mathematics grade 2 – year at a glance 2016 - 2017 2nd 2016-17 with... · module 1 aug. 8 –...

Curriculum and Instruction – Office of Mathematics Quarter 2 Grade 2

Shelby County Schools 2016/2017 Revised 6/17/16

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!MajorContent ! SupportingContent " AdditionalContent



Mathematics Grade 2 – Year at a Glance

2016 - 2017 Module1

Aug.8–Aug.23Module2

Aug.24–Sept.6Module3

Sept.7–Oct.7Module4

Oct.17–Dec.16Module5

Jan.2–Feb.3Module6

Feb.6–Mar.10Module7

Mar.20-Apr.28Module8

May1-May26

SumsandDifferencesto

100

AdditionandSubtractionofLengthUnits

PlaceValue,Counting,andComparisonofNumbersto1,000

AdditionandSubtractionWithin200withWordProblemsto100

AdditionandSubtraction

Within1,000withWordProblems

FoundationsofMultiplicationandDivision

ProblemSolvingwithLength,

Money,andData

Time,Shapes,andFractionsasEqualPartsofShapes

2.OA.A.1 2.MD.A.1 2.NBT.A.1 2.OA.A.1 2.NBT.B.7 2.OA.C.3 2.NBT.B.5 2.MD.C.72.OA.B.2 2.MD.A.2 2.NBT.A.2 2.NBT.B.5 2.NBT.B.8 2.OA.C.4 2.MD.A.1 2.G.A.12.NBT.B.5 2.MD.A.3 2.NBT.A.3 2.NBT.B.6 2.NBT.B.9 2.G.A.2 2.MD.A.2 2.G.A.3 2.MD.A.4 2.NBT.A.4 2.NBT.B.7 2.NBT.B.9 2.MD.A.3 2.MD.B.5 2.NBT.B.8 2.MD.A.4 2.MD.B.6 2.NBT.B.9 2.MD.B.5 2.MD.B.6

2.MD.C.8

2.MD.D.9

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2.MD.D.10 Key:

MajorClusters SupportingClusters AdditionalClusters

Note: Please use this suggested pacing as a guide. Use the following guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions. Pacing and Preparation Guide (Omissions)



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

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

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



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The Standards for

Mathematical Practice describe

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

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

Mathematical Practice Standards Mathematical Practice Standards https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.

Focus

• The TN Mathematics Content Standards call for a greater focus over fewer topics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.

• For grades K–8, each grade's time spent in instruction must meet or exceed the following percentages for the major work of the grade. • 85% or more time spent in instruction in each grade

Kindergarten, 1, and 2 align exclusively to the major work of the grade.

• 75% or more time spent in instruction in each grade 3, 4, and 5 align exclusively to the major work of the grade.

• Supporting Content - informaiont that supports the understanding and implementation of the major work of the grade.

• Additional Content - content that does not explicitly connect to the major work of the grade yet it is required for proficiency.

Coherence

• Thinking across grades: • The Standards are designed around coherent

progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding on to foundations built in previous years. Each standard is not a new event, but an extension of previous learning.

• Linking to major topics: •  Instead of allowing additional or supporting topics to

detract from the focus of the grade, these concepts serve the grade level focus. For example, instead of data displays as an end in themselves, they are an opportunity to do grade-level word problems.

Rigor • Conceptual understanding:

• The Standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures.

• Procedural skill and fluency: • The Standards call for speed and accuracy in calculation.

Students are given opportunities to practice core functions such as single-digit multiplication so that they have access to more complex concepts and procedures.

• Application: • The Standards call for students to use math flexibly for

applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.

• ItisimportanttounderstandthattheshiftsrequireustopursueeachcomponentofrigorwithEQUALintensity.



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varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice. This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts. Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers

should consistently access:

MathematicalPractices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning



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Purpose of Mathematics Curriculum Maps This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students. The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. Additional Instructional Support Shelby County Schools adopted our current math textbooks for grades K-5 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards, therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.



