2nd grade math - home - cicero school district 99 · doubles, near-doubles, doubles plus or minus 1...

Session Essential QuestionsContent

StandardsPractices Assessments

Sample

Lessons/ActivitiesVocabulary Resources

Interdisciplinary

Connections

Prior

Knowledges

1.1 Establishing use of tools, routines,

and expectations for math class.

- Using standard notation (+/-/=) to

describe arrangements of cubes.

- Naming, notating, and telling time

to the hour on a digital and analog

clock.

2.OA.1

2.OA.2

2.MD.7

MP5. Use appropriate

tools strategically

Teacher Observation (TO)

- Do students establish a

routine to use tools,

routines, and

expectations in math

class?

Classroom Routine:

What time is it?

- Using 10 cubes

- Introducing the Time

Routine

Connecting cubes (at

least 30 per student)

Folders or large

envelopes (1 per

student; optional)

Demonstration clock (1

per class)

Students clocks (1 per

pair)

analog clock

digital clock

o'clock

SAB p.1, p.2

SMH p.46

M1, M2, M3-M4

Family Letter

Writing - p. 30

SAB p. 1

1.2 How can students develop an

understanding of the magnitude

and sequence of numbers up to 10?

2.NBT

2.MD.7

2G.1


tools strategically

TO

- Do students fit shapes

together a specific area?

Classroom Routine:

What time is it?

- Introduce Cover and

Count and Building Cube

Things

- Math Workshop

analog clock

digital clock

o'clock

Pattern Blocks

Connecting Cubes

M5-M6, M7-M8

SAB pp. 9-10

SMH p34-33, 99

1.3 How can students use the number

line to focus on counting?

2.NBT.2

2.MD.6

2.MD.7


tools strategically

TO

- Do students use the

number line to reason,

use standard notation?

Classroom Routine:

What time is it?

-Guess My Number

-Math Workshop

greater than

less than

class number line

Large clothespin (2 per

class)

Pattern blocks

Connecting Cubes

SAB pp 3-8, 11

SMH pp 23, 33-34, 81-

83, 99

1.4 How Can students use the 100 chart

to and compare to the number line?

2.OA.2

2.NBT.2

2.MD.6

2.MD.7


tools strategically

TO

- Do students use the

number line to reason

about, and keep track of

information about, and

the magnitude and

relationship of numbers?

Classroom Routine:

What time is it?

-Guess My Number

- Math Workshop

- Introducing the 100

chart

class number line

Large clothespin (2 per

class)

Pattern blocks

Connecting Cubes

Pocket 100 chart

SAB p.12

SMH pp 23,24 33, 99

2nd Grade Math

Unit 1: Counting, Coins, & Combinations

Investigation 1: Introducing Math Tools & Routines

* counting

* composition of

smaller numbers

* addition &

subtraction with

smaller numbers

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Introducing Math Tools & Routines1.5 How can student demonstrate

different expressions for a given

number?

2.OA.2

2.NBT.2

2.MD.6

2.MD.7

MP1. Make sense of

problems and persevere

TO

- Do students develop

strategies for counting

accurately?

Classroom Routine:

What time is it?

- Introducing the Todays

Number Routine

Connecting cubes

chart; chart paper

from Act.2

Class number line

2 large clothespins or

clips

SAB p.13, p.14

SMH pp33-34, 55, 81-

83

2.1 How can students use strategies for

finding the difference between two

quantities?

2.OA.1

2.NMT.2

2.MD.6

2.MD.7

MP4 - Model with

mathematics

TO

-Do students count a

quantity in more the an

one way?

Classroom Routine:

What time is it?

adding SAB p. 15, p.16

SMH pp.33-34, 60, 65-

66

M10

Writing - p. 65

SAB p. 15

2.2 How can students count a set of 60

pennies.

2.OA.1

2.OA.2

2.NBT.2

MP1. Make sense of


T.O.

- Do students use

different ways of counting

a set of pennies, and can

they identify coins and

their values?

Classroom Routine:

Today's Number

Math workshop

cents

nickel

penny

dime

quarter

Coins

60 pennies

M11, M12, M10

SAB p.17, p.18

SMH p. 19, 20, 33-34

2.3 How Can students count to 100 and

beyond?

2.OA.1

2.NBT.2

2.NBT.3

2.MD.7

2.MD.8

MP4 - Model with

mathematics

MP6. Attend to

precision

MP7. Look for and make

use of structure

TO

- Do students count,

write, and read the

numbers sequentially

from 1 to 100 and

beyond?

Classroom Routine:

What time is it?

Math Workshop

Chart "Coins"

Counting strips

M2, M10, M9

SAB P17, 19

SMH p. 19, 20, 33-34

2.4 How can students count and work

with coin equivalencies?

2.OA1

2.OA.2

2.MD.6

2.MD.7

2.MD.8

MP4 - Model with

mathematics

TO

- Do students identify

coins and their values and

identify and use coin

equivalencies?

Classroom Routine:

What time is it?

Math workshop

Number cube

coin set

M13, M14

SAB p.20

SMH p. 19, 20, 33; G3

Investigation 2: Counting & Coins

* counting

* composition of

smaller numbers

* addition &

subtraction with

smaller numbers

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Introducing Math Tools & Routines2.5 How can students collect, count,

and record data?

2.NBT.2

2.MD.7

MP3 - Construct viable

arguments and critique

the reasoning of others

MP4 - Model with

mathematics

TO

- Do students collect,

count, represent, discuss,

interpret, and compare

data?

Classroom Route:

What time is it?

data

zero

Cubes

clear plastic jar

tape or rubber band

chart paper

Prepared Pocket Data

Chart

SAB, p.21, pp. 22-23

SMH, pp. 33-34, 104

Writing - p. 93

SAB p. 21

2.6 How can students identify the

structure of the number system by

using patterns?

2.OA.1

2.0A.2

2.NBT.2

2.NBT.9

MP8- Look for and

express regularity in

repeated reasoning

TO

- Do students identify and

use different patterns in

the structure of the

number system?

Classroom Routine:

Todays Number

Math workshop

Counting strips,

Counters,

M15-M18

M19, M20

SAB, p.25; SMH pp. 33,

44, 45, 46; G3, G10

M21-M22

2.7 How can students compare two

numbers to find the difference?

2.OA.1

2.OA.2

2.NBT.2

2.MD.7

MP3 - Construct viable



MP4 - Model with

mathematics

TO

- Do students use

strategies to compare two

numbers to find the

difference?

Classroom Routine:

What time is it?

Math workshop

Materials from

Sessions 2.6, 2.4, 2.3,

2.1

Labeled Counting Bag

Chart paper

SAB p. 26

SMH pp. 20-33, 44-45,

46; G10; M15-M20

2.8 Assessment: Enough for the class? 2.OA.1

2.OA.2

2.NBT.2


tools strategically

Assessment: Enough for

the Class?

Classroom Routine:

Today's Number

Math workshop

M23, Assessment

Connecting cubes

Counting Bag

SAB, p. 27

SMH, pp. 20, 44, 45,

65-66; G3, G10

* counting

* composition of

smaller numbers

* addition &

subtraction with

smaller numbers

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Introducing Math Tools & Routines3.1 How can students make

combinations of 10.

2.OA.2

2.MD.7

MP1. Make sense of


MP3. Construct viable



MP4. Model with

mathematics

Do students find two

addends that make10, use

equations to record,

develop and analyze

visual images for

quantities up to 10?

Classroom Routine:

What time is it

M24, make 10

M26, Blank ten-frames

M27-M28 Family letter

Counters

SAB p. 28

SMH pp. 46; G9

3.2 Tens Go Fish; How can students find

the missing addend to make a total

of ten?

2 .OA.2

2.OA.4

2.MD.6

MP1. Make sense of


Tens Go Fish: Do students

find the missing addend

to make a total of 10?

Classroom Routine:

Quick Images: Ten-

Frames

Primary Number

Cards,

Connecting Cubes,

M29, Tens Go fish

M30, Ind Numb Line

3.3 Strategies for Finding Combinations

of 10

How can students come up with

strategies to make 10?

2.OA.2

2.OA.4

MD.6

MP1. Make sense of



use of structure

MP8. Look for and


repeated reasoning

Strategies for finding 10;

Do students find the

missing addend to make a

total of 10?

Classroom Routine:

Quick Images: Ten-

Frames

Materials from

sessions 3.1, 3.2

SAB p. 30

SMH pp. 46; G9, G14 ,

M24

3.4 More than two make 10 2.OA.2

2.OA.4

MP1. Make sense of



use of structure

MP8. Look for and


repeated reasoning

More than two make 10:

Do students generate

equivalent expressions for

a number.

Classroom Routine:

Quick Images: Ten-

Frames

addend M30

Primary Cards

Connecting Cubes

Materials to Make 10,

Materials for Tens go

Fish

SAB p.31, p.32

* counting

* composition of

smaller numbers

* addition &

subtraction with

smaller numbers

Investigation 3: Combinations of 10

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Introducing Math Tools & Routines3.5 Addition Combinations 2.OA.2

2.NBT.5

2.MD.7

MP1. Make sense of

problems and

persevere.

Do students develop

fluency with the make of

10, plus 1, and plus2

addition combinations?

Classroom Routine:

What time is it?: What

time Will It Be?

addition

combinations

single-digit

number

M31-M33

Envelopes

SAB p.33

SMH pp.44, 45, 46

* counting

* composition of

smaller numbers

* addition &

subtraction with

smaller numbers

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Can students solve story problems

which combine three addends?

