: angle columns cone cube cylinder edge equal parts face fourths halves hexagon pentagon quadrilateral rectangle




• The majority of Tier III words are cognates. However, Tier III words are content

specific, and therefore, they should be taught "in the moment" because they need a quick explanation with heavy context. They should be taught naturally, without a separate instructional section.

Multiple links to list of cognates will be provided soon, but for now, please refer to the following link for a sample list: http://www.esdict.com/English-Spanish-Cognates.html#.Wvezm4WcGS4

rectangular prism rows side thirds vertex whole

Background Knowledge Rationale

• Background knowledge is essential to become an expert in a subject. However, such back knowledge becomes useless if language or culture makes it impossible to link knowledge to a task.


• Concepts should be directly linked to students’ background experience. This experience can be personal, cultural or academic.

• Links should be explicitly made between past learning and new concepts • Key vocabulary is emphasized. New vocabulary is presented in context. The

number of vocabulary items is limited.

Prerequisite Knowledge: • Recognize shapes shown in various orientations.

• Recognize equal and unequal parts.

Misconceptions: • Children may think that any object with a curved surface is a sphere.

• Children may overlook some of the edges or vertices when counting, especially those that are dashed.

• Children may confuse halves, thirds, and fourths.

• Children may confuse the number of lines that they use to divide a shape and the number of equal parts.

http://www.esdict.com/English-Spanish-Cognates.html



Resources: Scaffolds, Charts Diagrams and Technology

Rationale

• Students learn by using scaffolds and strategies that lower the language complexity of the content they experience in the classroom, but keeping the rigor and the integrity of the material.

• Students need to learn to use complex language, but to do so they need scaffolds and support. As English Learners transition through the various stages of the language acquisition process, scaffolds should gradually diminish. Eventually students become proficient and independent, and consequently, able to utilize scaffolds on their own.


• The NJDOE Curricular Framework offers charts, and other resources aligned to the New Jersey Learning Standards. http://www.state.nj.us/education/cccs/frameworks/

• At the moment, the NJDOE has not finalized the specific English Learners scaffolding section for each unit of the New Jersey Learning Standards. However, the archives of the Model Curriculum are still available. They offer scaffolds associated to specific standards, as well as ELA exemplar units for English Learners. Please refer to the following sample links:

• http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2.pdf http://www.state.nj.us/education/modelcurriculum/ela/exemplars/

Differentiation: • Guided Math/Small Groups/Split Instruction

• Adaptive Software

• Centers

• Cross Curricular application/STEM

Lessons

Standard/Objective Materials Instructional Strategies

Reader, Introduction, and Lesson 11.1

2.G.A.1 SWBAT identify three-dimensional shapes.

MathBoard, 2-D Shapes, 3-D Shapes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math

• Centers/Small Group Instruction

• Gradual Release

• Model

http://www.state.nj.us/education/cccs/frameworks/

http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2.pdf

http://www.state.nj.us/education/modelcurriculum/ela/exemplars/


Lesson 11.2 and Lesson 11.3 2.G.A.1 SWBAT identify and describe three-dimensional shapes according to the number of faces, edges, and vertices. 2.G.A.1 SWBAT build three-dimensional shapes using cubes and other objects.


Suggested:

• Guided Math


• Gradual Release

• Think, Pair, Share

Lesson 11.4 and Lesson 11.5 2.G.A.1 SWBAT name 3-, 4-, 5-, and 6- sided shapes according to the number of sides and vertices. 2.G.A.1 SWBAT identify angles in two-dimensional shapes.


Suggested:

• Guided Math


• Gradual Release

• Whole Group

Lesson 11.6 2.G.A.1 SWBAT sort two- dimensional shapes according to their attributes.


Suggested:

• Guided Math


• Gradual Release

• Collaborative Groups


Lesson 11.7 2.G.A.2 SWBAT partition rectangles into equal-size squares and find the total number of these squares.


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 11.8 2.G.A.3 SWBAT identify and name equal parts of circles and rectangles as halves, thirds, or fourths.


Suggested:

• Guided Math


• Gradual Release

• Whole Group

Lesson 11.9 and Lesson 11.10 2.G.A.3 SWBAT partition shapes to show halves, thirds or fourths. 2.G.A.3 SWBAT identify and describe one equal part as a half of, or a fourth of a whole.


Suggested:

• Guided Math


• Gradual Release

• Model


Lesson 11.11 2.G.A.3 SWBAT solve problems involving wholes divided into equal shares by using the strategy draw a diagram.


Suggested:

• Guided Math


• Gradual Release

• Turn, Talk, & Write

Chapter 11 Review & Performance Task

Chapter 11 Review & Performance Task (Student Edition)

Chapter 11 Test

Chapter 11 Test (Chapter Resources)

Formative Assessments Exemplar Lessons

• Teacher Created Quizzes

• Mid Chapter Checkpoint (Lessons 11.1-11.7)

• PMT Report/Assessments

• Real World Project (At the Farm Stand- Online Critical Area Projects pp. B7-B8)

• Teacher Created Projects

• Center Outcomes/Rubrics

• Anecdotal Notes

• Imagine Math Report/Assessments

* Complete at least one 3-Act Task from Chapter 8 or 9 by the end of

MP 4.


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NOTICE: Please note the change in the Scope and Sequence. Chapter 1 is taught first and Chapter 11 is taught last. Keep this in mind as you move through the Curriculum Planning Guide. The order in the guide is the old order due to formatting issues.

Chapter 1: Number Concepts

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• The position of a digit in a number determines its value.

• Some numbers can be divided into two equal groups (even numbers) and some cannot (odd numbers).

• Counting and place value patterns can be seen on a hundreds chart.

• Patterns can grow and repeat.

• Groupings of 1s, 10s, and 100s for a given number can be taken apart in different ways.

• Skip counting is a strategy that helps us count up to bigger numbers.

Essential Q

ue

stion

s

• 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?

• How do you describe a 2-digit number as tens and ones?

• What are different ways to write a 2-digit 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?








Language Objectives: • Children list ways to show how even numbers and odd numbers are different.

• Children demonstrate and explain how an even number can be shown as the sum of two equal addends.

• Children describe to a partner how you know the value of a digit.

• Have children write in their Math Journals 2-digit numbers as tens and ones.

• Have pairs of children draw a poster to explain different ways to write a 2-digit number.

• Have teams of three children list different ways to show the value of a number.

