Grade 2 Math - trentonk12.org Grade2.pdf · STUDENT LEARNING OBJECTIVE CORRESPONDING NJSLS...
Transcript of Grade 2 Math - trentonk12.org Grade2.pdf · STUDENT LEARNING OBJECTIVE CORRESPONDING NJSLS...
TRENTON PUBLIC SCHOOLS
Grade 2 Math
Curriculum Framework
CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION
108 N. Clinton Avenue
3rd Floor ~ Room 301
Lucy Feria, Interim Superintendent of Schools
Dr. Josue Falaise, Interim Chief Academic Officer
Michael Tofte, STEM Supervisor
Adopted August 2016
TRENTON PUBLIC SCHOOLS SCIENCE, TECHNOLOGY, ENGINEERING, AND
MATHEMATICS (STEM)
MISSION AND GUIDING PRINCIPLES OF STEM OFFICE
The mission of the Trenton Public Schools STEM Office is to increase the number of students who are college
and career ready. The STEM Office seeks to meet this goal by:
providing students with courses and strategies that will improve student achievement on standardized
tests required for high school graduation and college entrance exams
providing students with the opportunity to earn college credit by via dual credit STEM courses
exposing students to STEM careers via guest speakers, field trips, career fairs and the development of
partnerships
providing teachers with professional development on strategies on increasing student achievement and
helping students develop the skills they need to graduate and prepare for life after high school
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 1
NJ STUDENT LEARNING STANDARDS
GRADE 2 UNIT 1 SUGGESTED PACING 2016-17
Week
#
STUDENT LEARNING
OBJECTIVE
CORRESPONDING
NJSLS
Suggested Pacing
Suggested
Resources
Assessments
Week 1: September
7, 8, 9
SLO: Add and subtract fluently within ten using mental strategies (within 10).
2.OA.B.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. *(benchmarked)
3 Days
see resources and activities in curriculum framework
Touchpoint and OCR
Week 2: September 12, 13,
14, 15, 16
SLO: Represent a 3-digit number as specific amounts of 100s, 10s, and 1s. SLO: Identify ten tens as 100 and represent two hundred, three hundred, …, nine hundred with 2, 3, …, 9 hundred bundles (with zero tens and zero ones).
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:
1.a. 100 can be thought of as a bundle of ten tens
— called a “hundred.”
5 Days
13th, 14th, 15th, are reduced days
see resources and activities in curriculum framework
Touchpoint and OCR
Week 3: September 19, 20,
21, 22, 23
SLO: Represent a 3-digit number as specific amounts of 100s, 10s, and 1s. SLO: Identify ten tens as 100 and represent two hundred, three hundred, …, nine hundred with 2, 3, …, 9 hundred bundles (with zero tens and zero ones).
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:
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).
5 Days
see resources and activities in curriculum framework
Touchpoint and OCR
Week 4: September 26, 27, 28, 29, 30
SLO: Skip count by 5s and 10s up to 100 … beginning at any multiple of 5.
2.NBT.A.2 Count within 1000; skip-count by 5s,
10s, and 100s. *(benchmarked)
5 Days
see resources
and activities in curriculum framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 2
SLO: Orally count within 1000 including skip-counting by 5s, 10s, and 100s.
Week 5: October
3, 4, 5, 6, 7
SLO: Read numbers to 1000 using base-ten numerals, number names, and expanded form. SLO: Write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.A.3 Read and write numbers to 1000 using
base-ten numerals, number names, and expanded form.
4 days
see resources and activities in
curriculum framework
Touchpoint and OCR
Week 6: October 10, 11,
13, 14
Schools closed on 12th
SLO: Use symbols >, =, <, to record the results of comparing two 3-digit numbers by decomposing the number into a number of 100s, 10s, and 1s.
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.
4 days
see resources
and activities in curriculum framework
Touchpoint and OCR
Week 7:
October 17, 18, 19, 20, 21
SLO: Apply properties of place value to mentally add or subtract 10 or 100 to/from a given number within 100-900.
2.NBT.B.8 Mentally add 10 or 100 to a given
number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
5 days
17th is a reduced day
see resources and activities in
curriculum framework
Touchpoint and OCR
Week 8: October 24, 25,
26, 27, 28
SLO: Add and subtract within 100 to solve 1- or 2-step word
problems with unknowns in any position.
2.OA.A.1 Use addition and subtraction within
100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
5 days
see resources and activities in
curriculum framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 3
Week 9: October 31,
November 1, 2, 3, 4
SLO: Add and subtract within 100 to solve 1- or 2-step word
problems with unknowns in any position.
2.OA.A.1 Use addition and subtraction within
100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
5 days
see resources and activities in
curriculum framework
Touchpoint and OCR
Week 10:
Testing Math
November 7-9
Schools closed on the 10th and
11th
Testing Window 3 days
Week 11:
November 14th
1 day
Reteaching / Intervention
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 4
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 1
NJ STUDENT LEARNING STANDARDS
GRADE 2 UNIT 2 SUGGESTED PACING 2016-17
Week #
STUDENT LEARNING OBJECTIVE CORRESPONDING NJSLS
Suggested Pacing
Suggested My Math Resource
QUESTION ADDRESSED FROM UNIT BENCHMARK
Week 1
SLO Add and subtract fluently within ten using mental strategies (within 10).
2.OA.B.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. *(benchmarked)
Week 2
SLO Recognize that in groups of even numbers objects can be counted by 2s and that in groups of odd numbers objects will not pair up evenly. SLO Write an equation to illustrate that all even numbers can be formed from the addition of two equal addends
2.OA.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.
Week 3
SLO Use a variety of strategies (place value, properties of operation, and/or the relationship between addition and subtraction) to add and subtract within 50.
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Week 4
SLO Count within 1000 by ones, 5s, 10s, and 100s
2.NBT.2 Count within 1000; skip
days
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 2
beginning at any multiple of 1, 5, 10 or 100 (e.g., begin at 505 and skip count by 5 up to 605, or begin at 600 and skip count by 100 up to1000).
count by 5s, 10s, and 100s.
Week 5
SLO Apply addition and subtraction strategies based on place value and the properties of operations and explain why these strategies work using drawings or objects. For example, 37 + 12 = 49 because 37 +12 equals 30 + 7 + 10 + 2 (place value) which equals 30 + 10 + 7 + 2 (property of operations).
2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Week 6
. SLO Add up to four two-digit numbers based on place value and properties of operations.
2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
days
Week 7
SLO: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 3
Week 8
SLO: Add and subtract within 20 to solve 1- and 2-step word problems with unknowns in any position.
2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
Week 9
SLO: Write an addition equation with repeated equal addends from a rectangular array with up to 5 rows and 5 columns and solve to find the total number.
2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends
days
Week 10
SLO: Partition a rectangle into rows and columns of same-size squares and count to find the total number.
2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
days
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 4
TRENTON PUBLIC SCHOOLS NJ Student Learning Standards
Grade 2 Unit 3 Suggested Pacing 2016-17
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Week #
STUDENT LEARNING OBJECTIVE CORRESPONDING NJSLS
Suggested Pacing
Suggested My Math Resource QUESTION ADDRESSED FROM UNIT
BENCHMARK
Previously Introduced.
*Spiral
throughout this unit.
SLO: Count within 1000 by ones, 5s, 10s, and 100s beginning at any multiple of 1, 5, 10 or 100 (e.g., begin at 505 and skip count by 5 up to 605, or begin at 600 and skip count by 100 up to1000). SLO: Choose a strategy (place value, properties of operation, and/or the relationship between addition and subtraction) to add and subtract within 100.
2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Previously Introduced.
*Spiral
throughout this unit
See Curriculum Framework Touchpoint and OCR
Week 1 Feb 6-10
SLO: Estimate or measure lengths of objects using appropriate tools (inches, centimeters, feet and meters.)
2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
5 days See Curriculum Framework Touchpoint and OCR
Week 2 Feb 13-17
SLO:
Estimate or measure lengths of objects using
appropriate tools (inches, centimeters, feet, and
meters).
2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
5 days See Curriculum Framework Touchpoint and OCR
Week 3 Feb 21-24
No school Feb 20
SLO: Compare measurements of an object taken with two different units of measure and explain that the difference is related to the size of unit chosen.
2.MD.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.
4 days See Curriculum Framework Touchpoint and OCR
Week 4 Feb 27-March 3
SLO: Compare lengths of two objects and determine how much longer one object is than another using the same standard of measure.
2.MD.4 Measure to determine how much longer one object is than another,
5 days See Curriculum Framework Touchpoint and OCR
TRENTON PUBLIC SCHOOLS NJ Student Learning Standards
Grade 2 Unit 3 Suggested Pacing 2016-17
2 | P a g e
expressing the length difference in terms of a standard length unit.
Week 5 March 6-10
SLO: Add and subtract within 100 in word problems
involving lengths using a symbol to represent the
unknown number. For example, if Angela needs 30
feet of ribbon for gifts, but she only has 17 feet,
equations 17 + x = 30 and 30 – x = 17 both
represent the x feet she still needs.
