MATHEMATICS – GRADE 2 · Likewise 2-D shapes can be composed into a larger 2-D shape 3-D shapes can be decomposed into other smaller 3-D shapes. Likewise 3-D shapes can be composed

MATHEMATICS – GRADE 2

EWING PUBLIC SCHOOLS 2099 Pennington Road

Ewing, NJ 08618

Board Approval Date: August 29, 2016 Michael Nitti Revised by: District Math Staff Superintendent In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

TABLE OF CONTENTS Page Course Description and Rationale 1 Scope of Essential Learning: Unit 1: Counting, Coins and Combinations (Addition, Subtraction and the Number System 1) [31 Days] 2 Unit 2: Shapes, Blocks and Symmetry (2-D and 3-D Geometry) [19 Days] 7 Unit 3: Stickers, Number Strings and Story Problems (Addition, Subtraction and the Number System 2) [31 Days] 11 Unit 4: Pockets, Teeth and Favorite Things (Data Analysis) [15 Days] 17 Unit 5: How Many Tens? How Many Ones? (Addition, Subtraction and the Number System 3) [29 Days] 21 Unit 6: Parts of a Whole, Parts of a Group (Fractions) [13 Days] 26 Unit 7: Partners, Teams and Paper Clips (Addition, Subtraction and the Number System 4) [23 Days] 30 Unit 8: Measuring Length and Time (Measurement) [19 Days] 35

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COURSE DESCRIPTION AND RATIONALE

THE EWING PUBLIC SCHOOLS’ MATH VISION

The Ewing Public Schools will deliver an instructional program in mathematics where students are actively engaged in the discovery of math concepts and are applying these

concepts in ways that they find meaningful and relevant.

Ewing students will be mathematical thinkers who can reason, communicate and solve problems.

Ultimately, Ewing students will master and will be able to utilize these math concepts

and skills throughout their lives. In this second grade course in mathematics, students will delve into the base ten structure of our number system, uncovering and discovering patterns which they will utilize to develop visual images of quantities, compose and decompose numbers, and formulate strategies for the numerical operations of addition and subtraction up to and including 3-digit numbers. Students will also investigate the structures and attributes of 2-dimensional and 3-dimensional shapes, begin their exploration of rational numbers, collect and analyze data, refine their ability to tell time, and explore the role of standardized units in measuring length. While students will utilize a constructivist approach to investigate relationships in math, this approach will be balanced with a level of practice needed to attain skill mastery. Throughout the course, students will be actively engaged in problem solving through reasoning. Students will be expected to communicate their reasoning and problem solving on a daily basis through written and verbal formats. In the end, the goal of this course is to develop young mathematicians with the habits of mind enabling them to meet the vision shared above, enabling their future success in mathematics.

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UNIT 1: COUNTING, COINS AND COMBINATIONS (ADDITION, SUBTRACTION AND THE NUMBER SYSTEM 1) [31 DAYS]

Why Is This Unit Important? This is the first unit in this grade level where students continue to develop ideas about counting and quantity, the composition of numbers, including work with place value, the structure of the base-ten number system, and the operations of addition and subtraction. In this unit students will focus on building number sense through counting and comparing quantities and composing and decomposing numbers. Students also work with the operations of addition and subtraction, developing strategies for comparing, combining, and doubling quantities, as well as taking one quantity away from another. The big ideas embedded through this unit are: � The base ten structure of the number system � Numbers can be decomposed into other numbers and then composed into the

original amount � Addition is a process for finding the total of separate parts � Subtraction being the inverse of addition is a process for finding the amounts of

separated parts of the total � Addition is commutative, while subtraction is not. Enduring Understandings: 1. How to accurately count a set of objects by ones and groups 2. The magnitude and sequence of numbers up to 100 3. How to make sense of and develop strategies to solve addition and subtraction

problems with totals up to 45 4. Addition combinations to 10 + 10 5. How to use manipulatives, drawings, tools, and notation to show strategies and

solutions Essential Questions: 1. What patterns do you see in our 100s chart? 2. In ‘real-life’ when we add what are we doing? 3. In ‘real-life’ when we subtract what are we doing? 4. In what ways are addition and subtraction are connected? 5. How do arrays connect to addition? Subtraction? Acquired Knowledge: 1. Know the structure of the 100 chart 2. Comprehend patterns in the structure of the number system 3. Recognize equivalent expressions

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4. Differentiate between composition, decomposition, and combination of numbers 5. Differentiate between strategies for addition and subtraction: Make 10, Plus 1,

and Plus 2, Doubles 6. Identify the parts of an addition and subtraction equation: addends, sum,

difference 7. Identify the correspondence between standard notation for addition and

subtraction equations (>, <, +, -, =) and the actions that the signs and symbols represent

8. Comprehend the structure and use of rectangular arrays for modeling Acquired Skills: 1. Count sets of up to 60 objects 2. Develop strategies for counting accurately 3. Count a quantity in more than one way 4. Develop and analyze visual images for quantities up to 10 5. Count by groups of 10 6. Use the number line to reason about, and keep track of information about, the

magnitude and relationship of numbers 7. Count, write, and read numbers sequentially from 1 to 100 and beyond 8. Identify and use patterns in the structure of the number system 9. Generate equivalent expressions for a number 10. Compare two amounts under 45 to find the difference 11. Combine two quantities with totals up to 45 12. Visualize, retell, and model the action of addition and subtraction (as removal)

situations 13. Use known combinations (e.g., combinations that make 10) to compose,

decompose, and combine numbers 14. Subtract a quantity from a whole of up to 30 15. Solve addition and subtraction (as removal) story problems 16. Double a quantity 17. Develop fluency with the Make 10, Plus 1, and Plus 2 addition combinations 18. Find two addends that make 10 19. Find the missing addend to make a total of 10 20. Develop fluency with the doubles combinations 21. Use standard notation (>, <, +, -, =) to describe arrangements of cubes, to record

expressions that equal a given number, to compare quantities, to represent addition and subtraction situations, and to represent doubling

22. Recording strategies for solving problems, including addition and subtraction story problems

23. Use equations to record 24. Connect standard notation for addition and subtraction (+, -, =) to the quantities

and actions that the signs and symbols represent 25. Use a rectangular array to model doubling

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Instructional Materials:

