CURRICULUM FRAMEWORK

PROGRESS GUIDE Based on the Maryland Voluntary State Curriculum

Elementary Grades Mathematics Grade 2

July 30, 2008, revised 2009

Prince Georges County Public Schools

PGIN 7690-0951

Board of Education of Prince Georges County, Maryland

Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

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BOARD OF EDUCATION

OF PRINCE GEORGES COUNTY, MARYLAND

Verjeana M. Jacobs, Esq., Chair Ron L. Watson, Ph.D., Vice Chair

Donna Hathaway Beck Pat J. Fletcher

Heather Iliff R. Owen Johnson, Jr. Rosalind A. Johnson

Linda Thornton Thomas Amber P. Waller

Edward Burroughs III, Student Board Member William R. Hite, Jr., Ed.D., Superintendent of Schools

Bonita Coleman-Potter, Ph.D., Deputy Superintendent

Geno Flores, Chief Academic Officer Gladys Whitehead, Ph.D., Director, Curriculum and Instruction Kara Miley-Libby, Ed.D., Coordinating Supervisor, Academic Programs Gwendolyn F. Smith, Ph.D., Coordinating Supervisor, Comprehensive Instructional Support Judith Russ, Supervisor, Elementary Mathematics

Curriculum Framework Progress Guide-Mathematics-Grade 2 ii Prince George's County Public Schools

Acknowledgements

Prince Georges County Public Schools Mathematics Department wishes to thank the following professionals who worked on the K-6 Grade Curriculum Framework Progress Guides for Mathematics under the direction of the Mathematics Team: Beverly Acors, Stephanie Adams, Ajoke Adigun, Tony Anderson, Troy Anderson, Charmaine Banks, Crystal Baskin, Patricia Belgrave, Erica Bennett, Richard Birecree, Lois Bracey, Kimberly R. Brown, Theresa Brown, Vernee Brown, Jenn Buczek, Regina Clay, Deborah Cooke, Felice DeSouza, Mischa Dorr, Talaya Ferguson, Chitina Fulford, Jill Gabrielson, Valerie Gifford, Melissa Goldsmith, Brenna Graham, Sheenequa Gray, Derrick Grubb, Tanaga Hannah, Leslie Hammond, Linda Hobbs, Julie Hughey, Tracey Jackson, Londa James, Pearline James, Phyllis A. Johnson, Richard Johnson III, Kathleen Kearns, Julie Kelso, Karin E. King, Meghen Kobli, Jennifer Kubit, Monique Lamar, Joan Liberto, Janell Lewis, Elizabeth Mader, Roderick Mance, Maukia McPherson, Denise Moroney, Patricia Morrison, Yvette Motley, Paulette Napora, Valerie T. Nelson, Sheila Parham, Julieta Perez, Lavicia Peterson, Alyce Pointer, Heather Porterfield, Diane Reisinger, Kanika Rivers-Spann, Stephanie Roberts, Delisa Robinson, Erica Rogers, Robert Roman, Mary Santos, Beyunka Scates, Jessica Schiery, Barbara Seldon, Carol Sisson, Diane Skulski, Keisha Smith-Branch, Marcia Sun, Carole Swisdak, Tracey Smith, Sandra Stovall, Maisha Strong, Tiffany Uhlig, Nneka Unonu, Tamara Wade, Aqila S. Waheed, Laurie Walker, Lila Walker, Regina Walters, Myrna Webb, Melanie Whitaker, Ebony White, Erica Wilson, Stephanie Wilson-Murray, and Geraldine Woods.

We would also like to thank the Curriculum Writing Production Staff for their assistance.

Curriculum Framework Progress Guide-Mathematics-Grade 2 iii Prince George's County Public Schools

Table of Contents Page Numbers Page Numbers Introduction

1 Week 5 65

Process Standards

1 Week 6 69

Instructional Block

2 Week 7 74

Calculator Use

2 Week 8 90

Terms Used in Curriculum Framework Progress Guide

2 Week 9 95

Planning/Observation Guide

3 Week 10 118

Manipulatives and Tools Needed

4 Week 11 137

Calendars

5 8 Week 12 143 IFL Lesson: 144-147

Quarter At A Glance

9 - 11 Week 13 153

Accelerated Curriculum

12 Week 14 163

Lesson Seed Content Page

13 Week 15 170

Curriculum Framework: Lesson Seeds and Extension Lessons are included within each week

