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Genesee Valley Central School District Math Curriculum for Second Grade 2014-2015

Module Timeline Indicator Code and Learning Target Vocabulary Assessment(s) bothFormal/Informal

Supplemental Resources

Mod #1 10 days9/4- 9/5Topic ALesson 1-2

2.OA.1 , 2.OA.2 Foundation of Addition and Subtracting Within 20

I can make number bonds of 10 I can make number bonds through 10

with a subtraction focus and apply to one step word problems

additionaddendnumber bonddifferencenumber sentenceoperationsubtractionstrategysum

Problem SetHomework SetExit TicketInformal ObservationSprints

teacher ten frame cardspersonal white boardsstudent ten frame cardssprintrekenrekhide zero cardstwo sided countersblank ten framediehiding paper

Mod #1 10 days9/8-9/10Topic BLesson 3-5

2.OA.1 , 2.OA.2Mental Strategies for Addition and Subtraction to 20

I can make a 10 to add within 20 I can make a 10 to add and subtract

within 20 I can decompose to subtract from a ten

when subtraction within 20 and apply to one step word problems

decompose Problem SetHomework SetExit TicketInformal ObservationSprints

Teacher two color countersten frame card for 10

Studentlinking cubes in two colorspersonal white boardsblank paperten frame cards for 8,9,10two color countersten stripsubtracting strip

Mod #1 10 days9/11,9/12,9/15Topic CLessons 6-8

2.OA.1, 2.NBT.5Strategies for Addition and Subtraction Within 100

I can add and subtract within multiplies of 10

I can add within 100 using properties of addition


TeacherTwo color countersTen frame card for 10Ten frame cardsLinking cubes

StudentPersonal white board

I can decompose to subtract from a 10 when subtracting within 100 and apply to one step word problems

Markers

Mod #1 10 days9/16-9/17End of Mod #1Assessment

Represent and solve problems involving addition and subtraction.37

2.OA.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. (See Glossary, Table 1.) Add and subtract within 20.38

2.OA.2 Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of grade 2, know from memory all sums of two one-digit numbers. Use place value understanding and properties of operations to add and subtract.39

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

End of Module 1 Assessment

Mod # 2 12 days9/18,9/19,9/22Topic ALessons 1-3

2.MD.1Understand Concepts About the Ruler

I can connect measurement with physical units by using multiple copies of the same physical unit to measure

I can use iteration with one physical unit to measure

I can apply concepts to create unit rulers and measure lengths using unit rulers

EndpointOverlapRulerCentimeterMeterMeter stripHash markNumber lineEstimateBenchmarkLengthHeightLength unitCombineCompare


Teachers2-3 crayons with varying lengthsBaggie with centimeter cubes, 1 long paper clip, 3 linking cubes (joined)1 crayonDry erase maker 1 post it note1 index cardPencilpaper

Students

DifferenceTape diagram

Baggie with 30 or more centimeter cubes Baggie of used crayons Two pencil boxes1 forkBaggie with centimeter cubes, 1 long paper clip, 3 linking cubes (joined)1 crayonDry erase maker 1 post it note1 index cardPencilpaper1 30 cm long x 5 cm strip of tag board 1 cm cube

Mod # 2 12 days9/23,9/25,9/26Topic BLesson 4-5

2.MD.1, 2.MD.3Measure and Estimate Length Using Different Measurement Tools

I can measure various objects using cm rulers and meter sticks

I can develop estimation strategies by applying prior knowledge of length and using mental benchmarks

See Above Problem SetHomework SetExit TicketInformal ObservationSprints

TeacherMeter stick

StudentsStudent made cm rulersMeter stickMeter tape1 textbook 1 unsharpened pencil1 cm cube

Mod #2 12 days 9/29,9/30Topic CLesson 6-7

2.MD.1, 2.MD.2, 2.MD.4Measure and Compare Lengths Using Different Length Units

I can measure and compare lengths using cm and meters

I can measure and compare lengths using standard metric length units and nonstandard lengths units; relate


