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2017 - 2018 2nd Grade Curriculum Map Table of Contents

Section Page

Common Core State Standards Shifts in Mathematics 1

Standards for Student Mathematical Practice Poster 2

Summary of Standards for Mathematical Practices 3

Math, Science and ELA Relationships and Convergences 5

CCSS Where to Focus Grade 2 Mathematics 6

Common Core State Standards, Fluency in Mathematics 8

2017 - 2018 2nd Grade Suggested Units Calendar and supporting documents 9

SCOE 2015-2016 Cycle 3 enVision Topic notes 19

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This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of time spent on a lesson/topic. 1

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This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of time spent on a lesson/topic. 2

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This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of time spent on a lesson/topic. 3

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This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of time spent on a lesson/topic. 4

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This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of time spent on a lesson/topic. 5

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This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of time spent on a lesson/topic. 6

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2017-2018 2nd Grade: Suggested Units Calendar

Domains Time frame

Establish routines and norms, beginning of the year assessment Start Aug 10 no later than Aug 31, end Nov 17

● 39 lessons ● 12 days for

assessments ● 17 flex days ● 68 days total

Operations and Algebraic Thinking

Topic 1

▲Understanding Addition and Subtraction - 2 lessons: 1-1, 1-3

2.OA.1

Topic 2 ▲Addition Strategies - 7 lessons 2.OA.2

Topic 3 ▲Subtraction Strategies - 6 lessons 2.OA.2

Topic 1 ▲Understanding Addition and Subtraction - 5 lessons: 1-2, 1-4, 1-5, 1-6, 1-7

2.OA.1

Topic 4 Working With Equal Groups - 4 lessons 2.OA.4

Numbers and Operations in Base 10

Topic 5 ▲Place Value to One Hundred - 7 lessons 2.NBT.1-4

Topic 10 ▲Place Value to One Thousand - 8 lessons 2.NBT.2-4

Numbers and Operations in Base 10

Topic 6 ▲Mental Addition - 6 lessons 2.NBT.5 Start Nov 27 no later than Dec 6, end Mar 9

● 40 lessons ● 10 days for

assessments ● 7 flex days ● 57 days total

Topic 7 ▲Mental Subtraction - 5 lessons 2.NBT.5

Topic 8 ▲Adding Two-Digit Numbers - 9 lessons 2.NBT.5

Topic 9 ▲Subtracting Two-Digit Numbers - 9 lessons 2.NBT.5

Topic 11 ▲Three-Digit Addition and Subtraction - 11 lessons

2.NBT.7

Geometry Topic 12* Geometry - 7 lessons 2.G.1 -3 Start Mar 12 no later than Apr 4, end Jun 8

● 33 lessons ● 10 days for

assessments ● 12 flex days ● 55 days total

*Consider integrating Topics 12 -14, 16 throughout the school year

Measurement and Data

Topic 13* Counting Money - 5 lessons Lesson 13-4, reteach set B, and the performance task is NOT grade level appropriate. Please use alternate materials, example - Engage NY Module 3, Topic D, Lesson 8.

2.MD.8

Topic 14* Money - 4 lessons 2.MD.8

Topic 15 ▲Measuring Length - 9 lessons 2.MD.1-4

Topic 16* Time, Graphs, and Data - 8 lessons 2.MD.7

2.MD.9-10

Step up to 3rd grade ▲denote CCSS Major Focus Areas for the grade level.

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Domain: Operations and Algebraic Thinking

CCSS Standards:

▲Represent and solve problems involving addition and subtraction. 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.

▲Add and subtract within 20. 2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from

memory all sums of two one-digit numbers.

Work with equal groups of objects to gain foundations for multiplication. 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.

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.

▲ denote CCSS Major Focus Areas for the grade level; correlated to shaded enVision Topics. Italicize standard identified by teachers as Essential Learning for the Next Grade Level at SCOE cycle 2 PD.

Framework:

Please refer to pp. 6-14 in the Grade-Two Chapter of the Mathematics Framework for CA Public Schools: K-12 for more information.

▲2.OA.2 Add and subtract within 20.