• Have children write to others about how finding a pattern can help you find all the ways to show a number with tens and ones.

• Teams of three children narrate how to count by 1s, 5s, and 10s with the numbers less than 100.

• Have teams of four children demonstrate and explain how to count by 1s, 5s, 10s, and 100s with numbers less than 1,000.






• The majority of Tier III words are cognates. However, Tier III words are content specific, and therefore, they should be taught "in the moment" because they need a quick explanation with heavy context. They should be taught naturally, without a separate instructional section.


Vocabulary: even odd addition sentence digit tens ones












Prerequisite Knowledge: • Recognize teen numbers as a ten and some ones.

• Show 2-digit numbers with tens and ones blocks.

Misconceptions: • Children may not circle the correct value for a tens digit.

• Children may not write the value of the tens digit correctly.

• Children may count only numbers ending in 5 to count by 5s.


Rationale









• Centers






Lessons


Reader and Introduction

MathBoard, Base-Ten Blocks Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 1.1 2.OA.C.3 SWBAT classify numbers up to 20 as even or odd.


Suggested:

• Guided Math


• Gradual Release

• Model


Lesson 1.2 2.OA.C.3 SWBAT write equations with equal addends to represent even numbers.


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 1.3 2.NBT.A.3 SWBAT use place value to describe the values of digits in 2-digit numbers.


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 1.4 2.NBT.A.3 SWBAT write 2-digit numbers in expanded form.


Suggested:

• Guided Math


• Gradual Release

• Model


Lesson 1.5 2.NBT.A.3 SWBAT write 2-digit numbers in word form, expanded form, and standard form.


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 1.6 2.NBT.A.3 SWBAT apply place value concepts to find equivalent representatives of numbers.


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 1.7 2.NBT.A.3 SWBAT solve problems by finding different combinations of tens and ones to represent 2-digit numbers using the strategy find a pattern.


Suggested:

• Guided Math


• Gradual Release

• Model


Lesson 1.8 2.NBT.A.2 SWBAT extend counting sequences within 100, counting by 1s, 5s, and 10s.


Suggested:

• Guided Math


• Gradual Release

• Model


Lesson 1.9 2.NBT.A.2 SWBAT extend counting sequences within 1,000, counting by 1s, 5s, 10s, and 100s.


Suggested:

• Guided Math


• Gradual Release

• Model




Chapter 1 Test

Chapter 1 Test (Chapter Resources) Personal Math Trainer (Show What You Know- Chapter 2)






• Real World Project (By the Sea- Online Critical Area Project pp. B1-B2)


• Center Outcomes/Rubrics • Anecdotal Notes • Imagine Math Report/Assessments

3-Act Task “Graham Cracker” https://gfletchy.com/graham-cracker/

*Alternate 3-Act Recording Sheet can be found in District Curriculum Folder *Complete at least one 3-Act Task by the end of Marking Period 1.

Place Value https://njctl.org/courses/math/2nd-grade/place-value/

https://gfletchy.com/graham-cracker/

https://njctl.org/courses/math/2nd-grade/place-value/


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Chapter 2: Numbers to 1,000

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• The groupings of 1s, 10s, and 100s for a given number can be taken apart in different ways.


• Groupings of 1s, 10s, and 100s for a given number can be taken apart in different ways.


• Flexible methods of computation involves grouping numbers in a variety of ways

Essential Q

ue

stion

s

• How do you group tens as hundreds? • How do you write a 3-digit number for a group of tens? • How do you show a 3-digit number using blocks? • How do you write the 3-digit number that is shown by a set of blocks? • How do you know the values of the digits in numbers? • How do you write 3-digit numbers using words? • What are three ways to write a 3-digit number? • How can you use blocks or quick pictures to show the value of a number in different ways? • How do you use place value to find 10 more, 10 less, 100 more or100 less than a 3-digit 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 3-digit numbers?








Language Objectives:

• Children use MathBoards to write the steps for how you group tens and hundreds.

• Children rephrase what they learn about how to write a 3-digit number for a group of tens.

• Pairs of children narrate a demonstration for the class to show a 3-digit number using base-ten blocks.

• Children show on their MathBoard how to write a 3-digit number that is shown by a set of base-ten blocks.

• Pairs of children discuss and then write an explanation in their Math Journals on how you know the value of the digits in numbers.

• Children illustrate and label a how-to poster on how to write 3-digit numbers using words.

• Children take turns summarizing three ways to write a 3-digit number.

• Children work in teams of three to recommend the ways you can use base-ten blocks or quick pictures to show the value of a number in different ways.

• Children draw and write in their Math Journal how to use place value to find 10 more, 10 less, 100 more, or 100 less than a 3-digit number.

• Teams of three children take turns explaining how place value helps to identify and extend counting patterns.

• Pairs of children interview each other to find out how you can make a model to solve a problem about comparing numbers.

• Children draft a set of instructions for next year's second grade class on how you compare 3-digit numbers.





• When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier II words that students will need to have a solid grasp of key terms, which they will use to understand content in multiple areas of their learning. Teachers

Vocabulary: digit hundreds tens ones less than more than pattern more fewer compare = is equal to




must use visuals, semantic, and mnemonic strategies. Explicit instruction must take place, three times per week, for a period of fifteen minutes per day.



> is greater than < is less than







Prerequisite Knowledge: • Model and record 2-digit numbers.

• Compare 2-digit numbers.

Misconceptions: • Children may use blocks that do not represent the value of the number.

• Children may not write 0 as a placeholder.

• Children may confuse tens and hundreds.

• Children may only compare the ones.

• Children may start with the ones place to compare numbers.





Rationale









• Centers


Lessons


Introduction and Lesson 2.1 2.NBT.A.1a; 2.NBT.A.1b SWBAT understand that each group of 10 tens is equivalent to 1 hundred.


Suggested:

• Guided Math


• Gradual Release

• Whole Group





Lesson 2.2 2.NBT.A.1 SWBAT write 3-digit numbers that are represented by groups of tens.


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 2.3 2.NBT.A.1 SWBAT use concrete and pictorial models to represent 3-digit numbers.


Suggested:

• Guided Math


• Gradual Release


Lesson 2.4 2.NBT.A.1; 2.NBT.A.3 SWBAT apply place value concepts to write 3-digit numbers that are represented by pictorial models.


Suggested:

• Guided Math


• Gradual Release

• Model


Lesson 2.5 2.NBT.A.1 SWBAT use place to describe the values of digits in numbers to 1,000.


