Shelby County Schools’ mathematics instructional maps are ... Grade 2 Q4 3-8... · Web viewGrade 2. Major Content. Supporting Content ... the Standards require us to significantly

Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

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In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


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While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.


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These standards emphasize thinking, problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students. In addition, assessment blueprints (http://www.tn.gov/education/article/tnready-blueprints) have been designed to show educators a summary of what will be assessed in each grade, including the approximate number of items that will address each standard. Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II.


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http://www.tn.gov/education/article/tnready-blueprints



Our collective goal is to ensure our students graduate ready for college and career. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation and connections.


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The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations) procedural fluency (skill in carrying out


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Practices

Make sense of problems and persevere in solving them

Reason abstractly and quatitatively

Construct viable arguments and

critique the reasoning of

others

Model with mathematics

Use appropriate tools

strategically

Attend to precision

Look for and make use of

structure

Look for and express

regularity in repeated reasoning



procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics and sensible, useful and worthwhile, coupled with a belief in diligence and one’s own efficacy). Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

How to Use the Mathematics Curriculum Maps


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This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts, as described above, in instruction for Mathematics.

The TNCore Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college


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https://www.tn.gov/education/article/mathematics-standards



standards and career ready learning at each respective grade level.

Mathematical Teaching Practiceshttps://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf

NCTM – Mathematics Teaching Practices


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https://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf

https://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf

https://www.tn.gov/education/article/mathematics-standards



Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the standards and teaching practices that teachers should consistently access:


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Curriculum Maps:

Locate the TDOE Standards in the left column. Analyze the language of the standards and match each standard to a learning target in the second column.


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Each standard is identified as the following: Major Work, Supporting Content or Additional Content. In any single grade, students and teachers should spend the majority of their time on the major work of the grade. Consult your enVision Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the learning target statements to help. Best practices tell us that making objectives

measureable increases student mastery. Include daily fluency practice. Study the suggested performance assessments (tasks) and match them to your objectives.


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Review the Literacy Connections found in the right hand column. Make plans to address the Vocabulary in your instruction. Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard. Using your enVision TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template.

Remember to include differentiated activities to address the needs of all students.

Resources to Help Prepare Students for the TNReady Assessments


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The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments: The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE


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http://tn.gov/assets/entities/education/attachments/tnready_10_things_to_know.pdf

http://tnclassroomchronicles.org/using-mica-prepare-students-tnready/

http://tennessee.gov/education/article/tnready-practice-tools

https://micatime.com/



TNReady Blueprints: Blueprints provide a summary of what will be assessed in each grade, including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task. This webpage also includes the calculator policy and reference sheets for Grades 5-8.

OverviewShelby County Schools

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http://tn.gov/education/article/tnready-blueprints



Grade 2: Quarter 4

Engageny Module 8: Time, Shapes, and Fractions as Equal Parts of ShapesEngageny Module 6: Foundations of MultiplicationEngageny Module 7: Topic B: Problem Solving


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Overview

In Module 8, students extend their understanding of part-whole relationships through the lens of geometry. As students compose and decompose shapes, they begin to develop an understanding of unit fractions as equal parts of a whole.

Module 8: Topic A – Attributes of Geometric ShapesShelby County Schools

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In Topic A, students build on their prior knowledge of a shape’s defining attributes (1.G.1) to recognize and draw categories of polygons with specified attributes: the number of sides, corners, and angles (2.G.1). For example, students see that a rectangle has four straight sides, four right angles, and opposite sides with equal length. Students then relate the square, special rectangle, to the cube by building a cube from six congruent squares. They describe the cube in terms of its attributes, counting the number of edges, faces, and corners (2.G.1). Once students are able to describe and analyze polygons and the cube according to their attributes in Topic A, they are ready to combine shapes and build composite shapes in Topic B.


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Module 8: Topic B – Composite Shapes and Fraction ConceptsTopic B opens with students using a tangram, a set of seven shapes that compose a square, to create a new shape. Students see that they can arrange two-dimensional shapes to create a new whole, or composite shape, which can become part of an even larger whole. As students progress through the topic, they build and partition shapes by combining two or more smaller shapes and relating the parts to the whole. For example, they use different pattern blocks to show that a regular hexagon is made from two trapezoids or three rhombuses. One might say, “This hexagon is made from tow identical trapezoids, or two equal parts.” This allows for interpreting equal shares of a whole as a fraction, as students name the equal parts halves, thirds, or fourths (2.G.3).


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Module 8: Topic C – Halves, Thirds, and Fourths of Circles and RectanglesNext, in Topic C, students decompose circles and rectangles into equal parts and describe them as halves (a half of), thirds (a third of), and fourths (a fourth of) or quarters (2.G.3). For example, students see that a circle can be partitioned into four quarter-circles, or parts, which can be described as fourths. They learn to describe the whole by the number of equal parts, e.g., one whole circle is composed of 4 fourths. Finally, students decompose a rectangle into four parts that have equal area but different shapes (2.G.3).

Module 8: Topic D – Application of Fractions to Tell Time


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The module closes with Topic D, where students apply their understanding of partitioning the whole into halves and fourths to tell time to the nearest five minutes (2.G.3, 2.MD.7), both using analog and digital clocks, they construct simple clocks and see the relationship to partitioning a circle into quarters and halves, thereby decomposing 60 minutes. For example, 3 fourths of a circle can be interpreted as 3 intervals of 15 minutes, e.g., 15 + 15 + 15 = 45 (2.NBT.5, 2.NBT.6), or 45 minutes. They also use their understanding of skip counting by fives and tens to tell time on an analog clock (2.NBT.2). Finally, they apply their learning by calculating time intervals of hours and half hours and determine the time interval in days.

In order to provide the best preparation as students prepare for the SAT 10 test Module 8 will be introduced before Module 6. Please note that


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instruction is expected to continue until the week of the SAT 10 testing window. It is important that this occurs so that students have mastered skills required. Module 6 lays the conceptual foundation for multiplication and division in grade 3 and for the idea that numbers other than 1, 10, and 100 can serve as units.

Module 6: Topic A – Formation of Equal GroupsIn Topic A, students begin by making equal groups using concrete materials, learning to manipulate a given number of objects to create equal groups (e.g., given, 15 objects, they create 3 groups of 5 or 5 groups of 3), and progress to pictorial representations where they may begin by circling a group


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of 5 stars, adding 5 more, then adding 5 more. They determine the total and relate their drawings to the corresponding repeated addition equation (pictured below). Students calculate the repeated addition sums by adding on to the previous addends, step-by-step, or by grouping the addends into pairs and adding. By the end of Topic A, students draw abstract tape diagrams to represent the total and to show the number in each group as a new unit (pictured below). Hence, they begin their experience toward understanding that any unit may be counted, e.g., 3 tens, or even 3 fives. This is the bridge between Grades 2 and 3. Grade 2 focuses on the manipulation of place value units, whereas Grade 3 focuses on the manipulation of numbers 1 through 10 as units.


