aug. - sept -...

2nd Grade Guide to Plan for Success

2nd Grade Overview of Monthly Focus / Monthly Assessments on Blackboard.......................................................................................................................................2Daily Math Block.................................................................................................................................................................................................................................................................3Standards and Progression.................................................................................................................................................................................................................................................4

Wednesday: All Year -Building Conceptual Understanding of Place Value with Three-Digit Numbers...............................................................................................................4Mondays and Tuesdays- Addition and Subtraction.....................................................................................................................................................................................................6Thursdays and Fridays- Geometry or Measurement...................................................................................................................................................................................................9

August.................................................................................................................................................................................................................................................................................14August Continued..........................................................................................................................................................................................................................................................15

September...........................................................................................................................................................................................................................................................................16September Continued....................................................................................................................................................................................................................................................17

October...............................................................................................................................................................................................................................................................................18October Continued........................................................................................................................................................................................................................................................19

November...........................................................................................................................................................................................................................................................................20November Continued....................................................................................................................................................................................................................................................21

December............................................................................................................................................................................................................................................................................22December Continued.....................................................................................................................................................................................................................................................23

January...............................................................................................................................................................................................................................................................................24January Continued........................................................................................................................................................................................................................................................25

February.............................................................................................................................................................................................................................................................................26February Continued......................................................................................................................................................................................................................................................27

March..................................................................................................................................................................................................................................................................................28March Continued...........................................................................................................................................................................................................................................................29

April....................................................................................................................................................................................................................................................................................30April Continued.............................................................................................................................................................................................................................................................31

May.....................................................................................................................................................................................................................................................................................32May Continued..............................................................................................................................................................................................................................................................33

1Updated 09/25/2019 to include highlighted Major Standards for the grade level

Add and Subtract Within 20 August: Measurement-Graphs and DataSeptember: Geometry-2D and 3D Shapes Aug. - Sept.Addition and Subtraction within 100TimeOctoberAddition and Subtraction within 100Partitioning 2D ShapesNovemberAddition and Subtraction within 100Partition Rectangles into rows and columnsDecember Addition and Subtraction within 1,000MoneyJanuary Addition and Subtraction within 1,000MoneyFebruary Addition and Subtraction within 1,000Measurement with Inches and FeetMarchAddition and Subtraction within 1,000Measurement with Centimeters and MetersApril Addition and Subtraction within 1,000Measure and Represent Data on a Line PlotMay


2nd Grade Overview of Monthly Focus / Monthly Assessments on Blackboard



Daily Math BlockNumber Talk-Mental Math

(~10-15 min)Problem of the Day (~20 min)

Make sense of problem solving scenariosBuild and Explore Activities

(~20+ min)Purpose: Develop fluency, flexibility with numbers Upside-Down Teaching. Open tasks, numberless word problems,

three act tasks, what do you notice/wonder? problemsIndependent and/or cooperative practice on concepts and skills

T: poses problemS: hand signals to show they mentally solved itS: share with a shoulder partnerT: calls on students and records students’ strategies and relating it to an equation

T: Poses Word ProblemS: Solve independently T: Circulates and questions individualsS: Collaborate with partner or team to discuss (strategies, thoughts, where they are stuck, etc.).T: Class discussion (whole group)- questioning students to clarify understanding (elaborate and extend with a Build and Explore activity)

Options: Everyone does the same activity Partners work on the same activity Daily stations Weekly stations “Grab Bag” activities Activity extending from the day’s

skillsAs strategies are introduced throughout the year (naturally), build an anchor chart and emphasize vocabulary

Encourage precise vocabulary

One and Two-Step Word Problems with the unknown in all positions of each type of word problem:Adding to, Taking From, Putting Together, Taking Apart, Comparing

Same Success Criteria that can be posted ALL year: I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find for

one step and two step word problems. I can explain how I arrived at my answer. I can compare what is similar and what is different in various

problems. I can represent my thinking using objects, pictures, number lines,

hundreds chart, words, and numbers. I can use strategies to add the numbers in the problem such as

counting on, counting back, making groups of ten, and finding missing addends.

I can write equations to represent my thinking, including a symbol for the unknown.

I can create any type of addition, subtraction, or comparison word problem and explain how to solve it.

Number sense, geometry, and measurement activities all year Task cards Math Games (dice, dominoes,

spinners, cards) Computer station-math websites

Tools Any tool that would help clarify a child’s answer to the rest of the class.Ten frames, Rekenreks, number lines, number bonds, bar models, 100s chart, counters

Number line, 100s chart, base ten blocks, snap cubes/connecting cubes, Digit Cards (2 sets per student-make sure zero is included), Mini Ten Frames, place value mat, spinners (ten more, ten less), number cubes (0-5, 1-6, 2-7, 3-8, 4-9); greater than/less than/equal to cards or mat

Go Math and Teacher Toolbox Corresponding lessons


http://www.peoriapublicschools.org/Page/21684


Standards and ProgressionWednesday: All Year -Building Conceptual Understanding of Place Value with Three-Digit Numbers

Standards Teacher’s Notes Success Criteria MAFS.2.NBT.1.1: DOK 1Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:a. 100 can be thought of as a bundle of

ten tens-called a “hundred”b. The numbers 100, 200, 300, 400,

500, 600, 700, 800, 900, refer to one, two three, four five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

MAFS.2.NBT.1.2: DOK 1Count within 1000; skip-count by 5s, 10s, and 100s. (count nickels, count dimes, count 10 rods) Use the hundred chart and look for and identify patterns

MAFS.2.NBT.1.3: DOK 1Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

MAFS.2.NBT.2.8: DOK 1Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

MAFS.2.NBT.1.4: DOK 2Compare two three-digit numbers based on meanings of the hundreds, tens, and ones, digits, using >, <, =, symbols to record the results of comparisons.

Three Digit Number Detective:1. Start with your normal number talk. 2. Problem of the day is a place value focus

(Mystery number, three-digit riddles, etc.)3. Continue to build all parts of the success

criteria through exploration, collaboration, and explanation during the rest of your block.

Click the link for a good slideshare show from Van De Walle, which includes riddles Van De Walle SlideShare Link

Mystery Riddles:Use the digits 4, 6, and 8 to solve:The digit in my ones place is double the digit in my tens place. The hundreds digit is two less than my ones. What is my number?

I can count forward and backward by fives from any given number (up to 1,000). I can count forward and backward by tens from any given number (up to 1,000). I can count forward and backward by hundreds from any given number (up to 1,000). I can explain the patterns I see in the numbers to help me determine what comes next

when I count by 5s, 10s, and 100s up to 1,000. I can represent a three-digit number using base ten models then drawing a picture of my

model. I can read and write numbers up to 1,000. I can write the numeral that matches a given number of objects or picture (up to 1,000). I can explain what each digit of a three-digit number represents. I can identify the value of each digit in a three-digit number. I can explain how the value of a digit is determined by its place in a number. I can write a three-digit number in word form. I can write a three-digit number in expanded form. I can explain how many ones make a ten. I can explain how many tens make a hundred. I can explain how many hundreds make a thousand. I can explain how many tens make a thousand. I can represent a three-digit number with my base ten blocks in more than one way.

(243= 200 + 40 +3; 100 +140+ 3,100 + 100 + 30 + 13, etc.) I can write a number that represents the amount shown in a picture. I can decompose/break apart a three-digit number into different amounts of tens and

ones. I can mentally find 10 more and 10 less than a three-digit number and explain my

thinking. I can mentally find 100 more and 100 less than a three-digit number and explain my

thinking. I can what happens to the digits in the number when finding ten more or ten less. I can what happens to the digits in the number when finding one hundred more or one

hundred less. I can use the symbols <, >, or = to compare three-digit numbers. I can explain how I know a number is greater than, less than, or equal to another number


https://www.slideshare.net/AlexandraLopez57/developing-whole-number-place-value-concepts

http://www.cpalms.org/Public/PreviewStandard/Preview/5336






Standards Teacher’s Notes Success Criteria based on my understanding of the value of digits in a number.