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Curriculum and Other Resources: enVision 2nd Grade Word problem types

Format notes: Topic-Lesson(problem) DCCR = Daily Common Core Review Add to

*Results Unknown Lessons: 1-1(9,10); 1-2(1,3); 1-7(3,5); 2-4(11); 2-5(16); 2-6(15); 6-1(19, 20); 6-2(12, 13); 6-3(18,19); 6-4(18); 10-4(6); 11-1(11); 11-2(14,15); 11-3(8,9); 11-4(6,7); 11-5(7,8); 13-1(8); 13-4(8,9); 14-1(6,7); 14-3(11); 15-7(7); 15-8(10,11) Problem Solving: 3-6(1, 4, 6, 7); 14-4(7) DCCR: 1-1; 1-2, 1-3, 1-4, 1-5, 4-5; 4-1; 6-1; 6-2; 6-3; 6-4; 7-1; 7-3; 7-5(4); 8-8(4); 10-1(1); 10-2(4); 11-1(1); 11-3(3); 11-4(2); 12-2(4); 13-2(3); 15-6(4); 15-8(4); 16-8(4)

~Change Unknown Lessons: 1-2(2,5); 2-3(13); 2-6(17); 8-2(7); 8-5(7);11-6(10); 11-7(9); 13-3(9) DCCR: 2-6(4)

>Start Unknown Lessons: 1-2(4, 6); 2-1(3); 8-9(2) DCCR: 8-1(11)

Take from *Results Unknown Lessons: 1-4(1,5); 1-6(7); 3-1(18,19); 3-2(10,11); 3-4(16); 3-5(12); 7-1(13); 7-2(13); 7-1(14); 7-3(15,16); 9-1(11); 9-2(7); 9-3(6,7); 9-5(7); 9-8(11); 11-8(11); 11-10(8); 13-2(7); 14-2(6,7); 14-3(10) Problem Solving: 1-7(1,2,4); 3-6(2); 7-5 DCCR: 1-4; 1-6; 1-7; 2-3(4); 2-4(3); 3-4; 3-5(4); 5-1(3); 5-4(5); 5-5(4); 7-2(4); 7-4; 7-5(3); 9-3(4); 10-1(2); 10-2(3); 10-4(2); 10-6(1); 11-2(10); 11-11(2); 12-2(3); 13-5(3); 15-4(4); 15-7(2)

~Change Unknown Lessons: 1-3(9); 1-4(3,4); 3-4(14); 3-5(11); 10-4(7); 14-4(6) Problem Solving: 9-9(6); 14-4(1-5)

>Start Unknown Lessons: 1-3(8); 1-4(2,6); 3-4(15); 7-1(14); 7-2(14); 11-1(10); 11-4(3) DCCR: 15-2(3); 15-5(3)

Put together/Take apart *Total Unknown Lessons: 1-6(6); 2-1(23, 24); 2-2(18,19); 2-3(14); 2-4(12); 2-5(15); 2-6(16); 2-7(3-6); 3-3(12); 4-1(11,12); 4-2(8,9); 4-3(8-10); 5-1(7);

*Both Addend Unknown Lessons: 1-7(4); 2-5(15); 8-8(11); 11-7(10); 11-8(10)

~ Addend unknown

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5-6(12); 9-4(7); 9-6(7); 9-7(10-11); 10-1(9-10) Problem Solving: 2-7 (1-6); 3-6(3, 4, 5, 7); 4-4(1-4); 9-9(1-4); 13-5(1-5) DCCR: 2-2; 2-3(3); 2-7; 3-1(3); 3-3; 4-4; 5-1(4); 5-2(3,4);5-3(3); 5-4(4); 5-5(3); 5-6(4); 9-2(4), 9-9(4); 10-5(3); 10-6(4; 11-2(2); 11-5(3); 11-9(1); 12-4(3); 16-2(4); 16-4(4); 16-5(4)

DCCR: 13-3(4)

Compare ~Difference Unknown Lessons: 1-5(1,2,4); 3-5(10); 9-4(6); 9-5(6); 9-8(10); 11-6(11); 11-9(6,7); 11-10(7); 15-7(7) DCCR: 1-5(2); 2-1(3); 3-1(4); 3-5(2); 5-3(4); 9-5(2); 9-8(2); 9-9(3); 10-5(2); 12-4(2); 11-4(4)

~Bigger Unknown “more” version Lessons: 1-5(3) Problem Solving: 9-9(5) DCCR: 8-8(3) >“fewer” version Lessons: 1-5 (6)