14 - 380 Week 16 177

Week 1

14 Week 17 189

Week 2

25

Week 18 211

Week 3

46 Week 19 22i

Week 4

61 Week 20 228

Curriculum Framework Progress Guide-Mathematics-Grade 2 iv Prince George's County Public Schools

Table of Contents

Page Numbers Page Numbers Week 21

247 Week 33

341

Week 22

256 Week 34

350

Week 23

261 Week 35 358

Week 24

269 Week 36

365

Week 25

272 Week 37 369

Week 26

275 Week 38 374

Week 27

286 Week 39 379 Review Week

Week 28

294 Week 40 379 Review Week

Week 29

309 MSA Rubric 380

Week 30

316 Suggested Websites 381

Week 31

325 Evaluation

Week 32

334

Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

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INTRODUCTION The revised Prince Georges County Public Schools Mathematics Curriculum Framework Progress Guide is aligned with the Mathematics Voluntary State Curriculum, (VSC), as prepared by the Maryland State Department of Education (MSDE). The indicators, objectives and assessment limits are shown in the document along with the resources needed to deliver instruction to cover the indicators, objectives and assessment limits. There are instances when lessons must be extended or additional problems included to meet assessment limits. The needs for extension and reference to teacher created lessons have been noted in the lesson column in most cases. The teacher created lessons are noted by the Scott Foresman Addison-Wesley connection, (7-1 meaning chapter seven, lesson 1) or with reference to the source of the lesson (AIMS). The Process Standards are expected to be incorporated into the standards for Knowledge of Algebra, Patterns and Functions, Knowledge of Geometry, Knowledge of Measurement, Knowledge of Statistics, Knowledge of Probability, and Knowledge of Number Relationships and Computations. The Process Standards, in which students demonstrate the processes of mathematics by making connections and applying reasoning to solve and to communicate their findings, consists of the following things:

A. Problem solving 1. Apply a variety of concepts, processes, and skills to solve problems a. Identify the question in the problem b. Decide if enough information is present to solve the problem c. Make a plan to solve a problem d. Apply a strategy, (i.e., draw a picture, guess and check, finding a pattern, writing an equation) e. Select a strategy, (i.e., draw a picture, guess and check, finding a pattern, writing an equation) f. Identify alternative ways to solve a problem g. Show that a problem might have multiple solutions or no solution h. Extend the solution of a problem to a new problem situation

B. Reasoning 1. Justify ideas or solutions with mathematical concepts or proofs a. Use inductive or deductive reasoning b. Make or test generalizations c. Support or refute mathematical statements or solutions d. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction C. Communication 1. Present mathematical ideas using words, symbols, visual displays, or technology a. Use multiple representations to express concepts or solutions b. Express mathematical ideas orally c. Explain mathematically ideas in written form d. Express solutions using concrete materials e. Express solutions using pictorial, tabular, graphical, or algebraic methods f. Explain solutions in written form g. Ask questions about mathematical ideas or problems h. Give or use feedback to revise mathematical thinking

D. Connections 1. Relate or apply mathematics within the discipline, to other disciplines, and to life a. Identify mathematical concepts in relationship to other mathematical concepts b. Identify mathematical concepts in relationship to other disciplines c. Identify mathematical concepts in relationship to life d. Use the relationship among mathematical concepts to learn other mathematical concepts

Curriculum Framework Progress Guide-Mathematics-Grade 2 2 Prince George's County Public Schools

Instructional Block The instructional block for grades K-2 is 75 minutes. A minimum of 60 minutes is uninterrupted. The Standards for Excellence Planning and Observation Guide is enclosed to use as a model for lesson components noted in each textbook resource. Lessons have been included at the end for those indicators that were not addressed in the textbook resource. Highly Able/TAG extensions for Grade 2 in addition to lesson modifications have been included to address all learning styles for grades K 5. Extensions for Advanced Learners

Extensions for Advanced Learners are designed to provide differentiation to appropriately challenge highly able and/or gifted mathematics students. Tasks/projects include a variety of open-ended, challenging, abstract math activities to extend learning beyond the grade level standards. Through the use of advanced content, enrichment activities, opportunities for choice, and authentic product creation, highly able and/or gifted math students will be able to work independently or in flexible groups to gain a deeper understanding of the mathematical concepts. The Extensions for Advanced Learners have been noted in the third column where they align with the weekly objectives. Calculator Use All state assessments in mathematics require the use of a calculator unless indicated by a shaded assessment limit. The National Council of Teachers of Mathematics (NCTM) Principles and Standards advocates computational fluency as an expectation for all students. It encourages thoughtful use of calculators in all mathematics classro