Shelby County Schools’ mathematics instructional maps … Gr Math 2nd Qtr... · Web viewIn addition to building the concepts of place value and of decimal numbers, ... recompose

Subject to revision 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

Shelby County Schools 2015/2016Revised 7/23/15

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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.

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


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



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.

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 procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics and sensible, useful and worthwhile, coupled with a belief in


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Mathematical Practices

Make sense of problems and persevere in solving them

Reason abstractly and quatitatively

Construct viable arguments and

crituqe 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



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 Mathematic 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.

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

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Mathematical Teaching Practiceshttps://mathprojectsjournal.files.wordpress.com/ NCTM – Mathematics Teaching Practices


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

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

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



2015/05/nctm-teaching-practices.pdf


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



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.

Each standard is identified as the following: Major Work, Supporting Content or Additional content.


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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. Review the CLIP Connections found in the right hand column. Make plans to address the Academic Vocabulary in your instruction.


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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.


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Grade 2: Quarter 2

Topic 5: Counting MoneyTopic 6: Mental AdditionTopic 7: Mental Subtraction


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Topic 8: Adding Two – Digit Numbers

Overview

Quarter 2 begins connects students understanding of place value through counting money. Counting money is a form of mental math and builds students fluency and ability to skip count by 5’s and tens (2.MD.B.8). When children work with money, they begin to informally explore abstract


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mathematical ideas within a real-life context. In addition to building the concepts of place value and of decimal numbers, activities with money expose children to the algebraic concept of equivalence. In second grade students will not develop this concept formally, but they will acquire an intuitive sense of this idea, which will help them begin to think mathematically. Equivalent expressions are different ways of representing the same value. The study of money provides many opportunities for creating equivalent expressions (2.MD.B.8, 2.OA.A.1).Topic 6 and 7 sets the foundation for students to master sums and differences to 20 (2.OA.2). Students subsequently apply these skills to fluently add one-digit to two-digit numbers at least through 100 using place value understanding, properties of operations, and the relationship between addition and subtraction (2.NBT.5). In Grade 1, students worked extensively with numbers to 10 and developed Level 2 and Level 3 mental strategies to add


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and subtract within 20 (1.OA.1) and 100 (1.NBT.4–6).


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For example, to solve 12 + 3 students might make an equivalent but easier problem by decomposing 12 as 10 and 2 and composing 2 with 3 to make 5. Students can use this knowledge to solve related problems such as 92 + 3. They also apply this skill using smaller numbers to subtract problems with larger numbers: 12 – 8 = 10 – 8 + 2 = 2 + 2, just as 72 – 8 = 70 – 8 + 2 = 62 + 2.


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Daily fluency activities provide sustained practice to help students attain fluency within 20. This fluency is essential to the work of later modules and future grade levels, where students must efficiently recompose place value units to work adeptly with the four operations. Because the amount of practice required by each student to achieve mastery will vary, a motivating, differentiated fluency program needs to be established in these first weeks to set the tone for the rest of the year.Throughout this quarter students will represent and solve one-step word problems through the problem solving activities found in each topic (2.OA.1). The Engage NY supplemental activities provide application problems that are multi-part problems and serve as a stepping-stone toward multi-step problems. Application Problems found in Engage NY can precede a lesson to act as the lead-in to a concept, allowing students to discover


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through problem-solving the logic and usefulness of a strategy before that strategy is formally presented. Or, they can follow the Concept Development so that students connect and apply their learning to real-world situations. This latter structure can also serve as a bridge between teacher-directed work and students solving problems independently on Problem Sets and at home. In either case, problem solving begins as a guided activity, with the goal being to move students to independent problem solving, wherein they reason through the relationships of the problem and choose an appropriate strategy to solve. In Module 1 – Engage NY, Application Problems follow Concept Development. Topic 6 and 7 reactivates students’ Kindergarten and Grade 1 learning as they practice prerequisite skills for Level 3 decomposition and composition


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methods: partners to 10 and decompositions for all numbers within 10.1 Students move briskly from concrete to pictorial to abstract as they remember their make ten facts. They use ten-frame cards to visualize 10. to make 30.

