Grade 2 Math - trentonk12.org Grade2.pdf · STUDENT LEARNING OBJECTIVE CORRESPONDING NJSLS Suggested Pacing Suggested Resources Assessments Week 1: September 7, 8, 9 SLO: Add and

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


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


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


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



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



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



Touchpoint and OCR



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


5 days



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





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



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.



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 NJ Student Learning Standards

Grade 2 Unit 3 Suggested Pacing 2016-17

1 | P a g e

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.


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.


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,




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.


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



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


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.


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


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




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


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


Week 6 May 22-26

SLO:

Use tools of measurement to measure lengths 2.MD.D.9 Generate measurement data by

5 days




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


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

http://www.greatminds.org/

/Users/grantschoolmath/Downloads/math-g2-m4-topic-a-lesson-5.pdf





http://greatminds.org/

https://njctl.org/courses/math/2nd-grade/2-digit-addition-subtraction/


https://www.illustrativemathematics.org/content-standards/2/OA/A/1/tasks/1


http://achievethecore.org/coherence-map/#2/9/85/85


https://prc.parcconline.org/assessments/parcc-released-items


http://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa1


http://www.connected.mcgraw-hill.com/

http://www.mheonline.com/mhmymath/

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






Eureka Math - Grade 2 Module 1 Topic A http://greatminds.org

Math SMART Presentation

https://njctl.org/courses/math/2nd-




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

http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html



http://www.mathnook.com/monkeymathbalance.html

http://www.mathnook.com/monkeymathbalance.html

https://connected.mcgraw-hill.com/media/repository/private_data/DOC/50000000/45/8.pdf





https://learnzillion.com/resources/64473-2nd-grade-math



/Users/grantschoolmath/Downloads/math-g2-m1-topic-a-overview%20(1).pdf

/Users/grantschoolmath/Downloads/math-g2-m1-topic-a-overview%20(1).pdf







https://www.illustrativemathematics.org/content-standards/2/OA/B/2/tasks/1394


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





map/#2/9/87/87

PARCC Released Items https://prc.parcconline.org/assessments/par

cc-released-items Must login and choose Formative








Lessons: 1.1-1.12, 2.1



Learnzillion Lesson Plans [Grade 2 Units 1; 15]




http://www.additionblocksgame.com/AdditionBlocksGame/index.html

http://www.additionblocksgame.com/AdditionBlocksGame/index.html











CAR © 2009



content.


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


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.





http://commoncoretasks.ncdpi.wikispaces.net/2.NBT.1-2.NBT.4+Tasks




grade/place-value/



content-standards/2/NBT/A/1/tasks/96




map/#2/8/71/71




The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.NBT.1 – Touchpoint 2.NBT.1 – OCR




/Users/grantschoolmath/Downloads/math-g2-m3-topic-a-overview.pdf






https://njctl.org/courses/math/2nd-grade/place-value/


https://www.illustrativemathematics.org/content-standards/2/NBT/A/1/tasks/96








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






content.


New Jersey Student LearningSheets http://www.commoncoresheets.com/Sort

edByGrade.php?Sorted=2nbt1a


edByGrade.php?Sorted=2nbt1b




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]


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




http://www.abcya.com/base_ten_fun.htm

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=2nbt1a

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=2nbt1a

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=2nbt1b

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=2nbt1b







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





Math SMART Presentation https://njctl.org/courses/math/2nd-

grade/place-value/


map/#2/8/74/74






edByGrade.php?Sorted=2nbt2




Lessons: 2.1-2.4, 5.6


are the quizzes/tests for that standard. 2.NBT.2 – Touchpoint 2.NBT.2 - OCR


/Users/grantschoolmath/Downloads/math-g2-m3-topic-b-lesson-2%20(1).pdf

/Users/grantschoolmath/Downloads/math-g2-m3-topic-b-lesson-2%20(1).pdf














http://www.commoncoresheets.com/SortedByGrade.php?Sorted=2nbt2




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






content.

Review Classwork

Exit Ticket


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






Eureka Math - Grade 2 Module 3 Topic C Lesson 5



grade/place-value/




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

http://www.internet4classrooms.com/common_core/count_within_1000_skip_count_5s_10s_number_operations_in_base_ten_second_2nd_grade_math_mathematics.htm








/Users/grantschoolmath/Downloads/math-g2-m3-topic-c-lesson-5.pdf










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






map/#2/8/75/75










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




http://www.aaamath.com/g31d_px1.html#section2

http://www.aaamath.com/g31d_px1.html#section2











CAR © 2009


content.


