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ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT

Math K-2 Curriculum Guide

BOE Approval: 02/12/2015

2


Math K-2 Curriculum Guide

Table of Contents

DTSD Mission Statement 3

Department Vision 3

Affirmative Action Compliance Statement 3

Curriculum and Planning Guides

Kindergarten Units 4 – 30

Grade 1 Units 31 – 62

Grade 2 Units 63 - 92

STANDARDS FOR MATHEMATICAL PRACTICE

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all

levels should seek to develop in their students. These practices are integrated throughout our curriculum

at all grade levels.

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

INTERDISCIPLINARY THEMES

Planned interdisciplinary activities can help students to make sensible connections among subjects,

while limiting the specialist's tendency to fragment the curriculum into isolated pieces. Such activities

provide students with broader personal meaning and the integrated knowledge necessary to solve real-

world problems. Teachers are encouraged to independently and cooperatively develop lessons which

cover multiple areas simultaneously.

3

MISSION STATEMENT

The Rochelle Park School District’s envisions an educational community which inspires and empowers

all students to become self-sufficient and thrive in a complex, global society.

DEPARTMENT VISION

It is the firm belief of the Rochelle Park Township School District that mathematics provides students

with a common language that allows them to actively participate in collaborative problem solving

scenarios. This common language will provide our students with a foundation of a deeper understanding

of their future fiscal responsibilities within the global economy they participate in. We encourage our

students to advocate for their communities by acting as a driving force, so that we may build a more

sustainable economy in the future.

This guide is to provide focus for the learning that will take place in this course, but is completely

modifiable based upon the needs and abilities of the students and their Individual Education Plans.

Curriculum implementation follows best practice and adheres to the New Jersey Core Content

Standards. At the same time, for students with disabilities, the Individual Education Plan, specifically

the Goals and Objectives of the plan, supersede any curricular adherence or suggestion.

21ST

CENTURY THEMES & SKILLS

Embedded in much of our units of study and problem based learning projects are the 21st Century

Themes as prescribed by the New Jersey Department of Education. These themes are as follows:

Global Awareness

Financial, Economic, Business, and Entrepreneurial Literacy

Civic Literacy

Health Literacy

AFFIRMATIVE ACTION COMPLIANCE STATEMENT

The Rochelle Park Township Public Schools are committed to the achievement of increased cultural

awareness, respect and equity among students, teachers and community. We are pleased to present all

pupils with information pertaining to possible career, professional or vocational opportunities which in

no way restricts or limits option on the basis of race, color, creed, religion, sex, ancestry, national origin

or socioeconomic status.

4


Mathematics Curriculum Guide

Unit: Counting and Cardinality

Grade: Kindergarten Topic 1: One to Five Time Frame: MP 1

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

Number Uses, Classification and

Representation: Numbers can be used for

different purposes, and numbers can be

classified and represented in different ways.

Equivalence: Any number measure, numerical

expression, algebraic expression, or equation

can be represented in an infinite number of

ways.

Mathematical processes: Doing mathematics

involves a variety of processes including

problem solving, reasoning, communicating,

connecting and representing.

How can numbers 1 to 5 be counted, read and

written?

KNOWLEDGE SKILLS STANDARDS

Students will know:

counting tells how many

are in a set no matter which

order the objects are

counted. The last number

said when counting a set is

the total. Counting is

cumulative.

there is a unique symbol

that goes with each number

word.

there is more than one way

to show a number.

some problems can be

solved by generating a list

of outcomes and

organizing that list in a

systematic way.

Students will be able to:

count 1, 2 and 3.

count 1,2 and 3 in different

arrangements.

read and write 1,2 and 3.

count 4 and 5.

count 4 and 5 in different

arrangements.

read and write 4 and 5.

problem solve: Making an

Organized List.

K.CC.1

K.CC.2

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

5

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT

count

compare

number names

object

different

number word names

enVision Math

Calendar Math

daily calendar

domino number builder

daily depositor

counting tape

Math Their Way

wipe-off boards

manipulatives

additional worksheets(The

Mailbox)

Touch Math

literature

Ten Black Dots

The Very Hungry Caterpillar

Anno’s Counting Book

Fish Eyes

One By One

Teacher Observation

Additional Worksheets

Problem of the Day

Math Centers

6




Grade: Kindergarten Topic: 2 Comparing and Ordering 0 to 5 Time Frame: MP 1









ways.

Comparison and relationships: Numbers,

expressions, measures, and objects can be

compared and related to other numbers,

expressions, measures, and objects in different

ways.





How can numbers 0 to 5 be counted, read,

written, compared and ordered?


Students will know:

counting tells how many are in

a set no matter which order the

objects are counted. The last

number said when counting a

set is the total. Counting is

cumulative.

there is a unique symbol that

goes with each number word.

there is more than one way to

show a number.

some problems can be solved

by generating a list of

outcomes and organizing that

list in a systematic way.

zero is a number that tells how

many objects there are when

there are none.

if you compare two groups of

objects and the number of

objects match, the groups have

the same number of objects.

If one group has items left


more, fewer and same as.

1 and 2 more.

1 and 2 fewer.

zero.

read and write 0.

as many, more or fewer.

order numbers 0 to 5.

problem Solve: Using

Objects.

K.CC.1

K.CC.2

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

7

over, that group has more. The

other group has fewer objects.

one more than or two more

than expresses the relationship

between two groups of objects.

one fewer or two fewer

expresses the relationship

between two groups of objects.


by generating a list of

outcomes and organizing that

list in a systematic way.


greater than

less than

more than

same as

1 more, 2 more

1 fewer, 2 fewer

zero

enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

Math Their Way

wipe-off boards

manipulatives

additional worksheets (the

mailbox)

literature

Ten Black Dots

The Very Hungry

Caterpillar

Anno’s Counting Book

Fish Eyes

Touch Math

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

Exemplars:

Fishing

8




Grade: Kindergarten Topic: 3 Six to Ten Time Frame: MP 1









ways.

Numbers and the Number Line: The set of real

numbers is infinite and ordered. Whole

numbers, integers, and fractions are real

numbers. Each real number can be associated

with a unique point on the number line.





How can numbers 6 to 10 be counted, read and

written?


Students will know:

counting tells how many

are in a set no matter which

order the objects are

counted. The last number

said when counting a set is

the total. Counting is

cumulative.

there is a unique symbol

that goes with each number

word.


to show a number.

numbers can be shown by a

unique point on the number

line. The distance between

any two consecutive whole

numbers on a given

number line is always the

same.


solved by making, reading

and analyzing a graph.


count 6 and 7.


count 8 and 9.


count to 10.

read and write 10.

problem solve: Using Patterns

to Predict What Comes Next.

problem solve: Making a

Graph.

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

9


Review

count

compare

object

different

number names 0 thru 5

New

number names 6 through 10

order

number line

forward

backward

graph

analyze

enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

monthly graph

Math Their Way

wipe-off boards

manipulatives

additional worksheets (the

mailbox)

Touch Math

literature

Seven Blind Mice

Emeka’s Gift

Five Little Monkeys

The Spooky Old Tree

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

Exemplars:

Buttons on a Snowman

10




Grade: Kindergarten Topic:4 Comparing and Ordering Numbers to 10 Time Frame: MP 1


Comparison and Relationships: Numbers,

expressions, measures, and objects can be



ways.




connecting, and representing.

How can numbers 0 to 10 be counted, read,

written, compared and ordered?


Students will know:

in a pair of numbers, the

number that shows more is

greater. The number that

shows fewer is less.

you can use 5 as a benchmark

to compare numbers.

you can use 10 as a benchmark

to compare numbers.

one more, two more, one

fewer, and two fewer express

relationships between two

numbers.


by using objects to act out the

actions in a problem.


compare numbers through

10.

compare numbers to 5.

one more.

one Fewer.

two more.

order numbers through 10.

order numbers on a

number line.

problem solve: Using

Objects.

K.CC.1

K.CC.2

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

11


Review

count

compare

object

different


more

fewer

order

New

group

before

enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

Math Their Way

wipe-off boards

manipulatives

additional worksheets (The

Mailbox)

Touch Math

literature

The Napping House

Seven Blind Mice

The Spooky Old Tree

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

Exemplars

Lining Up

12




Grade: Kindergarten Topic: 5 Numbers to 20 Time Frame: MP 2


Number Uses, Classification, and Representation:

Numbers can be used for different purposes, and

numbers can be classified and represented in

different ways.

The base ten numeration system: The base ten

numeration system is a scheme for recording

numbers using digits 0-9, groups of ten and place

value.

Patterns, Relationships, and Functions:

Relationships can be described and generalizations

made from mathematical situations that have

numbers or objects that repeat in predictable ways.


involves a variety of processes including problem

solving, reasoning, communicating, connecting, and

representing.

How can numbers 0 to 20 be counted, read

and written?


Students will know:



some whole numbers can be

divided into two equal groups

(even), other numbers cannot

(odd).

numbers are counted and

written in specific sequence on

a hundred chart.

the decade numbers are built

on groups of ten. The oral

names are similar, but not the

same as the number of tens

counted.

counting patterns (numerical

and visual) can be seen on a

hundred chart.

you can use patterns to count

some groups of objects more

easily.


by identifying elements that

repeat in a predictable way.


count, read and write 11 and

12.

count, read and write 13, 14

and 15.

count, read and write 16 and

17.

count, read and write 18, 19

and 20.

problem solving: Use Logical

Reasoning.

K.CC.1

K.CC.2

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

13


Review

count

compare

object

different


more

fewer

order

group

before

New

number words 11 through 20

odd

even

hundred chart

row

column

skip counting

count by 2’s

count by 5’s

count by 10’s

enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

Math Their Way

wipe-off boards

manipulatives


Mailbox)

Touch Math

literature

The Icky Bug Counting Book

100 Hungry Ants

Chicken Soup with Rice

Growing Vegetable Soup

Inch By Inch

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

Exemplars

Legs

Riding at the Playground

Pogs

14



Grade: Kindergarten Unit: Counting and Cardinality Time Frame: MP 2

Topic 6: Numbers to 100


Numbers can be used for different purposes,

and numbers can be classified and represented

in different ways.

The base ten numeration system is a scheme for

recording numbers using digits 0-9, groups of

ten, and place value.

Relationships can be described and

generalizations made for mathematical

situations that have numbers or objects that

repeat in predictable ways.

Doing mathematics involves a variety of

processes including problem solving,

reasoning, communicating, connecting, and

representing.

How can numbers to 100 be counted, read and

written?

What similarities do you see in groups of

numbers?


Students will know:



some whole numbers can be

divided into two equal groups

(even), and other numbers

cannot (odd).

numbers are counted and

written in a specific sequence

on a hundreds chart.

the decade numbers are built

on groups of ten. The oral

names are similar, but not the

same as the number of tens

counted.

counting patterns (numerical

and visual) can be seen on a

hundreds chart.

you can use patterns to count

some groups of objects more

easily.


by identifying elements that

repeat in a predictable way.


count to 30.

estimate about how many.

children will identify numbers

as odd and even.

count to 100.

count groups of 10.

count and write numbers to

100 on a hundreds chart.

locate patterns on a 100’s

chart.

problem solve: Looking for

Patterns.

