rigorous curriculum design...task 2: mgse2.oa.1, mgse2.oa.2, mgse2.nbt.5 use information from task 1...

Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Mathematics

Grade and Course

Grade 2

Unit of Study Unit 2: Becoming Fluent with Addition and Subtraction

Pacing 6 weeks

“Unwrapped” Priority Georgia Standards of Excellence

Skills and Concepts

Represent and solve problems involving addition and subtraction MGSE2.OA.1 USE addition and subtraction within 100 to SOLVE one and two-step word problems by using drawings and equations with a symbol for the unknown number to REPRESENT the problem. Problems include contexts that involve ADDING TO, TAKING FROM, PUTTING TOGETHER /TAKING APART (part/part/whole) and COMPARING with unknowns in all positions. Add and subtract within 20. MGSE2.OA.2 Fluently ADD and SUBTRACT within 20 using mental strategies. By end of Grade 2, know all sums of two one-digit numbers. Use place value understanding and properties of operations to add and subtract. MGSE2.NBT.5 Fluently ADD and SUBTRACT within 100 USING strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Represent and interpret data. MGSE2.MD.10 DRAW a picture graph and a bar graph (with single-unit scale) to REPRESENT a data set with up to four categories. SOLVE simple put-together, take-apart, and compare problems USING information presented in a bar graph.



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“Unwrapped” Priority Standards

“Unwrapped” Concepts (Students Need to Be

Able to Do)

“Unwrapped” Skills (Students Need

to Know)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

MGSE2.OA.1

• USE

• SOLVE

• REPRESENT

• ADD TO

• TAKE FROM

• PUT TOGETHER

• TAKE APART COMPARE

• addition and subtraction within 100

• drawings and equations with a symbol for the unknown number

• the problems unknown in all positions

• 2 (Understand)

• 3(Apply)

• 2 (Skills and Concepts)

MGSE2.OA.2

• ADD

• SUBTRACT

• USE FROM MEMORY

• Within 20

• Mental strategies

• All sums of two one-digit numbers

• 1 (Remember) • 1 (Recall and

Reproduction)

MGSE2.NBT.5

• ADD

• SUBTRACT

• USE

• Within 100 strategies based on place value, properties of operations, and/or the relationship between addition and subtraction

• 3 (Apply) • 2 (Skills and

Concepts)

MGSE2.MD.10

• See Unit 1 – This is a priority standard for all units



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Supporting Standards

Work with time and money. MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

ELA Overarching Standards

ELAGSE2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

ELAGSE2SL3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Standards for Mathematical Practices

1. Make sense of problems and persevere in solving them. (Daily) 2. Reason abstractly and quantitatively. (Daily) 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. (Daily) 7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Essential Questions Corresponding Big Ideas

1. How do we solve problems in different ways?

2. How are addition and subtraction alike and how are they different?

3. How can we solve problems mentally? What strategies help us with this?

1. Understand and apply properties of

operations and the relationship between addition and subtraction.

2. Addition and subtraction are the inverse of one another. The inverse operation can be used to check that the problem has been solved correctly.

3. Using estimation and benchmark numbers can help us to solve problems mentally.



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Unit Assessments

Pre-Assessment Post-Assessment

Student Version: Grade2_Mathematics_Unit2_Pre-Assessment_Student

Teacher Version: Grade2_Mathematics_Unit2_Pre-Assessment_Teacher

Student Version:

DeKalb Benchmark Assessment

Teacher Version:



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Performance Assessment

Engaging Scenario

The 2nd grade teachers are planning the first field trip of the school year. Miss Brown’s class has 22 students. Mr. Young’s class has 25 students. Ms. Lee’s class has 23 students and Mrs. Perez’s class has 27 students. 58 students are brining lunches from home. The cafeteria will provide sack lunches to the remaining students. On the day of the field trip 3 new 2nd grade students enroll in school. How many sack lunches will the cafeteria need to prepare?

Scenario: Second grade teachers are planning a field trip and need to determine how many sack lunches the cafeteria will need to prepare.