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)







Eureka Math - Grade 2 Module 3 Topic F Lesson 16



grade/place-value/





map/#2/8/79/79





The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.NBT.4 – Touchpoint 2.NBT.4 - OCR


/Users/grantschoolmath/Downloads/math-g2-m3-topic-f-lesson-16.pdf

/Users/grantschoolmath/Downloads/math-g2-m3-topic-f-lesson-16.pdf













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






content.







Lessons: 2-4, 2-5, 5-7



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













http://www.toonuniversity.com/flash.asp?err=509&engine=9

http://www.toonuniversity.com/flash.asp?err=509&engine=9











CAR © 2009


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.



grade/three-digit-addition-subtraction/



content-standards/2/NBT/B/8/tasks/1608


map/#2/8/83/83










Lessons: 5-6, 6-3, 7-3






http://www.internet4classrooms.com/common_core/mentally_add_10_100_given_number_number_operations_in_base_ten_second_2nd_grade_math_mathematics.htm







https://njctl.org/courses/math/2nd-grade/three-digit-addition-subtraction/


https://www.illustrativemathematics.org/content-standards/2/NBT/B/8/tasks/1608










CAR © 2009

Interdisciplinary Center – Students work






content.

Review Classwork

Exit Ticket






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 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?


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*


CAR © 2009


Formative Assessment

Activities and Resources Standards Based Assessment

NJSLS.MATH.CONTENT.2.OA.A.1 Use addition and subtraction within


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






Eureka Math - Grade 2 Module 4 Topic A Lesson 5





content-standards/2/OA/A/1/tasks/1


map/#2/9/85/85




Common Core Sheets






My Math Lessons





















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






content.

https://ccak52012.wikispaces.com/second+

grade+teacher+Created+Tasks


1.1-1.13, 2.1-2.3, 3.1-3.7, 4.1-4.9



Click Labs

Learnzillion Lesson Plans [Units 1, 15]


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





Eureka Math - Grade 2 Module 1 Topic

A



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




http://www.internet4classrooms.com/common_core/use_addition_subtraction_within_100_solve_operations_algebraic_thinking_second_2nd_grade_math_mathematics.htm




https://ccak52012.wikispaces.com/second+grade+teacher+Created+Tasks










CAR © 2009


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


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


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




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-



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






content.



Review Classwork

Exit Ticket


www.mheonline.com/mhmymath/

Must copy and paste into browser

Lessons: 1.1-1.12, 2.1

Math Labs


-grade/2-digit-addition-

subtraction/


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





Eureka Math Grade 2 Module 6 Topic D Lesson 17



grade/place-value/

Performance Based Tasks https://www.illustrativemathematics.org/

content-standards/2/OA/C/3/tasks/620





http://www.internet4classrooms.com/common_core/fluently_add_subtract_within_20_using_operations_algebraic_thinking_second_2nd_grade_math_mathematics.htm














/Users/grantschoolmath/Downloads/math-g2-m6-topic-d-lesson-17.pdf





https://www.illustrativemathematics.org/content-standards/2/OA/C/3/tasks/620


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-



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




et/2.OA.3-2.OA.4+Tasks


map/#2/9/88/88




Common Core Sheets






My Math Lessons

2-6, 2-7

Learnzillion Lesson Plans Grade 2

Units 12 - 13


3-2nd-grade-math




http://www.internet4classrooms.com/common_core/determine_whether_group_objects_up_20_operations_algebraic_thinking_second_2nd_grade_math_mathematics.htm




http://commoncoretasks.ncdpi.wikispaces.net/2.OA.3-2.OA.4+Tasks














CAR © 2009




content.




