· web viewsecond grade. mathematics curriculum map. waterloo school district. striving toward...

Striving toward greater focus and coherence throughContent Standards and Practice Standards

Waterloo Community Unit School District

Second GradeMathematics Curriculum Map

Waterloo School District

1

How to Read the Grade Level Content Standards

Standards define what students should understand and be able to do.

Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.

Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.

2

Standards for Mathematical PracticeThe Common Core State Standards for Mathematical Practice are expected to be integrated into every mathematics lesson for all students Grades K-12. Below are a few examples of how these Practices may be integrated into tasks students complete.

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

Mathematically proficient students in Second Grade examine problems and tasks, can make sense of the meaning of the task and find an entry point or a way to start the task. Second Grade students also develop a foundation for problem solving strategies and become independently proficient on using those strategies to solve new tasks. In Second Grade, students’ work continues to use concrete manipulatives and pictorial representations as well as mental mathematics. Second Grade students also are expected to persevere while solving tasks; that is, if students reach a point in which they are stuck, they can reexamine the task in a different way and continue to solve the task. Lastly, mathematically proficient students complete a task by asking themselves the question, “Does my answer make sense?”

2. Reason abstractly and quantitatively.

Mathematically proficient students in Second Grade make sense of quantities and relationships while solving tasks. This involves two processes- decontexualizing and contextualizing. In Second Grade, students represent situations by decontextualizing tasks into numbers and symbols. For example, in the task, “There are 25 children in the cafeteria and they are joined by 17 more children. How many students are in the cafeteria? ” Second Grade students translate that situation into an equation, such as: 25 + 17 = __ and then solve the problem. Students also contextualize situations during the problem solving process. For example, while solving the task above, students can refer to the context of the task to determine that they need to subtract 19 since 19 children leave. The processes of reasoning also other areas of mathematics such as determining the length of quantities when measuring with standard units.

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

Mathematically proficient students in Second Grade accurately use definitions and previously established solutions to construct viable arguments about mathematics. During discussions about problem solving strategies, students constructively critique the strategies and reasoning of their classmates. For example, while solving 74 - 18, students may use a variety of strategies, and after working on the task, can discuss and critique each others’ reasoning and strategies, citing similarities and differences between strategies.

3

4. Model with mathematics.

Mathematically proficient students in Second Grade model real-life mathematical situations with a number sentence or an equation, and check to make sure that their equation accurately matches the problem context. Second Grade students use concrete manipulatives and pictorial representations to provide further explanation of the equation. Likewise, Second Grade students are able to create an appropriate problem situation from an equation. For example, students are expected to create a story problem for the equation 43 + 17 = such as “There were 43 gumballs in the machine. Tom poured in 17 more gumballs. How many gumballs are now in the machine?”

5. Use appropriate tools strategically.

Mathematically proficient students in Second Grade have access to and use tools appropriately. These tools may include snap cubes, place value (base ten) blocks, hundreds number boards, number lines, rulers, and concrete geometric shapes (e.g., pattern blocks, 3-d solids). Students also have experiences with educational technologies, such as calculators and virtual manipulatives, which support conceptual understanding and higher-order thinking skills. During classroom instruction, students have access to various mathematical tools as well as paper, and determine which tools are the most appropriate to use. For example, while measuring the length of the hallway, students can explain why a yardstick is more appropriate to use than a ruler.

6. Attend to precision.

Mathematically proficient students in Second Grade are precise in their communication, calculations, and measurements. In all mathematical tasks, students in Second Grade communicate clearly, using grade-level appropriate vocabulary accurately as well as giving precise explanations and reasoning regarding their process of finding solutions. For example, while measuring an object, care is taken to line up the tool correctly in order to get an accurate measurement. During tasks involving number sense, students consider if their answer is reasonable and check their work to ensure the accuracy of solutions.

4

7. Look for and make use of structure.

Mathematically proficient students in Second Grade carefully look for patterns and structures in the number system and other areas of mathematics. For example, students notice number patterns within the tens place as they connect skip count by 10s off the decade to the corresponding numbers on a 100s chart. While working in the Numbers in Base Ten domain, students work with the idea that 10 ones equals a ten, and 10 tens equals 1 hundred. In addition, Second Grade students also make use of structure when they work with subtraction as missing addend problems, such as 50- 33 = __ can be written as 33+ = 50 and can be thought of as,” How much more do I need to add to 33 to get to 50?”