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How to Use the Maps Overview An overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide specific examples of student work. Tennessee State Standards TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. Content Teachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, performance in the major work of the grade) . Support for the development of these lesson objectives can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery. Instructional Resources District and web-based resources have been provided in the Instructional Resources column. At the end of each module you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation. Vocabulary and Fluency The inclusion of vocabulary serves as a resource for teacher planning, and for building a common language across K-12 mathematics. One of the goals for CCSS is to create a common language, and the expectation is that teachers will embed this language throughout their daily lessons. In order to aid your planning we have included a list of fluency activities for each lesson. It is expected that fluency practice will be a part of your daily instruction. (Note: Fluency practice is NOT intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual understanding MUST underpin the work of fluency.)



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Grade 2 Quarter 2 Overview Module 4: Addition and Subtraction Within 200 with word Problems to 100 Overview In Module 3, students were immersed in the base ten system as they built a strong foundation of place value understanding through a concrete to pictorial to abstract approach. They bundled groups of 10 and saw that 10 like units could be bundled to produce a new unit that is ten times as large. They progressed from seeing 10 ones as 1 ten (1.NBT.2a) to understanding 10 tens as 1 hundred (2.NBT.2). Module 4 builds on that place value understanding, which enables students to compose and decompose place value units to add and subtract within 200. Module 4 is devoted to three major areas of work. The first two are building fluency in two-digit addition and subtraction within 100 (2.NBT.5) and applying that fluency to one- and two-step word problems of varying types within 100 (2.OA.1). Students’ increasing fluency with calculations within 100 allows for word problems to transition from being mere contexts for calculation into opportunities for students to see and analyze the relationships between quantities. Daily Application Problems and specific lessons in Topics A, C, and F provide students with guided and independent practice as they solve a variety of problem types, including more complex comparison problems. Note that most two-step problems involve single-digit addends and do not involve the most difficult comparison problem types.1 The third major area of work is developing students’ conceptual understanding of addition and subtraction of multi-digit numbers within 200 (2.NBT.7, 2.NBT.9) as a foundation for work with addition and subtraction within 1,000 in Module 5. The final lessons of Module 3 (finding 1 more, 1 less, 10 more, 10 less) transition into mental addition and subtraction of 1 and 10 (2.NBT.8). In Topic A of Module 4, students work with place value strategies to fluently add and subtract within 100 (2.NBT.5). They mentally add and subtract 100 in Topics D and E, as well as during fluency activities throughout the module, as they did in Module 3. This knowledge is then extended and used to solve problems. For example, students might count on by ones and tens (e.g., 39 + ☐ = 62, so 40, 50, 60, 61, 62). They might use compensation, adding the same amount to the subtrahend as to the minuend to make a multiple of ten (e.g., 62 – 39 = 63 – 40). They might add or subtract a multiple of 10 and adjust the solution as necessary (e.g., 62 – 39 is 4 tens less than 62 but 1 more) (2.NBT.5). Students explain why these strategies work using place value language, properties of addition and subtraction, and models such as the number line (2.NBT.9).

1SeetheProgressiondocument“OperationsandAlgebraicThinking,”p.18,forthespecifictypesandtherationale.



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Topic A’s strategies lead naturally to work with the algorithms for addition (Topic B) and subtraction (Topic C). Note that the vertical form is used to describe the written numbers, where the algorithm is used to describe the cyclical process of making a larger or smaller unit. In these two topics, students represent place value strategies with place value disks and math drawings (see images with strategy names below). Students work with composing 1 ten from 10 ones or decomposing 1 ten as 10 ones (with minuends within 100). After the Mid-Module Assessment, students continue working with manipulatives and math drawings to make sense of problems in which they compose or decompose twice. Topic D focuses on addition, with the new complexity of composing 1 hundred from 10 tens within 200 in problems with up to four addends (2.NBT.6, 2.NBT.7). Subtraction in Topic E involves subtracting when decomposing 1 hundred for 10 tens and 1 ten for 10 ones (2.NBT.7).