Challenge: Students need to figure out how many sack lunches they will need to prepare for the 2nd grade fieldtrip. Use addition to determine the total number of students in 2nd grade who will attend the trip and need a lunch. Use subtraction strategies to find the difference between the total number of students who going on the trip and total number of students who will bring their own lunch from home. Graph your totals using pie and bar graphs.

Roles: Students need to figure out how many sack lunches they will need to prepare for the 2nd grade fieldtrip. Make your calculations using addition, subtraction within 100 using strategies, place value, order of operations mental math within 20 and compare numbers using symbols. Graph results of calculations using picture and bar graphs, represent data in four categories and compare problems using information in graphs

Audience: classmates and teacher

Product or Performance: Complete a Problem Solving Graphic Organizer and graph your results on chart paper using a picture and bar graph.

Performance Task Synopses

Task 1: MGSE2.OA.1 Students will complete parts 1-3 of the Problem Solving Graphic Organizer. Each group will determine the total number of 2nd grade students going on the field trip. Task 2: MGSE2.OA.1, MGSE2.OA.2, MGSE2.NBT.5 Use information from task 1 to identify strategies, used to add and subtract based on place value, order of operations and/or relationships between addition and subtraction. Task 3: MGSE2.OA.1, MGSE2.OA.2, and MGSE2.NBT.5 Each group will determine how many sack lunches the cafeteria will need to prepare. Task 4: MGSE1.MD.10 Students will complete part 4 of the Problem Solving Graphic Organizer and create picture and bar graphs to represent final totals.



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Performance Task 1 In Detail

Represent and solve problems involving addition and subtraction MGSE2.OA.1 USE addition and subtraction within 100 to SOLVE one and two step word problems by using drawings and equations with a symbol for the unknown number to REPRESENT the problem. Problems include contexts that involve ADDING TO, TAKING FROM, PUTTING TOGETHER /TAKING APART (part/part/whole) and COMPARING with unknowns in all positions. Circumstances of Performance: In-Class (Approximate Time 30-45 minutes) Task 1 Student Directions: Complete the following task with your assigned group members:

• Use the Problem solving Graphic Organizer provided by your teacher

• Add the total number of 2nd graders in all classes

• Make a drawings that represents your answer.

• Justify your answer win words Task 1 Teacher Notes: Assist students with completion of this task by:

• Providing manipulatives to help students add

• Using Newman’s Prompts to probe student understanding

• Monitor students input in the Problem Solving Graphic Organizer

• Make sure students show their work

• Give each group a problem solving graphic organizer

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

All “proficient” criteria plus:

o Justified addition in writing.

o Developed a plan

using addition to solve the problem.

o Accurately added total number of students in 2nd grade.

o Used drawings to represent total number of students in 2nd grade.

o Developed a plan using addition to solve the problem.

o Inaccurately added total number of students in 2nd grade.

o Provided explanations and/or mathematical representations that could not be clearly understood or interpreted



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Represent and solve problems involving addition and subtraction MGSE2.OA.1USE addition and subtraction within 100 to SOLVE one and two step word problems by using drawings and equations with a symbol for the unknown number to REPRESENT the problem. Problems include contexts that involve ADDING TO, TAKING FROM, PUTTING TOGETHER /TAKING APART (part/part/whole) and COMPARING with unknowns in all positions. Add and subtract within 20. MGSE2.OA.2Fluently ADD and SUBTRACT within 20 using mental strategies. By end of Grade 2, know all sums of two one-digit numbers. Use place value understanding and properties of operations to add and subtract. MGSE2.NB MGSE2.NBT.5Fluently ADD and SUBTRACT within 100 USING strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Circumstances of Performance: In-Class (Approximate Time 45-60 minutes) Task 2 Student Directions: Using information from task 1 and parts 1-3 of your Problem Solving Graphic Organizer complete the following task:

• Represent the total number of 2nd grade students by: o Place value, create a chart o List properties of operations used to find total o Explain how you would take apart your total to find each 2nd grade class total. o Identify the relationship between addition and subtraction. o

Task 2 Teacher Notes: Assist students with completing this task by:

• Give each group a piece of chart paper.

• Show exemplars of using properties of operations to add and subtract.

• Provide manipulatives for place value.