8. Look for and express regularity in repeated reasoning.

Mathematically proficient students in Second Grade begin to look for regularity in problem structures when solving mathematical tasks. For example, after solving two digit addition problems by decomposing numbers (33+ 25 = 30 + 20+ 3 +5), students may begin to generalize and frequently apply that strategy independently on future tasks. Further, students begin to look for strategies to be more efficient in computations, including doubles strategies and making a ten. Lastly, while solving all tasks, Second Grade students accurately check for the reasonableness of their solutions during and after completing the task.

5

Second Grade Mathematics Curriculum MapWaterloo School District Scope and Sequence Overview

Unit of StudyEveryday

Math Alignment

Domain and Standards

1 Section 1Domain:Standards:

2

3

4

5

6

7

8

9

10

11

12

6

Second GradeInstruction and Assessment Schedule

2013-2014

It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed.

Approx. Number of

Days of Instruction

B

ench

mar

k 1

?? ?? ??

C

omm

on A

sses

smen

t A

?? ?? ??

C

omm

on A

sses

smen

t B

Ben

chm

ark

2

?? ?? ??

C

omm

on A

sses

smen

t C

?? ?? ??

C

omm

on A

sses

smen

t D

Ben

chm

ark

3

End ofYear

InstructionalContent

Unit ofStudy

1

Unit ofStudy

2

Unit ofStudy

3

Unit ofStudy

4

Unit ofStudy

5

Unit ofStudy

6

Unit ofStudy

7

Unit ofStudy

8

Unit ofStudy

9

Unit ofStudy

10

Unit ofStudy

11

Unit ofStudy

12

Getting Ready for Gr.1 Unit

Assessment Ch. 1Test

Ch. 2Test

Ch. 3Test

Ch. 4Test

Ch. 5Test

Ch. 6Test

Ch. 7 Test

Ch. 8Test

Ch. 9Test

Ch. 10Test

Ch. 11Test

Ch. 12Test

7

Second Grade Mathematics Curriculum Map - Overview Waterloo School District policy requires elementary mathematics instruction to be 60 minutes per day.

Unit of Study The mathematical content is sequenced in Units of Study that will take approximately 2-3 weeks each to teach.The sequence of Units of Study provides a coherent flow to mathematics instruction throughout the year.

Everyday Math The primary textbook adopted in Waterloo School District for Grades K-6

Teacher’sResources and Notes

Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit ofStudy.

AdditionalResources

Assessment

There are many formative and summative assessment options:

8

Unit of Study 1: Routines Second Grade Quarter ?? Approx. daysDomain: NBTCluster(s): 2.NBT.1, 2.NBT.1a, 2.NBT.2, 2.NBT.3

Domain: MDCluster(s): 2.MD.6, 2.MD.7, 2.MD.8Domain: OACluster(s): 2.OA.2, 2.OA.3

Math Content Objectives Vocabulary Teacher’s Resources and Notes

I can:2.NBT.1

Apply the concepts of the place values of ones, tens, and hundreds

2.NBT.1a Identify how many 10s are in 100

2.NBT.2 Count to 1,000 Skip count by 5s, 10s, and 100s within 1,000

2.NBT.3 Read and write numbers to 1,000 using base ten

numerals Read and write numbers to 1,000 using number names

2.MD.6 Use a number line to sequence whole numbers forward

and backward within 1,000 2.MD.7

Identify parts of a clock Tell and write time on both analog and digital clocks to

the nearest hour, half hour, and quarter hours.

Place value Base-10 blocks Cube Even number Equivalent names Explorations Fahrenheit Flat Is equal to, = Is greater than, > Is less than, < Long Math message My reference book Number line Number scroll Odd number Ordinal numbers Pattern-Block template Slate/white board Table of contents Temperature Thermometer Tool kit a.m. p.m.

