2nd Grade Math Curriculum Map 2015-2016

Unit Focus Standards and Learning Targets “What does that mean a 2nd grader should be able to do?”

Unit 1 Summary

Number Sense and Place Value sets the foundation for students to master the sums and

differences to 20 (2.OA.2) and to subsequently apply these skills to fluently add one-digit

to two-digit numbers at least through 100 using place value understandings, properties of

operations and the relationship between addition and subtraction (2.NBT.5). Operations and Algebraic Thinking 2.OA.1: Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 100 to solve one- and two-step word problems

involving situations of adding to, taking from, putting together, taking apart, and

comparing, with unknowns in all positions, e.g., by using drawings and equations with a

symbol for the unknown number to represent the problem. Long-Term Learning Targets

● I can use objects and pictures to show numbers. ● I can add and subtract numbers using objects, pictures, tools, or number sense

patterns (i.e. skip counting). ● I can use addition and subtraction within 100 to solve one and two-step word

problems that involve situations of adding to, taking from, putting together,

taking apart, and comparing, using a variety of strategies. 2.OA.2: Add and subtract within 20. 2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know

from memory all sums of two one-digit numbers. Long-Term Learning Targets

● I can add and subtract two one-digit numbers quickly in my head (fluency w/in

20). ● I can use mental math to add numbers up to 20 ● I can use mental math to subtract from 20

Number and Operations in Base Ten 2.NBT.5: Use place value understanding and properties of operations to add and

subtract. 5. Fluently add and subtract within 100 using strategies based on place value, properties

of operations, and/or the relationship between addition and subtraction. Long-Term Learning Targets

2.OA.1: Second Grade students extend their work with addition and subtraction word problems in two major ways. First, they represent and solve word problems within 100, building upon their previous work to 20. In addition, they represent and solve one and two-step word problems of all three types (Result Unknown, Change Unknown, Start Unknown). Two-Step Problems: Because Second Graders are still developing proficiency with the most difficult subtypes (Start Unknown; Change Unknown, Compare) two-step problems do not involve these sub-types (Common Core Standards Writing Team, May 2011). Furthermore, most two-step problems should focus on single-digit addends since the primary focus of the standard is the problem-type. 2.OA.2: Building upon their work in First Grade, Second Graders use various addition and subtraction strategies in order to fluently add and subtract within 20. Second Graders internalize facts and develop fluency by repeatedly using strategies that make sense to them. When students are able to demonstrate fluency they are accurate, efficient, and flexible. Students must have efficient strategies in order to know sums from memory. Research indicates that teachers can best support students’ memory of the sums of two one-digit numbers through varied experiences including making 10, breaking numbers apart, and working on mental strategies. These strategies replace the use of repetitive timed tests in which students try to memorize operations as if there were not any relationships among the various facts. When teachers teach facts for automaticity, rather than memorization, they encourage students to think about the relationships among the facts. (Fosnot & Dolk, 2001) It is no accident that the standard says “know from memory” rather than “memorize”. The first describes an outcome, whereas the second might be seen as describing a method of achieving that outcome. So no, the standards are not dictating timed tests. (McCallum, October 2011) 2.NBT.5: There are various strategies that Second Grade students

● I can use multiple strategies to add and subtract two-digit numbers. ● I can explain the relationship between addition and subtraction.

understand and use when adding and subtracting within 100 (such as those listed in the standard). The standard algorithm of carrying or borrowing is neither an expectation nor a focus in Second Grade. Students use multiple strategies for addition and subtraction in Grades K-3. By the end of Third Grade students use a range of algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction to fluently add and subtract within 1000. Students are expected to fluently add and subtract multi-digit whole numbers using the standard algorithm by the end of Grade 4.

Unit

Timeline Content and Learning Targets Key Instructional Resources: Texts,

Lessons, Activities, Projects,

Technology and Games

Differentiation

Tools Assessment

(Pre-assessments,

Formative, and

Summative)

Unit 1: Number

Sense and

Place Value (conceptual

and pictorial

understanding

September

5-September

27 (3 weeks: 16

days)

2.OA.1: Represent and solve problems involving addition and

subtraction. 1. Use addition and subtraction within 100 to solve one- and two-step

word problems involving situations of adding to, taking from, putting

together, taking apart, and comparing, with unknowns in all positions,

e.g., by using drawings and equations with a symbol for the unknown

number to represent the problem. At this point, focus only on one-step word problems.