2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem For example, if Angela needs 30
feet of ribbon for gifts, but she only
has 17 feet, number sentences 17 +
⎕ = 30 and 30 - ⎕ = 17 both
represent the situation and ⎕
represents the number of feet of
ribbon that she still needs.
5 days See Curriculum Framework Touchpoint and OCR
Week 6 March 13-17
SLO: Add and subtract within 100 in word problems involving lengths using a symbol to represent the unknown number. For example, if Angela needs 30 feet of ribbon for gifts, but she only has 17 feet, equations 17 + x = 30 and 30 – x = 17 both represent the x feet she still needs.
2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem For example, if Angela needs 30 feet of ribbon for gifts, but she only has 17 feet, number sentences 17 +
⎕ = 30 and 30 - ⎕ = 17 both
represent the situation and ⎕ represents the number of feet of ribbon that she still needs.
3 days
See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS NJ Student Learning Standards
Grade 2 Unit 3 Suggested Pacing 2016-17
3 | P a g e
SLO: Use a number line to represent the solution of whole number sums and differences related to length within 100 by using equally spaced points.
2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
2 days
See Curriculum Framework
Touchpoint and OCR
Week 7 March 20-24
SLO: Use a number line to represent the solution of
whole number sums and differences related to
length within 100 by using equally spaced points.
SLO:
Tell and write time using analog and digital clocks to the nearest five minutes using AM and PM.
2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
3 days
2 days
See Curriculum Framework Touchpoint and OCR
Week 8 March 27-31
Reduced Days March 28-29
SLO:
Tell and write time using analog and digital clocks to
the nearest five minutes using AM and PM.
2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
5 days See Curriculum Framework Touchpoint and OCR
Week 9 April 3- April 7
Review and Assessment
5 days
Week 10 Reteach- Grade 2
1 day
Trenton Public Schools NJ Student Learning Standards
Grade 2 Unit 4 Suggested Pacing 2016-17
Dates:
STUDENT LEARNING OBJECTIVE CORRESPONDING
NJSLS Suggested
Pacing *TBD by Teacher
Suggested My Math Resource
QUESTION ADDRESSED FROM UNIT BENCHMARK
Previously introduced
*Spiral
throughout this unit
SLO: Add and subtract fluently within ten
using mental strategies (within 10).
SLO: Fluently add and subtract within 20 using
mental strategies. By the end of Grade 2, know
from memory all sums of two one-digit
numbers.
SLO: Add and subtract fluently within 20
using mental strategies, such as decomposing
and composing numbers using the ten as a
benchmark number.
SLO: Use a variety of strategies (place value,
properties of operation, and/or the relationship
between addition and subtraction) to add and
subtract within 50.
SLO: Choose a strategy (place value,
properties of operation, and/or the relationship
between addition and subtraction) to add and
subtract within 100.
2.OA.B.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. *(benchmarked)
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.
*(benchmarked)
Spiral throughout
the unit
SeeCurriculum Framework Touchpoint and OCR
Week 1
April 11-April 13
Week 2 April 24-28
SLO: Recognize and draw shapes having specified
attributes, such as a given number of angles or
a given number of equal faces. (Sizes are
compared visually or directly, not compared by
measuring.) Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes.
2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons,
8 days
See Curriculum Framework Touchpoint and OCR
Trenton Public Schools NJ Student Learning Standards
Grade 2 Unit 4 Suggested Pacing 2016-17
hexagons, and cubes.
Week 3 May 1-May 5
SLO:
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
2.G.A.3 Partition circles and rectangles
into two, three, or four equal
shares, describe the shares
using the words halves, thirds,
half of, a third of, etc., and
describe the whole as two
halves, three thirds, four
fourths. Recognize that equal
shares of identical wholes need
not have the same shape.
5days
See Curriculum Framework Touchpoint and OCR
Week 4 May 8- 12
Week 5 May 15-19
SLO: Identify, recognize, and solve word problems with dollar bills, quarters, dimes, nickels, and pennies using the $ and ¢ symbols appropriately.
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?
10 days
See Curriculum Framework Touchpoint and OCR
Week 6 May 22-26
SLO:
Use tools of measurement to measure lengths 2.MD.D.9 Generate measurement data by
5 days
See Curriculum Framework Touchpoint and OCR
Trenton Public Schools NJ Student Learning Standards
Grade 2 Unit 4 Suggested Pacing 2016-17
of several objects to the nearest whole unit and
represent the data on a line plot with
appropriate whole number units on the
horizontal scale.
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.
Week 7 May 30-June 2
May 29 No school
Week 8 June 5-9
SLO: 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 the graph.
2.MD.D.10 Draw a picture graph and a bar
graph (with single-unit scale) to
represent a data set with up to
four categories. Solve simple
put together, take-apart, and
compare problems using
information presented in a bar
graph.
9 days
See Curriculum Framework Touchpoint and OCR
Week 9 June 12-15
Assessment
CAR © 2009
Unit Title: 2nd Grade Unit 1 Grade Level: 2
Timeframe: Marking Period 1
Unit Focus and Essential Questions
Unit Focus:
Represent and solve problems involving addition and subtraction Add and subtract within 20 Understand place value Use place value understanding and properties of operations to add and subtract Essential Questions: How can you use and understand place value to help you add and subtract numbers? What strategies enable us to solve problems involving adding and subtracting?
New Jersey Student Learning Standards Standards/Cumulative Progress Indicators (Taught and Assessed):
2.OA.A.1*
2.OA.B.2*
2.NBT.A.1
2.NBT.A.2*
2.NBT.A.3
2.NBT.A.4
2.NBT.B.8
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
CAR © 2009
Standard/ SWBAT Student Strategies Based on Instructional Framework
Formative Assessment Activities and Resources Standards Based Assessment
NJSLS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
SLO: Add and subtract within 100 to solve 1- or 2-step word problems with unknowns in any position.
Number Talk 38 + 58 67 + 17 44 + 38
Direct Instruction Option 1 – Eureka Math - Grade 2 Module 4 Topic A Lesson 5 www.greatminds.org file:///Users/grantschoolmath/Downloads/math-g2-m4-topic-a-lesson-5.pdf Option 2 – 2-Digit Addition & Subtraction SMART Presentation
Option 3 – Learnzillion Lesson Plan Grade 2 Unit 1; Unit 15 Option 4 – My Math (see activities and resources)
Centers
Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention)
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.net/2.OA.1+Tasks
Eureka Math - Grade 2 Module 4 Topic A Lesson 5
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2nd-grade/2-digit-addition-subtraction/
Performance Based Tasks
https://www.illustrativemathematics.org/
content-standards/2/OA/A/1/tasks/1
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#2/9/85/85
PARCC Released Items https://prc.parcconline.org/assessments/
parcc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
New Jersey Student LearningSheets
http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2oa1
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
Lessons:
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.OA.A.1 – Touchpoint 2.OA.A.1 – OCR
CAR © 2009
http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html Technology Center – http://www.mathnook.com/monkeymathbalance.html Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. https://connected.mcgraw-
hill.com/media/repository/private_data/D
OC/50000000/45/8.pdf
Review Classwork Exit Ticket
1.1-1.13, 2.1-2.3, 3.1-3.7, 4.1-4.9
Math Labs https://njctl.org/courses/math/2nd-
grade/2-digit-addition-subtraction/
Learnzillion Lesson Plans [Grade 2 Units 1; 15]
https://learnzillion.com/resources/64
473-2nd-grade-math
NJSLS.MATH.CONTENT.2.OA.B.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. *(benchmarked) SLO: Add and subtract fluently within ten using mental strategies (within 10).
Number Talk 10 + 2 9 + 2 9 + 5
Direct Instruction Option 1 – Eureka Math Grade 2 Module 1 Topic A http://greatminds.org
file:///Users/grantschoolmath/Downloads/
math-g2-m1-topic-a-overview%20(1).pdf
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.net/2.OA.2+Tasks
Eureka Math - Grade 2 Module 1 Topic A http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2nd-
grade/2-digit-addition-subtraction/
Performance Based Tasks
https://www.illustrativemathematics.org/
content-standards/2/OA/B/2/tasks/1394
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.OA.2 – Touchpoint 2.OA.2 – OCR
CAR © 2009
Option 2 – 2-Digit Addition & Subtraction SMART Presentation Option 3 – Learnzillion Lesson Plan Grade 2 Unit 1; Unit 15 Option 4 – My Math (see activities and resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html Technology Center – http://www.additionblocksgame.com/Addi
tionBlocksGame/index.html Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#2/9/87/87
PARCC Released Items https://prc.parcconline.org/assessments/par
cc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
New Jersey Student LearningSheets
http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2oa2
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
Lessons: 1.1-1.12, 2.1
Math Labs https://njctl.org/courses/math/2nd-
grade/2-digit-addition-subtraction/
Learnzillion Lesson Plans [Grade 2 Units 1; 15]
CAR © 2009
number stories); Students listen to
music/sing songs that teaches them the
content.