9

Unit of Study 1: Routines (continued)Math Content Objectives Vocabulary Teacher’s Resources and Notes

2.MD.8 Identify and name the value of dollars, quarters, dimes,

nickels and pennies. Use the dollar and cents signs appropriately. Solve word problems involving money. Find the value of various coin combinations up to $1.00

2.OA.2 Fluently add and subtract within 20 using a variety

mental strategies. Recall the sums of 1 digit numbers within 18.

2.OA.3 Determine whether a given number is even or odd.

analog clock digital clock dollar quarter dime nickel penny

10

Everyday MathCommon Core Alignment

Unit of Study 1 – Additional Resources

Lesson 1-1:2.NBT.12.NBT.1a2.NBT.22.NBT.32.MD.6

Lesson 1-2:2.NBT.2

Lesson 1-3:2.MD.7

Lesson 1-4:2.OA.2

Lesson 1-5:2.NBT.12.NBT.22.MD.8

Lesson 1-6:2.OA.22.MD.8

Lesson 1-7:2.NBT.22.NBT.3

Lesson 1-8:2.OA.22.NBT.22.NBT.8

Lesson 1-9:2.NBT.12.NBT.22.MD.8

11



Lesson 1-10:2.OA.32.NBT.12.NBT.2

Lesson 1-11:2.OA.22.NBT.4

Lesson 1-12:2.OA.32.NBT.1a2.NBT.22.NBT.3

Lesson 1-13:*Do not assess counting 2s

12

Unit of Study 2 Second Grade Quarter ?? Approx. ?? daysDomain: OACluster(s): 2.OA.1, 2.OA.2, 2.OA.3,

Domain: NBTCluster(s): 2.OA.1, 2.OA.2, 2.OA.3

Domain: MDCluster(s): 2.MD.6


13

I can:2.OA.1

Add and subtract to solve word problems using drawings, objects, and equations, including unknowns.

Solve two step equations involving addition and subtraction

2.OA.2 Can fluently add and subtract within 20 using mental

strategies. Can memorize the sums of 2 1-digit numbers.

2.OA.3 Identify if a group of objects or number is odd or even Write an equation which shows an even sum has the

same addends

+0 facts +1 +0 shortcuts +1 shortcuts +9 facts +9 shortcuts -0 facts -1 facts -0 shortcuts -1 shortcut -9 facts -9 shortcut -8 facts -8 shortcuts addition fact addition number story column diagonal difference

14

Unit of Study 2 (continued)Math Content Objectives Vocabulary Teacher’s Resources and Notes

2.NBT.2 Skip count by 5s, 10s and 100s within 1000

2.NBT.8 Mentally add and subtract 10 or 100 to a given number

from 100-900

2.NBT.9 Explain why addition and subtractions strategies work

2.MD.6 Find sums and differences within 100 using a number

line with whole numbers that are equally spaced.

Doubles facts Doubles plus 1 facts Doubles plus 2 facts Fact family Fact power Facts table Fact triangle Frame Frames and arrows diagrams Number model Subtraction number story Sum Turn around fact Unit box “what’s my rule?” commutative property associative property identity property number grid

15



Lesson 2-1: 2.OA.1 2.NBT.8 2.MD.6

Lesson 2-2: 2.OA.1 2.OA.2 2.NBT.9

Lesson 2-3: 2.OA.2 2.OA.3 2.NBT.9

Lesson 2-4: 2.OA.2 2.OA.3 2.MD.6

Lesson 2-5: 2.OA.2 2.OA.3 2.NBT.9

Lesson 2-6: 2.OA.1 2.OA.2 2.NBT.9 2.MD.6

Lesson 2-7: 2.OA.2 2.NBT.9

Lesson 2-8: 2.OA.2 2.OA.3

16



Lesson 2-10: 2.NBT.2 2.MD.6

Lesson 2-11: 2.OA.1 2.OA.2 2.NBT.2 2.NBT.8

Lesson 2-12: 2.OA.2 2.NBT.2 2.NBT.8 2.NBT.9 2.MD.6


17

Unit of Study 3 Second Grade Quarter ?? Approx. ?? daysDomain: OACluster(s): 2.OA.1

Domain: NBTCluster(s): 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4

Domain: MD

Cluster(s): 2.MD.7, 2.MD.8, 2.MD.10


I can:2.OA.1

Add and subtract to solve word problems using drawings, objects, and equations, including unknowns.

