OKALOOSA COUNTY SCHOOL DISTRICT MATH ......REV 062012 Second Grade Math Page 1 OKALOOSA COUNTY SCHOOL DISTRICT MATH CURRICULUM GUIDE Second Grade Office of Quality Assurance and Curriculum

OKALOOSA COUNTY SCHOOL DISTRICT

Curriculum Guide for Math

REV 062012 Second Grade Math Page 1


MATH CURRICULUM GUIDE

Second Grade

Office of Quality Assurance and Curriculum Support

Guyla Hendricks, Chief Officer




CONTENTS

Mission Statement........................................................................................................................................................... 3

Suggestions for Implementing Curriculum Guides ...................................................................................................... 3

Florida Department of Education ≠ Office of Math and Science Essential Websites ......................................... 4

OCSD Curriculum and Pacing Guide ∞ Overview .................................................................................................. 4

Cognitive Complexity/Depth of Knowledge Rating for Mathematics ......................................................................... 5

Focus and Rational ......................................................................................................................................................... 7

Quarterly Benchmarks .................................................................................................................................................... 8

Grade-level Curriculum Guide ..................................................................................................................................... 12

Quarter 1 ................................................................................................................................ 12

Quarter 2 ................................................................................................................................ 22

Quarter 3 ................................................................................................................................ 28

Quarter 4 ................................................................................................................................ 30

Math Resources Guide ................................................................................................................................................. 37

Go Math! Online Math Concept Readers ................................................................................................................... 38

Literature Connection Chart ......................................................................................................................................... 40




Mission Statement Develop the highest quality math instruction to maximize student achievement through alignment of grade-level benchmarks to appropriate instructional practices,

materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides The role of the teacher is to:

Teach students the Next Generation Standards as dictated by state law for their grade-level.

Provide learning-rich classroom activities that teach the benchmarks in depth.

Enhance the curriculum by using resources and instructional technology.

Differentiate instruction by varying methods of instruction and frequently offering relevant lab activities.

Regularly administer assessment to include higher-level questions, and performance task assessment.

In addition, teachers should:

Collaborate with other grade-level teachers to maximize school resources and teacher expertise.

Consult with other grade-levels to define absolute skill goals for each grade-level.

Document questions and suggestions for improvement of the curriculum Guide.

Integrate science into math and reading curriculum.

Consider applying for a grant to support project-based learning for their school.

Visit the Okaloosa Math Central Website at: http://www.okaloosa.k12.fl.us/math

Days allotted to each benchmark are approximate and have been suggested based on the level of the complexity of the benchmark. To insure benchmarks are

taught to mastery and completed by the conclusion of the school year, it is recommended that teache rs not veer significantly from the suggested pacing.

http://www.okaloosa.k12.fl.us/math




Florida Department of Education ≠ Office of Math and Science Essential Websites

Next Generation Sunshine State Standards: http://www.fldoestem.org/uploads/1/docs/2007_FL_Mathematics_Standards_9_13_07.pdf Searchable Next Generation Sunshine State Standards Database:

http://www.floridastandards.org/index.aspx Printable Downloads of Next Generation Sunshine State Standards with or without remarks:

http://www.floridastandards.org/downloads.aspx

OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a math curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery o f quality instruction for each nine-week

period.

Purpose:

This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access to

resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description:

The OCSD Math Curriculum Guide specifies the math content to be covered within each nine-week instructional period. Their guide identifies Next Generation

Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or school needs.

Top Block – Big Idea and Essential Questions

Identifies the Big Idea and the components of the Big Idea

Lists the Essential Questions addressed in the section’s Benchmarks.

Column One – Benchmark/Text Alignment

Lists the specific Benchmark by number and states the Benchmark.

Cites the Harcourt Textbook chapters that correlate to the Benchmark.

Column Two – FCAT Info

Serves as a placeholder for future FCAT information; to include content

limits, assessment status, and crosswalk correlation.

Column Three – Additional Resources/Activities

Suggests instructional activities, including media (DVD/Video/CD),

websites, and student involvement tasks.

Column Four – Literacy Connection/Vocabulary/Reading

Lists vocabulary terms, and books or stories connected to the

Benchmark goals.

Column Five – Open: Specific to Teacher/Grade/Subject/School

Serves as a placeholder for teachers to add information that is specific to

their school’s or student’s needs.

NOTE:

Addendums to this curriculum guide, as well as additional information/forms will be posted at

http://www.okaloosaschools.com/?q=employees/admin-curriculum-guides

http://www.fldoestem.org/uploads/1/docs/2007_FL_Mathematics_Standards_9_13_07.pdf

http://www.floridastandards.org/index.aspx

http://www.floridastandards.org/downloads.aspx

http://www.okaloosaschools.com/?q=employees/admin-curriculum-guides




Cognitive Complexity/Depth of Knowledge Rating for Mathematics

Florida’s revised mathematics standards emphasize teaching and learning the most important K-12 mathematics concepts in depth at each grade level. After adoption of the new math standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR -STEM) at Florida State University convened a group of Florida math teachers, district math supervisors, and math education faculty to rate the cogni tive demand of each benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then reached consensus on level of cognitive complexity using a classification system adapted from the “depth of knowledge” system developed by Dr. Norman Webb at the University of Wisconsin.

Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (Webb, 1999) reflect the relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand, analyze, and do. Florida’s depth of knowledge rating system focuses on expectations of students at three levels: Low Complexity This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically spe cify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with a low complexity original method or solution. Skills required to respond to low complexity items include

solving a one-step problem;

computing a sum, difference, product, or quotient;

evaluating a variable expression, given specific values for the variables;

recognizing or constructing an equivalent representation;

recalling or recognizing a fact, term, or property;

retrieving information from a graph, table, or figure; identifying appropriate units or tools for common measurements; or

performing a single-unit conversion.

Moderate Complexity Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step. The student is expected to decide wha t to do—using informal methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains. Skills required to respond to moderate complexity items include

solving a problem requiring multiple operations; solving a problem involving spatial visualization and/or reasoning;

selecting and/or using different representations, depending on situation and purpose;

retrieving information from a graph, table, or figure and using it to solve a problem;

determining a reasonable estimate;

extending an algebraic or geometric pattern;

providing a justification for steps in a solution process;

comparing figures or statements;

representing a situation mathematically in more than one way; or

formulating a routine problem, given data and conditions.




High Complexity High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, anal ysis, judgment, and creative thought. The high-complexity item requires that the student think in an abstract and sophisticated way. Skills required to respond correctly to high complexity items include

performing a procedure having multiple steps and multiple decision points; solving a non-routine problem (as determined by grade-level appropriateness);

solving a problem in more than one way;

describing how different representations can be used for different purposes;

generalizing an algebraic or geometric pattern;

explaining and justifying a solution to a problem;

describing, comparing, and contrasting solution methods;

providing a mathematical justification;

analyzing similarities and differences between procedures and concepts;

formulating an original problem, given a situation;

formulating a mathematical model for a complex situation; or

analyzing or producing a deductive argument.