Review Classwork Exit Ticket
https://learnzillion.com/resources/64473-
2nd-grade-math
NJSLS.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:
1.a. 100 can be thought of as a bundle of
ten tens — called a “hundred.”
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). SLO: Represent a 3-digit number as specific amounts of 100s, 10s, and 1s. SLO: Identify ten tens as 100 and represent two hundred, three hundred, …, nine hundred with 2, 3, …, 9 hundred bundles (with zero tens and zero ones).
Number Talk 10 + 10 10 + 11 12 + 13 Direct Instruction Option 1 – Eureka Math – Grade 2 Module 3 – Topic A http://greatminds.org
file:///Users/grantschoolmath/Downloads/
math-g2-m3-topic-a-overview.pdf
Option 2 –Place Value SMART Presentation Topics 1-3 Option 3 – Learnzillion Lesson Plan Grade 2 Units 6-8 Option 4 – My Math (see activities and resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.net/2.NBT.1-2.NBT.4+Tasks
Eureka Math - Grade 2 Module 3 Topic A http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2nd-
grade/place-value/
Performance Based Tasks
https://www.illustrativemathematics.org/
content-standards/2/NBT/A/1/tasks/96
https://www.illustrativemathematics.org/
content-standards/2/NBT/A/1/tasks/147
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#2/8/71/71
PARCC Released Items https://prc.parcconline.org/assessments/par
cc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.NBT.1 – Touchpoint 2.NBT.1 – OCR
CAR © 2009
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html Technology Center –http://www.abcya.com/base_ten_fun.htm Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
Review Classwork Exit Ticket
New Jersey Student LearningSheets http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2nbt1a
http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2nbt1b
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
Lessons: 5-1, 5-2, 5-3, 5-4
Math Labs "Let's Count"
"Making an Abacus" https://njctl.org/courses/math/2nd-
grade/place-value/
Learnzillion Lesson Plans [Grade 2 Units 6-8]
https://learnzillion.com/resources/64473-
2nd-grade-math
NJSLS.MATH.CONTENT.2.NBT.A.2 Number Talk 10 + 10
Teachers will agree on common classwork
Eureka Math - Grade 2 Module 3 Topic B Lesson 2
The standards assessments below are in EdConnect. These
CAR © 2009
Count within 1000; skip-count by 5s, 10s, and 100s. *(benchmarked)
SLO: Skip count by 5s and 10s up to 100 … beginning at any multiple of 5. SLO: Orally count within 1000 including skip-counting by 5s, 10s, and 100s.
9 + 9 9 + 8
Direct Instruction Option 1 – Eureka Math – Grade 2 Module 3 – Topic B – Lesson 2 http://greatminds.org file:///Users/grantschoolmath/Downloads/
math-g2-m3-topic-b-lesson-2%20(1).pdf
Option 2 –Place Value SMART Presentation Topics 7-13 Option 3 – Learnzillion Lesson Plan Grade 2 Units 6-8 Option 4 – My Math (see activities and resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html
problems in their professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.net/2.NBT.1-2.NBT.4+Tasks
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2nd-
grade/place-value/
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#2/8/74/74
PARCC Released Items https://prc.parcconline.org/assessments/par
cc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
New Jersey Student LearningSheets
http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2nbt2
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
Lessons: 2.1-2.4, 5.6
Learnzillion Lesson Plans [Grade 2 Units 6-8]
are the quizzes/tests for that standard. 2.NBT.2 – Touchpoint 2.NBT.2 - OCR
CAR © 2009
Technology Center – http://www.internet4classrooms.com/com
mon_core/count_within_1000_skip_count
_5s_10s_number_operations_in_base_ten_
second_2nd_grade_math_mathematics.ht
m Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
Review Classwork
Exit Ticket
https://learnzillion.com/resources/64473-
2nd-grade-math
NJSLS.MATH.CONTENT.2.NBT.A.3 Read and write numbers to 1000 using
base-ten numerals, number names, and expanded form.
SLO: Read numbers to 1000 using base-ten numerals, number names, and expanded form. SLO: Write numbers to 1000 using base-ten numerals, number names, and expanded form.
Number Talk 20 + 20 19 + 20 19 + 19
Direct Instruction Option 1 – Eureka Math – Grade 2 Module 3 – Topic C – Lesson 5 http://greatminds.org file:///Users/grantschoolmath/Downloads/
math-g2-m3-topic-c-lesson-5.pdf
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.net/2.NBT.1-2.NBT.4+Tasks
Eureka Math - Grade 2 Module 3 Topic C Lesson 5
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2nd-
grade/place-value/
Performance Based Tasks
https://www.illustrativemathematics.org/
content-standards/2/NBT/A/3/tasks/1236
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. Grade 2 Math – Touchpoint – 2.NBT.A.3 Grade 2 Math – OCR – 2.NBT.A.3
CAR © 2009
Option 2 –Place Value SMART Presentation Topic 4 Option 3 – Learnzillion Lesson Plan Grade 2 Units 6-8 Option 4 – My Math (see activities and resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html Technology Center – http://www.aaamath.com/g31d_px1.html#
section2 Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#2/8/75/75
PARCC Released Items https://prc.parcconline.org/assessments/par
cc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
New Jersey Student LearningSheets
http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2nbt3
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
Lessons: 2.6-2.7, 5.2-5.5
Learnzillion Lesson Plans [Grade 2 Units
6-8] https://learnzillion.com/resources/64473-
2nd-grade-math
CAR © 2009
music/sing songs that teaches them the
content.
Review Classwork Exit Ticket
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.
SLO: Use symbols >, =, <, to record the results of comparing two 3-digit numbers by decomposing the number into a number of 100s, 10s, and 1s.
Number Talk 7 + 3 7 + 5 + 3 3 + 6 + 7
Direct Instruction Option 1 – Eureka Math – Grade 2 Module 3 – Topic F – Lesson 16 http://greatminds.org file:///Users/grantschoolmath/Downloads/
math-g2-m3-topic-f-lesson-16.pdf
Option 2 –Place Value SMART Presentation Topic 13 Option 3 – Learnzillion Lesson Plan Grade 2 Units 6-8 Option 4 – My Math (see activities and resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.net/2.NBT.1-2.NBT.4+Tasks
Eureka Math - Grade 2 Module 3 Topic F Lesson 16
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2nd-
grade/place-value/
Performance Based Tasks
https://www.illustrativemathematics.org/
content-standards/2/NBT/A/4/tasks/7
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#2/8/79/79
PARCC Released Items https://prc.parcconline.org/assessments/par
cc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
New Jersey Student LearningSheets
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.NBT.4 – Touchpoint 2.NBT.4 - OCR
CAR © 2009
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html Technology Center – http://www.toonuniversity.com/flash.asp?e
rr=509&engine=9 Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
Review Classwork Exit Ticket
http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2nbt4
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
Lessons: 2-4, 2-5, 5-7
Learnzillion Lesson Plans [Grade 2 Units 6-8]
https://learnzillion.com/resources/64473-
2nd-grade-math
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 number 100–900.
SLO: Apply properties of place value to mentally add or subtract 10 or 100 to/from a given number within 100-900.
Number Talk 7 + 10 7 + 20 7 + 30
Direct Instruction Option 1 – Eureka Math – Grade 2 Module 4 – Topic A http://greatminds.org
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
Eureka Math - Grade 2 Module 4 Topic A http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2nd-
grade/2-digit-addition-subtraction/
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.NBT.8 – Touchpoint 2.NBT.8 – OCR
CAR © 2009
file:///Users/grantschoolmath/Downloads/
math-g2-m4-topic-a-overview.pdf
Option 2 – 2 Digit Addition and Subtraction SMART Presentation; 3 Digit Addition and Subtraction SMART Presentation Option 3 – Learnzillion Lesson Plan Grade 2 Units 1, 8, and 11 Option 4 – My Math (see activities and resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html Technology Center – http://www.internet4classrooms.com/com
mon_core/mentally_add_10_100_given_n
umber_number_operations_in_base_ten_s
econd_2nd_grade_math_mathematics.htm Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
http://commoncoretasks.ncdpi.wikispaces.net/2.NBT.5-2.NBT.9+Tasks
https://njctl.org/courses/math/2nd-
grade/three-digit-addition-subtraction/
Performance Based Tasks
https://www.illustrativemathematics.org/
content-standards/2/NBT/B/8/tasks/1608
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#2/8/83/83
PARCC Released Items https://prc.parcconline.org/assessments/par
cc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
New Jersey Student LearningSheets
http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2nbt8
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
Lessons: 5-6, 6-3, 7-3
CAR © 2009
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
Review Classwork
Exit Ticket
Math Labs https://njctl.org/courses/math/2nd-
grade/2-digit-addition-subtraction/
https://njctl.org/courses/math/2nd-
grade/three-digit-addition-subtraction/
Learnzillion Lesson Plans [Grade 2 Units
1, 8, and 11] https://learnzillion.com/resources/64473-
2nd-grade-math
Summative Written Assessments
Quarterly Assessment 1 in EdConnect
Summative Performance Assessment
Quarterly OCR 1 in EdConnect
CAR © 2009
Unit Title: 2nd Grade Unit 2 Grade Level: 2
Timeframe: Marking Period 2
Unit Focus and Essential Questions
Unit Focus:
Represent and solve problems involving addition and subtraction
Add and subtract within 20
Work with equal groups of objects to gain foundations for multiplication
Reason with shapes and their attribute
Use place value understanding and properties of operations to add and subtract
Understand place value
Essential Questions:
How can you use and understand place value to help you add and subtract numbers?