Teacher

StudentCm rulersMeter stripsStaplerTwo sheets of loose leaf paper per pair

measurement to unit size Baggie of 1 straw, 1 new crayon, pink eraser, 1 square post it, 30 paper clips

Mod # 2 12 days 10/1-10/3Topic DLessons 8-10

2.MD.5, 2.MD.6Relate Addition and Subtraction to Length

I can solve addition and subtraction problems using a ruler as a number line

I can measure lengths of string using a measurement tool and represent length with tape diagrams to represent and compare lengths

I can apply conceptual understanding of measurement by solving two step word problems


Teacher12x18 construction paperTorn meter stripTwo lengths of string ( red 3m, blue 5m)Meter stick

Students1 meter strip cut or torn at different points12x18 construction paperPersonal white boards1 meter tape 50 cm string per pairMasking tape

Mod # 2 12 days 10/6,10/7End of Mod Assessment

Measure and estimate lengths in standard units.40

2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4 Measure to determine how much longer one object is than another, expressing the length

See Above End of Module 2 Assessment

Mod # 3 25 days10/8Topic ALesson 1

2.NBT.1Form Base-Ten Units: Bundle and Count Straws in Units of Ten, a Hundred and a Thousand

Hundreds placeOne thousandPlace valueNumber diskStandard formExpanded formWord formBase ten numeralsPlace valueTens placeOnes placeUnit form countingUnits of ones, tens, hundreds, thousandsBundling groupingRenamingAltogetherMore thanLess thanHow many more/less=,<,>Number sentence


TeacherBox of 1000 strawsRubber bands

Students

Mod # 3 25 days10/9,10/10Topic BLesson 2-3

2.NBT.2, 2.NBT.1Understand Place Value: Count Straws and Bundles of Straws by Units of One, Ten and Hundred

I can count up and down between 100 and 220 using ones and tens

I can count up and down between 90 and 1000 using ones, tens and hundreds


Teacher9 bundles of hundreds10 bundles of tens10 ones10 tens10 hundreds

Students9 tens and 6 ones per pair

Mod # 3 25 days 2.NBT.3, 2.NBT.1 See Above Problem Set Teacher

10/14,10/15,10/16Topic CLessons 4-7

Read and Write Three Digit Numbers within 1000 in Unit, Numeral, Expanded and Word Forms

I can count up to 1000 on a place value chart

I can write base ten three digit numbers in unit form; showing the value of each digit

I can write base ten numbers in expanded form

I can write, read and relate base ten numbers in all forms

Homework SetExit TicketInformal ObservationSprints

Shoe box place value chartBase 10 bundles of strawsFull set of place value cards through 1000

Students150 straws 16 rubber bandsOne place value chart/pairPlace value cards 1-5,10-50,100-500Spelling number activity sheet21 ones21 tensPersonal white boardmarker

Mod # 3 25 days10/17,10/20,10/21Topic DLesson 8-10

2.NBT.2, 2.NBT.1, 2.NBT.3, 2.NBT.8Model Base Ten Numbers within 1000 with One Dollar, Ten Dollar and Hundred Dollar Bills

I can count the total value of $1, $10, and $100 bills up to $1000

I can count from $10 to $1000 on a place value chart and empty number line

I can explore $1000


Teacher

StudentsPlace value chart 10 $1 bills10 $10 bills10 $100 billsPersonal white board

Mod # 3 25 days10/22,10/23Mid Mod Assessment

Understand place value. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens – called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four,

See Above Mid Module Assessment #3

five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

2.NBT.2 Count within 1000; skip-count by 5s42, 10s, and 100s. 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Mod #3 25 days 10/24,10/27,10/2810/29,10/30Topic ELesson 11-15

2.NBT.AModel Numbers within 1000 with Place Value Disks

I can count the total value of one, tens and hundreds with place value disks

I can change ten ones for one ten, ten tens for one hundred and ten hundreds for one thousand