Concrete74+38

Pictorial Abstract



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Throughout the module, manipulatives and math drawings allow students to see numbers in terms of place value units and serve as a reminder that students must add like units (e.g., knowing that 74 + 38 is 7 tens + 3 tens and 4 ones + 8 ones). In Module 4, the focus is often on computational strategies with bare numbers (i.e., no context) so that total attention is given to understanding the value of each digit within a number, as well as why the algorithm works. Students use the place value chart as an organizer. Simultaneous use of a vertical form and a place value chart allows students to better recognize both the value of numbers when they are not on the place value chart and like units. The same is true when students make math drawings and use place value language to relate each step of the drawing to the vertical form (2.NBT.7). The different representations serve to solidify the understanding of the composition and decomposition of units, moving from concrete to pictorial to abstract. Throughout the work, students are encouraged to explain their actions and analyses and to use the relationship between addition and subtraction to check their work (2.NBT.9). Throughout the module, students are encouraged to be flexible in their thinking and to use multiple strategies in solving problems, including the use of drawings such as tape diagrams, which they relate to equations. In Topic F, students are introduced to the totals below method (pictured below to the far left) and are challenged to explain why both it and the new groups below method (also pictured below to the left) work (2.NBT.9).

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The Mid-Module Assessment follows Topic C, and the End-of-Module Assessment follows Topic F.

Focus Grade Level Standard Type of Rigor Foundational Standards 2.OA.A.1 Conceptual Understanding & Application 1.NBT.C.4, 1.NBT.C.5, 1.NBT.C.6, 1.OA.A.1 2.NBT.B.5 Procedural Skill & Fluency 1.NBT.C4, 1.NBT.C.5, 1.NBT.C.6, 2.OA.B.2 2.NBT.B.6 Procedural Skill and Fluency & Application 1.NBT.A.1, 2.NBT.A.1, 2.NBT.B.7, 2.NBT.B.8 2.NBT.B.7 Conceptual Understanding & Procedural Fluency 1.NBT.B.2, 2.NBT.A.1, 2.NBT.A.2 2.NBT.B.8 Procedural Skill and Fluency 2.NBT.A.11.NBT.B.2, 2.NBT.A.1, 2.NBT.A.1 2.NBT.B.9 Conceptual Understanding K.OA.A.2, 1.OA.B.4, 1.OA.B.3

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Fluency NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.

Fluency is designed to promote automaticity by engaging students in daily practice. Automaticity is critical so that students avoid using lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore, it is recommended that students participate in fluency practice daily using the resources provided in the curriculum maps. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.

The fluency standard for 2nd grade listed below should be incorporated throughout your instruction over the course of the school year. The engageny lessons include fluency exercises that can be used in conjunction with building conceptual understanding.

!2.OA.B.2 Fluently add and subtract within 20 using mental strategies. !2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Note: Fluency is only one of the three required aspects of rigor. Each of these components have equal importance in a mathematics curriculum. References:

• https://www.engageny.org/ • http://www.corestandards.org/ • http://www.nctm.org/ • http://achievethecore.org/



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY

Addition and Subtraction Within 200 with Word Problems to 100 (Allow 8 ½ weeks for instruction, review and assessment)

Domain: Operations and Algebraic Thinking Cluster 2.OA.A: Represent and solve problems involving addition and subtraction. !2.OA.A.1 Use addition and subtraction

within 100 to solve one and two-step 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.

Domain: Numbers Base Ten Cluster: Use place value understanding and properties of operations to add and subtract. !2.NBT.B.5 Fluently add and subtract within

100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. # 2.NBT.B.6 Add up to four two-digit numbers

using strategies based on place value and properties of operations.

# 2.NBT.B.7 Add and subtract within 1000,

using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship

Enduring Understandings • Adding tens is like adding ones. • Two digit numbers can be broken apart

using tens and ones and added in different ways.

• Subtracting tens is like subtracting ones. • At times regrouping is necessary. • Some problems can be solved by

identifying elements that repeat. Essential Questions • When tens are added to a two-digit

number, how does the tens digit in the sum change?

• What are some different ways of adding tens and ones mentally?

• How is adding tens like adding ones? • When do you need to regroup? • How is subtracting tens like subtracting

ones? Objectives/Learning Targets • Lesson 1: I can relate 1 more, 1 less, 10

more, and 10 less to addition and subtraction of 1 and 10. (2.NBT.B.5, 2.NBT.B.8, 2.NBT.B.9)

• Lesson 2: I can add and subtract multiples of 10 including counting on to subtract. (2.NBT.B.5, 2.NBT.B.8, 2.NBT.B.9)

• Lesson 3 – 4: I can add and subtract

Engage NY Module 4 Addition and Subtraction Within 200 with word Problems to 100 Topic A: Sums and Differences Within 10 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum) (Note: Topic 6 and 7 do not provide a strong conceptual foundation of adding tens using mental math. Students must be able to explain, verbally or visually why these strategies work) Topic 6 6-1 Adding Tens 6-2 Adding Ones 6-3 Adding Tens and Ones 6-5A Adding Multiples of 10 Topic 7 7-1 Subtracting Tens