• Investigations in Number, Data, and Space, Pearson Education, Inc., 2012 • Investigations in Number, Data, and Space, Manipulatives Kit for Grade 2 • Investigations in Number, Data, and Space, Cards Package for Grade 2 Differentiation: Enrichments • Cube Building Riddles Extension • Two or More Bones Extension • More Than Two to Make 10 Extension • Story problems with Multiple Parts Extension Supplements • Investigation 1 Quiz • Strategies for Counting Intervention • Cube Buildings Practice • Investigation 2 Quiz • Will Each Person Get One? Intervention • Enough or Not Enough? Practice • Investigation 3 Quiz • How Many More Make 10? Intervention • Plus 1, Plus 2, or Make 10? Practice • Investigation 4 Quiz • Visualizing Story Problems Intervention • Modeling Story Problems Practice Assessed Benchmarks: 1. Count a set of objects up to 60 in at least one way 2. Determine the difference between two numbers (up to 45) 3. Interpret addition and subtraction story problems (read a story problem and

determine what needs to be figured out) 4. Have at least one strategy for solving addition and subtraction (as removal) story

problems 5. Demonstrate fluency with the Plus 1, Plus 2, and Make 10 addition combinations 6. Understand what it means to double a quantity 7. 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 the sum of equal addends

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List of Applicable Common Core State Standards for Mathematics Covered in This Unit: 2.0A.1, 2, 4 2.NBT.2, 3, 5, 7, 9 2.MD.6-8 2.G.1 MP 2, 4-8 Suggested Learning Experiences and Instructional Activities: 1. Exploring Connecting Cubes 2. Using 10 Cubes 3. The Time Routine 4. Cover and Count 5. Building Cube Things 6. Introducing the 100 Chart 7. Today’s Number Routine 8. Guess My Number 9. How Many Children Are in Our Class? 10. Exploring Pennies 11. Make 10 12. Quick Images 13. Math Workshops 14. 10s Go Fish 15. Enough for the Class? 16. Collect 25 Cents 17. Pocket Data Routine 18. Writing About Pockets 19. Plus 1 or 2 Bingo 20. Today’s Number 10 21. An Addition Story Problem 22. Today’s Number 15 23. A Subtraction Story Problem 24. Solving Story Problems 25. Make 10 or More Than Two to Make 10 26. Introducing the Addition Cards 27. Which Combinations Do I Know? 28. Pocket Day 29. Doubling: The Magic Pot 30. Double It 31. Double Arrays 32. Story Problems 33. How Many Cans

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Technology:

• Fun 4 The Brain Addition Games: http://www.fun4thebrain.com/addition.html • Fun 4 The Brain Subtraction Games:

http://www.fun4thebrain.com/subtraction.html • Great site for elementary level online math games:

http://www.sheppardsoftware.com/math.htm#earlymath • Arithmetic Baseball: http://www.funbrain.com/math/index.html • MathBlaster Adventures. (requires a registration which is free):

http://www.mathblaster.com/free-games.aspx?pid=googpd&cid=Content • Jumpstart Math Adventures. (requires a registration which is free):

http://www.jumpstart.com/free-online-game.aspx?pid=googpd&cid=content&gclid=CKiW7Nak16oCFcnc4AoduUZX-A

• Virtual Manipulatives and Games: http://nlvm.usu.edu/en/nav/topic_t_1.html Classroom Routines:

• Using clocks as tools for keeping track of and measuring time • Naming, notating, and telling time to the nearest five minutes, using am and pm

on digital and analog clocks • Associating times on the hour and half hour with daily events • Seeing a timeline as a representation of events over time • Using a timeline to keep track of and compare time and events • Determining the length of a given interval (e.g., 8:30 to 9:30) or activity (e.g.,

math class) • Generating equivalent expressions for a number • Developing fluency with addition and subtraction • Using standard notation (+, -, =) to record expressions and write equations • Developing and analyzing visual images for quantities up to 10 • Developing fluency with the combinations that make 10 • Developing fluency with the addition combinations to 10 + 10 • Using known combinations (e.g., combinations that make 10) to combine

numbers • Recreating images of dots arranged in 2-by-5 arrays

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UNIT 2: SHAPES, BLOCKS AND SYMMETRY (2-D AND 3-D GEOMETRY) [19 DAYS]

Why Is This Unit Important? Geometry is a part of mathematics that students experience every day. Shapes and angles are everywhere in the child’s world. Part of young students’ work in developing mathematical understanding is to begin to observe, describe, compare, and represent the shapes they see around them. The big ideas embedded through this unit are: � 2-D shapes can be decomposed into other smaller 2-D shapes. Likewise 2-D

shapes can be composed into a larger 2-D shape � 3-D shapes can be decomposed into other smaller 3-D shapes. Likewise 3-D

shapes can be composed into a larger 3-D shape � The faces of a 3-D shape are 2-D shapes � Shapes are composed of attributes which can be used to sort, classify, compare

and identify shapes. Enduring Understandings: 1. How to compose and decompose 2-D and 3-D shapes 2. How to describe, identify, compare, and sort 2-D and 3-D shapes 3. How to visualize the structure of arrays 4. Addition combinations to 10 + 10 Essential Questions: 1. Where do you see this 2-D shape out in the world? 2. Where do you see this 3-D shape out in the world? 3. In what ways are 2-D and 3-D shapes similar? How do they differ?

Acquired Knowledge: 1. Shapes can be constructed from the combinations of other shapes 2. The names of 2-D and 3-D shapes 3. The attributes of 2-D and 3-D shapes 4. Components of 2-D and 3-D shapes such as edges, vertices and faces 5. Categories for 2-D shapes 6. Recognize that rectangular prisms have rectangular faces 7. Recognize which faces of a rectangular prism are the same size and shape 8. Addition combinations (combinations of 10, Plus 1, Plus 2)

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Acquired Skills: 1. Combining shapes to make a new shape 2. Covering a region, without gaps or overlaps, with a single shape or multiple

shapes 3. Covering a region, without gaps or overlaps, using different shapes 4. Combining 3-D shapes to make a 3-D whole 5. Drawing 3-D shapes 6. Describing attributes of and sorting 2-D and 3-D shapes 7. Identifying names and attributes of 2-D and 3-D shapes 8. Attending to features of 3-D shapes, particularly the number and shape of faces 9. Identifying categories for 2-D shapes 10. Identifying a 3-D shape by touch 11. Sorting polygons by the number of sides 12. Sorting quadrilaterals by angle 13. Identifying quadrilaterals as shapes with 4 sides 14. Identifying rectangles as 4-sided shapes with 4 right angles 15. Identifying important features of a rectangle 16. Defining biggest in different ways 17. Ordering rectangles from biggest to smallest 18. Constructing a rectangular prism from rectangles 19. Visualizing and describing rectangular prisms 20. Comparing rectangular prisms 21. Covering rectangles with arrays of tiles 22. Arranging square tiles in rectangular arrays 23. Constructing and describing rectangular arrays of tiles 24. Making different rectangular arrays using the same number of tiles 25. Drawing rectangles by attending to the lengths of the sides 26. Reviewing known addition combinations (combinations of 10, Plus 1, Plus 2) 27. Developing fluency with the doubles combinations to 10 + 10 28. Achieving fluency with the doubles combinations Instructional Materials:

• Investigations in Number, Data, and Space, Pearson Education, Inc., 2012 • Investigations in Number, Data, and Space, Manipulatives Kit for Grade 2 • Investigations in Number, Data, and Space, Cards Package for Grade 2 Differentiation: Enrichments • Faces, Vertices, and Edges Extension • Finding Larger Rectangles Extension

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Supplements • Investigation 1 Quiz • Block Matching Intervention • Describing Faces Practice • Investigation 2 Quiz • Rectangles and Squares Intervention • More Rectangle Riddles Practice Assessed Benchmarks: 1. Identify the number of sides of a polygon 2. Identify the number of rows and the number of squares in each row in an array 3. Partition a rectangle into rows and columns of same sized squares and count to

find the total number of them 4. Identify rectangles as four-sided shapes with four right angles 5. Demonstrate fluency with addition combinations: doubles combinations to 10 +

10 6. 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

List of Applicable Common Core State Standards for Mathematics Covered in This Unit: 2.0A.1, 2, 4 2.NBT.2 2.MD.7 2.G.1-2 MP 2, 3, 5, 7 Suggested Learning Experiences and Instructional Activities: 1. Quick Images: Shapes 2. Addition Combinations and Related Subtraction Facts 3. Looking Closely at Geoblocks 4. Drawing Geoblocks 5. Which Subtraction Facts Do I Know? 6. Writing Addition Clues 7. Find the Block 8. Sorting Geoblocks 9. Addition Combinations: Doubles 10. Double Arrays 11. Mystery Block 12. Ways to Fill 13. Build the Geoblock

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14. Sorting Shape Cards 15. Ordering Rectangles 16. Describing Rectangles 17. Rectangles on The Geoboard 18. How Many Rectangles 19. Creating a Quadrilateral Chart 20. Covering Rectangles 21. Rectangle Riddles 22. Making Boxes 23. Examining Rectangular Prisms Technology:

• Investigations ‘Shapes’ software • A site that launches into all kinds of fun geometry applications:

http://www.bcps.org/offices/lis/curric/elem/elemgeo.html#grade2 • Great site for elementary level online math games:

http://www.sheppardsoftware.com/math.htm#earlymath • Geometry math games: http://www.math-play.com/Geometry-Math-Games.html • Know your shapes? Test yourself by picking off the correct shapes:

http://www.sheppardsoftware.com/mathgames/earlymath/shapes_shoot.htm • Geometry resources for teachers:

http://abcteach.com/directory/basics/math/geometry/ • Interactive geometry Website: http://jmathpage.com/JIMSGeometrypage.html • Virtual manipulatives and games for geometry:

http://nlvm.usu.edu/en/nav/category_g_1_t_3.html Classroom Routines:

• Generating equivalent expressions for a number • Developing fluency with addition and subtraction • Using standard notation (+, -, =) to record expressions and write equations • Using clocks as tools for keeping track of and measuring time • Naming, notating, and telling time to the nearest five minutes, using am and pm

on digital and analog clocks • Associating times on the hour and half hour with daily events • Developing and analyzing visual images for quantities • Identifying names and attributes of 2-D shapes • Developing fluency with the doubles combinations up to 10 + 10 • Using arrays and standard notation (+, =) to represent doubles to 10 + 10 • Making predictions about data • Collecting, counting, representing, discussing, interpreting, and comparing data • Counting by groups • Counting a quantity in more than one way

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UNIT 3: STICKERS, NUMBER STRINGS AND STORY PROBLEMS (ADDITION, SUBTRACTION AND THE NUMBER SYSTEM 2) [31 DAYS]

Why Is This Unit Important? This is the second unit in this grade level where students continue to develop ideas about counting and quantity, the composition of numbers, including work with place value, the structure of the base-ten number system, and the operations of addition and subtraction. In this unit students will focus on using what they know (e.g. known combinations and order does not matter in addition) to make problems easier to solve, developing and refining strategies for adding and subtracting, and counting by groups. Students also investigate what makes a number even or odd. The big ideas embedded through this unit are: � The base ten structure of the number system � Numbers can be decomposed into other numbers and then composed into the


separated parts of the total � Addition is commutative, while subtraction is not � Even numbers can be halved into two equal groups containing a whole number

and can be divided in a set group of pairs (Odd numbers cannot). Enduring Understandings: 1. How to making sense of and develop strategies to solve addition and subtraction

problems with totals up to 45 2. The properties of addition and subtraction 3. How to count by equal groups 4. How to develop strategies for accurately counting a set of objects by ones and

groups 5. The equivalence of one group and the discrete units that comprise it 6. How to use manipulatives, drawings, tools, and notation to show strategies and

solutions 7. Addition combinations to 10 + 10 Essential Questions: 1. In what ways are addition and subtraction related? 2. Describe the strategy you used for addition. Does anyone have a suggested

name for this strategy? How is it similar to other strategies we have seen? 3. Describe the strategy you used for subtraction. Does anyone have a suggested

name for this strategy? How is it similar to other strategies we have seen?

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Acquired Knowledge: 1. Addition combinations 2. Decomposition and recomposition strategies 3. Generalization about reordering addends for all numbers 4. The inverse relationship between addition and subtraction 5. Characterizations of even and odd numbers as those that do or do not make

groups of two (partners) and two equal groups (teams) 6. Generalizations involving even or odd number 7. Knowing that the size of a group remains constant no matter how it is counted

(by 1s, 2s, 5s, or 10s) 8. Coins identification and value 9. Recognizing that the first digit of a 2-digit number designates the number of

groups of 10 and the second digit designates the number of ones 10. Place-value model to represent a number as 10s and 1s 11. Recognizing that different combinations of 10s and 1s for the same number are

equivalent (e.g., 4 tens and 6 ones = 3 tens and 16 ones, etc.) 12. Standard notation (+, -, =) Acquired Skills: 1. Using known combinations to add two or more numbers 2. Comparing a number to 20 to find the difference 3. Visualizing, retelling, and modeling the action of a variety of addition and

subtraction situations 4. Developing strategies for solving a variety of addition and subtraction story

problems with totals up to 45 and recording work 5. Solving problems with an unknown change 6. Combining coins to a total of 50¢ 7. Solving an addition story problem by counting on or breaking numbers apart 8. Utilize the relationship between addition and subtraction 9. Investigating numbers that can and cannot be made into groups of two or two

equal groups 10. Looking at patterns and developing fluency with skip counting by 2s, 5s, and 10s 11. Considering the relationship between skip counting and grouping 12. Counting by groups of 2, 5, and 10 13. Noticing and describing a 2:1 relationship (e.g., there are 2 legs for every 1

person) 14. Solving problems that involve equal groups 15. Identifying coins and their values 16. Identifying and using coin equivalencies 17. Solving problems about 10s and 1s 18. Using a place-value model to represent a number as 10s and 1s 19. Finding as many combinations of a number as possible, using only 10s and 1s 20. Using standard notation (+, -, =) to represent a variety of addition and subtraction

situations

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21. Telling stories to match given equations 22. Using tally marks to represent groups of 5 23. Relating the doubles and near-doubles combinations 24. Developing fluency with the near-doubles combinations 25. Adding 10 to any number (or any number to 10) 26. Developing fluency with the Plus 10 combinations 27. Achieving fluency with the near-doubles combinations Instructional Materials:

• Investigations in Number, Data, and Space, Pearson Education, Inc., 2012 • Investigations in Number, Data, and Space, Manipulatives Kit for Grade 2 • Investigations in Number, Data, and Space, Cards Package for Grade 2 Differentiation Enrichments • More Than 3 Addends and Larger Numbers Extension • Adding Tens and Ones Extension • More Counting Bags Extension • Combinations of Tens and Ones Extension Supplements • Investigation 1 Quiz • What’s the Order? Intervention • More Than 2 Addends Practice • Investigation 2 Quiz • Solving and Recording Addition Problems Intervention • Unknown Change Practice • Investigation 3 Quiz • Groups of 2, 5, and 10 Intervention • Counting by 5s and 10s Practice • Investigation 4 Quiz • Modeling Tens and Ones Intervention • Strips and Singles Practice Assessed Benchmarks: 1. Use known combinations to add several numbers in any order 2. Interpret and solve subtraction (removal) and unknown change story problems

with totals up to 45 3. Define even and odd numbers in terms of groups of two or two equal groups

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4. Determine whether a group of objects has an even or odd number of members (by paring or counting by twos).

5. Write an equation to express an even number as a sum of two equal addends 6. Recognize and identify coins and their value 7. Count on or break apart numbers to add two or more numbers up to a total of 45 8. Interpret and solve problems about the number of hundreds, tens and ones in a

three digit quantity: - 100 can be thought of as a bundle of 10 tens called a ‘hundred’ - The numbers 100, 200, 300, 400, etc. have a specific number of ‘hundreds’ with zero tens and zero ones 9. Read and write numbers up to 1000 using base-ten numerals, number names,

and expanded form 10. Compare two three-digit numbers based on meanings of the hundreds, tens, and

ones digits, using <, =, and . symbols to record the results of the comparisons 11. Demonstrate fluency with addition combinations: near-doubles List of Applicable Common Core State Standards for Mathematics Covered in This Unit: 2.0A.1-4 2.NBT.2, 5, 6, 9 2.MD.6-8 MP 2-8 Suggested Learning Experiences and Instructional Activities: 1. Multiple Addend Problems 2. Problems about Combining Three Groups 3. Number Strings 4. Beat the Calculator 5. Close to 20 6. Addition Cards: Near Doubles 7. Solving an Addition Problem 8. Today’s Number 9. Two Related Story Problems 10. Solving a Subtraction Problem 11. Solving Problems with Unknown Change 12. Cover Up 13. Tell a Story 14. Solving Problems with an Unknown Start 15. Partners and Teams 16. Testing Our Ideas about Even and Odd 17. How Many Legs in Our Class? 18. Counting Our Fingers 19. Collect 50 Cents 20. Counting Bags

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21. Using Tally Marks 22. Problems about 2s and 5s 23. Grouping by 2s, 5s, and 10s 24. Checking More Numbers 25. Counting by 10s 26. Stickers: Strips and Singles 27. How Many Stickers 28. 46 Stickers Technology:


http://www.fun4thebrain.com/subtraction.html • Great site for elementary level online math games:

http://www.sheppardsoftware.com/math.htm#earlymath • Arithmetic Baseball: http://www.funbrain.com/math/index.html • MathBlaster Adventures. (requires a registration which is free):



• Virtual Manipulatives and Games: http://nlvm.usu.edu/en/nav/topic_t_1.html Classroom Routines:

• Generating equivalent expressions for a number • Developing fluency with addition and subtraction • Using standard notation (+, -, =) to record expressions and write equations • Skip counting by 2s, 5s, and 10s • Identifying patterns in the multiples of 2, 5, and 10 • Developing fluency with the addition combinations to 10 + 10 • Using known combinations (i.e., combinations that make 10) to combine

numbers • Recreating images of dots arranged in 2-by-5 arrays • Using standard notation (+, -, =) to write equations • Making predictions about data • Collecting, counting, representing, discussing, interpreting, and comparing data • Counting by groups • Counting a quantity in more than one way • Using known combinations (i.e., combinations that make 10) to combine

numbers • Developing strategies for solving addition problems with many addends • Using a place-value model to represent a number as 10s and 1s

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• Recognizing that the first digit of a 2-digit number designates the number of groups of 10 and the second digit designates the number of ones


on digital and analog clock • Associating times on the hour and half hour with daily events • Determining the number of minutes in hours, half hours, and quarter hours • Counting by 5s

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UNIT 4: POCKETS, TEETH AND FAVORITE THINGS (DATA ANALYSIS) [15 DAYS] Why Is This Unit Important? In Kindergarten and Grade 1, students were engaged in a variety of sorting activities. Students began to develop their own representations of the data. In this unit students will further explore how to collect and represent data. Students will analyze their data with the goal of answering “What do the data tell us about our class?” The big ideas embedded in this unit are: • Data can be collected, represented, and analyzed to discover existing trends. • Varying representations of data differ in their usefulness for discovering and

analyzing trends. The usefulness of any given representation technique is context based

Enduring Understandings: 1. How to sort and classify data 2. How to represent data 3. How to describe data 4. How to design and carry out a data investigation Essential Questions: 1. What categories can you use to sort the data? Are there other categories that

would work for this data? In this case which categories are better to use? Why? 2. What are some possible ways to represent the data? Which way do you think

would be best? Why? 3. What trends in the data do you see? Acquired Knowledge: 1. Attributes of data 2. Representation systems of data Acquired Skills: 1. Grouping data into categories based on similar attributes 2. Sorting the same set of data in different ways 3. Sorting a set of data by two attributes at one time 4. Representing a set of data sorted into categories 5. Comparing representations of a set of data 6. Using equations to show how the sum of the responses in each category equals

the total responses collected 7. Ordering, representing, and describing a set of numerical data