What strategies enable us to solve problems?
New Jersey Student Learning Standards Standards/Cumulative Progress Indicators (Taught and Assessed):
2.OA.A.1*
2.OA.B.2*
2.OA.C.3
2.OA.C.4
2.G.A.2
2.NBT.B.5*
2.NBT.B.6
2.NBT.B.7
2.NBT.B.9
2.NBT.A.2*
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
CAR © 2009
Standard/ SWBAT Student Strategies Based on Instructional Framework
Formative Assessment
Activities and Resources Standards Based Assessment
NJSLS.MATH.CONTENT.2.OA.A.1 Use addition and subtraction within
100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. *(benchmarked)
SLO: Add and subtract within 20 to solve 1- and 2-step word problems with unknowns in any position.
Number Talk 35 + 35 35 + 36 34 + 35 36+ 37 Direct Instruction Option 1 – Eureka Math Module 4 Topic A Lesson 5 http://greatminds.org file:///Users/grantschoolmath/Downloads/m
ath-g2-m4-topic-a-lesson-5.pdf
Option 2 – 2 Digit Addition and Subtraction SMART Presentation
Option 3 – Learnzillion Lesson Plan Grade 2
Unit 1; Unit 15
Option 4 – My Math (see activities and
resources)
Centers
Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.net/2.OA.1+Tasks
Eureka Math - Grade 2 Module 4 Topic A Lesson 5
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2nd-grade/2-digit-addition-subtraction/
Performance Based Tasks
https://www.illustrativemathematics.org/
content-standards/2/OA/A/1/tasks/1
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#2/9/85/85
PARCC Released Items https://prc.parcconline.org/assessments/
parcc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
Common Core Sheets
http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2oa1
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
My Math Lessons
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.OA.1 – Touchpoint 2.OA.1 – OCR
CAR © 2009
PARCC. Achieve the Core Coherence Map should be used to guide remediation.http://www.k-
5mathteachingresources.com/2nd-grade-
number-activities.html Technology Center – http://www.internet4classrooms.com/comm
on_core/use_addition_subtraction_within_1
00_solve_operations_algebraic_thinking_se
cond_2nd_grade_math_mathematics.htm Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
https://ccak52012.wikispaces.com/second+
grade+teacher+Created+Tasks
Review Classwork Exit Ticket
1.1-1.13, 2.1-2.3, 3.1-3.7, 4.1-4.9
Math Labs https://njctl.org/courses/math/2nd-
grade/2-digit-addition-subtraction/
Click Labs
Learnzillion Lesson Plans [Units 1, 15]
https://learnzillion.com/resources/64473-2nd-grade-math
NJSLS.MATH.CONTENT.2.OA.B.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. *(benchmarked) SLO: Add and subtract fluently within ten using mental strategies (within 10).
Number Talk 8 + 8 8 + 7 8 + 9
Direct Instruction
Option 1 – Eureka Math Grade 2
Module 1 Topic A
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
Eureka Math - Grade 2 Module 1 Topic
A
http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2nd
-grade/2-digit-addition-
subtraction/
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
2.OA.2 – Touchpoint
2.OA.2 – OCR
CAR © 2009
http://greatminds.org
file:///Users/grantschoolmath/Down
loads/math-g2-m1-topic-a-
overview%20(1).pdf
Option 2 – 2-Digit Addition &
Subtraction SMART Presentation
Option 3 – Learnzillion Lesson Plan
Grade 2 Unit 1; Unit 15
Option 4 – My Math (see activities and
resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map
http://commoncoretasks.ncdpi.wikispaces.n
et/2.OA.2+Tasks
Performance Based Tasks
https://www.illustrativemathemati
cs.org/content-
standards/2/OA/B/2/tasks/1396
Achieve the Core Coherence Map
http://achievethecore.org/coheren
ce-map/#2/9/87/87
PARCC Released Items https://prc.parcconline.org/assessments/
parcc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
Common Core Sheets
http://www.commoncoresheets.co
m/SortedByGrade.php?Sorted=2o
a2
My Math
www.connected.mcgraw-hill.com
Teacher login page for all online
resources available for My Math
CAR © 2009
should be used to guide remediation.http://www.k-
5mathteachingresources.com/2nd-grade-
number-activities.html Technology Center – http://www.internet4classrooms.com/comm
on_core/fluently_add_subtract_within_20_u
sing_operations_algebraic_thinking_second
_2nd_grade_math_mathematics.htm Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
https://ccak52012.wikispaces.com/second+
grade+teacher+Created+Tasks
Review Classwork
Exit Ticket
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 1.1-1.12, 2.1
Math Labs
https://njctl.org/courses/math/2nd
-grade/2-digit-addition-
subtraction/
Learnzillion Lesson Plans [Grade 2 Units
1; 15]
https://learnzillion.com/resources/
64473-2nd-grade-math
NJSLS.MATH.CONTENT.2.OA.C.3 Determine whether a group of objects
(up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends
SLO: Recognize that in groups of even numbers objects can be counted by 2s and that in groups of odd numbers objects will not pair up evenly.
Number Talk 4 + 4 4 + 3 4 + 5 Direct Instruction Option 1 – Eureka Math Module 6 Topic D Lesson 17 http://greatminds.org file:///Users/grantschoolmath/Downloads/m
ath-g2-m6-topic-d-lesson-17.pdf
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
Eureka Math Grade 2 Module 6 Topic D Lesson 17
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2nd-
grade/place-value/
Performance Based Tasks https://www.illustrativemathematics.org/
content-standards/2/OA/C/3/tasks/620
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.OA.3 – Touchpoint 2.OA.3 – OCR
CAR © 2009
SLO: Write an equation to illustrate that all even numbers can be formed from the addition of two equal addends.
Option 2 – Place Value SMART Presentation
Option 3 – Learnzillion Lesson Plan Grade 2
Units 12-13
Option 4 – My Math (see activities and resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.http://www.k-
5mathteachingresources.com/2nd-grade-
number-activities.html Technology Center – http://www.internet4classrooms.com/comm
on_core/determine_whether_group_objects
_up_20_operations_algebraic_thinking_sec
ond_2nd_grade_math_mathematics.htm Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
http://commoncoretasks.ncdpi.wikispaces.n
et/2.OA.3-2.OA.4+Tasks
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#2/9/88/88
PARCC Released Items https://prc.parcconline.org/assessments/
parcc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
Common Core Sheets
http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2oa3
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
My Math Lessons
2-6, 2-7
Learnzillion Lesson Plans Grade 2
Units 12 - 13
https://learnzillion.com/resources/6447
3-2nd-grade-math
CAR © 2009
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
https://ccak52012.wikispaces.com/second+
grade+teacher+Created+Tasks
Review Classwork Exit Ticket
NJSLS.MATH.CONTENT.2.OA.C.4 Use addition to find the total number
of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends
SLO: Write an addition equation with repeated equal addends from a rectangular array with up to 5 rows and 5 columns and solve to find the total number.
Number Talk 5 + 5 5 + 4 5 + 6 Direct Instruction Option 1 – Eureka Math Module 6 Topic D Lesson 7 http://greatminds.org file:///Users/grantschoolmath/Downloads/m
ath-g2-m6-topic-b-lesson-7.pdf
Option 2 – Geometry SMART Presentation Option 3 – Learnzillion Lesson Plan Grade 2
Units 12-13
Option 4 – My Math (see activities and resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.n
et/2.OA.3-2.OA.4+Tasks
Eureka Math Grade 2 Module 6 Topic B Lesson 7
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2nd-
grade/geometry/
Performance Based Tasks https://www.illustrativemathematics.org/
content-standards/2/OA/C/4/tasks/3
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#2/9/89/89
PARCC Released Items https://prc.parcconline.org/assessments/
parcc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
Common Core Sheets
http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2oa4
My Math
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.OA.4 – Touchpoint 2.OA.4 – OCR
CAR © 2009
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.http://www.k-
5mathteachingresources.com/2nd-grade-
number-activities.html Technology Center – http://www.internet4classrooms.com/comm
on_core/use_addition_find_total_number_o
bjects_operations_algebraic_thinking_secon
d_2nd_grade_math_mathematics.htm Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
https://ccak52012.wikispaces.com/second+
grade+teacher+Created+Tasks
Review Classwork Exit Ticket
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
My Math Lessons
2.4, 2.5
Math Labs https://njctl.org/courses/math/2nd-
grade/geometry/
Click Labs
Learnzillion Lesson Plans Grade 2
Units 12 - 13
https://learnzillion.com/resources/64473-2nd-grade-math
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.
