Grade 2 Chapter 1 Numbers to 1,000 Pacing GuideAbout 14 days

Use the Ed Your Friend in Learning website to access Teacher andStudent Editions for each chapter, Virtual Manipulatives, Learn Videos,Mini Games, Teacher Resources (presentations, lesson plans), StudentResources (Extra Practice, Reteach, and Enrichments), and Assessments

Lesson

Recall Prior Knowledge

Straws Lesson

Lesson 1.1 Counting t0 1,000

Lesson 1.2 Place Value

Lesson 1.3 Comparing and Ordering Numbers

Lesson 1.4 Number Patterns

Math Journal, Thinking Cap

Chapter Wrap Up and Review

Assessment/Performance Task

Standards AddressedNJSLS.MATH.CONTENT.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:NJSLS.MATH.CONTENT.2.NBT.A.1.A 100 can be thought of as a bundle of ten tens — called a "hundred."NJSLS.MATH.CONTENT.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).NJSLS.MATH.CONTENT.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.NJSLS.MATH.CONTENT.2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.NJSLS.MATH.CONTENT.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.NJSLS.MATH.CONTENT.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced pointscorresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

Modification suggestions for all units:ELL StudentsGifted StudentsSpecial Education

Please refer to these documents throughout the following units and contact the appropriate staff specialiststo assist you when needed to support the needs of all learners.

Chapter 0 Addition and Subtraction within 20Pacing GuideAbout 11 Days

Teacher Note on Fluency: - Article on FluencyThere should not be a lot of whole group instruction during this unit. The goal of thisunit is to have every student fluent with facts through 20. Fluency is quick recall ofmath facts with the ability to use strategies such as composition and decomposition(thinking flexibly) When supporting students towards fluency, use theconcrete-pictorial-abstract approach.

Level 1: Use manipulatives to add and subtract through composing and decomposing.Level 2: connecting the use of manipulatives to the calculationsLevel 3: using the strategies with automaticity

Intervention Reference grade 1 activities: Ten Frame Practice and interactive tenframe game for computer and build ten game with a deck of cards.

- Use dot cards to remediate with students that do not have facts through ten fluently.- Model for parents to reinforce dot cards/fact cards work at home.

Enrichment ideas:Race to 100 - add to 100 (build use base ten blocks for concrete piece)

Break from 50 (use base ten blocks to subtract from)Standards addressed:NJSLS.MATH.CONTENT.2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know frommemory all sums of two one-digit numbers.CCSS.MATH.CONTENT.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties ofoperations.

Chapter 2 Addition within 1,000 Pacing GuideAbout 20 Days

Lesson

Recall Prior Knowledge

Lesson 2.1 Adding Fluently Within 100

Lesson 2.2 Adding Without Regrouping

Lesson 2.3 Adding with Regrouping in Ones

Lesson 2.4 Adding with Regrouping in Tens

Lesson 2.5 Adding with Regrouping in Ones and Tens

Lesson 2.6 Adding Four 2-Digit Numbers

Math Journal/ Thinking Cap

Chapter Wrap-up/ Chapter Review

Standards AddressedNJSLS.MATH.CONTENT.2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts ofhundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:NJSLS.MATH.CONTENT.2.NBT.A.1.A 100 can be thought of as a bundle of ten tens — called a "hundred."NJSLS.MATH.CONTENT.2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.NJSLS.MATH.CONTENT.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.NJSLS.MATH.CONTENT.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.NJSLS.MATH.CONTENT.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on placevalue, 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.NJSLS.MATH.CONTENT.2.NBT.B.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a givennumber 100–900.NJSLS.MATH.CONTENT.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties ofoperations.

Assessment/ Performance Task

Suggested Chapter Activities:● “Make a Hundred” game● “Go for the Greatest” game● Don’t Break the Bank● IXL: G, I

Suggested Addition/Subtraction Facts Game:

● Work with a partner (or a small group)● Put a target number on the board● Roll the die● First person to say the di�erence gets a chip OR first person to say the addend to

reach the target number gets a chip

Chapter 3 Subtraction within 1,000 Pacing GuideAbout 19 Days

Lesson

Recall Prior Knowledge

Lesson 3.1 Subtracting Fluently Within 100

Lesson 3.2 Subtracting Without Regrouping

Lesson 3.3 Subtracting with Regrouping in Tens and Ones

Lesson 3.4 Subtraction with Regrouping in Hundreds and Tens

Lesson 3.5 Subtracting with Regrouping in Hundreds, Tens, and Ones

Lesson 3.6 Subtracting Across Zeros

Math Journal/ Put On Your Thinking Cap

Chapter Wrap Up/ Review

Standards AddressedNJSLS.MATH.CONTENT.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:NJSLS.MATH.CONTENT.2.NBT.A.1.A 100 can be thought of as a bundle of ten tens — called a "hundred."NJSLS.MATH.CONTENT.2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.NJSLS.MATH.CONTENT.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/orthe relationship between addition and subtraction.NJSLS.MATH.CONTENT.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.NJSLS.MATH.CONTENT.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 inadding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it isnecessary to compose or decompose tens or hundreds.NJSLS.MATH.CONTENT.2.NBT.B.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number100–900.NJSLS.MATH.CONTENT.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.NJSLS.MATH.CONTENT.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced pointscorresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