2.OA.1,

2.OA.2,

2.NBT.5

MP2: Reason abstractly

and quantitatively

MP8: Look for and


repeated reasoning

TO (Teacher Observation):

Can students accurately

add the numbers?

Are students convinced

that they can add the

numbers in any order?

How do students record

their work?

order, total,

addend

chart paper, cubes

towers, connecting

cubes, student activity

book pages 1-2, M1-

M2, student handbook

pages 43, 54

Writing - p. 33

SAB p. 2

1.2 Can students use known

combinations to solve problems

with multiple addends?

Can students record and discuss

strategies used?

2.OA.2,

2.OA.4


and quantitatively

MP8: Look for and


repeated reasoning

TO: How familiar and

accurate are students

with the calculator?

How comfortable and

accurate are students

with computing mentally?

How do students double-

check when their totals do

not agree?

doubles, near-

doubles, doubles

plus or minus 1

connecting cubes,

chart paper, student

activity book pages 4-

6,, student handbook

pages 43, 47, 48-50,

54

1.3 Can students use a calculator as a

mathematical tool?

Can students use known

combinations to to solve problems


2.OA.1,

2.OA.2

MP5: Use appropriate

tools strategically

MP6: Attend to

precision

TO: Can students

correctly add three

numbers, find the

difference between the

sum and 20 and record

their work?

How do students play?

Do students consider

different combinations of

cards to see which gets

them closest to 20?

calculator calculators, chart

paper, M5-M9,

calculators, student

activity book pages 7-

8, student math

handbook pages 22,

43, 44, 45, 46, 54; G1

* familiarity with

mathematical

tools and routines

* strategies for

accurately

counting a set of

objects by ones

* beginning

fluency with

addition

combinations

* make sense of

addition &

subtraction story

problems

2nd Grade Math

Unit 3: Stickers, Number Strings, and Story Problems

Investigation 1: Adding More Than Two Numbers

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Adding More Than Two Numbers1.4 Can students use known

combinations to to solve problems


Can students compare numbers to

20?

2.OA.2,

2.NBT.2,

2.MD.6


tools strategically

TO: Can students

correctly add three

numbers, find the

difference between the

sum and 20 and record

their work?

How do students play?

Do students consider

different combinations of

cards to see which gets

them closest to 20?

M10-M13, connecting

cubes, SAB page 9, M3-

M4, primary number

cards, SAB page 10,

SMH pages 43, 46, 52,

53, 54; G2

1.5 Can students use known



Are students developing fluency

with the near-doubles

combinations?

2.OA.2,

2.MD.7

MP7: Look for and

make use of structure

MP8: Look for and


repeated reasoning

TO: Are students

retaining fluency with the

known combinations?

Do students use doubles

(or other known

combinations) to solve

near-doubles?

What kinds of clues do

students record?

M15, M16, envelopes

of "combinations I

know" and

"combinations I am I

still working on" (from

unit 1), SAB pp.11-15,

SMH pp. 43-50, G1-G2

* familiarity with

mathematical

tools and routines

* strategies for

accurately

counting a set of

objects by ones

* beginning

fluency with

addition

combinations

* make sense of

addition &

subtraction story

problems

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Adding More Than Two Numbers1.6 Can students use known



Are students developing fluency

with the doubles, near-doubles and

combinations of 10?

2.OA.2,

2.OA.4

MP8: Look for and


repeated reasoning

GCA: Resource Master

M17: Assessment:

Number Strings

TO:


find the totals of the

number strings?

What strategies do they

use?

M14, M15, M17, SAB

pp. 11-14, 16-17, SMH

pp. 43-50, 52-53, G1-

G2

2.1 Can students visualize, retell and

model the action of a variety of

addition situations?

Can students use standard notation

to represent a variety of addition

situations?

Are students developing strategies

for solving a variety of addition story

problems with totals up to 45 and

recording work?

2.OA.1,

2.OA.2,

2.NBT.5,

2.NBT.6

MP4: Model with

mathematics,

MP6: Attend to

precision

TO:

Can students make sense

of the action of the

problem?

How do students combine

the numbers?


what they did?

Do students use a

strategy mentioned in the

class discussion?

Do students who have

count all, count

on, add tens and

ones

chart paper,

connecting cubes, SAB

pp. 19-22, SMH pp. 59-

61

2.2 Can students visualize, retell and

model the action of a variety of

subtraction situations?

2.OA.1,

2.OA.2,

2.OA.4,

2.NBT.5

MP4: Model with

mathematics,

MP6: Attend to

precision

TO:



problem?

How do students solve

the problem?


what they did?

count back chart paper,


23-24 SMH 55, 67-69

2.3 Can students solve and compare

related story problems?

2.OA.1,

2.NBT.5,

2.MD.7

MP4: Model with

mathematics,

MP6: Attend to

precision

TO:



problem?


the problem?


what they did?

addition,

subtraction

connecting cubes,

chart of addition

strategies (from 2.1),

chart of subtraction

strategies (from 2.2),

SAB 25-28, SMH 60,

61, 67-69

Investigation 2: Addition & Subtraction* familiarity with

mathematical

tools and routines

* strategies for

accurately

counting a set of

objects by ones

* beginning

fluency with

addition

combinations

* make sense of

addition &

subtraction story

problems

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Adding More Than Two Numbers2.4 Can students visualize, retell and

record strategies for stories about

an unknown change?

2.OA.1,

2.OA.2,

2.OA.4,

2.NBT.5,

2.MD.6

MP4: Model with

mathematics,

MP6: Attend to

precision

TO:

Can students retell their

stories?

Can students identify

what information is

known and what they are

trying to find out?


the problems?


their solution strategies?

Do students recognize a

reltationship between the

problems?

equation connecting cubes,

chart paper, SAB 29-

31, SMH 61, 69, 76-81

Writing - p. 98-99

SAB p. 29-30

2.5A Can students visualize, retell and

record strategies for stories about

an unknown start?

Can students use standard notation

to represent addition and

subtraction situations with an

unknown start?

2.OA.1,

2.OA.2,

2.NBT.5

MP1: Make sense of

problems and

persevere,


and quantitatively,

MP4: Model with

mathematics

TO:

Can students visualize the

situation?


the problems?

Can students explain and

record their strategies?

chart paper,


pp 32A-32B or C29-

C30, SAB p. 32C or C31

* familiarity with

mathematical

tools and routines

* strategies for

accurately

counting a set of

objects by ones

* beginning

fluency with

addition

combinations

* make sense of

addition &

subtraction story

problems

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Adding More Than Two Numbers2.5 Can students solve a variety of

addition and subtraction situations

while playing "Cover Up?" ?

Can students generate story

problems for given equations?

2.OA.1,

2.NBT.5,

2.MD.7


and quantitatively

MP4: Model with

mathematics

MP6: Attend to

precision

TO:

How do students count

the counters to begin the

game?

How dos tudents figure

out how many counters

are hidden?


record each round?

M18, M19, counters,


29-30, 32-34, SMH 59-

61, 67-69, 76-80; G6

Writing - p. 108

SAB p. 34

2.6 Can students generate story


2.OA.1,

2.NBT.5,

2.NBT.9


and quantitatively


M20: Assessment: Story

Problems

TO:


the problems?


their work?

chart paper, M18,

M19, counters,


32, 35-40, SMH 59-61,

67-69, 76-80; G6

2.7 Can students generate story


Can students solve story problems?

2.OA.1,

2.NBT.5,

2.MD.7


and quantitatively


M20: Assessment: Story

Problems

TO:


the problems?


their work?

M20, M21, M18,

M19, counters,


32, 35-38, 41, SMH 59-

61, 67-69, 76-80; G6

Writing - p. 118

SAB p. 41

3.1 Can students tell if numbers can be

separated into two equal groups or

not?

2.OA.3,

2.NBT.2

MP3: Construct viable


the reasoning of others,

MP7: Look for and


TO:


the problems?

Do students solve every

single problem?

equal groups,

even, odd

M21, Chart paper,


42-45, SMH 41-42

* familiarity with

mathematical

tools and routines

* strategies for

accurately

counting a set of

objects by ones

* beginning

fluency with

addition

combinations

* make sense of

addition &

subtraction story

problems

Investigation 3: Counting by Twos, Fives, and Tens

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Adding More Than Two Numbers3.2 Can students understand that any

number that can be divided into

groups of two can also be divided

into two equal groups?

Can students characterize even and

odd numbers as those that do or do

not make groups of two and two

equal groups?

2.OA.3,

2.MD.7




MP7: Look for and


TO:

How do students

investigate the question?

How convinced are

students that the

generalization is true for

all numbers?

How do students explain

why the generalization is

true for all numbers?

connecting cubes,

Charts from 3.1, chart

paper, 100 charts, SAB

45, 47-50; SMH 41-42

3.3 Can students identify an even and

odd number?

Can students determine a rule for

finding the number of legs for any

group of people?

2.OA.3,

2.OA.4,

2.NBT.2




MP7: Look for and


TO:

Can students take coins

that equal a given

amount?

With which equivalencies

or trades are they the

most comortable?


coins to find the total in

cents?

M23, Class List, chart

paper, connecting

cubes, SAB 51-52,

SMH 35-37, 41-42

3.4 Can students count by 5's?

Can students determine the number

of fingers in the classroom?

2.NBT.2 MP5: Use appropriate

tools strategically

MP7: Look for and


TO:


the problem?