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Module 6: Topic B – Arrays and Equal GroupsIn Topic B, students organize the equal groups created in Topic A into arrays, wherein either a row or column is seen as the new unit being counted. They use manipulatives to compose up to 5 by 5 arrays one row or one column at a time and express the total via repeated addition equations (2.OA.4). For example, students might arrange one column of 5 counters, then another, and then another to compose an array of 3 columns of 5, or 15 counters. As they compose and decompose arrays, students create different number sentences yielding the same total (e.g., 5 + 5 + 5 = 15 and 3 + 3 + 3 + 3 + 3 = 15). They find the total number of objects in each array by counting on from left to right. “Three plus 3 is 6. Six plus 3 is 9. Nine plus 3 is 12." As Topic B progresses, students move to the pictorial level to represent arrays and to distinguish rows from columns by separating


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equal groups horizontally and vertically (e.g., 3 columns of 5 or 5 rows of 3). Then, they use same-size square tiles, moving them closer together in preparation for composing rectangles in Topic C. Topic B concludes with students using tape diagrams to represent array situations and the RDW process to solve word problems.

Module 6: Topic C – Rectangular Arrays as a Foundation for Multiplication and DivisionIn Topic C, students build upon their work with arrays to develop the spatial reasoning skills they need in preparation for Grade 3’s area content. They use same-size squares to tile a rectangle with no gaps or overlaps, and then count to find the total number of squares that make up the rectangle (2.G.2).


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After composing rectangles, students partition, or decompose, rectangles. First, they decompose rectangles made of square tiles. Next, they use scissors to cut apart paper rectangles. Finally, they draw and iterate a square unit. In doing so, students begin to see the row or the column as a composite of multiple squares or as a single entity, or unit, which is, in turn, part of the larger rectangle. Students further develop spatial structuring skills by copying and creating drawings on grid paper. Note that the concept of a square unit begins in Grade 3 and is not assessed in Grade 2. Throughout the topic, students relate repeated addition to the model. They are encouraged to think flexibly and to consider the many ways to construct or partition a given array. Students are not multiplying or dividing in Grade 2; rather, this topic lays the foundation for the relationship between the two operations. As equal parts can be composed to form a whole, likewise, a whole can be decomposed into equal parts.


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Module 6: Topic D – The meaning of Even and Odd NumbersTopic D focuses on doubles and even numbers (2.OA.3), thus setting the stage for the multiplication table of two in Grade 3. As students progress through the lessons, they learn the following interpretations of even numbers.

1. A number that occurs as we skip-count by twos is even: 2, 4, 6, 8…2. When objects are paired up with none left unpaired, the number is even. 3. A number that is twice a whole number (doubles) is even.4. A number whose last digit is 0, 2, 4, 6, or 8 is even.


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Armed with an understanding of the term even, students learn that any whole number that is not even is called odd, and that when 1 is added to or


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subtracted from an even number, the resulting number is odd.1

Initially, students arrange pairs into two rows and realize that an even number is the sum of two equal addends, or a repeated sum of twos. They then write number sentences to express the even number (e.g., 2 rows of 7 can be expressed as 7 + 7 or as 2 + 2 + 2 + 2 + 2 + 2 + 2) (2.OA.3). Next, students pair objects to make groups of two with none left over, thus discovering one means of determining whether a group of objects (up to 20) has an even or odd number of members. Finally, students learn that any number up to 20 whose last digit is 0, 2, 4, 6, or 8 is even. After gaining a firm understanding of even numbers, students learn that all other whole numbers are odd. They use the previously learned rules and patterns to identify larger numbers as even or odd and to defend their reasoning. The module concludes with an investigation of what happens when we add two even


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numbers, two odd numbers, or an odd number with an even number, and the relationship of these pairings to repeated addition (e.g., 3 + 3 is even, but 3 + 3 + 3 is odd).

Module 7: Topic B – Problem Solving with Coins and BillsWe end the year with an opportunity for students to continue to gain fluency by practicing addition and subtraction strategies within 100 and problem-solving skills as they learn to work with money. These connections were not adequately addressed in Quarter 2 with Topic 5. The end of

1 See Elementary Mathematics for Teachers by Scott Baldridge and Thomas Parker. Shelby County Schools2015/2016

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the year is the perfect opportunity to practice fluency and connect it to real world problem solving skills. In Module 7, lesson 11-13 students will work with bills and coins. The will apply use the properties of operations to solve addition and subtraction word problems (2.NBT.5, 2.MD.8) to find the total value of a group of coins of bills. Students learn how to make change from one dollar using counting on, simplifying strategies and the relationship between addition and subtraction. As students use coins or bills to solve addition and subtraction word problems within 100, they use drawings and equations to represent the unknown in various situations. The application problems include solving two-step word problems involving two-digit money amounts.


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Focus Grade Level Standards(Note: Related Foundational Standards are noted in parenthesis after standard)

Cluster 2.G.A: Reason with shapes

2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (1.G.A.1)


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http://www.corestandards.org/Math/Content/2/G/A/1/



2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. (Introductory) 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of,

etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. (1.G.A.3, 2.G.A.2)

Cluster 2.MD.A: Measure and estimate lengths in standard units


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2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. (1.MD.A.2)

Cluster 2.MD.C: Work with time and money 2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. (1.MD.B.3)


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http://www.corestandards.org/Math/Content/2/MD/C/7/

http://www.corestandards.org/Math/Content/2/MD/A/1/



2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many (Introductory)

Cluster 2.NBT.A: Understand Place Value

2.NBT.A.2 Count within 1000; skip count by 5s, 10s, and 100s. (Introductory)


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http://www.corestandards.org/Math/Content/2/NBT/

http://www.corestandards.org/Math/Content/2/MD/



Cluster 2.NBT.B: Use place value understanding and properties of operations to add and subtract 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between

addition and subtraction. (1.NBT.C.4, 1.NBT.C.5, 1.NBT.C.6, 2.OA.B.2) 2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. (2.NBT.A.1, 2.NBT.B.7)

Cluster 2.OA.B Add and subtract within 20.