I can plot a three-digit number on a number line. When given a three-digit number, I can create a number line and say what two hundreds

the number is between. I can explain what multiple of hundred my number is closest to. I can describe the pattern in a number line from any multiple of a hundred to another

hundred. I can create the largest three-digit number when given three digits. I can create the smallest three-digit number when given three digits. I can move digits around to show least to greatest or greatest to least when given three

digits.

Day Skill



Monday & Tuesday First half- Add and subtract within 20 and within 100 fluently Second half- Build the foundation to add and subtract to 1,000

Wednesday Building Conceptual Understanding of Place Value with Three-Digit Numbers

Thursday & Friday Geometry or Measurement

Mondays and Tuesdays- Addition and Subtraction August through September Fluency to 20 Success Criteria MAFS.2.OA.1.a : DOK 2Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?.

MAFS.2.OA.2.2: DOK 1Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. (will continue throughout the year in Number Talks)

MAFS.2.OA.3.3: DOK 2Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

Basic Fluency to 20 with fact strategies (extending and reinforcing strategies learned in first grade)

Model numbers up to 20 to determine whether it is even or odd (helping to reinforce doubles and doubles plus one facts)

Balancing Equations with unknowns

Strategies:***Facts with a sum of tenOne more, One less, two more, two lessFive and factsMake a ten (addends of 8 and 9)Doubles and doubles plus oneFact families Magical nines 6 + 9 = 15 (1 +5 = 6)***Very important for students to have this mastered

I can explain the meaning of the equal sign. I can determine if addition or subtraction equations are true or false. I can compare given equations by using words such as “equal to”,“is the same as”, or “not true/false”. I can make equations that are true and explain why. I can explain why an answer can be written on either side of the equal sign. I can determine the unknown whole number in an addition or subtraction equation with four whole

numbers. (Ex. 37 + 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?) I can choose a strategy to solve an equation with an unknown in any position, and explain my strategy

to others. Given an addition or subtraction equation, I can mentally add and subtract within 20. (Fluency

Standard-Valuing mental images in the brain, not speed) I can choose and model a strategy to add or subtract within 20:

o Counting ono Making teno Decomposing a number leading to a 10o Using the relationship between addition and subtractiono Doubles o Doubles +/- 1o Think Addition o Five and facts

I can divide an amount of objects into two groups to determine if the number of objects is even or odd. I can count objects by 2s. I can explain if a group of objects is even or odd. I can use a doubles fact to determine if a number is even or odd. I can explain why the addends in an equation tell me whether the sum is even or odd.






October through December:

Addition and Subtraction within 100

Success Criteria

MAFS.2.NBT.2.5: DOK 1Fluently add and subtract within 100 using strategies based on place value, properties of operations, and /or the relationship between addition and subtraction. (This is introduced, so you must continue to practice for fluency throughout 2nd grade through solving real-life word problems)

MAFS.2.NBT.2.9: DOK 3Explain why addition and subtraction strategies work, using place value and the properties of operations.

MAFS.2.NBT.2.6: DOK 1Add up to four two-digit numbers using strategies based on place value and properties of operations.

MAFS.2.OA.1.1 DOK 2Use 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.

MAFS.2.MD.2.6 DOK 2Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

Developing two-digit addition and subtraction must begin using base ten blocks to build understanding of regrouping. (Drawing a picture to accompany it)

Estimate first

Breaking the number into expanded form to add or subtract tens and tens and ones and ones

Reinforce the inverse operation when the answer is found

Use strategies to add up to four two-digit numbers.

This work should include strategies such as: making a 10, making a 100, breaking apart a 10, or creating an easier problem. The standard algorithm of carrying or borrowing is not an expectation in Second Grade. Students are not expected to add and subtract whole numbers using a standard algorithm until the end of Fourth Grade.

I can explain the relationship between addition and subtraction. I can write an addition or subtraction equation with two-digits vertically or horizontally to

solve. I can choose and model a strategy to solve an addition equation that involves two-digit

numbers. I can choose and model a strategy to solve a subtraction equation that involves two-digit

numbers. I can explain how to solve a two-digit addition problem by applying my understanding of the

value of the digits. I can explain how to solve a two-digit subtraction problem by applying my understanding of

the value of the digits. I can break apart the two-digit numbers into the amount of tens and ones to add. I can break apart the two-digit numbers into the amount of tens and ones to subtract. I can add and subtract two digit numbers using: ●A hundreds chart ●Dimes and pennies ●Pictures ●Base ten blocks ●Number lines I can add or subtract two digit numbers by creating an open number line. I can explain how to add or subtract two-digit numbers mentally using benchmark numbers. I can write or tell a reasonable estimate before I add or subtract. I can use “think addition” to solve subtraction equations. I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find for one step and two step

word problems. I can solve word problems that have four addends by using models, pictures, numbers,

words, and equations. I can explain how I arrived at my answer. I can compare what is similar and what is different in various problems. I can represent my thinking using objects, pictures, number lines, hundreds chart, words, and

numbers. I can use strategies to add the numbers in the problem such as counting on, counting back,

making groups of ten, and finding missing addends. I can write equations to represent my thinking, including a symbol for the unknown. I can create any type of addition, subtraction, or comparison word problem and explain how

to solve it. I can create a word problem involving four addends and explain how to solve it. I can explain the meaning of the equal sign. I can determine if addition or subtraction equations are true or false. I can compare given equations by using words such as “equal to” , “is the same as” , or “not








October through December:

Addition and Subtraction within 100

Success Criteria

MAFS.2.OA.1.a : DOK 2Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?.

true/false”. I can make equations that are true and explain why. I can explain why an answer can be written on either side of the equal sign. I can determine the unknown whole number in an addition or subtraction equation with four

whole numbers. (Ex. 37 + 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?) I can choose a strategy to solve an equation with an unknown in any position, and

explain my strategy to others.

January through May Addition and Subtraction within 1,000

Success Criteria

MAFS.2.NBT.2.7: DOK 2Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds

Developing three-digit addition and subtraction must begin using base ten blocks to build understanding of regrouping. (Drawing a picture to accompany it)

Estimate first Breaking the number into expanded form to add or

subtract hundreds and hundreds, tens and tens, and ones and ones


Same Success Criteria as October through December, but with three-digits.





Thursdays and Fridays- Geometry or MeasurementAUGUST

Standard Teacher’s Notes Success Criteria MAFS.2.MD.4.10: DOK 2Draw 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.

This is real life application to reinforce their basic facts of addition and subtraction.

Use graphs to get to know your children (bus rider, car rider, walker; favorite sports; etc.)

Students need experiences collecting data.

Give students objects to sort and let them make their graphs.

I can recognize and identify picture graphs and bar graphs. I can plan, collect, organize, and display my survey results on a picture or bar graph. I can represent four categories of data I collected using a picture graph. I can represent four categories of data I collected using a bar graph. I can identify and label the parts of a picture graph and bar graph. I can make comparisons between categories in the graph using more than, less than, etc. I can solve problems relating to data in graphs by using addition and subtraction. I can draw a single-unit scale picture graph to represent a given set of data with four

categories. I can draw a single-unit scale bar graph to represent a given set of data with four

categories. I can write addition, subtraction, and comparison problems about the data in the graph and

solve it.SEPTEMBER

Standard Teacher’s Notes Success Criteria MAFS.2.G.1.1: DOK 1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

2D and 3D shape attributes (angles, sides, faces, vertices, edges)

Triangles, quadrilaterals (squares, rectangles, rhombus, and trapezoids), pentagons, hexagons and cubes

Identify, draw, and compare shapes based on their attributes

Shapes should be regular and irregular. Use Geo Dot paper to draw shapes. Pattern blocks, plane shapes, mini solids

I can build a two-dimensional shape based on the number of sides, angles, and vertices. Triangles, quadrilaterals (squares, rectangles, rhombus, and trapezoids), pentagons, hexagons and cubes

I can draw a two-dimensional shape based on the number and size of sides, angles, and vertices. (ex. square vs rectangles; opposite sides are the same length)

I can identify the sides, angles, and vertices when given a picture of a two-dimensional shape.