~Smaller Unknown “fewer” version Lessons: 3-3(12); 5-5(20); 9-2(6); 10-8(4); 15-9(9); DCCR: 2-4(4); 2-6(3); 9-6)3; 11-9(3); 11-11(3) >“more” version Lessons: 1-5(7); 9-1(10); 15-9(9); DCCR: 10-7(4)

*Red = Kindergarten Mastery, 1st and 2nd Grade Review ~Blue = 1st Grade Mastery, 2nd Grade Review >Green = 1st Grade Introduction, 2nd Grade Mastery enVision:

● Topic 1- Understanding Addition and Subtraction ● Topic 2 - Addition Strategies ● Topic 3 - Subtraction Strategies ● Topic 4 - Working With Equal Groups

Illustrative Mathematics: ● 2.OA Building toward fluency (enVision Topic 2, 6) ● 2.OA Hitting The Target Number (enVision Topic 2, 6) ● 2.OA Counting Dots in Arrays (enVision 4-2) ● 2.MD Frog and Toad on the Number Line (enVision Topic 2, 6)

South Dakota Counts: Word problems sorted by problem type structures. Second grade pp. 18-26.

MARS Tasks: (Tasks can be used in Numbers and Operations in Base Ten) ● Ducks and Peanuts (enVision Topic 1) ● Chopsticks (enVision Topic 1, 4, 8) ● Marble Rows (enVision Topic 1, 2, 8) ● Agree or Disagree (enVision Topic 1, 2)

Inside Mathematics:(Additional tasks are available on the website, Tasks can be used in Numbers and Operations in Base Ten)

● Digging dinosaurs ● Diminishing return ● Double down ● Got your number ● Growing staircases ● Measuring up ● Miles of tiles ● Once upon a time

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● Party time (See a video of a lesson based on this POM. ) ● Squirreling it away ● The wheel shop

Georgia Standards of Excellence Framework ● Unit 2: Becoming Fluent with Addition and Subtraction page 19-131 ● Unit 6: Developing Multiplication pp. 12-87

Virginia Department of Education ● Second Grade Number and Number Sense Module

Number Talks by Sherry Parrish ● Doubles/Near Doubles pp. 60-61, 121-124 (enVision 2-2, 2-3) ● Making Tens pp. 61-62, 125-128 (enVision 2-6) ● Adding Up pp. 65, 147-149 (enVision 3-5) ● Removal or Counting Back pp. 66, 152-154 (enVision 3-3, 3-4)

Engageny ● Module 1: Sums and Differences to 20 ● Module 6: Foundations of Multiplication and Division

Domain: Numbers and Operations in Base 10

CCSS Standard:

▲Understand place value. 1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens,

and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

a. 100 can be thought of as a bundle of 10 tens—called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three,

four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

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

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

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.

▲Use place-value understanding and properties of operations to add and subtract. 5. Fluently add and subtract within 100 using strategies based on place value, properties of

operations, and/or the relationship between addition and subtraction.

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

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

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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.

7.1. Use estimation strategies to make reasonable estimates in problem solving. CA

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

9. Explain why addition and subtraction strategies work, using place value and the properties of operations.

▲ denote CCSS Major Focus Areas for the grade level; correlated to shaded enVision Topics. Italicize standard identified by teachers as Essential Learning for the Next Grade Level at SCOE cycle 2 PD.

Framework:

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Please refer to pp. 14-22 in the Grade-Two Chapter of the Mathematics Framework for CA Public Schools: K-12 for more information. ▲2.NBT.1 - 4 Understand place value. Grade-two students need opportunities to read and represent numerals in various ways (2.NBT.3 ). An example adapted from KATM (2012, 2nd Grade Flipbook) illustrates different ways for second-graders to represent numerals:

● Standard form (e.g., 637) ● Base-ten numerals in standard form (e.g., 6 hundreds, 3 tens, and 7 ones) ● Number names in word form (e.g., six hundred thirty-seven) ● Expanded form (e.g., 600 + 30 + 7) ● Equivalent representations (e.g., 500 + 130 + 7; 600 + 20 + 17; 30 + 600 + 7)

▲2.NBT.5 - 9 Use place-value understanding and properties of operations to add and subtract. Written methods for recording addition and subtraction are based on two important features of the base-ten number system:

● When numbers are added or subtracted in the base-ten system, like units are added or subtracted (e.g., ones are added to ones, tens to tens, hundreds to hundreds).

