Second Grade Math Curriculum Map Quarter 1 · PDF fileSecond Grade Math Curriculum Map Quarter: 1 Cognitive Complexity: DOK Level 2 Basic Application of Skills & Concepts Critical

Second Grade Math Curriculum Map Quarter 1

Table of Contents Quarter 1 ................................................................................................................................................................................................................................................. 1

MAFS.2. MD.2.6 ................................................................................................................................................................................................................................. 2

MAFS.2.NBT.1.1 ................................................................................................................................................................................................................................. 4

MASF.2.NBT.1.2 ................................................................................................................................................................................................................................. 6

MASF.2.NBT.1.3 ................................................................................................................................................................................................................................. 8

MASF.2.NBT.1.4 ............................................................................................................................................................................................................................... 10

MASF.2.OA.1.1 and MASF.2.OA.1.a ............................................................................................................................................................................................... 12

MAFS.2.OA.2.2 ................................................................................................................................................................................................................................. 14

MAFS.2.OA.3.3 ................................................................................................................................................................................................................................. 16

MAFS.2.OA.3.4 ................................................................................................................................................................................................................................. 18

MAFS.2.NBT.2.5 ............................................................................................................................................................................................................................... 20

MAFS.2.NBT.2.8 ............................................................................................................................................................................................................................... 22

Second Grade Math Curriculum Map

Quarter: 1 Cognitive Complexity: DOK Level 2 Basic Application of Skills & Concepts

Critical Area Extending understanding of the base-ten notation Building fluency with addition and subtraction

Standard

MAFS.2.MD.2.6 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. MP 2 Reason Abstractly and Quantitatively MP 3 Construct Viable Arguments and Critique the Reasoning of Others MP 4 Model with Mathematics MP 5 Use Tools Strategically

Learning Goal

• Students will be able to add and subtract lengths within 100. • Students will be able to use a number line to represent a solution of a whole number sums and differences

related to length within 100.

Misconceptions Students may miscount when using number line. Students may not model the correct operation within the algorithm when moving up and down the number line.

Vocabulary

Content Vocabulary Vocabulary Resources Tier III: Length Subtraction Number line Equal Sum Plus Addends Difference Addition

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Assessments

Formative Assessments

Other Assessment Options

Resources

Math Talk Questions Math Literature Spiraling Resources to Support Differentiation and Stations

Reflection/ Notes

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Quarter: 1 Cognitive Complexity: DOK Level 2 Basic Application of Skills and Concepts

Critical Area Extending understanding of the base-ten notation. Building fluency with addition and subtraction

Standard

MAFS.2.NBT1.1 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). MP 2 Reason Abstractly and Quantitatively MP 3 Construct Viable Arguments and Critique the Reasoning of Others MP 7 Look For and Make Use of Structure MP 8 Look For and Express Regularity in Repeated Reasoning

Learning Goal

Understand that multiples of 100 are multiples of groups of 10 tens. Write 3-digit numbers in standard form, expanded form, and word form. Describe 3-digit numbers using place value concepts and find equivalent representations of 3-digit numbers. Find 10 more or 10 less than a given 3-digit number; find 100 more or 100 less than a given 3-digit number. Compare two 3-digit numbers using symbols.

Misconceptions

• Students may think numbers can be represented in only one way. For example, 327 can only be represented by 3 hundreds, 2 tens, and 7 ones.

• Students may think three hundred twenty-five should be written as 30025 because the number 300 has two zeros. • Students may think they only need to look at the first or the last digit in a multi-digit number when comparing and

ordering numbers.

Vocabulary

Content Vocabulary Vocabulary Resources Compare Fewer Hundreds Describe Greater than Thousand Add Number Less than Addend Number Name More Base-ten numeral form Numeral More Than Base-ten numerals One hundred Sum Difference Ones Tens Digit Place value Word form Equal Standard form Expanded form Subtract

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Resources


Reflection/ Notes

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Second Grade Math Curriculum Map Quarter: 1 Cognitive Complexity: DOK Level 1 Recall


Standard

MAFS.2.NBT1.2 Count within 1000; skip-count by 5s, 10s, and 100s. MP 2 Reason Abstractly and Quantitatively MP3 Construct Viable Arguments and Critique the Reasoning of Others MP6 Attend to Precision MP7 Look For and Make Use of Structure MP8 Look For and Express Regularity in Repeated Reasoning

Learning Goal

• The student will classify numbers to 20 as even or odd and write equations with equal addends to represent even numbers.

• The student will write 2-digit numbers in standard form, expanded form, and word form. • The student will describe 2-digit numbers using place value concepts and find equivalent representations of

2-digit numbers. • The student will extend counting sequences within 1,000, counting by 1s, 5s, 10s, and 100s.

Misconceptions Children may count only numbers ending in 5 to count by 5s. Children may identify the next number in the counting sequence incorrectly.