Solve two step equations involving addition and subtraction

2.NBT.1 Apply the concepts of the place values of ones, tens, and

hundreds2.NBT.2

Skip count by 5s, 10s and 100s within 10002.NBT.3

Read and write numbers to 1,000 using base ten numerals

Read and write numbers to 1,000 using number names

Analog clock Bar graph Base ten Digital clock Dime Nickel Penny Quarter Hour hand Minute hand Dollar bill median

18


I can:

2.NBT.4 determine when a 3-digit number is greater than, less

than, or equal to another three-digit number, and record the comparison using the symbols <, >, and =

2.MD.7 Identify parts of a clock Tell and write time on both analog and digital clocks to

the nearest hour, half hour, and quarter hours.2.MD.8

Identify and name the value of dollars, quarters, dimes, nickels and pennies.

Use the dollar and cents signs appropriately. Solve word problems involving money. Find the value of various coin combinations up to $1.00

2.MD.10 Compare data on a bar graph

19



Lesson 3-1: 2.NBT.1a 2.NBT.2 2.NBT.3 2.NBT.4


Lesson 3-3: 2.MD.7

Lesson 3-4: 2.NBT.3

Lesson 3-5: 2.MD.10

Lesson 3-6: 2.OA.1

Lesson 3-7: 2.OA.1 2.NBT.1 2.NBT.2 2.MD.8

Lesson 3-8: 2.OA.1 2.MD.8

Lesson 3-9: assessment

20



21

Unit of Study 4 Second Grade Quarter ?? Approx. ?? daysDomain: OACluster(s): 2.OA.1, 2.OA.2

Domain: MDCluster(s): 2.MD.1, 2.MD.2, 2.MD.6, 2.MD.8

Domain: G

Cluster(s): 2.G.1, 2.G.2

Domain: NBT

Cluster(s): 2.NBT.1, 2.NBT.2, 2.NBT.5, 2.NBT.6, 2NBT.7, 2.NBT.9


22

I can:

2.OA.1 Add and subtract to solve word problems using

drawings, objects, and equations, including unknowns. Solve two step equations involving addition and

subtraction2.OA.2

Can fluently add and subtract within 20 using mental strategies.

Can memorize the sums of 2 1-digit numbers.2.MD.1

Use appropriate tools to measure the length of an object

Algorithm Attribute blocks Centimeter (cm) Ballpark estimate Change diagram Degree marks Degrees (°C) Degrees Fahrenheit (°F) Estimate Inch (in.) Mental math Change-to-more number story Parts-and-total diagram Parts-and-total number story Thermometer tiling

23


2.MD.2 measure an object(s) using several different units of

length and compare the shorter length with the longer length






hundreds2.NBT.2

Skip count by 5s, 10s and 100s within 1000

2.NBT.5 Add and subtract numbers within 100 by applying

strategies2.NBT.6

Add up to 4 2-digit numbers by applying strategies2.NBT.7

Use concrete models or drawings to show how to add within 1000 using a strategy based on place value


2.G.1 Identify and draw attribute shapes

2.G.2 Draw and count rows and columns of equal size in a

rectangle

24



Lesson 4-1: 2.OA.1

Lesson 4-2: 2.OA.1 2.NBT.5 2.MD.6 2.MD.8

Lesson 4-3: 2.OA.2 2.MD.8 2.G.1

Lesson 4-4: 2.OA.1 2.MD.6

Lesson 4-5: 2.OA.2 2.NBT.2 2.MD.8

Lesson 4-6: 2.OA.1 2.NBT.5 2.MD.6 2.MD.8

Lesson 4-7: 2.OA.2 2.MD.1 2.MD.2 2.G.2

Lesson 4-8: 2.NBT.5 2.NBT.6 2.NBT.7 2.NBT.9

Lesson 4-5: Mental Math-Start counting by 5s(skip counting by 2s) Add counting by 100s