Focus and Rational

First quarter:

The focus for the first quarter is the instruction of basic facts strategies. Students will need continuous practice and drill once these

STATEGIES have been presented and practiced. For this reason this benchmark is listed in each quarter.

The other focus for the first quarter is the work to be done in numeration; skip counting, odd and even numbers and other patterns in

the number system.

Linear measurement is introduced in the first quarter in order that this measurement skill can be utilized in subsequent science

activities.

Second quarter:

The focus of the second quarter is place value. Place value now goes deeper then in years past and thus needs more time then it may

have been previously given. From there the student will move into regrouping with addition and subtraction.

Third quarter:

The focus of the third quarter is estimation, measurement and working with money in amounts up to $100.

Fourth quarter:

The focus of the fourth quarter is repeated addition/intro to multiplication, fractions and problem solving with measurement.




Quarterly Benchmarks Each quarter shows when a concept or skill is introduced. The benchmarks listed are to be covered during the quarter, but the order is left to the

discretion of the teacher. It is understood that the following Common Core Mathematical Practices will be ongoing:

1. Math sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision. 7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Quarter 1 - Big Ideas 1 & 2 Quarter 2 - Big Idea 2

Benchmark Description Benchmark Description

MA.2.A.1.1 (2.NBT) Moderate 15 days

Chapters 1-3

Identify relationships between the digits and their place values through the thousands, including counting by tens and hundreds. Common Core Equivalent (2.NBT understanding Place Value) 1. Understand that the three digits of a three-digit number

represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens —

called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700,

800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Count within 1000; skip-count by 5s, 10s, and 100s.

MA.2.A.2.1 Low

Ongoing Chapter 4

5 days

Recall basic addition and related subtraction facts: Basic addition/subtraction facts 0 – 18

Recognize and state rules for functions that use addition and

subtraction.

Solve problems that involve repeated addition. Common Core Equivalent (2.OA Add and subtract within 20) Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers

MA.2.A.1.2 (2.NBT) Low

10 days Chapters 1-3

Identify and name numbers through thousands in terms of place value and apply this knowledge to expanded notation. Common Core Equivalent (2.NBT Understanding Place Value)

1. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

MA.2.A.2.2 Moderate 35 days

Chapter 5-8

Add and subtract multi-digit whole numbers through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanations of those procedures Common Core Equivalent (2.NTB Use place value understanding and properties of operations to add and subtract)

1. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2. Add up to four two-digit numbers using strategies based on place value and properties of operations.




3. 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.

4. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects

MA.2.A.1.3 (2.NBT) Moderate 10 days

Chapters 1-3

Compare and order multi-digit numbers through the thousands. Common Core Equivalent (2.NBT Understanding Place Value) Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

MA.2.A.2.1 Low

Ongoing Chapter 4

MA.2.A.4.4

High, Chapter 4

MA.2.A.6.1 Moderate, On-going, Chapter 4

Recall basic addition and related subtraction facts : Basic addition/subtraction facts 0 – 18 (Chapter 4)

Recognize and state rules for functions that use addition and

subtraction.

Solve problems that involve repeated addition.

Common Core Equivalent (2.OA Add and subtract within 20) Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers

MA.2.A.4.1 Moderate, MA.2.A.4.2 Moderate, MA.2.A.4.3 High, Chapters 1-3

Extend number patterns to build a foundation for understanding multiples and factors – for example, skip counting by 2s, 5s, 10s

Classify numbers as odd or even and explain why. Common Core Equivalent (2.OA Work with equal groups of objects to gain foundations for multiplication.)

Generalize numeric and non-numeric patterns using words and tables. Common Core Equivalent Refer to CCSS Mathematical Practices 7 and 8

MA.2.A.2.3 Moderate ongoing

Chapter 5-8 5 days

Estimate solutions to multi-digit addition and subtraction problems, through three digits. Common Core Equivalent Refer to CCSS 3.OA.8

MA.2.A.4.5 (2 NBT) High

10 Days Chapter 4

Describe and apply equality to solve problems, such as in balancing equations Common Core Equivalent (Refer to CCSS 1.OA.7and 8)




Quarter 3 - Big Ideas 2 & 3 Quarter 4 - Big Ideas 2

Benchmark Description Benchmark Description

MA.2.A.2.1 Low

Ongoing Chapter 4

Recall basic addition and related subtraction facts: Basic addition/subtraction facts 0 – 18

Recognize and state rules for functions that use addition and subtraction.

Solve problems that involve repeated addition.

Common Core Equivalent (2.OA Add and subtract within 20) Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers

MA.2.A.2.1 Low

Ongoing Chapter 4

Recognize and state rules for functions that use addition and subtraction.

Solve problems that involve repeated addition. Common Core Equivalent (2.OA Add and subtract within 20) Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers

MA.2.A.2.3 Moderate ongoing

Chapter 5-8

Estimate solutions to multi-digit addition and subtraction problems, through three digits.

Refer to CCSS 3.OA.8

MA.2.G.5.4 Measurement

Low 5 days

Chapter 10

Measure weight/mass and capacity/volume of objects. Include the use of the appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces, pounds, grams, kilograms, milliliters and liters.

(Weight/capacity/volume are not part of the 2nd grade CCSS)

MA.2.A.2.4 High 20 days Chapter 9 MA.2.G.3.1 Moderate Chapter 9 MA.2.G.3.4 Low Chapter 9 15 days

Solve addition and subtraction problems that involve measurement and geometry.

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

Estimate and use standard units, including inches and

centimeters to partition and measure lengths of objects. Common Core Equivalent (2.MD Measurement and Data) Measure and estimate lengths in standard units Estimate lengths using units of inches, feet, centimeters, and meters 3.Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems.

MA.2.A.4.4 High

10 days Chapters 4, 10

Describe and apply equality to solve problems, such as in balancing equations.

Common Core Equivalent (Refer to CCSS 1.OA.7and 8)

MA.2.A.4.3 High

10 days Chapters 1, 4, 11

Generalize numeric and non-numeric patterns using words and tables.

Common Core Equivalent Refer to CCSS Mathematical Practices 7 and 8




MA.2.G.3.2 Moderate Chapter 9 MA.2.G.3.3 Moderate Chapter 9 10 days

Describe the inverse relationship between the size of a unit and number of units needed to measure a given object.

Apply the Transitive Property when comparing lengths of

objects. Common Core Equivalent (2.MD Measurement and Data) 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.