SLO: Partition a rectangle into rows and columns of same-size squares and count to find the total number.
Number Talk 11 + 11 12 + 12 11 + 12 11 + 10 Direct Instruction Option 1 – Eureka Math Module 6 Topic C Lesson 13
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
Eureka Math Grade 2 Module 6 Topic C Lesson 13
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2nd-
grade/geometry/
Performance Based Tasks
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.G.2 – Touchpoint 2.G.2 – OCR
CAR © 2009
http://greatminds.org file:///Users/grantschoolmath/Downloads/m
ath-g2-m6-topic-c-lesson-13%20(1).pdf
Option 2 – Geometry SMART Presentation Option 3 – Learnzillion Lesson Plan Grade 2
Unit 10
Option 4 – My Math (see activities and resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.http://www.k-
5mathteachingresources.com/2nd-grade-
number-activities.html Technology Center – http://www.internet4classrooms.com/comm
on_core/partition_rectangle_into_rows_colu
mns_same_size_geometry_second_2nd_gra
de_math_mathematics.htm Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.n
et/2.G+Tasks
https://www.illustrativemathematics.org/content-standards/2/OA/C/4/tasks/2063
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#2/6/47/47
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Must login and choose Formative Instructional Tasks under Instructional
tools
Common Core Sheets http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2g2
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
My Math Lessons
12.8
Math Labs https://njctl.org/courses/math/2nd-
grade/geometry/
Click Labs
Learnzillion Lesson Plans Grade 2
Unit 10
CAR © 2009
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
https://ccak52012.wikispaces.com/second+
grade+teacher+Created+Tasks
Review Classwork Exit Ticket
https://learnzillion.com/resources/6447
3-2nd-grade-math
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. *(benchmarked)
SLO: Choose a strategy (place value, properties of operation, and/or the relationship between addition and subtraction) to add and subtract within 100. SLO: Use a variety of strategies (place value, properties of operation, and/or the relationship between addition and subtraction) to add and subtract within 50.
Number Talk 40 + 40 39 + 39 39 + 38 39 + 41 Direct Instruction Option 1 – Eureka Math Module 7 Topic B Lesson 6 http://greatminds.org file:///Users/grantschoolmath/Downloads/m
ath-g2-m7-topic-b-lesson-6.pdf
Option 2 – 2 Digit Addition and Subtraction SMART Presentation Option 3 – Learnzillion Lesson Plan Grade 2
Units 1, 8, 11, and 15
Option 4 – My Math (see activities and resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students.
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.n
et/2.NBT.5-2.NBT.9+Tasks
Eureka Math Grade 2 Module 7 Topic B Lesson 6
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2nd-grade/2-digit-addition-subtraction/
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#2/8/80/80
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Must login and choose Formative Instructional Tasks under Instructional
tools
Common Core Sheets http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2nbt5
My Math www.connected.mcgraw-hill.com
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.NBT.5 – Touchpoint 2.NBT.5 – OCR
CAR © 2009
(Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.http://www.k-
5mathteachingresources.com/2nd-grade-
number-activities.html Technology Center – http://www.internet4classrooms.com/comm
on_core/fluently_add_subtract_within_100_
using_number_operations_in_base_ten_sec
ond_2nd_grade_math_mathematics.htm Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
https://ccak52012.wikispaces.com/second+
grade+teacher+Created+Tasks
Review Classwork Exit Ticket
Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
My Math Lessons
1.1, 3.2-3.5, 4.1, 4.3-4.7
Math Labs https://njctl.org/courses/math/2nd-
grade/2-digit-addition-subtraction/
Click Labs
Learnzillion Lesson Plans Grade 2
Units 1, 8, 11, and 15
https://learnzillion.com/resources/64473-2nd-grade-math
CAR © 2009
NJSLS.MATH.CONTENT.2.NBT.B.6 Add up to four two-digit numbers
using strategies based on place value and properties of operations.
SLO: Add up to four two-digit numbers based on place value and properties of operations.
Number Talk 4 + 6 + 8 + 2 9 + 3 + 1 + 7 5 + 6 + 5 + 4 Direct Instruction Option 1 – 2 Digit Addition and Subtraction SMART Presentation Option 2 – Learnzillion Lesson Plan Grade 2
Units 1, 8, 11, and 15
Option 3 – My Math (see activities and resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.http://www.k-
5mathteachingresources.com/2nd-grade-
number-activities.html Technology Center – http://www.internet4classrooms.com/comm
on_core/add_up_four_two_digit_numbers_
using_number_operations_in_base_ten_sec
ond_2nd_grade_math_mathematics.htm
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.n
et/2.NBT.5-2.NBT.9+Tasks
Math SMART Presentation https://njctl.org/courses/math/2nd-grade/2-digit-addition-subtraction/
Performance Based Tasks
https://www.illustrativemathematics.org/content-standards/2/NBT/B/6/tasks/755
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#2/8/81/81
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Must login and choose Formative Instructional Tasks under Instructional
tools
Common Core Sheets http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2nbt6
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
My Math Lessons
3-5, 3-6
Math Labs https://njctl.org/courses/math/2nd-
grade/2-digit-addition-subtraction/
Click Labs
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.NBT.6 – Touchpoint 2.NBT.6 – OCR
CAR © 2009
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
https://ccak52012.wikispaces.com/second+
grade+teacher+Created+Tasks
Review Classwork Exit Ticket
Learnzillion Lesson Plans Grade 2
Units 1, 8, 11, and 15
https://learnzillion.com/resources/6447
3-2nd-grade-math
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 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.
SLO: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
Number Talk 80 + 4 79 + 1 + 3 79 + 4 79 + 14 Direct Instruction Option 1 – Eureka Math Module 5 Topics A, B, C http://greatminds.org
Option 2 – 3 Digit Addition and Subtraction SMART Presentation; Data SMART Presentation Option 3 – Learnzillion Lesson Plan Grade 2
Units 1, 8, 11, and 15
Option 4 – My Math (see activities and resources)
Centers
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.n
et/2.NBT.5-2.NBT.9+Tasks
Eureka Math Grade 2 Module 5 Topics A, B, C
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2nd-
grade/three-digit-addition-subtraction/
https://njctl.org/courses/math/2nd-grade/data/
Performance Based Tasks
https://www.illustrativemathematics.org/content-standards/2/NBT/B/7/tasks/1063
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#2/8/82/82
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Must login and choose Formative Instructional Tasks under Instructional
tools
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.NBT.7 – Touchpoint 2.NBT.7 – OCR
CAR © 2009
necessary to compose or decompose tens or hundreds.
Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. http://www.k-
5mathteachingresources.com/2nd-grade-
number-activities.html Technology Center – http://www.internet4classrooms.com/comm
on_core/add_subtract_within_1000_using_c
oncrete_number_operations_in_base_ten_se
cond_2nd_grade_math_mathematics.htm Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
https://ccak52012.wikispaces.com/second+
grade+teacher+Created+Tasks
Review Classwork Exit Ticket
Common Core Sheets
http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2nbt7
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into browser
My Math Lessons
6.1-6.2, 6.4-6.8, 7.1-7.2, 7.4-7.9
Math Labs
https://njctl.org/courses/math/2nd-
grade/three-digit-addition-subtraction/
https://njctl.org/courses/math/2nd-
grade/data/
Click Labs
Learnzillion Lesson Plans Grade 2
Units 1, 8, 11, and 15
https://learnzillion.com/resources/64473-2nd-grade-math
CAR © 2009
NJSLS.MATH.CONTENT.2.NBT.B.9 Explain why addition and subtraction
strategies work, using place value and the properties of operations.
SLO: Apply addition and subtraction strategies based on place value and the properties of operations and explain why these strategies work using drawings or objects. For example, 37 + 12 = 49 because 37 +12 equals 30 + 7 + 10 + 2 (place value) which equals 30 + 10 + 7 + 2 (property of operations).
Number Talk 18 + 31 23 + 14 37 + 12 32 + 25 Direct Instruction Option 1 – Eureka Math Module 5 Topics A, B, C, D http://greatminds.org
Option 2 – Facts SMART Presentation Option 3 – Learnzillion Lesson Plan Grade 2
Units 1, 8, 11, and 15
Option 4 – My Math (see activities and resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. http://www.k-
5mathteachingresources.com/2nd-grade-
number-activities.html Technology Center – http://www.internet4classrooms.com/comm
on_core/explain_why_addition_subtraction
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.n
et/2.NBT.5-2.NBT.9+Tasks
Eureka Math Grade 2 Module 5 Topics A, B, C, D
http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2nd-
grade/facts/
Performance Based Tasks https://www.illustrativemathematics.org/
content-standards/2/NBT/B/9/tasks/1851
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#2/8/84/84
PARCC Released Items https://prc.parcconline.org/assessments/par
cc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
Common Core Sheets
http://www.commoncoresheets.com/Sort
edByGrade.php?Sorted=2nbt9
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.NBT.9 – Touchpoint 2.NBT.9 – OCR
CAR © 2009
_strategies_work_number_operations_in_ba
se_ten_second_2nd_grade_math_mathemati
cs.htm Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
https://ccak52012.wikispaces.com/second+
grade+teacher+Created+Tasks
Review Classwork Exit Ticket
www.mheonline.com/mhmymath/Must copy and paste into browser
My Math Lessons
1.1, 1.5, 1.8, 1.12, 3.2-3.4, 3.6, 4.3- 4.5,
6.2, 6.4-6.6, 7.2, 7.4-7.6, 7-9
Math Labs https://njctl.org/courses/math/2nd-
grade/facts/
Click Labs
Learnzillion Lesson Plans Grade 2
Units 1, 8, 11, and 15
https://learnzillion.com/resources/6447
3-2nd-grade-math
NJSLS.MATH.CONTENT.2.NBT.A.2 Count within 1000; skip-count by 5s,
10s, and 100s. *(benchmarked) SLO: Orally count within 1000 including skip-counting by 5s, 10s, and 100s.