● Adding and subtracting multi-digit numbers written in base-ten can be facilitated by composing and decomposing units appropriately, so as to reduce the calculations to adding and subtracting within 20 (e.g., 10 ones make 1 ten, 100 ones make 1 hundred, 1 hundred makes 10 tens).

Curriculum and Other Resources:

enVision: ● Topic 5: Place Value to One Hundred ● Topic 6: Mental Addition ● Topic 7: Mental Subtraction ● Topic 8: Adding Two-Digit Numbers ● Topic 9: Subtracting Two-Digit Numbers ● Topic 10: Place Value to One Thousand ● Topic 11: Three-Digit Addition and Subtraction

Illustrative Mathematics: ● 2.OA Buttons odd and even (enVision 5-6)

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● 2.OA Red and Blue Tiles (enVision 5-6) ● 2.NBT Boxes and Cartons of Pencils (enVision Topic 5, 10) ● 2.NBT Bundling and Unbundling (enVision Topic 5, 10) ● 2.NBT Largest Number Game (enVision Topic 5, 10) ● 2.NBT Looking at Numbers Every Which Way (enVision Topic 5, 10) ● 2.NBT One, Ten, and One Hundred More and Less (enVision Topic 5, 10) ● 2.NBT Regrouping (enVision Topic 5, 10) ● 2.NBT Three composing/decomposing problems (enVision 10) ● 2.NBT Party Favors (enVision Topic 5, 10) ● 2.NBT Comparisons 1 (enVision Topic 10) ● 2.NBT Comparisons 2 (enVision Topic 10) ● 2.NBT Digits 2-5-7 (enVision Topic 10) ● 2.NBT Number Line Comparisons (enVision Topic 10) ● 2.NBT Ordering 3-digit numbers (enVision 10) ● 2.NBT Using Pictures to Explain Number Comparisons (enVision Topic 5, 10) ● 2.NBT Toll Bridge Puzzle (enVision Topic 8) ● 2.NBT How Many Days Until Summer Vacation? (enVision Topic 11) ● 2.NBT Many Ways to do Addition 2 (enVision Topic 11) ● 2.NBT Peyton and Presley Discuss Addition (enVision Topic 11) ● 2.NBT Choral Counting (enVision Topic 6, 7) ● 2.NBT Peyton and Presley Discuss Addition (enVision Topic 8,9)

MARS Tasks: See tasks listed in Operations and Algebraic Thinking section Inside Mathematics: See tasks listed in Operations and Algebraic Thinking section

Georgia Standards of Excellence Framework ● Unit 1: Extending Base Ten Understanding pp. 11-113 ● Unit 4 Applying Base Ten Understanding pp. 16-112

Number Talks by Sherry Parrish ● Landmark of Friendly Numbers p. 62 , 129-132 (enVision 6-2) ● Breaking Each Number into Its Place Value p. 63, 133-136 (enVision 6-3) ● Adding Up Chunks p. 64, 141-144 (enVision 6-2) ● Compensation p. 62-63, 137-140 ● Adding Up pp. 65, 147-149 (enVision 7-1, 11-7) ● Removal or Counting Back pp. 66, 152-154 (enVision 7-2, 7-3) ● Strategies on a Number Line examples pp. 44-45 (enVision 8-6, 9-6) ● Strategies on a Hundreds Chart examples pp. 45-48 (enVision 6-4, 6-5)

Engageny

● Module 3: Place Value, Counting, and Comparison of Numbers to 1,000 ● Module 4: Addition and Subtraction within 200 with Word Problems to 100 ● Module 5: Addition and Subtraction Within 1,000 with Word Problems to 100

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Domain: Measurement and Data

CCSS Standard:

▲Measure and estimate lengths in standard units. 1. Measure the length of an object by selecting and using appropriate tools such as rulers,

yardsticks, meter sticks, and measuring tapes.

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.

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

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

▲Relate addition and subtraction to length. 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.

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.

Work with time and money. 7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and

p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). CA

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?

Represent and interpret data. 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.

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.

▲ denote CCSS Major Focus Areas for the grade level; correlated to shaded enVision Topics. Italicize standard identified by teachers as Essential Learning for the Next Grade Level at SCOE cycle 2 PD.

Framework:

Please refer to pp 23-30 in the Grade-Two Chapter of the Mathematics Framework for CA Public Schools: K-12 for more information.