Chapter 3 Assessment

Suggested Chapter Activities:● Game: Go For the Greatest (Change to subtraction)- See below● Maze: Subtraction within 1,000 minigame (online resource)● Continue Basic Math Assessment 4-7● Optional assessment: Wyckoff Benchmark Assessment #1● IXL: H & J● Subtraction BINGO● Math playground: Superhero Subtraction● Math playground: Puzzle Pics Subtraction

Chapter 4 Using Bar Models: Addition and SubtractionPacing GuideAbout 15 days

The purpose of this chapter is to help students understand part-whole relationships. The Bar Modelcan help to do this because the bar model is an extension of the number bond. All we are doing ismoving the number bond into a bar model.

Lesson

Recall Prior Knowledge

Lesson 4.1 Using Part-Whole in Addition and Subtraction

Lesson 4.2 Adding and Taking Away Sets

Lesson 4.3 Comparing Two Sets

Lesson 4.4 Real World Problems: Two-Step Problems

Math Journal/ Put On Your Thinking Cap

Chapter Wrap-Up/ Review

Standards AddressedNJSLS.MATH.CONTENT.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.NJSLS.MATH.CONTENT.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value andproperties of operations.NJSLS.MATH.CONTENT.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategiesbased on place value, properties of operations, and/or the relationship between addition and subtraction; relate thestrategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtractshundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tensor hundreds.NJSLS.MATH.CONTENT.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and theproperties of operations.NJSLS.MATH.CONTENT.2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengthsthat are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for theunknown number to represent the problem.

NJSLS.MATH.CONTENT.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equallyspaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100on a number line diagram.

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

Assessment/ Performance Task

SuggestedAdditional Resources:● Use Thinking Blocks as a virtual manipulative● Shake and Spill game (could be made harder by saying each counter represents 5, 10, etc.)● IXL: E.3● Thinking Blocks - Model and SOlve Math Word Problems NOTE: Use Thinking Blocks

Junior and Thinking Blocks Addition

Chapter 10 Time and Money Pacing GuideAbout 12 days

Teacher Note:In addition to teaching time in this chapter (reading time to the 5 minutes, writing time, and knowingAM and PM) , reinforce this learning everyday through calendar and throughout the day duringteachable moments (ie. What time is it? What time do you wake up? What time do you leave forschool? How many more minutes to specials? You have __ minutes of quiet time, what time will webe done?)

Lesson

Recall Prior Knowledge: Time

Lesson 10.1 Reading and Writing Time

Lesson 10.2 Using A.M. and P.M.

Recall Prior Knowledge: Money - Pages 200-202

Lesson 10.3 Bills

Lesson 10.4 Comparing Amounts of Money

Lesson 10.5 Real-World Problems: Money

Math Journal/Put On Your Thinking Cap

Standards AddressedNJSLS.MATH.CONTENT.2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. andp.m.NJSLS.MATH.CONTENT.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?NJSLS.MATH.CONTENT.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.NJSLS.MATH.CONTENT.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the twomeasurements; describe how the two measurements relate to the size of the unit chosen.NJSLS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.

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

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

NJSLS.MATH.CONTENT.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spacedpoints corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number linediagram.

Assessment/Performance Task

Suggested Chapter Activities:● Time Activities:

○ Brainpop Jr. Parts of a Clock

● Money Activities:○ Play “Store” and allow students to practice counting coins, and finding different combinations

■ Can make a storefront out of blocks to play store

○ Read The Penny Pot and have students use their coins to solve problems

○ I have, who has?

○ Dollar Digit (adding dimes and pennies until you reach $1)

○ Penny, Nickel, Dime (very similar to dollar digit, but with nickels and a recording sheet)

○ Rush Hour (Telling Time)

● IXL: P & Q

● Math Playground:

○ Puzzle Pics Clocks

○ Giraffe Pull Time

○ Giraffes Race Time

○ Candy Cashier

○ Dolphin Feed (Money)

○ Puzzle Pics Money

Chapter 5 Length Pacing GuideAbout 24 days

-Note: to meet Standard MD.A.2, students need to have practice measuring an object twice - withtwo different units. As students learn and practice measuring in meters, centimeters, inches andfeet, allow students to estimate measurements first, and then measure an object with two units(centimeters/meters, paper clips/centimeters, meters/notebooks, etc.)You can infuse this practice throughout the unit, or as a practice day before assessment.

Lesson

Recall Prior Knowledge

Lesson 5.1 Measuring in Meters

Lesson 5.2 Measuring in Centimeters

Lesson 5.3 Comparing and Ordering Metric Lengths

Lesson 5.4 Real-World Problems: Addition and Subtraction of Metric Lengths

Lesson 5.5 Measuring in Feet

Lesson 5.6 Measuring in Inches

Lesson 5.7 Comparing and Ordering Customary Lengths

Lesson 5.8 Real-World Problems: Addition and Subtraction of Customary Lengths

Math Journal/ Put on Your Thinking Cap .