25



Lesson 4-9: 2.NBT.1 2.NBT.1a 2.NBT.5 2.NBT.6 2.NBT.7 2.NBT.9

Lesson 4-10: Assessment

26

Unit of Study 5 Second Grade Quarter ?? Approx. ?? daysDomain: NBTCluster(s): 2.NBT.5

Domain: MDCluster(s): 2.MD.6, 2.MD.7

Domain: OA

Cluster(s): 2.OA.2, 2.OA.4

Domain: G

Cluster(s): 2.G.1


27

I can:2.NBT.5

Add and subtract numbers within 100 by applying strategies




the nearest hour, half hour, and quarter hours.2.OA.2


Can memorize the sums of 2 1-digit numbers

28


I can:2.OA.4

Use addition to find the total number of objects in an array and write an addition equation to represent the total number of objects in the array

2.G.1 Identify and draw attribute shapes

Angle Apex Base Cone Cube Curved surface Cylinder Edge Endpoint Face Flat surface Heptagon Hexagon Hexagonal pyramid Kite Line of symmetry Line of segment Line symmetry Octagon Parallel Parallelogram Pentagon Pentagonal pyramid Point Polygon Pyramid Quadrangle Rectangle Rectangular prism Rectangular pyramid Rhombus Side Sphere Square Square corner Square pyramid

29

Straightedge Symmetrical Trapezoid Triangle Triangular pyramid Vertex vertices

30




Lesson 5-2: 2.OA.2

Lesson 5-3: 2.MD.6 2.G.1

Lesson 5-4: 2.OA.4 2.G.1

Lesson 5-5: 2.OA.2 2.G.1

Lesson 5-6: 2.G.1

Lesson 5-7: 2.OA.2 2.G.1

Lesson 5-8: SMP1-6


Lesson 5-1: add terms a.m. and p.m. when writing the time, add time to the 5 minutes on the concentration card game

31



32

Unit of Study 6 Second Grade Quarter ?? Approx. ?? daysDomain: NBTCluster(s): 2.NBT.2, 2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.9

Domain: MDCluster(s): 2.MD.5, 2.MD.6, 2.MD.8, 2.MD.10

Domain: OA

Cluster(s): 2.OA.1, 2.OA.2, 2.OA.4


33

I can:



strategies2.NBT.6

Add up to 4 2-digit numbers by applying strategies2.NBT.7



2.MD.5 Utilize length to solve addition and subtraction word

problems within 100

Bar graph Basic food groups Comparison diagram Comparison number story Data table Difference Division Equal grouping Equal groups Equal sharing Multiplication Multiplication diagram Multiplied by Remainder Times Trade (base ten long for 10 cubes) X-by-y array Number line

Lesson 6-5:

Part 1, subtraction strategy 1-Make sure to model by sketching an open number line.

Lesson 6-10:

Skip lesson entirely

34









subtraction2.OA.2


Can memorize the sums of 2 1-digit numbers2.OA.4


35



Lesson 6-1: 2.NBT.5 2.NBT.6 2.NBT.9 2.MD.6

Lesson 6-2: 2.OA.1 2.NBT.6 2.MD.5

Lesson 6-3: 2.MD.5 2.MD.10



Lesson 6-6: 2.OA.4 2.MD.8 2.MD.10

Lesson 6-7: 2.OA.2 2.OA.4 2.MD.5

36



Lesson 6-8: 2.OA.4

Lesson 6-9: 2.OA.4

37

Unit of Study 7 Second Grade Quarter ?? Approx. ?? daysDomain: NBTCluster(s): 2.NBT.2, 2.NBT.5, 2.NBT.6

Domain: MDCluster(s): 2.MD.1, 2.MD.4, 2.MD.5, 2.MD.8, 2.MD.9, 2.MD.10


I can:



strategies2.NBT.6

Add up to 4 2-digit numbers by applying strategies2.MD.1

Use appropriate tools to measure the length of an object2.MD.4

Measure the length of an object and find the difference between the length of 2 objects, using standard units.


problems within 100

Place value Calculator Number line Length Unit Diagram Sums Differences Centimeter Inches Tape measure Line plot Scale Is equal to, = Is greater than, > Is less than, < Minimum Maximum median

Lesson 7-3:

Make sure to teach the open number line when modeling addition strategies

Lesson 7-4:

Skip this lesson entirely

Lesson 7-5:

Skip exploration A & C, skip home link.