MA.2.G.5.3 Moderate 10 days

*Chapter 12

Identify, combine, and compare values of money in cents up to $1 and in dollars up to $100, working with a single unit of currency.

Common Core Equivalent (2.MD Work with time and money) 8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using dollar signs and cent symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

MA.2.G.5.1 Moderate 15 days

Chapter 11

Use geometric models to demonstrate the relationships between wholes and their parts as a foundation to fractions.

Common Core Equivalent (2.G Geometry Reason with shapes and their attributes) 1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring. .Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

MA.2.A.6.1 Moderate On-going

Chapter 12

Solve problems that involve repeated addition. Common Core Equivalent (2.OA Add and subtract within 20) Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers MA.2.G.5.2

Low 5 days

Chapter 12

Identify time to the nearest hour and half hour. Common Core Equivalent (2.MD Work with time and money) 7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.




Grade-level Curriculum Guide Quarter 1 Big Idea 1: Develop an understanding of base-ten numeration system and place value concepts. Essential Questions:

Given a two or three-digit number, how do you determine the value of a digit?

How are tens grouped as hundreds?

How can hundreds be grouped as thousands?

Benchmark

Text Alignment

FCAT Info: Content limits,

Item specs, other assessments

Additional Resources/Activities Lit. Connection

Vocabulary / Reading

Open: Specific to

teacher, grade, subject, school

MA.2.A.1.1 Identify relationships between the digits and their place values through the thousands, including counting by tens and hundreds. Text: Big Idea 1 Chapters 1-3

Moderate complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx Practice-10%

Skill practice Timed Drills

Progress Monitoring-50% Mid Chapter Test

Mini Benchmark Assessments

Summative-40% Chapter Test Big Idea Test

FLDOE example: Represent 2347 by using 3-dimensional base-10 blocks. Manipulatives: Number line, Place Value Board with tens and ones manipulatives, Hundred chart, Calendar Math Activities: Race to 1000- Students can play in pairs. Each pair needs two dice, two place value mats and ones, tens and hundred blocks. Each pair take turns rolling the dice and choosing the number that they want to create from the two dice. If they roll a 6 and a 3 they would make 63 building to 1000 with each roll. The first person to 1000 wins On Line resources:

BrainPop Jr. United Streaming Internet4classrooms.com https://www-k6.thinkcentral.com

https://www.sheppardsoftware.com/math.htm

Activities from DOE Web site: www.proteacher.org/c/644_Place_Value Place Value Game by Tonda 62793 Fun Game for Place Value Stacey 62821 Place Value by Sue 31611 Place Value activity by Barb 19420 Pumpkin Seeds By Debra 21102 www.beaconlearningcenter.com/Lessons/1785htm Place Value and Patterns, What is the Value AAA Math

Vocabulary:

pattern hundred chart tens ones compare more fewer digits hundreds greater than less than

Literature: How Many Spots does a

Leopard Have?

Getting to Sleep Count on Pablo

http://www.floridastandards.org/resource/mfas.aspx


https://www-k6.thinkcentral.com/


http://www.proteacher.org/c/644_Place_Value

http://www.beaconlearningcenter.com/Lessons/1785htm




Big Idea 1: Develop an understanding of base-ten numerations system and place value concepts. Essential Questions:

How would you write a three-digit number in expanded form?

How would writing a number in expanded form help you to understand its value?

Benchmark

Text Alignment


Item specs,

other assessments



Open: Specific to

teacher, grade,

subject, school

MA.2.A.1.2 Identify and name numbers through thousands in terms of place value and apply this knowledge to expanded notation. Text: Big Idea 1 Chapters 1-3

Low complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx Practice-10% Skill practice Timed Drills Progress Monitoring-50% Mid Chapter Test

Mini Benchmark Assessments

Summative-40% Chapter Test Big Idea Test

FLDOE examples: Name and write in numeral whole numbers through

9,999. Identify the place value of the digits and order the numbers.

Using beans and cups, build this number: 400 + 30+ 2.

Manipulatives: Beans and cups, base 10 rods, base 10 ones, hundred units, place value mats up to the hundred’s place https://www-k6.thinkcentral.com

Vocabulary:

pattern hundred chart tens ones compare more fewer digits hundreds greater than less than standard form expanded notation base 10 form quick picture







Big Idea 1: Develop an understanding of base-ten numerations system and place value concepts. Essential Questions:

How can numbers be compared by using a number line?

How can using manipulatives help you solve a problem?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs, other assessments



Open: Specific to


MA.2.A.1.3 Compare and order multi-digit numbers through the thousands. Text: Big Idea 1 Chapters 1-3

Moderate Complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx Practice-10%

Skill practice Timed Drills Progress Monitoring-50% Mid Chapter Test Mini Benchmark

Assessments Summative-40%

Chapter Test Big Idea Test

FLDOE example: Students will use less than, equal to, and greater than symbols (<, =, >). Manipulatives: Various number cards with multi-digit numbers through the thousands. Place value mats Activities: Students work together to order multi-digit numbers through the thousands. On Line Resources:

Activities from DOE Web site: Can I Put You in Your Place:

www.beaconlearningcenter.com/ Lessons/1055htm

www.proteacher.org/c/644_Place_Value Place Value Game By love5th 12588

https://www-k6.thinkcentral.com

Vocabulary:

pattern hundred chart tens ones compare more fewer digits hundreds greater than less than

Literature: Earth Day by Stuart Murphy




http://www.beaconlearningcenter.com/

http://www.proteacher.org/c/644_Place_Value





Supporting Idea: Algebra Essential Questions:

How do can we use a 100 chart to extend a skip counting pattern?

How can you determine how to extend number patterns?

Benchmark

Text Alignment

FCAT Info: Content




Open: Specific to


MA.2.A.4.1 Extend number patterns to build a foundation for understanding multiples and factors for example, skip counting by 2's, 5's, 10's Text: Big Idea1 Chapter 1-3

Moderate complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx Practice-10%




Manipulatives: Counters, hundred charts Online resources:

www.fl.edu/pieces/know/skipcounting.htm https://www-k6.thinkcentral.com

Additional Resources: Everyday Counts Program (or another calendar math

program that supports these concepts.)

Partner Games (Everyday Counts)

Math stations ONGOING Strategies Throughout skip counting instructions manipulative such as clocks and change (money) will be utilized.

Vocabulary:

pattern multiples skip counting repetition rectangular array (array) row column

Literature : Spunky Monkey Count on Pablo




http://www.fl.edu/pieces/know/skipcounting.htm






Given a pattern, how would you determine the next term?

Using a table to show a pattern, what would be the 5th

term?