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8. Comparing ways of organizing data 9. Representing data on a line plot 10. Describing what the data show about the group surveyed 11. Interpreting a data representation including a line plot 12. Describing important features of a data set 13. Describing a set of numerical data 14. Comparing two sets of data 15. Developing a hypothesis based on a set of data 16. Choosing a survey question 17. Making a plan for collecting data 18. Making predictions about data to be collected 19. Collecting and recording data from a survey 20. Interpreting and sharing results from a data investigation Instructional Materials:

• Investigations in Number, Data, and Space, Pearson Education, Inc., 2012 • Investigations in Number, Data, and Space, Manipulatives Kit for Grade 2 • Investigations in Number, Data, and Space, Cards Package for Grade 2 Differentiation: Enrichments • Two Rules for Data Extension • Representing Age Data Extension Supplements • Investigation 1 Quiz • Different Representations Intervention • Sorting Flower Data Practice • Investigation 2 Quiz • Reading and Comparing Line Plots Intervention • Line Plots Practice Assessed Benchmarks: 1. Identify categories for a set of categorical data and organize the data into chosen

categories 2. Order and represent a set of numerical data 3. 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 data by making a line plot where the scale is marked off in whole number units

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4. Describe a numerical data set, including the highest and lowest values and the mode

5. Read and interpret a variety of representations of numerical and categorical data 6. Draw a picture graph and a bar graph (with a single unit scale) to represent a

data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information from the graphs

7. Compare two sets of numerical data 8. Demonstrate fluency with Plus 10 combinations List of Applicable Common Core State Standards for Mathematics Covered in This Unit: 2.0A.2, 4 2.NBT.2, 5 2.MD.7, 8, 10 2.G.1 MP 2-4, 7 Suggested Learning Experiences and Instructional Activities: 1. Guess My Rule 2. Representing the Data 3. Yekttis 4. What’s Your Favorite Weekend Activity? 5. Favorite Things 6. Subtraction Cards Related to Near Double Combinations 7. Guess My Rule Multiple Categories 8. How Many Pockets? 9. Pocket Towers 10. Pocket Plot 11. Making a Plan 12. Teeth Data from Other Classes 13. Mystery Teeth Data 14. Which Class Is It? Technology:

• Teacher website for data analysis resources for games in the classroom: http://www.mathwire.com/games/datagames.html

• NCTMs Calculation Nation. Free registration to log on and play other kids from around the world in online math games: http://calculationnation.nctm.org/

• http://www.classzone.com/books/geometry/page_build.cfm?id=none&ch=9 • Virtual manipulatives: http://nlvm.usu.edu/en/nav/category_g_1_t_5.html

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Classroom Routines:


on digital and analog clock • Determining the number of minutes in hours, half hours, and quarter hours • Developing and analyzing visual images for quantities • Combining groups of tens and ones • Adding to or subtracting 10 from a 2-digit number • Noticing what happens to the tens place when a multiple of 10 is added to or

subtracted from a 2 digit number • Identifying coins and their values • Adding coin amounts • Using standard notation (¢, +, -, =) to write equations

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UNIT 5: HOW MANY TENS? HOW MANY ONES? (ADDITION, SUBTRACTION AND THE NUMBER SYSTEM 3) [29 DAYS]

Why Is This Unit Important? This is the third unit in this grade level where students continue to develop ideas about counting and quantity, the composition of numbers, including work with place value, the structure of the base-ten number system, and the operations of addition and subtraction. In this unit students will focus on developing an understanding of place value with specific emphasis on the structure of 100 with extensions to 1000. Students apply their understanding of place value as they continue to develop and refine strategies for adding and subtracting 2-digit numbers, and recording such work. The big ideas embedded in this unit are: � The base ten structure of the number system � Numbers can be decomposed into other numbers and then composed into the



and can be divided in a set group of pairs (Odd numbers cannot). Enduring Understandings: 1. The magnitude and sequence of numbers up to 100 2. How to make sense of and develop strategies to solve addition and subtraction

problems with totals up to 100 3. How to count by equal groups 4. The equivalence of one group and the discrete units that comprise it 5. How to use manipulatives, drawings, tools, and notation to show strategies and

solutions Essential Questions: 1. In what ways are addition and subtraction related? 2. Describe the strategy you used for addition. Does anyone have a suggested



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Acquired Knowledge: 1. Addition combinations 2. Decomposition and recomposition strategies 3. Generalization about reordering addends for all numbers 4. The inverse relationship between addition and subtraction 5. Coins identification and value 6. Recognizing that the first digit of a 2-digit number designates the number of

groups of 10 and the second digit designates the number of ones 7. Place-value model to represent a number as 10s and 1s 8. Recognizing that different combinations of 10s and 1s for the same number are

equivalent (e.g., 4 tens and 6 ones = 3 tens and 16 ones, etc.) 9. Standard notation (+, -, =) 10. Multiples of 10 11. The structure of the 100 chart 12. The relationship between 1, 10, and 100 Acquired Skills: 1. Developing efficient methods for adding and subtracting 2-digit numbers 2. Adding tens and ones to combine 2-digit numbers 3. Adding 2-digit numbers by keeping one number whole 4. Naming and comparing strategies for adding and subtracting 2-digit numbers 5. Determining the difference between a number and a multiple of 10 up to 100 6. Adding 2-digit numbers 7. Adding multiples of 5 and 10, up to 100 8. Adding coin amounts, up to $1.00 9. Determining the difference between a given amount and $1.00 10. Adding and subtracting 10 and multiples of 10 to/from any number 11. Subtracting amounts from 100 or $1.00, down to 0 12. Using the 100 chart to reason about, and keep track of, information about the

magnitude and relationship of numbers 13. Skip counting by 2s, 5s, and 10s 14. Identifying patterns in the multiples of 2, 5, and 10 15. Using the relationship between 5 and 10, and between nickels and dimes, to

solve problems 16. Organizing cubes into 10s and 1s 17. Using a place-value model to represent a number as 10s and 1s 18. Using coin equivalencies 19. Working with the relationship between 1, 10, and 100 20. Writing an equation that represents a problem 21. Developing efficient methods for notating addition and subtraction strategies 22. Visualizing and making jumps of multiples of 5 on the 100 chart 23. Using coins to model adding by 5s and 10s 24. Using the 100 chart and the number line to model addition