I can explain how I know a shape’s name by describing its attributes. I can sort and classify two-dimensional shapes based on the number of sides, angles, and

vertices. I can describe and compare 2d and 3d shapes based on how they are alike and different

using attributes such as sides, angles, corners/vertices, and faces.


https://www.printablepaper.net/category/dot




OCTOBERStandard Teacher’s Notes Success CriteriaMAFS.2.MD.3.7: DOK 1Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Encourage throughout the rest of the year as your class is transitioning to new subjects, lunch, recess, etc.

Students relate their everyday lives to times they may do something. Pay attention to hour hand location. Practice skip counting by 5s on the clock Reinforce fractions of a circle with a clock to equal the minutes out of

the whole hour. (Click on picture for activity)

I can identify digital and analog clocks. I can correctly identify the hour hand and the minute hand. I can use the placement of the hour hand to determine the approximate time. I can show time to the hour, half hour, and quarter hour. I can count the minutes by fives. I can draw the hands on a clock to show a given time. I can write the correct time on a digital clock. I can write the correct time from an analog clock. I can explain why there are two cycles of 12 hours in one day. I can use AM and PM to describe a time. I can use the words “quarter till, quarter past, ten till, ten after, and half past” to

correctly describe a time. When given a time, I can explain what is happening in my day. When shown a given digital time, I can represent it on an analog clock. I can tell how many minutes past the hour when given any number on the clock.

NOVEMBERStandard Teacher’s Notes Success CriteriaMAFS.2.G.1.3: DOK 1Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Pattern blocks- ex. trapezoid is ½ of hexagon. Color tiles- Connecting the portioning with fractions by making rectangles that are ¼, ½, or 1/3 of the colors Example: blue is ½ of the rectangle

Cuisenaire rods -make one of the longer lengths the whole-what is a fourth? Third? Half?Example: If purple is the whole? What is ½?¼ of an inch ruler

Tangrams

I can identify when shares are equal. I can divide/partition a circle into halves, thirds, and fourths (quarters). I can divide/partition a square/rectangle into halves, thirds, and fourths (quarters). I can explain why dividing/partitioning a shape into more equal parts makes the parts

smaller. I can use the words whole, halves, fourths, and quarters to describe how I partitioned a

shape. I can show half of, fourth of, and a quarter of using a picture and model. I can explain how half of a circle relates to time to the half hour on a clock. I can explain how a quarter or fourth of a circle relates fifteen-minute intervals on a clock. I can explain how a quarter or fourth of a circle relates fifteen-minute intervals on a clock. I can explain how a third of a circle relates twenty-minute intervals on a clock. I can explain how the parts of a shape relate to its whole. (two of two, four of four) I can explain how the size of the pieces relate to the size of the whole. (1/2s are not all

equal-it depends on the size of the whole) I can explain why equal shares from identical wholes do not have to have the same shape.


https://www.math-drills.com/geometry/tangrams_001.pdf

https://cuisenairefair.wikispaces.com/Introduction+to+Cuisenaire+Rods




http://teacherblogspot.com/?p=2907


DECEMBERStandard Teacher’s Notes Success CriteriaMAFS.2.G.1.2: DOK 1Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

MAFS.2.OA.3.4 DOK 1Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Goal-repeated addition of rows or columns⸬ How did we make this rectangle? ⸬ Use square/rectangle outlines for students to estimate

how many color tiles they think will fit and then fill it. ⸬ Beginning development of area of rectangles.

I can use the words row and column to describe my rectangular array. I can count to find the total of same-sized squares in an array. I can draw a rectangle and partition it into same-sized squares to

create an array. I can use color tiles to create equal rows that form rectangles of

different sizes. I can write an addition equation to express the number of rows and

how many in each row I can write an equation to find the sum of equal sized squares in my

array. I can explain how my addition equations relate to the amount of rows

and columns in my array. I can make an array model of a repeated addition equation.

JANUARY AND FEBRUARY Standard Teacher’s Notes Success CriteriaMAFS.2.MD.3.8: DOK 2Solve one and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal group situations. Ex: The cash register shows that the total for your purchase is 59cents. You gave the cashier three quarters. How much change should you receive from the cashier? a. Identify the value of coins and paper currency. b. Compute the value of any combination of coins within one dollar.c. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have? d. Relate the value of pennies, nickels, dimes, and quarters to other coins and the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar).

Decimal form is not an expectation.

Students need a lot of experiences with manipulating coins and bills.

Make this fun! Use real-world contexts!

I can identify coins and name them. I can write the value of coins. I can identify dollars and write the value. (singles, fives, tens,

twenties, and hundreds) I can use the symbols $ and ¢ symbols when writing amounts of

money. I can show multiple ways to make an amount of money. I can combine coins to determine an amount within one dollar. I can count on from the largest valued coin to find out how much

money I have. I can use the least amount of coins to show a given amount of

money. I can count up to determine how much change is needed. I can tell the value of combinations of dollars. I can identify and explain what the money problem is asking me to

find. I can solve the money problem using coins or dollar bills. I can solve word problems that involve finding the total amount and

then give change.






MARCH Standard Teacher’s Notes Success CriteriaMD.1.1, MD.1.2, MD.1.3, MD.1.4 (U.S. Customary), MD.2.5MAFS.2.MD.1.1: DOK 1Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tape

MAFS.2.MD.1.2: DOK 2Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Ex. Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer.

MAFS.2.MD.1.3: DOK 1Estimate lengths using units of inches, feet, centimeters, and meters.

MAFS.2.MD.1.4: DOK 1Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard-length unit.

MAFS.2.MD.2.5 DOK 2Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

Provide rich tasks that ask students to perform real measurements, these foundational understandings of measurement are developed.

Using both customary (inches and feet) and metric (centimeters and meters) units, Second Graders select an attribute to be measured (e.g., length of classroom), choose an appropriate unit of measurement (e.g., yardstick), and determine the number of units (e.g., yards).

Understand that larger units (e.g., yard) can be subdivided into equivalent units (e.g., inches) (partition).

Understand that the same object or many objects of the same size such as paper clips can be repeatedly used to determine the length of an object (iteration).

Understand the relationship between the size of a unit and the number of units needed (compensatory principal). Thus, the smaller the unit, the more units it will take to measure the selected attribute.

U.S. Customary for these two months-Inches, feet, yards

Use rulers divided into fourths

Iterate Color tiles, then measure

Pattern blocks-all are exactly an inch

I can tell the best type of measuring tool to use to measure different sized-objects.

I can explain why I chose the unit of measurement I used to measure an object.

When given an object, I can determine what attribute needs to be measured (length, width, height).

I can estimate the length of an object in inches, feet, or yards. I can use a ruler to measure lengths starting at the zero mark. I can explain how the size of the unit I use to measure affects the

amount of units measured. I can determine and write how much longer one object is than

another in the amount of inches, feet, or yards. I can identify and explain what the measurement problem is asking

me to find. I can solve the measurement problem using pictures, numbers, or

words. I can create any type of addition, subtraction, and comparison

measurement problem and explain how to solve it. I can write equations to represent my thinking, including a symbol

for the unknown.


http://www.timvandevall.com/rulers/12-inch-printable-ruler/







APRIL Standard Teacher’s Notes Success CriteriaMD.1.1, MD.1.2, MD.1.3, MD.1.4 (Metric), MD.2.5MAFS.2.MD.1.1: DOK 1Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tape

MAFS.2.MD.1.2: DOK 2Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Ex. Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer.MAFS.2.MD.1.3: DOK 1Estimate lengths using units of inches, feet, centimeters, and meters.MAFS.2.MD.1.4: DOK 1Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard-length unit. MAFS.2.MD.2.5 DOK 2Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

Estimate lengths in Metric for these two months-centimeters and meters

Cuisenaire Rods-increments of 1 cm from the white rod equaling 1 cm to the orange rod equaling 10 cm

Activity example: Roll the dice five times and get the corresponding rod each time. Make a train. What is the value?