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http://www.corestandards.org/Math/Content/2/NBT/B/5/



2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. (1.OA.A.1, 1.OA.C.6)

Cluster 2.OA.C : Work with equal groups of objects to gain foundations for multiplication 2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by

2s; write an equation to express an even number as a sum of two equal addends. (1.OA.D.7)


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http://www.corestandards.org/Math/Content/2/OA/#CCSS.Math.Content.2.OA.C.3

http://www.corestandards.org/Math/Content/2/OA/



2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. (1.OA.D.7)

Foundational Standards

Operations and Algebraic Thinking


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Cluster 1.OA.D work with addition and subtraction 1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Numbers and Operation in Base Ten


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http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.D.7



1.NBT.C.4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, 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 and


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http://www.corestandards.org/Math/Content/1/NBT/C/6





explain the reasoning used.

Cluster 2.NBT.A Understand Place Value 2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0

tens, and 6 ones. Understand the special cases.


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Cluster 2.NBT.B Use place value understanding and properties of operations to add and subtract 2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or

the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes is necessary to compose or decompose tens or hundreds. (2.NBT.A.1, 1.NBT.B.2)

Geometry


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Cluster 1.G.A – Reason with shapes and their attributes 1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation,

overall size); build and draw shapes to possess defining attributes. 1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters,

and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.


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http://www.corestandards.org/Math/Content/1/G/#CCSS.Math.Content.1.G.A.3

http://www.corestandards.org/Math/Content/1/G/#CCSS.Math.Content.1.G.A.1



Fluency Practice

NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts


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and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.

Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing. Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore it is recommended that


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students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.

Standards for Mathematical Practice


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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course, K-12. The Standards for Mathematical Practice describe the varieties of expertise, habits of minds, and productive dispositions that educators seek to develop in all students.

Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others.


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Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.


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Resources:

https://www.engageny.org/resource/grade-2-mathematics https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do?newServiceId=6000&newPageId=10100 http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/


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http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/

https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do?newServiceId=6000&newPageId=10100

https://www.engageny.org/resource/grade-2-mathematics



TN State Standards Essential Understandings Content & Tasks Literacy Connections

Time, Shapes, and Fractions as Equal Parts of ShapesEngageny: Module 8

(Allow 4 weeks for instruction, review and assessment)Cluster 2.G.A: Reason with shapes

2.G.A.1 Recognize and draw shapes having specified attributes, such as a given

Enduring Understandings - Geometry1. Two and three-dimensional objects can

Please use the following lessons from Engageny:

Module 8 : Time, Shapes, and Fractions as

Vocabulary:New:a.m./p.m., analog clock, angle, digital clock


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http://www.engageny.org/resource/grade-2-mathematics-module-8




TN State Standards Essential Understandings Content & Tasks Literacy Connectionsnumber of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words

be described, classified and analyzed by their attributes.

2. Objects in space can be transformed in an infinite number of ways, and those transformations can be described and analyzed mathematically.

Essential Questions - Geometry

Equal Parts of Shapes(Note: Objectives are restated as Learning Targets in the previous column)

Week 1(Suggested – This may vary depending on

parallel, parallelogram, polygon, quadrilateral, quarter past, quarter to, right angle, second, third of…, thirds, whole, 2 halves, 3 thirds, 4 fourths.

Familiar: (terms previously seen in prior grade)Attributes, cube, face, fourth of (shapes),


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TN State Standards Essential Understandings Content & Tasks Literacy Connectionshalves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Cluster 2.MD.A: Measure and estimate lengths in standard units

1. How are attributes used to describe and classify three-dimensional figures?

2. How can translations, reflections and rotations be used to change an object’s orientation in space?

Enduring Understandings - Fractions1. There are a variety of situations when you

individual class needs as well as the use of tasks in instruction)Topic A: Attributes of Geometric ShapesLesson 1 : Objective: Describe two-dimensional shapes based on attributes.Lesson 2 : Objective: Build, identify, and analyze two-dimensional shapes with specified

fourths, half of (shapes), halves, half past, half hour, hour, minute, O’clock, two-dimensional shapes (circle, half circle, quarter circle, hexagon, rectangle, rhombus, square, trapezoid, triangle), quarter of (shapes), quarters


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http://www.engageny.org/resource/grade-2-mathematics-module-8-topic-lesson-2


http://www.engageny.org/resource/grade-2-mathematics-module-8-topic




2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Cluster 2.MD.C: Work with time and money

need to divide something into equal parts.2. A fraction describes the division of a

whole into equal parts.8.Essential Questions - Fractions1. Why would you want to divide something

into equal parts?2. How would you divide something into

equal parts?

attributes.Lesson 3 : Objective: Use attributes to draw different polygons including triangles, quadrilaterals, pentagons, and hexagons.Lesson 4 : Objective: Use attributes to identify and draw different quadrilaterals including rectangles, rhombuses, parallelograms, and

GeometryLiterature ConnectionsThe Greedy Triangle, Marilyn BurnsMummy Math, Cindy NeuschwanderCaptain Invincible and the Space Shapes, Stuart MurphyIf You Were a Quadrilateral, Molly BaisdellPigs on the Ball, Amy Axelrod


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http://www.engageny.org/resource/grade-2-mathematics-module-8-topic-lesson-1=4


http://www.corestandards.org/Math/Content/2/MD/A/1/




2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.


Enduring Understandings - Time1. Time can be given in more than one way.2. A calendar shows days, weeks and

months.Essential Questions - Time1. Which clock do you prefer to tell time on,

trapezoids.Lesson 5 : Objective: Relate the square to the cube, and describe the cube based on attributes.

Week 2

Twizzlers Shapes and Patterns, Jerry PallottaKitten Castle, Mel Friedman & Ellen WeissNot Enough Room! , Joanne RocklinThree Pigs, One Wolf, and Seven Magic, Grace MaccaroneFractions:Literature Connections


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http://www.corestandards.org/Math/Content/2/MD/C/7/



TN State Standards Essential Understandings Content & Tasks Literacy Connections 2.NBT.A.2 Count within 1000; skip count

by 5s, 10s, and 100s.

Cluster 2.NBT.B: Use place value understanding and properties of operations to add and subtract 2.NBT.B.5 Fluently add and subtract

analog or digital?How can a calendar help you plan events in the future?