Number Talk 5 + 5 5 + 6 + 5 5 + 9 + 5
Direct Instruction
Option 1 – Eureka Math – Grade 2
Module 3 – Topic B – Lesson 2
http://greatminds.org
Teachers will agree on common classwork problems in their
professional learning communities or grade
level meetings. Problems should be selected that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispaces.n
et/2.NBT.1-2.NBT.4+Tasks
Eureka Math - Grade 2 Module 3 Topic
B Lesson 2
http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2nd
-grade/place-value/
Achieve the Core Coherence Map
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
2.NBT.2 – Touchpoint
2.NBT.2 - OCR
CAR © 2009
file:///Users/grantschoolmath/Down
loads/math-g2-m3-topic-b-lesson-
2%20(1).pdf
Option 2 –Place Value SMART
Presentation Topics 7-13
Option 3 – Learnzillion Lesson Plan
Grade 2 Units 6-8
Option 4 – My Math (see activities and
resources)
Centers Teacher Center – The teacher works in a small group with 1-4 students. (Resources can be pulled from My Math under Response to Intervention) Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. http://www.k-
5mathteachingresources.com/2nd-grade-
number-activities.html
http://achievethecore.org/coheren
ce-map/#2/8/74/74
PARCC Released Items https://prc.parcconline.org/assessments/
parcc-released-items Must login and choose Formative
Instructional Tasks under Instructional tools
Common Core Sheets
http://www.commoncoresheets.co
m/SortedByGrade.php?Sorted=2n
bt2
My Math
www.connected.mcgraw-hill.com
Teacher login page for all online
resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 2.1-2.4, 5.6
CAR © 2009
Technology Center – http://www.internet4classrooms.com/comm
on_core/count_within_1000_skip_count_5s
_10s_number_operations_in_base_ten_seco
nd_2nd_grade_math_mathematics.htm Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content.
https://ccak52012.wikispaces.com/second+
grade+teacher+Created+Tasks
Review Classwork Exit Ticket
Learnzillion Lesson Plans [Grade 2 Units
6-8]
https://learnzillion.com/resources/
64473-2nd-grade-math
Summative Written Assessments
Quarterly Assessment 2 in EdConnect
Summative Performance Assessment
Quarterly OCR 2 in EdConnect
CAR © 2009
Unit Title: 2nd Grade Unit 3 Grade Level: 2
Timeframe: Marking Period 3
Unit Focus and Essential Questions
Unit Focus:
Measure and estimate lengths in standard units
Relate addition and subtraction to length
Work with time
Understand place value
Use place value understanding and properties of operations to add and subtract
Essential Questions:
How can you use objects to measure lengths of objects that are not straight?
How can shapes and solids be described, compared, and used to make other shapes?
New Jersey Student Learning Standards Standards/Cumulative Progress Indicators (Taught and Assessed):
2.MD.A.1
2.MD.A.3
2.MD.A.2
2.MD.A.4
2.MD.B.5
2.MD.B.6
2.MD.C.7
2.NBT.A.2*
2.NBT.B.5*
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
CAR © 2009
Standard/ SWBAT Student Strategies Based on Instructional Framework
Formative Assessment
Activities and Resources Standards Based Assessment
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.
SLO: Estimate or measure lengths of
objects using appropriate tools (inches,
centimeters, feet, and meters).
Number Talk Direct Instruction Option 1 – Eureka Math Module 7
Topics C-D; Module 2 Topics A-B http://greatminds.org file:///Users/grantschoolmath/Downloa
ds/math-g2-m2-topic-b-overview.pdf
file:///Users/grantschoolmath/Downloa
ds/math-g2-m2-topic-b-lesson-4.pdf
Option 2 – Length SMART
Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.MD.1-2.MD.4+Tasks
Eureka Math Module 7 Topics C-D; Module 2 Topics A-B http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2n
d-grade/length/
Performance Based Tasks https://www.illustrativemathemat
ics.org/content-
standards/2/MD/A/1/tasks/2069
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#2/7/49/49
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Must login and choose Formative Instructional Tasks
under Instructional tools
Common Core Sheets
http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
md1
My Math
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.MD.1 – Touchpoint 2.MD.1 – OCR
CAR © 2009
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 11.1-11.3, 11.7-11.8
Math Labs
https://njctl.org/courses/math/2n
d-grade/length/
Click Labs
Learnzillion Lesson Plans
Units 2, 14
https://learnzillion.com/resources
/64473-2nd-grade-math
NJSLS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of
inches, feet, centimeters, and
meters
SLO: Estimate or measure lengths of
objects using appropriate tools (inches,
centimeters, feet, and meters).
Number Talk Direct Instruction Option 1 – Eureka Math Module 7
Topics D; Module 2 Topic B http://greatminds.org file:///Users/grantschoolmath/Downloa
ds/math-g2-m2-topic-b-overview.pdf
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected
Eureka Math Module 7 Topic D; Module 2 Topic B
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2n
d-grade/length/
Achieve the Core Coherence Map
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.MD.3 – Touchpoint 2.MD.3 – OCR
CAR © 2009
file:///Users/grantschoolmath/Downloa
ds/math-g2-m7-topic-d-lesson-17.pdf
Option 2 – Length SMART
Presentation Option 3 – Learnzillion Lesson Plans Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
that most closely match the
assessments in column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.MD.1-2.MD.4+Tasks
http://achievethecore.org/coherence-map/#2/7/51/51
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Must login and choose Formative Instructional Tasks
under Instructional tools
Common Core Sheets
http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
md3
My Math
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 11.1-11.3, 11.7-11.8
Math Labs https://njctl.org/courses/math/2n
d-grade/length/
Click Labs
CAR © 2009
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
Learnzillion Lesson Plans
Units 2, 14
https://learnzillion.com/resources
/64473-2nd-grade-math
NJSLS.MATH.CONTENT.2.MD.A.2 Measure the length of an object
twice, using length units of
different lengths for the two
measurements; describe how the
two measurements relate to the size
of the unit chosen.
SLO: Compare measurements of an
object taken with two different units of
measure and explain that the difference
is related to the size of unit chosen.
Number Talk Direct Instruction Option 1 – Eureka Math Module 7
Topics C - D; Module 2 Topic C http://greatminds.org file:///Users/grantschoolmath/Downloa
ds/math-g2-m2-topic-c-lesson-6.pdf Option 2 – Length SMART
Presentation Option 3 – Learnzillion Lesson Plans Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.MD.1-2.MD.4+Tasks
Eureka Math Module 7 Topic C - D; Module 2 Topic C
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2n
d-grade/length/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#2/7/50/50
PARCC Released Items https://prc.parcconline.org/assessme
nts/parcc-released-items
Must login and choose Formative Instructional Tasks
under Instructional tools
Common Core Sheets http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
md2
My Math
www.connected.mcgraw-hill.com
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.MD.2 – Touchpoint 2.MD.2 – OCR
CAR © 2009
Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 11.5, 11.10
Math Labs https://njctl.org/courses/math/2n
d-grade/length/
Click Labs
Learnzillion Lesson Plans
Units 2, 14
https://learnzillion.com/resources
/64473-2nd-grade-math
NJSLS.MATH.CONTENT.2.MD.A.4 Measure to determine how much
longer one object is than another,
expressing the length difference in
terms of a standard length unit.
