and TEXAS - 2nd Gradedrcash2nd.weebly.com/uploads/1/4/3/2/14324828/a0000263.pdfNumbers to 1,200...

Grade 2 Contents . . . . . . . . . . . . . . . . . . . . . . . . . .8–17

Grade 2 Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . .17

Rigor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18–19

TEKS and the State Test . . . . . . . . . . . . . . . . . . . . . .20–21

ELPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

and TEXAS

77

Think

Glossary

Check

Solve

Games

Video

Learn

Tools

eText

THE COMPLETE PROGRAM IS AVAILABLE IN ENGLISH AND SPANISH.

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GRADE 2 CONTENTS

VOLUME 1A

TOPIC 1 Addition Strategies

TOPIC 2 Subtraction Strategies

TOPIC 3 Numbers to 1,200

TOPIC 4 Comparing and Ordering to 1,200

VOLUME 1B

TOPIC 5 Exploring Addition and Subtraction

TOPIC 6 Adding 2-Digit Numbers

TOPIC 7 Subtracting 2-Digit Numbers

TOPIC 8 3-Digit Addition and Subtraction

VOLUME 2A

TOPIC 9 Meanings of Multiplication and Division

TOPIC 10 Money

TOPIC 11 Number Patterns and Algebra

TOPIC 12 Fractions

VOLUME 2B

TOPIC 13 Geometry

TOPIC 14 Measurement

TOPIC 15 Data

TOPIC 16 Personal Financial Literacy

KeyNumber and OperationsAlgebraic ReasoningGeometry and MeasurementData AnalysisPersonal Financial Literacy

Mathematical Process Standards are found in all lessons.

Texas Focal Points TFP 1 Developing proficiency in the use of place value

within the base-10 numeration systemTOPICS 3, 4, 6, 7, 10, 11, 15

TFP 2 Using place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000TOPICS 1, 2, 5, 6, 7, 8, 11, 15

TFP 3 Measuring lengthTOPICS 6, 7, 14

TFP 4 Applying knowledge of two-dimensional shapes and three-dimensional solids, including exploration of early fraction conceptsTOPICS 12, 13

GLC Grade Level ConnectionsTOPICS 9, 11, 14

FL Financial LiteracyTOPIC 16

Topics

8 Teacher’s Edition Program Overview

Addition Strategies Subtraction Strategies

8

Texas Focal Point TFP 2

TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.4, 2.4A


TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.4, 2.4A, 2.7, 2.7C

All content built to develop the TEKS!

VOLUME 1A

TOPIC

1TOPIC

2Topic 2 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41AMath Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41CDifferentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41EThe Language of Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41FInteractive Math Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41G

Math and Science Project .....................................1 Review What You Know ......................................2–4 Vocabulary Cards ................................................2–41-1 Doubles and Near Doubles ............................... 5A1-2 Adding in Any Order ........................................ 11A1-3 Adding Three Numbers .................................... 17A1-4 Making 10 to Add .............................................. 23A1-5 Problem Solving: Writing to Explain.............. 29A Mixed Problem Solving ..........................................35 Number Sense .......................................................36 Reteaching ............................................................37 Topic 1 Test .....................................................39–40

Placement Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40BBasic-Facts Timed Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40D

STEM Math and Science Project ...................................41 Review What You Know ..................................42–44 Vocabulary Cards ............................................42–442-1 Making 10 to Subtract ...................................... 45A2-2 Connecting Addition and Subtraction............ 51A2-3 Thinking Addition to 10 to Subtract................ 57A2-4 Thinking Addition to 20 to Subtract................ 63A2-5 Addition and Subtraction Facts ...................... 69A2-6 Problem Solving: Use Tools ........................... 75A Mixed Problem Solving ..........................................81 Number Sense .......................................................82 Reteaching ............................................................83 Topic 2 Test .....................................................85–86

STEM

Topic 1 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1AMath Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1CDifferentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1EThe Language of Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1FInteractive Math Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1G

3 + 5 = 88 - 3 = 5

Hi, I’m Marta. This shows how you can use ten-frames to make

a 10.