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








et/2.OA.3-2.OA.4+Tasks

Eureka Math Grade 2 Module 6 Topic B Lesson 7



grade/geometry/


content-standards/2/OA/C/4/tasks/3


map/#2/9/89/89




Common Core Sheets



My Math





/Users/grantschoolmath/Downloads/math-g2-m6-topic-b-lesson-7.pdf







https://njctl.org/courses/math/2nd-grade/geometry/










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-



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






content.




www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math



My Math Lessons

2.4, 2.5


grade/geometry/

Click Labs


Units 12 - 13


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




Eureka Math Grade 2 Module 6 Topic C Lesson 13



grade/geometry/


The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 2.G.2 – Touchpoint 2.G.2 – OCR




http://www.internet4classrooms.com/common_core/use_addition_find_total_number_objects_operations_algebraic_thinking_second_2nd_grade_math_mathematics.htm















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





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.



et/2.G+Tasks




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 Lessons

12.8


grade/geometry/

Click Labs


Unit 10


/Users/grantschoolmath/Downloads/math-g2-m6-topic-c-lesson-13%20(1).pdf

/Users/grantschoolmath/Downloads/math-g2-m6-topic-c-lesson-13%20(1).pdf




http://www.internet4classrooms.com/common_core/partition_rectangle_into_rows_columns_same_size_geometry_second_2nd_grade_math_mathematics.htm




http://commoncoretasks.ncdpi.wikispaces.net/2.G+Tasks









http://www.commoncoresheets.com/SortedByGrade.php?Sorted=2g2






CAR © 2009

Interdisciplinary Center – Students work






content.





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


Centers Teacher Center – The teacher works in a small group with 1-4 students.






et/2.NBT.5-2.NBT.9+Tasks

Eureka Math Grade 2 Module 7 Topic B Lesson 6








tools



My Math www.connected.mcgraw-hill.com























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-



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






content.




Teacher login page for all online resources available for My Math



My Math Lessons

1.1, 3.2-3.5, 4.1, 4.3-4.7



Click Labs


Units 1, 8, 11, and 15





http://www.internet4classrooms.com/common_core/fluently_add_subtract_within_100_using_number_operations_in_base_ten_second_2nd_grade_math_mathematics.htm











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





on_core/add_up_four_two_digit_numbers_

using_number_operations_in_base_ten_sec

ond_2nd_grade_math_mathematics.htm















tools






My Math Lessons

3-5, 3-6



Click Labs





http://www.internet4classrooms.com/common_core/add_up_four_two_digit_numbers_using_number_operations_in_base_ten_second_2nd_grade_math_mathematics.htm






















CAR © 2009

Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students work






content.





Units 1, 8, 11, and 15


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


Centers







Eureka Math Grade 2 Module 5 Topics A, B, C




https://njctl.org/courses/math/2nd-grade/data/








tools






















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-



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






content.




Common Core Sheets






My Math Lessons

6.1-6.2, 6.4-6.8, 7.1-7.2, 7.4-7.9

Math Labs




grade/data/

Click Labs


Units 1, 8, 11, and 15





http://www.internet4classrooms.com/common_core/add_subtract_within_1000_using_concrete_number_operations_in_base_ten_second_2nd_grade_math_mathematics.htm
















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


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-



on_core/explain_why_addition_subtraction







Eureka Math Grade 2 Module 5 Topics A, B, C, D




grade/facts/


content-standards/2/NBT/B/9/tasks/1851


map/#2/8/84/84




Common Core Sheets










http://www.internet4classrooms.com/common_core/explain_why_addition_subtraction_strategies_work_number_operations_in_base_ten_second_2nd_grade_math_mathematics.htm







https://njctl.org/courses/math/2nd-grade/facts/











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






content.





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


grade/facts/

Click Labs


Units 1, 8, 11, and 15


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








Eureka Math - Grade 2 Module 3 Topic

B Lesson 2




-grade/place-value/


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


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-


number-activities.html

http://achievethecore.org/coheren

ce-map/#2/8/74/74




Common Core Sheets

http://www.commoncoresheets.co

m/SortedByGrade.php?Sorted=2n

bt2

My Math


Teacher login page for all online

resources available for My Math




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






content.





6-8]

https://learnzillion.com/resources/

64473-2nd-grade-math













CAR © 2009




Unit Focus:

Measure and estimate lengths in standard units

Relate addition and subtraction to length

Work with time

Understand place value



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?


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*


CAR © 2009




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


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





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


/Users/grantschoolmath/Downloads/math-g2-m2-topic-b-overview.pdf




http://commoncoretasks.ncdpi.wikispaces.net/2.MD.1-2.MD.4+Tasks





https://njctl.org/courses/math/2nd-grade/length/


https://www.illustrativemathematics.org/content-standards/2/MD/A/1/tasks/2069







http://www.commoncoresheets.com/SortedByGrade.php?Sorted=2md1



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.