Suggested:

• Guided Math


• Gradual Release

• Turn & Talk

Lesson 2.6 2.NBT.A.3 SWBAT read and write 3-digit numbers in word form.


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 2.7 2.NBT.A.3 SWBAT write 3-digit numbers in expanded form and in standard form.


Suggested:

• Guided Math


• Gradual Release

• Whole Group


Lesson 2.8 2.NBT.A.3 SWBAT apply place value concepts to find equivalent representations of numbers.


Suggested:

• Guided Math


• Gradual Release

• Videos

Lesson 2.9 2.NBT.B.8 SWBAT identify 10 more, 10 less, 100 more, or 100 less than a given number.


Suggested:

• Guided Math


• Gradual Release

• Act It Out

Lesson 2.10 2.NBT.B.8 SWBAT extend number patterns by counting on by tens or hundreds.


Suggested:

• Guided Math


• Gradual Release

• Peer Tutoring


Lesson 2.11 2.NBT.A.4 SWBAT solve problems involving number comparisons by using the strategy make a model.


Suggested:

• Guided Math


• Gradual Release


Lesson 2.12 2.NBT.A.4 SWBAT compare 3-digit numbers using the >, =, and < symbols.


Suggested:

• Guided Math


• Gradual Release

• Videos

Chapter 2 Review & Performance Task Chapter 2 Review & Performance Task (Student Edition)

Chapter 2 Test Chapter 2 Test (Chapter Resources) Personal Math Trainer (Show What You Know- Chapter 3)








3-Act Task “Graham Cracker” https://gfletchy.com/graham-cracker/

*Alternate 3-Act Recording Sheet can be found in District Curriculum Folder *Complete at least one 3-Act Task by the end of Marking Period 1.

https://gfletchy.com/graham-cracker/


Pa

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MP 1&2 Instructional Planning Guide Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should


Chapter 3: Basic Facts and Relationships

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ings

• Patterns in repeated addition and subtraction can be used to explain the operations of multiplication and division.

• Place value can help us subtract.

• Addition and subtraction are related.

• Some problems are solved using drawings, equations or number facts involving symbols that represent an unknown number or addend.

• The context of a problem situation and its interpretation can lead to different representations.

• Many different problem situations can be represented by part-part-whole relationships and addition or subtraction.

• An array involves joining equal groups and is one way to think about multiplication.

• Some real-world situations involve repeated addition or arrays and can be solved using multiplication.

• Multiplication is similar to repeated addition and is related to division.

Essential Q

ue

stion

s

• 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?

• 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?








Language Objectives: • Children use their MathBoard to show a partner how adding 3 + 3 can help you

find the sum for 3 + 4.

• Children recommend to a partner two great ways to remember sums.

• Children demonstrate the make a ten strategy and tell how it is used to find sums.

• Children complete the sentence frame, When you add three numbers, first you add _________, next you add ______ and finally you ______.

• Teams of children brainstorm all the ways that addition and subtraction are related.

• Children recommend in their Math Journal two of the best ways to remember differences.

• Children share using a sentence frame, In my experience, getting to 10 in subtraction helps when finding differences by _______.

• Children create a bar model to show an addition and a subtraction problem.

• Child pairs discuss an example of how number sentences are used to show addition and subtraction situations.

• Children act out a problem about equal groups and then share how it helped them solve the problem.

• Children use an example and explain to a partner how you can write an addition sentence for problems with equal groups.





• When teaching vocabulary in an explicit manner, teachers must choose 5 to 10 Tier II words that students will need to have a solid grasp of key terms, which they will use to understand content in multiple areas of their learning. Teachers

Vocabulary: sums doubles addend count on number sentence sum difference related facts count back bar model row addition sentence




must use visuals, semantic, and mnemonic strategies. Explicit instruction must take place, three times per week, for a period of fifteen minutes per day.









Prerequisite Knowledge: • Practice addition and subtraction facts to 10.

• Practice counting on and counting back for addition and subtraction facts to 10.

Misconceptions:

• Children may not understand when to add 1 or subtract 1 from the doubles fact.

• Children may break apart the addend into the combination that does not make a ten and then continue on as If it did make a ten.

• Children may find the sun for two addends and forget to add the third addend.

• Children do not understand the inverse relationship between addition and subtraction.

• Children do not understand the bar model for a comparison subtraction problem.

• Children may not see the relationship between the pattern of equal groups and skip counting.





Rationale









• Centers


Lessons


Reader and Introduction MathBoard, Counters, Ten Frame Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Whole Group

• Turn and Talk





Lesson 3.1 2.OA.B.2 SWBAT use double facts as a strategy for finding sums for near doubles facts.

MathBoard, Counters, Ten Frame Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Gradual Release

• Model

• Whole Group

Lesson 3.2 2.OA.B.2 SWBAT recall sums for basic facts using properties and strategies.


Suggested:

• Guided Math


• Gradual Release

• Model

• Whole Group

Lesson 3.3 2.OA.B.2 SWBAT recall sums for addition facts using the make a ten strategy.


Suggested:

• Guided Math


• Gradual Release

• Model

• Whole Group


Lesson 3.4 2.OA.B.2 SWBAT find sums of three addends by applying the Commutative and Associative Properties of Addition.


Suggested:

• Guided Math


• Gradual Release

• Model

• Whole Group

Lesson 3.5 2.OA.B.2 SWBAT use the inverse relationship of addition and subtraction to recall basic facts.


Suggested:

• Guided Math


• Gradual Release

• Model

• Whole Group

Lesson 3.6 2.OA.B.2 SWBAT recall differences for basic facts using mental strategies.


Suggested:

• Guided Math


• Gradual Release

• Model

• Whole Group


Lesson 3.7 2.OA.B.2 SWBAT find differences on a number line to develop the mental strategy of decomposing to simplify facts.


Suggested:

• Guided Math


• Gradual Release

• Model

• Whole Group


Lesson 3.8 2.OA.A.1 SWBAT use bar models to represent a variety of addition and subtraction situations.

MathBoard, Counters, Ten Frame Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math 3-Act Task "Stolen Skittles": https://themindofanaprilfool.com/stolen-skittles-2/

*Alternate 3-Act recording sheet can be found in Curriculum

Resources folder

Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Gradual Release

• Model

• Whole Group

https://themindofanaprilfool.com/stolen-skittles-2/


Lesson 3.9 2.OA.A.1 SWBAT write equations to represent and solve a variety of addition and subtraction situations.