K.CC.1

K.CC.2

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

15


Review

count

compare

object

different


more

fewer

order

plus

left

minus

sum

difference

altogether

group

before

number Words 0 through 20

odd

even

hundred chart

row

column

skip counting

count by 2’s

count by 5’s

count by 10’s

New

estimate

pattern


enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

Math Their Way

wipe-off boards

manipulatives


Mailbox)

Touch Math

literature

Chicken Soup With Rice

The Icky Bug Counting

Book

Growing Vegetable Soup

Counters

Touch Math

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

Exemplars

Bowls of Apples

Bug Watching

16



Grade: Kindergarten Unit: Operations and Algebraic Thinking Time Frame: MP 2

Topic 7: Understanding Addition


There are multiple interpretations of addition,

subtraction, multiplication, and division of

rational numbers, and each operation is related

to other operations.




representing.

What types of situations involve addition?

What type of symbol can be used to join

groups and numbers?


Students will know:

joining parts to make a

whole is one interpretation

of addition.

joining groups can be

shown in an addition

expression that uses the

plus sign (+).



of addition.

addition number

sentences using + and =

can be used to show parts

of a whole.

information in a problem

can often be shown using

a picture or diagram and

used to understand and

solve the problem.


use stories about joining.

determine how many there

are altogether when two

groups are joined.

use more joining.

join groups.

use the plus sign and equal

sign.

find sums.

write and solve addition

sentences.

problem solve: Using a

Picture About Joining Two

Groups.

K.OA.1

K.OA.2

K.OA.3

K.OA.4

K.OA.5

17


Review

size

medium

measure

most

weight

sixth

New

join

plus sign

sum

addition sentence

in all

altogether

add

equal sign

enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

Math Their Way

wipe-off boards

manipulatives


Mailbox)

Touch Math

literature

One Gorilla

Rooster’s Off to See the

World

Number One, Number Fun

Mouse Party

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

Exemplars

License Plates

Number Cube Game

Octopus

Flags

Marsupials

18




Topic 8: Understanding Subtraction









representing.

What types of situations involve subtraction?

What type of symbol can be used to take away

groups and numbers?


Students will know:

separating parts from a whole

is one interpretation of

subtraction.

taking part of a group away is

one interpretation of

subtraction.

comparing two quantities to

find how much more/less one

quantity is than the other is


subtraction.

separating, take away, and

comparison subtraction

situations can be shown in a

subtraction expression that

uses the minus sign (-).

some separating, take away,

and comparison situations can

be represented and solved

using subtraction.

subtraction number sentences

using – and = can be used to

show subtraction situations.



actions in the problem.


use stories about subtraction.

use stories about take away.

use stories about comparing.

use the minus sign.

find differences.

use subtraction sentences.

problem solve: Using Objects

in Subtraction.

K.OA.1

K.OA.2

K.OA.3

K.OA.4

K.OA.5

19


Review

add

plus sign

in all

sum

addition sentences

join

New

subtract

difference

left

separate

minus sign

take away

subtraction sentence

enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

Math Their Way

wipe-off boards

manipulatives


Mailbox)

Touch Math

literature

Benny’s Pennies


Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

20




Topic 9: More Addition and Subtraction


Any number, measure, numerical expression,

algebraic expression, or equation can be

represented in an infinite number of ways that

have the same value.





Mathematics content and practices can be

applied to solve problems.

What types of situations involve addition and

subtraction?


Students will know:


to show a number.



of addition.

addition number sentences

using + and = can be used

to show parts of a whole.


solved by making, reading,

and analyzing a graph.


use objects to show 4 and 5 in

two parts.

write number sentences to

describe the decomposition of

4 or 5 into two parts.


two parts.

write number sentences to

describe the decomposition of

6 or 7 into two parts.


two parts.

write number sentences that

adds up to 8 and 9.

use objects to show 10 in two

parts.

write number sentences that

show how to two numbers can

add to 10.

construct graphs using real

objects or pictures to answer

questions.

K.OA.3

K.OA.4

K.MD.3

21


whole

part

graph

enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

Math Their Way

wipe-off boards

manipulatives


Mailbox)

Touch Math

literature

Benny’s Pennies


One Gorilla

Rooster’s Off to See the

World


Mouse Party

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

22



Grade: Kindergarten Unit: Numbers and Operations in Base 10 Time Frame: MP 3

Topic 10: Composing Numbers 11 to 19




in different ways.

The base ten numeration system is a scheme for










representing.

How can numbers 11 to 19 be counted, read

and written?


Students will know:

counting tells how many are

in a set no matter which order

the objects are counted. The

last number said when

counting a set is the total.

Counting is cumulative.




show a number.

numbers can be shown by a

unique point on the number

line. The distance between

any two consecutive whole

numbers on a given number

line is always the same.


by making, reading and

analyzing a graph.


recognize and write the

numerals that describe the

quantities 11 and 12.



quantities 13, 14 and 15.







K.CC.1

K.CC.2

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

23


Review

subtract

plus

left

minus

Sum

difference

add

altogether

New

eleven

twelve

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

monthly graph

Math Their Way

wipe-off boards

manipulatives


Mailbox)

Touch Math

The Icky Bug Counting Book

Jack the Builder

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

24



Grade: Kindergarten Unit: Numbers and Operations in Base 10 Time Frame: MP 3

Topic 11: Decomposing Numbers 11 to 19




in different ways.



How can we break the numbers 11-19 into

parts?


Students will know:


to show a number.

the numbers 11, 12, and 13

can be decomposed as the

sum of ten and some ones.

The number 11 is

decomposed to the sum of

10+1, the number 12 is

decomposed to 10+2, and

the number 13 is

decomposed to 10+3.




The number 14 is




the number 16 is

decomposed to 10+6.




The number 17 is




the number 19 is

decomposed to 10+9.


solved by identifying

elements that repeat in a

predictable way.


create sets to 19.

parts of 11 and 12 and 13.

parts of 14 and 15and 16.

parts of 17 and 18 and 19.

problem solving: Looking for

a Pattern.

K.NBT.1

25


Review:

patterns

New:

double ten-frame

sets

parts

enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

Math Their Way

wipe-off boards

manipulatives


Mailbox)

Touch Math

Various literaure

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

Exemplars

26



Grade: Kindergarten Unit: Measurement and Data Time Frame: MP 3

Topic 12: Measurement


Numbers, expressions, measures, and objects

can be compared and related to other numbers,


ways.

Some attributes of objects are measurable and

can be quantified using unit amounts.




representing.

How can objects be compared, ordered and

estimated by length, height, and weight?


Students will know:

objects can be compared

and ordered by length,

capacity, and weight.

measurement is a process of

comparing a unit to the

object being measured.

The length of any object

can be used as a

measurement unit for

length.

capacity is a measure of the

amount a container can

hold.

the weight of an object is a

measure of how heavy an

object is.


solved by making a

reasoned first try for what

the answer might be and

then, through additional

reasoning, arrive at the

correct answer.


compare and order sets of

objects by size.

compare objects by length.

order a set of objects by

length.

measure the length of objects

using nonstandard units.

solve problems by comparing

lengths and revising their

answers.

children will compare

containers by their capacity.

measure capacity using

nonstandard units.

compare objects by weight.

measure the weight of

different objects.

solve problems: Estimating

and Revising their Estimates.

K.MD. 1

K.MD. 2

K.MD. 3

27


Review

edge

roll

stack

repeat

sphere

cube

cone

half

second

tenth

circle

New

empty

full

longest

measure

size

as long as

tallest

shortest

large/larger/largest

small/smaller/smallest

medium

big/bigger/biggest

as short as

as tall as

longer than

shorter than

taller than

estimate

check

holds more

holds less

about the same

heavier

lighter

balance

weigh

weighs more

weighs less

most

least

enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

Math Their Way

wipe-off boards

manipulatives


Mailbox)

Touch Math

literature

Big Friend, Little Friend

How Big Is A Foot?

Just A Little Bit

Peter’s Pockets

Inch By Inch

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

Exemplars:

How Big is a Foot?

28



Grade: Kindergarten Unit: Measurement and Data Time Frame: MP 3

Topic 13: Sorting, Classifying and Categorizing Data


Two-and three-dimensional objects with or

without curved surfaces can be described,

classified, and analyzed by their attributes.



reasoning, communicating, connecting and

representing.

What are different ways objects can be

grouped?


Students will know:

attributes can be used to

compare objects.

attributes can be used to

sort a group of objects.

attributes such as color,

shape, or size can be used

to sort the same set of

objects in different ways.

a set of objects can be

sorted according to a

combination of attributes.


solved by reasoning about

conditions in the problem.


identify same and different by

the attributes of color, shape,

size and kind.

sort objects by one attribute

such as color, shape, size or

kind.

sort the same set in different

ways.

use more than one attribute to

sort a set of objects.

problem solve: Thinking

Logically.

K. MD. 1

K. MD. 2

K. MD. 3


New

same (alike)

different

sort

does not belong

sorting rule

enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

Math Their Way

wipe-off boards

manipulatives


Mailbox)

Touch Math

literature

One By One

The Button Box

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

Exemplars

Paleontologist

Flags

Valentine M&M’s

Someone’s Eating My

Porridge

Wonderful Leaves

29



Grade: Kindergarten Unit: Geometry Time Frame: MP 4

Topic 14: Identifying and Describing Shapes


Two and three-dimensional objects with or



An object’s location in space can be described

quantitatively.



How can shapes be named and described?


Students will know:

a rectangle has four sides

and four corners.

a square has four sides and

four corners.

all the sides of a square are

the same length.

a circle is round and does

not have any corners.

all triangles have three

sides but can have different

configurations of sides and

angles.

a hexagon is a shape with

six sides and six corners.

three-dimensional or solid

figures have length, width,

and height.

many everyday objects

closely approximate

standard geometric solids.

flat surfaces of many solid

figures have specific

shapes.


identify and describe

rectangles.

identify and describe squares.

identify and describe circles.

identify and describe triangles.

identify trapezoids.


hexagons.

identify cubes, cones,

cylinders, and spheres and

relate them to real-life objects.

identify three-dimensional

figures and describe the shape

of flat surfaces.

problem solve: Using Objects.

K.G.2

K.G.3

30


New:

rectangle

side

corner

square

circle

triangle

trapezoid

hexagon

solid figure

cone

cylinder

sphere

cube

flat surface

enVision Math

Calendar Math

daily calendar


daily depositor

counting tape

Math Their Way

wipe-off boards

manipulatives


Mailbox)

Touch Math

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

Exemplars

A Shower of Shapes

31




Topic 15: Position and Location of Shapes





ways.


processes including problem solving reasoning,

communicating, connecting, and representing.

How can you describe the position and

location of an object?