Hi, I’m Jackson. This shows a way to

use counters to solve 8 - 3.

9

Numbers to 1,200 Comparing and Ordering to 1,200

, ,

387

407 389


TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.2, 2.2A, 2.2B


TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.2, 2.2C, 2.2D, 2.2E, 2.2F, 2.7, 2.7B

VOLUME 1A

TOPIC

3TOPIC

4Topic 3 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87AMath Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87CDifferentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87EThe Language of Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87FInteractive Math Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87G

Topic 4 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133AMath Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133CDifferentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133EThe Language of Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133FInteractive Math Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133G

Math and Science Project ...................................87 Review What You Know ..................................88–90 Vocabulary Cards ............................................88–903-1 Counting Hundreds, Tens, and Ones ............. 91A3-2 Reading and Writing Numbers to 999 ............ 97A3-3 Counting Thousands, Hundreds, Tens, and

Ones ................................................................ 103A3-4 Reading and Writing Numbers to 1,200 ....... 109A3-5 Ways to Make Numbers ................................. 115A3-6 Problem Solving: Use Reasoning ................ 121A Mixed Problem Solving ........................................127 Number Sense .....................................................128 Reteaching ..........................................................129 Topic 3 Test .................................................131–132

STEM Math and Science Project .................................133 Review What You Know ......................................134 Vocabulary Cards ........................................135–1364-1 Numbers to 1,200 on the Number Line ......... 139A4-2 Locating Numbers on an Open Number

Line .................................................................. 145A4-3 Comparing Numbers ...................................... 151A4-4 Ordering Numbers .......................................... 157A4-5 Greater Than and Less Than ........................ 163A4-6 Problem Solving: Look for a Pattern ........... 169A Mixed Problem Solving ........................................175 Number Sense .....................................................176 Reteaching ..........................................................177 Topic 4 Test .................................................179–180

Benchmark Test, Topics 1–4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180B

STEM

least greatest407

Hi, I’m Emily. This shows the number 328

using models.

Hi, I’m Carlos.This shows how to compare and order numbers using place

value.



TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.4, 2.4B, 2.4C

Texas Focal Points TFP 1, TFP 2, TFP 3

TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.2F, 2.4B, 2.4C, 2.9C

Exploring Addition and Subtraction Adding 2-Digit Numbers

51 52 53 54 55 56 57 58 59 6061 62 63 64 65 66 67 68 69 7071 72 73 74 75 76 77 78 79 80

OnesTens

25

VOLUME 1B

TOPIC

5Topic 5 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181AMath Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181EDifferentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181GThe Language of Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181HInteractive Math Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181I

Math and Science Project .................................181 Review What You Know ..............................182–184 Vocabulary Cards ........................................182–1845-1 Adding Tens .................................................... 185A5-2 Adding Ones ................................................... 191A5-3 Adding Tens and Ones .................................. 197A5-4 Adding on a Hundred Chart .......................... 203A5-5 Subtracting Tens ............................................ 209A5-6 Finding Parts of 100 ....................................... 215A5-7 Subtracting on a Hundred Chart................... 221A5-8 Problem Solving: Two-Step Problems ......... 227A Mixed Problem Solving ........................................233 Number Sense .....................................................234 Reteaching ..........................................................235 Topic 5 Test .................................................237–238

STEM

TOPIC


Math and Science Project .................................239 Review What You Know ..............................240–242 Vocabulary Cards ........................................240–2426-1 Regrouping 10 Ones for 1 Ten ...................... 243A6-2 Models to Add 2- and 1-Digit Numbers ........ 249A6-3 Adding 2- and 1-Digit Numbers ..................... 255A6-4 Models to Add 2-Digit Numbers .................... 261A6-5 Adding 2-Digit Numbers ................................ 267A6-6 Adding on a Number Line .............................. 273A6-7 Adding More than Two Numbers ................. 279A6-8 Problem Solving: Draw a Strip Diagram

and Write a Number Sentence ...................... 285A Mixed Problem Solving ........................................291 Number Sense .....................................................292 Reteaching ..........................................................293 Topic 6 Test .................................................295–296

STEM

Hi, I’m Jada. This shows how you

can add on a hundred chart. 1

448

Hi, I’m Daniel. This shows how

to model a 2-digit addition problem.