All “proficient” criteria plus:

• Written justification to support the relationship between addition and subtraction.

o Identified the number

of students in each class as important information.

o Provided evidence of using place value to express total number of 2nd grade students.

o Provided evidence of the use of properties of operations to solve word problem

o Identified the number of students in each class as important information.

o Provided evidence of using place value to express total number of 2nd grade students.

Provided evidence of the use of properties of operations to solve word problem with errors and/or misunderstandings of the data.




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Represent and solve problems involving addition and subtraction MGSE2.OA.1USE addition and subtraction within 100 to SOLVE one and two step word problems by using drawings and equations with a symbol for the unknown number to REPRESENT the problem. Problems include contexts that involve ADDING TO, TAKING FROM, PUTTING TOGETHER /TAKING APART (part/part/whole) and COMPARING with unknowns in all positions. Add and subtract within 20. MGSE2.OA.2Fluently ADD and SUBTRACT within 20 using mental strategies. By end of Grade 2, know all sums of two one-digit numbers. Use place value understanding and properties of operations to add and subtract. MGSE2.NB MGSE2.NBT.5Fluently ADD and SUBTRACT within 100 USING strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Circumstances of Performance: In-Class (Approximate Time 45-60 minutes) Task 3 Student Directions: Using chart paper provide the total number of sack lunches the cafeteria needs to prepare.

• Review your work form the Problem Solving Graphic Organizer parts 1-3

• Use addition and subtraction to find the difference between the total number of 2nd graders and the total number of students bringing their own lunch.

• Represent both totals using place value.

• Write the strategies used to complete your calculations from properties of operations.

• Explain the relationship between addition and subtraction.

• Provide evidence of adding and subtracting within 20 mentally. Task 3 Teacher Notes: Assist students with completing this task by

• Walk around the classroom and monitor student progress.

• Ask questions to check for understanding.

• Provide manipulatives for adding and subtracting using place value.

• Show a sample exemplar of the complete chart

• Check student understanding or properties of operations

• Provide sample anchor chart with list of student work from previous tasks using properties of operations.



All “proficient” criteria plus

o Provided mathematical examples and counter-examples to support the viable argument

o Correctly solve for the number of students needing lunch

o Provided evidence of totals using place value and properties of operations.

o Provided written evidence of the relationship between

o the number of students needing lunch

o Provided evidence of totals using place value and properties of operations with errors and/or misunderstandings of the data. .

o Provided written




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addition and subtraction.

evidence of the relationship between addition and subtraction.


Represent and interpret data. MGSE2.MD.10 DRAW a picture graph and a bar graph (with single-unit scale) to REPRESENT a data set with up to four categories. SOLVE simple put-together, take-apart, and compare problems USING information presented in a bar graph. Circumstances of Performance: In-Class (Approximate Time 45-60 minutes) Task 4 Student Directions: Using your work from tasks 1-3 and your Problem Solving Graphic Organizer include:

• Complete part 4 of the Problem Solving Graphic Organizer

• Use chart paper

• Use your totals from tasks 1 and 3 to complete a picture and bar graph

• Use up to four categories in your graphs

• Show evidence of how you put-together and take apart numbers to compare problems

• Label graphs correctly Task 4 Teacher Notes: Assist students with completing this task by:

• Teacher will remind students to explain all of the steps they took to solve the problem.

• Provide chart paper

• Provide exemplar picture and bar graphs

• Use Newman’s Prompts to probe student understanding of appropriate strategies for adding and subtracting

• Check student work for evidence of putting together and taking apart totals to compare numbers.

• Provide manipulatives.



All “proficient” criteria plus o Used more than four

categories of data in graphs.

o Provided written evidence to support explanations of total comparisons from each graph using addition and subtraction.

o Created a bar and

picture graph to represent totals

o Used the inverse operation to justify their answers

o Explained each step they took to solve the problem and justified answers.

o Used four categories of data.

o Created a bar and picture graph to represent totals

o Inaccurately used the inverse operation to justify their answers

o Explained each step they took to solve the problem and justified answers.

o Used four categories of data.




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Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other



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Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic

vocab.