38




2.MD.9 Measure and compare the length of several objects to

the nearest whole number/unit and record the data on a line plot


mode frequency data bar graph difference quantity

39



Lesson 7-1: 2.NBT.2

Lesson 7-2: 2.NBT.5

Lesson 7-3: 2.NBT.6

Lesson 7-5: 2.MD.8

Lesson 7-6: 2.MD.1 2.MD.4 2.MD.9

Lesson 7-7: 2.MD.4 2.MD.5

Lesson 7-8: 2.MD.4 2.MD.5 2.MD.9 2.MD.10


40



41

Unit of Study 8 Second Grade Quarter ?? Approx. ?? daysDomain: MDCluster(s): 2.MD.5

Domain: OACluster(s): 2.OA.2, 2.OA.4

Domain: GCluster(s): 2.G.3


I can:


problems within 1002.G.3

I can partition a circle and rectangle into two, three, or four equal parts.

I can describe the equal shares with words.2.OA.2


Can memorize the sums of 2 1-digit numbers2.OA.4


Equal shares Wholes Halves Thirds Fourths Fraction Numerator denominator

When teaching fractions, focus on halves, thirds, and fourths

When teaching fractions, focus on fractional parts of a shape not fractional parts of a collection of objects.

Lesson 8-5:

Pages 200-201 are for enrichment purposes only

Lesson 8-7:

Skip entirely

42


43



Lesson 8-1: 2.MD.5 2.G.3

Lesson 8-2: 2.OA.2 2.G.3 2.OA.4

Lesson 8-3: 2.G.3

Lesson 8-4: 2.G.3

Lesson 8-5: 2.G.3

Lesson 8-6: 2.G.3

44



45

Unit of Study 9 Second Grade Quarter Approx. daysDomain: MDCluster(s): 2.MD.1, 2.MD.2, 2.MD.3, 2.MD.4, 2.MD.9

Domain: NBTCluster(s): 2.NBT.5, 2.NBT.7

Domain: GCluster(s): 2.G.2Domain: OACluster(s): 2.OA.2


I can:

2.MD.1 Use appropriate tools to measure the length of an object

2.MD.2 measure an object(s) using several different units of

length and compare the shorter length with the longer length

2.MD.3 Estimate lengths using units of inches, feet, centimeter, and

meters2.MD.4

Measure the length of an object and find the difference between the length of 2 objects, using standard units.

Meters Centimeters Yard Inches Feet Decimeter perimeter area

Lesson 9-5:

Only do page 219 (math boxes optional if you have time)

Lesson 9-6:

Skip Exploration A and C

*Possibly combine lessons 9-5 and 9-6.

Lesson 9-8:

Only do part 8, ongoing learning and practice

Don’t do the home link.

Play “name that number” from 9-9

46





strategies. Can memorize the sums of 2 1-digit numbers


strategies2.NBT.7


2.G.2 Partition a rectangle into rows and columns of same

size squares and count to find the total number of them.

*Skip lesson 9-9

47



Lesson 9-1: 2.MD.1 2.MD.3 2.MD.4 2.MD.9

Lesson 9-2: 2.MD.1 2.MD.2 2.MD.3

Lesson 9-3: 2.OA.2 2.MD.1 2.MD.2 2.MD.4

Lesson 9-4: 2.MD.1 2.MD.9

Lesson 9-5(only p. 219): 2.NBT.5 2.NBT.7

Lesson 9-6: 2.OA.2 2.G.2

Lesson 9-7: 2.G.2

Lesson 9-8: 2.MD.9


48



49

Unit of Study 10 Second Grade Quarter ?? Approx. ?? daysDomain: MDCluster(s): 2.MD.8, 2.MD.9

Domain: OACluster(s): 2.OA.1, 2.OA.2

Domain: NBTCluster(s): 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.6, 2.NBT.7, 2.NBT.8Domain: GCluster(s): 2.G.2, 2.G.3


I can:





2.G.2 Partition a rectangle into rows and columns of same

size squares and count to find the total number of them.