These topics move from concrete to pictorial to abstract, as students use decomposing strategies to add and subtract within 20. By the end of Grade 1, students learned to form ten as a unit. Hence, the phrase make ten now transitions to make a ten. Students use the ten-structure to reason about making a ten to add to the teens, and they use this pattern and math drawings to solve related problem sets (e.g., 9 + 4, 9 + 5, 9 + 6). Students reason about the relationship between problems such as 19 + 5 and 20 + 4 to 9 + 5 and 10 + 4. They use place value understanding to add and subtract


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within 20 by adding to and subtracting from the ones. The goal in making a 10 and taking from 10 is for students to master mental math.Topic 8 focuses on adding two digit numbers (2.NBT.6, 2.NBT.7).

1 K.OA.4 and K.OA.3 Shelby County Schools 2015/2016Revised 7/23/15

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Concrete Pictorial Abstract




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Throughout the topic, manipulatives and math drawings allow students to see numbers in terms of place value units and serve as a reminder that students must add like units (e.g., knowing that 74 + 38 is 7 tens + 3 tens and 4 ones + 8 ones).In Topic 8, the focus is often on computational strategies with bare numbers (i.e., no context) so that total attention is given to understanding the


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Place value disksPlace value chart with

labeled disks Chip model New groups below



value of each digit within a number, as well as why the algorithm works. Students use the place value chart as an organizer. Simultaneous use of a vertical form and a place value chart allows students to better recognize both the value of numbers when they are not on the place value chart, and like units. The same is true when students make math drawings and use place value language to relate each step of the drawing to the vertical form (2.NBT.7). The different representations serve to solidify the understanding of the composition and decomposition of units, moving from concrete to pictorial to abstract. Throughout the work, students are encouraged to explain their actions and analyses and to use the relationship between addition and subtraction to check their work (2.NBT.9). Throughout the module, students are encouraged to be flexible in their thinking and to use multiple strategies in solving problems, including the use


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of drawings such as tape diagrams, which they relate to equations.


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New groups below

Totals below



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

Cluster 2.OA.A Represent and solve problems involving addition and subtraction.Shelby County Schools 2015/2016

Revised 7/23/1533 of 85



2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (1.NBT.C.4, 1.NBT.C.5, 1.NBT.C.6, 1.OA.A.1)

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


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




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)

Cluster 2.NBT.A Understand Place Value 2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s. (2.NBT.A.1)


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




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,

1.NBT.B.2)


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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)

Cluster 2.MD.B Relate addition and subtraction to length


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2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,1,2,…, and represent whole-number sums and differences within 100 on a number line diagram. (Introductory skill)

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 appropriately. Example: If you

have 2 dimes and 3 pennies, how many (Introductory skill)


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

http://www.corestandards.org/Math/Content/2/MD/#CCSS.Math.Content.2.MD.B.6




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Foundational Standards

1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.


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



1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums. 1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 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


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http://www.corestandards.org/Math/Content/1/NBT/C/4

http://www.corestandards.org/Math/Content/1/NBT/#CCSS.Math.Content.1.NBT.B.2

http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.B.C.6



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 explain the reasoning used.


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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.

Fluency Practice

NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently,


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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 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


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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 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-mathematicshttps://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 CLIP Connections

Topic 5: Counting Money(Allow 1½ weeks for instruction, review and assessment)

Cluster 2.NBT.A Understand Place Value

2.NBT.A.2 Count within 1000; skip-count

Enduring Understanding1. Understanding place value can lead to

number sense and efficient strategies for

Counting Money:17-6A - Skip Counting by 5s, 10s, and 100s to 1,000

Academic Vocabularydollars ($0), cents, quarters, dimes, nickels, pennies


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsby 5s, 10s, and 100s.

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

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

computing numbers.2. Number lines can help with skip counting.3. Mathematical operations are used in

solving problems in which a new value is produced from one or more values.

4. Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative

5-1 Dime, Nickel, and Penny5-2 Quarter and Half Dollar5-3 Counting Collections of Coins5-4 Ways to Show the Same Amount5-5 One Dollar5-6 Problem-Solving: Making an Organized

List

Explain Your ThinkingGuided Practice Masters:“Do you understand?” (see daily lesson)

Writing to Explain(See Daily Quick Check Masters)


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



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

questions.5. Measurement processes are used in

everyday life to describe and quantify the world.

Essential Questions1. How does a digit’s position affect its

value?

enVision Math Transitioning to Common Core, Student Lesson 17-6A - Skip Counting by 5s, 10s, and 100s to 1,000

Supplemental Engage NY Activities

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

Task Bank (TNCore 2nd Grade)Number Systems and Place Valuehttp://tncore.org/sites/www/Uploads/Math/2.NBT.1thru3ArcFinal.pdf

Reading Comprehension & Problem Solving (see TE p. 141F for more information)


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http://tncore.org/sites/www/Uploads/Math/2.NBT.1thru3ArcFinal.pdf



https://www.engageny.org/resource/grade-2-mathematics-module-3



TN State Standards Essential Understandings Content & Tasks CLIP Connections2. How can a number line be used to skip

count?3. In what ways can operations affect

numbers?4. How can different strategies be helpful

when solving a problem?5. Why does “what” we measure influence

“how” we measure?

2-mathematics-module-3Understanding Place Value Units of One, Ten, and a Hundred(See Topic B Lessons 2-3 zip file)Modeling Base Ten Numbers Within 1,000 with Money(See Topic D Lessons 8-10 zip file)Finding 1, 10, or 100 More or Less than a

Interactive Math StoryFarm Cents (See TE p. 141G)

Literature ConnectionsThe Best of Times Greg TangAmanda Bean’s Amazing Dream Cindy

Neuschwander


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Learning Targets I can skip count to 1,000 by 5’s.

(2.NBT.A.2) I can skip count to 1,000 by 10’s.

(2.NBT.A.2) I can skip count to 1,000 by 100’s.

(2.NBT.A.2)

Number(See Topic G Lessons 19-21 zip file)

https://www.engageny.org/resource/grade-2-mathematics-module-7Problem Solving with Bills and Coins

Six Dinner Sid by Inga Moore Monster Math Polly Powell

Multiplying Menace Pam CalvertWhat Comes in 2’s, 3’s, and 4’s? Suzanne

AkerIf You Made a Million David M. SchwartzThe Coin Counting Book by Rozanne

Lanczack Williams


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TN State Standards Essential Understandings Content & Tasks CLIP Connections I can identify and given the value of dollar

bills, quarters, dimes, nickels, and pennies. (2.MD.C.8)

I can use $(dollar) and ¢ (cents) symbols appropriately. (2.MD.C.8)

I can solve a word problem with dollar bills, quarters, dimes, nickels, and pennies. (2.MD.C.8)

(See Topic B Lessons 6-13 zip file)

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


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





TN State Standards Essential Understandings Content & Tasks CLIP ConnectionsFluency Practice Daily http://biloxischools.schoolwires.net/

Page/5277

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


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


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





Topic: 6 Mental AdditionWeeks: (Allow 1 ½ weeks for instruction, review, and assessment)

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

Enduring Understandings1. Understanding place value can lead to

number sense and efficient strategies for computing numbers.

2. Mathematical operations are used in

Mental Addition:6-1 Adding Tens6-2 Adding Ones6-3 Adding Tens and Ones6-4 Adding on a Hundred Chart

Academic VocabularyAdd, subtract, doubles, near doubles, tens, ones, mental math, tens digit, next ten, place value, Commutative Property, Associative Property, Identity Property, compose,


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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.7 Add and subtract within 1000, using concrete models or drawings and

solving problems in which a new value is produced from one or more values.

3. Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

Essential Questions

6-5A Adding Multiples of 106-5 Problem-Solving: Look for a Pattern

enVision Math Transitioning to Common Core, Student Lesson6-5A – Adding Multiples of 10

Supplemental Engage NY Activities

decompose




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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsstrategies 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;

1. How does a digit’s position affect its value?

2. In what ways can operations affects numbers?

3. How can different strategies be helpful when solving a problem?

Learning Targets I can add and subtract numbers within

https://www.engageny.org/resource/grade-2-mathematics-module-1Foundations for Addition and Subtraction Within 20(See Topic A Lessons 1-2 zip file)Mental Strategies for Addition and Subtraction Within 20(See Topic B Lessons 3-5 zip file)

Task Bank (TNCore 2nd Grade)Carla’s Tall Orderhttp://tncore.org/sites/www/Uploads/Math/CR-IT/G2CR-IT-Tall_Order.pdf

Apples for the Fall Festivalhttp://tncore.org/sites/www/Uploads/


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http://tncore.org/sites/www/Uploads/MathTasks_9.13/Grade%202-Apples%20for%20the%20Fall%20Festival.pdf


http://tncore.org/sites/www/Uploads/Math/CR-IT/G2CR-IT-Tall_Order.pdf











TN State Standards Essential Understandings Content & Tasks CLIP Connectionsand sometimes is necessary to compose or decompose tens or hundreds.

Cluster 2.OA.A Represent and solve problems involving addition and subtraction. 2.OA.A.1 Use addition and subtraction

within 100 to solve one- and two-step

100 with ease by applying strategies based on the numbers being added or subtracted. (2.NBT.B.5)

I can use concrete models or drawings to show how to add within 1,000 using a strategy based on place value. (2.NBT.B.7)

I can use concrete models or drawings to

Strategies for Addition and Subtraction Within 100 (See Topic C Lessons 6-8 zip file)

https://www.engageny.org/resource/grade-2-mathematics-module-4Strategies for Composing a Ten(See Topic B Lessons 6-10 zip file)Student Explanations of Written Methods

MathTasks_9.13/Grade%202-Apples%20for%20the%20Fall%20Festival.pdf

Reading Comprehension & Problem Solving (see TE p. 169F for more information)


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsword 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.

2.OA.B.2 Fluently add and subtract

show other strategies for adding and subtracting within 1,000. (2.NBT.B.7)

I can write down and explain the steps that I followed as I used the concrete models or drawings to show how I added or subtracted. (2.NBT.B.7)

I can choose when to use addition and/or subtraction in a word problem. (2.OA.A.1)

(See Topic F Lessons 29-31 zip file)


Interactive Math StoryCount On by the Seasons (See TE p. 169G)

Literature ConnectionsDouble the Ducks Stuart MurphyJack the Builder Stuart MurphyElevator Magic Stuart Murphy


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionswithin 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

I can represent addition and subtraction word problems using objects, drawings, and equations with unknowns in all positions. (2.OA.A.1)

I can solve addition and subtraction word problems that involve two steps. (2.OA.A.1)

I can use mental strategies (count on,


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

Shark Swimathon Stuart MurphyMonster Musical Chairs Stuart MurphyAnimals on Board Stuart MurphyMom and Dad are Palindromes Mark ShulmanPanda Math Ann NagdaDomino Addition by Lynette Long


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsmake a ten) to add or subtract within 20 with ease. (2.OA.B.2)

I can recall from memory all sums of two one-digit numbers. (2.OA.B.2)

Fluency Practice Daily

Splash Ann Jonas

Topic: 7 Mental Subtraction (Allow 2 weeks for instruction, review, and assessment)


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TN State Standards Essential Understandings Content & Tasks CLIP ConnectionsCluster 2.NBT.B Use place value understanding and properties of operations to add and subtract

2.NBT.B.5 Fluently add and subtractwithin 100 using strategies based on place value, properties of operations, and/or the relationship between addition


number sense and efficient strategies for computing numbers.

5. Mathematical operations are used in solving problems in which a new value is produced from one or more values.

6. Algebraic thinking involves choosing,

Mental Subtraction:7-1 Subtracting Tens7-2 Finding Parts of 1007-3A Subtracting Multiples of 107-3 Subtracting on a Hundreds Chart7-4 Adding On to Subtract

Academic VocabularySubtract, minus, whole, part, separate, mental math, tens, ones, place value, Commutative Property, Associative Property, Identity Property, compose, decompose


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsand subtraction.