Students will know:

the position of objects can

be determined in relation to

surrounding objects and

described using words.


solved by using objects to

act out the actions in the

problem.


describe an object as inside or

outside of a given place.

describe an object as over, under,

or on a given object.

describe the position of an object

as top, middle, or bottom.

describe an object as before or

after a given object.

describe an object as left or right

of a given object.

problem solving: Acting It Out.

K.G.1

K.G.2

K.G.5

K.G.6


Review

Different

Does not belong

Same

Sort

New

Over

Under

On

Inside

Outside

Top

Middle

Bottom

Before

After

Left

Right

enVision Math

Calendar Math

daily calendar

daily depositor

Math Their Way

measurement tools

wipe-off boards

additional worksheets (The Mailbox)

Touch Math

literature

The Turnip

Over in the Meadow

The Mitten

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

32




Topic 16: Analyzing, Comparing and Composing Shapes


Two-and three-dimensional objects with or



Objects in space can be transformed in an

infinite number of ways, and those

transformations can be described and analyzed

mathematically.




representing.

How can you name, compare and describe

shapes and solid figures?


Students will know:

a rectangle has four sides and

four right angles. A square has

four equal sides and four right

angles. A square is a special type

of rectangle.

a circle is round and doesn’t have

any corners. A triangle has three

sides.

shapes can be combined to make

other shapes.

shapes in the plane can be the

same size and shape.

some shapes can be reflected

across one of more lines passing

through the shape so the shape

folds onto itself exactly.

three-dimensional or solid figures

have length, width, and height.

Many everyday objects closely

approximate standard geometric

solids.

solid figures can be compared in

different ways. Some solid

figures can be compared by their

flat surfaces (faces) and vertices.

the flat surfaces of many solid

figures have specific shapes.

some problems can be solved by

using objects to act out the

actions in the problem.


identify, describe, and

compare squares and

rectangles.


circles and triangles.

recognize that shapes can

be combined to make other

shapes.

identify and draw figures

that are the same size and

the same shape.

identify shapes that are

symmetrical and draw

lines of symmetry.

identify cubes, cones,

cylinders, and spheres and

relate them to real-life

objects.

identify solid figures that

roll, stack or slide on a flat

surface.

identify 3-dimensional

figures and describe the

shape of a flat surface of

each solid figure.

problem solve: Using

Objects.

K.G.1

K.G.2

K.G.3

K.G.4

K.G.5

K.G.6

33


Review

same

different

more

equal parts

sort

outside

greater

halves

New

square

rectangle

circle

triangle

same size

same shape

matching parts

sphere

cube

cone

cylinder

corner

edge

side

roll

stack

slide

surface

enVision Math

Calendar Math

daily calendar

daily depositor

Math Their Way

wipe-off boards

manipulatives (solids and

shape blocks, solid shape

counters)


Mailbox)

Touch Math

literature

Circles, Triangles and

Squares

Shapes, Shapes, Shapes

Eating Fractions

The Little Mouse and the

Red, Ripe Strawberry, and

the Big Hungry Bear

Teacher Observation


Problem of the Day

Math Centers

Junk Boxes

34



Grade: First Domain: Operations and Algebra Thinking 1.OA

Time Frame: MP 1 (Sept.-11 days) Topic 1: Understanding Addition


● Numbers can be used for different purposes,


in different ways.

● Numbers, expressions, measures, and objects



ways.

● Combine numbers to get an outcome that is in

proportion to the whole number.

● Doing mathematics involves a variety of



representing.

● How can numbers to 12 be counted, read,

represented and written?

● What are ways to think about addition?

● Why is it important to know consecutive

numbers?


Students will know:

● the number of objects in some

patterned arrangements can be

recognized without

counting(L1).

● numbers 6, 7, 8 and 9 can be

broken into parts of the whole

in different ways (L2-4).

● parts of a whole is one

interpretation of addition.

Addition number sentences

can be used to show parts of a

whole (L5).

● joining parts to make a whole


addition. Addition number

sentences can be used to show

joining situations (L6).

● two numbers can be added in

any order (L7).

● some problems can be solved


actions in the problem (L8).


● recognize patterned

arrangements of numbers

without counting (L1).

● recognize parts of a number

as a strategy for addition (L2).

● recognize parts of the number

8 (L3).

● recognize parts of the number

9 (L4).

● write addition number

sentences to find the whole,

given two parts (L5).

● write addition sentences to

solve stories about joining

(L6).

● add in any order (L7).

● use objects to solve story

problems (L8).

1.OA.1

1.OA.3

35


New

add

sum

addition sentence

plus (+)

equals (=)

part

whole

double

in all

addend

join

order

pencils

paper

counters

snap cubes

centers

Exemplars:

Touch Math:

Counting Kit (L1)

Addition Kit (L2-5,7)

Story Problems Kit (L6,8)

Calendar Math:

Oct. N, Nov. N (L2)

Dec. N (L3)

Feb. N (L4)

Oct. N (L6)

Formative Ongoing teacher observations (ie-

exit cards, think, pair, share or

numbered heads together)

Workbook pages

Center Work and Activities

Mixed Practice and Cumulative

Review

Math Journals

Do Now’s

Summative

Topic/Unit 1 Test

36




Time Frame: MP 1 (Sept.- Oct. 14 days) Topic 2: Understanding Subtraction


● There are multiple interpretations of addition

and subtraction of rational numbers, and each

operation is related to other operations.

● For a given set of numbers there are

relationships that are always true, called

properties, and these are the rules that govern

arithmetic and algebra.




representing.

● What are ways to think about subtraction?

● How is addition related to subtraction?


Students will know:

● a missing part of a whole can

be found when the whole and

the other part are known (L1-

3).

● a missing part of a whole is


subtraction. Subtraction

number sentences can be used

to show a missing part

subtraction situation (L4).

● separating parts from a whole




to show separating

subtraction situations (L5).

● comparing two quantities to

find out how much more/less

one quantity is than the other




to show comparison

subtraction situations (L6).

● Stories about Missing Parts

(L6)

● All Kinds of Subtraction

Stories (L8)


● children will solve problems by

finding the missing part (L1).

● children will find a missing part

of 8 when one part is known

(L2).

● children will use subtraction to

find the missing part of 9 when

one part is known (L3).

● children will write and solve


(L4).

● children will tell and act out

stories about separating to find

how many are left (taking away)

(L5).

● children will tell and act out

comparing stories to find how

two groups are different (L6).

● children will write related

addition and subtraction facts

(L9).

● Connect Models and Symbols

(L10)

● problem solving: Act it Out

(L11)

1.OA.1

1.OA.3

1.OA.4.

37

● addition and subtraction have

an inverse relationship. The

inverse relationship between

addition and subtraction can

be used to find subtraction

facts; every subtraction fact

has a related addition fact

(L9).

● connectModels and Symbols

(L10)

● problem solving: Act it Out

(L11)


New

missing part

subtract


minus sign (-)

equal sign(=)

difference

compare

pencils

paper

counters

snap cubes

centers

Exemplars:

Touch Math:

Subtraction Kit (L4,9)

Story Problems Kit (L5,6,8)

Calendar Math:

Nov. N (L1)

Oct. N (L5)

Feb. N, May N(L6)

Oct. N (L7)

Oct. N (L8)

Oct. N (L9)




Workbook pages



Review

Math Journals

Do Now’s

Summative

Topic/Unit 2 Test

38




Time Frame: MP 1 (Oct.-10 days) Topic 3: Five and Ten Relationships


● Numbers can be used for different purposes,


in different ways.

● Any number, measure, numerical expression,










representing.

● How can numbers to 10 be shown using 5 and

some more?

● How can a 10 frame be used to help solve

facts?


Students will know:

● numbers to 10 can be

represented on a ten-frame

using 5 and 10 as benchmarks

(L1-2).

● the number 10 can be broken

into parts of whole in

different ways (L3). ● a missing part of a whole can

be found when the whole and

the other part are known

(L4). ● some problems can be solved

by recording and organizing

data in a table and by finding

and using numerical patterns

in the table (L5).


● use counters and a ten-frame to

model numbers up to 10 (L1). ● recognize numbers on a ten-

frame, noting the relationship of

those numbers to 5 and 10 (L2).

● show 10 as two parts (L3). ● use counters and a part-part-

whole mat to find missing parts

of 10 (L4). ● make tables to solve problems

(L5).

1.OA.1

1.OA.3

1.OA.4

39


Review

more

part

missing part

in all

whole

pencils

paper

counters

ten-frames

centers

Exemplars:

Oct.-Bowls of Apples, Bug

Watching, Owl Eyes

Touch Math:

Calendar Math:

Sept. CT, Nov. CT, March N (L3)

March N (L4)




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 3 Test

40




Time Frame: MP 1 (Oct. -13 days) Topic 4: Addition and Subtraction Facts to 12





ways.




● There is more than one algorithm for each of

the operations with rational numbers. Some

strategies for basic facts and most algorithms

for operations with rational numbers, both

mental math and paper and pencil, use

equivalence to transform calculations into

simpler ones.




representing.

● What strategies can be used to find addition

facts?

● What strategies can be used to find subtraction

facts?

● How can knowing addition facts help solve

subtraction facts?


Students will know:

● the numbers relationships of 0,

1-more-than, 2-more-than are the

basis for addition facts with a 0,

1, and 2 (L1).

● doubles facts can be associated

with memorable real-world

situations (L2).

● basic addition facts that are near

doubles can be found using a

related doubles fact (L3).

● facts with sums 6 through 10 can

be broken into 5 plus some more

(L4).

● ten can be shown in two parts in

different ways and represented

using addition number sentences

(L5).

● the number relationships of 0

less than, 1 less than, and 2 less

than are the basis for subtraction

facts with a 0, 1, and 2 (L6).


count on to add, starting with

the greater number (L1).

recognize doubles as a strategy

for remembering sums (L2).

use doubles facts to learn near

doubles facts (L3).

use a 10-frame to write addition

facts with 5 (L4).

use two 10-frames to model

addition facts (L5).

master concepts of 0 less than,

1 less than, 2 less than when

subtracting 0, 1, or 2 (L6).

use doubles addition facts to

master related subtraction facts

(L7).

understand how addition facts

to 8 relate to subtraction facts to

8 (L8).

write related addition and

subtraction facts to 12 (L9).

1.OA.1

1.OA.3

1.OA.4

1.OA.5

1.OA.6

41

● addition and subtraction have an

inverse relationship. The inverse

relationship between addition

and subtraction can be used to

find subtraction facts; every

subtraction fact has a related

addition fact (L7-L9).

● information in a problem can

often be shown using a picture or

diagram and can be used to

understand and solve the

problem. Some problems can be

solved by writing and

completing a number sentence or

equation (L10).

draw a picture and write a

number sentence to solve

addition and subtraction story

problems (L10).