Vocabulary: Algorithm, compose, decompose, equation, simplifying strategy, new groups below, total below Familiar terms and symbols: Addend, addition, bundle, unbundle, regroup, rename, change, difference, hundreds place, place value, subtraction, units of ones, tens, hundreds, thousands. Fluency Practice: Please see engageny full module download for suggested fluency pacing and activities. Lesson 1: Place Value More/Less Lesson 2: Place Value How Many More Tens? Lesson 3: More and Less: Multiples of 10 Sprint: Two-Digit Addition Lesson 4: Place Value Making a Ten Drill Making the Next Ten to Add Lesson 5: rename the Units: Choral



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes is necessary to compose or decompose tens or hundreds.

!2.NBT.B.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.B.9Explain why addition and subtraction strategies work, using place value and the properties of operations.

multiples of 10 and some ones within 100. (2.NBT.B.5, 2.NBT.B.8, 2.NBT.B.9)

• Lesson 5: Solve one- and two-step word problems within 100 using strategies based on place value. (2.OA.A.1, 2.NBT.B.5, 2.NBT.B.8, 2.NBT.B.9)

Engage NY Module 4 Addition and Subtraction Within 200 with word Problems to 100 Topic A: Sums and Differences Within 10 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum) (Note: Topic 6 and 7 do not provide a strong conceptual foundation of adding tens using mental math. Students must be able to explain, verbally or visually why these strategies work) Topic 6 6-1 Adding Tens 6-2 Adding Ones 6-3 Adding Tens and Ones 6-5A Adding Multiples of 10 Topic 7 7-1 Subtracting Tens

Vocabulary: Algorithm, compose, decompose, equation, simplifying strategy, new groups below, total below Familiar terms and symbols: Addend, addition, bundle, unbundle, regroup, rename, change, difference, hundreds place, place value, subtraction, units of ones, tens, hundreds, thousands. Fluency Practice: Please see engageny full module download for suggested fluency pacing and activities. Lesson 1: Place Value More/Less Lesson 2: Place Value How Many More Tens? Lesson 3: More and Less: Multiples of 10 Sprint: Two-Digit Addition Lesson 4: Place Value Making a Ten Drill Making the Next Ten to Add Lesson 5: rename the Units: Choral



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY

Objectives/Learning Targets • Lesson 6: I can use manipulatives to

represent the composition of 10 ones as 1 ten with two-digit addends. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 7: I can relate addition using manipulatives to a written vertical method. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 8: I can use math drawings to represent the composition and relate drawings to a written method. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 9-10: I can use math drawings to represent the composition when adding a two-digit to a three-digit addend. (2.NBT.B.7, 2.NBT.B.9)

Topic B: Strategies for Composing a Ten Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum) It is not recommended that you use lessons from Topic 8 or 9 at this time. These lessons focus on students using the standard algorithm to add and subtract when regrouping is needed. Students need to build a conceptual understanding of this skill using models and representations along side the standard algorithm.

Fluency Practice: Please see engageny full module download for suggested fluency pacing and activities. Lesson 6: Finding Doubles Say Ten Counting Say Ten Counting to the Next Ten Lesson 7: Place Value Say Ten Counting Take Out the Tens Lesson 8: Number Patterns Sums to the Teens Lesson 9: Place Value Practice Sprint: Sums to the Teens Lesson 10: Compensation Sprint: Subtraction from Teens

Objectives/Learning Targets • Lesson 11: I can represent subtraction

with and without the decomposition of 1 ten as 10 ones with manipulatives. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 12: I can relate manipulative representations to a written method. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 13: I can use math drawings to represent subtraction with and without decomposition and relate drawings to a

Topic C: Strategies for Decomposing a Ten Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Mid Module Assessment

Fluency Practice: Please see engageny full module download for suggested fluency pacing and activities. Lesson 11: 2 Less Using 10 to Subtract Subtract Common Units Lesson 12: Using 10 to Subtract Get the Ten Out to Subtract



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY written method. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 14-15: I can represent subtraction with and without the decomposition when there is a three-digit minuend. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 16: I can solve one- and two-step word problems within 100 using strategies based on place value. (2.OA.A.1, 2.NBT.B.7, 2.NBT.B.9)

enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum) It is not recommended that you use lessons from Topic 8 or 9 at this time. These lessons focus on students using the standard algorithm to add and subtract when regrouping is needed. Students need to build a conceptual understanding of this skill using models and representations along side the standard algorithm.