I can read and write numbers within 1000 after modeling with number disks

I can model numbers with more than 9 ones or 9 tens, write in expanded form, unit, numeral and word form

I can explore a situation with more than 9 groups of ten


TeacherDienes blocks 9 hundreds, 9 tens, 9 onesPlace value chart without headingsNumber disks (9 hundreds, 9 tens, 9 ones)Base 10 bundles of straws

StudentDienes blocks2 hundreds, 9 tens, 9 onesPlace value chart without headingsNumber disks (10 hundreds, 10 tens, 10 ones)

Mod #3 25 days 10/31,11/3Topic FLesson 16-17

2.NBT.4Use Place Value to Compare Two Three Digit Numbers

I can compare two three digit numbers

See Above Problem SetHomework SetExit TicketInformal

TeacherPocket chart1 set of <,>,= cards

Lesson 18 optional using =,<,> I can compare two three digit numbers

using =,<,> when there are more than 9 ones or 9 tens

I can order numbers in different forms (optional lesson)

ObservationSprints

StudentsOne set of =,<,> cardsPersonal white boardsMarkers

Mod #3 25 days 11/4,11/5,11/6Topic GLesson 19-21

2.NBT.2, 2.OA.1, 2.NBT.8Use Place Value Understanding to Find 1, 10 and 100 more or less than a number

I can tell about 1 More/Less, 10 More/Less, 100 More/Less

I can about 1 more/less, 10 more/less and 100 more/less using numbers such as 399, 900 etc.

I can complete a pattern counting up and down


TeacherSentence frames:1 more than_____ is __10 more than ___ is ___100 more than __is ___Pocket chart

StudentsPlace value matts Number disks 4 large index cards

Mod # 3 25 days11/7,11/12End of Mod Assessment

Understand place value. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens – called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

2.NBT.2 Count within 1000; skip-count by 5s42, 10s, and 100s. 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record


the results of comparisons. Mod # 4 35 days

11/13,11/14,11/17,11/18,11/19Topic ALesson 1-5

2.OA.1,2NBT.5,2NBT8,2.NBT.9Sums and Differences within 100

I can relate 1 more/1 less, 10 more/10 less to addition and subtraction of 1 and 10

I can add and subtract multiples of 10 including counting on to subtract

I can add and subtract multiples of 10 and some ones within 100

I can solve one and two step problems within 100 using strategies based on place value

EquationMinuendSubtrahendAddendAdditionBundleUnbundle Regroup RenameComposeDecomposeDifferenceHundreds placePlace valueSubtractionUnit


TeacherSentence framesPlace value disksPlace value chartRekenrekLinking cubes 3colors

StudentsPersonal white boards

Mod # 4 35 days11/20,11/21,11/24,12/1,12/2Topic BLesson 6-10

2.NBT.7,2.NBT.9,2.OA.1,2.NBT.5Strategies for Composing a 10

I can use manipulatives to represent composition of 10 ones as 1 ten with two digit addends

I can relate addition using manipulatives to a written vertical method

I can use math drawings to represent the composition and relate drawings to a written method

I can use math drawings to represent the composition when adding a two digit to a three digit addend


TeacherPlace value disksPlace value chart

StudentPlace value disksPlace value chartPersonal white board

Mod #4 35 days12/4,12/5,12/8,12/9,12/10,12/11Topic CLesson 11-16

2.NBT.7,2.NBT.9,2.OA.1,2.NBT.5Strategies for Decomposing a 10

I can represent subtraction with and without the decomposition of 1 ten as 10 ones with manipulatives

I can relate manipulative representations to a written method


TeacherWhite boardsNumber disksPlace value chart

StudentsNumber disksPlace value chart

I can use math drawings to represent subtraction with and without decomposition and relate drawings to a written method

I can represent subtraction with and without the decomposition when there is a three digit minuend

I can solve one and two step word problems within 100 using strategies based on place value