Number Talk Direct Instruction Option 1 – Eureka Math Module 7
Topics D; Module 2 Topic C http://greatminds.org
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level
Eureka Math Module 7 Topic D; Module 2 Topic C
http://greatminds.org
Math SMART Presentation
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.MD.4 – Touchpoint
CAR © 2009
SLO: Compare lengths of two objects
and determine how much longer one
object is than another using the same
standard of measure.
file:///Users/grantschoolmath/Downloa
ds/math-g2-m2-topic-c-lesson-7.pdf
Option 2 – Length SMART
Presentation Option 3 – Learnzillion Lesson Plans Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.MD.1-2.MD.4+Tasks
https://njctl.org/courses/math/2n
d-grade/length/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#2/7/52/52
PARCC Released Items https://prc.parcconline.org/assessme
nts/parcc-released-items
Must login and choose Formative Instructional Tasks
under Instructional tools
Common Core Sheets http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
md4
My Math
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 11.4, 11.9
2.MD.4 – OCR
CAR © 2009
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
Math Labs https://njctl.org/courses/math/2n
d-grade/length/
Click Labs
Learnzillion Lesson Plans
Units 2, 14
https://learnzillion.com/resources
/64473-2nd-grade-math
NJSLS.MATH.CONTENT.2.MD.B.5 Use addition and subtraction within
100 to solve word problems
involving lengths that are given in
the same units, e.g., by using
drawings (such as drawings of
rulers) and equations with a symbol
for the unknown number to
represent the problem
For example, if Angela needs 30 feet of
ribbon for gifts, but she only has 17
feet, number sentences 17 + ⎕ = 30 and
30 - ⎕ = 17 both represent the
situation and ⎕ represents the number
of feet of ribbon that she still needs.
SLO: Add and subtract within 100 in
word problems involving lengths using
a symbol to represent the unknown
number. For example, if Angela needs
30 feet of ribbon for gifts, but she only
has 17 feet, equations 17 + x = 30 and
Number Talk Direct Instruction Option 1 – Eureka Math Module 7
Topic E; Module 2 Topic D http://greatminds.org file:///Users/grantschoolmath/Downloa
ds/math-g2-m2-topic-d-lesson-8.pdf
Option 2 – Length SMART
Presentation Option 3 – Learnzillion Lesson Plans Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.MD.5-2.MD.6+Tasks
Eureka Math Module 7 Topic E; Module 2 Topic D
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2n
d-grade/length/
Performance Based Tasks https://www.illustrativemathemat
ics.org/content-standards/2/MD/B/5/tasks/2070
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#2/7/53/53
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.MD.5 – Touchpoint 2.MD.5 – OCR
CAR © 2009
30 – x = 17 both represent the x feet she
still needs. (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
Must login and choose Formative Instructional Tasks
under Instructional tools
Common Core Sheets http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
md5
My Math
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 11.1-11.2, 11.6-11.7
Math Labs https://njctl.org/courses/math/2n
d-grade/length/
Click Labs
Learnzillion Lesson Plans
Units 2, 3, 14
CAR © 2009
https://learnzillion.com/resources
/64473-2nd-grade-math
NJSLS.MATH.CONTENT.2.MD.B.6
Represent whole numbers as
lengths from 0 on a number line
diagram with equally spaced points
corresponding to the numbers 0, 1,
2, ..., and represent whole-number
sums and differences within 100 on
a number line diagram.
SLO: Use a number line to represent
the solution of whole number sums and
differences related to length within 100
by using equally spaced points.
Number Talk Direct Instruction Option 1 – Eureka Math Module 7
Topics D, E, F; Module 2 Topic D http://greatminds.org file:///Users/grantschoolmath/Downloa
ds/math-g2-m2-topic-d-overview.pdf
Option 2 – Length SMART
Presentation Option 3 – Learnzillion Lesson Plans Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.MD.5-2.MD.6+Tasks
Eureka Math Module 7 Topics D, E, F; Module 2 Topic D
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2n
d-grade/length/
Performance Based Tasks https://www.illustrativemathemat
ics.org/content-standards/2/MD/B/6/tasks/1081
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#2/7/55/55
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Must login and choose Formative Instructional Tasks
under Instructional tools
Common Core Sheets
http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
md6
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.MD.6 – Touchpoint 2.MD.6 – OCR
CAR © 2009
Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
My Math
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 11.11
Math Labs https://njctl.org/courses/math/2n
d-grade/length/
Click Labs
Learnzillion Lesson Plans
Units 2, 3, 14
https://learnzillion.com/resources
/64473-2nd-grade-math
NJSLS.MATH.CONTENT.2.MD.C.7 Tell and write time from analog and
digital clocks to the nearest five
minutes, using a.m. and p.m.
Number Talk
Direct Instruction Option 1 – Eureka Math Module 8
Topic D http://greatminds.org
Teachers will agree on common
classwork problems in their professional
learning communities or
Eureka Math Module 8 Topic D http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2nd-grade/time/
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.MD.7 – Touchpoint
CAR © 2009
SLO: Tell and write time using analog
and digital clocks to the nearest five
minutes using AM and PM.
Option 2 – Time SMART Presentation Option 3 – Learnzillion Lesson Plans Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.MD.5-2.MD.6+Tasks
Performance Based Tasks
https://www.illustrativemathematics.org/content-
standards/2/MD/C/7/tasks/1069
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#2/7/56/56
PARCC Released Items https://prc.parcconline.org/assessme
nts/parcc-released-items
Must login and choose Formative Instructional Tasks
under Instructional tools
Common Core Sheets http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
md7
My Math
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 10.1-10.6
Math Labs
2.MD.7 – OCR
CAR © 2009
Exit Ticket
https://njctl.org/courses/math/2n
d-grade/time/
Click Labs
Learnzillion Lesson Plans
Units 4, 5
https://learnzillion.com/resources
/64473-2nd-grade-math
NJSLS.MATH.CONTENT.2.NBT.A.
2 Count within 1000; skip-count by
5s, 10s, and 100s. *(benchmarked)
SLO: Skip count by 5s and 10s up to
100 … beginning at any multiple of 5.
SLO: Count within 1000 by ones, 5s,
10s, and 100s beginning at any multiple
of 1, 5, 10 or 100 (e.g., begin at 505 and
skip count by 5 up to 605, or begin at
600 and skip count by 100 up to 1000).
Number Talk Direct Instruction Option 1 – Eureka Math Module 3 http://greatminds.org Option 2 – Place Value SMART
Presentation Option 3 – Learnzillion Lesson Plans Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.NBT.1-2.NBT.4+Tasks
Eureka Math Module 3 http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2nd-grade/place-value/
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#2/8/74/74
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Must login and choose Formative Instructional Tasks
under Instructional tools
Common Core Sheets
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.NBT.2 – Touchpoint 2.NBT.2 – OCR
CAR © 2009
based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
nbt2
My Math
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 2.1-2.4, 5.6
Math Labs https://njctl.org/courses/math/2n
d-grade/place-value/
Click Labs
Learnzillion Lesson Plans
Units 4, 6, 7, 8
https://learnzillion.com/resources
/64473-2nd-grade-math
CAR © 2009
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.
*(benchmarked)
SLO: Use a variety of strategies (place
value, properties of operation, and/or
the relationship between addition and
subtraction) to add and subtract within
50.
SLO: Choose a strategy (place value,
properties of operation, and/or the
relationship between addition and
subtraction) to add and subtract within
100.
Number Talk Direct Instruction Option 1 – Eureka Math Module 1
Topics A,C; Module 4 Topic A;
Module 7 Topic B http://greatminds.org Option 2 – 2-Digit Addition and
Subtraction SMART Presentation Option 3 – Learnzillion Lesson Plans Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.NBT.5-2.NBT.9+Tasks
Eureka Math Module 1 Topics A, C; Module 4 Topic A; Module 7 Topic B
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2n
d-grade/2-digit-addition-
subtraction/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#2/8/80/80
PARCC Released Items https://prc.parcconline.org/assessment
s/parcc-released-items Must login and choose
Formative Instructional Tasks under Instructional tools
Common Core Sheets
http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
nbt5
My Math
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.NBT.5 – Touchpoint 2.NBT.5 – OCR
CAR © 2009
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 1.1, 3.2-3.5,4.1, 4.3-4.7
Math Labs https://njctl.org/courses/math/2n
d-grade/2-digit-addition-
subtraction/
Click Labs
Learnzillion Lesson Plans
Units 8, 11, 15
https://learnzillion.com/resources
/64473-2nd-grade-math
Summative Written Assessments
Quarterly Assessment in EdConnect
Summative Performance Assessment
Quarterly Constucted Response in EdConnect
CAR © 2009
Unit Title: 2nd Grade Unit 4 Grade Level: 2
Timeframe: Marking Period 4
Unit Focus and Essential Questions
Unit Focus:
Reason with shapes and their attributes
Work with money
Represent and interpret data
Add and subtract within 20
Use place value understanding and properties of operations to add and subtract
Essential Questions:
How can shapes and solids be described, compared, and used to make other shapes?
What strategies can be used to count, add, and subtract money and tell time?
How do you estimate and measure length in standard units and represent and interpret that data?
New Jersey Student Learning Standards Standards/Cumulative Progress Indicators (Taught and Assessed):
2.G.A.1
2.G.A.3
2.MD.C.8
2.MD.D.9
2.MD.D.10
2.OA.B.2*
2.NBT.B.5*
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
CAR © 2009
CAR © 2009
Standard/ SWBAT Student Strategies Based on Instructional Framework
Formative Assessment
Activities and Resources Standards Based Assessment
NJSLS.MATH.CONTENT.2.G.A.1 Recognize and draw shapes having
specified attributes, such as a given
number of angles or a given number
of equal faces. Identify triangles,
quadrilaterals, pentagons,
hexagons, and cubes.