Learning Targets I can describe two-dimensional shapes

based on attributes. (Topic A: Lesson 1)

(Suggested – This may vary depending on individual class needs as well as the use of tasks in instruction)Topic B: Composite Shapes and Fractions ConceptsLesson 6 : Objective: Combine shapes to create a composite shape; create a new shape

Fraction Fun, David AdlerEating Fractions, Bruce McMillanPiece = Part = Portion, Scott GiffordPolar Bear Math, Cindy BickelThe Lion's Share - A Tale of Halving Cake and Eating It, Too, Matthew McElligottPicture Pie, Ed EmberleyThe Wishing Club A Story about Fractions,


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http://www.engageny.org/resource/grade-2-mathematics-module-8-topic-b-lesson-6

http://www.engageny.org/resource/grade-2-mathematics-module-8-topic-b





TN State Standards Essential Understandings Content & Tasks Literacy Connectionswithin 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

(2.G.A.1) I can build, identify, and analyze two-

dimensional shapes with specified attributes. (Topic A: Lesson 2) (2.G.A.1, 2.MD.1)

I can use attributes to draw different polygons including triangles, quadrilaterals, pentagons, and hexagons.

from composite shapes.Lesson 7 : Objective: Interpret equal shares in composite shapes as halves, thirds, and fourths.Lesson 8 : Objective: Interpret equal shares in composite shapes as halves, thirds, and fourths.

Donna NapoliIf You Were a Fraction, Trisha ShaskanWhole-y Cow! Fractions are Fun!, Taryn Souders

Time:


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TN State Standards Essential Understandings Content & Tasks Literacy Connections(Topic A: Lesson 3) (2.G.A.1)

I can use attributes to identify and draw different quadrilaterals including rectangles, rhombuses, parallelograms, and trapezoids. (Topic A: Lesson 4) (2.G.A.1)

I can relate the square to the cube, and describe the cube based on attributes.

Mid Module AssessmentOption – Task (See Task Bank)

Week 3(Suggested – This may vary depending on individual class needs as well as the use of

Literature ConnectionsGame Time, Stuart MurphyGet Up and Go! , Stuart MurphyP. Bear’s New Years Party, Paul OwensThe Grouchy Ladybug, Eric CarleThe Clock Struck One, Trudy Harris


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TN State Standards Essential Understandings Content & Tasks Literacy Connections(Topic A: Lesson 5) (2.G.A.1)

I can combine shapes to create a composite shape; create a new shape from composite shapes. (Topic B: Lesson 6) (2.G.A.1, 2.G.A.3)

I can interpret equal shares in composite shapes as halves, thirds, and fourths. (Topic B: Lesson 7-8) (2.G.A.1, 2.G.A.3)

tasks in instruction)Topic C: Halves, Thirds, and Fourths of Circles and RectanglesLesson 9 : Objective: Partition circles and rectangles into equal parts, and describe those parts as halves, thirds, or fourths.Lesson 10 : Objective: Partition circles and


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http://www.engageny.org/resource/grade-2-mathematics-module-8-topic-c-lesson-10


http://www.engageny.org/resource/grade-2-mathematics-module-8-topic-c



TN State Standards Essential Understandings Content & Tasks Literacy Connections I can partition circles and rectangles into

equal parts, and describe those parts as halves, thirds, or fourths. (Topic C: Lesson 9-10) (2.G.A.1, 2.G.A.3)

I can describe a whole by the number of equal parts including 2 halves, 3 thirds, and 4 fourths. (Topic C: Lesson 11) (2.G.A.1, 2.G.A.3)

rectangles into equal parts, and describe those parts as halves, thirds, or fourths.Lesson 11 : Objective: Describe a whole by the number of equal parts including 2 halves, 3 thirds, and 4 fourths.Lesson 12: Objective: Recognize that equal parts of an identical rectangle can have


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TN State Standards Essential Understandings Content & Tasks Literacy Connections I can recognize that equal parts of an

identical rectangle can have different shapes. (Topic C: Lesson 12) (2.G.A.1, 2.G.A.3)

I can construct a paper clock by partitioning a circle into halves and quarters, and tell time to the half hour or quarter hour. (Topic D: Lesson 13)

different shapes.Option – Task (See Task Bank)

Week 4(Suggested – This may vary depending on individual class needs as well as the use of


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TN State Standards Essential Understandings Content & Tasks Literacy Connections(2.MD.C.7, 2.G.A.3)

I can tell time to the nearest five minutes. (Topic D: Lesson 14) (2.MD.C.7, 2.NBT.A.2)

I can tell time to the nearest five minutes; relate a.m. and p.m. to time of day. (Topic D: Lesson 15) (2.MD.C.7, 2.NBT.A.2)

I can solve elapsed time problems

tasks in instruction)Topic D: Application of Fractions to Tell TimeLesson 13 : Objective: Construct a paper clock by partitioning a circle into halves and quarters, and tell time to the half hour or quarter hour.


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http://www.engageny.org/resource/grade-2-mathematics-module-8-topic-d-lesson-13

http://www.engageny.org/resource/grade-2-mathematics-module-8-topic-d



TN State Standards Essential Understandings Content & Tasks Literacy Connectionsinvolving whole hours and a half hour. (Topic D: Lesson 16)(2.MD.C.7, 2.NBT.A.2, 2.NBT.B.5, 2.NBT.B.6)

Lesson 14 : Objective: Tell time to the nearest five minutes.Lesson 15 : Objective: Tell time to the nearest five minutes; relate a.m. and p.m. to time of day. Lesson 16 : Objective: Solve elapsed time problems involving whole hours and a half


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hour.End of Module Assessment

Coordinating i-Ready Lessons: Classifying Polygons (2.GA.1) Classifying Plane Shapes by


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Attributes (2.GA.1) Recognize and Draw Shapes

(2.GA.1) Concepts of Fractions (2.GA.3) Fractions: Part of a Whole in Real-

World Problems (2.GA.3)


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Telling Time to 5 minutes (2.MD.C.7)

Task BankHoward County - Assessing and Performance Tasks (2.G.A.1)Howard County Assessing and


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https://grade2commoncoremath.wikispaces.hcpss.org/Assessing+2.G.3






Performance Tasks 2.G.3 (2.G.A.3)Howard County Assessing and Performance Tasks 2.MD.C.7 (2.MD.C.7)

North Carolina TasksTasks 1a, 1b and 1c (2.G.A.1)


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

https://grade2commoncoremath.wikispaces.hcpss.org/Assessing+2.MD.7

https://grade2commoncoremath.wikispaces.hcpss.org/Assessing+2.MD.7






Tasks 3a, 3b, 3c, and 3d (2.G.A.3)Task 7a and 7b (2.MD.C.7)

Illustrative Mathematics TasksPolygons (2.G.A.1)Representing Half a Triangle (2.G.A.3)