When you have found a pattern, how would you explain your solution?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments



Open: Specific to

teacher, grade,

subject, school

MA.2.A.4.3 Generalize numeric and non-numeric patterns using words and tables. Text: Big Idea 1 Chapter 1

High complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx Practice-10%


Progress Monitoring-50% Mid Chapter Test Mini Benchmark



FLDOE example: Using the following number sequences, explain in words how you would know what the 9th number would be.

Activities: Activities include predicting numbers in a sequence when several terms are skipped. Online Resources: http://illuminations.nctm.org/LessonDetail.aspx?id=U71


Vocabulary:

pattern table skip count pattern unit

Literature: Safari Park

Ready, Set, Hop Each Orange Has Eight

Slices




http://illuminations.nctm.org/LessonDetail.aspx?id=U71






Given a pattern, how would you determine the next term?

Using a table to show a pattern, what would be the 5th

term?

When you have found a pattern, how would you explain your solution?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments



Open: Specific to

teacher, grade,

subject, school

MA.2.A.4.3 Generalize numeric and non-numeric patterns using words and tables. Text: Big Idea 1 Chapter 1-3






FLDOE example: Using the following number sequences, explain in words how you would know what the 9th number would be.

Activities: Activities include predicting numbers in a sequence when several terms are skipped. Online Resources: http://illuminations.nctm.org/LessonDetail.aspx?id=U71


Vocabulary:

pattern table skip count pattern unit

Literature: Safari Park

Ready, Set, Hop Each Orange Has Eight

Slices




http://illuminations.nctm.org/LessonDetail.aspx?id=U71






How can you prove a number is odd?

How can you prove and number is even?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments



Open: Specific to

teacher, grade, subject,

school

MA.2.A.4.2 Classify numbers as odd or even and explain why. Text: Big Idea 1 Chapter 1-3

Moderate complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx Practice-10% Skill practice Timed Drills Progress Monitoring-50%

Mid Chapter Test Mini Benchmark

Assessments Summative-40% Chapter Test Big Idea Test

FLDOE example: Is 14 an even number or an odd number? Explain why.

Suggested Response: 14 is an even number because 14 cubes form a rectangular array with a side of 2.

Manipulatives: Unifix cubes and Odd Even Box(see below) Ten Frames Activities: Example: Is 14 an even number or an odd number? Explain why. Provide manipulatives (e.g. color tiles, cubes) for students to explore even and odd numbers. Online Resources: http://www.beaconlearningcenter.com/Lessons/156.htm

Also, see lessons for Twins and An Odd Pair of Eyes under http://www.beaconlearningcenter.com


Vocabulary:

odd even

Literature:

Even Stevens, Odd Todd Rooster’s Off to See the

World Bears Odd Bears Even by

Harriet Ziefert




javascript:;

http://www.beaconlearningcenter.com/






Given an addition function table, how do you determine the term on the “out” side?

Given an addition function table, how do you determine the term on the “in” side?

Given a subtraction function table, how do you determine the term on the “out” side?

Given a subtraction function table, how do you determine the term on the “in” side?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments



Open: Specific to


school

MA.2.A.4.5 Recognize and state rules for functions that use addition and subtraction. Text: Big Idea 2 Chapter 4





FLDOE example: Using the numbers from the in and out chart, find and state the rule in words. What was the input number that gave 14?

In Out

10 20

5 15

2 12

3 13

? 14 Resources: http://illuminations.nctm.org/Lesson Detail.aspx?id=L170 https://www-k6.thinkcentral.com

Grab and Go Black Line Masters Big Idea 2-Blank function tables for practice

Vocabulary:

pattern table pattern unit repetition

Literature: Safari Park Ready, Set, Hop Each Orange Has Eight

Slices




http://illuminations.nctm.org/Lesson





Big Idea 2: Develop quick recall of addition facts and related subtraction facts and fluency with multi-digit addition and subtraction. Essential Questions:

How are addition and subtraction related?

Which addition/subtraction strategies can I use to solve facts?

How will understanding the relationship between addition and subtraction help me solve my problems and check my work?

Benchmark

Text Alignment

FCAT Info: Content




Open: Specific to


MA.2.A.2.1 Recall basic addition and related subtraction facts Text: Big Idea 2 Chapter 4

Low complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx Practice-10%





FLDOE example: Which strategy would you use to solve 10+4= or 9+4 =?

Manipulatives: Unifix cubes, two color counters, ten frames, flash cards, fast tens, 100 chart Basic facts include addends from zero through nine. Activities: Every Day Counts Partner Games:

4.Make the Sum 5. Two More, Two Less Neighbors 6. 1-2 Crossout 9. Doubles and Doubles plus 1 Search 10. Fast Ten –Yes or No?

Box It Bag it Math- Arithmetic Strand On Line Resources: http://illuminations.nctm.org/LessonDetail.aspx?ID=U58 Let’s Learn Those Facts

https://www-k6.thinkcentral.com https://www.dositey.com K-2 addition/subtraction practice

Additional Resources: Renaissance Learning Math Facts In A Flash

Vocabulary :

addition subtraction plus minus equals count on count back sum addend differences twice as many twice as less double the … pair number sentence

Literature: Animals On Board Mall Mania Elevator Magic

by Stuart Murphy




http://illuminations.nctm.org/LessonDetail.aspx?ID=U58


https://www.dositey.com/




Supporting Idea: Number and Operations Essential Question:

How can you model solving a problem using repeated addition?

Benchmark

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assessments



Open: Specific to


school

MA.2.A.6.1 Solve problems that involve repeated addition. Text: Big Idea 2 Chapter 4

Moderate complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx Practice-10% Skill practice Timed Drills Progress Monitoring-50%



FLDOE example: Use unifix cubes to show 3x7. Manipulatives: Activity 1 Pattern blocks, pattern block cut outs, Activity 2character macaroni Task cards examples: make 3 groups of 5, make 2 groups of seven Activities: Teachers will make task cards using pattern block cut

outs and putting the pattern blocks into small designs of two, three, four or five. The task cards will instruct the students to make a specific number of that design. The students are to write a repeated addition problem and a multiplication problem to go with those designs.

Students will glue macaroni onto construction paper to demonstrate various multiplication facts. Students are to write the repeated addition problem that matches that fact.

3x2= 2+2+2=

Vocabulary:

array groups

Literature: Too Many Cooks by Andrea Buckless







Quarter 2

Big Idea 2: Develop quick recall of addition facts and related subtraction facts and fluency with multi -digit addition and subtraction. Essential Questions:

What are some ways to recall sums and differences?

How are addition and subtraction related?