What tools do students

use to solve the problem

(connecting cubes,

pictures, class lists, 100

charts)?


their work?

counting by 5's,

counting by 10's

connecting cubes, box

or container, class lists

from 3.3 (optional),

SAB 53-54, SMH 35-

36, 38-39

* familiarity with

mathematical

tools and routines

* strategies for

accurately

counting a set of

objects by ones

* beginning

fluency with

addition

combinations

* make sense of

addition &

subtraction story

problems

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Adding More Than Two Numbers3.5 Can students combine coins to

make 50₡?

2.NBT.2,

2.MD.8

MP4: Model with

mathematics

MP7: Look for and


TO:


that equal a given

amount?



most comortable?



cents?

nickel, penny,

quarter, dime

M24, M25, M26, chart

paper, coin sets, M27-

M28, dot cubes, SAB

55, SMH 19, 20, G4

3.6 Are students developing fluency in

skip counting by 2's, 5's and 10's?

Can students use tallies to count by

5's?

2.NBT.2,

2.MD.7,

2.MD.8

MP4: Model with

mathematics

MP7: Look for and


TO:

Can organize and keep

track of the objects they

are counting?


count by numbers other

than 1s?

Do students expect to get

the same total regardless

of how they count?

When students count by

groups, how do they

handle leftovers?

tally marks M30, counting bags

(bags with 20-70

assorted small

objects), counting

bags: record keeping,

M31, materials for 3.5,

connecting cube, SAB

59-60, SMH 19-20, 35-

40, G4

3.7 Are students developing fluency in


Do students know that the size of a

group remains constant no matter

how it is counted (by 1's, 2's, 5's or

10's)?

2.NBT.2,

2.MD.8

MP4: Model with

mathematics

MP7: Look for and


TO:


that equal a given

amount?



most comortable?



cents?

M32-M33, materials

for 3.5 and 3.6,


57-58, 61-62; SMH 19,

20, 35-39, G4

* familiarity with

mathematical

tools and routines

* strategies for

accurately

counting a set of

objects by ones

* beginning

fluency with

addition

combinations

* make sense of

addition &

subtraction story

problems

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Adding More Than Two Numbers4.1 Are students developing fluency in


Do students recognize that the first

digit of a 2-digit number designates

the number of groups of 10 and the

second digit designates the number

of ones?

2.OA.4,

2.NBT.2


and quantitatively

TO:


count out the total

number?

How do students double-

check the number of

cubes?

Do students record

information accurately?

Do any students recognize

that a 2-digit number

represents the number of

towers of ten plus the

number of leftovers?

grouping by 2s

(5s, 10s)

M34, Chart paper,


pp 63-64, SMH p. 29,

35-36, 37-39

4.2 Can students recognize that the firs

digit of a 2-digit number designates

the number of groups of 10 and the

second digit designates the number

of ones?

Can students solve problems about

10s and 1s?

2.NBT.2,

2.MD.7


and quantitatively

TO:

Are students able to

represent numbers using

cubes organized into 10s

and 1s?

Do students recognize

that the number of

towers of ten is the first

number in a 2-digit

number and the leftover

cubes is the second

number?

2-digit number chart paper,

connecting cubes,

large box or container,

SAB pp 63, 65-66, SMH

pp 29, 39

Investigation 4: Place Value

* familiarity with

mathematical

tools and routines

* strategies for

accurately

counting a set of

objects by ones

* beginning

fluency with

addition

combinations

* make sense of

addition &

subtraction story

problems

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Adding More Than Two Numbers4.3 Can students add 10 to any

number?

Can students solve problems about

10s and 1s?

Do students recognize place value of

a 2-digit number?

2.OA.2,

2.NBT.2,

2.NBT.5,

2.MD.6


and quantitatively,

MP7: Look for and


TO:

Are students retaining

fluency with previous sets

of known combinations?

Which combinations can

students recall fluently?

What kinds of clues do

students record?

plus 10

combinations,

tens, ones

M35, Envelopes of

"combinations I Know"

and "Combinations I

Am Still Working On,"

Chart paper,

connecting cubes,

coins, SAB pp.67-71,

SMH pp 29, 43, 48-50,

51

4.4 Can students use a place-value

model (stickers, strips and singles)

to represent a number as 10s and

1s?

2.OA.2,

2.OA.2,

2.NBT.5


and quantitatively

TO:

How do students figure

out how many stickers are

shown?

How do students show a

number in stickers? How

do students show their

work?

tens place, ones

place

connecting cubes, M36-

37, SAB pp 72-74, SMH

pp 27-29

4.5 Can students find all the possible

ways to represent an amount with

strips of stickers (tens) and single

stickers (ones)?

2.NBT.2,

2.NBT.5


and quantitatively

TO:

How do students find and

count combinations of

10s and 1s?


generate more than one

combination of strips and

singles that total 46?


their work?

chart paper,


pp75-77, SMH pp 28-

29

* familiarity with

mathematical

tools and routines

* strategies for

accurately

counting a set of

objects by ones

* beginning

fluency with

addition

combinations

* make sense of

addition &

subtraction story

problems

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Adding More Than Two Numbers4.6 Can students use a place-value

model to represent a number as 10s

and 1s?

Can students find as many

combinations of a number as

possible, using only 10s and 1s?

2.NBT.5,

2.MD.8

MP1: Make sense of

problems and

persevere,


and quantitatively


M39-M41, End-of-Unit

Assessment

TO:

Do students get accurate

answers?

How do they record their

work?

Are students accurate and

efficient with near-

doubles combinations and

related facts?

C32, M39-M41, SAB p.

79, SMH pp 28-29* familiarity with

mathematical

tools and routines

* strategies for

accurately

counting a set of

objects by ones

* beginning

fluency with

addition

combinations

* make sense of

addition &

subtraction story

problems

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 How can students add 2-digit

numbers efficiently?

2.0A.2

2.NBT.5

2NBT.9

MP1. Make sense of


Observation: Can

students write equations

that accurately represent

problems?


use to solve problems?

Can students solve

problems accurately?


their work?

Today's Number: 38 tens

ones

Student Activity Book

pp. 1-2,

connecting cubes,

family letter.

Writing p. 26

SAB p. 1-2

1.2 How can students add and subtract

2-digit numbers efficiently?

2.0A.2

2.NBT.5

2NBT.9

MP1. Make sense of


Observation: Can students

write equations that

accurately represent the

problems?

What tools and strategies

do they use?


their work?

Today's Number: 45 Student Activity Book

pp. 1-2, 4-6,

connecting cubes,

chart paper

1.3 What strategies can you use to solve

2-digit addition problems?

2.0A.2

2.NBT.2

2.NBT.5

2.NBT.9

2.MD.6

2.MD.8

MP1. Make sense of


MP6: Attend to

precision

Observation: Can

students write equations

that accurately represent

problems?


use to solve problems?

Can students solve

problems accurately?


their work?

How many pockets?

Penny-a-pocket

Story Problem Student Activity Book

pp. 7-9, 11-12,

connecting cubes,

chart paper

1.4 What strategies can you use to solve

2-digit addition and subtraction

problems?

2.OA.2

2.NBT.5

2.NBT.9

2.MD.6

2.G.1

MP1. Make sense of


MP6: Attend to

precision

Quick Images: Pattern

Blocks


pp. 13-15

connecting cubes

2nd Grade Math

Unit 6: How Many Tens? How Many Ones?

Investigation 1: Working with Tens & Ones

Counting,

coins,

combinations and

stickers,

number strings,

and story

problems.

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Working with Tens & Ones2.1 What strategies can you use to add

missing numbers to a mostly empty

100 Chart?

2.NBT.5 MP2. Reason abstractly

and quantitatively

Observation: How do

students decide where to

place numbers?

What guesses do students

make?

How do students keep

track of and use the

information generated by

their questions?

Today's Number: 40 100 Chart Student Activity Book

pp.16-17, 19-20,

Pocket 100 Chart with

number cards

2.2 What strategies can you use to

determine the difference between a

number and a multiple of 10 up to

100?

2.OA.2

2.NBT.5

2.MD.7

MP2. Reason abstractly

and quantitatively

Observation: How do

students determine how

many cubes to take?


out how many cubes they

have altogether?

How do students calculate

the difference from a

number to the next

multiple of 10?

What Time is it?

Counting the minutes


p. 21 to 6,

Number Cubes,

connecting cubes

Writing p. 68

SAB p. 21

2.3 What strategies can you use to find

and use patterns in a sequence of

numbers?

2.NBT.5

2.MD.8


and quantitatively

Observation: What

guesses do students

make?

How do students keep

track of information

generated by their

questions?

Do students place the

given numbers correctly?

How do they decide

where to place numbers

on the 100 chart?

How do students explain

their strategies for placing

numbers?

How do students decide

where to place numbers?

Quick Images: Coins Student Activity Book

pp. 22-26

Writing p. 71

SAB p. 22-23

Investigation 2: Working with 100

Counting,

coins,

combinations and

stickers,

number strings,

and story

problems.

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Working with Tens & Ones2.4 What strategies can you use to



100?

2.OA.2

2.NBT.1.a

2.NBT.5

2.MD.6

2.MD.8


and quantitatively

Observation: Can

students accurately show

the given amounts?


solve the problems on


pages 29-30?


their work?

Today's Number: 56 with

Coins


pp. 27-31,

connecting cubes

2.5 What strategies can you use to add

2-digit numbers?