Curriculum and Other Resources:

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enVision: ● Topic 13: Counting Money ● Topic 14: Money ● Topic 15: Measuring Length ● Topic 16: Time, Graphs, and Data

Illustrative Mathematics: ● 2.OA A Pencil and a Sticker (enVision 13-3) ● 2.OA NBT Saving Money 2 (enVision 14-1) ● 2.OA, MD Delayed Gratification (enVision 14-1) ● 2.NBT Ten $10s make $100 (enVision 14-1) ● 2.MD How Big is a Foot? (enVision Topic 15) ● 2.MD Determining Length (enVision Topic 15) ● 2.MD High Jump Competition (enVision Topic 15) ● 2.MD Ordering Time (enVision Topic 16) ● 2.MD Alexander, Who Used to be Rich Last Sunday (enVision Topic 14) ● 2.MD Choices, Choices, Choices (enVision Topic 14) ● 2.MD, NBT Jamir's Penny Jar (enVision Topic 14) ● 2.MD Pet Shop (enVision Topic 14) ● 2.MD Susan's Choice (enVision Topic 14) ● 2.MD Visiting the Arcade (enVision Topic 14) ● 2.NBT Saving Money 1 (enVision Topic 14) ● 2.MD Growing Bean Plants (enVision Topic 16-6) ● 2.MD Hand Span Measures (enVision Topic 16-6) ● 2.MD The Longest Walk (enVision Topic 16-6) ● 1, 2.MD Favorite Ice Cream Flavor (enVision Topic 16-5, 6-7)

MARS Tasks: ● Teeth (enVision Topic 16-5, 6-7) ● Raisin Boxes(enVision Topic 16-5, 6-7) ● Student Store (enVision Topic 14)

Inside Mathematics: (Additional tasks are available on the website) ● courtney's collection ● fair games (color version) ● first rate ● measuring mammals ● on balance ● pick a pocket ● rod trains

Georgia Standards of Excellence Framework ● Unit 3: Understanding Measurement, Length, and Time pp. 14-97

Engageny

● Module 2: Addition and Subtraction of Length Units ● Module 7: Problem Solving with Length, Money, and Data

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Domain: Geometry

CCSS Standard:

Reason with shapes and their attributes. 1. Recognize and draw shapes having specified attributes, such as a given number of angles or

a given number of equal faces.105 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

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

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.

Framework:

Please refer to pp. 31-33 in the Grade-Two Chapter of the Mathematics Framework for CA Public Schools: K-12 for more information.

Curriculum and Other Resources:

enVision: ● Topic 12: Geometry

Illustrative Mathematics: ● 2.G Partitioning a Rectangle into Unit Squares (enVision 12-5,12-6) ● 2.G Polygons (enVision 12-5,12-6) ● 2.G Representing Half of a Rectangle (enVision 12-5,12-6)

● 2.G Which Pictures Represent One Half? (enVision 12-6)

MARS Tasks: ● Which Shape (enVision 12-3) ● Symmetry Drawings

Inside Mathematics: Problem of the Month (Additional tasks are available on the website) ● between the lines ● circular reasoning ● cut it out ● infinite windows ● lyle's triangles ● part and whole

Georgia Standards of Excellence Framework ● Unit 5: Understanding Plane and Solid Figures pp. 14-94

Engageny ● Module 8: Time, Shapes, and Fractions as Equal Parts of Shapes ● Module 6: Foundations of Multiplication and Division

For more resources, please visit the Schoology Group TK - 5th Grade SJUSD CCSS Math Adoption Information and Collaboration. Use access code 5SB6K-2BTNW.

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2nd Grade Pacing Discussion Post-its The following notes are from the 2nd Grade SCOE cycle 3 session (March 16, 2016). The first section are the typed comments from them pacing discussion post-its. Due to time constraints and the in-depth work done from the morning, there are no/few comments on Topic 12-16. The Graphic Organizer covers Topic 12-16 comments.

Topic 1: Understanding Addition and Subtraction ● Frustrating start - move later in the year ● Simple start with part-part-whole =) ● Word Problems (all types are included - but not really introduced or taught)

Topic 2: Addition Strategies ● Could move to begin of year ● Performance task was difficult based on one number sentence ● Need more time on doubles =|

Topic 3: Subtraction Strategies ● Straight forward, liked progression, 7 days for unit ● 3.6 not enough room to draw models ● Performance task was challenging

Topic 4: Working with Equal groups ● Students loved arrays. Wish there was more =) ● Save for the end of the year!