SLO: Recognize and draw shapes
having specified attributes, such as a
given number of angles or a given
number of equal faces. (Sizes are
compared visually or directly, not
compared by measuring.) Identify
triangles, quadrilaterals, pentagons,
hexagons, and cubes.
Number Talk Direct Instruction Option 1 – Eureka Math Module 8
Topic A
http://greatminds.org Option 2 – Geometry SMART
Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.G+Tasks
Eureka Math Module 8 Topic A http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2n
d-grade/geometry/
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#2/6/46/46
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Must login and choose Formative Instructional Tasks
under Instructional tools
Common Core Sheets
http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
g1
My Math
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.G.1 – Touchpoint 2.G.1 – OCR
CAR © 2009
Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
Lessons: 12.1-12.6
Math Labs
https://njctl.org/courses/math/2n
d-grade/geometry/
Click Labs
Learnzillion Lesson Plans
Unit 10 https://learnzillion.com/resources
/64473-2nd-grade-math
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 the
same shape.
SLO: 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.
Number Talk Direct Instruction Option 1 – Eureka Math Module 8
Topic B-C http://greatminds.org Option 2 – Geometry SMART
Presentation Option 3 – Learnzillion Lesson Plans Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.G+Tasks
Eureka Math Module 8 Topics B-C http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2n
d-grade/geometry/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#2/6/48/48
PARCC Released Items https://prc.parcconline.org/assessment
s/parcc-released-items Must login and choose
Formative Instructional Tasks under Instructional tools
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.G.3 – Touchpoint 2.G.3 – OCR
CAR © 2009
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
Common Core Sheets
http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
g3
My Math
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lesson: 12.7
Math Labs https://njctl.org/courses/math/2n
d-grade/geometry/
Click Labs
Learnzillion Lesson Plans Unit 10
https://learnzillion.com/resources
/64473-2nd-grade-math
CAR © 2009
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?
SLO: Identify, recognize, and solve
word problems with dollar bills,
quarters, dimes, nickels, and pennies
using the $ and ¢ symbols
appropriately.
Number Talk Direct Instruction Option 1 – Eureka Math Module 7
Topic B http://greatminds.org Option 2 – Money SMART
Presentation Option 3 – Learnzillion Lesson Plans Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.MD.7-2.MD.8+Tasks
Eureka Math Module 7 Topics B http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2n
d-grade/money/
Performance Based Tasks https://www.illustrativemathemat
ics.org/content-
standards/2/MD/C/tasks/1304
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#2/7/60/60
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Must login and choose Formative Instructional Tasks
under Instructional tools
Common Core Sheets
http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
md8
My Math
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.MD.8 – Touchpoint 2.MD.8 – OCR
CAR © 2009
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 8.1-8.5
Math Labs
https://njctl.org/courses/math/2nd-grade/money/
Click Labs
Learnzillion Lesson Plans Units 4-5
https://learnzillion.com/resources/64473-2nd-grade-math
NJSLS.MATH.CONTENT.2.MD.D.9 Generate measurement data by
measuring lengths of several
objects to the nearest whole
unit, or by making repeated
measurements of the same
object. Show the
measurements by making a
line plot, where the horizontal
scale is marked off in whole-
number units.
SLO: Use tools of measurement to
measure lengths of several objects to
the nearest whole unit and represent the
data on a line plot with appropriate
whole number units on the horizontal
scale.
Number Talk Direct Instruction Option 1 – Eureka Math Module 7
Topic F http://greatminds.org Option 2 – Length SMART
Presentation Option 3 – Learnzillion Lesson Plans Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.MD.9-2.MD.10+Tasks
Eureka Math Module 7 Topic F http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2n
d-grade/length/
Performance Based Tasks https://www.illustrativemathemat
ics.org/content-
standards/2/MD/D/9/tasks/485
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.MD.9 – Touchpoint 2.MD.9 – OCR
CAR © 2009
(Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
https://www.illustrativemathemat
ics.org/content-
standards/2/MD/D/9/tasks/486
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#2/7/61/61
PARCC Released Items https://prc.parcconline.org/assessment
s/parcc-released-items Must login and choose
Formative Instructional Tasks under Instructional tools
Common Core Sheets
http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
md9
My Math
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 9.7-9.8, 11.12
CAR © 2009
Math Labs
https://njctl.org/courses/math/2n
d-grade/length/
Click Labs
Learnzillion Lesson Plans Unit 9
https://learnzillion.com/resources
/64473-2nd-grade-math
NJSLS.MATH.CONTENT.2.MD.D.1
0 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.
SLO: 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 the graph.
Number Talk Direct Instruction Option 1 – Data SMART Presentation Option 2 – Learnzillion Lesson Plans Option 3 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncoretasks.ncdpi.wikispac
es.net/2.MD.9-2.MD.10+Tasks
Math SMART Presentation https://njctl.org/courses/math/2n
d-grade/data/
Performance Based Tasks https://www.illustrativemathemat
ics.org/content-
standards/2/MD/D/10/tasks/506
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#2/7/62/62
PARCC Released Items https://prc.parcconline.org/assessment
s/parcc-released-items
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.MD.10 – Touchpoint 2.MD.10 – OCR
CAR © 2009
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
Must login and choose Formative Instructional Tasks
under Instructional tools
Common Core Sheets http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
md10
My Math
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 9.1-9.6
Math Labs https://njctl.org/courses/math/2n
d-grade/data/
Click Labs
Learnzillion Lesson Plans Unit 9
https://learnzillion.com/resources
/64473-2nd-grade-math
CAR © 2009
NJSLS.MATH.CONTENT.2.OA.B.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.
*(benchmarked)
SLO: Add and subtract fluently within
ten using mental strategies (within 10).
SLO: Fluently add and subtract within
20 using mental strategies. By the end
of Grade 2, know from memory all
sums of two one-digit numbers.
SLO: Add and subtract fluently within
20 using mental strategies, such as
decomposing and composing numbers
using the ten as a benchmark number.
Number Talk Direct Instruction Option 1 – Eureka Math Module 1
Topic A; Modules 3-4 http://greatminds.org Option 2 –Three Digit Addition and
Subtraction Presentation Option 3 – Learnzillion Lesson Plans Option 4 – My Math
Centers Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
match the assessments in
column 5.
http://commoncore
tasks.ncdpi.wikispac
es.net/2.OA.2+Tasks
Eureka Math Module 1 Topic A; Module 3-4
http://greatminds.org
Math SMART Presentation https://njctl.org/courses/math/2n
d-grade/three-digit-addition-
subtraction/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#2/9/87/87
PARCC Released Items https://prc.parcconline.org/assessment
s/parcc-released-items Must login and choose
Formative Instructional Tasks under Instructional tools
Common Core Sheets
http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=2
oa2
My Math
www.connected.mcgraw-hill.com
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.OA.2 – Touchpoint 2.OA.2 – OCR
CAR © 2009
Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/
Must copy and paste into browser
Lessons: 1.1-1.12, 2.1
Math Labs https://njctl.org/courses/math/2n
d-grade/three-digit-addition-
subtraction/
Click Labs
Learnzillion Lesson Plans Units 1, 15
https://learnzillion.com/resources
/64473-2nd-grade-math
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.
*(benchmarked)
Number Talk Direct Instruction
Option 1 – Eureka Math Module 1
Topics A,C; Module 4 Topic A;
Module 7 Topic B
http://greatminds.org
Teachers will agree on common
classwork problems in their professional
learning communities or
grade level meetings. Problems should be selected that most closely
Eureka Math Module 1 Topics A, C; Module 4 Topic A; Module 7
Topic B http://greatminds.org
Math SMART Presentation
https://njctl.org/courses/math/2nd-grade/2-digit-addition-
subtraction/
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.NBT.5 – Touchpoint
CAR © 2009
SLO: Use a variety of strategies (place
value, properties of operation, and/or
the relationship between addition and
subtraction) to add and subtract within
50.
SLO: Choose a strategy (place value,
properties of operation, and/or the
relationship between addition and
subtraction) to add and subtract within
100.
Option 2 – 2-Digit Addition and
Subtraction SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 – My Math
Centers
Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard. Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation. Technology Center – Students work on Reflex Math Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
match the assessments in
column 5.
http://commoncore
tasks.ncdpi.wikispac
es.net/2.NBT.5-
2.NBT.9+Tasks
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#2/8/80/80
PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items Must login and choose
Formative Instructional Tasks under Instructional tools
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=2
nbt5
My Math www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Homepage for My Math
www.mheonline.com/mhmymath/Must copy and paste into
browser
Lessons: 1.1, 3.2-3.5,4.1, 4.3-4.7
Math Labs https://njctl.org/courses/math/2n
d-grade/2-digit-addition-subtraction/
Click Labs
2.NBT.5 – OCR
CAR © 2009
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
Review Classwork Exit Ticket
Learnzillion Lesson Plans Units 8, 11, 15
https://learnzillion.com/resources/64473-2nd-grade-math
Summative Written Assessments
Quarterly Assessment 4 in EdConnect
Summative Performance Assessment
Quarterly OCR 4 in EdConnect