Short-Term Learning Targets

● I can make sense of a word problem and figure out if I need

to add or subtract.

● I can use concrete objects, pictures and equations to

represent story addition and subtraction story problems

within 100.

● I can solve addition and subtraction problems within 100

that have unknowns in all positions.

● I can solve addition and subtraction story problems within

100 that involve situations of adding to or taking from.


100 that involve situations of putting together or taking

apart.


100 that involve situations of comparing two numbers.

Investigations Resources:

Unit 1, Investigation 1, 2, 3, and 4

Investigation 1 is useful for The First

Six Weeks. It introduces tools and

routines. The routines and games

from Unit 1 are used throughout the

year and are usual for morning math

routines. They provide opportunities

for students to work with time,

money, making ten, and more

throughout the year.

Inverted Workshop:

Launch workshop using story

problems. Initiate workshop

structures including the debrief.

Cathy Fosnot: This might be a good

place for Ages and Timelines to go

once the inverted math workshop is

launched.

Strugglers:

ELLs: High-flyers:

Benchmark

Assessment:

Subtraction: Missing Addend (2.OA.1) Addition and Subtraction Fluency Benchmarks

2.OA.2: Add and subtract within 20. 2. Fluently add and subtract within 20 using mental strategies. By end

of Grade 2, know from memory all sums of two one-digit numbers. Short-Term Learning Targets

● I can combine numbers to make ten.

● I can compose and decompose numbers to ten to solve

one-step addition and subtraction story problems within 20. ● I can compose a ten to add and subtract within 20.

Students move concrete to pictorial to abstract as they remember

their “make ten” facts. They use ten-frame cards to visualize 10, and

they write the number bonds of 10 from memory. They use those facts

to see relationships in larger numbers (e.g., 28 needs how many to

make 30.) The number bond is also used to represent related facts

within 10. 2.NBT.5: Use place value understanding and properties of

operations to add and subtract. 5. Fluently add and subtract within 100 using strategies based on

place value, properties of operations, and/or the relationship

between addition and subtraction. Short-Term Learning Targets

● I can break numbers into tens and ones and then combine

using place value to solve addition and subtraction within

100.

○ 67 + 25--> 6 tens plus 2 tens and 7 ones plus 5 ones

● I can decompose two digit numbers to compose a ten to

solve addition and subtraction problems within 100.

○ 67 + 25--> 7 + 3 = 10; 70 + 22

● I can break numbers into tens and ones and then compose

them in the order that is most efficient.

○ 67 + 25 → 60 + 20 + 7 + 5 = _____

Students use the ten-structure to reason about making a ten to add to the teens, and they use this pattern and math drawings to

solve related problem sets (e.g., 9 + 4, 9 + 5, 9 + 6). Students reason

about the relationship between problems such as 19 + 5 and 20 + 4 to

9 + 5 and 10 + 4. They use place value understanding to add and

subtract within 20 by adding to and subtracting from the ones.

Notes

Unit Focus Standards and Long-Term Learning Targets What does that mean a 2nd grader should be able to do?

Unit 2 Measure and estimate lengths in standard units. Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length. In this unit students engage in activities designed to deepen their conceptual understanding of measurement and to relate addition and subtraction to length. Their work is exclusively with metric units in order to support place value concepts. (Customary units will be introduced later in the year.) Measurement and Data 2.MD.1: Measure and estimate lengths in standard units. 1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Long-Term Learning Targets:

● I can measure the length of a variety of objects, using the most appropriate tool. 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. Long-Term Learning Targets:

● I can measure an object using two different units of length. ● I can explain how the two measurement relate to each other.

3. Estimate lengths using units of inches, feet, centimeters, and meters. Long-Term Learning Targets:

● I can estimate length using inches, feet, centimeters, and meters.

1. Second Graders build upon their non-standard measurement experiences in First Grade by measuring in standard units for the first time. Using both customary (inches and feet) and metric (centimeters and meters) units, Second Graders select an attribute to be measured (e.g., length of classroom), choose an appropriate unit of measurement (e.g., yardstick), and determine the number of units (e.g., yards). As teachers provide rich tasks that ask students to perform real measurements, these foundational understandings of measurement are developed:

● Understand that larger units (e.g., yard) can be subdivided into equivalent units (e.g., inches) (partition).