Assistive technology

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text sets

Providing additional guided

practice

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content

process or product

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in different media

Pair-share

Modeling

Language scaffolds: eg, sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for student-student talk

Strategic vocabulary

instruction

Additional think time



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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest,

Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning

Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration



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Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Math Tools: o Unifix Cubes o Base-Ten Blocks o Place Value Mat o Flashcards o Blank Number Line o Hundreds Chart

Literature Resources:

o GADOE Grade Level Curriculum Overview --- Grade 2

o GADOE Grade 2 Framework Unit 2 Explanation of Standards:

o GADOE Grade Level Curriculum Overview --- Grade 2

o GADOE Grade 5 Framework Unit 2

Technology Resources o GADOE Grade Level Curriculum Overview

--- Grade 2 o GADOE Grade 2 Framework Unit 2

www.georgiastandards.org

www.LearnZillion.com

www.Illustrativemathematics.org

www.insidemathematics.org

www.abcya.com

www.sheppardsoftware.com

www.brainpopjr.org

http://mrnussbaum.com/math-for-kids/

http://www.commoncoresheets.com/

Virtual Manipulatives-http://nlvm.usu.edu/en/nav/grade_g_1.html

http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

http://www.georgiastandards.org/

http://www.learnzillion.com/

http://www.illustrativemathematics.org/

http://www.insidemathematics.org/

http://www.abcya.com/

http://www.sheppardsoftware.com/

http://www.brainpopjr.org/

http://mrnussbaum.com/math-for-kids/

http://nlvm.usu.edu/en/nav/grade_g_1.html





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Unit Vocabulary Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain

/Tier 3

• difference

• compare

• fluent

• apart

• put together

• from memory

• represent

• add

• subtract

• sum

• equation

• difference

• estimating

• associative property for addition

• commutative property for addition

• identity property for addition

• picture graph

• bar graph

• quantity

• recalling

• re-grouping

• strategy

• unknowns

ELAGSE2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

ELAGSE2SL3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.



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Weekly Planner Course: Grade 2 Mathematics Unit: Unit 2: Becoming Fluent with Addition and Subtraction

Pacing Priority (in bold) and Supporting Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional resources

Formative Assessments

Mathematical Literacy: The ability to read, listen, think creatively, and communicate about problem situations, mathematical representations, and the validation of solutions will help students to develop and deepen their understanding of mathematics. (National Council of Teachers of Mathematics, 2000)

6 weeks Make modifications to the pacing based upon student pre-assessment results and the daily analysis of student work

See CAAG for a listing of all standards. Instruction should be supported with the implementation of the Standards for Mathematical Practice (SMP).

Students should complete the listed experiences to support understanding and mastery of the math standards. Students are expected to exhibit the SMP.

Teachers should implement the listed experiences to support core instruction on the math standards. Teachers should model the SMP during the 3-Part Lesson Structure.

Teachers should use the assessments to support student learning at all levels. The unit pre-assessment should be administered prior to unit instruction for diagnostic purposes.

o Differentiate instruction based upon the pre-assessment results. o Make modifications to the pacing based upon student pre-assessment results and the daily analysis of student work. o Implement the Formative Assessment Lesson (FAL) to monitor the progress of students during the instructional unit. o Introduce the learning targets on a daily basis in kid friendly language using “I Can” statements. o Provide instruction using the Concrete-Representational-Abstract (CRA) sequence of instruction. o Utilize the Gradual Release Model of Responsibility (I do, We do, You do) during instruction to support student learning of concepts/skills. o Use UPS Check and the 3 Read Protocol for the Problem Solving Process. o Use Newman’s Prompt to diagnose the hurdles students face while problem solving. o Incorporate Mathematical Visualization to model math concepts, skills, and problem solving. o Remind students that mistakes are respected, expected, and inspected in the mathematics classroom.