Personal white boards

Mod # 4 35 days12/15,12/16Mid Mod AssessmentTopic A-C

Represent and solve problems involving addition and subtraction. 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step 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. Use place value understanding and properties of operations to add and subtract. 2.NBT.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.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 it is necessary to compose or decompose tens or hundreds. 2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2.NBT.9 Explain why addition and subtraction

See Above Mid Module 4 Assessment

strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

Mod # 4 35 days12/17,12/18,12/19,1/5,1/6,1/7Topic DLesson 17-22

2.NBT.6,2.NBT.7,2.NBT.8,2.NBT.9Strategies for Composing Tens and Hundreds

I can use mental strategies to relate compositions of 10 tens as 1 hundred to 10 ones as 1 ten.

I can use manipulatives to represent additions with two compositions.

I can relate manipulative representations to a written method.

I can use math drawings to represent additions with up to two compositions and relate drawings to a written method.

I can solve additions with up to four addends with totals within 200 with and without two compositions of larger units.

See Above Homework SetExit TicketInformal ObservationSprints


StudentsPlace value chartNumber disksPersonal white board

Mod # 4 35 days1/8,1/9,1/12,1/13,1/14,1/15Topic ELesson 23-28

2.NBT.7,2.NBT.9Strategies for Decomposing Tens and Hundreds

I can use number bonds to break apart three-digit minuends and subtract from the hundred.

I can use manipulatives to represent subtraction with decompositions of 1 hundred as 10 tens and 1 ten as 10 ones.

I can relate manipulative representations to a written method.

I can use math drawings to represent subtraction with up to two decompositions and relate drawings to a written method.

I can subtract from 200 and from numbers with zeros in the tens place.


TeacherNumber disks

StudentsPersonal white boardsNumber disksPlace value chart

Mod#4 35 days 2.OA.1, 2NBT.7, 2.NBT.9 See Above Homework Set Teacher

1/16,1/20,1/21Topic FLesson 29-31

Student Explanations of Written Methods I can use and explain the totals

below written method using words, math drawings, and numbers.

I can compare totals below to new groups below as written methods.

I can solve two-step word problems within 100

Exit TicketInformal ObservationSprints

Hide zero cardsStudents

Personal white boards

Mod # 4 35 days1/22,1/23End of Mod AssessmentTopics A-F

Represent and solve problems involving addition and subtraction. 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step 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. Use place value understanding and properties of operations to add and subtract. 2.NBT.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.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.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 it is necessary to compose or decompose tens or hundreds. 2.NBT.8 Mentally add 10 or 100 to a given

See AboveEnd of Module 4 Assessment

number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

Mod # 5 24 days1/26,1/27,1/28,1/29,2/2,2/3,2/4Topic ALesson 1-7

2.NBT.7,2.NBT.8,2.NBT.9Strategies for Adding and Subtracting Within 1,000

I can relate 10 more, 10 less, 100 more, and 100 less to addition and subtraction of 10 and 100.

I can add and subtract multiples of 100 including counting on to subtract.

I can add multiples of 100 and some tens within 1,000.

I can subtract multiples of 100 and some tens within 1,000.

I can use the associative property to make a hundred in one addend.

I can use the associative property to subtract from three-digit numbers and verify solutions with addition.

I can share and critique solution strategies for varied addition and subtraction problems within 1,000.

Algorithm Compensation ComposeDecompose Simplifying strategy AddendAddition Bundle Difference Equation Number bond Place value Place value chart Place value or number disk


TeacherPlace value chartHide zero cardsLinking cubes 3 colors

StudentsPlace value chartPersonal white board


2.NBT.7,2.NBT.9Strategies for Composing Tens and Hundreds Within 1,000

I can relate manipulative representations to the addition algorithm.

I can use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm.

I can choose and explain solution strategies and record with a written addition method.