Review:

more

plus (+)

double

doubles

in all

sum

join

part

whole

missing part

addition sentence


addend

equals

New

near double

0 less than

1 less than

2 less than

pencils

paper

crayons

counters

ten-frames

double ten-frames

centers

paper clips

number cards 0-20

cups

cubes

Exemplars:

Oct.-Bowls of Apples, Bug

Watching, Owl Eyes

Nov- Field Trip

Touch Math:

Addition Kit (L1)

Subtraction Kit (L6-9)

Calendar Math:

Jan. CT, Jan. N (L2)

Formative Ongoing teacher observations (ie



Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 4 Test

42




Time Frame: MP 2 (Nov. -13 days) Topic 5: Addition Facts to 20


● For a given set of numbers there are

relationships that are always true, called









simpler ones.




representing.

● What other strategies can be used to solve

addition facts?

● How will knowing doubles facts help to solve

other addition facts?


Students will know:

● doubles facts can be

associated with memorable

real-world situations (L1).

● basic addition facts that are

near doubles can be found

using a related doubles fact

(L2-L3).

● sometimes the answer to one

problem/question is needed to

find the answer to another

problem/question (L4).

● Make 10 to Add (L5)

● addition facts involving 9 can

be changed to an equivalent

fact with 10 (L6).

● addition facts involving 8 can

changed to an equivalent fact

with 10 (L7).

● three numbers can be added

in any order and the sum will

be the same (L8).

● Word Problmes with 3

Addends (L9)


● recognize the doubles

relationship and use it as a

strategy for remembering

addition facts with two like

addends (L1).

● master addition facts where the

addends are 1 apart (L2).

● master addition facts where the

addends are 2 apart (L3).

● solve two-question problems by

using the answer to the first

question to answer the second

question (L4).

● master addition facts where one

addend is 9 (L6).

● master addition facts where one

addend is 8 (L7).

● use the associative and

commutative properties to add

three numbers (L8).

● World Problems with 3 Addends

(L9).

1.OA.1

1.OA.2

1.OA.3

1.OA.5

1.OA.6

1.OA.8

43


Review:

1 more

10 more

plus (+)

double

near double

in all

sum

join

part

whole

addition sentence

addition

addend

equal to (=)

New

doubles plus 1

doubles plus 2

pencils

paper

crayons

counters

double ten-frames

number cards 0-11

connecting cubes

number cube

paper bag

plastic bags

books

Exemplars:

Nov.-Clay Pots, Hats and Scarves

Touch Math:

Addition Kit (L8)

Calendar Math:

Jan. N, Jan. CT (L1)

Jan. N (L2)




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 5 Test

44




Time Frame: MP 2 (Dec. – 11 days) Topic 6: Subtraction Facts to 20


● There are multiple interpretations of addition,







representing.

● What other strategies can be used to find

subtraction facts?

● How can knowing addition facts help solve

subtraction facts?


Students will know:

● making 10 to Subtract (L1)

● more with Making 10 to

Subtract (L2).

● addition and subtraction have



addition and subtraction facts;

every subtraction fact has a

related addition fact (L3-L6).

● information in a problem can

often be shown using a

picture or diagram and used

to understand and solve

problems. Some problems can

be solved by writing and

completing a number

sentence or equation (L7).


● making 10 to Subtract (L1)

● more with Making 10 to Subtract

(L2).

● find subtraction facts to 18 and

learn the relationship between

addition and subtraction (L3).

● use a part-part-whole model to

find the subtraction facts and

addition facts in a fact family

(L4).

● use a related addition fact to find

the missing part in a subtraction

problem (L5).

● use related addition facts to solve

subtraction problems (L6).

● draw pictures and write number

sentences to solve addition and

subtraction story problems (L7).

1.OA.1

1.OA.3

1.OA.4

1.OA.5

1.OA.6

1.OA.7

45


Review

minus sign

missing part

plus (+)

difference

sum

part

whole

addition sentence


addition

subtract

addend

equals sign

equals (=)

New

related facts

fact family

Pencils

Paper

Crayons

Counters

Number Cards 12-20

Index cards

Exemplars:

Nov.-Clay Pots, Hats and Scarves

Dec.- Legs

Touch Math:

Subtraction Kit p. 111-140 (L3-6)

Calendar Math:




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 6 Test

46



Grade: First Domain: Numbers and Operations in Base 10 1.NBT

Time Frame: MP 2 (Dec.-Jan. - 12 days) Topic 7: Counting and Number Patterns to 120




in different ways.

The base-ten numeration system is a scheme

for recording numbers using digits 0-9, groups

of ten, and place value.

Combine numbers to get an outcome that is in

proportion to the whole number.




representing.

What number patterns are there when counting

to 100?

How does skip counting help solve problems?


Students will know:

● numbers can be used to tell how

many. Numbers 11-20 can be

shown as a group of 10 and up to

10 more (L1-L2).

● the decade numbers are built on

groups of ten. The oral numbers

are similar, but not the same as

the number of tens counted (L3).

● counting and place-value

patterns can be seen on a

hundred chart (L4).

● skip counting can be used to find

the total number of objects in a

collection of equal groups (L5).

● some numbers can be broken

into two equal parts (even); other

numbers cannot (odd) (L6).

● Numbers can be used to tell

order (ordinal numbers)

Positions/order in a row can be

found by counting, and ordinal

names are similar to word names

(L7).

● patterns can sometimes be used

to identify relationships between

quantities represented using

input and output tables (L8).


● read, count, and write numbers

11 to 20 (L1).

● show numbers 11-20 as 1 or 2

more or fewer than another

number (L2).

● count groups of 10, up to 10

tens, and write how many (L3).

● find and extend skip-counting

patterns on a hundred chart

(L4).

● skip count to find the total

number of items arranged in

sets of 2s, 5s, and 10s (L5).

● identify numbers as odd or even

(L6).

● Use the ordinal numbers first

through twentieth to identify

position (L7)

● solve problems by finding

patterns in a table of related

number pairs (L8).

● solve problems by finding

patterns in a table of related

number pairs (L9).

1.NBT.1

1.NBT.5

47

● some problems can be solved by

identifying elements that repeat

in a predictable way (L9).


Review

pattern

New

skip count

pair

odd

even

pencils

paper

crayons

counters

number cards 12-20

mini 10-frames

scissors

connecting cubes

paper bag

Exemplars:

Dec.-Buttons for Snowmen,

Sharing Sleds

Touch Math:

Counting Kit (L1-6, 8)

Calendar Math:

Sept. CT, Oct. CT, Nov. CT,

Dec. D, Jan. CT, Feb. 100th Day,

Feb. CT (L3)

Feb. CT (L4)

Sept. CT, Oct. CT, Dec. D, Jan.

CT, Feb. CT, Feb. G (L5)

Feb. C, Feb. G (L6)




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 7 Test

48




Time Frame: MP 2 (Jan. – 10 days) Topic 8: Tens and Ones


● Numbers can be used for different purposes, and


different ways.

● The base-ten numeration system is a scheme for



● Any number, measure, numerical expression,





processes including problem solving, reasoning,


● How can numbers 10 and higher be shown,

counted, read, and written?

● How can 10’s and 1’s be used to represent

numbers?



● set of 10 can be perceived

as single entities. In a

standard numeral, the tens

are written to the left of the

ones.

● the decade numbers to 100

are built on groups of ten.

When there are only tens,

counting by 10s can be

used to find how many

there are in all (L2).

● when objects are grouped

in sets of 10 and leftovers

(ones), counting the groups

of ten and adding ones tells

how many there are in all (L3).

● numbers greater than 10

can be represented as the

sum of the tens and the

ones (L4).

● numbers greater than 10

can be named in more than

one way and have the same

value (L5).


● read and write two-digit numbers

as groups of 10 and some left

over (L1).

● count groups of ten, up to 10

tens, and write how many (L2).

● use groups of tens and ones to

show and write a given two-digit

number (L3).

● model a two-digit number and

write its expanded form (L4).

● break apart a ten to make 10 tens

and write new representations in

expanded form (L5).

● use groups of tens and ones to

show and write a given two-digit

number (L6).

1.NBT.1

1.NBT.2

49

● some problems can be


of outcomes and


systematic way so all

outcomes are accounted for (L6).


Review

skip count

New

tens

ones

digit

break apart a ten

pencils

paper

crayons

counters

number cards 0-11

connecting cubes

index cards

place value mat ‘A’

Exemplars:

Jan.-Hot Chocolate, Space

Creatures

Touch Math:

Touch Math Trays and Place Value

Kit (L1)

Calendar Math:

Nov. D, Dec.D, Jan.D, Feb. D (L1) Nov. D, Dec. D, Jan. D, Feb. D,

Feb. CT (L2)

Nov. D, Dec. D, Jan. D, Feb. D (L3) Feb. CT (L5)




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 8 Test

50




Time Frame: MP 2/3 (Jan.- Feb - 12 days) Topic 9: Comparing and Ordering Numbers to 100


● The base-ten numeration system is a scheme

for recording numbers using digits 0-9, groups

of ten, and place value.




ways.

● Numbers can be approximated by numbers that

are close. Numerical calculations can be

approximated by replacing numbers with other

numbers that are close and easy to compute

with mentally.




representing.

● How can numbers to 100 be compared and

ordered?

● How does understanding place value compare

and order numbers?


Students will know:

● 1 more, 1 less, 10 more, 10

less express a relationship

between two numbers. (L1)

● numbers can be represented

on a hundred chart. (L2)

● place value can be used to

compare and order

numbers. (L3-L4)

● two-digit numbers that do

not end in 5 are closer to

either the previous or the

next multiple of 10. (L5)

● the position words before,

after, and between can be

used to explain number

relationships. The number

before is always 1 less and

the number after is always

1 more. (L6)


● write the numbers that are 1 more

or 1 less and 10 more or 10 less

than a two-digit number (L1).

● use a hundred chart to show the

relationships of 1 more than, 1

less than, 10 more than, and 10

less than a given number (L2).

● compare two-digit numbers using

symbols (L3).

● find missing numbers on a

hundred chart (L4).

● estimate the positions of numbers

on a number line marked only in

multiples of 10 (L5).

● use the words before, after, and

between to order numbers up to

99 (L6).

● order numbers from least to

greatest, given 3 two-digit

numbers (L7).

● make an organized list showing

possible solutions (L8).

1.NBT.1

1.NBT.2

1.NBT.3

51

● ordering 3 or more

numbers is similar to

comparing 2 numbers

because each number must

be compared to each of the

other numbers. (L7)



of outcomes and


systematic way so all

outcomes are accounted

for. (L8)


Review:

greater than

less than

between

New

closest ten

equal to (=)

10 less

10 more

1 less

1 more

Pencils

Paper

Crayons

Counters

Connecting cubes

Index cards

Number cubes

Hundred chart

Exemplars:

Jan.-Ski Slope, Number Cube

Game

Touch Math: Counting Kit (L1-L2)

Calendar Math:

March C (L3)

Nov. C (L4)




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 9 Test

52




Time Frame: MP 3 (Feb.- March -11 days) Topic 10: Adding with Tens and Ones








simpler ones.




representing.

● What are ways to subtract two-digit numbers?

● How does understanding place value help add

two-digit numbers?