Unit Expectations o Performance Assessment (4 Tasks and Scoring Guide) o Formative Assessment Lessons o GADOE Instructional Tasks

Weekly core instruction should include the implementation of instructional tasks from the Georgia Department of Education (GADOE) located at www.georgiastandards.org along with other district and supplemental instructional resources. Included in the planner are possible suggestions for GADOE tasks.

http://www.georgiastandards.org/



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Week 1

MGSE2.OA.2

Introduce Engaging Scenario Task 1: GADOE Gr. 5 Unit 2: Incredible Equations Order is Important

o Addition and subtraction within 20 o https://jr.brainpop.com/ o https://learnzillion.com

o Mental math strategies o Pictorial

representations o Flashcards

Pre-Assessment (Unit Pre Assessment) Task 1 Scoring Guide My Math Chapter 1 Readiness Quiz My Math Chapter 1 My Math Chapter 1 Quizzes and Assessments Suggested progress monitoring checks:

• Ticket Out the Door

• Hot Seat

• Four Corners

• Five Fingers Discussion of the Essential Questions (throughout unit)

Week 2

MGSE2.OA.1 MGSE2.OA.2 MGSE2.NBT.5

Task 2 GADOE Gr. 5 Unit 2: Different Paths Same Destinations Building Busting Towers of 10 Mental Math

o Addition and Subtraction

within 100

o https://learnzillion.co

m (Grade 2, Unit 1)

o Mental math

strategies

o Virtual manipulatives

o Properties of

operations

o Pictorial

representations

Task 2 Scoring Guide My Math Chapter 3 Readiness Quiz My Math Chapter 3 Lesson 5 My Math Chapter 3 Lesson 7 My Math Chapter 3 Quizzes and Assessments Suggested progress monitoring checks:


• Hot Seat

• Four Corners


https://jr.brainpop.com/

https://learnzillion.com/





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Week 3

MGSE2.OA.1 MGSE2.OA.2 MGSE2.NBT.5

GADOE Gr. 5 Unit 2: Number Destinations Our Number Riddles/ My Number Riddles Addition Strategies

o Addition and Subtraction

within 100

o https://learnzillion.co

m (Grade 2, Unit 1)

o Mental math

strategies

o Virtual manipulatives

o Properties of

operations

o Pictorial

representations

My Math Chapter 4 Readiness Quiz My Math Chapter 4 My Math Chapter 4 Quizzes and Assessments Suggested progress monitoring checks:


• Hot Seat

• Four Corners


Week 4

MGSE2.OA.1 MGSE2.OA.2 MGSE2.NBT.5 MGSE2.MD.8

Task 3: GADOE Gr. 5 Unit 2: Story Problems Sale Flyer Shopping Counting Mice Formative Assessment Lesson “(FAL” Caterpillars and Leaves

o Addition and subtraction word problems with money o https://learnzillion.com

(Grade 2, Unit 5)

o Virtual Manipulatives

Task 3 Scoring Guide My Math Chapter 8 Readiness Quiz My Math Chapter 8 My Math Chapter 8 Quizzes and Assessments Suggested progress monitoring checks:


• Hot Seat

• Four Corners







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Week 5

MGSE2.OA.1 MGSE2.OA.2 MGSE2.NBT.5 MGSE2.MD.8 ELAGSE2SL1 ELAGSE2SL3

Task 4; GADOE Gr. 5 Unit 2: Grocery Store Math

o Addition and Subtraction with money o https://learnzillion.com

o Represent and Interpret Data o During the

culminating task students will graph data collected during a class survey.

Task 4 Scoring Guide My Math Chapter 8 My Math Chapter 8 Quizzes and Assessments Suggested progress monitoring checks:


• Hot Seat

• Four Corners


Week 6

MGSE2.OA.1 MGSE2.OA.2 MGSE2.NBT.5 MGSE2.MD.8 MGSE2.MD.10

GADOE Gr. 5 Unit 2: Culminating Task: Planning a Field Trip

o Continued work on understanding the relationship between addition and subtraction.

o Work with understanding different data sets and extracting number from graphs to make comparisons with addition and subtraction

My Math Chapter 8 My Math Chapter 8 Quizzes and Assessments Suggested progress monitoring checks:


• Hot Seat

• Four Corners

• Five Fingers Discussion of the Essential Questions (throughout unit) Post-Assessment (District Benchmark)


rigorous curriculum design...task 2: mgse2.oa.1, mgse2.oa.2, mgse2.nbt.5 use information from task 1...

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