Benchmark

Text Alignment

FCAT Info: Content limits, Item specs,

other assessments



Open: Specific to teacher, grade,

subject, school

MA.2.A.2.1 Recall basic addition and related subtraction facts Text: Big Idea 2 Chapter 4

Low complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx

FLDOE example: Which strategy would you use to solve 10+4= or 9+4 =? Manipulatives: Unifix cubes, two color counters, ten frames, flash cards, fast tens, 100 chart Basic facts include addends from zero through nine. Activities: Every Day Counts Partner Games:

#4 - Make the Sum #5 - Two More, Two Less Neighbors #6 - 1-2 Crossout #9 - Doubles and Doubles plus 1 Search #10 - Fast Ten –Yes or No?

Box It Bag it Math- Arithmetic Strand On Line Resources:

http://illuminations.nctm.org/LessonDetail.aspx?ID=U58 https://www-k6.thinkcentral.com

Let’s Learn Those Facts https://www.dositey.com

Addition/Subtraction with regrouping https://www.sheppardsoftware.com/math.htm

Vocabulary :

addition subtraction plus minus equals count on count back make a ten take a ten doubles plus one doubles minus one adding to taking from putting together taking apart unknown

Literature:

Animals On Board Mall Mania Elevator Magic

by Stuart Murphy




http://illuminations.nctm.org/LessonDetail.aspx?ID=U58








What addition and subtraction strategies can you use to solve 2 digit and 3 digit equations?

When do you regroup in 2 digit and 3 digit addition? When do you regroup in 2 digit and 3 digit subtraction?

How can you show what you know about solving 2 digit and 3 digit addition using algorithms (standard and invented), diagrams, and writing?

Benchmark

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assessments



Open: Specific to

teacher, grade,

subject, school

MA.2.A.2.2 Add and subtract multi-digit whole numbers through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanations of the procedures. Text: Big Idea 2 Chapters 5-8

Moderate complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx

FLDOE example: For 141 - 99, the standard algorithm uses regrouping. An invented approach may be to subtract 100 and add 1 (141-100+1). Another invented approach is to add one to both the minuend and subtrahend so that you have 142 - 100, which can be done men tally. Manipulatives: Beans and cups, unifix cubes, ten frames, base ten blocks Activities: Activities include mental computation. Use beans and cups with place value mats to teach the concept of regrouping. Additional Resources: Math Their Way and Math Their Way Newsletter On Line Resources: https://www-k6.thinkcentral.com

https://www.dositey.com Addition/Subtraction with regrouping


Vocabulary:

sum addend difference minuend subtrahend regroup compose decompose strategies properties

Literature: A Fair Share

Shark Swimathon by Stuart Murphy










Quarter 3

Big Idea 2: Develop quick recall of addition facts and related subtraction facts and fluency with multi-digit addition and subtraction. Essential Questions:

How can you estimate a sum for 2 digit and 3 digit addition equations?

How can you estimate a difference for 2 digit and 3 digit equations?

Benchmark

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limits, Item specs,

other assessments



Open: Specific to

teacher, grade,

subject, school

MA.2.A.2.3 Estimate solutions to multi-digit addition and subtraction problems, through three digits. Text Big Idea 2 Chapters 5-8


FLDOE example: Your friend says that 247 + 65 = 897. Without solving, explain why you think the answer is wrong. Manipulatives: Rulers, base ten blocks, beans and cups, unifix cubes, and ten frames. Activities: Activities include mental computation. On Line Resources: https://www-k6.thinkcentral.com

Vocabulary:

Estimate About how many…









How can you use addition or subtraction to solve problems about the distance around shapes?

Benchmark

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other assessments



Open: Specific to

teacher, grade,

subject, school

MA.2.A.2.4 Solve addition and subtraction problems that involve measurement and geometry. Text: Big Idea 3 Chapter 9

High Complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx

FLDOE examples: Students can add two units of the same measure (34

cm + 20 cm)

What is the total number of sides in two triangles? Online Resources:

http://illuminations.nctm.org/LessonDetail.aspx?id=L170 https://www-k6.thinkcentral.com

Vocabulary:

length longer shorter longest shortest side vertex vertices




http://illuminations.nctm.org/LessonDetail.aspx?id=L170





Big Idea 3: Develop an understanding of linear measurement and facility in measuring lengths. Essential Question:

How can you use inch models to measure length?

Why is using a ruler similar to using a row of color tiles to measure length?

How do you use an inch ruler to measure lengths?

How can you estimate the lengths of objects in inches?

Benchmark

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MA.2.G.3.1 Estimate and use standard units, including inches and centimeters, to partition and measure lengths of objects. Text: Big Idea 3 Chapter 9

Moderate Complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx

FLDOE example:

Measure and compare common objects using metric and customary units of length, such as centimeters and inches.

Manipulatives: Rulers, Yardsticks, Meter sticks, centimeter graphing paper Activities: Measure objects or length of room using rulers and yardsticks side by side. Online Resources: http://illuminations.nctm.org/LessonDetail.aspx?ID=L174

How Big is Your Heart?


Vocabulary:

length longer shorter longest shortest estimate measure ruler yard stick inches centimeters foot/feet measuring tape meter standard unit customary metric tools differences

Literature: Inch by Inch

How Big is a Foot? Is a Blue Whale the Biggest? Biggest, Strongest, Fastest Super Sand Castle Saturday

Intentionally left blank




http://illuminations.nctm.org/LessonDetail.aspx?ID=L174





Big Idea 3: Develop an understanding of linear measurement and facility in measuring lengths. Essential Questions:

Why is measuring in feet different from measuring in inches?

Why is measuring in yards different from measuring in feet?

Why is measuring in meters different from measuring in centimeters?

Benchmark

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MA.2.G.3.2 Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Text Big Idea 3 Chapter 9


FLDOE example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Online Resources: http://illuminations.nctm.org/LessonDetail.aspx?id=L635 https://www-k6.thinkcentral.com

Vocabulary:

length longer shorter longest shortest inches centimeters feet yards meter

Literature: How Big is a Foot?









Big Idea 3: Develop an understanding of linear measurement and facility in measuring lengths. Essential Questions:

How can you compare the lengths of two objects to a third object?

How can you compare the lengths of three objects?

Benchmark

Text Alignment


Item specs,

other assessments



Open: Specific to

teacher, grade,

subject, school

MA.2.G.3.3 Apply the Transitive Property when comparing lengths and objects. Text: Big Idea 3 Chapter 9 MA.2.G.3.4 Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems Text: Big Idea 3 Chapter 9


FLDOE example: The Transitive Property states If object A is longer than object B, and object B is longer than object C, then object A is longer than object C.

Label these objects with A, B, and C according to the statement above. On Line Resources: https://www-k6.thinkcentral.com FLDOE example: Would you use a ruler or a yardstick to measure the length of the classroom? Explain why. Manipulatives: Rulers-inch/centimeter, Yardstick/Meter stick, graph paper/centimeter, growth charts Activities: Measure objects in classroom. Line up rulers alongside yardsticks to measure length of room or table to find the number of units it takes using both. Investigate which unit would be best to use for measuring the length of the room or other items. Online Resources:

BrainPop Jr.