Meter sticks

I can tell the best metric tool to use to measure different sized-objects. I can explain why I chose the unit of measurement I used to measure an

object. When given an object, I can determine what attribute needs to be

measured (length, width, height). I can estimate the length of an object in centimeters or meters. I can use a metric ruler to measure lengths starting at the zero mark. I can explain how the size of the unit I use to measure affects the amount

of units measured. I can determine and write how much longer one object is than another in

the amount of centimeters or meters. I can identify and explain what the measurement problem is asking me to

find. I can solve the measurement problem using pictures, numbers, or words. I can create any type of addition, subtraction, and comparison

measurement problem and explain how to solve it. I can write equations to represent my thinking, including a symbol for the

unknown.

MAY Standard Teacher’s Notes Success CriteriaMAFS.2.MD.4.9: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

MAFS.2.MD.2.5 DOK 2Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

¼ inch ruler and centimeter rulersCuisenaire Rods- Activity Example: Grab two handfuls. Measure your rods with your metric ruler. Plot your results in a line plot.

Place a bunch of objects on each table. Each table measures the objects and creates a line plot.

Discuss similarities and differences between a line plot and a bar graph.

I can explain how a line plot is used to display data.

I can read and interpret line plots.

I can create a line plot to organize the data.

I can interpret the results of the measurement data that is plotted on the line plot.

I can measure objects to the nearest whole number, sort my measurement data, and represent the data on a line plot.


http://www.timvandevall.com/rulers/printable-ruler-with-centimeters/












AugustNumber Talks (Document says September, but do in August)

Focus Teacher Notes Resources

Mondays: Dot Images

(August and September) Monday and Tuesday: Basic Fluency to 20 with fact strategies (extending and reinforcing strategies learned in first grade)

I can explain the meaning of the equal sign. I can determine if addition or subtraction equations are true or false. I can compare given equations by using words such as “equal to”,“is the same as”,

or “not true/false”. I can make equations that are true and explain why. I can explain why an answer can be written on either side of the equal sign. I can determine the unknown whole number in an addition or subtraction equation

with four whole numbers. (Ex. 37 + 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?)

I can choose a strategy to solve an equation with an unknown in any position, and explain my strategy to others.

Given an addition or subtraction equation, I can mentally add and subtract within 20. (Fluency Standard-Valuing mental images in the brain, not speed)

I can choose and model a strategy to add or subtract within 20:o Counting ono Making teno Decomposing a number leading to a 10o Using the relationship between addition and subtractiono Doubles o Doubles +/- 1o Think Addition o Five and facts

I can divide an amount of objects into two groups to determine if the number of objects is even or odd.

I can count objects by 2s. I can explain if a group of objects is even or odd. I can use a doubles fact to determine if a number is even or odd.

I can explain why the addends in an equation tell me whether the sum is even or odd.





It is highly recommended that you print out The Problem Types document so that you are intentionally reinforcing all types of problems throughout the year.

Basic Facts:

Addition and subtraction with 5 types of word problems

Multistep

NOD/POD Flipchart

Monday & Tuesday-GM Chapter 1, GM Chapter 3 Teacher Toolbox (TT) Unit 1 Lesson 1-4

Tuesdays: Double Ten Frames



http://math.sarasotacountyschools.net/wp-content/uploads/2nd-Grade/Aug.Sept-NOD-and-POD-to-20.flipchart



August ContinuedNumber Talks (Document says September, but do in August)


Wednesdays: Add ‘Em Up

Number strings with expressions

Wednesday: Three Digit Detective See Success Criteria from Standards and Progression Page

Three Digit Number Detective:1. Start with your normal number talk. 2. Problem of the day is a place value

focus (Mystery number, three-digit riddles, etc.)

3. Continue to build all parts of the success criteria through exploration, collaboration, and explanation during the rest of your block.



Riddle with a three-digit number

Wednesday- GM Chapter 3, Teacher Toolbox (TT) Unit 2 Lesson 10-13

Three Digit Number Detective flipchart

Thursdays: RekenreksDecomposing numbers

Thursday and Friday: Graphs and Data I can recognize and identify picture graphs and bar graphs. I can plan, collect, organize, and display my survey results on a picture or bar graph. I can represent four categories of data I collected using a picture graph. I can represent four categories of data I collected using a bar graph. I can identify and label the parts of a picture graph and bar graph. I can make comparisons between categories in the graph using more than, less than,

etc. I can solve problems relating to data in graphs by using addition and subtraction. I can draw a single-unit scale picture graph to represent a given set of data with four

categories. I can draw a single-unit scale bar graph to represent a given set of data with four

categories. I can write addition, subtraction, and comparison problems about the data in the

This is real life application to reinforce their basic facts of addition and subtraction.

Use graphs to get to know your children (bus rider, car rider, walker; favorite sports; etc.)

Students need experiences collecting data.

Give students objects to sort and let them make their graphs.

Thursday and Friday- GM Chapter 10, Teacher Toolbox (TT) Unit 3 Lesson 23

graphing question of the day questions

Fridays: Guess The answer is…. Decomposing numbers Doubles/doubles plus one


http://math.sarasotacountyschools.net/wp-content/uploads/2018/06/graphing-question-of-the-day-questions.pdf

http://math.sarasotacountyschools.net/wp-content/uploads/2018/06/graphing-question-of-the-day-questions.pdf

http://math.sarasotacountyschools.net/wp-content/uploads/2nd-Grade/Three-Digit-Detective-.flipchart

http://math.sarasotacountyschools.net/wp-content/uploads/2nd-Grade/Three-Digit-Detective-.flipchart



Number Talks (Document says September, but do in August)


graph and solve it.

SeptemberNumber Talks*Click to get the flipchart from the Wikispace


Mondays: Doubles and Near Doubles

(August and September) Monday and Tuesday: Basic Fluency to 20 with fact strategies (extending and reinforcing strategies learned in first grade)

I can explain the meaning of the equal sign. I can determine if addition or subtraction equations are true or false. I can compare given equations by using words such as “equal to”,“is the same as”,

or “not true/false”. I can make equations that are true and explain why. I can explain why an answer can be written on either side of the equal sign. I can determine the unknown whole number in an addition or subtraction equation

with four whole numbers. (Ex. 37 + 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?)

I can choose a strategy to solve an equation with an unknown in any position, and explain my strategy to others.

Given an addition or subtraction equation, I can mentally add and subtract within 20. (Fluency Standard-Valuing mental images in the brain, not speed)

I can choose and model a strategy to add or subtract within 20:o Counting ono Making teno Decomposing a number leading to a 10o Using the relationship between addition and subtractiono Doubles o Doubles +/- 1o Think Addition o Five and facts





It is highly recommended that you print out The Problem Types document so that you are intentionally reinforcing all types of problems throughout the year.

Basic Facts:

Addition and subtraction with 5 types of word problems

Multistep

NOD/POD Flipchart

Monday & Tuesday-GM Chapter 1, GM Chapter 3 Teacher Toolbox (TT) Unit 1 Lesson 1-4

Tuesdays: Making Tens

Making a ten:

Ten and some more Associative property

Commutative property

Find addends that equal the sum of ten first and then some more






https://maximizingmathmentality.wikispaces.com/file/view/2nd%20Grade%20September%20Number%20Talks%20Flipchart.flipchart/611067603/2nd%20Grade%20September%20Number%20Talks%20Flipchart.flipchart


I can divide an amount of objects into two groups to determine if the number of objects is even or odd.

I can count objects by 2s. I can explain if a group of objects is even or odd. I can use a doubles fact to determine if a number is even or odd.

I can explain why the addends in an equation tell me whether the sum is even or odd.

September ContinuedNumber Talks*Click to get the flipchart from the Wikispace


Wednesdays: Making Landmark or Friendly Numbers

Basic Fact Strategy: making landmark or friendly numbers

Wednesday: Three Digit DetectiveSee Success Criteria from Standards and Progression Page

Three Digit Number Detective: Start with your normal number talk. Problem of the day is a place value focus (Mystery

number, three-digit riddles, etc.) Continue to build all parts of the success criteria through

exploration, collaboration, and explanation during the rest of your block.