StudentsPersonal white boardsPlace value disks

Mod # 5 24 days2/12,2/13Topics A-BMid Mod Assessment

Use Place Value Understanding and Properties of Operations to Add and Subtract 2.NBT.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; relates the strategy to a written method. Understand that in adding and subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

See Above Mid Module 5 Assessment

Mod # 5 24 days2/23,2/24,2/25,2/26,2/27,3/2Topic CLesson 13-18

2.NBT.7,2.NBT.9Strategies for Decomposing 10 and 100 Within 1000

I can relate manipulative representations to the subtraction algorithm, and use addition to explain why the subtraction method works.

I can use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works.

I can subtract from multiples of 100 and from numbers with zero in the tens place.

I can apply and explain alternate methods for


TeacherNumber disksPlace value chart

StudentsNumber disksPlace value chartPersonal white board

subtracting from multiples of 100 and from numbers with zero in the tens place.

Mod # 5 24 days3/3,3/4Topic DLesson 19-20

2.NBT.7,2.NBT.8,2.NBT.9Student Explanations for Choice of Solution Methods

I can choose and explain solution strategies and record with a written addition or subtraction method


TeacherStudents

Personal white boardNumber disks

Mod # 5 24 days3/5,3/6End of Mod 5 AssessmentTopics A-D

Use Place Value Understanding and Properties of Operations to Add and Subtract 2.NBT.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; relates the strategy to a written method. Understand that in adding and subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.


Mod # 6 24 days3/9,3/10,3/12,3/13Topic ALesson 1-4

2.OA.4,2.NBT.2,2.NBT.6Formation of Equal Groups

I can use manipulatives to create equal groups.

I can use math drawings to represent equal groups, and relate to repeated addition.

I can represent equal groups with tape diagrams, and relate to repeated addition.

Array Columns Even number Odd Repeated addition Rows Tessellation Whole number Addends Doubles


TeacherSentence framesCounters

StudentsBag of 12 countersPersonal white boards

Equation Number path Number sentence Pair Rectangle Skip-counting Square Sum Tape diagram Total Unit


2.OA.4,2.NBT.2Arrays and Equal Groups

I can compose arrays from rows and columns, and count to find the total using objects

I can decompose arrays into rows and columns, and relate to repeated addition.

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

I can create arrays using square tiles with gaps

I can solve word problems involving addition of equal groups in rows and columns.


TeacherCounting bears/beans20 lima beans/counters18 inch tilesRuler25 square tiles

StudentsCounting bears/beans20 lima beans/counter18 inch tilesRulerPersonal white board25 square tiles

Mod # 6 24 days3/23,3/24Mid Module AssessmentTopic A-B

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

See Above Mid Module Assessement

Mod #6 24 days3/25,3/26,3/27,4/7,4/8,4/9,4/10Topic C

2.OA.4,2G.2Rectangular Arrays as a Foundation for Multiplication and Division

See Above Homework SetExit TicketInformal

Teacher5 red inch tiles5 green inch tiles

Lesson 10-16 I can use square tiles to compose a rectangle, and relate to the array model

I can use math drawings to compose a rectangle with square tiles

I can use square tiles to decompose a rectangle

I can use scissors to partition a rectangle into same-size squares, and compose arrays with the squares

I can use math drawings to partition a rectangle with square tiles, and relate to repeated addition

I can use grid paper to create designs to develop spatial structuring

ObservationSprints

6x8 grids

Students25 square tilesPersonal white boardsRulerCrayons/colored pencilsScissors

Mod #6 24 days4/13,4/14,4/15,4/16Topic DLesson 17-20

2.OA.3The Meaning of Even and Odd

I can relate doubles to even numbers, and write number sentences to express the sums

I can pair objects and skip-count to relate to even numbers

I can investigate the pattern of even numbers: 0, 2, 4, 6, and 8 in the ones place, and relate to odd numbers

I can use rectangular arrays to investigate odd and even numbers.