Students will know:

● adding groups of 10 is

similar to adding numbers

less than 10. (L1)

● when adding tens to a two-

digit number, only the

tens digit changes. (L2)

● when adding tens to a two-

digit number, only the

tens digit changes. (L3)

● the traditional algorithm

for adding a 2-digit

number and a 1-digit

number starts by adding

ones. Sometimes 20 ones

need to be renamed as 1

ten. Then the tens are

added. (L4)

● models to Add Two-Digit

Numbers (L5)

● ways to Add Two-Digit

Numbers (L6)

● problem solving: Draw a

Picture and Write a Number

Sentence (L7)


● add two multiples of 10 for sums

to 100 (L1).

● use a hundred chart to add

multiples of 10 to two-digit

numbers (L2).

● add a multiple of 10 to a two-

digit number (L3).

● add one-digit numbers to two-

digit numbers with and without

regrouping and record the sum in

horizontal form (L4).

● models to Add Two-Digit

Numbers (L5)

● ways to Add Two-Digit Numbers

(L6)

● problem solving: Draw a Picture

and Write a Number Sentence

(L7)

1.NBT.1

1.NBT.2

1.NBT.4

1.NBT.5

53


Review:

plus (+)

column

sum

join

ones

tens

digit

skip count

difference

hundred chart

minus sign

missing part

addition sentence


addend

addition

subtract

equals (=)

equals sign

New

regroup

pencils

paper

crayons

counters

connecting cubes

index cards

number cubes

hundred chart

number cards 0-11

large opaque container


Exemplars:

Feb.-100th

birthday celebration,

Valentine’s Day Party Plan,

Someone’s been eating my

porridge

Touch Math:

Touch2Learn Base 10 Trays




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 10 Test

54




Time Frame: MP 3 (March – 11 days) Topic 11: Subtraction with Tens and Ones


● There is more than one algorithm for each of the

operations with rational numbers. Some

strategies for basic facts and most algorithms for

operations with rational numbers, both mental

math and paper and pencil, use equivalence to

transform calculations into simpler ones.




● What are ways to subtract two-digit

numbers?

● How does understanding place value help

subtract two-digit numbers?


Students will know:

● when subtracting tens from

a two-digit number, only

the tens digit changes.

(L1)

● subtracting Multiples of 10

from Multiples of 10 (L2)

● when subtracting tens from

a two-digit number, only

the tens digit changes.

(L3)

● the traditional algorithm

for subtracting a 1-digit

number from a 2-digit

number starts by

subtracting ones.

Sometimes 1 ten needs to

be renamed as 10 ones

before subtracting. Then

the tens are subtracted.

(L4)

● some problems have data

missing needed to find the

answer, and some

problems have extra data

not needed to solve the

problem. (L5)

● models to Subtract Two-

Digit Numbers (L6)

● ways to Subtract Two-


● will use a hundred chart to

subtract multiples of 10 from

two-digit numbers (L1)

● subtracting Multiples of 10

from Multiples of 10 (L2)

● subtract a multiple of 10 from

a two-digit number (L3).

● subtract one-digit numbers

from two-digit numbers with

and without regrouping and

record the difference in

horizontal form (L4).

● solve problems by identifying

unnecessary information and

writing number sentences

(L5).

● models to Subtract Two-Digit

Numbers (L6)

● ways to Subtract Two-Digit

Numbers (L7)

● problem Solving: Draw a

Picture and Write a Number

Sentence (L8)

1.NBT.1

1.NBT.2

1.NBT.5

1.NBT.6

55

Digit Numbers (L7)

● Problem Solving: Draw a

Picture and Write a

Number Sentence (L8)


Review:

plus (+)

column

sum

join

ones

tens

digit

skip count

difference

hundred chart

minus sign

missing part

addition sentence


addend

addition

subtract

equals (=)

equals sign

New

regroup

pencils

paper

crayons

counters

connecting cubes

index cards

number cubes

hundred chart

number cards 0-11

large opaque container


Exemplars:

Feb.- Darts

March-Staying Warm

Touch Math:

Touch2Learn Base 10 Trays

Calendar Math:

Apr. CT (L1-4)




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 11 Test

56



Grade: First Domain: Measurement and Data 1.MD

Time Frame: MP 3 (March- April – 10 days) Topic 12: Length


● Numbers, expressions, measures, and

objects can be compared and related to

other numbers, expressions, measures, and

objects in different ways.

● Some attributes of objects are measurable

and can be quantified using unit amounts.




representing.

● How can objects be measured, compared,

and ordered by length?

● How will I know to measure objects using

the proper unit?


Students will know:

● objects can be compared

and ordered by size

(length, capacity, weight,

temperature). (L1)

● indirect Measurement (L2)

● measurement is a process

of comparing a unit to the

object being measured.

The length of any object

can be used as a

measurement unit for

length. (L3)

● big and small units (L4)

● different units can be used

to measure length. (L5)

● different units can be used

to measure length. (L6)


solved by reasoning about

the conditions in the

problem. (L7)


● compare and order lengths of

objects. (L1)

● indirect Measurement (L2)

● estimate measure, and

compare lengths of objects by

using a nonstandard unit. (L3)

● big and small units (L4)

● estimate and measure the

lengths of objects in inches

using a ruler. (L5)

● estimate and measure the

length of objects in

centimeters using a ruler. (L6)

● use nonstandard units to

measure the length of

different objects. (L7)

1.MD.1

1.MD.2

57


Review

order

compare

New

longest

shortest

estimate

measure

inch

foot (feet)

centimeter

pencils

paper

crayons

connecting cubes

straws

paper clips

ruler

Exemplars:

March- Sweet Sale, Piggy Bank

Touch Math:

Calendar Math:

L3: Oct. M

L5: Nov. M




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 12 Test

58




Time Frame: MP 3/4 (April – 10 days) Topic 13: Time


● Some attributes of objects are measurable and





● How can clocks, calendars, and schedules be

read and used?

● Why is it important to tell time to the hour, ½

hour, ¼ hour?


Students will know:

● the hour hand tells the

hour, and the minute hand

tells the number of minutes

after the hour. (L1)

● the hour hand tells the

hour, and the minute hand

tells the number of minutes

after the hour. (L1)

● time to the hour can be

shown on an analog clock

or on a digital clock, and

can be written in two

ways:_ o’clock or __:00.

(L2)

● time can be given to the

half hour. (L3)

● telling and Writing Time to

the Quarter Hour. (L4)

● in order to solve some

problems, data need to be

selected from a source

outside the statement of the

problems like a table. (L5)


● identify the hour and minute

hands on a clock and tell time

to the hour. (L1)

● tell time and write time to the

hour using digital and analog

clocks. (L2)

● will show and tell time to the

half hour. (L3)

● telling and Writing Time to

the Quarter Hour. (L4)

● use a schedule. (L5)

1.MD.3

59


Review

doubles

after

estimate

skip count

before

between

whole

New

hour hand

minute hand

hour

o’clock

minute

half hour

calendar

day

week

month

year

schedule

pencils

paper

counters

centers

geared clock

sentence strips

schedule

calendar

12 month calendar

scissors

paper fasteners

number cards 0-11

number cards 12-20

analog clock face

Exemplars:

March- Six Pack of Soda

Touch Math:

Calendar Math:

L1: Oct. Cl, Nov. Cl, Dec. Cl, Jan.

Cl, Mar. Cl

L2: Jan. Cl, Feb. Cl, Mar. Cl,

L3: Dec. Cl, Jan. Cl, Feb. Cl,

March Cl

L4: March Cl




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 13 Test

60




Time Frame: MP 4 (April- May – 10 days) Topic 14: Using Data to Answer Questions


● Two- and three-dimensional objects with or


classified, and analyzed by their attributes. An

objects location in space can be described

quantitatively.

● Some questions can be answered by collecting

and analyzing data, and the question to be

answered determines the data that needs to be

collected and how best to collect it. Data can be

represented visually using tables, charts, and

graphs. The type of data determines the best

choice of visual representation.

● The chance of an event occurring can be

described numerically by a number between 0

and 1 inclusive and used to make predictions

about other events.




● How can graphs be used to show data and

answer questions?

● How does understanding different types of

graphs (bar, picto, real) help analyze data?


Students will know:

● each type of graph is most

appropriate for certain kinds

of data. Real graphs,

pictographs, and bar graphs

make it easy to compare

data. (L1)






data. (L2)






data. (L3)


● use a real-object graph to

answer questions and draw

conclusions. (L1)

● use a picture graph to answer

questions and draw

conclusions.(L2)

● use a bar graph to answer

questions and draw

conclusions. (L3)

● record data using tally marks.

(L4)

● collect a set of data and

organize it in a real graph.(L5)

● organize and analyze data

using a picture graph. (L6)

● use data in a table to complete

a bar graph. (L7)

1.MD.4

61

● tally charts are useful in

recording and organizing

some kinds of data. (L4)

● in a real graph, real objects

are arranged in a particular

way to make comparisons.

(L5)

● the key for a pictograph

determines the number of

pictures needed to represent

each number in a set of

data. (L6)


solved by making, reading,

and analyzing a graph. (L7)

●


Review

least

greatest

New

hour hand

picture graph

bar graph

grid

left

right

up

down

tally marks

data

certain

impossible

likely

unlikely

pencils

paper

two-color counters

post-its

centers

patterns blocks

connecting cubes

paper clips

plastic bags

Exemplars:

April- Eating Jelly Beans,

Calendar Problem, Flies and a

Frog, Let’s Plan a Party

Touch Math:

Calendar Math:

L1: Oct. G

L2: Oct. G, Jan. G, Apr. G

L3: Mar. Cl, May G

L4: Oct. Cl, Feb. G, Mar. Cl

L5: Jan. G




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 14 Test

62



Grade: First Domain: Geometry 1.G

Time Frame: MP 4 (May - 12 days) Topic 15: Geometry






quantitatively.

● Objects in Space can be transformed in an infinite

number of ways, and those transformations can

be described and analyzed mathematically.




● How can shapes and solids be described,

compared, and used to make other shapes?

● How does knowing the characteristics of

shapes and solids help in identify and

sorting?


Students will know:

● many everyday objects are

close approximations of

standard plane shapes. (L1)

● defining Attributes (L2)

● plane shapes have many

properties that make them

different from one another.

Many plane shapes can be

described by their sides and

vertices. (L3)

● plane shapes can be

combined to make new

plane shapes. (L4)

● plane shapes can be broken

apart into other shapes. (L5)

● many everyday objects

closely appropriate standard

geometric solids.(L6)

● many solid figures are

comprised of flat surfaces

and vertices; the flat

surfaces on prisms are

called faces. (L7)

● attributes can be used to

sort figures. Many sets of

solids can be sorted in more

than one way. (L8)


● identify and name standard

plane shapes and recognize

them in the environment. (L1)

● defining Attributes (L2)

● sort plane shapes and identify

their properties. (L3)

● combine two-dimensional

geometric shapes to make new

two-dimensional geometric

shapes. (L4)

● break apart large shapes to

make smaller shapes. (L5)

● identify and name standard

geometric solids and recognize

them in the environment. (L6)

● count the number of flat

surfaces and vertices on a

geometric solid. (L7)

● identify geometric solids

(sphere, cone, cylinder,

rectangular prism, and cube),

and sort by various attributes.