MathBoard, Counters, Ten Frame Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math 3-Act Task "The Mind of an April Fool" https://themindofanaprilfool.com/fast-furious/ *Alternate 3-Act recording sheet can be found in Curriculum

Resources folder


Suggested:

• Guided Math


• Gradual Release

• Model

• Whole Group


Lesson 3.10 2.OA.C.4 SWBAT solve problems involving equal groups by using the strategy act it out.

MathBoard, Counters, Ten Frame

Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math 3-Act Task "Cover the Floor"

https://gfletchy.com/cover-the-floor/ *Alternate 3-Act recording sheet can be found in Curriculum

Resources folder


Suggested:

• Guided Math


• Gradual Release

• Model

• Whole Group

• Act It Out

https://themindofanaprilfool.com/fast-furious/

https://gfletchy.com/cover-the-floor/


Lesson 3.11 2.OA.C.4 SWBAT write equations using repeated addition to find the total number of objects in arrays.

MathBoard, Counters, Ten Frame

Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math 3-Act Task "Cover the Floor"



Resources folder


Suggested:

• Guided Math


• Gradual Release

• Model

• Whole Group



Chapter 3 Test

Chapter 3 Test Personal Math Trainer (Show What You Know- Chapter 4)





• Mid Chapter Checkpoint (Lesson 3.1-3.6)


• Real World Project (A Bunch of Animals- Online Critical Area Projects pp. B3-B4)



• Anecdotal Notes

3-Act Task "Stolen Skittles": https://themindofanaprilfool.com/stolen-skittles-2/

3-Act Task "The Mind of an April Fool" https://themindofanaprilfool.com/fast-furious/ 3-Act Task "Cover the Floor"


*Complete at least one 3-Act Task from Chapter 3 by the end of

Marking Period 2.

*Alternate 3-Act Recording Sheet can be found in District Curriculum Folder Facts

https://njctl.org/courses/math/2nd-grade/facts/

Equal groups, arrays, even & odd numbers (Achieve.org- NYSCC):

https://www.achieve.org/files/Foundations%20of%20Multiplication%2

0and%20Division.pdf

Sums & differences to 20 (Achieve.org- NYSCC):

https://www.achieve.org/files/SumsandDifferencesto20_1_0.pdf




https://njctl.org/courses/math/2nd-grade/facts/

https://www.achieve.org/files/Foundations%20of%20Multiplication%20and%20Division.pdf

https://www.achieve.org/files/Foundations%20of%20Multiplication%20and%20Division.pdf

https://www.achieve.org/files/SumsandDifferencesto20_1_0.pdf


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Chapter 4: 2-Digit Addition

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• Some problems are solved using drawings, equations or number facts involving symbols that represent an unknown number or addend. • The context of a problem situation and its interpretation can lead to different representations. • Many different problem situations can be represented by part-part-whole relationships and addition or subtraction. • Computation involves taking apart and combining numbers using a variety of strategies. • Flexible methods of computation involve grouping numbers in a variety of ways. • Mathematical expressions and equations represent relationships among quantities

Essential Q

ue

stion

s

• 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 add ones? • When do you regroup in addition? • How do you record 2-digit addition? • How do you record the steps when adding 2-digit 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?








Language Objectives:

• Children complete the sentence frame, In my opinion, breaking apart a number makes it easier to add because ___________.

• Children explain in their Math Journal how you can make an addend a ten to help solve an addition problem.

• Children explain to a partner one example of how you break apart addends to add tens and then add ones.

• Children write guidelines to explain when you regroup in addition.

• Children find examples in the textbook that show how you record 2-digit addition.

• Children share with a partner how to record the steps when adding 2-digit numbers.

• Children rephrase what they learned about how you record the steps when adding 2-digit numbers.

• Child partners each describe one way to write addition problems.

• Children demonstrate how drawing a diagram can help when solving addition problems.

• Children explain a step-by-step procedure to write a number sentence to represent a problem.

• Children share, in their opinion, the easiest way to add 3 numbers.

• Child teams brainstorm a list of ways to add 4 numbers.






Vocabulary: addend sum tens ones regroup hundred digit column













Prerequisite Knowledge: • Practice addition and subtraction facts.

• Identify the place value of digits and write numbers in different ways.

Misconceptions: • Children may not understand how to break apart the ones in the lesser addend.

• Children may not understand how to take ones from an addend to make the other addend a tens number.

• Children may forget to include the regrouped ten.

• Children may forget to regroup and write a 2-digit number in the ones place of the sum.

• Children may forget to add the regrouped 10.

• Children may regroup when it is not needed.

• Children may not line up the tens and ones correctly.

• Children may not write the numbers in the correct places in the diagram.

• Children may find the numbers in the problem and add them without reading and trying to understand the word problem.





Rationale









• Centers


Lessons


Introduction and Lesson 4.1 2.NBT.B.5 SWBAT find a sum by breaking apart a 1-digit addend to make a 2-digit addend a multiple of 10.

MathBoard, Base-Ten Blocks Counters, Ten Frame Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Gradual Release

• Whole Group





Lesson 4.2 2.NBT.B.5 SWBAT use compensation to develop flexible thinking for 2-digit addition.


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 4.3 2.NBT.B.5 SWBAT apply place-value concepts when using a break-apart strategy for 2-digit addition.


Suggested:

• Guided Math


• Gradual Release

• Whole Group

Lesson 4.4 2.NBT.B.5 SWBAT model 2-digit addition with regrouping.


Suggested:

• Guided Math


• Gradual Release

• Model


Lesson 4.5 2.NBT.B.5 SWBAT draw quick pictures and record 2-digit addition using the standard algorithm.


Suggested:

• Guided Math


• Gradual Release


Lesson 4.6 2.NBT.B.5 and 2.NBT.B.9 SWBAT record 2-digit addition using the standard algorithm.


Suggested:

• Guided Math


• Gradual Release

• Peer Tutoring

Lesson 4.7 2.NBT.B.5 SWBAT practice 2-digit addition with and without regrouping.

MathBoard, Base-Ten Blocks Counters, Ten Frame Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer,

Math on the Spot Video, iTools, Animated Math Models, HMH

Mega Math


Suggested:

• Guided Math


• Gradual Release

• Peer Tutoring


Lesson 4.8 2.NBT.B.5 SWBAT rewrite horizontal addition problems vertically in the standard algorithm format.