● Understand that the same object or many objects of the same size such as paper clips can be repeatedly used to determine the length of an object (iteration).

● Understand the relationship between the size of a unit and the number of units needed (compensatory principal). Thus, the smaller the unit, the more units it will take to measure the selected attribute.

By the end of Second Grade, students will have also learned specific measurements as it relates to feet, yards and meters:

● There are 12 inches in a foot. ● There are 3 feet in a yard. ● There are 100 centimeters in a meter

2. Second Grade students measure an object using two units of different lengths. This experience helps students realize that the unit used is as important as the attribute being measured. This is a difficult concept for young children and will require numerous experiences for students to predict, measure, and discuss outcomes.

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

● I can find out how much longer one object is than another and express the difference using standard terms others will understand.

2.MD.2: Relate addition and subtraction to length. 5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Long-Term Learning Targets:

● I can solve addition and subtraction story problems involving lengths with the same unit within 100 by drawing pictures.

● I can solve addition and subtraction story problems involving lengths with the same unit within 100 by writing equations with a symbol for the unknown number.

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. Long-Term Learning Targets:

● I can represent whole numbers as lengths from 0 on a number line with equally spaced points

○ Ex: Students will understand that 5 is 5 equal spaces from 0 ● I can represent whole number sums and differences within 100 on a number line

○ Ex: Students will show differences between numbers by showing the distance between numbers on a number line

(Example: A student measured the length of a desk in both feet and centimeters. She found that the desk was 3 feet long. She also found out that it was 36 inches long. Teacher: Why do you think you have two different measurements for the same desk? Student: It only took 3 feet because the feet are so big. It took 36 inches because an inch is a whole lot smaller than a foot.) 3. Second Grade students measure an object using two units of different lengths. This experience helps students realize that the unit used is as important as the attribute being measured. This is a difficult concept for young children and will require numerous experiences for students to predict, measure, and discuss outcomes. 4. Second Grade students determine the difference in length between two objects by using the same tool and unit to measure both objects. Students choose two objects to measure, identify an appropriate tool and unit, measure both objects, and then determine the differences in lengths.

Unit




Differentiation

Tools Assessment

(Pre-assessments,

Formative, and

Summative)

Unit 2:

Addition and

Subtraction

of Length

20 Days

Measurement and Data 2.MD.1: Measure and estimate lengths in standard units. 1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Short-Term Learning Target:

● I can measure the length of an object by selecting and using

the most appropriate tool for the objective

○ Ex: I would use a ruler for my desk, but a yardstick

for the length of the carpet

2.MD.2: Relate addition and subtraction to length. 5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Short-Term Learning Targets:

● I can write and place numbers 1-100 on a number line. ● I can show addition and subtraction within 100 on a number

line.

Investigations Resources:

Unit 9, Investigations 1, 2, and 3

Inverted Workshop: Story problems involving lengths in

the same units within 100.

Strugglers: ELLs:

High-flyers:

Benchmarks:

Measurement Benchmark 2.MD.1

Notes


Unit 3: Summary

Number and Operations in Base Ten Understand place value 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens – called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). Long-Term Learning Targets:

● I can differentiate between “digits” and “numbers” ● I can identify the place value of each digit in a three-digit number ● I can name the place of each digit in a three-digit number ● I can name a bundle of ten tens a “hundred” ● I can use the digit in the hundreds place to determine the number of hundreds in

a hundred number 2.NBT.2: Count within 1000; skip-count by 5s, 10s, and 100s. Long-Term Learning Targets:

● I can skip count by 5s, 10s, and 100s within 1000 starting at any number 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Long-Term Learning Targets:

● I can read and write numbers within 1000 using base ten-numerals, number names, and expanded form

2.NBT.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. Long-Term Learning Targets:

● I can compare two three-digit numbers by comparing the hundreds, tens, and ones digits.

● I can use the symbols >, =, and < symbols to compare two three-digit numbers

Unit




Differentiation

Tools Assessment

(Pre-assessments,

Formative, and

Summative)

Unit 3: Counting,

Place Value

and

Comparison

of numbers

to 1000 25 Days

2.NBT: Number Sense and Base Ten

Understand place value. 1. Understand that the three digits of a three-digit number represent

amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0

tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens — called a

“hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer

to one, two, three, four, five, six, seven, eight, or nine hundreds (and

0 tens and 0 ones).