2.OA.2

2.NBT.5

2.NBT.9

2.MD.7


and quantitatively

Observation: Can

students write an

equation that matches

the problem situation?


the problems?

What Time is it? What

Time Will it Be?


pp. 32-36

Writing - p. 83

SAB p. 32-33




100?

2.NBT.5

2.NBT.9

2.MD.6

2.G.1

MP 1. Make sense of


M20, M21 Quick Images: Pattern

Blocks


p. 37


make jumps of multiples of 5 on the

100 Chart?

2.OA.3

2.NBT.5

2.NBT.6

MP7. : Model with

mathematics

Observation: How do

students move on the 100

Chart?


out how far they are from

100?

How do students add the

string of numbers at the

end of the game?

Today's Number:

Counting Around the

Class


pp. 38-40,

multiple of 5 number

cubes,

game pieces


coin amounts up to $1.00?

2.NBT.5

2.NBT.6

2.MD.6

2.MD.7

2.MD.8

MP7: Model with

mathematics

Observation: How do

students decide what

coins to take?

How do students total

their coins?


out how much they need

to make $1.00?

What Time is it? What

Time Will it Be?

nickel

penny

dime

dollar

cents


pp. 41-42,

1 to 6 dot number

cubes,

coin sets with four $1

bills added

Investigation 3: Adding to & Subtracting from 100

Counting,

coins,

combinations and

stickers,

number strings,

and story

problems.

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Working with Tens & Ones3.3 What strategies can you use to add

and subtract 10 and multiples of 10

to/from any number?

2.NBT.5

2.NBT.6

2.MD.8

MP7: Model with

mathematics

Observation: Are

students able to add 10 or

multiples of 10 to any

number?

Can they correctly place

the numbers on the 100

chart?

How many pockets?

Penny-a-pocket


pp. 43-50


subtract amounts from 100 down to

0?

2.NBT.5

2.NBT.6

2.MD.8

MP7: Model with

mathematics

Observation: If students

roll three and four, do

they remove three and

then four cubes?


out how many cubes they

have after each turn?

How do students find the

distance to a multiple of

ten?

Quick Images: Coins array Student Activity Book

p. 51,

connecting cubes,

1-6 dot or number

cubes


subtract amounts from $1.00 down

to 0?

2.NBT.2

2.NBT.5

2.NBT.6

2.MD.8

MP8: Look for and


repeated reasoning

Observation: What

strategies do students use

as they play?

What trades do students

make?

Today's Number:

Counting Around the

Class

dime

cents

dollar


pp. 52-53 & 55-56,

1-6 dot number cubes,

coin sets with $1 bills


and subtract amounts from $1.00

down to 0?

2.NBT.5

2.NBT.6

2.MD.7

2.MD.8

MP7: Model with

mathematics

What Time is it? Student Activity Book

p. 57,

10 strips of 10 stickers,

10 towers of 10 cubes,

10 dimes and one

dollar bill

Counting,

coins,

combinations and

stickers,

number strings,

and story

problems.

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Working with Tens & Ones4.1 How many 5's in 100? 2.NBT.2

2.NBT.5

2.MD.8

MP7: Model with

mathematics

Observation: How do

students approach the

problem?

How fluently can students

skip count by 5's and

10's?

Today's Number: 50 multiple

skip counting


pp. 58-61,

chart paper,

coin sets,

Pocket 100 Chart

Writing - p. 131

SAB p. 58

4.2 How can students skip count by 2's,

5's, and 10's?

2.NBT.2

2.MD.8

MP7: Model with

mathematics

Observation: How

familiar are students with

skip counting?

What errors do you

notice?

How accurate and legible

are students' written

numbers?

What patterns do

students notice in the

written sequences?

What tools, if any, do

students use to solve

these problems?

Do students use the

relationships between 5

and 10 between nickels

and dimes to solve

problems about the

number of nickels or

dimes in an amount?

How do students show

their thinking?

Today's Number:

Counting Around the

Class


pp. 62-68,

100 Chart,

coin sets

Writing - p. 138-139

SAB p. 62-63

4.3 Can students skip count by 2s, 5s,

and 10s?

Can students use coins to model

adding by 5s and 10s?

Are students developing efficient

methods for adding 2-digit

numbers?

2.NBT.2

2.MD.6

2.MD.7

2.MD.8

MP7: Model with

mathematics

M39 What Time is it? What

Time Will it Be?


pp. 62-65 & 69,

100 Chart,

coin sets,

strips of adding

machine tape

portfolio

Counting,

coins,

combinations and

stickers,

number strings,

and story

problems.

Investigation 4: Making 100 with Equal Groups

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Working with Tens & Ones4.4 Can students add multiples of 5 and

10?

Are students using coins to model

adding by 5s and 10s?

Can students determine the

difference between a given amount

and $1.00?

2.NBT.5

2.MD.8

MP1. Make sense of


End-of-Unit Assessment Quick Images: Coins Student Activity Book

p. 70,

100 chart,

coin sets,

End-of-Unit

Assessment

portfolio Counting,

coins,

combinations and

stickers,

number strings,

and story

problems.

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Can students characterize odd and

even numbers as those that do or

do not make groups of two

(partners) and two equal groups

(teams)?

2.OA.1,

2.OA.3,

2.NBT.5

MP1: Make sense of


TO:

How do students model

the problems?


the problem?

even, odd M2: Problems About

Two Small Groups,

charts of even and odd

definitions from Unit

3, chart paperm

connecting cubes, 100

chart, SAB pp 1-3,

SMH pp 41-42

1.2 Can students analyze what happens

with partners and teams when two

groups are combined?

2.OA.1,

2.OA.3,

2.NBT.5

MP1: Make sense of


TO:

How do students model

the problems?


the problem?

conjecture M5: Problems About

Two Big Groups, M2

(from session 1.1),

connecting cubes,

charts of even and odd

definitions (from

Session 1.1), SAB pp 1-

2, 4-6; SMH pp 41-42

1.3 Can students make and justify

generalizations about adding two

odd numbers?

2.OA.3,

2.NBT.5,

2.MD.7



the reasoning of others;

MP7: Look for and make

use of structure;

MP8: Look for and


repeated reasoning

TO:

Can students find pairs of

numbers that work?

Can students reason

about pairs of numbers

that do not work?

Do students work

systematically?

Do students suggest that

even numbers have no

leftovers and odd

numbers do?

chart paper,


pp 7-14, SMH pp 41-42

Writing - p. 38-40 & 42

SAB p. 7-11, 13-14

Unit 8: Partners, Teams, and Paper Clips

2nd Grade Math

Investigation 1: Adding Even and Odd Numbers

* understanding

of place value

* making sense of

operations of

addition &

subtraction

* developing

strategies for

soving addition &

subtraction

problems

Unit 8 22



Sample


Interdisciplinary

Connections

Prior

Knowledges


2nd Grade Math

Investigation 1: Adding Even and Odd Numbers1.4 Can students make and justify

generalizations about adding two

odd numbers?

2.OA.2,

2.OA.3,

2.NBT.5



the reasoning of others;


use of structure;

MP8: Look for and


repeated reasoning

TO:

Can students find pairs of

numbers that work?

Can students reason

about pairs of numbers

that do not work?

Do students work

systematically?

Do students suggest that

even numbers have no

leftovers and odd

numbers do?

Prepared Pocket Data

Poster, connecting

cubes. SAB pp 7-11,

SMH pp 13-15

2.1 Can students solve related problems

that help them see the relationship

between adding 9 and adding 10 to

any single-digit number?

2.OA.2,

2.NBT.5,

2.MD.6


and quantitatively,

MP8: Look for and


repeated reasoning

TO:

How fluent are students

in adding 9 and 10 to any

single-digit number?

How do students decide

whether to add 9 or 10?

Do students use what

they know about adding

even and odd numbers to

reason about unknown

combinations (e.g., "6 + 9

can't be 14 or 16 because

an even plus an odd has

to be an odd")?

vertical,

horizontal,

diagonal, sum

M6-M9: Primary

Number Cards, M10:

Plus 9 or 10 BINGO,

M11: Plus 9 or 10

BINGO Gameboard,

M12: Addition Cards

Set 5: Plus 9

Combinations,

connecting cubes,

counters of two kinds,

envelopes of

"combinations I know"

and "combinations I'm

still working on,"


pp 19, 21-22, SMH pp

51-53 and G11

* understanding

of place value

* making sense of

operations of

addition &

subtraction

* developing

strategies for

soving addition &

subtraction

problems

Investigation 2: Remaining Addition Combinations

Unit 8 23



Sample


Interdisciplinary

Connections

Prior

Knowledges


2nd Grade Math

Investigation 1: Adding Even and Odd Numbers2.2 Can students relate unknown

combinations to known

combinations?

2.OA.2 MP2: Reason abstractly

and quantitatively,

MP8: Look for and


repeated reasoning

TO:


in adding 9 and 10 to any

single-digit number?


with the remaining

combinations?

Do students use what

they know about adding

even and odd numbers to

reason about unknown

combinations?

M13: Addition Cards

Set 6: Remaining

combinations, chart

paper, envelopes of



still working on,"


pp 19, 21-22, SMH pp.

51-53 and G11

3.1 Can students determine what

number is left from 100 after taking

"a pinch of paper clips?"

2.OA.1,

2.NBT.5,

2.NBT.9,

2.MD.6

MP4: Model with

mathematics,


tools strategically

TO:

How accurate and

efficient are students in

their counting?

What strategies do

students use?