(L8)

● make organized lists to solve

problems. (L9)

1.G.1

1.G.2

63



of outcomes and organizing

that list in a systematic way

so all outcomes are

accounted for. (L9)


Review

compare

difference

before

after

New

rectangle

triangle

plane shape

circle

square

sort

side

corner

slide

flip

turn

symmetry

solid figure

cube

rectangular prism

sphere

cylinder

cone

flat surface

vertex (vertices)

pencils

paper

chart paper

plane shapes cards

pattern blocks

dot paper

scissors

glue

construction paper

geometric solids

symmetrical and non-symmetrical

shapes

Exemplars:

May-Time for Math, Legs, How

Big is a foot

Touch Math:

Calendar Math:

L1: Oct. C, Nov. C, Apr. C

L2: Oct. C, Nov. C, Apr. C

L3: Apr. C

L6: Dec. C, May C, May G

L8: May G




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 15 Test

64



Grade: First Domain: Geometry 1.G

Time Frame: MP 4 (May - June -10 days) Topic 16: Fractions of Shapes






quantitatively.

● Objects in Space can be transformed in an

infinite number of ways, and those

transformations can be described and analyzed

mathematically.




● How can fractions be used to name a part of a

whole object or a part of a set of 4 objects?

● How can making equal parts help solve

problems?


Students will know:

● a region can be divided

into equal-sized parts in

different ways. Equal-sized

parts of a region have the

same area but not

necessarily the same shape.

(L1-L2)

● making Halves and Fourths

of Rectangles and Circles

(L3)

● some sets can be divided

into equal parts. Equal parts

of a set have the same

number of objects in each

part. (L4)


● determine whether a shape is

divided into equal or unequal

parts. (L1)

● describe equal parts of a

shape. (L2)

● making halves and fourths of

rectangles and circles (L3)

● draw pictures to solve

problems related to parts of a

group. (L4)

1.G.3

65


Review

part

whole

New

equal parts

pencils

paper

crayons

two boxes

index cards

counters

Exemplars:

May-Time for Math

June- Happy Birthday Abby,

Geometry




Workbook pages



Review

Math Journals

Do Now’s

Exemplars

Summative

Topic/Unit 16 Test

66



Grade: 2 Domain: Operations and Algebraic Thinking

Time Frame: MP 1 Topic 1: Understanding Addition and Subtraction




rational numbers and each operation is related

to other operations

Doing Mathematics involves a variety of



representing.

What are some ways to think about addition

and subtraction?

Why is it important that we know numbers

backwards and forwards?

Why is it important to pay attention and read

carefully in math?


Students will know:

parts of a whole is one

interpretation of addition;

Addition number sentences

can be used to show parts

of a whole.



of addition. Addition

number sentences can be

used to show joining parts

of a whole.

separating parts from a

whole and comparison are

two interpretations of


number sentences can be

used to show separating

parts from a whole or

comparison subtraction

situations.

addition and subtraction

have an inverse

relationship. The inverse

relationship between

addition and subtraction

can be used to find

subtraction facts; every

subtraction fact has a

related addition fact.


join 2 groups and write

addition.

number sentences to tell how

many in all.

model joining stories and

write an addition number

sentence.

solve problems by writing


write subtraction sentences to

solve stories about separating

groups.

write subtraction sentences to

solve stories about comparing

groups.

write related addition and

subtraction facts.

use counters to model and

solve addition and subtraction

problems.

2.OA.1

2.OA.2

2.OA.3

2.OA.4

67




problem.


Review

in all

addend

missing part

difference

compare

New

Part

Whole

Add

Sum

Plus

Equals

addition sentence

join

subtract

difference


minus

separate

more

fewer

related

Scott Foresman

Practice: 1.1, 1.2, 3.9, 4.1, 4.2

2-1

Extend Thinking: 2-2, 2-7

Another Look: 2-11, 2-12

Calendar Math

September Activities:

computations and connections

**hold: place value, ordinal,

fractions, decimals with money

Exemplars

(*) Time for Math; Riding at the

Playground; Petal Power; Legs;

Betty’s Blocks; Bug Watching;

Birthday Gift Shopping; Darts

Technology

BrainPopJr.: (LV) intro to

addition/subtraction; basic

subtraction; basic adding

SmartBoard activities

Study Island

Picture Books

Math Start: (LV) Elevator Magic

Marilyn Burns Math Library:

(RV) Chrysanthemum; More than

One

Touch Math

Story Problems Kit: Primary

Activity Master Sequence: addition p. 1-30

subtraction p. 41-55

Instructional Aides

reinforcement flash cards

(center/remedial activities)

p. 114-118

Formative

Homework

Teacher Observations

Differentiated activities

Quizzes

Summative

Topic 1 Placement Test (to

replace current Math Inventory)

Math Fact Practice timed drills

Topic Test (end of topic)

Part 1: p. 30 and 31

Part 2: multiple choice

Part 3: Free Response

Part 4: Performance

Assessment

* (parts 2-4 found in

blacklines)

Exemplar: Choose appropriate

Exemplar based on abilities of

your students (*see resources)

68




Time Frame: MP 1 Topic 2: Addition Strategies


Numbers, expressions, measures, and objects can

be compared and related to other numbers,


ways.

Some strategies for basic facts use equivalence to


For a given set of numbers there are relationships

that are always true called properties and these are

the rules that govern arithmetic and algebra.




What are strategies for finding additional

facts?

How do joining two numbers equal a sum?



Why is it important to pay attention and

read carefully in math?


Students will know:

the number of relationships of

0-more-than, 1-more-than, and

2-more-than are the basis for

addition facts with a 0, 1, and 2.

doubles facts can be associated

with memorable real-world

situations.

addition facts involving 9 can

be changed to an equivalent fact

with 10.

addition facts involving 8 can

be changed to an equivalent fact

with 10.

two numbers can be added in

any order.

three or more whole numbers

can be grouped and added in

any order.

information in a problem can

often be shown using a picture

or diagram and used to

understand and solve the

problem. Some problems can be


completing a number sentence

or equation.


master addition facts

involving 0,1, or 2.

master addition facts where

both addends are the same.

master addition facts where

the addends are one apart.

use the commutative

property to find sums.

find the sum of 3 addends

using any order.

find sums by making 10

when adding 9.

find sums by making 10

when adding with 8.

draw a picture and write a

number sentence to solve a

story problem.

2.OA.1

2.OA.2

2.OA.3

2.OA.4

69


New

Doubles

Near doubles

Addend

Number sentence

Scott Foresman

Practice: 2.3, 3.2, 3.4

Extend Thinking: 2.4, 2.5, 3.5

Another Look: 2.6, 3.1, 3.2,

3.3, 4.4, 4.6

Calendar Math

number and operations; scope

and sequence

Exemplars

Time for Math; Riding at the

Playground; Petal Power;

Legs; Betty’s Blocks; Bug

Watching; Birthday Gift

Shopping; Darts

Technology

BrainPopJr.: Intro to




Study Island

Picture Books

Marilyn Burns Math Library

(RV): How Many Feet in the

Bed?; Math Fables; The

Napping House; My Monster

Mama Loves Me So; Stay in

Line; 10 for Dinner

Touch Math


Activity Master Sequence: addition p. 1-30

Instructional Aides

writing problems; single digit

addition p. 111

Formative

Homework



Quizzes

Summative

Topic Test:




Part 4: Performance

Assessment

(parts 2-4 found in

blacklines)




70




Time Frame: MP 1 Topic 3: Subtraction Strategies





ways.








representing.

What are strategies for finding subtraction

facts?

How does separating a part from a whole

equal a difference?




carefully in math?


Students will know:

number relationships of 0-less-

than, 1-less-than, 2-less-than

are the basis for subtraction

facts with a 0,1,and 2.

addition and subtraction have



addition and subtraction can be

used to find subtraction facts;

every subtraction fact has a

related addition fact.

a missing part or addend in an

addition number sentence can

be found by thinking about a

related subtraction fact. Some

missing parts are addends in an

addition number sentence can

be found by counting up from

the given addend to the sum.

sometimes the answer to one

problem or question is needed

to find the answer to another

problem or question.


subtract 0,1, and 2 from a

number by applying the

concepts of 0-less-than, 1-

less-than, and 2-less-than a

number.

use addition doubles facts

to subtract.

find differences by using

related addition facts to 10.

find differences by using

related addition facts to 18.

subtract by finding missing

addends.

solve 2-question problems

by using the answer to the

first question to answer the

2nd

question.

2.OA.1

2.OA.2

2.OA.3

2.OA.4

71


subtract

difference

addend

fact

Scott Foresman

2.8, 2.9, 2.10, 3.7, 3.8, 4.3,

4.5, 4.9

Calendar Math

emphasize skip counting

March Activities: calendar;

computations and connections

November Activities:

measurement; December and

January Calendar

equal groupings/equal share

All Month: varied activities

Exemplars

(*) Time for Math; Riding at

the Playground; Petal Power;

Legs; Betty’s Blocks; Bug

Watching; Birthday Gift

Shopping; Darts

Technology

BrainPopJr.: (LV) intro to




Study Island

Touch Math


Activity Master Sequence:


Instructional Aides

writing problems; single digit

subtraction p. 112

Formative

Homework



Quizzes

Summative






Part 4: Performance

Assessment

(parts 2-4 found in blacklines)




72




Time Frame: MP 1 Topic 4: Working with Equal Groups






For a given set of numbers there are

relationships that are always true called

properties and these are the rules that govern




connecting, and representing.

What are different meanings of multiplication?

How does repeated addition look like an

array?


carefully in math?


Students will know:

repeated addition involves

joining equal groups and is

one way to think about

multiplication.

an array involves joining

equal groups and is one

way to think about

multiplication.

some real-world situations

involve repeated addition

or arrays and can be solved

using repeated addition.

multiplication expressions

can be represented

horizontally or vertically.

two numbers can be

multiplied in any order.


can often be shown using a

diagram and used to solve

the problem.



completing a number.

sentence or equation


model multiplication by

repeated addition of concrete

objects.

build arrays to model

multiplication situations.

use multiplication number

sentences to write and solve

story problems.

write multiplication problems

in both horizontal and vertical

forms.

use arrays to investigate

multiplying in any order.

draw pictures and write

number sentences to solve

multiplication problems.

2.OA.4

73


New

multiply

product

times (x)

array

multiplication sentence

horizontal

vertical

factor

Scott Foresman

13.1, 13.2, 13.3, 13.4, 13.6

Exemplars

(*) Buttons for Snowmen;

Dandelion Dilemma; Hot

Chocolate; Octopus; Owl Eyes;

Seedlings to Timber; Six Pack of

Soda

Technology

BrainPopJr.: arrays; making equal

groups

math communicators: (RV)

multiplication table

(100 Facts) p. 27

blank multiplication table p. 29

array generator p. 30

Picture Books

Marilyn Burns Math Library:

(RV) One Hungry Cat

Formative

Homework



Quizzes

Summative



Part 1: p.