Lessons: 11.1-11.3, 11.7-11.8

Math Labs


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).


Topics D; Module 2 Topic B http://greatminds.org file:///Users/grantschoolmath/Downloa

ds/math-g2-m2-topic-b-overview.pdf




grade level meetings. Problems should be selected

Eureka Math Module 7 Topic D; Module 2 Topic B


Math SMART Presentation https://njctl.org/courses/math/2n

d-grade/length/
















CAR © 2009


ds/math-g2-m7-topic-d-lesson-17.pdf


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





that most closely match the









Common Core Sheets



md3

My Math





Lessons: 11.1-11.3, 11.7-11.8

Math Labs https://njctl.org/courses/math/2n

d-grade/length/

Click Labs



















CAR © 2009





Units 2, 14



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.


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


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.






column 5.



Eureka Math Module 7 Topic C - D; Module 2 Topic C



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



Common Core Sheets http://www.commoncoresheets.c


md2

My Math























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












Lessons: 11.5, 11.10


d-grade/length/

Click Labs


Units 2, 14



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.


Topics D; Module 2 Topic C http://greatminds.org




grade level

Eureka Math Module 7 Topic D; Module 2 Topic C



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.


ds/math-g2-m2-topic-c-lesson-7.pdf








meetings. Problems should be selected that most closely


column 5.




d-grade/length/


nce-map/#2/7/52/52







md4

My Math





Lessons: 11.4, 11.9

2.MD.4 – OCR



















CAR © 2009





d-grade/length/

Click Labs


Units 2, 14



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


Topic E; Module 2 Topic D http://greatminds.org file:///Users/grantschoolmath/Downloa

ds/math-g2-m2-topic-d-lesson-8.pdf



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






column 5.



Eureka Math Module 7 Topic E; Module 2 Topic D



d-grade/length/


ics.org/content-standards/2/MD/B/5/tasks/2070




















https://www.illustrativemathematics.org/content-standards/2/MD/B/5/tasks/2070







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












md5

My Math





Lessons: 11.1-11.2, 11.6-11.7


d-grade/length/

Click Labs


Units 2, 3, 14









CAR © 2009



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.


Topics D, E, F; Module 2 Topic D http://greatminds.org file:///Users/grantschoolmath/Downloa

ds/math-g2-m2-topic-d-overview.pdf



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.






column 5.



Eureka Math Module 7 Topics D, E, F; Module 2 Topic D



d-grade/length/


ics.org/content-standards/2/MD/B/6/tasks/1081







Common Core Sheets



md6





/Users/grantschoolmath/Downloads/math-g2-m2-topic-d-overview.pdf

/Users/grantschoolmath/Downloads/math-g2-m2-topic-d-overview.pdf


















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








My Math





Lessons: 11.11


d-grade/length/

Click Labs


Units 2, 3, 14



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




Eureka Math Module 8 Topic D http://greatminds.org


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








Review Classwork



column 5.




https://www.illustrativemathematics.org/content-

standards/2/MD/C/7/tasks/1069


nce-map/#2/7/56/56







md7

My Math





Lessons: 10.1-10.6

Math Labs

2.MD.7 – OCR





https://www.illustrativemathematics.org/content-standards/2/MD/C/7/tasks/1069













CAR © 2009

Exit Ticket


d-grade/time/

Click Labs


Units 4, 5



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


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






column 5.


es.net/2.NBT.1-2.NBT.4+Tasks

Eureka Math Module 3 http://greatminds.org









Common Core Sheets


















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










nbt2

My Math





Lessons: 2.1-2.4, 5.6


d-grade/place-value/

Click Labs


Units 4, 6, 7, 8













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.


properties of operation, and/or the

relationship between addition and


100.


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








column 5.


es.net/2.NBT.5-2.NBT.9+Tasks

Eureka Math Module 1 Topics A, C; Module 4 Topic A; Module 7 Topic B



d-grade/2-digit-addition-

subtraction/


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



nbt5

My Math





















CAR © 2009









Lessons: 1.1, 3.2-3.5,4.1, 4.3-4.7


d-grade/2-digit-addition-

subtraction/

Click Labs


Units 8, 11, 15




Quarterly Assessment in EdConnect


Quarterly Constucted Response in EdConnect








CAR © 2009




Unit Focus:

Reason with shapes and their attributes

Work with money

Represent and interpret data

Add and subtract within 20



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?