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https://www.illustrativemathematics.org/content-standards/2/G/A/3/tasks/827


http://commoncoretasks.ncdpi.wikispaces.net/2.MD.7-2.MD.8+Tasks

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




Which Picture Represents One Half? (2.G.A.3)Ordering Time (2.MD.C.7)

Supplemental enVisions Lessons:Geometry


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




TN State Standards Essential Understandings Content & Tasks Literacy Connections11-1 Geometry: Flat Surfaces, Vertices, and

Edges11-2 Geometry: Relating Plane Shapes to

Solid Figures11-3 Geometry: Making New Shapes11-3A Polygons and AnglesFractions


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TN State Standards Essential Understandings Content & Tasks Literacy Connections12-01 Fractions: Wholes and Equal Parts12-02 Fractions: Unit Fractions and RegionsTime15-1 Time: Telling Time to Five Minutes15-2 Time: Telling Time Before and After the

Hour


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within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and

Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks(See Grade 2 - Sprints – Grade 5 – Module 8)

http://biloxischools.schoolwires.net/Page/5277


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http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks






TN State Standards Essential Understandings Content & Tasks Literacy Connectionssubtraction. Fluency lessons are part of all Engageny

Lessons. The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students.

http://maccss.ncdpi.wikispaces.net/2nd+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)

Foundations of Multiplication


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http://maccss.ncdpi.wikispaces.net/2nd+Grade+Instructional+Resources





Engageny Module 6(Allow 4 weeks for instruction, review and assessment)

Note: 1 week break for SAT 10 Testing after week 2

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

Enduring Understandings1. Repeated addition involves joining equal

groups and is one way to think about


Module 6

Vocabulary:New:Array, columns, repeated addition, rows,


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2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

2.OA.C.4 Use addition to find the total

multiplication.2. An array involves joining equal groups

and is one way to think about multiplication.

3. Some real world situations involve repeated addition and/or arrays and can be solved using multiplication.

(Note: Objectives are restated as Learning Targets in the previous column)

Week 1(Suggested – This may vary depending on individual class needs as well as the use of tasks in instruction)

tessellation, whole number

Familiar:Even number, odd number, addends, doubles, equation, number sentence, pair, rectangle, skip-counting, square, sum, tape diagram, total, unit


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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.


4. Multiplication expressions can be written in a variety of ways.

Essential Questions1. How can repeated addition help you to

understand multiplication?

Topic A: Formation of Equal GroupsLesson 1 : Objective: Use manipulatives to create equal groups.Lesson 2 : Objective: Use math drawings to represent equal groups, and relate to repeated addition.Lesson 3 : Objective: Use math drawings to

Literature ConnectionsAmanda Bean’s Amazing Dream, Cindy Neuschwander


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http://www.engageny.org/resource/grade-2-mathematics-module-6-topic-a




2.NBT.A.2 Count within 1000; skip count by 5s, 10s, and 100s.

Cluster 2.NBT.B: Use place value understanding and properties of operations to add and subtract

2. How can an array be used to help write a multiplication sentence?

3. How can you use a picture to write a multiplication story?

4. Does order of factors affect the product?

represent equal groups, and relate to repeated addition.Lesson 4 : Objective: Represent equal groups with tape diagrams, and relate to repeated addition.

Centipede’s 100 Shoes, Tony RossSix Dinner Sid, Inga MooreMonster Math, Polly PowellMultiplying Menace, Pam CalvertThe Best of Times, Greg TangOne Hundred Hungry Ants, Elinor Pinczes


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TN State Standards Essential Understandings Content & Tasks Literacy Connections 2.NBT.B.5 Fluently add and subtract

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

2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

Learning Targets- I can use manipulatives to create equal

groups. (Topic A: Lesson 1) (2.OA.C.4)- I can use math drawings to represent

equal groups, and relate to repeated addition. (Topic A: Lesson 2-3) (2.OA.C.4, 2.NBT.A.2, 2.NBT.B.6)

Topic B: Arrays and Equal GroupsLesson 5 : Objective: Compose arrays from rows and columns, and count to find the total objects.

Week 2

Millions of Cats, Wanda GagWhat Comes in 2’s, 3’s, and 4’s?, Suzanne AkerBigger, Better, BEST! , Stuart MurphyCheetah Math, Ann NagdaThe Doorbell Rang, Pat Hutchins


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http://www.engageny.org/resource/grade-2-mathematics-module-6-topic-b






Cluster 2.G.A: Reason with shapes

2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

- I can represent equal groups with tape diagrams, and relate to repeated addition. (Topic A: Lesson 4) (2.OA.C.4, 2.NBT.A.2, 2.NBT.B.6)

- I can compose arrays from rows and columns, and count to find the total using objects. (Topic B: Lesson 5) (2.OA.C.4,

(Suggested – This may vary depending on individual class needs as well as the use of tasks in instruction)Lesson 6 : Objective: Decompose arrays into rows and columns, and relate to repeated addition.Lesson 7 : Objective: Represent arrays and

Spaghetti and Meatballs for All!, Marilyn BurnsThe Grapes of Math, Greg TangBat Jamboree, Kathi Appelt


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2.NBT.A.2)- I can decompose arrays into rows and

columns and relate to repeated addition. (Topic B: Lesson 6) (2.OA.C.4, 2.NBT.A.2)

- I can represent arrays and distinguish rows and columns using math drawings.

distinguish rows and columns using math drawings.Lesson 8 : Objective: Create arrays using square tiles with gaps.Lesson 9 : Objective: Solve word problems involving addition of equal groups in rows and columns.


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(Topic B: Lesson 7) (2.OA.C.4, 2.NBT.A.2)

- I can create arrays using square tiles with gaps. (Topic B: Lesson 8) (2.OA.C.4)

- I can solve word problems involving addition of equal groups in rows and columns. (Topic B: Lesson 9) (2.OA.C.4,

Mid Module Assessment

1 week Break for SAT 10 Testing

Week 3(Suggested – This may vary depending on


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2.NBT.A.2)- I can use square tiles to compose a

rectangle, and relate to the array model. (Topic C: Lesson 10-11) (2.OA.C.4, 2.G.A.2)

- I can use math drawings to compose a rectangle with square tiles. (Topic C:

individual class needs as well as the use of tasks in instruction)Topic C: Rectangular Arrays as Foundations for Multiplication and DivisionLesson 10 : Objective: Use square tiles to compose a rectangle, and relate to the array model.