Mystery Riddles:Use the digits 4, 6, and 8 to solve:

The digit in my ones place is double the digit in my tens place. The hundreds digit is two less than my ones. What is my number?


Wednesday- GM Chapter 3, Teacher Toolbox (TT) Unit 2 Lesson 10-13

Thursdays: Subtract from Ten

Basic Fact Strategy: Use a ten to subtract

Thursday and Friday 2D and 3D shapes I can build a two-dimensional shape based on the number of sides, angles, and

vertices. Triangles, quadrilaterals (squares, rectangles, rhombus, and trapezoids), pentagons, hexagons and cubes

I can draw a two-dimensional shape based on the number and size of sides, angles, and vertices. (ex. square vs rectangles; opposite sides are the same length)

I can identify the sides, angles, and vertices when given a picture of a two-dimensional shape.

I can explain how I know a shape’s name by describing its attributes.

2D and 3D shape attributes (angles, sides, faces, vertices, edges)

Triangles, quadrilaterals (squares, rectangles, rhombus, and trapezoids), pentagons, hexagons and cubes

Identify, draw, and compare shapes based on their attributes

Shapes should be regular and irregular. Use Geo Dot paper to draw shapes. Pattern blocks, plane shapes, mini solids

Flipchart for 2D and 3D Shapes

GM Chapter 11, Teacher Toolbox (TT) Unit 4 Lesson 26 and Math in Action

Fridays: Use a Ten to Subtract


http://math.sarasotacountyschools.net/wp-content/uploads/2nd-Grade/September-Shapes-NOD-POD-Second-Grade.flipchart



https://www.printablepaper.net/category/dot


https://maximizingmathmentality.wikispaces.com/file/view/2nd%20Grade%20September%20Number%20Talks%20Flipchart.flipchart/611067603/2nd%20Grade%20September%20Number%20Talks%20Flipchart.flipchart


Basic Fact Strategy: Use a ten to subtract

I can sort and classify two-dimensional shapes based on the number of sides, angles, and vertices.

I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.

OctoberNumber

Talks Focus Teacher Notes Resources

Monday: Double Ten Frame Images Doubles/

Doubles plus

Even/Odd Make a

ten to add

(October – December) Monday and Tuesday:Two digit addition and subtraction with strategies

I can explain the relationship between addition and subtraction. I can write an addition or subtraction equation with two-digits vertically or horizontally to solve. I can choose and model a strategy to solve an addition equation that involves two-digit numbers. I can choose and model a strategy to solve a subtraction equation that involves two-digit numbers. I can explain how to solve a two-digit addition problem by applying my understanding of the value of the digits. I can explain how to solve a two-digit subtraction problem by applying my understanding of the value of the digits. I can break apart the two-digit numbers into the amount of tens and ones to add. I can break apart the two-digit numbers into the amount of tens and ones to subtract. I can add and subtract two digit numbers using: ●A hundreds chart ●Dimes and pennies ●Pictures ●Base ten blocks ●Number lines I can add or subtract two digit numbers by creating an open number line. I can explain how to add or subtract two-digit numbers mentally using benchmark numbers. I can write or tell a reasonable estimate before I add or subtract. I can use “think addition” to solve subtraction equations. I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find for one step and two step word problems. I can solve word problems that have four addends by using models, pictures, numbers, words, and equations. I can explain how I arrived at my answer. I can compare what is similar and what is different in various problems. I can represent my thinking using objects, pictures, number lines, hundreds chart, words, and numbers. I can use strategies to add the numbers in the problem such as counting on, counting back, making groups of ten, and

finding missing addends. I can write equations to represent my thinking, including a symbol for the unknown. I can create any type of addition, subtraction, or comparison word problem and explain how to solve it. I can create a word problem involving four addends and explain how to solve it. I can explain the meaning of the equal sign. I can determine if addition or subtraction equations are true or false.


Estimate first


This work should include strategies such as: making a 10, making a 100, breaking apart a 10, or creating an easier problem. The standard algorithm of carrying or borrowing is not an expectation in Second Grade (it is at the end of fourth grade).

POD Flipchart

Addition and subtraction word problems with 2-digits

Add to-Result Unknown task cards

Take From-Result Unknown Task Cards

Monday & Tuesday-GM Chapter 4 and 5/ TT

Tuesday: Add ‘Em Up

Number Strings with expressions Doubles/

Doubles plus one

Even/odd Break it

apart for tens and more

Ex: 11 + 11 = 10 + 10+ 2


http://www.k-5mathteachingresources.com/support-files/take-from-result-unknown-within-100.pdf



http://www.k-5mathteachingresources.com/support-files/add-to-result-unknown-within-100.pdf



http://math.sarasotacountyschools.net/wp-content/uploads/2nd-Grade/Oct-Dec-addition-and-subtraction-POD.flipchart



Number Talks Focus Teacher Notes Resources

I can compare given equations by using words such as “equal to” , “is the same as” , or “not true/false”. I can make equations that are true and explain why. I can explain why an answer can be written on either side of the equal sign. I can determine the unknown whole number in an addition or subtraction equation with four whole numbers. (Ex. 37

+ 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?) I can choose a strategy to solve an equation with an unknown in any position, and explain my strategy to

others.

Unit 2 Lesson 7-9, 15

October ContinuedNumber


Wednesday: Balance the Scale Balanced

equations Unknowns Basic Fact

Strategies Fact

Families








Wednesday- GM Chapter 3, TT Unit 2 Lesson 10-13

Thursdays: Figure It!

Decomposing Numbers

More than 2 addends

Thursday and Friday: Time I can identify digital and analog clocks. I can correctly identify the hour hand and the minute hand. I can use the placement of the hour hand to determine the approximate time. I can show time to the hour, half hour, and quarter hour. I can count the minutes by fives. I can draw the hands on a clock to show a given time. I can write the correct time on a digital clock. I can write the correct time from an analog clock.

Encourage throughout the rest of the year as your class is transitioning to new subjects, lunch, recess, etc

Students relate their everyday lives to times they may do something.

Pay attention to hour hand location. Practice skip counting by 5s on the clock Reinforce fractions of a circle with a clock to

Story problem involving time

Thursday and Friday-GM Fridays:




Number Talks Focus Teacher Notes Resources

Rekenrek

Doubles/Doubles plus one

I can explain why there are two cycles of 12 hours in one day. I can use AM and PM to describe a time. I can use the words “quarter till, quarter past, ten till, ten after, and half past” to correctly describe

a time. When given a time, I can explain what is happening in my day. When shown a given digital time, I can represent it on an analog clock. I can tell how many minutes past the hour when given any number on the clock.

equal the minutes out of the whole hour. (Click on picture for activity)

Chapter 7 (time), Unit 3 Lesson 24Time flipchart

November Number


Mondays: Can You Make It?

Decomposing numbersAddition/Subtraction strategies


I can explain the relationship between addition and subtraction. I can write an addition or subtraction equation with two-digits vertically or horizontally to solve. I can choose and model a strategy to solve an addition equation that involves two-digit numbers. I can choose and model a strategy to solve a subtraction equation that involves two-digit numbers. I can explain how to solve a two-digit addition problem by applying my understanding of the value of the digits. I can explain how to solve a two-digit subtraction problem by applying my understanding of the value of the digits. I can break apart the two-digit numbers into the amount of tens and ones to add. I can break apart the two-digit numbers into the amount of tens and ones to subtract. I can add and subtract two digit numbers using: ●A hundreds chart ●Dimes and pennies ●Pictures ●Base ten blocks ●Number lines I can add or subtract two digit numbers by creating an open number line. I can explain how to add or subtract two-digit numbers mentally using benchmark numbers. I can write or tell a reasonable estimate before I add or subtract. I can use “think addition” to solve subtraction equations. I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find for one step and two step word problems. I can solve word problems that have four addends by using models, pictures, numbers, words, and equations. I can explain how I arrived at my answer. I can compare what is similar and what is different in various problems. I can represent my thinking using objects, pictures, number lines, hundreds chart, words, and numbers. I can use strategies to add the numbers in the problem such as counting on, counting back, making groups of ten,


Estimate first



POD Flipchart




Tuesdays: Ten Frames Flash

4+ ten frames (not all filled)

Addition/Subtraction strategie










http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/Problem-of-the-Day-October-Time.flipchart

http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/Problem-of-the-Day-October-Time.flipchart

http://teacherblogspot.com/?p=2907


s Composi

ng a number by making tens

and finding missing addends. I can write equations to represent my thinking, including a symbol for the unknown. I can create any type of addition, subtraction, or comparison word problem and explain how to solve it. I can create a word problem involving four addends and explain how to solve it. I can explain the meaning of the equal sign. I can determine if addition or subtraction equations are true or false. I can compare given equations by using words such as “equal to” , “is the same as” , or “not true/false”. I can make equations that are true and explain why. I can explain why an answer can be written on either side of the equal sign. I can determine the unknown whole number in an addition or subtraction equation with four whole numbers. (Ex.