TeacherEven/odd posters

Students20 countersPersonal white boards20 tiles25 tiles

Mod # 6 24 days 4/17,4/20End of Module 6 AssessmentTopics A-D

Work with equal groups of objects to gain foundations for multiplication. 2.OA.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.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. Reason with shapes and their attributes. 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Mod # 7 30 days4/21,4/22,4/23,4/24,4/27Topic ALesson 1-5

2.MD.10 2.MD.6 Problem Solving with Categorical Data

I can sort and record data into a table using up to four categories; use category counts to solve word problems.

I can draw and label a picture graph to represent data with up to four categories.

I can draw and label a bar graph to represent data; relate the count scale to the number line.

I can draw a bar graph to represent a given data set.

I can solve word problems using data presented in a bar graph.

Bar graph Category DataDegreeFoot Inch Legend Line plotPicture graphScale SurveySymbol Table Thermometer YardBenchmark Centimeter Cents CoinsCompare Compose Decompose Difference Dollars


TeacherChart paperAnimal classification and animal habitatsTablesBar graph templateRuler

StudentsPersonal white boardAnimal pictureGraph templateCrayons

Mod#7 30 days4/28,4/29,4/30,5/1,5/4,5/5,5/7Topic BLesson 6-13

2.NBT.5 2.MD.8 2.NBT.2 2.NBT.6 Problem Solving with Coins and Bills

I can recognize the value of coins and count up to find their total value

I can solve word problems involving the total value of a group of coins

I can solve word problems involving the total value of a group of bills.


TeacherQuartersNickelsDimesPenniesPlay money bills

StudentsQuarters

I can solve word problems involving different combinations of coins with the same total value.

I can use the fewest number of coins to make a given value.

I can use different strategies to make $1 or make change from $1

I can solve word problems involving different ways to make change from $1.

I can solve two-step word problems involving dollars or cents with totals within $100 or $1

DimesNickelsPenniesPersonal white boards1 inch tiles

Mod #7 30 days5/8,5/11Mid Module Assessment

Use place value understanding and properties of operations to add and subtract. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Work with time and money. 2.MD.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 cents do you have? Represent and interpret data. 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

See Above Mid Module Assessment

Mod # 7 30 days5/12,5/13Topic CLesson 14-15

2.MD.1 Creating an Inch Ruler

I can connect measurement with physical units by using iteration with an

See Above Homework SetExit TicketInformal Observation

Teacher1 inch tile1 cm cube

Students

inch tile to measure I can apply concepts to create inch

rulers; measure lengths using inch rulers.

Sprints 12x2 in strip2 inch paper clips3x5 index card

Mod #7 30 days5/14,5/15,5/18,5/19Topic DLesson 16-19

2.MD.1 2.MD.2 2.MD.3 2.MD.4 Measuring and Estimating Length Using Customary and Metric Units

I can measure various objects using inch rulers and yardsticks.

I can evelop estimation strategies by applying prior knowledge of length and using mental benchmarks.

I can measure an object twice using different length units and compare; relate measurement to unit size.

I can measure to compare the differences in lengths using inches, feet, and yards.


Teacher2 chartsUnused pink eraserButcher paper]RulerYardstickString 7ft

Students12 inch rulerYardstickCm rulerUnsharpened pencilCrayonNew eraserPersonal white board

Mod #7 30 days5/20,5/21,5/22Topic ELesson 20-22

2.MD.5 2.MD.6 2.NBT.2 2.NBT.4 2.NBT.5 Problem Solving with Customary and Metric Unit

I can solve two digit addition and subtraction word problems involving length by using tape diagrams and writing equations to represent the problem

I can identify unknown numbers on a number line diagram by using the distance between numbers and reference points.

I can represent two-digit sums and differences involving length by using the ruler as a number line


TeacherMeasuring taperuler

StudentsPersonal white boardMeter stripStraight edgeNumber line templateNew pencil rulerGird paper

Mod #7 30 days5/26,5/27,5/28,5/29Topic FLesson 23-26

2.MD.6 2.MD.9 2.MD.1 2.MD.5 Displaying Measurement Data

I can collect and record measurement data in a table; answer questions and summarize the data set.