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http://www.engageny.org/resource/grade-2-mathematics-module-6-topic-c




Lesson 12) (2.OA.C.4, 2.G.A.2)- I can use square tiles to decompose a

rectangle. (Topic C: Lesson 13) (2.OA.C.4, 2.G.A.2)

- I can use scissors to partition a rectangle into same-size squares, and compose arrays with the squares. (Topic C: Lesson

Lesson 11 : Objective: Use square tiles to compose a rectangle, and relate to the array model.Lesson 12 : Objective: Use math drawings to compose a rectangle with square tiles.Lesson 13 : Objective: Use square tiles to partition a rectangle intro same-size squares,


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14) (2.OA.C.4, 2.G.A.2)- I can use math drawings to partition a

rectangle with square tiles, and relate to repeated addition. (Topic C: Lesson 15) (2.OA.C.4, 2.G.A.2)

- I can use grid paper to create designs to develop spatial structuring. (Topic C:

and compose arrays with squares.Lesson 14 : Objective: Use scissors to partition a rectangle into same-size squares, and compose arrays with the squares.

Week 4


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Lesson 16) (2.OA.C.4, 2.G.A.2)- I can relate doubles to even numbers,

and write number sentences to express sums. (Topic D: Lesson 17) (2.OA.3)

- I can pair objects and skip-count to relate even numbers. (Topic D: Lesson 18) (2.OA.3)

(Suggested – This may vary depending on individual class needs as well as the use of tasks in instruction)Lesson 15 : Objective: Use math drawings to partition a rectangle with square tiles, and relate to repeated addition.


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- I can investigate the pattern of even numbers: 0,2,4,6, and 8 in the ones place, and relate to odd numbers. (Topic D: Lesson 19) (2.OA.3)

- I can use rectangular arrays to investigate odd and even numbers. (Topic D: Lesson 20) (2.OA.3)

(Note: Lesson 16 has been intentionally omitted)

Topic D: The Meaning of Even and Odd NumbersLesson 17 : Objective: Relate doubles to even numbers, and write number sentences to


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http://www.engageny.org/resource/grade-2-mathematics-module-6-topic-d




express the sums.Lesson 18 : Objective: Pair objects and skip-count to relate even numbers.Lesson 19 : Objective: Investigate the pattern of even numbers: 0, 2,4,6, and 8 in the ones place, and relate to odd numbers.Lesson 20 : Objective: Use rectangular arrays


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to investigate odd and even numbers.End of Module Assessment

Coordinating i-Ready Lessons: Add Using Arrays (2.OA.C.4) Counting by 10s (2.NBT.A.2)


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Counting by 5s (2.NBT.A.2) Grouping objects by 2s or 5s to 100

(2.NBT.A.2)

Task Bank


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Illustrative Mathematics TasksDelayed Gratification(2.MD)Counting Dots in Arrays (2.OA.C.4)Partitioning a Rectangle into Unit Squares (2.G.A.2, 2.OA.C.4)Buttons Odd and Even (2.OA.C.3)


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https://www.illustrativemathematics.org/content-standards/2/OA/C/3/tasks/1418



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




Red and Blue Tiles (2.OA.C.3)

Howard County Assessing and Performance Tasks 2.OA.4

North Carolina Tasks 2.OA.3 and 2.OA.4


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

https://grade2commoncoremath.wikispaces.hcpss.org/Assessing+2.OA.4

https://grade2commoncoremath.wikispaces.hcpss.org/Assessing+2.OA.4





Supplemental enVision Resources:

Multiplication Concepts19-1 Repeated Addition and Multiplication19-2 Building Arrays


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within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and

Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.




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TN State Standards Essential Understandings Content & Tasks Literacy Connectionssubtraction. Fluency lessons are part of all Engageny


http://maccss.ncdpi.wikispaces.net/2nd+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games

Engageny Module 7 Topic BProblem Solving


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(Allow 1 weeks for instruction, review and assessment)


within 100 using strategies based on place value, properties of operations, and/or the

Enduring Understandings1. Mathematics can be used to solve

problems outside of the mathematics classroom

2. Mathematics is built on reason and


Module 7:(Note: Objectives are restated as Learning Targets in the previous column)

Vocabulary:Familiar Terms:Cents, coins, difference, dollars, value

Think Pair Share:Shelby County Schools

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https://www.engageny.org/resource/grade-2-mathematics-module-7




TN State Standards Essential Understandings Content & Tasks Literacy Connectionsrelationship between addition and subtraction.

Cluster 2.MD.C Work with time and money2.MD.C.8 Solve word problems involving

dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols

always makes sense.3. Reasoning allows us to make

conjectures and probe conjectures.Essential Questions

1. How can what is know help determine where to begin or what to do next when solving a problem?

Topic B: Problem Solving with CoinsLesson 11 : Objective: Use different strategies to make $1 or make change from $1.Lesson 12 : Objective: Solve word problems involving different ways to make change from $1.Lesson 13 : Objective: Solve two-step word

Explain to your partner how you would think about the two parts that make a dollar as an addition problem. How would you think about it as a subtraction problem?


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https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-b-lesson-13



https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-b

http://www.corestandards.org/Math/Content/2/MD/



TN State Standards Essential Understandings Content & Tasks Literacy Connectionsappropriately. Example: If you have 2 dimes and 3 pennies, how many

2. How can recognizing repetition or regularity help solve problems more efficiently?

Learning Targets I can use different strategies to make

$1 or make change from $1. (Topic B: Lesson 11) (2.NBT.B.5, 2.MD.8)

problems involving dollars or cents with totals within $100 or $1.

Coordinating i-Ready Lessons Coin Values Counting Coin Values

Read Draw Write:When problem solving the following steps are suggested: Read the problem, draw and label, write a number sentence and write a word sentence.


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I can solve word problems involving different ways to make change from $1. (Topic B: Lesson 12) (2.NBT.B.5, 2.MD.8)

I can solve two-step word problems involving dollars or cents with totals within $100 or $1. (Topic B: Lesson

Literature Connections:If You Made a Million David M. Schwartz

The Coin Counting Book by Rozanne Lanczack Williams


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13) (2.NBT.B.5, 2.MD.8)


within 100 using strategies based on place

Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and



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TN State Standards Essential Understandings Content & Tasks Literacy Connectionsvalue, properties of operations, and/or the relationship between addition and subtraction.

connections within the material.