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 4.9 2.OA.A.1 SWBAT solve problems involving 2-digit addition using the strategy draw a diagram.


Suggested:

• Guided Math


• Gradual Release


Lesson 4.10 2.OA.A.1 SWBAT represent addition situations with number sentences using a symbol for the unknown number.


Suggested:

• Guided Math


• Gradual Release

• One-on-One

Lesson 4.11 2.NBT.B.6 SWBAT find sums of three 2-digit numbers.

MathBoard, Base-Ten Blocks Counters, Ten Frame Digital Resources:

Suggested:

• Guided Math


iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit


• Gradual Release

• One-on-One

Lesson 4.12 2.NBT.B.6 SWBAT find sums of four 2-digit numbers.


Suggested:

• Guided Math


• Gradual Release

• Whole Group



Chapter 4 Test

Chapter 4 Test Personal Math Trainer (Show What You Know- Chapter 5)







• Anecdotal Notes

• Imagine Math Report/Assessments

3-Act Task "Stolen Skittles": https://themindofanaprilfool.com/stolen-skittles-2/

3-Act Task "The Mind of an April Fool" https://themindofanaprilfool.com/fast-furious/ 3-Act Task "Cover the Floor"






*Complete at least one 3-Act Task from Chapter 3 by the end of

Marking Period 2.

*Alternate 3-Act Recording Sheet can be found in District Curriculum Folder

Skip count, number line, 2-digit addition (Achieve.org- Bridges in

Mathematics Unit 3, Module 1, pp. 11-79):

https://www.achieve.org/files/BR2-U3-EQuIP_0.pdf



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Chapter 5: 2-Digit Subtraction

End

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rstand

ings

• Some problems are solved using drawings, equations or number facts involving symbols that represent an unknown number or addend.

• The context of a problem situation and its interpretation can lead to different representations.

• Many different problem situations can be represented by part-part-whole relationships and addition or subtraction.

• Computation involves taking apart and combining numbers using a variety of strategies.

• Flexible methods of computation involve grouping numbers in a variety of ways.

• Mathematical expressions and equations represent relationships among quantities.

Essential Q

ue

stion

s

• What are ways to decompose numbers in order to subtract?

• How does breaking apart a number make subtracting easier?

• When do you regroup in subtraction?

• How do you record 2-digit subtraction?

• How do you record the steps when subtracting 2-digit numbers?

• 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?








Language Objectives: • Children show an example of how breaking apart a number can make

subtracting easier.

• Children complete the sentence frame, Breaking apart a number makes subtracting easier because ______________.

• Children explain to a partner when to regroup in subtraction.

• Children find an example in the textbook of how you record 2-digit subtraction.

• Children rephrase in their own words how you record the steps when subtracting 2-digi numbers.

• Children show a partner how you record the steps when subtracting 2-digit numbers.

• Child partners confer and recommend two different ways to write subtraction problems.

• Children discuss with a partner what they learned about how you can use addition to solve subtraction problems.

• Children share their opinion using the sentence frame, Drawing a diagram helps when solving subtraction problems because _________.

• Children explain in their own words how you write a number sentence to represent a problem.

• Children solve a problem and explain each step as they solve.






• The majority of Tier III words are cognates. However, Tier III words are content specific, and therefore, they should be taught "in the moment" because they

Vocabulary: ones tens subtract difference regroup digits number sentence




need a quick explanation with heavy context. They should be taught naturally, without a separate instructional section.








Prerequisite Knowledge: • Practice subtraction facts.

• Regroup ones as tens.

Misconceptions:

• Children may not cross out a ten when breaking apart into ones.

• Children may align the ones and tens incorrectly when subtracting.

• Children may be confused by the multiple actions taking place in a problem and use the wrong operation for one of the steps.


Rationale








• Centers






• http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/2u2.pdf


Lessons


Introduction and Lesson 5.1 2.NBT.B.5 SWBAT break apart a 1-digit subtrahend to subtract it from a 2-digit number.

MathBoard, Base-Ten Blocks, Counters, Ten Frame, Number Line Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Gradual Release

• Whole Group

Lesson 5.2 2.NBT.B.5 SWBAT break apart a 2-digit subtrahend to subtract it from a 2-digit number.


Suggested:

• Guided Math


• Gradual Release

• Model




Lesson 5.3 2.NBT.B.5 SWBAT model 2-digit subtraction with regrouping.


Suggested:

• Guided Math


• Gradual Release

• Model


Lesson 5.4 2.NBT.B.5 SWBAT draw quick pictures and record 2-digit subtraction using the standard algorithm.


Suggested:

• Guided Math


• Gradual Release


Lesson 5.5 2.NBT.B.5 SWBAT record 2-digit subtraction using the standard algorithm.


Suggested:

• Guided Math


• Gradual Release



Lesson 5.6 2.NBT.B.5 SWBAT practice 2-digit subtraction with and without regrouping.

MathBoard, Base-Ten Blocks, Counters, Ten Frame, Number Line

Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Gradual Release

• One-on-One

Lesson 5.7 2.NBT.B.5 SWBAT rewrite horizontal subtraction problems vertically in the standard algorithm format.


Suggested:

• Guided Math


• Gradual Release

• Peer Tutoring


Lesson 5.8 2.NBT.B.5 SWBAT use addition to find differences.

MathBoard, Base-Ten Blocks, Counters, Ten Frame, Number Line Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math 3-Act Task "The Whopper Jar" https://gfletchy.com/the-whopper-jar/


Resources folder


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 5.9 2.OA.A.1 SWBAT solve problems involving 2-digit subtraction by using the strategy draw a diagram.


Suggested:

• Guided Math


• Gradual Release


https://gfletchy.com/the-whopper-jar/


Lesson 5.10 2.OA.A.1 SWBAT represent subtraction situations with number sentences using a symbol for the unknown number.


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 5.11 2.OA.A.1 SWBAT analyze word problems to determine what operations to use to solve multistep problems.


Suggested:

• Guided Math


• Gradual Release

• Whole Group

Chapter 5 Review & Performance Task Chapter 5 Review & Performance Task (Student Edition)

Chapter 5 Test (Online) Chapter 5 Test (Online) Personal Math Trainer (Show What You Know- Chapter 6)




• Mid Chapter Checkpoint (Lesson 5.1-5.6)




3-Act Task "The Whopper Jar" https://gfletchy.com/the-whopper-jar/

*Alternate 3-Act recording sheet can be found in Curriculum Resources

folder

*Complete at least one 3-Act Task by the end of Marking Period 3.