Topic 5: Place Value to 100 ● When comparing numbers - this works well, no more alligator (see poster for better visual)

○ < the space faces the larger # ○ > point faces the smaller number

● Teach Topic 10 (3 digit place value) right after Topic 5 ● Yes to the previous comment (Topic 5 then Topic 10) ● Each lesson needed more time and practice

Topic 6: Mental Addition ● Students loved using hundreds chart ● Need more number line work ● Teach Topic 6 and 8 together to put all strategies together

Topic 7: Mental Subtraction ● 7-1, 7-4, 7-3, 7-2, 7-5 better order ● 7-2 missing addend too hard, move to end of topic ● 7-4 needs to be before 7-3, subtracting on 100 chart using 10’s ones

Topic 8: Adding Two Digit Numbers ● 8-6 more work on number lines

Topic 9: Subtracting Two Digit Numbers ● Teach with Topic 7 to cover all strategies ● Test item #6 too much for kids ● Test item #6 spatially not enough space to draw lines, solve problem and explain ● Students had an opportunity to do mental math ● Liked the focus on only subtraction =)

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Topic 10: Place Value to 1000 ● Not enough time on skip counting ● No enough time on 1000 place value ● Move earlier in year… more practice ● Teach after Topic 5

Topic 11: Three Digit Addition and Subtraction

● Estimating? Necessary? Topic 12: Geometry

● Possibly move Topic 12 & 15 to incorporate geometry in 2nd trimester, instead of waiting until 3rd trimester to introduce it

2nd Grade Geometry & Measurement and Data Graphic Organizer Geometry

Framework: ● Plane shapes - regular and irregular quadrilaterals (trapezoid, parallelogram, rhombus),

pentagon, hexagon, ● Names of solid figures, descriptor words (angle, vertex/vertices, sides, edges) ● Partitioning ● Word form (oral) of fractions, ½, ⅓, 1/4 , equal pieces ● No lines of symmetry

Curriculum: ● Topic 12 lesson 1 - cones DO NOT have a vertex, it’s an apex ● No triangular prisms ● Heavy on vocabulary ● Take a few more days to teach lessons if necessary ● No trapezoid or parallelograms

Other resources: ● Enrichment pages for homework ● Shape riddles ● Shape monsters with written description (composing shapes with other shapes) ● Shape hunt

Money

Framework: ● Identify money: 1¢, 5¢, 10¢, 25¢, 50¢, $1, $5, $10, $20, $50, $100 ● Equivalents amounts: 2 ways to show ________ ● Word problems with dollars OR cents. ● Patterns in counting 5, 10, 25,

This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of time spent on a lesson/topic. 21

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Curriculum: ● Do Not teach 13-4 as is. ● Modify the Topic 13 performance task ● Supplement with more dollar problems. ● Topic 14 - supports numbers and operations (addition and subtraction) ● Finding change

Other resources: ● Classroom management - pay kids for tasks, class store, fake money, plastic play wallets,

exchange money. ● Partner game - money grab from a bag and count ● Race to a dollar/100 ● Newspaper ads/menu math/book order- create a menu or store ● Calendar time

Measurement and Data

Framework: ● Measure length - inches, ft, cm, m using tools (any structure of ruler, measuring tape,

yardstick, meter stick), standard and non-standard, ● Converting units - inches = ft, ft = yard, cm = meters ● Comparing lengths - longer, shorter, inverse relationship of size of units and number of units ● Relationship between number lines and measuring ● Estimate length ● Parts of Picture graphs, bar graphs, line plots up to 4 categories 1:1 units ● Solve simple put together/take apart and compare questions ● Difference between 2 lengths ● Time to 5 minutes, am/pm (12 hour cycles), converting days to month, months and weeks to

year, minutes in and hour, analog and digital

Curriculum: ● Teach all standard units together lesson 15-2 and 15-4 then 15-3 and15-5 (teacher

discretion) ● 16-6 (give kids extra data point) ● 16-7 1 data point to 1 pictograph change independant practice (on the end of the year test

#14) ● Combine 16-3 (or skip) and 16-4

Other resources: ● Need to incorporate number lines into length (and numbers and operations) ● Time on the number line (time lines) ● Daily questions ● Make your own tools if no enough meter sticks or yard sticks ● www.estimate180.com

This curriculum is for planning purposes only. Use your professional judgement to adjust the amount of time spent on a lesson/topic. 22