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• Investigations in Number, Data, and Space, Pearson Education, Inc., 2012 • Investigations in Number, Data, and Space, Manipulatives Kit for Grade 2 • Investigations in Number, Data, and Space, Cards Package for Grade 2 Differentiation: Enrichments • Reordering Addends Extension • More Than 100 Stickers Extension • Get to 0 Extension • How Many 5s in Larger Numbers Extension Supplements • Investigation 1 Quiz • Combining Stickers Intervention • Using Strategies to Solve Problems Practice • Investigation 2 Quiz • Solving Sticker Book Problems Intervention • Problems on a Grid Practice • Investigation 3 Quiz • Adding and Subtracting on a 100 Chart Intervention • Addition and Subtraction Equations Practice • Investigation 4 Quiz • Multiples of 5 and 10 Intervention • Skip Counting From Any Multiple Practice Assessed Benchmarks: 1. Write an equation that represents an addition or subtraction situation 2. Determine the difference between a number and any multiple of 10, up to 100 3. Count by 5s, 10s, and 100s, up to 1000 4. Add multiples of 5, up to 100 5. Represent whole numbers as equally spaced lengths from zero on a number line

diagram. Represent whole number sums and differences within 100 on a number line

6. Know coin equivalencies for nickel, dime, and quarter 7. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies

using $ and cent symbols appropriately

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List of Applicable Common Core State Standards for Mathematics Covered in This Unit: 2.0A.2-3 2.NBT.1-6, 8-9 2.MD.6-8 2.G.1 MP 1, 2, 6, 7 Suggested Learning Experiences and Instructional Activities: 1. Rebuilding the 100 Chart 2. Guess My Number on the 200 Chart 3. Adding and Subtracting 10 on the 200 Chart 4. Writing Numbers Above 200 5. How Many Stickers: Hundreds, Tens, and Ones 6. How Many Stickers 7. Plus or Minus 10 or 100 8. Guess My Number 1-1,000 9. Find the Number 10. Stickers 11. Story Problems 12. Roll a Square 13. Missing Numbers 14. Sticker Books 15. Get to a 100 16. Collect $1.00 17. Missing Numbers: Equations 18. Unroll a Square 19. Spend a $1.00 20. How Many Nickels? 21. Skip Counting Strips Technology


http://www.fun4thebrain.com/subtraction.html • Arithmetic Baseball: http://www.funbrain.com/math/index.html • MathBlaster Adventures. (requires a registration which is free):



• Virtual Manipulatives and Games: http://nlvm.usu.edu/en/nav/topic_t_1.html

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Classroom Routines


on digital and analog clock • Determining the number of minutes in hours, half hours, and quarter hours • Counting by 5s • Generating equivalent expressions for a number • Developing fluency with addition and subtraction • Using standard notation (+, -, =) to record expressions and write equations • Skip counting by 2s, 5s, and 10s • Identifying patterns in the multiples of 2, 5, and 10 • Making estimates based on data collected over time • Collecting, counting, representing, discussing, interpreting, and comparing data • Counting by groups • Counting a quantity in more than one way • Identifying coins and their values • Identifying and using coin equivalencies • Using a place-value model to represent a number as 10s and 1s • Recognizing that the first digit of a 2-digit number designates the number of

groups of 10 and the second digit designates the number of ones • Developing and analyzing visual images for quantities • Using ratio relationships to solve problems • Adding coin amounts

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UNIT 6: PARTS OF A WHOLE, PARTS OF A GROUP (FRACTIONS) [13 DAYS] Why Is This Unit Important? Even before they are taught these ideas in school, many children encounter fractions through situations where they share. Perhaps they have a set of cards that they must distribute equally among those playing a game. The work in this unit builds upon such informal experiences students are likely to have had with fractions. The big ideas embedded in this unit are: � The amount of the denominator of a unit fraction has an inverse relationship to its

percentage of the whole � The amount of the numerator, for a constant denominator is proportional to the

percentage of the whole � The ratio of the numerator and denominator along with the whole must all be

considered when determining comparisons between fractions (not all halves are equal)

Enduring Understandings: 1. Fractions as equal parts of a whole 2. Fractions as equal parts of a group 3. How to use terms and notation associated with fractions Essential Questions: 1. How are fractions with the same denominator related? 2. What does the numerator tell us? 3. Are there any trends between the amount of the denominator and its size? Is this

trend always true? 4. Are all halves equal in size? Acquired Knowledge: 1. Learning the term one half and the notation ½ 2. Learning the terms and notation for mixed numbers (e.g., one and a half and 1½) 3. Learning the term one fourth and the notation ¼ 4. Learning the term one third and the notation 1/3 5. Learning the terms and notation for fractions that contain more than one part

(e.g., 2/3, 2/4, and ¾) 6. Recognizing the equivalence of different halves of the same object 7. Recognizing the equivalence of different thirds of the same object 8. Recognizing the equivalence of different fourths of the same object 9. Recognizing that all the fractional parts of an object equal a whole

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Acquired Skills: 1. Finding equal parts of a whole and naming them with fractions (e.g., ½ is one of

two equal parts; 1/3 is one of three equal parts, and so on) 2. Showing one half of an object 3. Determining whether a block is half of another block 4. Determining whether a region is half of a given rectangle 5. Seeing different ways to make fourths of a square 6. Recognizing the equivalence of different fourths of the same object 7. Identifying halves, thirds, and fourths of regions 8. Identifying and naming fractional parts that have numerators greater than 1 (e.g.,

2/3, 2/4, ¾) 9. Learning the term one half and the notation ½ 10. Learning the term one fourth and the notation ¼ 11. Learning the term one third and the notation 1/3 12. Learning the terms and notation for fractions that contain more than one part

(e.g., 2/3, 2/4, and ¾)


• Investigations in Number, Data, and Space, Pearson Education, Inc., 2012 • Investigations in Number, Data, and Space, Manipulatives Kit for Grade 2 • Investigations in Number, Data, and Space, Cards Package for Grade 2 Differentiation: Enrichments • Halves, Quarters, and Thirds of Sets • Sharing the Cost of Toys Extension • Sharing Snacks Extension Supplements • Investigation 1 Quiz • Sharing to Find a Half Intervention • Halves or Not? Practice • Investigation 2 Quiz • Fractions and Flags Intervention • Making Fractions Practice Assessed Benchmarks: 1. Identify ½, 1/3, and ¼ of a region 2. Find ½ of a set of objects 3. Recognize that a fraction divides the whole into equal parts

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4. Partition circles and rectangles into two, three and four equal shares. Describe the shares using the words halves, thirds, fourths and use the phrases half of, third of, and fourth of.