How Many More Tens Lesson 13: Subtraction From Tens Sprint: Subtraction Patterns Lesson 14: Place Value Rename the Units Take from the Tens or Ones Lesson 15: Subtraction from Tens Sprint: Two-Digit Subtraction Lesson 16: Find the Total Find the Difference

Objectives/Learning Targets • Lesson 17: I can use mental strategies to

relate compositions of 10 tens as 1 hundred to 10 ones as 1 ten. (2.NBT.B.6, 2.NBT.B.7, 2.NBT.B.8)

• Lesson 18: I can use manipulatives to represent additions with two compositions. (2.NBT.B.6, 2.NBT.B.7)

• Lesson 19: I can relate manipulative representation to a written method. (2.NBT.B.6, 2.NBT.B.7, 2.NBT.B.9)

• Lesson 20-21: I can use math drawings to represent additions with up to tow compositions and relate drawings to a written method. (2.NBT.B.6, 2.NBT.B.7, 2.NBT.B.9)

• Lesson 22: I can solve additions with up to

Topic D: Strategies for Composing Tens and Hundreds Lesson 17 Lesson 18 Lesson 19 Lesson 20 Lesson 21 Lesson 22 enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum) It is not recommended that you use lessons from Topic 18. These lessons

Fluency Practice: Please see engageny full module download for suggested fluency pacing and activities. Lesson 17: Compensation Rename the Units Lesson 18: Making the Next Ten to Add Sprint: Addition Crossing a Ten Lesson 19: Additions Fact Flash Cards Adding Ones to Make Tens Lesson 20: Addition Fact Flash Cards Sprint: Addition Crossing a Ten



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY four addends with totals within 200 with and without two compositions of larger units. (2.NBT.B.6, 2.NBT.B.7, 2.NBT.B.9)

focus on students using the standard algorithm to add and subtract when regrouping is needed. Students need to build a conceptual understanding of this skill before the introduction of the standard algorithm. The standard algorithm for addition/subtraction is not explicitly found in the standards until grade 4.

Lesson 21: Addition Fact Flash Cards Place Value Rename the Units: Choral

Response Lesson 22: Addition Facts Flash Cards Subtraction from Tens Crossing a Ten

Objectives/Learning Targets • Lesson 23: I can use number bonds to

break apart three-digit minuends and subtract from the hundred. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 24: I can use manipulatives to represent subtraction with decompositions of 1 hundred as 10 tens and 1 ten as 10 ones. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 25: I can relate manipulative representations to a written method. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 26: I can use math drawings to represent subtraction with up to two decompositions and relate drawings to a written method. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 27-28: I can subtract from 200 and from numbers with zeros in the tens place. (2.NBT.B.7, 2.NBT.B.9)

Topic E: Strategies for Decomposing Tens and Hundreds Lesson 23 Lesson 24 Lesson 25 Lesson 26 Lesson 27 Lesson 28 enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)

Fluency Practice: Please see engageny full module download for suggested fluency pacing and activities. Lesson 23: Take from the Ten Adding to One Hundred Sprint: Subtraction Patterns Lesson 24: Subtraction Fact Flash Cards Adding to 1 Hundred Taking from a Ten or from the

Ones Lesson 25: Subtraction Flash Cards Zap to Zero Rename the Units: Choral

Response Lesson 26: Subtraction Flash Cards Subtraction from Tens



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY Sprint: Subtraction Patterns Lesson 27: Subtraction Flash Cards Subtraction from Tens Subtraction from a Ten or a

Hundred Lesson 28: Subtraction Flash Cards Rename the Units: Choral

Response Taking from the Tens or Ones

Objectives/Learning Targets • Lesson 29: I can use and explain the totals

below written method using words, math drawings, and numbers. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 30: I can compare totals below to new groups below as written methods. (2.NBT.B.7, 2.NBT.B.9)

• Lesson 31: I can solve two-stop word problems within 100. (2.OA.A.1, 2.NBT.B.7, 2.NBT.B.9)