Can students write

equations that represent

the problems?


use?

Can students record their

strategies clearly?

M14-M15: Pinching

Paper Clips, M16:

Pages in a Sticker

Book, M17: 100s

chart, 1 box of 100

paper clips for each

student or pair,

connecting cubes in

towers of 10. materials

for Plus 9 or 10 BINGO

(from Session 2.1,)

envelopes of



still working on," SAB

pp 27-29, SMH pp 70-

75

* understanding

of place value

* making sense of

operations of

addition &

subtraction

* developing

strategies for

soving addition &

subtraction

problems

Unit 8 24



Sample


Interdisciplinary

Connections

Prior

Knowledges


2nd Grade Math

Investigation 1: Adding Even and Odd Numbers3.2 Can students solve subtraction

problems in parts and record their

work?

2.OA.1,

2.NBT.5,

2.NBT.9,

2.MD.6

MP4: Model with

mathematics,


tools strategically

TO:

What strategies do

students use?

What tools, models, or

representaions do

students use to solve the

problem and record their

work?

How do students

communicate their

thinking on paper?

M1: Stickers: Strips

and Singles, M18-M19:

Story Problems:

Variations, M20-M21:

Story Problems:

Challenges, M25-M26:

Family Letter, chart

paper, M17: 100

chart, SAB pp 27-29,

SMH pp 70-75

3.3 Can students add up or subtract

back to find the difference?

2.OA.1,

2.NBT.5,

2.NBT.9,

2.MD.6

MP4: Model with

mathematics,


tools strategically

TO:

Can student write


the problems?

What strategies do

students use?


representaions do



work?

How do students

communicate their

thinking on paper?

M16: Pages in a

Sticker Book, M17:

100s chart, M18-M19:

Story Problems:

Variations, M20-M21:

Story Problems:

Challenges, connecting

cubes, sets of paper

stickers (from 3.2),

materials for pinching

paper clips, materials

for Plus 9 or 10 BINGO,

envelopes of



still working on,"

counters, SAB pp 23-

24, 27-28, 30-34, SMH

pp 71-72, 73-75 and

G11

* understanding

of place value

* making sense of

operations of

addition &

subtraction

* developing

strategies for

soving addition &

subtraction

problems

Unit 8 25



Sample


Interdisciplinary

Connections

Prior

Knowledges


2nd Grade Math

Investigation 1: Adding Even and Odd Numbers3.4 Can students compare problems in

which the amount subtracted differs

by 1?

2.OA.1,

2.NBT.5,

2.NBT.9,

2.MD.6

MP4: Model with

mathematics,


tools strategically

TO:

Can student write


the problems?

What strategies do

students use?


representaions do



work?

How do students

communicate their

thinking on paper?

M22 - M23: More

Story Problems:

Challenges, Math

Workshop Materials

(from session 3.3), SAB

pp 33-38, SMH pp 52-

53, 71-72, 79-80

Writing - p. 99

SAB p. 36

3.5 Can students solve two subtraction

problems and record their work?

2.OA.1,

2.NBT.5

MP4: Model with

mathematics,


tools strategically

TO:

Can students write

equations that accurately

represent both situations?

What strategies do

students use? What tools

do studens use?

How do students

communicate their

thinking on paper?

GCA: M24: Assessement:

Paper Clips and Cherries

M24: Assessment:

Paper Clips and

Cherries, Math

Workshop Materials

(from session 3.3), SAB

pp 23-24, 27-28, 30-

31, 35-36, 39, SMH pp

53, 79-80

* understanding

of place value

* making sense of

operations of

addition &

subtraction

* developing

strategies for

soving addition &

subtraction

problems

Unit 8 26



Sample


Interdisciplinary

Connections

Prior

Knowledges


2nd Grade Math

Investigation 1: Adding Even and Odd Numbers4.1 Can students solve addition

problems and record their work?

2.OA.1,

2.NBT.5,

2.NBT.6,

2.NBT.9,

2.MD.6

MP4: Model with

mathematics,

MP6: Attend to

precision,

MP8: Look for and


repeated reasoning

TO:


write an equation that

represents the problem?

What strategies do

student use to solve the

problem?

What tools, models or

representations do


problem?


their work?

chart paper, M16:

Pages in a Sticker

Book, M17: 100 chart,

connecting cubes in

towers of 10, sets of

paper sticks (from

session 3.2), SAB pp 40-

46, SMH pp 62-66

4.2 Can students solve addition

problems using the strategy of

keeping one number whole and

adding the other in parts?

2.OA.1,

2.NBT.5,

2.NBT.6,

2.NBT.9,

2.MD.6

MP6: Attend to

precision,

MP8: Look for and


repeated reasoning

TO:

Can student accurately

write an equation or a

story problem that


Are students able to keep

one number whole and

add on the other?


their work?

M28-M29: Addition

Problems, Set 3:

Variations; M30-M31:

Addition Problems, Set

3, Challenges; M17:

100 chart, connecting

cubes, sets of paper

sticks (from session

3.2), Chart: "Keeping

One Number Whole"

(From session 3.2),

SAB pp 45, 47-51; SMH

pp 63-66

Writing - p. 125 & 129

SAB p. 48 & 50-51

* understanding

of place value

* making sense of

operations of

addition &

subtraction

* developing

strategies for

soving addition &

subtraction

problems

Unit 8 27



Sample


Interdisciplinary

Connections

Prior

Knowledges


2nd Grade Math

Investigation 1: Adding Even and Odd Numbers4.3 Can students solve addition

problems using the strategy of

adding just the tens then just the

ones then the tens and ones?

2.OA.1,

2.NBT.5,

2.NBT.6,

2.NBT.9

MP6: Attend to

precision,

MP8: Look for and


repeated reasoning

TO:

Can students write an

equation or a story

problem that represents

the problem?

Are students able to add

by place?


their work?

M32-M33: Addition

Problems, Set 4:



4: Challenges; Chart

"Adding Tens and

Ones" (From session

4.1); chart paper;

connecting cubes in

towers of 10; sets of

paper stickesr (from

session 3.2); SAB pp50,

52-56; SMH pp 63-66

Writing - p. 133

SAB p. 52

4.4 Are students developing efficient

methods for adding and notating

strategies?

2.OA.1,

2.NBT.5,

2.NBT.6,

2.NBT.9,

2.MD.6,

2.MD.7

MP6: Attend to

precision,

MP8: Look for and


repeated reasoning

TO:


write an equation that


What strategies do

student use to solve the

problem?


representations do


problem?


their work?

M36-M37: Addition

Problems, Set 5:



5: Challenges; M16:

Pages in a Sticker

Book; M17: 100 Chart;

connecting cubes in

towers of 10; sets of

paper stickers (from

session 3.2); SAB pp 57-

61; SMH pp 63-66

Writing - p. 139

SAB p. 58

* understanding

of place value

* making sense of

operations of

addition &

subtraction

* developing

strategies for

soving addition &

subtraction

problems

Unit 8 28



Sample


Interdisciplinary

Connections

Prior

Knowledges


2nd Grade Math

Investigation 1: Adding Even and Odd Numbers5A.1 Can students represent 3-digit

numbers as well as add 3-digit

numbers?

2.NBT.2,

2.NBT.7

MP4: Model with

mathematics,


tools strategically

TO:

Are students able to use

sticker notation to

represent the number of

stickers?


record an equation that

represents the number of

stickers?

sets of paper stickers,

C84 (make copies as

needed), SAB pp 65-66

or C85-C86, SAB p. 67

or C87, SAB p. 68 or

C88, SMH p 32, 63

5A.2 Can students represent 3-digit

numbers as well as add 3-digit

numbers?

2.NBT.7 MP1: Make sense of

problems and

persevere,


tools strategically

TO:

How efficient are students

in representing numbers

using sticker notation?


their strategy for

combining the sets?

How do students deal

with problems that have

more than 10 ones or 10

tens?

SAB pp 65-66 or C85 -

C86, C69-70 or C89 -

C90, SAB pp 71-72 or

C91-C92, SAB p. 73 or

C93, sets of paper

stickers, number

strips, SMH pp 71-72

5A.3 Can students represent 3-digit

numbers as well as subtract 3-digit

numbers?

2.NBT.1.a,

2.NBT.7

MP1: Make sense of

problems and

persevere,


tools strategically

TO:

Can students retell the

problem in their own

words and describe what

is happening in the

problem?


sticker notation to

represent the total

amount?

chart paper, set of

paper stickers, SAB pp

75 -76 or C94-C95, SAB

77 or C96, SMH pp 71-

72

* understanding

of place value

* making sense of

operations of

addition &

subtraction

* developing

strategies for

soving addition &

subtraction

problems

Unit 8 29



Sample


Interdisciplinary

Connections

Prior

Knowledges


2nd Grade Math

Investigation 1: Adding Even and Odd Numbers5A.4 Can students represent 3-digit

numbers as well as subtract 3-digit

numbers that do and do not need to

be regrouped?

2.NBT.1.a,

2.NBT.7

MP1: Make sense of

problems and

persevere,


tools strategically

TO:

Can students retell the

problem in their own

words and describe what

is happening in the

problem?


sticker notation to

represent the total

amount?

Do students break apart

the amount being

removed into hundreds,

tens, and ones and then

remove each of these

parts from the total

amount?

How do students work

with numbers that require

them to break up or

regroup a group of 10 or

100?


explaintheri strategy as

well as identify each part

of the problem (total

amount, part removed,

part left/answer)?