37 + 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?) I can choose a strategy to solve an equation with an unknown in any position, and explain my strategy to others.

Monday & Tuesday-GM Chapter 4 and 5/ TT Unit 2 Lesson 7-9, 15

November ContinuedNumber Talks Focus Teacher Notes Resources

Wednesdays: How Many? Flash

Repeated addition, arrays, blank 100s grid split into fourths


Three Digit Number Detective: Start with your normal number talk. Problem of the day is a place value focus

(Mystery number, three-digit riddles, etc.) Continue to build all parts of the success



Mystery Riddles:Use the digits 4, 6, and 8 to solve:

The digit in my ones place is double the digit in my tens place. The hundreds digit is two less than my ones. What is my number?



Thursdays: Add ‘Em Up

Number Strings and expressions Associative

property

Thursdays and Fridays: Fractions I can identify when shares are equal. I can divide/partition a circle into halves, thirds, and fourths (quarters). I can divide/partition a square/rectangle into halves, thirds, and fourths (quarters). I can explain why dividing/partitioning a shape into more equal parts makes the parts

smaller. I can use the words whole, halves, fourths, and quarters to describe how I partitioned a

Pattern blocks- ex. trapezoid is ½ of hexagon.

Color tiles- Connecting the portioning with fractions by making rectangles that are ¼, ½, or 1/3 of the colors Example: blue is ½ of the rectangle

Fractioning and Partitioning Flipchart

Quilt Activity


http://www.learnnc.org/lp/pages/2982

http://www.learnnc.org/lp/pages/2982

http://math.sarasotacountyschools.net/wp-content/uploads/2nd-Grade/fractions-and-partitioning.flipchart





Making tens shape. I can show half of, fourth of, and a quarter of using a picture and model. I can explain how half of a circle relates to time to the half hour on a clock. I can explain how a quarter or fourth of a circle relates fifteen-minute intervals on a clock. I can explain how a quarter or fourth of a circle relates fifteen-minute intervals on a clock. I can explain how a third of a circle relates twenty-minute intervals on a clock. I can explain how the parts of a shape relate to its whole. (two of two, four of four) I can explain how the size of the pieces relate to the size of the whole. (1/2s are not all

equal-it depends on the size of the whole) I can explain why equal shares from identical wholes do not have to have the same shape.

Cuisenaire rods -make one of the longer lengths the whole-what is a fourth? Third? Half?Example: If purple is the whole? What is ½?¼ of an inch ruler

Tangrams

Geoboard HalvesFraction Barrier Game

Thursday and Friday- GM Chapter 11, Unit 4 Lesson 28

Fridays: Story Problem Adding and

subtracting with double digit numbers and unknowns

DecemberNumber


Mondays: *How Close? How Far?

Place value understanding and addition and subtraction strategiesVideo for hook


I can explain the relationship between addition and subtraction. I can write an addition or subtraction equation with two-digits vertically or horizontally to solve. I can choose and model a strategy to solve an addition equation that involves two-digit numbers. I can choose and model a strategy to solve a subtraction equation that involves two-digit numbers. I can explain how to solve a two-digit addition problem by applying my understanding of the value of the digits. I can explain how to solve a two-digit subtraction problem by applying my understanding of the value of the digits. I can break apart the two-digit numbers into the amount of tens and ones to add. I can break apart the two-digit numbers into the amount of tens and ones to subtract. I can add and subtract two digit numbers using: ●A hundreds chart ●Dimes and pennies ●Pictures ●Base ten blocks ●Number lines I can add or subtract two digit numbers by creating an open number line. I can explain how to add or subtract two-digit numbers mentally using benchmark numbers. I can write or tell a reasonable estimate before I add or subtract. I can use “think addition” to solve subtraction equations. I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find for one step and two step word problems. I can solve word problems that have four addends by using models, pictures, numbers, words, and equations. I can explain how I arrived at my answer.


Estimate first



POD Flipchart




Tuesdays: Balance the ScaleBalanced equations Unknowns Double digit

addition and 22

Updated 09/25/2019 to include highlighted Major Standards for the grade level









https://www.youtube.com/watch?v=iZhEcRrMA-M

https://www.youtube.com/watch?v=iZhEcRrMA-M

http://www.k-5mathteachingresources.com/support-files/fraction-barrier-game.pdf



http://www.k-5mathteachingresources.com/support-files/geoboard-halves.pdf

http://www.k-5mathteachingresources.com/support-files/geoboard-halves.pdf

https://www.math-drills.com/geometry/tangrams_001.pdf



subtraction strategies

Fact Family

I can compare what is similar and what is different in various problems. I can represent my thinking using objects, pictures, number lines, hundreds chart, words, and numbers. I can use strategies to add the numbers in the problem such as counting on, counting back, making groups of ten,


37 + 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?) I can choose a strategy to solve an equation with an unknown in any position, and explain my strategy to

others.

Monday & Tuesday-GM Chapter 4 and 5/ TT Unit 2 Lesson 7-9, 15

December ContinuedNumber Talks Focus Teacher Notes ResourcesWednesdays: Add ‘Em Up

Number Strings and Expressions









Thursdays: Make _________!

Thursday and Friday: Rectangular Arrays I can use the words row and column to describe my rectangular array. I can count to find the total of same-sized squares in an array. I can draw a rectangle and partition it into same-sized squares to create an array. I can use color tiles to create equal rows that form rectangles of different sizes.

Goal-repeated addition of rows or columns⊞ How did we make this rectangle? ⊞ Use square/rectangle outlines for students

to estimate how many color tiles they

Fractioning and Partitioning Flipchart







Decomposing numbers

I can write an addition equation to express the number of rows and how many in each row I can write an equation to find the sum of equal sized squares in my array. I can explain how my addition equations relate to the amount of rows and columns in my

array. I can make an array model of a repeated addition equation.

think will fit and then fill it. ⊞ Beginning development of area of

rectangles.

Cheese it Activity

Cover a Rectangle

Thursday and Friday- GM Chapter 11/ TT Unit 1 Lesson 5-6b and Math in Action, Unit 4 Lesson 27

Fridays: Target Practice

Adding or subtracting to make a number

Difference of ten

January Number Talks Focus Teacher Notes ResourcesMondays: Is it True?

Inequalities Ten more and

ten less

(January – May) Monday & Tuesday: Three-digit addition and subtraction I can explain the relationship between addition and subtraction. I can write an addition or subtraction equation with three-digits vertically or horizontally to solve. I can choose and model a strategy to solve an addition equation that involves three-digit numbers. I can choose and model a strategy to solve a subtraction equation that involves three-digit numbers. I can explain how to solve a three-digit addition problem by applying my understanding of the value of the digits. I can explain how to solve a three-digit subtraction problem by applying my understanding of the value of the

digits. I can break apart the three-digit numbers into the amount of hundreds, tens, and ones to add. I can break apart the three-digit numbers into the amount of hundreds, tens, and ones to subtract. I can add and subtract three-digit numbers using: ●A hundreds chart ●Dimes and pennies ●Pictures ●Base ten blocks ●Number lines I can add or subtract three-digit numbers by creating an open number line. I can explain how to add or subtract three-digit numbers mentally using benchmark numbers. I can write or tell a reasonable estimate before I add or subtract. I can use “think addition” to solve subtraction equations. I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find for one step and two step word problems. I can solve word problems that have four addends by using models, pictures, numbers, words, and equations. I can explain how I arrived at my answer.