Fluency lessons are part of all Engageny



http://maccss.ncdpi.wikispaces.net/2nd+Grade+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through


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TN State Standards Essential Understandings Content & Tasks Literacy ConnectionsGames)

RESOURCE TOOLBOXNWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)


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https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm



https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook Resources www.tncore.orghttp://www.corestandards.org/Math/7 Things You Need to Know about TNReady MathTNReady Math Blueprint

Visual Animation CDCenter GamesQuick Check

Daily Spiral ReviewProblem of the DayMath Diagnosis and Intervention SystemTransitioning to Common


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http://www.tennessee.gov/education/assessment/doc/tnready_blueprint_g3_math.pdf

http://www.tennessee.gov/education/assessment/doc/tnready_7_things_to_know_about_tnready_math.pdf

http://www.tennessee.gov/education/assessment/doc/tnready_7_things_to_know_about_tnready_math.pdf

http://www.corestandards.org/Math/

http://www.tncore.org/

https://support.nwea.org/khanrit



Core

CalculatorSkip Counting by 5 Calculator ActivityRelated ProceduresMeet my Friend the CalculatorMean Machine100 or Bust

Interactive Manipulativeswww.eduplace.comwww.illuminations.nctm.orghttp://interactivesites.weebly.com/math.htmlMath Playground: Common Core StandardsArray Practice

Additional SitesVocabulary: Math DictionaryInteractive Game: Multiplication Fact PracticeInteractive Game: Find the Product (Ordering Products)Interactive Game: Multiplication with Equal GroupsInteractive Game: Multiplication Arrays


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http://www.amathsdictionaryforkids.com/dictionary.html

http://www.snappymaths.com/multiplication/earlymult/interactive/arrays/arraysframe.htm

http://www.mathplayground.com/common_core_state_standards_for_mathematics_grade_3.html

http://interactivesites.weebly.com/math.html

http://www.illuminations.nctm.org/

http://www.eduplace.com/

http://education.ti.com/en/us/activity/detail?id=FC529E5D5BBE407DA23C820734F5BE27&ref=/en/us/activity/search/subject?d=6C07A9A5F2E54CC39D989CE9F48DA959&s=B843CE852FC5447C8DD88F6D1020EC61&sa=4BF6EAF3C85C471BA8427F7E69441233

http://education.ti.com/en/us/activity/detail?id=F056A9E2ED874D3E82883C4C0EF2C0A5&ref=/en/us/my/activities

http://education.ti.com/en/us/activity/detail?id=6915F4A7B6E542E7AAA48B106FE02D2E&ref=/en/us/my/activities

http://education.ti.com/en/us/activity/detail?id=FAA15FBBF5CC43D5B671AAB3845FF52E&ref=/en/us/my/activities

http://education.ti.com/en/us/activity/detail?id=D2DD148FDCA248EC90309AF614FE9A29&ref=/en/us/my/activities



Constant Weight Gain Fraction Strips (ABCya)100s ChartVirtual Dice

Interactive Multiplication Chart 2D and 3D shapesEdges, Sides, and Faces Vertices Sides and ShapesPlane and Solid Shapes

Children’s LiteratureThe Reading NookMath and Literature:

NCTM: Common Core Videoshttp://www.nctm.org/Standards-and-Positions/Common-Core-State-Standards/Teaching-and-

Achieve the Core Mini-Assessmentshttp://achievethecore.org/page/858/annotated-mini-assessments


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http://achievethecore.org/page/858/annotated-mini-assessments

http://www.nctm.org/Standards-and-Positions/Common-Core-State-Standards/Teaching-and-Learning-Mathematics-with-the-Common-Core/


http://www.educationworld.com/a_curr/curr249.shtml

http://www.thereadingnook.com/math/

http://www.turtlediary.com/grade-2-games/math-games/solid-shapes.html

http://www.turtlediary.com/grade-2-games/math-games/solid-shapes.html

http://www.turtlediary.com/grade-2-games/math-games/vertices.html

http://www.turtlediary.com/grade-2-games/math-games/edges-and-faces.html

http://www.learnalberta.ca/content/me3usa/flash/main.swf?goLesson=14

http://www.visnos.com/demos/times-tables

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/maths/dice/

http://nces.ed.gov/nceskids/createagraph/default.aspx

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

http://education.ti.com/en/us/activity/detail?id=FC529E5D5BBE407DA23C820734F5BE27&ref=/en/us/activity/search/subject?d=6C07A9A5F2E54CC39D989CE9F48DA959&s=B843CE852FC5447C8DD88F6D1020EC61&sa=4BF6EAF3C85C471BA8427F7E69441233



A Match Made in the ClassroomMath for Kids-Best Children’s BooksScholastic: Books and Programs to Improve Elementary Math

Learning-Mathematics-with-the-Common-Core/TNCore: Videos for the TN State Standardshttp://tn.pbslearningmedia.org/collection/professional-learning-common-core/?topic_id=1078Achieve the Corehttp://achievethecore.org

Achieve the Core: Aligned Instructional Materialshttp://achievethecore.org/aligned/?utm_source=Aligned%20Launch%20expanded%20partners_claires_email&utm_medium=email&utm_campaign=Aligned

RESOURCE TOOLBOX


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http://achievethecore.org/aligned/?utm_source=Aligned%20Launch%20expanded%20partners_claires_email&utm_medium=email&utm_campaign=Aligned



http://achievethecore.org/

http://tn.pbslearningmedia.org/collection/professional-learning-common-core/?topic_id=1078

http://tn.pbslearningmedia.org/collection/professional-learning-common-core/?topic_id=1078



http://teacher.scholastic.com/products/dothemath/math-reads/books-topics.htm#grade3

http://teacher.scholastic.com/products/dothemath/math-reads/books-topics.htm#grade3

http://www.the-best-childrens-books.org/math-for-kids.html

http://www.educationworld.com/a_curr/curr249.shtml



Textbook ResourcesEnvisions' Common Core Lessons

CalculatorAddition PatternsSubtraction PatternsAddition Check with CalculatorsCrunching NumbersFast Nines and Fast Tens

Additional SitesVocabulary: Math DictionaryInteractive game: Ordering NumbersInteractive game: Comparing NumbersInteractive game: Comparing and Ordering NumberInteractive game: Ordering NumbersInteractive game: Hunderd Chart Game


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http://www.softschools.com/math/hundreds_chart/games/

http://www.softschools.com/math/ordering_numbers/

http://www.aaaknow.com/tests/g2-tff5-comp-ord.htm

http://www.aaamath.com/g22_cox1.htm

http://www.aaamath.com/g22c_ox1.htm

http://www.amathsdictionaryforkids.com/dictionary.html

http://education.ti.com/en/us/activity/detail?id=8122529E4FFD47E7ACFCF21699125103

http://education.ti.com/en/us/activity/detail?id=10C302AFF99D4482A0E6F0E755EF7CF4

http://education.ti.com/en/us/activity/detail?id=4CD349F65FC543ECB3D8F471FB9B4121

http://education.ti.com/en/us/activity/detail?id=93A97E8A2A894159A2824DEFBB7DBA9A

http://education.ti.com/en/us/activity/detail?id=93B13E10E0D74C9783A43CA87EC68C23

http://media.pearsoncmg.com/curriculum/math/envision2012/cc_support/G2/enVisionMATH_G2.html