Vocabulary:

length longer shorter longest shortest compare unknown

Vocabulary:

inch foot yard centimeter meter compare ruler yard stick measuring tape

Literature:








Have fun teaching.com

internet4classrooms.com/skills_2nd_math Activities do not include conversion of units.

Inch by Inch

How Big is a Foot? Is a Blue Whale the Biggest?

NOTE: Common Core Change

2.MD

Represent and Interpret data

CCSS

Represent and interpret data.

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.

Represent and interpret data.

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.




Quarter 4


What does the equal sign mean in an equation?

How can you prove one side of the equations equals the other side?

Benchmark

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limits, Item specs,

other assessments


Vocabulary /Reading

Open: Specific to

teacher, grade,

subject, school

MA.2.A.4.4 Describe and apply equality to solve problems, such as in balancing situations. Text: Big Idea 2 Chapter 10





FLDOE example: Jorge made 3 identical apples balance with twelve 1-ounce weights. How much did each apple weigh?

Online Resources:

http://illuminations.nctm.org/LessonDetail.aspx?id=L166 http://illuminations.nctm.org/LessonDetail.aspx?id=L167


Vocabulary:

equality balance value variable equation

Literature: Who Saw the Boat?











What does the equal sign mean in an equation?

How can you prove one side of the equations equals the other side?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments


Vocabulary /Reading

Open: Specific to

teacher, grade,

subject, school

MA.2.A.4.4 Describe and apply equality to solve problems, such as in balancing situations. Text: Big Idea 2 Chapter 10

High complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx Practice-10% Skill practice Timed Drills Progress Monitoring-50%



FLDOE example: Jorge made 3 identical apples balance with twelve 1-ounce weights. How much did each apple weigh?

Online Resources: http://illuminations.nctm.org/LessonDetail.aspx?id=L166 http://illuminations.nctm.org/LessonDetail.aspx?id=L167


Vocabulary:

equality balance value variable equation

Literature: Who Saw the Boat?

MA.2.G.5.4 Measure weight/mass and capacity/volume of objects. Include the use of the appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL), and liters (L).

Text: Big Idea 3 Chapter 10

FLDOE example: How many cups will equal 1pint? Explain how you know. Manipulatives: Labeled weights and masses, scales, balance, labeled measuring containers, water, rice or sand to be measured Activities: Weight/mass exploration station with labeled equipment, Capacity/volume exploration station with labeled equipment










Supporting Idea: Geometry and Measurement Essential Questions:

How do the parts of an object relate to the whole object?

Using pattern blocks, how would you describe the relationships between a hexagon and: Two trapezoids, Three rhombi, Six triangles?

Benchmark

Text Alignment

FCAT Info: Content




Open: Specific to


MA.2.G.5.1 Use geometric models to demonstrate the relationships between wholes and their parts as a foundation to fractions. Text Big Idea 3 Chapter 11


FLDOE example: Using pattern blocks, how many trapezoids does it take to make a hexagon? Manipulatives: Apples, cutting board, and knife; Fraction pieces , pattern blocks Activities: Pizza Fraction Game, Apple cutting activities, Fractions as Easy as Pie game, station activities, and take it to your seat games, pattern block activities On Line Resources: https://www-k6.thinkcentral.com

Vocabulary:

whole halves shape one half quarter fourths thirds eighth equal pieces fractions hexagon trapezoid rhombi triangle parallelogram number of angles number of equal faces quadrilateral pentagon cube

partition into row s and

columns

partition circles and rectangles into tw o,

three, and four equal

shares

a half of a third of a fourth of two halves three thirds








four fourths half/quarter circle circle cone cylinder sphere

Literature: Each Orange Had Eight

Slices Gator Pie

Vocabulary:

cups pints quart gallons ounces pounds grams kilograms liters milliliters balance scale weight mass volume capacity lighter heavier

Literature: Room for Ripley by Stuart Murphy




Supporting Idea: Number and Operations Essential Question:

How can you model solving a problem using repeated addition?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments



Open: Specific to

teacher, grade,

subject, school

MA.2.A.6.1 Solve problems that involve repeated addition. Text: Big Idea 3 Chapters 12


FLDOE example: Use unifix cubes to show 3x7. Manipulatives: Activity 1 Pattern blocks, pattern block cut outs, Activity 2character macaroni Task cards examples: make 3 groups of 5, make 2 groups of seven Activities: Teachers will make task cards using pattern block cut

outs and putting the pattern blocks into small designs of two, three, four or five. The task cards will instruct the students to make a specific number of that design. The students are to write a repeated addition problem and a multiplication problem to go with those designs.

Students will glue macaroni onto construction paper to demonstrate various multiplication facts. Students are to write the repeated addition problem that matches that fact. 3x2= 2+2+2=

On Line Resources: https://www-k6.thinkcentral.com

Vocabulary:

array groups

Literature: Too Many Cooks by Andrea Buckless








Supporting Idea: Geometry and Measurement Essential Questions:

How do you represent an hour on an analog clock?

How do you represent a half hour on an analog clock?

Benchmark

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FCAT Info: Content limits, Item specs,

other assessments



Open: Specific to teacher, grade, subject,

school

MA.2.G.5.2 Identify time to the nearest hour and half hour. Text Big Idea 3 Chapter 12

Low complexity Formative Assessments http://www.floridastandards.org/resource/mfas.aspx

FLDOE examples: What time is it if the big hand is on the twelve and the little

hand is on the three? Show me 4:30 on your clocks. Manipulatives: Clock stamps, Judy clocks, classroom demo clock Activities: Time Bingo, Best of Mailbox Math Games: Time Go Round game Online Resources: http://www.nsa.gov/academia/_files/collectedlearning/ele

mentary/geometry/hands_time.pdf

https://www-k6.thinkcentral.com https://www.sheppardsoftware.com

Vocabulary:

hour hand minute hand hour half-hour analog clock minutes half-past 30 minutes before 30 minutes past Time Clock Quarter hour 5 minutes A.M. P.M.

Literature: What Time is it Mr. Crocodile? The Grouchy Ladybug

Bats Around the Clock Clocks and More Clocks Rodeo Time




http://www.nsa.gov/academia/_files/collectedlearning/elementary/geometry/hands_time.pdf

http://www.nsa.gov/academia/_files/collectedlearning/elementary/geometry/hands_time.pdf


https://www.sheppardsoftware.com/




Supporting Idea: Geometry and Measurement Essential Questions

How many ways can you represent a value using coins and/or bills?