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

combining, and applying effective strategies for answering quantitative questions.


value?5. In what ways can operations affects

7-5 Problem-Solving: Missing or Extra Information

enVision Math Transitioning to Common Core, Student Lesson 7-3A – Subtracting Multiples of 10



Task Bank (TNCore 2nd Grade)Shelby County Schools 2015/2016

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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsor 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.

Cluster 2.OA.A Represent and solve problems involving addition and

numbers?6. How can different strategies be

helpful when solving a problem?Learning Targets I can add and subtract numbers within


enVision Math Transitioning to Common Core, Student Lesson 18-5A – Exploring Subtracting Three-Digit Numbers

Supplemental Engage NY Activitieshttps://www.engageny.org/resource/grade-2-mathematics-module-1Foundations for Addition and Subtraction

Addie’s Equationhttp://tncore.org/sites/www/Uploads/MathTasks_9.13/Grade%202%20-Addie%27s%20Equation%20-%20Copy.pdf

Reading Comprehension & Problem Solving(see TE p. 193F for more information)


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http://tncore.org/sites/www/Uploads/MathTasks_9.13/Grade%202%20-Addie's%20Equation%20-%20Copy.pdf









TN State Standards Essential Understandings Content & Tasks CLIP Connectionssubtraction.

2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using

I can use concrete models or drawings to show how to add within 1,000 using a strategy based on place value. (2.NBT.B.7)

I can use concrete models or drawings to show other strategies for adding and subtracting within 1,000. (2.NBT.B.7)

I can write down and explain the steps

Within 20(See Topic A Lessons 1-2 zip file)Mental Strategies for Addition and Subtraction Within 20(See Topic B Lessons 3-5 zip file)Strategies for Addition and Subtraction Within 100(See Topic C Lessons 6-8 zip file)

Interactive Math StoryAnimal Subtraction (See TE p. 193G)

Literature ConnectionsThe Hershey’s Kisses Subtraction Book Jerry Pallotta


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsdrawings and equations with a symbol for the unknown number to represent the problem.

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.

that I followed as I used the concrete models or drawings to show how I added or subtracted. (2.NBT.B.7)

I can choose when to use addition and/or subtraction in a word problem. (2.OA.A.1)

I can represent addition and subtraction word problems using objects, drawings, and equations with unknowns in all

https://www.engageny.org/resource/grade-2-mathematics-module-4Strategies for Decomposing a Ten(See Topic C Lessons 11-16 zip file)Strategies for Decomposing Tens and

Subtraction Action Loreen LeedyElevator Magic Stuart J. MurphyThe Right Number of Elephants Jeff SheppardCats Add Up! Dianne Ochiltree


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionspositions. (2.OA.A.1)

I can solve addition and subtraction word problems that involve two steps. (2.OA.A.1)

I can use mental strategies (count on, make a ten) to add or subtract within 20 with ease. (2.OA.B.2)

I can recall from memory all sums of two

Hundreds(See Topic E Lessons 23-28 zip file)

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


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsone-digit numbers. (2.OA.B.2)

Fluency Practice Daily(See Grade 2 - Sprints – Grade 5 – Module 2)


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


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Understanding and Fluency Through Games)

Topic: 8 Adding Two-Digit NumbersShelby County Schools 2015/2016

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(Allow 3 weeks for instruction, review, and assessment)Cluster 2.NBT.B Use place value understanding and properties of operations to add and subtract

2.NBT.B.5 Fluently add and subtractwithin 100 using strategies based on


number sense and efficient strategies for computing with numbers.

2. The standard addition algorithm for two-digit and one-digit numbers breaks the

Adding Two-Digit Numbers:8-1 Regrouping 10 Ones for 1Ten8-2 Models to Add Two- and One-Digit

Numbers8-3 Adding Two- and One-Digit Numbers8-4 Models to Add Two-Digit Numbers

Academic VocabularyDigits, ones, tens, regroup, place value, Commutative Property, Associative Property, Identity Property, compose, decompose

Explain Your Thinking


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsplace 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.NBT.B.7 Add and subtract within 1000,

calculation into simpler calculation using place value starting with the ones and then the tens.