Short-Term Learning Targets:

● I can see a 3 digit number and know that the digit on the left

is the hundreds, the digit in the middle is the tens, and the

digit on the right is ones.

2. Count within 1000; skip-count by 5s, 10s, and 100s. Short-Term Learning Targets:

● I can skip count by 5s, 10s, and 100s up to 1000. ● I can start at a number and count up to 1000.

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

names, and expanded form.


● I can read and write numbers up to 1000.

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.


● I can use the >, =, < symbols to show how two 3 digit

numbers are worth different or the same amounts.

Measurement and Data

2.MD.8: Work with Time and Money

Investigations: Unit 3, Investigation 3 and 4 Unit 6, Investigation 4 Inverted Workshop: Story problems with comparing place value. Introduce base ten blocks.

Strugglers:

ELLs: High-flyers:

Benchmarks:

2.NBT.2

2.NBT.4

Place Value Compare

and Skip Counting

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?


● I can use dollar and cent symbols to represent a given

amount of money involving dollar bills, quarters, dimes,

nickels, and pennies

Notes


Unit 4 Summary Addition and Subtraction of Numbers to 1000

2.OA.1: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction 1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Long-Term Learning Targets: Number and Operations in Base Ten Use place value understanding and properties of operations to add and subtract. 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. Long-Term Learning Targets:

● I can use different strategies add and subtract numbers quickly 2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations. Long-Term Learning Targets: 2.NBT.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. Long-Term Learning Targets: 2.NBT.8: Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Long-Term Learning Targets: 2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. Long-Term Learning Targets:

Unit




Differentiation

Tools Assessment

(Pre-assessments,

Formative, and

Summative)

Unit 4:

Addition and

Subtraction

of Numbers

to 1000 40 days

Number and Operations in Base Ten

2.NBT.1: 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.

Short-Term Learning Target: ● I can use strategies to add and subtract numbers within

1000. ● I can add and subtract three-digit numbers by using place

value to group together the hundreds, tens, and ones.

2.NBT.2: Use place value understanding and properties of

operations to add subtract 6. Add up to four two-digit numbers using strategies based on place

value and properties of operations.


● I can add up to four two-digit numbers together using

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

subtract 10 or 100 from a given number 100–900.

Short-Term Learning Target: ● I can add or subtract 10 or 100 to any number between 100

and 900 in my head. 9. Explain why addition and subtraction strategies work, using place

value and the properties of operations.

Short-Term Learning Target: ● I can show how to use place value and other addition and

subtraction strategies to solve math problems correctly.

Investigations: Unit 6, Investigations 1, 2, 3 Unit 8, Investigations 1, 2, 3, 4 Inverted Workshop: Story problems with addition and subtraction of 3digit numbers with regrouping. Twostep story problems within 100.

Strugglers:

ELLs: High-flyers:

Benchmarks: 2.OA.1 Twostep addition and subtraction within 100 2.NBT.9 (+/1 within 1000) 2.OA.2 (fluency)

Notes


Unit 5 Summary

Operations and Algebraic Thinking Work with equal groups of objects to gain foundations for multiplication 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. Long-Term Learning Targets: 2.OA.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. Reason with shapes and their attributes. Long-Term Learning Targets: Geometry Reason with Shapes and their Attributes 2.G.2: Partition a rectangle into rows and columns of same size squares and count to find the total number of them. Long-Term Learning Targets:

Unit




Differentiation

Tools Assessment

(Pre-assessments,

Formative, and

Summative)

Unit 5: Foundations of

Multiplication

and Division

Start

Mid-February

45 Days

Operations and Algebraic Thinking

2.OA: Work with equal groups of objects to gain foundations for

multiplication. 3. Determine whether a group of objects (up to 20) has an odd or

even number of members, e.g., by pairing objects or counting them

by 2s; write an equation to express an even number as a sum of two

equal addends.


● I can share and show if a number is odd or even. ● I can show how adding doubles facts always equals an even

number.

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. Short-Term Learning Targets:

● I can add the number of objects in each column or row and

then add those numbers together to find the total and show

it in a number sentence.