54 + 18 = 72

11

Subtracting 2-Digit Numbers 3-Digit Addition and Subtraction

Texas Focal Points TFP 1, TFP 2, TFP 3

TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.2F, 2.4, 2.4B, 2.4C, 2.4D, 2.9C


TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.4C, 2.4D

VOLUME 1B

TOPIC


Math and Science Project .................................363 Review What You Know ......................................3648-1 Exploring Adding 3-Digit Numbers ............... 365A8-2 Mental Math .................................................... 371A8-3 Models for Adding with 3-Digit Numbers ..... 377A8-4 Adding 3-Digit Numbers ................................ 383A8-5 Exploring Subtracting 3-Digit Numbers ....... 389A8-6 Mental Math: Ways to Find Missing Parts ... 395A8-7 Models for Subtracting with 3-Digit

Numbers .......................................................... 401A8-8 Subtracting 3-Digit Numbers ......................... 407A8-9 Problem Solving: Writing Math Stories ....... 413A8-10 Problem Solving: Two-Step Problems ......... 419A Mixed Problem Solving ........................................425 Number Sense .....................................................426 Reteaching ..................................................427–428 Topic 8 Test .................................................431–432

Benchmark Test, Topics 5–8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .434C

STEM

TOPIC


Math and Science Project .................................297 Review What You Know ......................................2987-1 Regrouping 1 Ten for 10 Ones ...................... 299A7-2 Models to Subtract 2- and 1-Digit

Numbers .......................................................... 305A7-3 Subtracting 2- and 1-Digit Numbers ............. 311A7-4 Models to Subtract 2-Digit Numbers ............ 317A7-5 Subtracting 2-Digit Numbers ......................... 323A7-6 Subtracting on a Number Line ...................... 329A7-7 Using Addition to Check Subtraction ........... 335A7-8 Problem Solving: Writing Math Stories ....... 341A7-9 Problem Solving: Two-Step Problems ......... 347A Mixed Problem Solving ........................................353 Number Sense .....................................................354 Reteaching ..................................................355–356 Topic 7 Test .................................................359–360

STEM

Hi, it’s Marta again.This shows how you can use addition to check

subtraction.

Hi, I’m Alex. This shows how you

can count on to find a missing part. 1 14 1

24� 9

15

15� 9

24

24

9 15 You counted on 220.

440 + 220 = 660

440, 540, 640, 650, 660

100 100 10 10


Meanings of Multiplication and Division Money

Texas Focal Point GLC

TEKS 2.1, 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.6, 2.6A, 2.6B


TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.5, 2.5A, 2.5B

VOLUME 2A

Topic 9 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .435AMath Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .435CDifferentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .435EThe Language of Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .435FInteractive Math Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .435G

Math and Science Project .................................435 Review What You Know ......................................436 Vocabulary Cards ........................................437–4389-1 Repeated Addition and Multiplication .......... 441A9-2 Writing Multiplication Stories ........................ 447A9-3 Division as Sharing ........................................ 453A9-4 Division as Repeated Subtraction ................ 459A9-5 Writing Division Stories ................................. 465A9-6 Problem Solving: Draw a Strip Diagram

and Write a Number Sentence ...................... 471A Mixed Problem Solving ........................................477 Number Sense .....................................................478 Reteaching ..........................................................479 Topic 9 Test .................................................481–482

STEM

TOPIC

10Topic 10 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .483AMath Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .483CDifferentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .483EThe Language of Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .483FInteractive Math Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .483G

Math and Science Project .................................483 Review What You Know ......................................484 Vocabulary Cards ........................................485–48610-1 Coins ................................................................ 489A10-2 Counting Collections of Coins ...................... 495A10-3 Comparing Collections of Coins ................... 501A10-4 Ways to Show the Same Amount ................. 507A10-5 Problem Solving: Make an Organized List .... 513A Mixed Problem Solving ........................................519 Number Sense .....................................................520 Reteaching ..........................................................521 Topic 10 Test ...............................................523–524

STEM

TOPIC

9

8 - 2 = 6 6 - 2 = 4 4 - 2 = 2 2 - 2 = 0

Day 1 Day 2 Day 3 Day 4

8 , 2 = ?