How do you order coins and/or bills to find the total value?

How can you find the total value of a group of coins? A group of bills?

How do you compare amounts of coins? Of bills?

Benchmark

Text Alignment

FCAT Info: Content




Open: Specific to


MA.2.G.5.3 Identify, combine, and compare values of money in cents up to $1 and in dollars up to $100, working with a single unit of currency. Text Big Idea 3 Chapter 12


FLDOE example: Using pennies, nickels, dimes, and quarters, show me 78 cents. Is there another way to show this amount? Activities: Daily calendar activities , $ three ways, Money Bingo, Race for a Dollar game, Allowance Game Resources: Money, money stamps Name the different denominations of coins and bills. Match one coin of one denomination to an equivalent amount of another; in coins. Similarly, match dollar amounts of different denominations and combinations of bills. Activities will include the dollar sign ($) and cent (¢) symbols. On Line Resources: https://www-k6.thinkcentral.com

Vocabulary:

penny nickel dime quarter half-dollar 50 cent piece cent sign dollar bill dollar sign decimal point total value

Literature: Alexander, Who Used to Be Rich Last Sunday








Math Resources Guide Principals and Standards for School Mathematics and Curriculum Focal Points

National Council of Teachers of Mathematics http://www.nctm.org/standards/default.aspx?id=58 Illuminations

NCTM Educational Resources http://illuminations.nctm.org/ Math Their Way,

Center for Innovation in Education, Inc http://www.center.edu/index.shtml AIMS Education Foundation On-line Store Books, Free Resources and $1-2 E-Activities

http://wwws.aimsedu.org/aims_store/home.php

Investigations: Finding and Using Mathematical Children’s Literature with Elementary Students (1999). Teaching Math with Favorite

Picture Books (Grades 1-3). NY: Scholastic Professional Books. http://investigations.terc.edu/library/mathactivities/children_lit2.cfm Teaching Math with Favorite Picture Books (Grades 1-3) By: Hechtman, J., Ellermeyer, D. and Grove, S. F. ISBN: 978-0-87355-

243-1

http://www.amazon.com/Teaching-Favorite-Picture-Books-Grades/dp/0590762508 Professional Math Series: Teaching Student Centered Mathematics Grades k-3, Grades 3-5, Grades 5-8 By John A. Van de Walle http://www.ablongman.com/vandewalleseries/ http://www.allynbaconmerrill.com/search/index.aspx Good Questions for Math Teaching (Grades 5-8) By Lainie Schuster and Nancy Canavan Anderson Marilyn Burns Books http://www.eaieducation.com/501832.html

Everyday Counts Partner Games Great Source Education Group http://www.greatsource.com

http://www.nctm.org/standards/default.aspx?id=58

http://www.center.edu/index.shtml

http://wwws.aimsedu.org/aims_store/home.php

http://investigations.terc.edu/library/mathactivities/children_lit2.cfm

http://www.amazon.com/Teaching-Favorite-Picture-Books-Grades/dp/0590762508

http://www.ablongman.com/vandewalleseries/

http://www.allynbaconmerrill.com/search/index.aspx

http://www.eaieducation.com/501832.html

http://www.greatsource.com/




Go Math! Online Math Concept Readers https://www-k6.thinkcentral.com

Level Title Math Content Description

K I Know Big and Small Big and small K I Know Alike and Different Sort and classify

K I Know Numbers Numbers 6-10

K I Know Shapes Geometry

K Counting at the Market Numbers 11-30 K Shortest and Longest Where I Live Measurement

K Numbers at the Lake Addition/Subtraction

K Summertime Math Numbers 0 to 30

1 Counting in the City Counting up and counting down 0-30

1 My Counting Trip to the Zoo Number sense (0 to 20) 1 Math Club Relate addition and subtraction to 12

1 Miss B.'s Class Makes Tables and Graphs Data and graphs

1 Our Lemonade Stand Counting coins 1 Pattern Parade Patterns: AAB, ABC, ABB, AB

1 The Dog Show Length: Nonstandard measurement

1 The Class Party One-digit addition and subtraction

2 All the Time Time: reading analog and digital clocks

2 Doubles Fun on the Farm Addition facts and strategies: Doubles 2 Party Plans Use 2-digit addition and subtraction

2 Time To Go Shopping Use money

2 Building a Mini-Park Solid and plane figures 2 Time to Take a Trip! Compare and order greater numbers

2 Treasure Hunts Length: Nonstandard measurement

2 What Do You Like? Data and graphs

3 A Nose for News and Numbers Understand place value; Compare, order, and round numbers

3 Party Plans by the Numbers! Multiplication facts and strategies 3 The Garden Fence Division facts

3 Surprising Solids Solid figures

3 Sports Camp Divide by 1-digit numbers 3 Pizza Parts! Understand fractions

3 Fun and Games Data and probability

3 A Trip to the Pond Metric measurement





4 Exercising for Beads Algebra: Use addition and subtraction

4 On the Menu: Bamboo, Figs, and Other Tasty Treats Multiplication and division facts

4 Putting the World on a Page Multiply by 1-digit numbers, multiply by 2-digit numbers 4 The Thirst Quencher Practice division

4 Diego’s Perfect Fit Collect, organize, and represent Data; Interpret and graph data

4 Elizabeth’s Groovy Green Racing Machine Add and subtract decimals and money 4 A New Angle on Trains and Train Stations Lines, rays, angles, and plane figures

4 Fighting Fire with Fire Perimeter

5 The World’s Tallest Buildings Place value, addition, and subtraction

5 Fundraising Fair Fraction concepts

5 Table Soccer, Anyone? Add and subtract mixed numbers 5 Halfpipe Add and subtract decimals

5 Forecast: Sunny Skies! Percent

5 City of the Future Geometric figures, plane and solid figures 5 Designing a Skatepark Perimeter and area

5 Park Visitors Analyze data

6 Model Rocket Math Fraction concepts, add and subtract fractions

6 Expedition: Antarctica Add and subtract integers

6 Take Your Math to Work Analyze data, graph data

6 Music To Our Ears Addition equations, subtraction equations, multiplication and division equations

6 The Truth About Pi Circles

6 Walk the Distance Proportions 6 What Are the Chances? Probability of simple events

6 Room Makeover: Serving the Community Surface area and volume




Literature Connection Chart

Title Author Concept or Skills Grade Level

Beep, Beep, Vroom, Vroom Stuart J. Murphy Patterning K Chrysanthemum Keven Henkes Addition, Subtraction K

Those Calculating Crows Alice Wakefield Counting by ones, Graphing, One-to-one correspondence K

Splash! Ann Jonas Addition 1 Ten Black Dots Donald Crews Number sense, Numeration 1

A Three Hat Day Laura Geringer Statistics and probability, Patterns and relationships 1