Part 4: Performance

Assessment





74



Grade: 2 Domain: Numbers and Operations in Base 10

Time Frame: MP 1 Topic 5: Place Value to 100


The base-ten numeration is a scheme for





in different ways.




ways.



situations that have numbers of objects that




reasoning, communicating, and representing.

How can numbers to 100 be shown, compared,

and ordered?

Why is ten such a powerful number?




carefully in math?


Students will know:

the decade numbers are built on

groups of ten. The oral names are

similar but not the same as the

number of tens counted.

in a two-digit number, the tens

digit tells how many groups of ten

and the ones digit tells the number

of ones.

the numbers 21 to 99 are written

by join two number words that

describe the number of tens and

the number of ones. Numbers

thru 20 are each represented by a

unique number word.

numbers can be used to tell how

many.

for two-digit numbers, the

number with more tens is the

greater number. If the 2 numbers

have an equal number of tens,

then the number with more ones

is greater.

place value can be used to


represent numbers as groups

of 10.

group objects into tens and

ones to show two-digit

numbers.

read and write number words

for numbers 0-99.

compare two-digit numbers

using models.

compare two-digit numbers

using symbols.

identify and write numbers

that are one before, one after,

or between given numbers.

order 3 two-digit numbers

from least to greatest or from

greatest to least.

identify and extend number

patterns on a hundred chart.

learn to identify even and

odd numbers.

use data from a chart to solve

problems.

2.NBT.1

2.NBT.2

2.NBT.3

2.NBT.4

75

compare and order numbers.

the position of words, before,

after, and between can be used to

explain the number of

relationships.

ordering 3 or more numbers is

similar to comparing 2 numbers

because each number must be

compared to each of the other

numbers.

counting and place-value patterns

can be seen on a hundred chart.

some numbers can be divided into

two equal parts(even numbers)

and some cannot(odd numbers).

in order to solve problems, data

needs to be selected from a source

outside the statement of the

problem, like a chart.


New

ones

tens

digits

number word

greater than

less than

equal to

before

after

between

least

greatest

pattern

skip counting

even

odd

Scott Foresman

Practice, Extend Thinking,

Another Look: 5.1, thru 5.11

Calendar Math

use place value models (varies

by month)

compare and order numbers

varies by month

use odd & even Sept/Dec./Jan.

Mar

comparing quantities (varies by

month)

relate number words, numerals

& quantities (varies by month)

write numerals Feb/Mar

technology

Brainpopjr (LV)

making 10, 100

place value

even/odd

comparing numbers

patterns

Study Island

math communicators (RV)

place value charts

modeling, naming, comparing,

whole numbers section

Formative

Homework


Differentiated Activities

(Centers)

Summative

Math Facts Practice timed

drills


Part 1 : p. 97-98

Part 2: Multiple Choice


Part 4: Performance

Assessment

(Parts 2-4 found in

blacklines)

76



Grade:2 Domain: Numbers Operations in Base 10

Time Frame: MP 1 Topic 6: Mental Addition


There is more than one algorithm for each of


strategies for most algorithms for operations

with rational numbers, both mental math and

paper and pencil, use equivalence to transform

calculations into simpler ones.








representing.

How can sums be found mentally?





carefully in math?


Students will know:

adding tens is like adding

ones.

when adding a number less

than ten to a two-digit

number using the

traditional algorithm, it

may be necessary to

rename 10 ones as 1 ten.

two-digit numbers can be

broken apart using tens and

ones and added in different

ways.

patterns on a hundred chart

can be used to add numbers

and to develop mental

math strategies and number

sense.




predictable way.


mentally add multiples of 10

to a two-digit number.

mentally add a two-digit

number and a one-digit

number.

add a two-digit number to a

two-digit number using mental

math.

use a hundred chart to add 2

two-digit numbers.

use number patterns to solve

problems.

2.NBT.5

2.NBT.7

2.NBT.9

77


Review

add

subtract

doubles

near doubles

tens

ones

New

mental math

tens digit

next ten

Scott Foresman

Practice, Extend Your Thinking,

Another Look 8-1,8-2,8-3

Calendar Math

Hundreds chart

Mental Math (activities vary by

month)

Exemplars

Pogs, Hardworkers, Holiday Fair

Shopping Spree

Technology

Brainpopjr (LV)

adding and subtracting 10’s

Study Island

Math Communicators (RV)

hundred square,

geoboard

hundred chart

Formative

Homework



(Centers)

Summative

Math Facts Practice Timed Drills


Part 1: p. 47-48


Part 3 : Free Response

Part 4: Performance Assessment

(Parts 2-4 found in blacklines)



your students (see resources)

78




Time Frame: MP 1 Topic 7: Mental Subtraction















representing.

How can differences be solved mentally?





carefully in math?


Students will know:

subtracting tens is like

subtracting ones.

to find parts of 100, add on

ones, to make a ten and

count on by tens to reach

100.

the difference between two

numbers can be found by

adding up from the smaller

number to the larger

number.

patterns in a hundred chart

can be used to subtract

numbers and to develop

mental math strategies and

number sense.

some problems have data

missing needed to find the

answer, and some

problems have extra data

not needed to solve the

problem.


find multiples of 10 from two-

digit numbers using mental

math.

find the missing part of 100 by

counting up from the given

part.

find the difference between

two-digit numbers less than

100.

subtract a two-digit number

from a two-digit number

mentally or with models.

determine whether they can

solve problems with missing

information or extra

information.

2.NBT.5

2.NBT.7

2.NBT.9

79


Review

subtract

minus

whole

part

separate

mental math

tens ones

Scott Foresman


Another Look 9-1,9-2,9-3

Calendar Math

hundreds chart

mental math (activities vary by

month)

Exemplars

Pogs, Hardworkers, Holiday Fair

Shopping Spree

Technology

Brainpopjr (LV)

Adding and subtracting 10’s

Study Island


hundred square

geoboard

hundred chart

Formative

Homework



(Centers)

Summative


Quizzes


Part 1: p. 47-48








80




Time Frame: MP 2 Topic 8: Adding 2 Digit Numbers








For a given set of numbers there are

relationships that are always true called






representing.

What is a standard procedure for adding two

digit numbers?

Why is ten such a powerful number when

adding with and without regrouping?




carefully in math?


Students will know:

10 ones can be regrouped

for 1 ten.

the standard addition

algorithm for two-digit and

one-digit numbers breaks

the calculation into simpler

calculation using place

value starting with the ones

and then the tens. Answers

to the simpler calculations

are used to give the final

sum.

the standard algorithm for

adding two-digit numbers

is just and extension of the

algorithm for adding two-

digit and one-digit

numbers. The ones are

added first and then the

tens.

three numbers can be

grouped and added in any

order.


use models to add a one-digit

number to a two-digit number.

use concrete models to add a

one-digit number to a two-

digit number and decide if

regrouping is needed.

add a one-digit number to a

two-digit number , regroup if

necessary, and record the

process in a vertical addition

frame.

use place-value models and

standard algorithm to add 2

two-digit numbers.

use the standard algorithm

symbolically to add two-digit

numbers, with and without

regrouping.

use paper and pencil to add 3

two-digit numbers.

draw pictures and write

number sentences to solve

addition problems.

2.NBT.5

2.NBT.7

2.NBT.9

81


can often be shown using a

diagram and used to solve

the problem. Some

problems can be solved b y

writing and completing a

number sentence or

equation.


Review

digits

ones

tens

New

regroup

Scott Foresman


Another Look 8-6,8-7, 8-8, 8-9, 8-

10, 8-12

Calendar Math

regrouping to add or subtract

Nov., Mar., May

varied activities

add/subtract double digit

Technology

Brainpopjr (LV)


Study Island


hundred Square

geoboard

hundred chart

Touch Math



Addition p. 31-40

Ancillary Activity Masters:

p. 82-91, 93, 96 (One Step Mixed

addition/subtraction)

p. 97-110 (two-step mixed


Formative

Homework



(Centers)

Summative


Quizzes


Part 1: p. 47-48








82




Time Frame: MP 2 Topic 9: Subtracting Two digit numbers















representing.

What is a standard procedure for subtracting

two digit numbers?


subtracting with and without regrouping?




carefully in math?


Students will know:

one ten can be regrouped

for 10 ones.

the standard subtraction

algorithm breaks the

calculation into simpler

calculations starting with

the ones and then the tens.

the standard algorithm for

subtracting 2-digit and 2-

digit numbers is just an

extension of the algorithm

for subtracting 2-digit and

1-digit numbers.

the inverse relationship

between addition and

subtraction can be used to

check subtraction.

sometimes the answer to

one problem/question is

needed to find the answer

to another

problem/question.


regroup 1 ten as 10 ones when

subtracting.

choose models to subtract a 1-

digit number from a 2-digit

number with or without

regrouping.

subtract a 1-digit number from

a 2-digit number with and

without regrouping using the

standard algorithm.

use models to subtract 2-digit

numbers, with and without

regrouping.

use the standard subtraction

algorithm to subtract a 2-digit

number from another 2-digit

number.

relate addition to subtraction

to use one operation to check

the other.

solve 2-question problems.

They will select the operation

to solve each question.

2.NBT.5

83


power number

subtract

regroup

Scott Foresman

9-5, 9-6, 9-8, 9-9, 9-10, 9-11

Calendar Math: same as topic 8

Technology: Topic 8

Math Communicators: Topic 8

Touch Math





p. 82-91, 93, 96 (one-step mixed


p. 97-110 (two-step mixed


Instructional Aides

writing problems; two digit

subtracting 1 digit p. 113

Formative

Homework



Quizzes

Summative



Part 1: p. 278 and 279



Part 4: Performance

Assessment





84




Time Frame: MP 2 Topic 10: Place Value to 1, 000


Numbers can be used for different purposes, and


different ways.

The base-ten numeration system is a scheme for

recording numbers using digits 0-9, groups of ten,

and place value.

There is more than one algorithm for each of the

operations with rational numbers. Most algorithms

for operations with rational numbers, both mental

math and paper and pencil, use equivalence to


Relationships can be described and generalizations

made for mathematical situations that have numbers

or objects that repeat in predictable ways.

Numbers, expressions, measures, and objects can be



ways.

Doing mathematics involves a variety of processes

including problem solving, reasoning,


What number patterns are helpful in

reading and writing numbers to 1,000?


comparing and relating place value?




Students will know:

numbers can be used to tell

how many.

our number system is

based on groups of ten.

Whenever we get 10 in one

place value, we move to

the next greater place

value.

adding or subtracting

hundreds or tens is similar

to adding or subtracting

single-digit numbers.

counting and place-value

patterns can be seen on a

hundreds chart.

place value can be used to

compare and order

numbers.


count by hundreds to 1,000

use place-value models to

show numbers up to 1,000

identify and record three-digit

numbers in expanded form,

standard form, and number

word form.

add and subtract multiples of

10 or 100 to and from a three-

digit number without

regrouping.

find, identify, and apply

number patterns to numbers on

a hundred chart.

compare three-digit numbers

using the symbols < , =, >.