50¢ 75¢

90¢ 91¢

Hi, it’s Jada again. This shows

division as repeated subtraction.

Hi, it’s Carlos again.This shows how to count

on to find the total amount of money.

85¢

13

Number Patterns and Algebra Fractions

110 120 130 140 150 160

210 220 230 240 250 260

310 320 330 340 350 360

410 420 430 440 450 460

510 520 530 540 550 560

610 620 630 640 650 660

Texas Focal Points TFP 1, TFP 2, GLC

TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.2C, 2.7, 2.7A, 2.7B, 2.7C


TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.3, 2.3A, 2.3B, 2.3C, 2.3D, 2.8E

VOLUME 2A

TOPIC


Math and Science Project .................................525 Review What You Know ..............................526–528 Vocabulary Cards ........................................526–52811-1 Even and Odd Numbers ................................. 529A11-2 10 More, 10 Less; 100 More, 100 Less .......... 535A11-3 Finding Patterns ............................................. 541A11-4 Missing Numbers in 2-Digit Addition and

Subtraction Problems .................................... 547A11-5 Missing Numbers in 3-Digit Addition and

Subtraction Problems .................................... 553A11-6 Problem Solving: Make a Table and Look

for a Pattern .................................................... 559A Mixed Problem Solving ........................................565 Number Sense .....................................................566 Reteaching ..........................................................567 Topic 11 Test ...............................................569–570

STEM

TOPIC

12Topic 12 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .571AMath Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .571EDifferentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .571GThe Language of Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .571HInteractive Math Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 571I

Math and Science Project .................................571 Review What You Know ..............................572–574 Vocabulary Cards ........................................572–57412-1 Identifying Halves, Fourths, and Eighths .... 575A12-2 Unit Fractions and Regions........................... 581A12-3 Non-Unit Fractions and Regions .................. 587A12-4 Equal Parts of a Whole .................................. 593A12-5 Comparing Fractional Parts .......................... 599A12-6 Counting Fractional Parts ............................. 605A12-7 Problem Solving: Draw a Picture ................. 611A Mixed Problem Solving ........................................617 Number Sense .....................................................618 Reteaching ..................................................619–620 Topic 12 Test ...............................................623–624

Benchmark Test, Topics 9–12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .626C

STEM

Hi, it’s Emily again. This shows numbers

that are 100 more as you read down each

column.

Hi, it’s Jackson again.This shows that nine fourths is the same as two wholes

and one fourth.


12

67 54

2111

10

839

510

15

2025

2627

Geometry Measurement

8:27


TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.8, 2.8A, 2.8B, 2.8C, 2.8D, 2.8E

Texas Focal Points TFP 3, GLC

TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.9, 2.9A, 2.9B, 2.9D, 2.9E, 2.9F, 2.9G

VOLUME 2B

TOPIC

13Topic 13 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .627AMath Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .627EDifferentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .627GThe Language of Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .627HInteractive Math Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 627I

Math and Science Project .................................627 Review What You Know ......................................628 Vocabulary Cards ........................................629–63013-1 Flat Surfaces, Vertices, and Edges .............. 635A13-2 Sorting Solid Figures ..................................... 641A13-3 Relating Plane Shapes to Solid figures ...... 647A13-4 Making New Solid Figures ............................. 653A13-5 Polygons ......................................................... 659A13-6 Sorting Shapes ............................................... 665A13-7 Creating Shapes ............................................. 671A13-8 Making New Shapes ....................................... 677A13-9 Problem Solving: Use Reasoning ................ 683A Mixed Problem Solving ........................................689 Number Sense .....................................................690 Reteaching ..................................................691–692 Topic 13 Test ...............................................695–696