Number line as model for addition & subtraction (Achieve.org- Bridges

in Mathematics, Unit 3, Module 2, pp. 81-137):


Story problems with 2-digit numbers (Achieve.org- Bridges in

Mathematics, Unit 3, Module 3, pp. 139-219):


https://gfletchy.com/the-whopper-jar/




Pa

rt II

Instructional Planning Guide Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should


Chapter 6: 3-Digit Addition and Subtraction

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• Addition and subtraction can be represented by various models. • Computation involves taking apart and combining numbers using a variety of strategies.

• Mathematical expressions and equations represent relationships among quantities.

• Flexible methods of computation involve grouping numbers in a variety of ways.

Essential Q

ue

stion

s

• How do you draw quick pictures to show adding 3-digit 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?

• 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?








Language Objectives: • Children demonstrate to a partner how to draw quick pictures to show adding

3-digit numbers.

• Children explain how you break apart addends to add hundreds, tens, and then ones.

• Child teams prepare a presentation to the class to explain when you regroup ones in addition.

• Children rephrase to explain to a partner when you regroup tens in addition.

• Child teams give their advice to the class on how you know when to regroup in addition.

• Child teams make a model and explain how to use it when solving subtraction problems.

• Children complete the sentence frame, You regroup tens in subtraction when ___________.

• Pairs of children draw and label a flow chart to show examples of when you regroup hundreds in subtraction.

• Children use the sentence frame to verbally explain, You know you need to regroup in subtraction when _____________.

• Children write an explanation in their Math Journal of how to regroup when there are zeros in the number you start with.







Vocabulary: hundreds tens ones addends sum regroup difference












Prerequisite Knowledge: • Practice subtracting 2-digit numbers.

• Count by hundreds.

Misconceptions: • Children may confuse tens and hundreds.

• When regrouping 10 tens as 1 hundred, students may write the 1 above the tens place rather than the hundreds place.

• When regrouping, children may not write the corrected number in the Tens column.

• Children may regroup when regrouping is not needed.





Rationale









• Centers


Lessons


Introduction and Lesson 6.1 2.NBT.B.7 SWBAT draw quick pictures to represent 3-digit addition.


Suggested:

• Guided Math


• Gradual Release






Lesson 6.2 2.NBT.B.7 SWBAT apply place value concepts when using a break apart strategy for 3-digit addition.


Suggested:

• Guided Math


• Gradual Release

• Whole Group

Lesson 6.3 2.NBT.B.7 SWBAT record 3-digit addition using the standard algorithm with possible regrouping of ones.


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 6.4 2.NBT.B.7 SWBAT record 3-digit addition using the standard algorithm with possible regrouping of tens.


Suggested:

• Guided Math


• Gradual Release

• Act It Out


Lesson 6.5 2.NBT.B.7 SWBAT record 3-digit addition using the standard algorithm with possible regrouping of both ones and tens.


Suggested:

• Guided Math


• Gradual Release


Lesson 6.6 2.NBT.B.7 SWBAT solve problems involving 3-digit subtraction by using the strategy make a model.


Suggested:

• Guided Math


• Gradual Release


Lesson 6.7 2.NBT.B.7 SWBAT record 3-digit subtraction using the standard algorithm with possible regrouping of tens.


Suggested:

• Guided Math


• Gradual Release



Lesson 6.8 2.NBT.B.7 and 2.NBT.B.9 SWBAT record 3-digit subtraction using the standard algorithm with possible regrouping of hundreds.


Suggested:

• Guided Math


• Gradual Release


Lesson 6.9 2.NBT.B.7 SWBAT record 3-digit subtraction using the standard algorithm with possible regrouping of both hundreds and tens.


Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 6.10 2.NBT.B.7 SWBAT record subtraction using the standard algorithm when there are zeros in the minuend.


Suggested:

• Guided Math


• Gradual Release

• Whole Group




Chapter 6 Test

Chapter 6 Test (Chapter Resources) Personal Math Trainer (Show What You Know- Chapter 7)







3-Act Task "Downsizing Tomatoes"

https://gfletchy.com/downsizing-tomatoes/


folder

*Complete at least one 3-Act Task by the end of Marking Period 3.

Addition & subtraction within 1,000 with word problems (Achieve.org-

NYSCC):

https://www.achieve.org/files/Addition%20and%20Subtraction%20Wi

thin%201%2C000%20with%20Word%20Problems%20to%20100.pdf

https://gfletchy.com/downsizing-tomatoes/

https://www.achieve.org/files/Addition%20and%20Subtraction%20Within%201%2C000%20with%20Word%20Problems%20to%20100.pdf

https://www.achieve.org/files/Addition%20and%20Subtraction%20Within%201%2C000%20with%20Word%20Problems%20to%20100.pdf


Pa

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MP 3&4 Instructional Planning Guide Part II is a guide to teaching the curriculum outlined in Part 1. Each lesson is outlined and should


Chapter 7: Money and Time

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• Coins have different values and are counted according to their values.

• The value of coins directly aligns to place value.

• Time is understood by reading the placement of the minute hand and the hour hand.

• Time is measured in different size units.

Essential Q

ue

stion

s

• How can you find total values of varying amounts of coins using quarters, dimes, nickels, and pennies?

• What are different ways you can read the time on a clock?

• Why do we need to be able to tell time? • Why is there a difference (in appearance) between the hour hand, minute hand, and second hand? • How many minutes are between each number on a clock? • How is time displayed differently on analog versus digital clocks? • How do you use a.m. and p.m. when telling time? • Why is it important to understand the values of coins? • How many pennies equal a dollar? How many nickels equal a dollar? How many dimes equal a

dollar? How many quarters equal a dollar?

• What strategies would make it easier to count the total value of coins?








Language Objectives: • Children discuss with a partner the best way to find the total value of a group of

dimes, nickels, and pennies.

• Children complete the sentence frame, In order to find the total value of group of coins, you ________.

• Children describe the organizing process they use to order coins to help find the total value of a group of coins.

• Children explain their thinking to a partner on how to choose coins to show a money amount in different ways.

• Child teams use manipulatives to devise three ways to show the value of one dollar with coins.

• Children demonstrate to a partner how to show money amounts greater than one dollar.

• Children role play with a partner to demonstrate how acting it out helps when solving problems about money.

• Child pairs discuss how to explain to a younger child how to tell time to the hour and half hour on a clock.