Base ten blocks Open Number line Digit Cards (2) 0-9 sets

per person in baggies Strategies:Place value strategy, decomposing into tens, commutative property, associative property, think addition, counting up or back on a number line, compensation, relating addition and subtraction

POD Flipchart Three-digit addition and subtraction story problem

Monday & Tuesday-GM Chapter 6TT Unit 2 Lessons 13-15

Tuesdays: Add ‘Em Up

Number strings and expressions

Place value strategy of addition (break-apart strategy)


http://math.sarasotacountyschools.net/wp-content/uploads/2nd-Grade/Jan-May-POD-3-digit.flipchart


http://www.k-5mathteachingresources.com/support-files/cover-a-rectangle.pdf

http://www.k-5mathteachingresources.com/support-files/cover-a-rectangle.pdf

http://teamvfirstgradefun.blogspot.com/2014/01/some-geometry-ideas-2g2.html

http://teamvfirstgradefun.blogspot.com/2014/01/some-geometry-ideas-2g2.html


I can compare what is similar and what is different in various problems. I can represent my thinking using objects, pictures, number lines, hundreds chart, words, and numbers. I can use strategies to add the numbers in the problem such as counting on, counting back, making groups of ten,



others.

January ContinuedNumber Talks Focus Teacher Notes Resources

Wednesdays: How Many? Flash

Repeated addition, arrays Relating numbers

to five, ten, and a hundred

Odd/even









Thursdays: Story Problem

Adding and

Thursday and Friday: Money I can identify coins and name them. I can write the value of coins. I can identify dollars and write the value. (singles, fives, tens, twenties, and



Money POD Flipchart

Story 25


http://math.sarasotacountyschools.net/wp-content/uploads/2nd-Grade/Jan-Feb.-Money.flipchart




subtracting with double digit numbers and unknowns

Creating an equation based on the words, then solve

hundreds) I can use the symbols $ and ¢ symbols when writing amounts of money. I can show multiple ways to make an amount of money. I can combine coins to determine an amount within one dollar. I can count on from the largest valued coin to find out how much money I have. I can use the least amount of coins to show a given amount of money. I can count up to determine how much change is needed. I can tell the value of combinations of dollars. I can identify and explain what the money problem is asking me to find. I can solve the money problem using coins or dollar bills. I can solve word problems that involve finding the total amount and then give

change.

Make this fun! Use real-world contexts!problems involving money, including giving back change

Thursday and Friday- GM Chapter 7 (money), TT Unit 3 Lesson 25

Fridays: Count It!

Money combinations

Story problem with money combinations

February Number Talks Focus Teacher Notes ResourcesMondays: Make it True?

Balancing equations

Expressions with unknowns

Two and three-digit addition and subtraction strategies

(January – May) Monday & Tuesday: Three-digit addition and subtraction I can explain the relationship between addition and subtraction. I can write an addition or subtraction equation with three-digits vertically or horizontally to solve. I can choose and model a strategy to solve an addition equation that involves three-digit numbers. I can choose and model a strategy to solve a subtraction equation that involves three-digit numbers. I can explain how to solve a three-digit addition problem by applying my understanding of the value of the

digits. I can explain how to solve a three-digit subtraction problem by applying my understanding of the value of the

digits. I can break apart the three-digit numbers into the amount of hundreds, tens, and ones to add. I can break apart the three-digit numbers into the amount of hundreds, tens, and ones to subtract. I can add and subtract three-digit numbers using: ●A hundreds chart ●Dimes and pennies ●Pictures ●Base ten blocks ●Number lines I can add or subtract three-digit numbers by creating an open number line. I can explain how to add or subtract three-digit numbers mentally using benchmark numbers. I can write or tell a reasonable estimate before I add or subtract. I can use “think addition” to solve subtraction equations. I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find for one step and two step word problems. I can solve word problems that have four addends by using models, pictures, numbers, words, and equations.

Base ten blocks Open Number line Digit Cards (2) 0-9 sets per

person in baggies Strategies:Place value strategy, decomposing into tens, commutative property, associative property, think addition, counting up or back on a number line, compensation, relating addition and subtraction



Tuesdays: The Difference is……

Subtracting





Relating addition and subtraction

I can explain how I arrived at my answer. I can compare what is similar and what is different in various problems. I can represent my thinking using objects, pictures, number lines, hundreds chart, words, and numbers. I can use strategies to add the numbers in the problem such as counting on, counting back, making groups of

ten, and finding missing addends. I can write equations to represent my thinking, including a symbol for the unknown. I can create any type of addition, subtraction, or comparison word problem and explain how to solve it. I can create a word problem involving four addends and explain how to solve it. I can explain the meaning of the equal sign. I can determine if addition or subtraction equations are true or false. I can compare given equations by using words such as “equal to” , “is the same as” , or “not true/false”. I can make equations that are true and explain why. I can explain why an answer can be written on either side of the equal sign. I can determine the unknown whole number in an addition or subtraction equation with four whole numbers.

(Ex. 37 + 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?) I can choose a strategy to solve an equation with an unknown in any position, and explain my

strategy to others. February Continued

Number Talks Focus Teacher Notes ResourcesWednesdays: Which One?

Inequalities, balanced equations

Addition and subtraction strategies with three-digit numbers

Comparing equations and inequalities









Thursdays: Add ‘Em Up

Number Strings and Expressions

Thursday and Friday: Money I can identify coins and name them. I can write the value of coins. I can identify dollars and write the value. (singles, fives, tens, twenties,



Money POD Flipchart

Story 27






Looking at patterns (when addends are in order)

Place value strategy of addition

and hundreds) I can use the symbols $ and ¢ symbols when writing amounts of

money. I can show multiple ways to make an amount of money. I can combine coins to determine an amount within one dollar. I can count on from the largest valued coin to find out how much

money I have. I can use the least amount of coins to show a given amount of money. I can count up to determine how much change is needed. I can tell the value of combinations of dollars. I can identify and explain what the money problem is asking me to

find. I can solve the money problem using coins or dollar bills. I can solve word problems that involve finding the total amount and then give change.

Make this fun! Use real-world contexts!problems involving money, including giving back change

Thursday and Friday- GM Chapter 7 (money), TT Unit 3 Lesson 25

Fridays: How Close? How Far?

Place Value, fact strategies

Place value understandings Counting on and counting

back Placement on a number lineAddition and subtraction strategies

March Number Talks Focus Teacher Notes ResourcesMondays: Balance the Scale

Balanced equations

Unknowns Double digit

addition and subtraction strategies

Fact Families Number

patterns

(January – May) Monday & Tuesday: Three-digit addition and subtraction

I can explain the relationship between addition and subtraction. I can write an addition or subtraction equation with three-digits vertically or horizontally to solve. I can choose and model a strategy to solve an addition equation that involves three-digit numbers. I can choose and model a strategy to solve a subtraction equation that involves three-digit numbers. I can explain how to solve a three-digit addition problem by applying my understanding of the value of the digits. I can explain how to solve a three-digit subtraction problem by applying my understanding of the value of the






Tuesdays: What Does It Weigh?