STEM

TOPIC

14Topic 14 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .699AMath Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .699GDifferentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 699IThe Language of Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 699JInteractive Math Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 699K

Math and Science Project .................................699 Review What You Know ......................................700 Vocabulary Cards ........................................701–70214-1 Telling Time to the Minute ............................. 707A14-2 Telling Time Before and After the Hour........ 713A14-3 Measuring Area .............................................. 719A14-4 Problem Solving: Use Tools ......................... 725A14-5 Using Models for Customary Units............... 731A14-6 Inches .............................................................. 737A14-7 Inches, Feet, and Yards ................................. 743A14-8 Measuring Length Using Customary Units .... 749A14-9 Using Models for Metric Units ....................... 755A14-10 Centimeters ..................................................... 761A14-11 Centimeters and Meters ................................. 767A14-12 Measuring Length Using Metric Units .......... 773A14-13 Problem Solving: Use Reasoning ................ 779A Mixed Problem Solving ........................................785 Number Sense .....................................................786 Reteaching ..................................................787–788 Topic 14 Test ...............................................791–792

STEM

Hi, it’s Marta again. This shows how you can use smaller shapes to make larger

shapes.

Hi, it’s Daniel again. This shows 8:27 on two

different clocks.

15

Baseball

Soccer

Tennis

Favorite Ball Games

Each = 1 student

Week Amount Joe Owes1 $10 - $2 = $82 $8 - $2 = $63 $6 - $2 = $44 $4 - $2 = $25 $2 - $2 = $0

Data Personal Financial Literacy

Texas Focal Points TFP 1, TFP 2

TEKS 2.1, 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.10, 2.10A, 2.10B, 2.10C, 2.10D

Texas Focal Point FL

TEKS 2.1A, 2.1B, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.10C, 2.11, 2.11A, 2.11B, 2.11C, 2.11D, 2.11E, 2.11F

VOLUME 2B

TOPIC


Math and Science Project .................................795 Review What You Know ..............................796–798 Vocabulary Cards ........................................796–79815-1 Bar Graphs ...................................................... 799A15-2 Pictographs ..................................................... 805A15-3 Organizing Data in Different Ways ............... 811A15-4 Drawing Conclusions from Graphs .............. 817A15-5 Making Predictions from Graphs .................. 823A15-6 Problem Solving: Use Representations ..... 829A Mixed Problem Solving ........................................835 Number Sense .....................................................836 Reteaching ..................................................837–838 Topic 15 Test ...............................................841–842

STEM

TOPIC


Topic 16 Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .845AMath Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .845CDifferentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .845EThe Language of Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .845FInteractive Math Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .845G

Math and Science Project .................................845 Review What You Know ......................................846 Vocabulary Cards ........................................847–84816-1 Saving Money ................................................. 851A16-2 Building Savings Over Time .......................... 857A16-3 Lending Money ............................................... 863A16-4 Borrowing Money ........................................... 869A16-5 Money in a Bank ............................................. 875A16-6 Problem Solving: Analyze Given

Information ..................................................... 881A Mixed Problem Solving ........................................887 Number Sense .....................................................888 Reteaching ..........................................................889 Topic 16 Test ...............................................891–892

Benchmark Test, Topics 13–16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 892BEnd-of-Year Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 892D

STEM

Hi, it’s Carlos again. This shows a chart that keeps track of how much money

Joe pays back each week.

Hi, it’s Emily again. This shows a pictograph

that can be used to record and compare data.


TEKS 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.2, 3.2A, 3.2B, 3.2D, 3.3, 3.3A, 3.3C, 3.3D, 3.4, 3.4A, 3.5A

VOLUME 2B GRADE 2 PACING GUIDEVOLUME 2B

The pacing below assumes 1 lesson per day . Additional time may be spent on review, remediation, differention, and assessment as needed .