Vocabulary

Content Vocabulary Vocabulary Resources Tier III: Count Digit Even number Fives Hundreds Number name Odd number Ones Pair Skip count Tens

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Assessments



Resources


Reflection/ Notes

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Second Grade Math Curriculum Map Quarter: 1 Cognitive Complexity: DOK Level 1


Standard

MAFS.2.NBT.1.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. MP1 Make Sense of Problems and Persevere in Solving Them MP2 Reason Abstractly and Quantitatively MP4 Model with Mathematics

Learning Goal



2-digit numbers. • The student will extend counting sequences within 1,000, counting by 1s, 5s, 10s, and 100s

Misconceptions

Children may not write the value of the tens digit correctly. Children may have difficulty reading and writing some of the “teen words” in word form. When children find a pattern, they may not include all of the possibilities.Children may think numbers can be represented in only one way. For example, 327 can only be represented by 3 hundreds, 2 tens, and 7 ones.Children may think three hundred twenty-five should be written as 30025 because the number 300 has two zeros.Children may think they only need to look at the first or the last digit in a multi-digit number when comparing and ordering numbers.

Vocabulary

Content Vocabulary Vocabulary Resources Base ten numerals Hundreds Number names Expanded form Ones Tens

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Assessments



Resources


Reflection/ Notes

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Quarter: 1 Cognitive Complexity: DOK Level 2 Basic Application of Skills & Concepts


Standard

MAFS.2.NBT.1.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. MP 2 Reason Abstractly and Quantitatively MP3 Construct Viable Arguments and Critique the Reasoning of Others MP6 Attend to Precision MP7 Look For and Make Use of Structure MP8 Look For and Express Regularity in Repeated Reasoning

Learning Goal

• Understand that multiples of 100 are multiples of groups of 10 tens. • Write 3-digit numbers in standard form, expanded form, and word form. • Describe 3-digit numbers using place value concepts and find equivalent representations of 3-digit numbers. • Find 10 more or 10 less than a given 3-digit number; find 100 more or 100 less than a given 3-digit number. • Compare two 3-digit numbers using symbols.

Misconceptions Students may not compare numbers looking from the greatest place-value position to the least place value position.

Vocabulary

Content Vocabulary Vocabulary Resources Fewer More Expanded form Numeral names Compare Is greater than > Is less than < Is equal to =

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Assessments



Resources


Reflection/ Notes

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Quarter: 1 Cognitive Complexity: Level 2 Basic Application of Skills and Concepts

Critical Area Extending understanding of the base-ten notation. Building fluency with addition and subtraction.

Standard

MAFS.2.OA.1.a (new in 2014-2015 Cognitive Complexity N/A) Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation the equations 37 + 10 + 10=___ = 18, ? – 6 = 13 – 4, and 15 – 9 = 6 +

MAFS.2.OA.1.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions ,e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Cognitive MP1 Make Sense of Problems and Persevere in Solving Them MP 2 Reason Abstractly and Quantitatively MP3 Construct Viable Arguments and Critique the Reasoning of Others MP4 Model with Mathematics MP6 Attend to Precision MP7 Look For and Make Use of Structure MP8 Look For and Express Regularity in Repeated Reasoning

Learning Goal

Apply mental strategies to find sums and differences for basic facts, including the application of the inverse relationship of addition and subtraction. Apply the Commutative and Associative Properties of Addition to find sums for three 1-digit addends. Use various representations of addition and subtraction situations, including equations with a symbol for the unknown number. Write equations to represent the addition of equal groups.

Misconceptions

Students may end their solution to a two-step problem after they complete the first step because they may have misunderstood the question or only focused on finding the first part of the problem. Students may have misconceptions about the equal sign. Students can misunderstand the use of the equal sign even if they have proficient computational skills. Students might rely on a key word or phrase in a problem to suggest an operation that will lead to an incorrect solution. They might think that the word left always means that subtraction must be used to find a solution.

Vocabulary

Content Vocabulary Vocabulary Resources Sum Equal Addends Plus Addition Difference Subtraction Decompose

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Assessments



Resources


Reflection/ Notes

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Second Grade Math Curriculum Map Quarter: 1 Cognitive Complexity: DOK Level 1 Recall


Standard

MAFS.2.OA.2.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. MP 2 Reason Abstractly and Quantitatively MP3 Construct Viable Arguments and Critique the Reasoning of Others MP7 Look For and Make Use of Structure MP8 Look For and Express Regularity in Repeated Reasoning

Learning Goal

• Apply mental strategies to find sums and differences for basic facts, including the application of the inverse relationship of addition and subtraction.

• Apply the Commutative and Associative Properties of Addition to find sums for three 1-digit addends. • Use various representations of addition and subtraction situations, including equations with a symbol for the

unknown number. • Write equations to represent the addition of equal groups.

Misconceptions

Students may overgeneralize the idea that answers to addition problems must be greater. Adding 0 to any number results in a sum that is equal to that number. Students are usually proficient when they focus on a strategy relevant to particular facts. When these facts are mixed with others, students may revert to counting as a strategy and ignore the efficient strategies they learned. Students may see the number sentences in a fact family are isolated facts. Students may not recognize the relationships between addition and subtraction.