Investigations: Unit 8, Investigation 1 for even and

odd

Unit 1, Investigation 4.6, 4.7

include doubling and arrays

Need a supplement for arrays and

beginning multiplication

Strugglers:

ELLs: High-flyers:

2.G.3

Notes


Unit 6 Summary

Measurement and Data Measure and estimate lengths in standard units 2.MD.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Long-Term Learning Targets: 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. Long-Term Learning Targets: 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. Long-Term Learning Targets: 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Long-Term Learning Targets: Relate addition and subtraction to length. 2.MD.5 Use addition and subtraction within 100 to solve word pro`blems 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 problems. Long-Term Learning Targets: 2.MD.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. Long-Term Learning Targets: Work with time and money 2.MD.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? Long-Term Learning Targets: Represent and interpret data 2.MD.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. Long-Term Learning Targets:

2.MD.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. Long-Term Learning Targets:

Unit




Differentiation

Tools Assessment

(Pre-assessments,

Formative, and

Summative)

Unit 6:

Comparison,

Addition, and

Subtraction

with Length

and Money 30 Days

Represent and interpret data. 1. 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.

Short-Term Learning Targets: ● I can measure the same object many times. ● I can round object lengths to whole numbers. ● I can put my object lengths on a line plot.

2. 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.

Short-Term Learning Targets: ● I can make a picture graph using my object lengths. ● I can make a bar graph using my object lengths. ● I can use my bar graph to solve problems.

Measure and estimate lengths in standard units. 1. Measure the length of an object by selecting and using appropriate

tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Short-Term Learning Targets: ● I can measure the length of an object using many tools

(ruler, sticks and tapes). 2. Measure the length of an object twice, using length units of

different lengths for the two measurements; describe how the two

measurements relate to the size of the unit chosen.

Short-Term Learning Targets: ● I can measure the length of an object in two different units. ● I can describe measurements in different units.

We’ve already used Investigations Unit 9 for Unit 2. Wondering: What should we use now? Can there be an authentic connection to our expedition?

Strugglers:

ELLs: High-flyers:

Benchmarks: 2.MD.3 2.MD.2 2.MD.7

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

meters.

Short-Term Learning Targets: ● I can guess the length of an object in many units (In, ft, cm,

m).

4. Measure to determine how much longer one object is than

another, expressing the length difference in terms of a standard

length unit.

Short-Term Learning Targets: ● I can measure the lengths of two objects in the same unit. ● I can find the difference in length between two objects in

the same unit. Work with time. Tell and write time from analog and digital clocks to the nearest five

minutes, using a.m. and p.m.

Short-Term Learning Targets: ● I can tell the time for every five minutes

(digital/analog-wall). ● I can write the time for every five minutes

(digital/analog-wall). Solving story problems using linear measurement and money. 1. 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.

Short-Term Learning Targets: ● I can add and subtract within 100 units to figure out word

problems. 2. 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?

Short-Term Learning Targets: ● I can use the $ and ¢ signs when counting money.

● I can add and subtract different money units within word

problems.

Notes


Unit 7 Summary

Geometry Reason with shapes and their attributes 2.G.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. Long-Term Learning Targets: 2.G.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. Long-Term Learning Targets:

Unit




Differentiation

Tools Assessment

(Pre-assessments,

Formative, and

Summative)

Unit 7:

Recognizing

Angles,

Faces, and

Vertices of

Shapes,

Fractions

and Angles 20 Days

Reason with shapes and their attributes. 1. Recognize and draw shapes having specified attributes, such as a

given number of angles or a given number of equal faces. Identify

triangles, quadrilaterals, pentagons, hexagons, and cubes.

Short-Term Learning Targets: ● I can make a shape given its number of angles and faces. ● I can point out triangles, quadrilaterals, pentagons,

hexagons and cubes.

2. Partition a rectangle into rows and columns of same-size squares

and count to find the total number of them.

Short-Term Learning Targets: ● I can (divide) a rectangle into equal sized squares and count

them up. 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.

Short-Term Learning Targets ● I can make circles and rectangles in 2, 3 and 4 equal parts. ● I can use the words half, third, quarter to describe shapes. ● I can show two equal parts in different in different shapes.

Investigations: Unit 2, Investigations 1, 2 Unit 7, Investigations 1, 2

Strugglers:

ELLs: High-flyers:

2.G.1 2.G.2

Notes


EXTRA UNIT

Unit




Differentiation

Tools Assessment

(Pre-assessments,

Formative, and

Summative)

EXTRA

UNIT

Strugglers:

ELLs: High-flyers:

Formative Summative

Notes:

Documents

2nd Grade Math Curriculum Map 2015-2016