VOLUME 1A5 DAYS TOPIC 1 Addition Strategies

6 DAYS TOPIC 2 Subtraction Strategies

6 DAYS TOPIC 3 Numbers to 1,200

6 DAYS TOPIC 4 Comparing and Ordering to 1,200

VOLUME 1B8 DAYS TOPIC 5 Exploring Addition and

Subtraction

8 DAYS TOPIC 6 Adding 2-Digit Numbers

9 DAYS TOPIC 7 Subtracting 2-Digit Numbers

10 DAYS TOPIC 8 3-Digit Addition and Subtraction

VOLUME 2A6 DAYS TOPIC 9 Meanings of Multiplication

and Division

5 DAYS TOPIC 10 Money

6 DAYS TOPIC 11 Number Patterns and Algebra

7 DAYS TOPIC 12 Fractions

VOLUME 2B9 DAYS TOPIC 13 Geometry

13 DAYS TOPIC 14 Measurement

6 DAYS TOPIC 15 Data

6 DAYS TOPIC 16 Personal Financial Literacy

116 DAYS

10 DAYS Step Up to Grade 3

A Program Paced for Success

Table of Contents ................................................893 Grade 3 TEKS for Step-Up Lessons ...................894 1 Representing Numbers .................................. 895A 2 Greater Numbers ............................................ 899A 3 Comparing Numbers ...................................... 903A 4 Adding with an Expanded Algorithm ........... 907A 5 Models for Adding 3-Digit Numbers ............. 911A 6 Subtracting with an Expanded Algorithm.... 915A 7 Models for Subtracting 3-Digit Numbers...... 919A 8 Fractions and Regions .................................. 923A 9 Fractions and Sets ......................................... 927A 10 Fractions and Length ..................................... 931A

Step Up to Grade 3

These lessons help prepare you for

Grade 3.

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YOU NEED A TEXAS PROGRAM THAT IS RIGOROUS. HAS WHAT YOU NEED.RIGOR

Rigor means ... developing skills and concepts with depth of understanding.

Essential UnderstandingsFor each lesson, the Teacher’s Edition states a content-specific essential understanding to make explicit during instruction .

Do You Understand question in the lesson connects to the essential understanding .

Big Ideas in Mathematics Big ideas link smaller ideas (essential understandings) into a coherent whole within and across grades and strands .

Math Background at the start of a topic connects essential understandings to big ideas . Look for ways to make big ideas explicit .

Texas Focal Points Content to emphasize at each grade is identified in the Texas Response to Curriculum Focal Points Revised 2013 . enVisionMATH Texas 2.0 content reflects this emphasis .

Grade 2 Texas Focal Points•Developing proficiency in the use

of place value within the base-10 numeration system

•Using place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000

•Measuring length•Applying knowledge of two-

dimensional shapes and three-dimensional solids, including exploration of early fraction concepts

Rigor means ... cognitively demanding tasks; a rich problem-solving model.

Multi-Step Problems Provided throughout the program . Some problem-solving lessons in Grades 1–5 focus on how to solve multi-step problems .

Problem-Solving Model Used in examples in problem-solving lessons .

Used in exercises including some Grades 3–5 exercises labeled Analyze Information, Formulate a Plan, and Check for Reasonableness .

Strip Diagrams Taught before Topic 1 in the Grades 3–5 Problem-Solving Handbook .

Taught and used in lessons, starting with part-part-whole mats in Grades K–2 .

Used in a digital math tool for creating strip diagrams .

Mixed Problem Solving An end-of-topic page in Grades 1–5 provides the kind of rich, rigorous, mixed problem-solving experiences found on the state test .

Rigor means ... using algorithms flexibly, accurately, and efficiently.

Standard Algorithms Taught for understanding using visual models and step-by-step examples .

Practiced for fluency, often with leveled practice in Grades 3–5 .

Number Sense A number-sense focus is provided in whole topics, whole lessons, and, at Grades 1–5, a special feature at the end of each topic .