Decimal point One Tens Hundreds Number names Expanded form Parenthesis

Lesson 10-2:

skip entire lesson

consider p. 232 as an enrichment activity

Lessons 10-3 and 10-4:

substitute dollar dice game for “pick a coin” activity

Lesson 10-7:

skip explorations A and B

edit home link 10.7 before using (ask Vickie or Connie)

50


2.G.3 I can partition a circle and rectangle into two, three, or

four equal parts. I can describe the equal shares with words.



subtraction2.OA.2


Can memorize the sums of 2 1-digit numbers2.NBT.1

Apply the concepts of the place values of ones, tens, and hundreds


2.NBT.3 Read and write numbers to 1,000 using base ten

numerals Read and write numbers to 1,000 using number names

2.NBT.6 Add up to 4 2-digit numbers by applying strategies

2.NBT.7 Use concrete models or drawings to show how to add

within 1000 using a strategy based on place value2.NBT.8

Mentally add or subtract 10 or 100 to a given number 100-900

Lesson 10-9:

Alter lesson to only teach to the hundreds place value

*Skip lesson 10-10

51



Lesson 10-1: 2.MD.8

Lesson 10-3: 2.MD.8 2.G.2

Lesson 10-4: 2.OA.1 2.MD.8

Lesson 10-5: 2.MD.8 2.MD.9

Lesson 10-6: 2.OA.1 2.MD.8

Lesson 10-7: 2.OA.2 2.G.3



Lesson 10-11: 2.NBT.6


52



53

Unit of Study 11 Second Grade Quarter ?? Approx. ?? daysDomain: NBTCluster(s): 2.NBT.1, 2.NBT.5, 2.NBT.7, 2.NBT.9

Domain: OACluster(s): 2.OA.4

Domain: MDCluster(s): 2.MD.6, 2.MD.8, 2.MD.9


I can:


hundreds


strategies2.NBT.7





Lesson 11-1:

Use the number line as a counting up strategy

*Skip lesson 11-5, 11-6(unless time allows at the end of the year), 11-7, 11-8, 11-9

54






2.OA.4 Use addition to find the total number of objects in an

array and write an addition equation to represent the total number of objects in the array

55



Lesson 11-1: 2.NBT.5 2.NBT.7 2.NBT.9 2.MD.6 2.MD.8

Lesson 11-2: 2.NBT.5 2.NBT.7 2.NBT.9 2.MD.8

Lesson 11-3: 2.NBT.1 2.NBT.5 2.NBT.7 2.NBT.9 2.MD.9

Lesson 11-4: 2.OA.4


56



57

Unit of Study 12 Second Grade Quarter ?? Approx. ?? daysDomain: MDCluster(s): 2.MD.6, 2.MD.7, 2.MD.9, 2.MD.10

Domain: OACluster(s): 2.OA.2

Domain: NBTCluster(s): 2.NBT.5, 2.NBT.7


I can:




the nearest hour, half hour, and quarter hours.2.MD.9

Measure and compare the length of several objects to the nearest whole number/unit and record the data on a line plot


Quarter past Half past Quarter to Timeline Decade Century

*Skip lesson 12-1

Lesson 12-2:

Add page 289

Lesson 12-3:

May substitute another clock game for clock concentration

*Skip lesson 12-4

Lesson 12-5:

Add p. 297 from previous lesson

Skip part 1: teach the lesson

Skip the home link

58



strategies

2.NBT.7 Use concrete models or drawings to show how to add

within 1000 using a strategy based on place value


strategies. Can memorize the sums of 2 1-digit numbers

Lesson 12-6:

Skip fact triangle practice, part 2

59



Lesson 12-2: 2.MD.7 2.OA.2 2.NBT.5 2.NBT.7

Lesson 12-3: 2.MD.6 2.MD.7

Lesson 12-5: 2.OA.2 2.NBT.5 2.NBT.7

Lesson 12-6: 2.MD.10

Lesson 12-7: 2.MD.9 2.MD.10


60



· web viewsecond grade. mathematics curriculum map. waterloo school district. striving toward...

Documents