Topic F: Student Explanations of Written Methods Lesson 29 Lesson 30 Lesson 31 End of Module Assessment

Fluency Practice: Please see engageny full module download for suggested fluency pacing and activities. Lesson 29: Crossing a Ten Rename the Units: Choral

Response Lesson 30: Find the Difference Sprint: Subtraction Crossing a

Ten Lesson 31: Find the Total Find the Difference



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY Additional Lessons:

Add and Subtract Within 100 Using Place Value Strategies, Hundreds Charts and Properties of Operations (2.NBT.B.5) Add and subtract Within 100 Using Base Ten Blocks, Number Lines, and Properties of Operations (2.NBT.B.5) Add Two-Digit Numbers by Decomposing Numbers and Making Tens (2.NBT.B.6) Add Up to Four Two-Digit Numbers Using Place Value and Properties of Operations (2.NBT.B.6) Use Models and Drawing Strategies to Add and Subtract within 1000 (2.NBT.B.7) Mentally Add or Subtract 10 or 100 from a Number Within 1000 (2.NBT.B.8) Add or Subtract 10 from a Number Within 1000 (2.NBT.B.8) Mentally Add and Subtract 10 or 100 (2.NBT.B.8) Explain Addition and Subtraction Strategies (2NBT.B.9) Add and Subtract Within 100 to Solve Word Problems (2.OA.A.1) Tasks: Pencil and a Sticker (2.OA.A.1) Saving Money 2 (2.OA.A.1, 2.NBT.B.5) Toll Bridge Puzzle (2.NBT.B.6) How Many Days Until Sumer Vacation? (2.NBT.B.7)

Other: Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY Choral Counting (2.NBT.B.8)

Peyton and Presley Discuss Addition (2.NBT.B.7, 2.NBT.B.9) Apples for the Fall Festival (2.OA.A.1, 2.NBT.B.5, 2.NBT.B.7) Task Arc Addition: Flexible Thinking and Problem-Solving Strategies (2.OA.A.1, 2.NBT.B.6, 2.NBT.B.7) Put Together & Compare Situational Tasks: Missing Addend Addition as Subtraction (2.OA.A.1, 2.NBT.B.7) I-Ready Lessons:

• Subtraction in Comparison Situations

• Subtraction in Separation Situations

• Subtraction in Part-Part-Whole Situations

• Subtracting a One-Digit Number from a Two-Digit Number

• Subtracting Two-Digit Numbers • Subtracting 10 from a Two-Digit

Number • Adding A Two-Digit Number and a

One Digit Number • Adding a Two-Digit Number and a

Multiple of 10 • Adding Two-Digit Numbers



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY • Mental Addition of Two-Digit and

One-Digit Numbers • Two-Digit Sums with Base-Ten

Models • Adding Three or More Numbers • Add up to Four Two-Digit

Numbers • Subtracting to Solve Real-World

Problems

RESOURCE TOOLBOX The Resource Toolbox provides additional support for comprehension and mastery of grade-level skills and concepts. These resources were chosen as an accompaniment to modules taught within

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



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

Textbook Resources Engage NY/Eureka Math Teacher Support enVision Math enVision Common Core Addendum Lessons

TN /CCSS TNReady Math Standards Achieve the CoreTN Edutoolbox

Videos Making math fun with place value gamesKids Math TV LearnZillion TN Early Grades Math Toolkit

Children’s Literature Children's Literature on Number Sense Children's Literature on Addition and Subtraction Children's Literature on Money Children's Literature on Counting Higher than 10Marilyn Burns Math Literature List 2nd Grade

Interactive Manipulatives Base Ten Base Ten BlocksAddition Chart

Additional Sites Math Dictionary Inverse relationship of addition and subtraction Addition Machine Alien Addition Add three or more one-digit numbers Balance addition equations one-digit Popup Addition Game Popup Subtraction Game Read and Write NumbersIllustrative Mathematics 2nd Grade

Other Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions) Homework Help: Grade 2- Module 1: Sums and Differences to 100Add Within 20 by Decomposing to Make 10 Subtract Within 20 by Subtracting In Parts Subtract Within 20 By Using Addition

mathematics grade 2 – year at a glance 2016 - 2017 2nd 2016-17 with... · module 1 aug. 8 –...

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