SAB pp 75-76 or C94-

95, chart paper, SAB

pp 78-79 or C97-C98,

pp 80-81 or C99-C100,

SMH pp 85-89

* understanding

of place value

* making sense of

operations of

addition &

subtraction

* developing

strategies for

soving addition &

subtraction

problems

Unit 8 30



Sample


Interdisciplinary

Connections

Prior

Knowledges


2nd Grade Math

Investigation 1: Adding Even and Odd Numbers5A.5 Can students make and justify

generalizations about adding even

and odd numbers? Can students

add 2-digit and 3-digit numbers

accurately and efficiently?

2.NBT.7 MP1: Make sense of

problems and

persevere,


and quantitatively

GCA:

Do students make

accurate generalizations

about what happens

when you add different

combinations of even and

odd numbers?


write an equation or tell a

story that represents

what the problem is

asking?

What strategies do


problem?


representations do


problem?


their work?

SAB pp 65-66 or C85 -

C86, C69-70 or C89 -

C90, SAB pp 71-72 or

C91-C92, SAB p. 73 or

C93, sets of paper

stickers, number

strips, SMH pp 71-72 * understanding

of place value

* making sense of

operations of

addition &

subtraction

* developing

strategies for

soving addition &

subtraction

problems

Unit 8 31



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1A How can students develop fluency

with subtraction facts related to the

+9 addition combinations?

2.OA.2 MP2. Reason abstractly

and quantitatively

Ongoing Assessment:

Observe Student at works

pg 1B

Classroom Routine:

What time is it? -

Writing clues

- Practicing Subtraction

Facts

Length

Width

Investigation and the

Common Core

Standards book for

Adapted Lesson

-pgs cc116-CC119

1.1 How can students compare and

record the length of items with

length of strips?

2.NBT.5

2.MD.1

MP1. Make sense of


Ongoing Assessment:


pg 1

Classroom Routine:

Quick Images, Tens and

Ones.

Length

Width

SAB p.1 - 3

SMH p.146

Writing - p. 27

SAB p. 2

1.2 Scavenger Hunt Workshop 2.NBT.5

2.MD.2


and quantitatively

Ongoing Assessment:

Observe Student at work

pg4

Classroom Routine:

Today Number: 49 using

subtracion - Math

Workshop

measure

estimate

length

width

height

SAB pg 1-2, 4-8

SMH 146, 147, 148

Writing - p. 31

SAB p. 5

1.3 Measuring with Different Units 2.NBT.5 MP5. Use appropriate

tools strategically

Ongoing Assessment:


pg 9,10

Classroom Routine:

What time is it?

-What time will it be? -

Math Workshop

unit Student Activity Book

pp. 4–5, 9–11

Student Math

Handbook pp. 147,

148

1.4 Measuring Jumps 2.NBT.5

2.MD.2

2.MD.4

MP1. Make sense of



and quantitatively

Ongoing Assessment:


pg 13

Classroom Routine: -

Tens & Ones

- Math workshop


pp.9, 13-14

Student Math

Handbook pp. 147,

150-151, 152

1.5 Comparing Jumps 2.NBT.5

2.MD.2

2.MD.4

2.MD.5

2.MD.9


and quantitatively

Ongoing Assessment:


pg 16

Classroom Routine:

Todays number - 26

using subtraction


pp.15-16

Student Math

Handbook pp. 73-75,

150-151, 152 1.6 Assessment: A measurement

Agreement

2.NBT.5

2.MD.2

2.MD.4

2.MD.5

2.MD.7


and quantitatively

Ongoing Assessment:


pgM6

Classroom Routine:

What time will it be?

SAB p. 17-18

SMH pp.73-75, 148

M6

2nd Grade Math

Unit 9: Measuring Length & Time

Investigation 1: Different Units, Different Counts

* measuring

length with

informal units

* understand that

if 2 people

measure an

object with the

same unit, they

will get the same

measurement

* understand that

different units

yield different

counts

Unit 9



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Different Units, Different Counts2.1 The Land of Inch 2.NBT.5

2.MD.1


tools strategically

Ongoing Assessment:


pg 19

Classroom Routine:

-Tens & Ones

- Math workshop

inch

measurement

SAB pp. 19-20

SMH 146, 148, 149,

152, 155

2.2 Measuring with the Inch-brick tool 2.NBT.5

2.MD.1

2.MD.4

2.MD.5


tools strategically

Ongoing Assessment:


pg 27

Classroom Routine:

- Todays Number:20

using subtraction

- Math Workshop

accurately SAB pp. 19, 21-28

SMH 148, 155, 156

2.3 A Map of the Land of Inch 2.NBT.5

2.MD.1


tools strategically

Ongoing Assessment:


pg 29

Classroom Routine:

What time is it?

SAB pp. 23-24, 29-30

SMH 155, 156

3.1 Assessment: The King's Foot 2.NBT.5

2.MD.1

2.MD.2

2.MD.8


tools strategically

Assessment: RM M13 Classroom Route:

How many Pockets?

Using a Class List to Add

Unit

footlength

ruler

M13

Rulers

SAB p.31

SMH pp. 150-151, 152,

1553.2 Rulers and Body Benchmarks 2.NBT.5

2.MD.1

2.MD.3

2.MD.4

2.MD.5


tools strategically

Ongoing Assessment:


pg 34-35

Classroom Routine:

Quick Images: Tens and

Ones

Math Workshop

tape measure

yardstick

yard

inch

foot ,

benchmark

Rulers,

yardsticks,

tape measures,

inch-brick measuring

took,

SAB pgs, 32, 33, 34-35,

36-38

SMH pp. 153, 155, 156

Writing - p. 86

SAB p. 32

3.3 Measurement Strategies 2.NBT.5

2.MD.1

2.MD.2

2.MD.3


tools strategically

Ongoing Assessment:


pg 39

Classroom Routine:

Today's Number: 32

using subtraction

Math Workshop

SAB p. 33, 34-35, 39,

40-42

SMH 153, 156, 157

pg from CC, C123

Writing - p. 93 & 95

SAB p. 39, 41, & 42

3.4 Moving to Metric 2.MD.1

2.MD.3

2.MD.4

2.MD.7


tools strategically

Ongoing Assessment:


pg 43

Classroom Routine:

What time is it? What

time will it be?

Math Workshop

metric system

centimeter

meter

M16

SAB p. 43, 44, 45-46

SMH p. 154

Writing - p. 99

SAB p. 44

Investigation 2: Creating a Measuring Tool

Investigation 3: Two Measurement Systems

* measuring

length with

informal units

* understand that

if 2 people

measure an

object with the

same unit, they

will get the same

measurement

* understand that

different units

yield different

counts

Unit 9



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Different Units, Different Counts3.5 Metric Measurement 2.NBT.5

2.MD.1

2.MD.2

2.MD.5


tools strategically

Ongoing Assessment:


pg 47

Classroom Routine:


Ones

SAB pp. 44, 46, 47, 48

SMH 150-151, 153,

154, 155

Writing - p. 102

SAB p. 47

3.6A End-of-Unit Assessment 2.MD.2

2.MD.7

MP1. Make sense of



and quantitatively

Ongoing Assessment


pg C124-126

Classroom Routine:

Todays Number; 72

C124-126

C127, Assessment

Checklist: Subtraction

Facts

C128-129, At What

Time?

* measuring

length with

informal units

* understand that

if 2 people

measure an

object with the

same unit, they

will get the same

measurement

* understand that

different units

yield different

counts

Unit 9



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 How do students draw and describe

the attributes of 2-D shapes?

Can students describe the number

of faces on a 3-D shape?

2.0A.1

2.0A.2

2.G.1

5: Use appropriate tools

7: Look for and make

use of structure

Teacher Observation (TO)-

Do students explore and

describe the features of 3-

D shapes?

Do students attend to

important features of

shape while making a two-

dimensional

representation of a three-

dimensional block

construction?

10 minute Math:

Today's Number

polygon

geometry

two-dimensional

shape

three-

dimensional

shape

face

Chart: "Describing

Geoblocks"

Geoblock K


(SAB) pp. 1-2

M5-M6

1.2 Can students match a 3-D shape to

its 2-D representation?

2.0A.1

2.0A.2

2.0A.4

2.G.1

5: Use appropriate tools Teacher Observation (TO)-

Do students use features

of a three-dimensional

shape to match a

geoblock to a two-

dimensional

representation?

Do students attend to

important features of the

shape while making a two-

dimensional

representation of a three-

dimensional block

construction?

Do students practice

doubling numbers?

Do students experiment

with geometric motions

to see how shapes fit

together?

10 Minute Math: 10

using subtraction

M7-M12

Five Geoblocks

Computers (shapes)

Block Task Cards

M13, M14, M15

Primary Number Cards


(SAB) p. 3

Student Math

Handbook, pp. 47,

116, 122, 123, 124-125

2nd Grade Math

Unit 2: Shapes, Blocks, & Symmetry

Investigation 1: Features of 2-Dimensional & 3-Dimensional Shapes

* experience

observing,

describing,

comparing, and

representing

shapes they see

around them

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Features of 2-Dimensional & 3-Dimensional Shapes1.3 How do students sort geoblocks? 2.0A.2

2.MD.7

2.G.1

3: Construct viable




strategically

TO

Do students sort three-

dimensional shapes by

different attributes?

Do students identify a

three-dimensional shape

by touch?