5. Describe the whole as two halves, three thirds, and four fourths. 6. Recognize that equal shares of identical wholes need not have the same shape List of Applicable Common Core State Standards for Mathematics Covered in This Unit: 2.NBT.2, 5, 2.MD.7 2.G.3 MP 1-3, 6-7 Suggested Learning Experiences and Instructional Activities: 1. What is a Half? 2. Halves of Geoblocks 3. Bunches of Balloons 4. Halves/Not Halves of Rectangles 5. One and a Half and Two and a Half 6. Going on a Picnic 7. Folding and Folding Again 8. Same or Different? 9. A Third of a Flag 10. Fraction Flags 11. Halves of Circles Technology:

• NCTMs Calculation Nation. Free registration to log on and play other kids from around the world in online math games: http://calculationnation.nctm.org/

• Shoot the shapes based on their division by a unit fraction: http://www.sheppardsoftware.com/mathgames/earlymath/fractions_shoot.htm

• Great site for elementary level online math games: http://www.sheppardsoftware.com/math.htm#earlymath

• Virtual manipulatives and games: http://nlvm.usu.edu/en/nav/category_g_1_t_1.html

Classroom Routines:

• Developing and analyzing visual images for quantities • Combining groups of tens and ones • Generating equivalent expressions for a number • Developing fluency with addition and subtraction • Using standard notation (+, -, =) to record expressions and write equations

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on digital and analog clock • Determining the number of minutes in hours, half hours, and quarter hours • Counting by 5s • Making predictions about data • Collecting, counting, representing, discussing, interpreting, and comparing data • Using known combinations (i.e., combinations that make 10) to combine

numbers • Developing strategies for solving addition problems with many addends

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UNIT 7: PARTNERS, TEAMS AND PAPER CLIPS (ADDITION, SUBTRACTION AND THE NUMBER SYSTEM 4) [23 DAYS]

Why Is This Unit Important? This is the fourth unit in this grade level where students continue to develop ideas about counting and quantity, the composition of numbers, including work with place value, the structure of the base-ten number system, and the operations of addition and subtraction. In this unit students will focus on making generalizations about what happens when they add even and odd numbers, develop fluency with the remaining addition combinations, utilize the inverse relationship to addition and decomposing to 10 to become fluent in subtraction from 20, develop and further refine strategies for adding and subtracting 3-digit numbers, and recording such work. The big ideas embedded within this unit are: � The base ten structure of the number system � Numbers can be decomposed into other numbers and then composed into the



and can be divided in a set group of pairs (Odd numbers cannot). Enduring Understandings: 1. How to add even and odd numbers 2. Addition combinations to 10 + 10 3. How to develop and use strategies to solve addition and subtraction problems

with three digit numbers 4. How to use manipulatives, drawings, tools, and notation to show strategies and

solutions Essential Questions: 1. In what ways are addition and subtraction related? 2. Describe the strategy you used for addition. Does anyone have a suggested



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Acquired Knowledge: 1. Characterizing even and odd numbers as those that do or do not make groups of

two (partners) and two equal groups (teams) 2. Generalizations about adding even and odd numbers 3. The inverse relationship between addition and subtraction

Acquired Skills: 1. Investigating what happens with partners and teams when two groups are

combined 2. Making and testing conjectures about adding even and odd numbers 3. Finding combinations of odd and even numbers that make given numbers or

determining that these combinations are not possible 4. Making and justifying generalizations about adding even and odd numbers 5. Relating unknown combinations to known combinations 6. Developing and achieving fluency with the plus 9 and remaining combinations 7. Subtracting amounts from 100 8. Visualizing, retelling, and modeling the action of addition and subtraction

situations 9. Developing efficient methods for adding, subtracting, and notating strategies 10. Solving subtraction problems by subtracting in parts 11. Solving subtraction problems by adding up 12. Solving subtraction problems by decomposing to ten 13. Solving subtraction problems by using the inverse relationship between addition

and subtraction 14. Comparing problems in which the amount subtracted differs by 1 15. Noticing what happens to place value when two 2-digit numbers with a sum over

100 are combined 16. Using cubes and the number line to show how addition combinations are related 17. Representing the action of subtraction and addition situations using notation (-, +,

=) 18. Adding 3-digit numbers by keeping one number whole 19. Adding 3-digit numbers by adding hundreds, tens and ones


• Investigations in Number, Data, and Space, Pearson Education, Inc., 2012 • Investigations in Number, Data, and Space, Manipulatives Kit for Grade 2 • Investigations in Number, Data, and Space, Cards Package for Grade 2 Differentiation: Enrichments • Subtracting Even and Odd Numbers Extension

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• More Plus 9 or Plus 10 Bingo Extension • Visualizing Problems, Writing Equations Extension • Two-Digit Addition Challenges Extension Supplements • Investigation 1 Quiz • Combinations of Odd and Even Numbers Intervention • Even and Odd Sums Practice • Investigation 2 Quiz • Using Plus 10 to Solve Plus 9 Combinations Intervention • Sorting and Solving Addition Combinations Practice • Investigation 3 Quiz • Modeling Paper Clip Problems Intervention • Subtraction Problems: Starting with 100 Practice • Investigation 4 Quiz • Using Different Addition Strategies Intervention • Adding on Tens and Ones Practice Assessed Benchmarks: 1. Subtract 2-digit numbers 2. Use subtraction within 100 to solve one and two step word problems involving

situations of taking from, taking apart, and comparing with unknowns in all positions (by using drawings and equations with a symbol for the unknown number to represent the problem)

3. Add two 2-digit numbers accurately and efficiently 4. Use addition within 100 to solve one and two step word problems involving

situations of adding to, putting together, and comparing with unknowns in all positions (by using drawings and equations with a symbol for the unknown number to represent the problem)

5. Demonstrate fluency with addition combinations: plus 9 and remaining combinations

6. Know from memory all sums of 2 one digit numbers 7. Fluently add or subtract within 100 using strategies based on place value,

properties of operations, and/or the relationship between addition and subtraction 8. Add up to four two-digit numbers using strategies based on place value and

properties of operations 9. Fluently add or subtract within 20 using mental strategies 10. Add and subtract within 1000, using concrete models or drawings and strategies

based on place value (emphasis should be placed on the understanding that hundreds and hundreds, tens and tens, ones and ones are added and subtracted, and sometimes it is necessary to compose and decompose hundreds and tens), properties of operations, and/or the relationship between addition and subtraction (relate the strategy used to a written method and explain the reasoning used)

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11. Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 to a given number 100-900

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

List of Applicable Common Core State Standards for Mathematics Covered in This Unit: 2.0A.1-3 2.NBT.1-2, 5-7, 9 2.MD.6-7 MP 1-2, 4-8 Suggested Learning Experiences and Instructional Activities: 1. Adding Even and Odd Numbers 2. Two groups 3. Can You Make…? 4. What Happens When…? 5. Plus 9 or 10 Bingo 6. Addition Cards: Plus 9 Combinations 7. Pinching Paper Clips 8. Subtraction Problems 9. Cover Up 10. Paper Clips and Cherries 11. Addition Problems 12. Keeping One Number Whole 13. Adding Tens and Ones 14. Combining Stickers 15. Solving Sticker Problems 16. Solving Subtraction Sticker Problems 17. Adding Up or Subtracting Back Technology:


http://www.fun4thebrain.com/subtraction.html • Arithmetic Baseball: http://www.funbrain.com/math/index.html • MathBlaster Adventures. (requires a registration which is free):