Standards AddressedNJSLS.MATH.CONTENT.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.NJSLS.MATH.CONTENT.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the twomeasurements; describe how the two measurements relate to the size of the unit chosen.NJSLS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.

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

NJSLS.MATH.CONTENT.2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given inthe 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.

NJSLS.MATH.CONTENT.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced pointscorresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

Chapter Wrap Up/ Review

Assessment/ Performance Task

Suggested Chapter Activities:● Maze: Length mini game (online resource)● Continue Basic Math Assessment 8-14● Measurement Olympics● IXL: S.2, S.3, S.4, S.5, S.8, S.9, S.10

Chapter 7 Graphs and Line Plots Pacing GuideAbout 7 days

Lesson

Recall Prior Knowledge

Lesson 7.1 Picture Graphs

Lesson 7.2 Bar Graphs

Lesson 7.3 Line Plots

Math Journal/ Put On Your Thinking Cap

Standards AddressedNJSLS.MATH.CONTENT.2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or bymaking repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is markedoff in whole-number units.

NJSLS.MATH.CONTENT.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to fourcategories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Assessment/ Performance Task

Suggested Additional Chapter Resources:● IXL R.1-R.14● Graphing Packet and Data Collection For Graphing

Chapter 8 Multiplication and Division Pacing GuideAbout 12 days

Lesson

Recall Prior Knowledge

Lesson 8.1 How to Multiply

Lesson 8.2 How to Divide

Lesson 8.3 Real-World Problems: Multiplication and Division

Lesson 8.4 Odd and Even Numbers

Math Journal/ Put On Your Thinking Cap

Chapter Wrap Up/ Review

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

Assessment

Suggested Additional Resources/Games:● Virtual Manipulative: Count On Numbers Within 100 Using a Number Track (Note: You

can count on with numbers up to 10)● Blockout● IXL: Y.1-Y.4, Z.1-Z.2

Chapter 9 Multiplication Tables Pacing GuideAbout 11 days

Lesson

Recall Prior Knowledge

Lesson 9.1 Multiply by 2

Lesson 9.2 Multiply by 5

Lesson 9.3 Multiply by 10

Lesson 9.4 Multiply by 3

Lesson 9.5 Multiply by 4

Lesson 9.6 Multiplying Numbers in Any Order

Lesson 9.7 Dividing Using Multiplication Facts

Thinking Cap and Chapter Wrap Up

Standards Addressed:NJSLS.MATH.CONTENT.2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrayswith up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Assessment/ Performance Assessment

Chapter Activities:● Music Maker Multiplication mini game (online resource)● Optional: Wyckoff Benchmark Assessment #2● *can assess Basic Math Assessment 15-17 for students who are ready to move beyond

+ and -● Skip counting activity guide● IXL: Y.7-Y.9

Continue to reinforce the concept of multiplication through morning meeting activities.

Chapter 11 Shapes Pacing GuideAbout 12 days

Lesson

Recall Prior Knowledge

11.1 Lines and Surfaces

11.2 Flat Shapes

Lesson 11.3 Solid Shapes

Math Journal/ Put On Your Thinking Cap

Chapter Wrap Up/ Review

Standards AddressedNJSLS.MATH.CONTENT.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a givennumber of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

NJSLS.MATH.CONTENT.2.G.A.2

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

NJSLS.MATH.CONTENT.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 thesame shape.

Assessment/ Performance Task

Suggested Chapter Activities:● Maze: Shapes mini game (online resource)● Continue Basic Math Assessment 11-14● IXL: T.1-T.5, T.10, U.1-U.8, W.1-W.10● Cookie Fraction Game● Math Playground: Kangaroo Hop

Chapter 6 Mass Pacing GuideAbout 10 days

Lesson

Recall Prior Knowledge

Lesson 6.1 Measuring in Kilograms

Lesson 6.2 Measuring in Grams

Lesson 6.3 Comparing Masses in Kilograms and Grams

Lesson 6.4 Real-World Problems: Addition and Subtraction of Masses

Math Journal/ Put on Your Thinking Cap

Chapter Wrap Up/ Review

Standards AddressedNJSLS.MATH.CONTENT.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties ofoperations, and/or the relationship between addition and subtraction.NJSLS.MATH.CONTENT.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties ofoperations.NJSLS.MATH.CONTENT.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on placevalue, 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 andones; and sometimes it is necessary to compose or decompose tens or hundreds.NJSLS.MATH.CONTENT.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties ofoperations.NJSLS.MATH.CONTENT.2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given inthe same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to representthe problem.

NJSLS.MATH.CONTENT.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced pointscorresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

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

NJSLS.MATH.CONTENT.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.

NJSLS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.

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

Assessment/ Performance Task

Suggested Chapter Activities:● Continue Basic Math Assessment 8-10● Optional Cumulative Review for chapters 4-6● Stand up/Sit Down Mass Game (identify if you should use g or kg)● IXL: S.11● Brain Pop: Grams and Kilograms