• Children draw and label an analog clock to show and tell time to five minutes.

• Children take turns listening for accuracy and explaining to a partner the different ways you can read the time on a clock.

• Children complete a two-column chart to categorize A.M. activities and P.M. activities.






Vocabulary: dime nickel Penny cent sign ₵ quarter dollar dollar sign $ decimal point













Prerequisite Knowledge: • Tell time to the hour.

• Count on to find the total value of a group of coins.

Misconceptions:

• Children may count a set of different coins using the same value for each coin.

• Children may not understand how to show an amount in two ways.

• Children may have difficulty determining how many minutes to write after the colon.

• Children may confuse the minutes with the hours when counting by 5s.

• Children might have difficulty with am and pm with the early hours and late hours.





Rationale









• Centers


Lessons


Introduction and Lesson 7.1 2.MD.C.8 SWBAT find the total values of collections of dimes, nickels, and pennies.

MathBoard, Coins, Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Gradual Release

• Whole Group





Lesson 7.2 and Lesson 7.3 2.MD.C.8 SWBAT find the total values of collections of quarters, dimes, nickels, and pennies. SWBAT order coins in a collection by value and then find the total value.

MathBoard, Coins, Dollars Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Gradual Release


Lesson 7.4 2.MD.C.8 SWBAT represent money amounts less than a dollar using two different combinations of coins.


Suggested:

• Guided Math


• Gradual Release


Lesson 7.5 and Lesson 7.6 2.MD.C.8 SWBAT show one dollar in a variety of ways. SWBAT find and record the total value for money amounts greater than $1.


Suggested:

• Guided Math


• Gradual Release

• Turn & Talk


Lesson 7.7 2.MD.C.8 SWBAT solve word problems involving money by using the strategy act it out.


Suggested:

• Guided Math


• Gradual Release


Lesson 7.8 2.MD.C.7 SWBAT tell and write time to the hour and half hour.

MathBoard, Analog Clock, Digital Clock Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

Suggested:

• Guided Math


• Gradual Release

• Model

Lesson 7.9 2.MD.C.7 SWBAT tell and write time to the nearest five minutes.


Suggested:

• Guided Math


• Gradual Release

• Whole Group


Lesson 7.10 and Lesson 7.11 2.MD.C.7 SWBAT practice telling time to the nearest five minutes. SWBAT tell and write time using A.M. and P.M.


Suggested:

• Guided Math


• Gradual Release

• Peer Tutoring

Chapter 7 Review & Performance Task Chapter 7 Test (Student Edition)






• Real World Project (Flying a Kite- Online Critical Area Projects pp. B5-B6)




MP 4.


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Chapter 8: Length in Customary Units

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The length of objects is measurable in different units.

Essential

Qu

estio

ns

• How do you use inch models and rulers to measure and estimate length in inches?

• How can you use your knowledge of inches to measuring and estimating in feet?

• How do you choose a measuring tool to use when measuring lengths?








Language Objectives: • Children write in their Math Journal about an example of how you can use

inch models to measure length.

• Child pairs rephrase what they learned about why using a ruler is similar to using a row of color tiles to measure length.

• Children work in teams to discuss, and then explain how to estimate the lengths of objects in inches.

• Children use classroom objects to demonstrate how to use an inch ruler to measure lengths.

• Children use a problem from the lesson to show a partner how drawing a diagram can help when solving problems about length.

• Children demonstrate their understanding by using the sentence frame, Measuring in feet is different from measuring in inches in these ways: ___________, ______________, and _____________.

• Child pairs practice explaining to their partner the process for estimating the lengths of objects in feet.

• Children explain to a partner how you choose a measuring tool to use when measuring lengths.

• Children find an example in the lesson and use it to demonstrate how a line plot can be used to show measurement data.







Vocabulary: foot length inch measuring tape yardstick line plot












Prerequisite Knowledge: • Use nonstandard units to compare lengths.

• Identify objects that are longer than or shorter than others.

Misconceptions: • Children do not align the left edge of an object with the first mark of the ruler.

• Children may count marks, instead of spaces between the marks, when they measure.

• Children may find it difficult to visualize rulers when estimating.





Rationale









• Centers


Lessons


Introduction and Lesson 8.1 2.MD.A.1 SWBAT use concrete models to measure the lengths of objects in inches.

MathBoard, Ruler Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

• Guided Math


• Gradual Release






Lesson 8.2 and Lesson 8.4 2.MD.A.1 SWBAT make an inch ruler and use it to measure the lengths of objects. 2.MD.A.1 SWBAT measure in lengths of objects to the nearest inch using an inch ruler.


• Guided Math


• Gradual Release

• Model

Lesson 8.3 2.MD.A.3 SWBAT estimate the lengths of objects by mentally partitioning the lengths into inches.


• Guided Math


• Gradual Release

• Whole Group

Lesson 8.5 2.MD.B.5; 2.MD.B.6 SWBAT solve addition and subtraction problems involving the lengths of objects by using the strategy draw a diagram.


• Guided Math


• Gradual Release

• Model


Lesson 8.6 2.MD.A.2 SWBAT measure the lengths of objects in both inches and feet to explore the inverse relationship between size and number of units.


• Guided Math


• Gradual Release

• Whole Group

Lesson 8.7 2.MD.A.3 SWBAT estimate the lengths of objects in feet.

MathBoard, Ruler, Yardstick Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math 3-Act Task "The Race"

https://gfletchy.com/the-race/ *Alternate 3-Act recording sheet can be found in Curriculum

Resources folder


• Guided Math


• Gradual Release

• Turn and Talk

https://gfletchy.com/the-race/


Lesson 8.8 2.MD.A.1 SWBAT select appropriate tools for measuring different lengths.

MathBoard, Ruler, Yardstick, Measuring Tape Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

• Guided Math


• Gradual Release

• Turn, Talk, and Write

Lesson 8.9 2.MD.D.9 SWBAT measure the lengths of objects and use a line plot to display the measurement data.


• Guided Math


• Gradual Release

• One-on-One


Chapter 8 Online Test • Chapter 8 Test (Online)

Personal Math Trainer (Show What You Know- Chapter 9)








3-Act Task "The Race"

https://gfletchy.com/the-race/ *Alternate 3-Act recording sheet can be found in Curriculum Resources

folder

* Complete at least one 3-Act Task by the end of Marking Period 4.

https://gfletchy.com/the-race/


Pa

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Chapter 9: Length in Metric Units

End

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• Rulers are used to measure more tangible, smaller objects. • Different measuring tools are used to measure objects of various lengths in both standard and metric systems. • Different units of measurement are more accurate to measure specific objects in length.