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*


CAR © 2009

CAR © 2009




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,


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,



Topic A

http://greatminds.org Option 2 – Geometry SMART

Presentation



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.






column 5.


es.net/2.G+Tasks

Eureka Math Module 8 Topic A http://greatminds.org



d-grade/geometry/







Common Core Sheets



g1

My Math























CAR © 2009

Interdisciplinary Center – Students








Lessons: 12.1-12.6

Math Labs


d-grade/geometry/

Click Labs


Unit 10 https://learnzillion.com/resources


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.


Topic B-C http://greatminds.org Option 2 – Geometry SMART


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.






column 5.


es.net/2.G+Tasks

Eureka Math Module 8 Topics B-C http://greatminds.org



d-grade/geometry/


nce-map/#2/6/48/48




















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








Common Core Sheets



g3

My Math





Lesson: 12.7


d-grade/geometry/

Click Labs

Learnzillion Lesson Plans Unit 10













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.


Topic B http://greatminds.org Option 2 – Money SMART










column 5.



Eureka Math Module 7 Topics B http://greatminds.org



d-grade/money/


ics.org/content-

standards/2/MD/C/tasks/1304







Common Core Sheets



md8

My Math









https://njctl.org/courses/math/2nd-grade/money/


https://www.illustrativemathematics.org/content-standards/2/MD/C/tasks/1304











CAR © 2009









Lessons: 8.1-8.5

Math Labs


Click Labs

Learnzillion Lesson Plans Units 4-5


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.


Topic F http://greatminds.org Option 2 – Length SMART


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






column 5.



Eureka Math Module 7 Topic F http://greatminds.org



d-grade/length/


ics.org/content-

standards/2/MD/D/9/tasks/485
















https://www.illustrativemathematics.org/content-standards/2/MD/D/9/tasks/485



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








https://www.illustrativemathemat

ics.org/content-



nce-map/#2/7/61/61




Common Core Sheets



md9

My Math





Lessons: 9.7-9.8, 11.12














CAR © 2009

Math Labs


d-grade/length/

Click Labs




NJSLS.MATH.CONTENT.2.MD.D.1

0 Draw a picture graph and a bar


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


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






column 5.




d-grade/data/


ics.org/content-



nce-map/#2/7/62/62


s/parcc-released-items



















CAR © 2009

Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Interdisciplinary Center – Students












md10

My Math





Lessons: 9.1-9.6


d-grade/data/

Click Labs














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.


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.






column 5.

http://commoncore

tasks.ncdpi.wikispac

es.net/2.OA.2+Tasks

Eureka Math Module 1 Topic A; Module 3-4



d-grade/three-digit-addition-

subtraction/


nce-map/#2/9/87/87




Common Core Sheets



oa2

My Math



















CAR © 2009

Interdisciplinary Center – Students












Lessons: 1.1-1.12, 2.1


d-grade/three-digit-addition-

subtraction/

Click Labs

Learnzillion Lesson Plans Units 1, 15



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






Eureka Math Module 1 Topics A, C; Module 4 Topic A; Module 7

Topic B http://greatminds.org


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


50.


properties of operation, and/or the

relationship between addition and


100.

Option 2 – 2-Digit Addition and

Subtraction SMART Presentation



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




column 5.

http://commoncore

tasks.ncdpi.wikispac

es.net/2.NBT.5-

2.NBT.9+Tasks


nce-map/#2/8/80/80

PARCC Released Items https://prc.parcconline.org/assess

ments/parcc-released-items Must login and choose


Common Core Sheets

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=2

nbt5



www.mheonline.com/mhmymath/Must copy and paste into

browser

Lessons: 1.1, 3.2-3.5,4.1, 4.3-4.7


d-grade/2-digit-addition-subtraction/

Click Labs

2.NBT.5 – OCR


















CAR © 2009






Learnzillion Lesson Plans Units 8, 11, 15








Documents

Grade 2 Math - trentonk12.org Grade2.pdf · STUDENT LEARNING OBJECTIVE CORRESPONDING NJSLS Suggested Pacing Suggested Resources Assessments Week 1: September 7, 8, 9 SLO: Add and