10 Minute Math: How

many pockets

Set of geoblocks

Paper bag (mystery

block)

Materials from: Find

the block, drawing

geoblocks, double

arrays, shapes

SAB p. 4

1.4 Can students identify double

combinations?

2.0A.2

2.MD.7

2.G.1

5: Use appropriate tools TO

Are students working on

the "Combinations I

know" and Combinations

I'm still working on"

cards?

Do students fill an outline

in different ways as they

begin to notice

combinations of shapes?

10 Minute Math: What

time is it?

M19

"Combinations I know"

and "Combinations I'm

Still Working on"

envelope M20

SAB p. 5

1.5 How do students combine 2-D and 3-

D shapes to make other shapes?

2.G.1 5: Use appropriate tools TO

Do the students put the

blocks together to gain

insight into how they

perceive three-

dimensional shapes?

Do students notice

relationships among

various blocks?

Do students have a

recording method that is

easy to understand?

10 Minute Math:

Drawing Shapes

SAB pp. 6-8

Shapes software

Build the Geoblock,

Ways to fill, Mystery

Block, Shapes

SAB p. 11

* experience

observing,

describing,

comparing, and

representing

shapes they see

around them

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Features of 2-Dimensional & 3-Dimensional Shapes2.1 Can students describe and sort

shape cards into groups with

different attributes?

2.0A.1

2.OA.2

2.G.1

3: Construct viable



TO

Do students identify an

attribute or set of

attributes of a geometric

shape?

Do the students sort the

cards into 3 groups: 3

sides, 4 sides, more then

4 sides?

10 Minute Math: 18

using double

combinations

M1-M4

Different ways to sort

SAB pp. 12-13

2.2 Can students sort quadrilaterals into

two categories (shapes with 4 sides

and 4 right angles and shapes with 4

sides, but not 4 right angles)?

2.MD.7

2.G.1

3: Construct viable



TO

Do students sort 4-sided

shapes into 2 categories

(those with right angles

and those without)


time is it?

angle

right angle

rectangle

quadrilateral

Shape Cards

Color Tiles

Quadrilateral Chart

SAB pp. 15-16

2.3 Can students arrange rectangles

from biggest to smallest and discuss

their order?

2.G.1

2.G.2

3: Construct viable



4: Model with

mathematics

TO

Do the students decide on

an attribute for ordering a

set of rectangles?

Do students cover

rectangles with tiles?

10 Minute Math:

Drawing Shapes

area M23-M25

Which is Biggest?

SAB p. 17, 18

Writing - p. 81

SAB p. 17

2.4 Can students build rectangles and

describe and draw them?

2.0A.1

2.0A.2

2.0A.4

2.G.2

3: Construct viable




strategically

TO

Do students build

rectangles from tiles and

describe them?

Do students practice

building rectangular

arrays?

Do students use visual

images to recreate

arrays?

10 Minute Math: Todays

Number

congruent

column

Color tiles

Shapes software

M15

SAB pp. 19-20

Double arrays

SAB p.21

Writing - p. 89

SAB p. 20

* experience

observing,

describing,

comparing, and

representing

shapes they see

around them

Investigation 2: What is a Rectangle?

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Features of 2-Dimensional & 3-Dimensional Shapes2.5 Can students create and count their

own rectangles on a geoboard/dot

paper?

2.OA.2

2.OA.4

2.MD.7

2.G.1

5: Use appropriate tools TO

Do students focus on

outline of rectangle?


time is it?

Geoboards

Rubber bands

M26

Rectangles on the

Geoboard

Describing Rectangles

Rectangle Riddles

Shapes

SAB p. 22

2.6 How do students investigate how

many different rectangles can be

made with a given number of tiles?

2.0A.2

2.0A.4

2.G.2


6: Attend to precision

TO

Do students create

different rectangles using

a fixed number of color

tiles?

10 Minute Math: Double

Arrays

Color Tiles

M15

Rectangles on the

Geoboard

Describing Rectangles

Rectangle Riddles

Shapes

SAB p. 23-26

2.7 Can students identify whether or

not each of 4 shapes is a rectangle

and explain why or why not?

2.0A.1

2.0A.2

2.G.1


7: Look for and make

use of structure

TO

Do students reproduce

rectangular arrays from

descriptions?

Do students identify

rectangles as four-sided

shapes with four right

angles?

10 Minute Math:

Todays Number

Color Tiles

M30

SAB p. 27

2.8 Can students discuss the properties

of its faces?

2.NBT.2

2.G.1

2.G.2

1: Make sense of


TO

Do students compare two

rectangular prisms?

Do students build boxes

out of rectangular pieces

and develop their sense of

the structure?

10 Minute Math: How

many Pockets

congruent A box 9X5X3

Box pieces in

envelopes

SAB p. 28

2.9 Can students identify the number of

faces on a rectangular prism and

show which ones are congruent?

2.MD.7

2.G.1

3: Construct viable



Do the students identify

the number of faces on a

rectangular prism and

show which faces are

congruent? (M31)


time is it?

rectangular prism Students boxes

M31

SAB p. 29

* experience

observing,

describing,

comparing, and

representing

shapes they see

around them

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Features of 2-Dimensional & 3-Dimensional Shapes2.10A Can student construct & describe

rectangular arrays of tiles?

Has student achieved fluencywith

the double combinations?

Is the student developing fluency

with subtraction facts related to the

Plus 1, Plus 2, and Make 10

combinations?

2.OA.2

2.OA.4

2.G.2

1: Make sense of


2: Reason abstractly

and quantitatively

End of Unit Assessment:

C16 - C19

TO Checklists:

C20 Doubles

Combinations

C21 Subtraction Facts

10 minute Math: Today's

Number

C16 19

inch grid paper M15

centimeter grid paper

M29

checklists C20 & C21

addition cards, set 2

(doubles) M19

* experience

observing,

describing,

comparing, and

representing

shapes they see

around them

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Can students construct cube

buildings that have a constant ratio

of "rooms" to "floors"?

2.OA.2

2.OA.4

2.NBT.2

2.NBT.5

2.MD.8

MP4: Model with

mathematics


use of structure

Teacher Observation: Can

students use what they

see about five floors of a

cube building with three

rooms per floor to figure

out the total number of

rooms for ten floors?

10 minute Math: Quick

Images- Coins,

Activity: Introducing

Cube Buildings and How

Many Rooms?

Connecting Cubes,

SAB p. 1-2,

M3,

SMH p. 96,

Family Letter M1 and

M2

1.2 Can students use a table to record

how the total number of rooms in

their cube buildings changes in

relation to the number of floors?

2.OA.4

2.NBT.2

2.NBT.3

2.NBT.5

MP4: Model with

mathematics


use of structure

TO: Can students fill in

tables that show the

relationship between two

quantities-the number of

floors and the total

number of rooms in their

cube buildings?

10 minute Math: Todays

Number: 68 Using Strips

and Singles,

Activity: Introducing

Tables and Cube

Outlines and Tables

table,

column,

row

Connecting Cubes,

SAB p. 3-4,

Chart Building B,

SAB p. 5,

SMH p. 93, 94-95, 96,

97-98

1.3 Can students compare the buildings

with a 1X4 and 2X2 floor plan? Can

students consider why the values in

the tables for these two floor

buildings are the same?

2.OA.4

2.NBT.2

2.NBT.5

2.MD.7

MP4: Model with

mathematics


use of structure




quantities-the number of



cube buildings?

Can students find

different floor plans for a

building with five cubes

per floor?

10 minute Math: What

Time Is It?: What Time

Will It Be?,

Activity: Cube Outlines

and Tables and

Introducing Floor Plans

Connecting Cubes,

SAB p. 3-4, 6-10,

Chart "Building C, E,

and I",

SMH p. 96-98

2nd Grade Math

Unit 5: How Many Floors? How Many Rooms?

Investigation 1: Growing Patterns: Ratio & Equal Groups

* constructing,

describing, &

extending

patterns using

cubes and body

movements

* identifying the

unit of the

pattern

* comparing

patterns

Unit 5 (optional)



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Growing Patterns: Ratio & Equal Groups1.4 Can students use partial information

in a table to construct a cube

building that matches the ratio

relationship in the table and to fill in

missing values in the table?

2.O.A.4

2.NBT.2

2.NBT.5

2.NBT.6

MP4: Model with

mathematics


use of structure




quantities- the number of



cube building?

Can the use a table to

figure out the relationship

between the two

quantities?

Can students explain what

the information in a row

of a table indicates about

the cube building?

Assessment Checklist M7

10 minute Math: How

Many Pockets? Tens and

Ones,

Activity: Math Workshop

SAB p. 3-4, 6-7, 11-23;

Connecting Cubes,

SMH p. 94-98,

M7,

M5-M6 Family Letter,

Chart "Building P"

1.5 Can students use tables to represent

ratio relationships between pattern

block shapes and determine which

pattern block relationships are

represented by partially completed

tables?

2.O.A.1

2.NBT.2

2.NBT.3

2.NBT.5

2.G.1


and quantitatively

MP4: Model with

mathematics


use of structure

TO: Can students

determine how the total

number of rhombuses or

triangles used to cover

hexagons increases ?

Can they represent this

new ratio situation in a

table?

Can student fill in table

that represent the ratio

relationships between

pattern block shapes?