3. Three or more numbers can be grouped and added in any order.


value?

8-5 Adding Two-Digit Number8-6A Adding on a Number Line8-6 Adding Three Numbers8-7 Problem-Solving: Draw a picture and

Write a Number Sentence

enVision Math Transitioning to Common Core, Student Lesson 18-1A – Exploring

Guided Practice Masters:“Do you understand?” (see daily lesson)


Task Bank (TNCore 2nd Grade Task Arc)Addition: Flexible Thinking and Problem-


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http://tncore.org/sites/www/Uploads/Math/2ndGradeTaskArc-Addition-Flexiblethinking.pdf




TN State Standards Essential Understandings Content & Tasks CLIP Connectionsusing 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

2. How do you decide when regrouping is necessary?

3. What is a standard procedure for adding two digit numbers?

Learning Targets I can add and subtract numbers within

Adding Three-Digit Numbers

Supplemental Engage NY Activitieshttps://www.engageny.org/resource/grade-2-mathematics-module-4Strategies for Composing Tens and Hundreds

Solving Strategieshttp://tncore.org/sites/www/Uploads/Math/2ndGradeTaskArc-Addition-Flexiblethinking.pdf

Reading Comprehension & Problem Solving(see TE p. 217F for more information)


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http://tncore.org/sites/www/Uploads/Math/2ndGradeTaskArc-Addition-Flexiblethinking.pdf






TN State Standards Essential Understandings Content & Tasks CLIP Connectionshundreds, tens and tens, ones and ones; and sometimes is necessary to compose or decompose tens or hundreds.

Cluster 2.OA.A Represent and solve problems involving addition and subtraction.


I can add up to four two-digit numbers by applying strategies based on the numbers being added (2.NBT.B.6)

I can use concrete models or drawings to show how to add within 1,000 using a

(See Topic D Lessons 17-22 zip file)


Interactive Math StoryAdding with the Biggles (See TE p. 217G)

Literature ConnectionsThe Great Divide Dayle Ann DoddsDouble the Ducks Stuart MurphyJack the Builder Stuart Murphy


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2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the

strategy based on place value. (2.NBT.B.7)

I can use concrete models or drawings to show other strategies for adding and subtracting within 1,000. (2.NBT.B.7)

I can write down and explain the steps that I followed as I used the concrete models or drawings to show how I added


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

Elevator Magic Stuart MurphyShark Swimathon Stuart MurphyMonster Musical Chairs Stuart MurphyAnimals on Board Stuart MurphyMom and Dad are Palindromes Mark ShulmanPanda Math Ann Nagda


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsproblem.

2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,1,2,…, and represent whole-number sums and differences within 100 on a number line diagram

or subtracted. (2.NBT.B.7)Fluency Practice Daily

Games) Domino Addition Lynette LongSplash Ann Jonas


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http://www.corestandards.org/Math/Content/2/MD/#CCSS.Math.Content.2.MD.B.6





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RESOURCE TOOLBOX

Textbook ResourcesEnvision TextbookTransitioning to Common Core http://media.pearsoncmg.com/curriculum/math/envision2012/cc

TNCore/CCSSAchieve the Core - http://achievethecore.org/dashboard/300/search/1/2/2TNCore Tasks - http://tncore.org/math/instructional_resources/grades/grad

VideosMaking math fun with place value gamesKids Math TVLearnZillion


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https://learnzillion.com/resources/57218-second-grade

http://www.kidsmathtv.com/2nd-grade-videos/

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

http://tncore.org/math/instructional_resources/grades/grade2.aspx


http://achievethecore.org/dashboard/300/search/1/2/2

http://achievethecore.org/dashboard/300/search/1/2/2

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

http://www.pearsonsuccessnet.com/



_support/G2/enVisionMATH_G2.html e2.aspx

TN Early Grades Math Toolkit

Calculatora-MAZE-ing Secret PathsAction-Packed Addition PatternsWho's In the House?Let Me Count the WaysIt's the Place that Counts