• Virtual Manipulatives and Games: http://nlvm.usu.edu/en/nav/topic_t_1.html

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Classroom Routines:


on digital and analog clock • Developing and analyzing visual images for quantities • Solving problems about an unknown change • Adding or subtracting 10 • Noticing what happens to the tens place when a multiple of 10 is added or

subtracted • Making predictions about data • Collecting, counting, representing, discussing, interpreting, and comparing data • Counting by groups • Counting a quantity in more than one way • Developing strategies for solving addition problems with many addends

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UNIT 8: MEASURING LENGTH AND TIME (MEASUREMENT) [19 DAYS] Why Is This Unit Important? Young children are often curious about and interested in questions about measurement. It is not unusual to see children comparing heights to find out who is taller nor is it unusual to hear students talk about the sizes of dinosaurs, whales, or tadpoles. However, young people need many opportunities to develop their understanding of the particular attribute they are comparing or measuring. This conceptual development is important for students to truly understand length and its measurement. The big ideas embedded in this unit are: � Measurement is a process used to determine the relative amount of a physical

attribute of an object � There are specific practices which must be followed during the process of

measurement to yield consistent results � Standardized units help society to have a consistent process of comparison of

measured attributes Enduring Understandings: 1. Length 2. How to use linear units 3. How to measure with standard units Essential Questions: 1. What are the important things we must do each time we measure to get accurate

results? 2. Why are units useful when measuring? 3. Why is it important to have standard units? Acquired Knowledge: 1. Objects have measurable attributes 2. Iteration 3. Understand why consistent practices must be utilized for accuracy in

measurement 4. Understanding sources of measurement error 5. Understanding that different-sized units yield different counts (the smaller the

unit, the higher the count) 6. Understand the need for and using a common unit in order to compare

measurements 7. Recognizing that, given equal counts of two different units, the larger unit marks

off a longer length

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8. Understanding the need for and using a standard unit of measure 9. Becoming familiar with the terms inches, feet, yards, centimeters, and meters as

standard units of measure

Acquired Skills: 1. Comparing two lengths 2. Using direct and indirect comparison to identify equal lengths 3. Identifying length and width as different dimensions of an object 4. Iterating units to measure length 5. Estimating and calculating length using units that are related by a 2:1 ratio 6. Identifying strategies for accurate measurement 7. Identifying and labeling partial units 8. Recognizing that, given equal counts of two different units, the larger unit marks

off a longer length 9. Establishing the need for and using a standard unit of measure 10. Creating and using a 12-inch measuring tool 11. Iterating a 12-inch measuring tool 12. Measuring lengths that are longer than 12 inches 13. Using a ruler as a standard measuring tool 14. Comparing a variety of measuring tools 15. Using inches, feet, yards, centimeters, and meters to describe lengths 16. Comparing centimeters and inches Instructional Materials:

• Investigations in Number, Data, and Space, Pearson Education, Inc., 2012 • Investigations in Number, Data, and Space, Manipulatives Kit for Grade 2 • Investigations in Number, Data, and Space, Cards Package for Grade 2 Differentiation: Enrichments • More Blue and Yellow Strips Extension • Fractions of Inch Bricks Extension • Room Comparisons Extension • Two-Digit Addition Challenges Extension Supplements • Investigation 1 Quiz • Blue and Yellow Strips Intervention • Find the Object Practice • Investigation 2 Quiz • Using Inch Bricks Intervention

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• Measuring with Inch Bricks Practice • Investigation 3 Quiz • Hand Measurements Intervention • Cat Comparisons Practice • Investigation 4 Quiz • Using Timelines Intervention • Trip to the Zoo Practice Assessed Benchmarks: 1. Identify sources of measurement error 2. Recognize that the same count of different-sized units yields different lengths 3. Recognize that, when measuring the same length, larger units yield smaller

counts 4. Measure the length of objects in inches and centimeters using the appropriate

tools such as ruler, yard stick, meter stick, and measuring tape 5. Measure to determine how much longer one object is expressing the length

difference in terms of a standard length unit 6. Use addition and subtraction within 100 to solve word problems involving lengths

that are given in the same unit by using drawings and equations with a symbol for an unknown number to represent the problem

7. Use a ruler to measure lengths longer than one foot 8. Estimate lengths using units of inches, feet, centimeters, and meters List of Applicable Common Core State Standards for Mathematics Covered in This Unit: 2.0A.2 2.NBT.5 2.MD.1-5, 7-9 MP 2, 5, 7 Suggested Learning Experiences and Instructional Activities: 1. Which Subtraction Facts do I Know? 2. Writing Clues 3. Scavenger Hunt 1 4. Scavenger Hunt 2: Blue and Yellow Strips 5. Far Can You Jump? 6. Remeasuring Jumps 7. Finding the Difference 8. Creating a 12 Inch Measuring Tool 9. Clothes in the Land of Inch 10. Buildings in the Land of Inch 11. Children’s Jumps in the Land of Inch 12. Maps of the Land of Inch

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13. The King’s Foot 14. Inch Bricks and Rulers 15. Body Benchmarks 16. Measure and Compare 17. Measuring Our Classroom 18. Creating Metric Tools 19. Metric Scavenger Hunt 20. Measuring with Inches and Centimeters Technology:

• Great site for elementary level online math games: http://www.sheppardsoftware.com/math.htm#earlymath

• Teacher resources for measurement: http://theteacherscafe.com/Math/Measurement.php

• Wacky Rulers Games Central: http://pbskids.org/cyberchase/games/measurement/index.html

• Games to measure length, width, and time: http://www.gamequarium.com/measurement.html

• Virtual manipulatives and games: http://nlvm.usu.edu/en/nav/category_g_1_t_4.html

Classroom Routines

• Developing and analyzing visual images for quantities • Combining groups of 10s and 1s • Using standard notation (+, -, =) to write equations • Generating equivalent expressions for a number • Developing fluency with addition and subtraction • Using standard notation (+, -, =) to record expressions and write equations • Making predictions about data • Collecting, counting, representing, discussing, interpreting, and comparing data • Counting by groups • Developing strategies for solving addition problems with many addends • Using known combinations (i.e., combinations that make 10) to combine

numbers • Using a place value model to represent a number as 10s and 1s • Using clocks as tools for keeping track of and measuring time • Naming, notating, and telling time to the nearest five minutes, using am and pm

on digital and analog clock • Associating times on the hour and half hour with daily events

Documents

MATHEMATICS – GRADE 2 · Likewise 2-D shapes can be composed into a larger 2-D shape 3-D shapes can be decomposed into other smaller 3-D shapes. Likewise 3-D shapes can be composed