Images: Strips and

Singles,

Activity: Covering

Hexagons, Introducing

Mystery Shape, and

Math Workshop

triangle,

hexagon,

trapezoid,

rhombus

SAB p. 3-4, 6-7, 11-22,

24-33;

SMH p. 96-100;

Pattern Blocks,

Table "Hexagon and

Trapezoid, Table:

"Mystery Shape 1",

Connecting Cubes,

M8-M9-Create a

Building

Writing, p. 67

SAB p. 31-32

* constructing,

describing, &

extending

patterns using

cubes and body

movements

* identifying the

unit of the

pattern

* comparing

patterns

Unit 5 (optional)



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Growing Patterns: Ratio & Equal Groups1.6 Can students continue to work with

tables to represent ratio

relationships between pattern block

shapes?

2.NBT.2

2.NBT.5

2.G1

MP4: Model with

mathematics


use of structure


Number: 25 With

Missing Parts,

Activity: Math Workshop

SAB p. 3-4, 6-7, 11-22,

25-32, 34-35;

SMH p. 96-100;

M7,

Connecting Cubes,

Table: "Hexagon and

Rhombus",

Table: "Hexagon and

Triangle",

Pattern Blocks

2.1 Can students conduct and describe

repeating patterns, using body

movements and connecting cubes?

Can students determine what colors

are associated with certain numbers

on the number strip?

2.NBT.2

2.MD.7


and quantitatively


use of structure

TO: Can students make

repeating patterns with

cubes?

How do they describe

them?

Can students construct an

AB pattern with cubes

and determine what

colors are associated with

particular number on the

number strip?


Time Is It?,

Activity: Repeating

Pattern and Introducing

the Number Strip

repeating

pattern,

unit

SAB p. 37-39,

SMH p. 101-103,

Connecting cubes,

Markers or crayons,

Red and blue markers

or crayons,

100 chart (optional),

Number strip,

Cube trains

Writing, p. 80

SAB p. 38

2.2 Can students describe the number

sequences associated with each

color in their color patterns,

including the even and odd number

sequences? Can they use number

sequences to determine what

comes in a particular position in the

pattern?

2.OA.3

2.NBT.2

2.NBT.5

2.MD.8





use of structure

TO: Can students

construct an ABC pattern

with the cubes and

determine what colors are

associated with particular

numbers on the number

strip?


Images: Coins,

Activity: A 3-D Pattern

even,

odd

SAB p. 38, 40-43;

Connecting Cubes,

Chart Paper,

Pocket 100 Chart,

SMH p. 37, 41-42, 103

Writing, p. 85

SAB p. 40-41

Investigation 2: Repeating Patterns & Number Sequences* constructing,

describing, &

extending

patterns using

cubes and body

movements

* identifying the

unit of the

pattern

* comparing

patterns

Unit 5 (optional)



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: Growing Patterns: Ratio & Equal Groups2.3 Can students use partial information





2.NBT.2

2.NBT.5

2.MD.8

2.MD.10


and quantitatively





use of structure

TO: Can students

construct an AABBC

pattern with cubes and

determine what colors are

associated with particular

number on the number

strips?


Number: 32 Using Coins,

Activity: A 5-D Element

Pattern

SAB p. 40-41, 45-46

Chart Paper,

Number Strips,

Connecting Cubes,

"Blue Squares" Table,

Yellow, Green, and

Orange Markers or

Crayons,

SMH p. 103

Writing, p. 93

SAB p. 45

2.4 Can students use partial information





2.NBT.2

2.MD.7


and quantitatively





use of structure

TO: Can students

determine the color of

cubes associated with

given numbers by building

the cube pattern, by

counting on by 1's, or be

reasoning about the

pattern of the number?


Time Is It?,

Activity: Constructing 4-

Element Patterns

multiple SAB p. 45, 47-49, 50-

51,

Number strip 1,

Chart Paper,

Connecting Cubes,

"Green Squares" table,

Number Strips 2 and 3,

SMH p. 101, 103

Writing, p. 98

SAB p. 49

2.5 Can students work on two problems

that involves a new constant ratio

situation and one that involves

repeating patterns and number

sequences?

2.NBT.2 MP2. Reason abstractly

and quantitatively


use of structure

End of the Unit

Assessment: Can students

connect numbers in a

table to the situation they

represent?

Can students find the

value of one quantity in a

constant ratio situation,

given the value of the

other?

Can students determine

the element of a

repeating pattern

associated with a

particular counting

number in an AB or AAB

pattern?


Images: Pattern Blocks,

Masters p. 14-16,

SAB p. 53,

SMH p. 96-98, 100,

103

Writing, p. 102-103

M15 - M17 End of Unit

Assessment

* constructing,

describing, &

extending

patterns using

cubes and body

movements

* identifying the

unit of the

pattern

* comparing

patterns

Unit 5 (optional)



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Can students describe what one half

means?

2.NBT.2

2.G.3

1:Make sense of


in solving them

3: construct viable



Do students draw a line to

divide each object into

two equal parts?

Do students reason

numerically to determine

how many each girl gets

or do they count for the

problems about sets?


Ones

one half,

fraction,

equal,

half

SAB pp. 1-5

Chart "What we know

about 1/2"

Crayons

color tiles

SAB pg. 6

SMH pp. 84-86

1.2 Can students find halves of objects

and halves of sets?

2.NBT.5

2.G.3

1: Make sense of the


in solving them

3: Construct viable



Can students find two

blocks that, when brought

together make another

block?

Can students correctly

identify which one of the

smaller blocks are half of

the larger block and which

are not?

Do students find more

that one block that is half

of another?

Todays Number: 15

using multiples of 5 and

10 and subtraction

Geoblocks

M4

SAB pp. 7-8

SAB pp 9-12

SAB p 13

SMH p. 86

Writing - p. 35

SAB p. 16

1.3 Can students determine whether

particular shapes are half or not?

2.MD.7

2.G.3



in solving them

3: Construct viable



Can students correctly

identify which pieces are

half of the rectangle and

which are not?

What time is it?

Counting the Minutes

T70-71

Chart: Halves and Not

halves of Rectangles

Materials from: 1.2

SAB pp. 14-15, 9-10,

16

M10

Crayons

SMH p. 86

Writing - p. 40

SAB p. 19

2nd Grade Math

Unit 7: Parts of a Whole, Parts of a Group

Investigation 1: One Half

* informal

experiences with

fractions as equal

distributions

* measuring

lengths that fall

between whole

numbers of units

Unit 7 (optional)



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: One Half1.4 Can students describe and discuss

how to find halves and put objects

into two equal parts?

2.NBT.5

2.G.3



in solving them

3: Construct viable



How do students find half

of an odd number? Are

students able to represent

the results as mixed

numbers?

How many pockets?

Using a class list to add

one and a half

two and a half

Materials from session

1.2

SAB pp. 17-18, 19-20

Connecting Cubes

SAB pp. 14-15

T70 T71

SMH pp. 84-86, 92

2.1 Can students make halves and

fourths?

2.NBT.2

2.G.3



in solving them

Do students recognize

that two folds result in

sectioning their papers

into four parts?

Do students fold their

papers to make four equal

parts?

Can students fold their

papers in different ways

to make fourths?


Ones

fraction

one fourth

one quarter

fourths

Square pieces of paper

M4

SAB p. 21

SMH p. 87

2.2 Can the students define halves,

thirds and fourths?

2.NBT.5

2.G.3



in solving them

Do students label parts of

their flags correctly?

Are they able to identify

the parts of the their flags

with fraction notation?

Todays Number: 30

using multiples of 5 and

10 and subtraction

one third SAB pp. 22-25, 26

Chart: "Flags in Halves,

Thirds, and Fourths"

Flags books or posters

SMH pp. 86-90

2.3 Can students identify 2/3, 2/4, and

3/4?

2.MD.7.

2.G.3



in solving them



identify whether flags are

divided into halves, thirds,

or fourths?

Can students name and

write fractions that have

more than one part?

What time is it?

Counting the Minutes

thirds

two thirds

T76

Chart from Session 2.2

SAB pp. 27-30

Crayons

SAB pp.27-31

SMH pp. 86-91

Investigation 2: Halves, Thirds, & Fourths

* informal

experiences with

fractions as equal

distributions

* measuring

lengths that fall

between whole

numbers of units

Unit 7 (optional)



Sample


Interdisciplinary

Connections

Prior

Knowledges

2nd Grade Math


Investigation 1: One Half2.4 Can the students create "fraction

flags" by given fraction?

2.NBT.5

2.G.3



in solving them


Have students correctly

identified the fraction

represented by each color

of their flag?


Ones

SAB pp. 27-30, 32

M15-M22

Fraction Flag Charts

SMH pp. 86-91

2.5 Can students solve story problems

in which three/four children share a

set of objects equally?

2.NBT.5

2.G.3

3: Construct viable and



How do students find 1/3

or 1/4 of a set?

If students work on SAB

pg. 35 are they able to

solve the problems by

using mixed numbers?

Todays Number: 15 with

missing parts

Connecting cubes

SAB pp. 33-36

SMH pp. 87-90

Writing - p. 71-72

SAB p. 33-35

2.6 Can students identify fractional

parts of a whole, find 1/2 of a set of

objects, and fractions as equal parts

of a whole?

2.MD.7

2.G.3

3: Construct viable and



End of the Unit

ASSESSMENT

What time is it? SAB pp. 33-35 , 37

M24 M25

Chart: "What we know

about 1/2" SMH pp. 84-

90

* informal

experiences with

fractions as equal

distributions

* measuring

lengths that fall

between whole

numbers of units

Unit 7 (optional)

2nd grade math - home - cicero school district 99 · doubles, near-doubles, doubles plus or minus 1...

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