Number-sense questions are labeled in exercises at Grades 3–5 and in the Teacher’s Edition .


Students successfully engage in

high-level thinking!

Rigor means ... a high cognitive level of core instruction.

Problem-Based Learning Drives the core instructional model with problem-based learning at the start of each lesson.

Research shows that introducing new ideas by having students solve problems in which those ideas are embedded develops deeper understanding than other methods.

Look for opportunities to make important math explicit during problem-based learning.

Visual Learning Increases the cognitive level of instruction by connecting concrete and pictorial representations to abstract symbols.

Use in the Visual Learning Bridge in the Student Edition and eText.

Use in the Visual Learning Animation Plus online.

Rigor means ... high-level, question-driven classroom conversations.

Questions for Problem-Based Learning Facilitate learning by using questions in the Teacher’s Edition that help students understand the problem and by giving hints as needed, without telling students directly how to solve the problem.

Questions for Visual Learning Focus on understanding by using questions in the Teacher’s Edition and in the Visual Learning Animation Plus that have students reflect on the work that is shown, make connections among ideas, and justify the steps.

Rigor means ... communicating often about one’s thinking and work, using reasoning.

During Instruction Share and Discuss Solutions in the Teacher’s Edition fosters communication during problem-based learning.

Do You Understand fosters communication during visual learning.

During Exercises Lesson exercises foster communication in ways consistent with the math process standards. Red words in Grades 3–5 are from the process standards.

During Projects and Activities Rich communication opportunities are in Math and Science Projects, Center Games, Math and Science Activities, Problem-Solving Reading Activities, Digital Math Tools Activities, and online Math Games.

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TEKS AND THE STATE TEST

New content at Grade 2 For complete statements of these TEKS, see the TEKS Correlation in the Correlations tab .

In Number and Operations•2 .2B Use standard, word, and expanded forms to represent

numbers . Represent numbers up to 1,200 .•2 .2E, 2 .2F Use open number lines .•2 .3A Partition objects into equal parts .•2 .3B Relate the number of equal parts to the size of

those parts .•2 .3C Count fractional parts beyond one whole .•2 .3D Identify halves, fourths, and eighths .•2 .4A Recall basic facts to add and subtract within 20 .•2 .4B Add and subtract using strategies, algorithms, and

properties of operations .•2 .4C Solve multi-step word problems involving addition and

subtraction within 1,000 .•2 .4D Generate problem situations for a given mathematical

number sentence .•2 .6A, 2 .6B Model, create, and describe contextual

multiplication and division situations .

In Algebraic Reasoning•2 .7A Determine whether a number is even and odd .•2 .7C Look for unknowns that may be any one of the terms of

a word problem .

In Geometry and Measurement•2 .8A Create two-dimensional shapes based on given

attributes .•2 .8C Classify and sort polygons with 12 or fewer sides .•2 .8D, 2 .8E Compose and decompose shapes .•2 .9B Relate the size of a unit of measure and number of those

units needed to equal a length .•2 .9C Represent whole numbers as distances on a number line .•2 .9D Measure length to nearest marked unit on a tool .•2 .9E Estimate lengths .•2 .9G Tell time to the minute, distinguishing between a.m.

and p.m.

In Data Analysis•2 .10B Collect data into four categories with intervals of one

or more .•2 .10C Write word problems using data .

In Personal Financial Literacy•2 .11A Calculate how money saved can accumulate into a

larger amount over time .•2 .11B Explain that saving is an alternative to spending .•2 .11C Distinguish between a deposit and a withdrawal .•2 .11D Identify examples of borrowing and distinguish

between responsible and irresponsible borrowing .•2 .11E Identify examples of lending and use concepts of

benefits and costs to evaluate lending decisions .•2 .11F Differentiate between producers and consumers and

calculate the cost to produce a simple item .

Deleted content at Grade 2

In Number and Operations•Determine fractional parts of a set .•Determine a given number’s proximity to 0, 1/2, and 1 .