Interactive game: Comparing Three-Digit NumbersInteractive game: Greater than, Less than GameInteractive game: Place Value GameInteractive game: Reading NumbersInteractive game: Place ValueInteractive game: Identifying Place ValuesInteractive game: Estimating Sum

Children’s LiteratureChildren’s Literature on MoneyChildren’s Literature on CountingChildren’s Literature on FractionsChildren’s Literature on TimeChildren’s Literature on GeometryChildren’s Literature on Measurement

Interactive ManipulativesInteractive Hundred Chart: Hundred ChartInteractiveMultiplication Chart: Multiplication Chart

TN Ready


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http://www.eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/mw/manip/mn_popup.thtml&filename=tables_mult&title=Multiplication%20Table&grade=2

http://www.softschools.com/math/hundreds_chart/games/

http://letsreadmath.com/math-and-childrens-literature/measurement/

http://letsreadmath.com/math-and-childrens-literature/geometry/

http://letsreadmath.com/math-and-childrens-literature/time/

http://letsreadmath.com/math-and-childrens-literature/fractions/

http://letsreadmath.com/math-and-childrens-literature/counting-higher-than-10/

http://letsreadmath.com/math-and-childrens-literature/money/

http://www.aaamath.com/est27bx2.htm

http://ie.ixl.com/math/class-2/identify-the-digit-in-the-ones-tens-hundreds-or-thousands-place

http://www.aaamath.com/B/plc21bx2.htm

http://www.mathcats.com/explore/reallybignumbers.html

https://www.teachingchannel.org/videos/second-grade-math-lesson

http://www.softschools.com/mathg.jsp

http://www.harcourtschool.com/activity/penny_prizes2/



VideosBrain Pop: Comparing NumbersTeacher Channel: Place Value GameKhan Academy: Order of OperationTeacher Tube: Place Value

Generated Word Problems: KidZone Math Word ProblemsCommon Core: Second Grade Math TasksTennessee Early Grades Math Toolkit2nd Grade CCSS Math Flipbook2nd Grade CCSS-based Lesson Plans2nd Grade CCSS Math Practices PostersCommon Core Second Grade Math Games

Interactive game: Sequence- 1,000Activity worksheet: Standard And Expanded FormInteractive game: Adding Three Digit NumbersInteractive game: Adding Three Digit NumbersInteractive game: Subtracting HundredsInteractive game: Word Problems up to 3-Digit NumbersInteractive game: Sequence


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http://education.fcps.org/tps/SecondGradeOnlineMathGames

http://scsallthingsmath.weebly.com/uploads/8/4/8/0/8480585/mathpractices.k-3.pdf

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

http://katm.org/wp/wp-content/uploads/flipbooks/2FlipBookedited.pdf

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade/operations_algebraic_thinking/2oaa1.aspx

http://commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks

http://www.kidzone.ws/math/wp/t_math.asp?autumnwp2.asp

http://www.teachertube.com/viewVideo.php?video_id=84108

http://www.khanacademy.org/math/arithmetic/order-of-operations/place_value/v/place-value-1

https://www.teachingchannel.org/videos/second-grade-math-lesson

http://www.brainpopjr.com/math/numbersense/comparingnumbers/

http://www.freemathtest.com/Elementary_Math/Sequences/Test.aspx?max=10000&boxes=5&steps=1000&percblanks=40&qty=

http://ie.ixl.com/math/class-2/addition-word-problems-up-to-three-digits

http://www.aaamath.com/g2_38_x2.htm

http://www.aaamath.com/g2_38cx1.htm

http://www.softschools.com/math/addition/3_digit_addition/3_digit_addition_with_regrouping/

http://www.fuelthebrain.com/Printable/detail.php?ID=305

http://www.anoka.k12.mn.us/education/components/links/links.php?sectiondetailid=300611&



WatchKnowLearn: Place Value and DigitKhan Academy: Adding Three Digit NumbersLearning Zillion: Adding Three Digit Numbers with Base-Ten BlocksMath Tube: Adding 2 and 3-Digit Numbers

Online Learning Math: Interactive ZoneEngage NYSAT 10 Math Practice-Grade 2-SAT-DailiesGrade 2-Common Core Math Task

Interactive game: Multiplication GameInteractive game: Multiplication StationInteractive game: Muliplying by Repeated AdditionInteractive game: Related Repeated Addition to MultiplicationFlashcards: RoundingInteractive game: Multiplication GameInteractive Game: Multiplication Fluency


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F:\\Template Math Elem 2nd nine week 2015-16 (2nd Nine Weeks)new.docx

F:\\Template Math Elem 2nd nine week 2015-16 (2nd Nine Weeks)new.docx

http://www.engageny.org/resource/grade-2-mathematics

http://www.onlinemathlearning.com/grade-2.html

http://www.mathatube.com/addition-basic.html

http://learnzillion.com/lessons/2914-add-threedigit-numbers-with-base-ten-blocks

http://learnzillion.com/lessons/2914-add-threedigit-numbers-with-base-ten-blocks

http://www.khanacademy.org/math/cc-third-grade-math/cc-3rd-add-sub-topic/cc-3rd-adding-carrying/v/carrying-when-adding-three-digit-numbers

http://watchknowlearn.org/Video.aspx?VideoID=12754&CategoryID=2214

http://www.additionblocksgame.com/mxblocks/ie11.html

http://www.turtlediary.com/grade-2-games/math-games/mission-multiplication.html

http://www.aplusmath.com/flashcards/rounding.html

http://www.eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr3/0801&GRADE=3&UNIT=4&CHAPTER=8&LESSON=1&UNIT_TITLE=Multiplication%20and%20Division%25

http://www.aaamath.com/mul39_x3.htm

http://www.crickweb.co.uk/ks2numeracy-calculation.html#ncmenu

http://www.softschools.com/counting/games/multiplication.jsp




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Documents

Shelby County Schools’ mathematics instructional maps are ... Grade 2 Q4 3-8... · Web viewGrade 2. Major Content. Supporting Content ... the Standards require us to significantly