Best Bug Parade (The) Stuart J. Murphy Counting, Ordering by length, and other attributes 1 Billy’s Buttons William Accorsi Patterns and relationships 1

Caps for Sale Esphyr Slobodkina Patterns and relationships 1

Fat Frogs on a Skinny Log Sara Riches Addition, Subtraction 1 Lilly’s Purple Plastic Purse Kevin Henkes Money 1

Inch by Inch Leo Lionni Estimating and measuring with standard and nonstandard units, Graphing

1

Lots and Lots of Zebra Stripes Stephen R. Swinburne Patterning, Classification 1 Napping House (The) Audrey Wood Addition 1

One Monday Morning Uri Shulevitz Counting, Number sense 1 One More Bunny Rick Walton Addition 1

Penny Pot (The) Stuart J. Murphy Coin values, Problem solving 1

Sea Sums Joy N. Hulme Counting, Basic addition, Basic Subtraction, Addition with more than two addends, Classification

1

Seven Blind Mice Ed Young Ordinal Numbers 1

12 Ways to Get to 11 Eve Merriam Number and operations 2

Alexander Who Used to Be Rich Last Sunday Judith Viorst Measurement, Money, Concept of whole number operations, Fractions, Decimals

2

Amanda’s Bean’s Amazing Dream: A Mathematical Story

Cindy Neuschwander Beginning multiplication, Multiples, Skip counting 2

Band-Aids Shel Silverstein Number sense, Numeration 2

Betcha! Stuart J. Murphy Estimate length, Measure length, Estimate quantity 2 Biggest, Strongest, Fastest Steve Jenkins Length 2

Blast Off!! Norma Cole Estimation, Statistics and Probability 2

Button Box (The) Margarette S. Reid Counting, Sorting, Classification, Estimation, Ordinal numbers, Ordering by size

2

Cucumber Soup Vickie Leigh Krudwig Estimation of quantity, weight, and length 2

Doorbell Rang (The) Pat Hutchins Beginning division, Multiples, Skip counting 2

Harriet’s Halloween Candy Nancy Carlson Classification of objects, Graphing 2

How Big is a Foot? Rolf Myller Measurement with standard and non-standard units 2




How Many Feet in the Bed Jonston Hamm Skip counting, Number patterns 2

Imogene’s Antlers David Small Whole number computation, Whole number operations, Number sense, Numeration

2

Jim and the Beanstalk Raymond Briggs Measurement of length, Problem Solving, Estimation 2

Just a Little Bit Ann Tompert Counting, Basic addition, Missing Addends, Adding 1` 2

Look at Annette Marion Walter Geometry and spatial sense, Patterns and relationships 2 My Monster Mama Loves Me So Laura Leuck Doubles 2

Only One Marc Harshman Number sense 2

Pigs Will Be Pigs Amy Axelrod Measurement, Money, , Whole number computation, Fractions, Decimals

2

Pizza Pizzazz! Carol A. Losi Fractions 2

Ready, Set, Hop! Stuart J. Murphy Basic addition, Measurement of length, Addend, Equation, Fact families

2

So You Want to Be President Judith St. George Sorting, Graphing 2

Village of Round and Square Houses (The) Ann Grifalconi Identifying geometric shapes, Identifying three-dimensional shapes, Describing vertices, faces, and edges

2

Annabelle Swift, Kindergartner Amy Schwartz Money, Addition, Subtraction, Multiplication, Division 3

Boy Who Stopped Time (The) Anthony Taber Measuring Time 3 Dave’s Down-To-Earth Rock Shop Stuart J. Murphy Classification, Patterning, Venn diagrams 3

Grandfather’s Tang’s Story Ann Tompert Spatial sense, Geometric shapes, Similar triangles, Area, Problem solving

3

Draw Me a Star Eric Carle Estimation, Number sense 3 George Shrinks William Joyce Proportional reasoning, Fractions, Length 3

Important Book (The) Margret Wise Brown Patterns and relationships 3

Math Curse Jon Scieszka and Lane Smith Number sense, Numeration 3 Night Noises Mem Fox Addition, Mental computation 3

One Duck Stuck Phyllis Root Additon 3

One Hundred Hungry Ants Elinor J. Pinczes Multiplication 3 One Hungry Cat Joanne Rocklin Division, Number sense, Geometry 3

Pepper’s Journal Stuart J. Murphy Time, Calendars, Time lines, Graphing 3

Purse (The) Kathy Caple Money, Number sense, Problem solving using tables and lists 3

Quilt Story (The) Tony Johnston and Tomie DePaola

Geometry and spatial sense, Patterns and relationships 3

Sea Squares Joy N. Hulme Counting, Basic addition, Beginning multiplication, Square numbers, Problem solving

3

Six Dinner Sid Inga Moore Counting, Skip counting, addition, Multiplication, Problem Solving

3

$1..00 Word Riddle Book (The) Marilyn Burns Addition 4

A Reminder of One Elinor J. Pinczes Number and Operations 4 Amazing Book of Mammal Records (The) Samuel G. Woods Subtraction, Proportional Reasoning, Length, Weight 4




Among the Odds & Evens Priscilla Turner Properties of Numbers 4

Cut Down to Size at High Noon Scott Sundby Length, Proportional reasoning 4

How Much Is a Million? David M. Schwartz Number and Operations 4 One Tiny Turtle Nicola Davies Whole number computation 4

Qwen and Mzee Word Problems 4

Jamie O’Rourke and the Big Potato Tomie dePaola Estimating and measuring with standard and nonstandard units, Graphing, Estimation of quantity, weight and length

4

Lost at the White House Lisa Griest Estimation of quantity, Measurement of circumference and weight, Problem solving

4

Martha Blah Blah Susan Meddaugh Frequency Distribution 4

Math Appeal Greg Tang Whole Number Computation, Number Sense 4 Spaghetti and Meatballs for All! Marilyn Burns Area, Perimeter 4

Anno’s Mysterious Multiplying Jar Masaichiro Anno Multiplication 5

Fly on the Ceiling (The) Dr. Julie Glass Coordinate Graphing 5

Math for Smarty Pants Marilyn Burns Whole Number Computation, Algebraic Equivalence, Logical Reasoning

5

One Grain of Rice Demi Addition, Number sense, Exponential numbers 5

Roman Numbers 1 to MM Artur Geisert Number and Operations 5 Tiger Math: Learning to Graph from a Baby Tiger Ann Whitehead Nagda Statistics 5

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OKALOOSA COUNTY SCHOOL DISTRICT MATH ......REV 062012 Second Grade Math Page 1 OKALOOSA COUNTY SCHOOL DISTRICT MATH CURRICULUM GUIDE Second Grade Office of Quality Assurance and Curriculum