In Patterns, Relationships, and Algebraic Thinking•Generate ordered pairs of numbers .•Recognize additive patterns .•Find patterns on the 100s chart .

In Geometry•Classify and sort pyramids .

In Measurement•Measure temperature .•Select and use units of capacity .•Select and use units of weight .•Determine durations of time .

In Data Analysis•Describe events as being more likely or less likely .

CONTENT TEKS CHANGES


Content and assessments created

for Texas!

PROCESS TEKS CHANGES

Modified Process TEKS Change from ”Underlying Processes and Mathematical Tools” at the end of the TEKS to “Mathematical Process Standards” at the start of the TEKS .

Similar, but not identical, to the previous process TEKS .

Integration of Process TEKS Integrate process standards because mathematical tasks often call for the use, coordination, and management of multiple mathematical processes .

Process standards in a lesson are listed at the start of the lesson .

Problem-solving lessons focus on math process standards .

Problem-based learning supports math process standards .

Red labels in exercises in Grades 3–5 are from the math process standards .

THE STATE TEST

More Rigorous Greater depth and cognitive complexity with more applications and multi-step problems than the previous tests . enVisionMATH Texas 2.0 tests have rigorous problems including multi-step problems than previous tests .

Special wording including questions with “NOT” and answers with “Not here,” “None of these,” or “All of the above .” enVisionMATH Texas 2.0 items use these words .

More Griddable Items Different grids are used than on the previous tests . enVisionMATH Texas 2.0 has griddable items in the assessments in print and online, at Grades 3–5 .

Assessing Process Standards Process and content standards are assessed together in the same test items . In enVisionMATH Texas 2.0., the Item Analysis charts double code each item .

Readiness and Supporting Standards 75% of the test is on readiness standards with 25% of the test on supporting standards .

REPORTING CATEGORIES

New Reporting Categories Categories that match the TEKS are used for the state test . In enVisionMATH Texas 2.0, topics are color coded and organized around the reporting categories:

Number and Operations

Algebraic Reasoning

Geometry and Measurement

Data Analysis

Personal Financial Literacy

YOU NEED A TEXAS PROGRAM ALIGNED WITH TEKS AND THE STATE TEST. HAS WHAT YOU NEED.

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HAS WHAT YOU NEED.ELPS YOU NEED A TEXAS PROGRAM ALIGNED WITH THE ELPS.

ELPS IN A MATH PROGRAM

All lessons need to be sheltered to ensure students are making both content and language progress . —Jim Cummins

English Language Proficiency Standards (ELPS) ELPS are to be implemented in mathematics and other subjects so that classroom instruction integrates second language acquisition with quality content area instruction .

Provide opportunities to listen, speak, read, and write at a student’s current level of English as part of effective instruction in second language acquisition . Gradually increase the linguistic complexity .

English language proficiency levels of Beginning, Intermediate, Advanced, or Advanced/High may vary for listening, speaking, reading, or writing for a given student .

ELPS Specified in MathThe required ELPS for a Texas elementary math program are shown in the chart at the right .

For statements of those ELPS in a correlation from ELPS breakouts to lessons, see the Correlations tab .

ELPS IN ENVISIONMATH TEXAS 2.0

ELPS Support in 100% of the Lessons The first page of each lesson in the Teacher’s Edition provides support for one or more ELPS for students at Beginning, Intermediate, Advanced, and Advanced/High levels of English language proficiency .

This support ensures students are making annual progress in learning English as measured by TELPAS, the Texas English Language Proficiency Assessment System .

ELPS Toolkit is a booklet for teachers that provides additional suggestions for supporting English language learners .

Overview of ELPS by TopicThe ELPS given focused attention in each topic of enVisionMATH Texas 2.0 are shown below .

ELPS TOPICS1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 SU

Learning Strategies

1A1B1D

1FListening 2C

2D

2E2I

Speaking 3B3C3D

3E

3F3G3H

Reading 4C4D4E4F4G


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Documents

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