I can draw a line plot to represent the measurement data; relate the measurement scale to the number line.

I can draw a line plot to represent a given data set; answer questions and draw conclusions based on measurement data.


Teacherruler

StudentsRulerCm grid paperPersonal white boardthermometer

Mod #7 30 days6/1,6/2End of Year AssessmentTopic A-F

Use place value understanding and properties of operations to add and subtract. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Measure and estimate lengths in standard units. 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Relate addition and subtraction to length. 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and

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equations with a symbol for the unknown number to represent the problem. 2.MD.6 Represent whole numbers as lengths from 0 on a number line diagrams 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. Work with time and money. 2. MD.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 cents do you have? Represent and interpret data. 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Mod #8 20 days6/3,6/4,6/5,6/8,6/9Topic ALesson 1-5

2.G.1,2.MD.1Attributes of Geometric Shapes

I can describe two dimensional shapes based on attributes

I can build, identify and analyze two dimensional shapes with specified attributes

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

I can relate the square to the cube and

a.m.p.m.analog clockangledigital clockparallelparallelogrampolygonquadrilateralquarter pastquarter to


TeacherChart paperMarkerRulerTapeSentence strips with shape namesIndex cardsSquare tileRhombusCube

describe the cube based on attributes right anglesecondthird of3 thirds4 fourthsAttributesCubeFaceFourth ofHalf ofHalf pastHalf hourMinuteO’clockCircleHalf circleQuarter circleHexagonRectangleRhombusSquareTrapezoidTriangleQuarter of

StudentsPersonal white boardRubber bandGeo board2 pencilsUncooked spaghettiDark construction paperStraight edgeScissorWhite paperCm rulerIndex cardHighlighterToothpicksClay or marsh or gumdrops

Mod #8 20 days6/10,6/11,6/12Topic BLesson 6-8

2.G.3,2.G.1Composite Shapes and Fraction Concepts

I can combine shapes to create a composite shape; create a new shape from composite shapes

I can interpret equal shapes in composite shapes as halves, thirds and fourths


TeacherScissorsTangramPattern blocks

StudentsScissorsPersonal white boardTangramPattern blocks

Mod #8 20 days6/15,6/16Mid Module AssessmentTopics A-B

Reason with shapes and their attributes2.G.1,2.G.32.G.1 Recognize and draw shapes having specific attributes such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons and cubes. Sizes are compared

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directly or visually not compared by measuring.2.G.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.

Mod #8 20 days6/17,6/18,6/19,6/22Topic CLesson 9-12

2.G.3,2.G.1Halves, Thirds and Fourths of Circles and Rectangles

I can partition circles and rectangles into equal parts and describe those parts as halves, thirds and fourths

I can describe a whole by the number of equal parts including 2 halves, 3 thirds and 4 fourths

I can recognize that equal parts of an identical rectangle can have different shapes


TeacherCircle templateShapes templatePaperLabeled fractions partsGlue stick

StudentsCircle templateShape templatePersonal white boardCrayonsColored pencilsRectangle templateGeo boardsRubber band

Mod #8 20 daysTopic DLesson 13-16

2.MD.7,2.G.3,2.NBT.2,2.NBT.5,2.NBT.6Application of Fraction to Tell Time

I can construct a paper clock by partitioning a circle into halves and quarters and tell time to the half hour and quarter hour

I can tell time to the nearest five minutes

I can tell time to the nearest five minutes; relate a.m. and p.m. to time of day

I can solve elapsed time problems involving whole hours and a half hour


TeacherInstructional clockVocab to postStory template

StudentsCircle templateScissorsCrayonBrad fastenersPersonal white boardStudent clockChart paper

Mod #8 20 daysEnd of Module AssessmentTopics A-D

2.MD.7, 2.G.1, 2.G.3Work with time and money2.MD.7 Tell and write time from analog and


digital clock to the nearest five minutes using a.m. and p.m.Reason with Shapes and Their Attributes2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons and cubes.2.G.3 Partition cubes 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.

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