Vocabulary

Content Vocabulary Vocabulary Resources Plus Difference Sum Decompose Addends Addition Subtraction Equal

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Assessments



Resources


Reflection/ Notes

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Quarter: 1 Cognitive Complexity: DOK Level 2 Basic Application and Skill Concepts


Standard

MAFS.2.OA.3.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. MP3 Construct Viable Arguments and Critique the Reasoning of Others MP7 Look For and Make Use of Structure

Learning Goal



2-digit numbers. • The student will extend counting sequences within 1,000, counting by 1s, 5s, 10s, and 100s.

Misconceptions Children may correctly pair cubes but then forget whether the numbers that pair with no extras are even or odd. Children may not write an addition sentence that has a sum equal to the total number of cubes pictured.

Vocabulary

Content Vocabulary Vocabulary Resources Classify Equal Describe Even Addend Odd Column Row Digits Rectangular array

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Assessments



Resources


Reflection/ Notes

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Second Grade Math Curriculum Map Quarter: 1 Cognitive Complexity: DOK Level 1Recall


Standard

MAFS.2.OA.3.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. MP 2 Reason Abstractly and Quantitatively MP3 Construct Viable Arguments and Critique the Reasoning of Others MP7 Look For and Make Use of Structure MP8 Look For and Express Regularity in Repeated Reasoning

Learning Goal • Students will be able to generalize the fact that arrays can be written as repeated addition problems. • Students will be able to solve repeated addition problems to find the number of objects using rectangular

arrays. • Students will be able to write an equation with repeated equal addends from an array.

Misconceptions

Students may not see the relationship between the pattern of equal groups and skip counting. Students may forget to add all the numbers repeated in the addition sentence.

Vocabulary

Content Vocabulary Vocabulary Resources Addend Column Digits Equal Equation Rectangular array Repeated addition Row

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Assessments



Resources


Reflection/ Notes

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Quarter: 1 Cognitive Complexity: DOK Level 1 Recall


Standard

MAFS.2.NBT.2.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. MP 2 Reason Abstractly and Quantitatively MP3 Construct Viable Arguments and Critique the Reasoning of Others MP 6 Attend to Precision MP7 Look For and Make Use of Structure MP8 Look For and Express Regularity in Repeated Reasoning

Learning Goal

• Apply mental strategies to find sums of two 2-digit numbers. • Use the standard algorithm to find sums of two 2-digit numbers, with and without regrouping. • Use various representations of 2-digit addition situations, including equations with a symbol for the unknown

number. • Find sums of three 2-digit numbers; find sums of four 2-digit numbers.

Misconceptions

Students may think that the 4 in 46 represents 4, not 40. When addition two-digit numbers, some students might start with the digits in the ones place and record the entire sum. Then they add the digits in the tens place and record this sum. When subtracting two-digit numbers, students might start with the digits in the ones place and subtract the smaller digit from the greater digit. Then they move to the tens and the hundreds places and subtract the smaller digits form the greater digits.

Vocabulary

Content Vocabulary Vocabulary Resources Sum Difference Addends Fact Families Addition Decompose Subtraction Equal Plus

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Assessments



Resources


Reflection/ Notes

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Quarter: 1 Cognitive Complexity: DOK Level 1 Recall

Critical Area Extending understanding of the base-ten notation. Building fluency with addition and subtraction

Standard

MAFS.2.NBT.2.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. MP 2 Reason Abstractly and Quantitatively MP3 Construct Viable Arguments and Critique the Reasoning of Others MP7 Look For and Make Use of Structure MP8 Look For and Express Regularity in Repeated Reasoning

Learning Goal

• Understand that multiples of 100 are multiples of groups of 10 tens. • Write 3-digit numbers in standard form, expanded form, and word form. • Describe 3-digit numbers using place value concepts and find equivalent representations of 3-digit numbers. • Find 10 more or 10 less than a given 3-digit number; find 100 more or 100 less than a given 3-digit number. • Compare two 3-digit numbers using symbols.

Misconceptions

Students may think that the 4 in 46 represents 4, not 40. When adding two-digit numbers, some students might start with the digits in the ones place and record the entire sum. Then they add the digits in the tens place and record this sum. When subtracting two-digit numbers, students might start with the digits in the ones place and subtract the smaller digit from the greater digit. Then they move to the tens and the hundreds places and subtract the smaller digits from the greater digits.

Vocabulary

Content Vocabulary Vocabulary Resources Sum Decompose Addends Addition Subtraction Equal Plus Difference Fact families

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Assessments



Resources


Reflection/ Notes

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Documents

Second Grade Math Curriculum Map Quarter 1 · PDF fileSecond Grade Math Curriculum Map Quarter: 1 Cognitive Complexity: DOK Level 2 Basic Application of Skills & Concepts Critical