Interactive ManipulativesInteractive ManipulativesMoney: Counting Money (drag the money to the purchased items)Addition: Adding Tens and OnesAddition: Addition Chart

Additional SitesMath DictionaryInverse relationship of addition and subtractionAddition MachineAlien Addition


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http://www.arcademicskillbuilders.com/games/alien/alien.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/additiontest.html

http://www.aaamath.com/B/g210a_x1.htm

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

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

http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw44561

http://www.gpb.org/countonit/games/second/money

http://education.ti.com/en/us/activity/detail?id=F9AF4B44241147B2956C4BE3316F04F5&ref=/en/us/my/activities

http://education.ti.com/en/us/activity/detail?id=B2AE4FAEB1D44ECCAADE81D284D612E3&ref=/en/us/my/activities

http://education.ti.com/en/us/activity/detail?id=953555764EC54101A63A6AC8D0C7EC68&ref=/en/us/my/activities

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

http://education.ti.com/en/us/activity/detail?id=C615459AD5E8443E967BA3069813ED4E&ref=/en/us/my/activities

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





Crunching NumbersCalculator Pattern Puzzles

Interactive LessonsAdd Within 20 by Decomposing to Make 10Subtract Within 20 by Subtracting In PartsSubtract Within 20 By Using Addition

Adding and Subtracting-Hundreds ChartPlace Value: Base TenPlace Value: Base Ten BlocksAddition: Addition Chart

Adding DoublesWrite a subtraction sentence based on the pictureAdd three or more one-digit numbersBalance addition equations one-digitPopup Addition GamePopup Subtraction GameRead and Write Numbers


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http://www.funbrain.com/numwords/index.html

http://www.sheppardsoftware.com/mathgames/popup/popup_subtraction.htm

http://www.sheppardsoftware.com/mathgames/popup/popup_addition.htm

http://www.ixl.com/math/grade-2/balance-addition-equations-one-digit

http://www.ixl.com/math/grade-2/add-three-or-more-one-digit-numbers

http://www.ixl.com/math/grade-2/write-subtraction-sentences-to-describe-pictures-up-to-18

http://www.ixl.com/math/grade-2/add-doubles-using-models

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

http://www.eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/mw/manip/mn_popup.thtml&filename=b10b_prim&title=Base%20Ten%20Blocks&grade=2

http://www.learningbox.com/Base10/BaseTen.html

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

https://learnzillion.com/lesson_plans/516-subtract-within-20-by-using-addition

https://learnzillion.com/lesson_plans/517-subtract-within-20-by-subtracting-in-parts

https://learnzillion.com/lesson_plans/524-add-within-20-by-decomposing-to-make-10

http://education.ti.com/en/us/activity/detail?id=B15417FDD70A4BAC92B75E601E890416&ref=/en/us/my/activities

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




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Children’s Literaturehttp://letsreadmath.com/math-and-childrens-literature/number-sense/http://letsreadmath.com/math-and-childrens-literature/addition-and-subtraction/http://letsreadmath.com/math-and-childrens-literature/money/http://letsreadmath.com/math-and-childrens-literature/counting-higher-than-10/

Assessment Practice2nd Grade Common Core Math TasksSAT10 Practice

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

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


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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/page/858/annotated-mini-assessments

http://www.sanchezclass.com/curriculum/SATMathDailyGrade2.pdf

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

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

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

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

http://letsreadmath.com/math-and-childrens-literature/addition-and-subtraction/

http://letsreadmath.com/math-and-childrens-literature/addition-and-subtraction/

http://letsreadmath.com/math-and-childrens-literature/number-sense/

http://letsreadmath.com/math-and-childrens-literature/number-sense/




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Documents

Shelby County Schools’ mathematics instructional maps … Gr Math 2nd Qtr... · Web viewIn addition to building the concepts of place value and of decimal numbers, ... recompose