Essential Q

ue

stion

s

• How do you use centimeter models and rulers to measure length?

• How can you use your knowledge of centimeters to working in meters?

• How do you find the difference between the lengths of two objects?

• How can you use inch models and rulers 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 can drawing a diagram help when solving problems about lengths? • 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 when measuring lengths? • How can a line plot be used to show measurement data?








Language Objectives: • Children write in their Math Journal describing how to use a centimeter model

to measure the lengths of objects.

• Children explain to a partner how to use known lengths to estimate unknown lengths.

• Children write out step-by-step instructions on how to use a centimeter ruler to measure lengths.

• Children find an example in the lesson and explain it to a partner to show how drawing a diagram can help when solving problems about lengths.

• Children complete a 2-column graphic organizer to compare how measuring in meters is different from measuring in centimeters.

• Child pairs prepare a presentation to the class on how to estimate the lengths of objects in meters.

• Child partners role play for a small group how to find the difference between the lengths of two objects.








Vocabulary: centimeter meter












Prerequisite Knowledge: • Estimate lengths in nonstandard units.

• Measure lengths in nonstandard units.

Misconceptions: • Children may become confused about which objects length they need to

estimate.

• Children may draw a mark that incorrectly represents the action of the problem.

• Children may have difficulty maneuvering a meter stick to avoid gaps and overlaps when measuring.

• Children may not realize units have to be equal sized. Resources: Scaffolds, Charts Diagrams and Technology

Rationale









• Centers






Lessons


Introduction and Lesson 9.1 2.MD.A.1 SWBAT use a concrete model to measure the lengths of objects in centimeters.

MathBoard, Cubes Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

• Guided Math


• Gradual Release


Lesson 9.2 2.MD.A.3 SWBAT estimate lengths of objects in centimeters by comparing them in known lengths.

MathBoard Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

• Guided Math


• Gradual Release



Lesson 9.3 2.MD.A.1 SWBAT measure lengths of objects to the nearest centimeter using a centimeter ruler.


• Guided Math


• Gradual Release

• Peer Tutoring

Lesson 9.4 2.MD.B.5; 2.MD.B.6 SWBAT solve problems involving adding and subtracting lengths by using the strategy draw a diagram.

MathBoard, Number line Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

• Guided Math


• Gradual Release

• Model

Lesson 9.5 2.MD.A.2 SWBAT measure the lengths of objects in both centimeters and meters to explore the inverse relationship between size and number of units.

MathBoard, Ruler, Meter Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math Print Resources: Student Edition, Practice and Homework, Reteach, Enrich, Grab-and-Go Centers Kit

• Guided Math


• Gradual Release

• Turn and Talk


Lesson 9.6 2.MD.A.3 SWBAT estimate the lengths of objects in meters.

MathBoard, Ruler, Meter Digital Resources: iStudent Edition, eTeacher Edition, Personal Math Trainer, Math on the Spot Video, iTools, Animated Math Models, HMH Mega Math 3-Act Task "Let it Fly"

https://gfletchy.com/let-it-fly/


Resources folder


• Guided Math


• Gradual Release

• Whole Group

Lesson 9.7 2.MD.A.4 SWBAT measure and then find the difference in the lengths of two objects.


• Guided Math


• Gradual Release

• Model











Relating addition & subtraction to lengths (Achieve.org- Time to Party!

Unit): https://www.achieve.org/files/Time%20To%20Party%20Unit.pdf

3-Act Task "Let it Fly"



folder

* Complete at least one 3-Act Task by the end of MP 4.

https://www.achieve.org/files/Time%20To%20Party%20Unit.pdf



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Chapter 10: Data

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• We can use graphs to organize and compare information.

• Data can be collected, classified, and sorted in various ways.

Essential Q

ue

stion

s

• How can you read and interpret picture and bar graphs and use the data to solve problems?

• How can you answer questions involving addition and subtraction of data in a bar graph?

• How do you use 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?








Language Objectives: • Children model how to use a tally chart to record data from a survey.

• Pairs of children make an example of a picture graph to show data.

• Children find an example in the lesson of how you make a picture graph to show data in a tally chart.

• Children copy and label a graph to demonstrate how a bar graph is used to show data.

• Children write a set of instructions for how to make a bar graph to show data.

• Children give a real-world example of how making a bar graph helps when solving problems about data.








Vocabulary: survey data tally chart tally marks picture graph key bar graph












Prerequisite Knowledge: • Count by 5s and 10s.

• Sort and classify objects by one attribute.

Misconceptions: • Children might add or subtract incorrectly when analyzing or comparing the

data from a graph.

• Children might represent the data incorrectly in a graph using Xs.


Rationale









• Centers






Lessons


Introduction and Lesson 10.1 2.MD.D.10 SWBAT collect data in a survey and record that data in a tally chart.


• Guided Math


• Gradual Release

• Whole Group

Lesson 10.2 2.MD.D.10 SWBAT interpret data in picture graphs and use that information to solve problems.


• Guided Math


• Gradual Release

• Peer Tutoring


Lesson 10.3 2.MD.D.10 SWBAT make picture graphs to represent data.


• Guided Math


• Gradual Release


Lesson 10.4 2.MD.D.10 SWBAT interpret data in bar graphs and use that information to solve problems.


• Guided Math


• Gradual Release


Lesson 10.5 and Lesson 10.6 2.MD.D.10 SWBAT make bar graphs to represent data. SWBAT solve problems involving data by using the Make a Graph strategy.


• Guided Math


• Gradual Release

• Model


Chapter 10 Test (Student Edition)










MP 4.

PA

RT III

Lesson Plans Part III consists of the lesson plans developed by the classroom teacher. When

developing lesson plans, teachers are to consider the unique needs of learners within their classroom. Lesson plans should consist of instructional strategies that are

engaging, include high order thinking, promote student discussion, and provide support for all students. The recommended template for lesson planning is the Gradual Release

of Responsibility. http://www.acpsk12.org/pl/coachs-cuts/gradual-release-model/ Lesson Plans must be uploaded to Genesis.

Second Grade Curriculum Guide - Bridgeton Public Schools

Documents

Transcript of Second Grade Curriculum Guide - Bridgeton Public Schools