Unknowns Double digit





addition and subtraction strategies

Fact Families

I can explain how I arrived at my answer. I can compare what is similar and what is different in various problems. I can represent my thinking using objects, pictures, number lines, hundreds chart, words, and numbers. I can use strategies to add the numbers in the problem such as counting on, counting back, making groups of ten,



others.March Continued

Number Talks Focus Teacher Notes ResourceWednesdays: Add ‘Em Up

Number strings and expressions

Looking at patterns (when addends are in order)

Place value strategy of addition


Three Digit Number Detective: Start with your normal number talk. Problem of the day is a place value focus (Mystery number,

three-digit riddles, etc.) Continue to build all parts of the success criteria through





Thursdays: Story Problem

Adding and subtracting with double digit numbers and unknowns


Thursday and Friday: U.S. Customary Measurement I can tell the best type of measuring tool to use to measure

different sized-objects. I can explain why I chose the unit of measurement I used to

measure an object. When given an object, I can determine what attribute needs

to be measured (length, width, height). I can estimate the length of an object in inches, feet, or

yards.

Provide rich tasks that ask students to perform real measurements, these foundational understandings of measurement are developed.

Using both customary (inches and feet) and metric (centimeters and meters) units, Second Graders select an attribute to be measured (e.g., length of classroom), choose an appropriate unit of measurement (e.g., yardstick), and determine the number of units (e.g., yards).

Understand that larger units (e.g., yard) can be subdivided into equivalent units (e.g., inches) (partition).

Customary Measurement Flipchart

Story problems involving U.S. Customary Fridays: Show It!


http://math.sarasotacountyschools.net/wp-content/uploads/2nd-Grade/Sec.-Grade-Measurement-customary.flipchart





Decomposing Numbers

Decomposing numbers Addition equations-up to

four or more addends Place value (including

expanded form) Money amounts Example 15815 tens 8 ones100 + 40 +10 + 8100 + 50 + 8

I can use a ruler to measure lengths starting at the zero mark.

I can explain how the size of the unit I use to measure affects the amount of units measured.

I can determine and write how much longer one object is than another in the amount of inches, feet, or yards.

I can identify and explain what the measurement problem is asking me to find.

I can solve the measurement problem using pictures, numbers, or words.

I can create any type of addition, subtraction, and comparison measurement problem and explain how to solve it.

I can write equations to represent my thinking, including a symbol for the unknown.

Understand that the same object or many objects of the same size such as paper clips can be repeatedly used to determine the length of an object (iteration).

Understand the relationship between the size of a unit and the number of units needed (compensatory principal). Thus, the smaller the unit, the more units it will take to measure the selected attribute.

Use rulers divided into fourths

Iterate Color tiles, then measure

Pattern blocks-all are exactly an inch

Friday- GM Chapter 8 (U.S. Customary), TT Unit 3 Lesson 16-22 and Math In Action

April Number Talks Focus Teacher Notes Resources

Mondays: Take Away

Number Strings, expressions

Break apart to make a ten to subtract. Think addition








Tuesdays: Target Practice

Fact strategies

Make a ten






I can explain how I arrived at my answer. I can compare what is similar and what is different in various problems. I can represent my thinking using objects, pictures, number lines, hundreds chart, words, and numbers. I can use strategies to add the numbers in the problem such as counting on, counting back, making groups of ten,



others.April Continued

Number Talks Focus Teacher Notes ResourcesWednesdays: How Close? How Far?

Place value and fact strategies

Place value understandings Counting on and counting

back Placement on a number

line Addition and subtraction

strategies Even/Odd


Three Digit Number Detective: Start with your normal number talk. Problem of the day is a place value

focus (Mystery number, three-digit riddles, etc.)

Continue to build all parts of the success criteria through exploration, collaboration, and explanation during the rest of your block.




Thursdays: What’s Happening?

Function tables, number patterns

Thursday and Friday: Metric Measurement I can tell the best metric tool to use to measure different sized-objects. I can explain why I chose the unit of measurement I used to measure an object. When given an object, I can determine what attribute needs to be measured

(length, width, height).

Estimate lengths in Metric for these two months-centimeters and meters

Cuisenaire Rods-increments of 1 cm from the white rod equaling 1 cm to the orange

Metric Measurement Flipchart

Story


http://math.sarasotacountyschools.net/wp-content/uploads/2nd-Grade/2nd-grade-Metric-Measurement-problem-of-the-day.flipchart






Relationships between in and out

Looking for patterns/rules Fact strategies

I can estimate the length of an object in centimeters or meters. I can use a metric ruler to measure lengths starting at the zero mark. I can explain how the size of the unit I use to measure affects the amount of

units measured. I can determine and write how much longer one object is than another in the

amount of centimeters or meters. I can identify and explain what the measurement problem is asking me to find. I can solve the measurement problem using pictures, numbers, or words. I can create any type of addition, subtraction, and comparison measurement

problem and explain how to solve it. I can write equations to represent my thinking, including a symbol for the

unknown.

rod equaling 10 cm

Activity example: Roll the dice five times and get the corresponding rod each time. Make a train. What is the value?

Meter sticks

problems with Metric Units

Thursday and Friday- GM Chapter 9 (Metric), TT Unit 3 Lesson 16-22 and Math In Action

Fridays: Going Shopping

Money combinations and subtraction

Addition and subtraction Place Value Coin combinations

May Number Talks Focus Teacher Notes Resources

Mondays: Can You Make It?

Decomposing numbersAddition/Subtraction strategies



digits. I can break apart the three-digit numbers into the amount of hundreds, tens, and ones to add. I can break apart the three-digit numbers into the amount of hundreds, tens, and ones to subtract. I can add and subtract three-digit numbers using: ●A hundreds chart ●Dimes and pennies ●Pictures ●Base ten blocks ●Number lines I can add or subtract three-digit numbers by creating an open number line. I can explain how to add or subtract three-digit numbers mentally using benchmark numbers. I can write or tell a reasonable estimate before I add or subtract. I can use “think addition” to solve subtraction equations. I can describe what is happening in the problem. I can represent each problem using models (manipulatives). I can identify and explain what the problem is asking me to find for one step and two step word problems.

Base ten blocks Open Number line Digit Cards (2) 0-9

sets per person in baggies

Strategies:Place value strategy, decomposing into tens, commutative property, associative property, think addition, counting up or back on a number line, compensation, relating addition and subtraction



Tuesdays: Take Away

Number strings, expressions

Break apart to make a ten to subtractEx.






o20-15 = 20 – 10-5

o40-29= 40-20-9= 40-30+1

Think addition

I can solve word problems that have four addends by using models, pictures, numbers, words, and equations. I can explain how I arrived at my answer. I can compare what is similar and what is different in various problems. I can represent my thinking using objects, pictures, number lines, hundreds chart, words, and numbers. I can use strategies to add the numbers in the problem such as counting on, counting back, making groups of ten,



others.May Continued

Number Talks Focus Teacher Notes ResourcesWednesdays: Story Problem

Coin Combinations

Adding and subtracting with double digit numbers and unknowns



Three Digit Number Detective: Start with your normal number talk. Problem of the day is a place value focus (Mystery number,

three-digit riddles, etc.) Continue to build all parts of the success criteria through





Thursdays: Pair ‘Em

Addition

Thursday and Friday: Line Plots I can explain how a line plot is used to display data. I can read and interpret line plots. I can create a line plot to organize the data. I can interpret the results of the measurement data that is plotted

¼ inch ruler and centimeter rulers

Cuisenaire Rods- Activity Example: Grab two handfuls. Measure your rods with

Line Plot Flipchart

Fridays: What Does


http://math.sarasotacountyschools.net/wp-content/uploads/2nd-Grade/line-plot-flipcart-may.flipchart

http://math.sarasotacountyschools.net/wp-content/uploads/2nd-Grade/line-plot-flipcart-may.flipchart

http://www.timvandevall.com/rulers/printable-ruler-with-centimeters/




It Weigh?

Balancing Equations

Unknowns Addition and

subtraction strategies

Fact Families

on the line plot. I can measure objects to the nearest whole number, sort my

measurement data, and represent the data on a line plot.

your metric ruler. Plot your results in a line plot.

Place a bunch of objects on each table. Each table measures the objects and creates a line plot.

Discuss similarities and differences between a line plot and a bar graph.

Story problems requiring students to interpret the data

Thursday and Friday - GM Chapter 8 and GM Chapter 9, GM Line Plots-Lesson 8.9, TT Unit 3 Lesson 16-22 and Math In Action


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