2.NBT.7

2.NBT.8

2.NBT.9

85

the position words before,

after, and between can be

used to explain number

relationships.

ordering three or more

numbers similar to

comparing two numbers

because each number must

be compared to each of the

other numbers.




predictable way.

identify and write numbers that

are one before, one after, or

between given three-digit

numbers.

order 3 three-digit numbers

from least to greatest and

greatest to least.

solve problems by finding

number patterns.


Review

digits

number word

equal to

ones

tens

New

hundreds

thousand

expanded form

standard form

number word

compare

order

Scott Foresman:

10.4, 10.5, 10.6

Technology

Brainpopjr (LV)


Study Island

Math Communicators: (RV)

place value charts

modeling & comparing (thousand

strips)

Picture Books: Marilyn Burns

Math Library: (RV) 1,001

Animals to Spot

Formative

Homework



Quizzes

Summative



Part 1: p. 546-547



Part 4: Performance

Assessment


86



Grade: 2 Domain: Numbers and Operations: Fractions

Time Frame: MP 3 Topic 11: Three-Digit Addition and Subtraction


Numbers can be approximated by numbers that

are close.

Numerical calculations can be approximated by

replacing numbers with other numbers that are

close and easy to compute with mentally.


the operations with rational numbers. Most

algorithms for operations with rational

numbers, both mental math and paper and

pencil, use equivalence to transform





representing.

What are ways to add and subtract three digit

numbers?

Why are ten and one hundred powerful

numbers when adding and subtracting with

and without regrouping?




carefully in math?


Students will know:


estimate a sum. Rounding

gives one way to estimate

sums.


estimate a difference.

rounding gives one way to

estimate differences.


do a mental calculation.

techniques for doing addition

and subtraction calculations

mentally involve changing the

numbers or the expression so

the calculation is easy to do

mentally.

the standard addition

algorithm for three-digit

numbers breaks the


calculations using place value

starting with the ones, then the

tens, and then the hundreds.


add three-digit numbers

mentally without regrouping.

choose a method to see if the

sum of 2 three-digit numbers

is enough to equal or exceed

a given number.

use place-value blocks to add

2 three-digit numbers with

regrouping.

use paper and pencil to add 2

three-digit numbers with

regrouping.

solve problems when given a

quantity and one of its parts

and then find the missing

part by counting on or

counting back.

use estimation to select two

numbers that have a given

difference.

use models to subtract three-

digit numbers with

regrouping.

2.NBT.1.a,b

2.NBT.7

2.NBT.8

87

the standard subtraction

algorithm for three-digit

numbers breaks the


calculations using place value

starting with the ones, then the

tens, and then the hundreds.


by making, reading, and

analyzing a graph.

use subtract three-digit

numbers using a standard

algorithm.

make a bar graph using data

from a table.


New

Three-digit number

Hundreds digit

Scott Foresman

10.8, 10.9, 10.10, 10.11, 10.12

Calendar Math

Place Value: p. 75-77, 80-81, 89-

90, 94-96, 109-110, 121-122,

127-128

Math Start:

Shark Swim-A-Thon (LV)

Marlyn Burns: 100th

Day

Worries (RV)

Formative

Homework



Quizzes

Summative



Part 1: p. 586-587


Part 3: free response

Part 4: Performance

Assessment

(parts 2 – 4 found in blacklines)

88



Grade: 2 Domain: Geometry

Time Frame: MP 3 Topic 12: Geometry


Two and three-dimensional objects wth or



An object’s location in space can be described

quantitatively.

Any number, measure, numerical expression,






How can shapes and solids be described,

compared, and used to make other shapes?

How can fractions be used to name a part of a

whole object or part of a set of objects?


carefully in math?


Students will know:

three-dimensional or solid

figures have length, width,

and height. Many can be

described, classified, and

analyzed by their faces or

flat surfaces, edges, and

vertices.

many everyday objects

closely approximate

standard geometric solids.

a shape can be identified

by the number of its sides,

vertices, or angles.

some shapes can be

combined to make new

shapes.

some shapes can be

decomposed into other

shapes.

rectangles can be

partitioned into equal

squares.

a region can be divided

into equal-sized parts in

different ways.

equal-sized parts of a

region have the same area

but not necessarily the

same shape.


identify solid figures by their

faces or flat surfaces, edges,

and vertices.

identify the plane shapes that

form the flat surfaces of solid

figures.

identify and draw polygons

(triangles, quadrilaterals,

pentagons, and hexagons) and

list their attributes.

recognize and name

trapezoids, parallelograms,

and hexagons, put shapes

together to make new shapes,

and identify the number of

sides and vertices in each

shape.

cut shapes apart to make new

shapes.

divide rectangles into equal

squares and count how many

squares are needed to

completely partition the

rectangle.

determine whether a shape has

been divided into equal or

unequal parts.

2.G.1

2.G.2

2.G.3

89


Review

part

whole

New

sphere

pyramid

cylinder

cone

cube

rectangular prism

solid figure

flat surface

face

edge

vertex (vertices)

plane shapes

circle

square

triangle

rectangle

polygon

angle

side

quadrilateral

pentagon

hexagon

trapezoid

parallelogram

rows

columns

equal

unequal

halves

thirds

fourths

Scott Foresman


Another Look 12.1-12.13

Calendar Math

Properties of 2D shapes

Properties of 3D shapes

Geometric shapes in the

environment

Exemplars

Fractions- Pizza Party, Happy

Birthday Abby, Hatching Chicks

Geometry- Geometry,

Paleontologist, Pentomino

Problem

Valentine’s Day Party Plan,

Shower of Shapes

Technology

(LV) Brainpopjr, basic parts of a

whole, solid shapes, planes

shapes,

Study Island

Math Communicators

(RV) concepts of fractions

Math Start

(LV) Jump Start, A Fair Bear

Share

Marilyn Burns: Round as a

Mooncake, One Hungry Cat,

Pizza Pizzazz

Touch Math:


p. 92 (Fractions)

Formative

Homework



(Centers)

Summative

Math Facts Practice timed drills


Part 1 : p. 374-375





90



Grade: 2 Domain: Measurement

Time Frame: MP 4 Topic 13 & 14: Counting Money & Money


Some attributes of objects are measurable and can

be quantified using unit amounts. Any number,

measure, numerical expression, algebraic

expression, or equation can be represented in an

infinite number of ways that have the same value.

Doing mathematics involves a variety of processes

including problem solving, reasoning,

communicating, connecting and representing.

There is more than one algorithm for each of the

operations with rational numbers. Some strategies

for basic facts and most algorithms for operations

with rational numbers, both mental math and paper

and pencil, use equivalence to transform


Numbers can be approximated by numbers that are

close. Numerical calculations can be approximated

by replacing numbers with other numbers that are

close and easy to compute with mentally. Some

measurements can be approximated using known

referents as the unit in the measurement process.

What strategies can be used to count

money?

How will I know which coins and bills to

use when I purchase items?




Students will know:

specific coins or bills each have

a unique value. The size of a

coin does not indicate its value.

money amounts can usually be

counted in different ways. When

counting money, it is usually

easier to start with the coin or

bill with the greatest value.

the same amount of money can

often be represented using

different combinations of coins

and

bills.

the process for adding money,

written using cent notations, is

the same as adding whole

numbers.

the process for subtracting

money, written using sent

notation, is the same as


identify the value of a group

of dimes, nickels and pennies

thru 99 cents.

count a collection of coins

that includes half-dollars,

quarters, dimes, nickels and

pennies.

count collections of coins that

include half-dollars, quarters,

dimes, nickels, and pennies.

show the same amount of

money using different sets of

coins.

count money amounts greater

than one dollar and write the

amount with a dollar sign and

a decimal point.

make an organized list to find

different combinations of

2.MD.8

91

subtracting whole numbers.

rounding can be used to estimate

sums and differences as can

place value and number

relationships.

Some problems can be solved by

making a reasoned first try for

what the answer might be and

then through additional

reasoning arrive at the correct

answer.

coins.

complete and record addition

and subtraction problems

using two-digit coin amounts.

estimate the sum and

difference of 2 two-digit

numbers.

solve problems involving

adding and subtracting money

by using the try, check, and

revise strategy.


Review

least

greatest

equal to

New

dime

nickel

penny

coins

cents

¢

quarter

half-dollar

greatest value

least value

dollar bill

dollar coin

dollar sign

decimal point

tally mark

estimate

Scott Foresman


Another Look 6.1-6.6

Calendar Math

Money: pennies, nickels, dimes-

each month activities

Quarters Nov-Feb.

Mixed Coins Oct-June

Exemplars

Birthday Gift Shopping

Bowls of Apples

Clay Pots

Coin Combinations

Coins

Easter Baskets

Muffins

9 Cents

Ice Cream

Holiday Fair Shopping

Technology

Brainpopjr (LV) dollars and

cents, counting coins

Study Island


measurement Chapter 2 money

Math Start:

(LV) The Penny Pot

Marilyn Burns:

A Quarter from the Tooth Fairy

Touch Math:

Ancillary Activity Masters: p94

Formative

Homework



(Centers)

Summative

Math Facts Practice timed

drills


Part 1 : p. 166-167



Part 4: Performance

Assessment

(Parts 2-4 found in

blacklines)

92



Grade: 2 Domain: Measurement and Data

Time Frame: MP 4 Topic 15: Measuring Length




Some measurements can be approximated

using known referents as the unit in the

measurement process.




representing.

What is the process for measuring length and

area?

How will I know how to measure objects

using the proper unit?


carefully in math?


Students will know:

objects have different

attributes and some

attributes are measurable.

the length of some objects

is measurable.

the length of any object can

be used as a measurement

unit for length, but a

standard unit is always the

same length.

the distance around a

figure is the perimeter. To

find the perimeter of a

polygon, add the lengths of

the sides.

the amount of space inside

a shape is its area and area

can be measured using

square units.

area can be found by

counting square units.

area can be estimated in

square units.




problem.


describe attributes of objects

and ways to measure objects.

measure the lengths of objects

using nonstandard units.

estimate and measure the

lengths and heights or objects

using non standard units.

estimate and measure items

that are about an inch, foot,

and yard.

estimate and measure the

lengths and heights of objects

in centimeters and meters.

count units around shapes to

find perimeter.

find the area of closed figures

using same-sized objects to

cover the space inside the

figure.

use objects to find the distance

around shapes.

2.MD.1

2.MD.2

2.MD.3

2.MD.4

93


New

attribute

length

weight

capacity

unit

height

inch

yard

foot

centimeter (cm)

perimeter

meter (m)

area

square units

Scott Foresman

Workbooks

11.1, 11.2, 11.3, 11.4, 11.6

Calendar Math

All Months

Exemplars

Wonderful Leaves, A Shower of

Shapes, How Big is a Foot,

Making a Necklace, Marshmallow

Peeps all in a Row,

Technology

Brain Pop Jr.: area, inches & feet

(LV)

Math Communicators

Chapter 2 Measurement: U.S.

customary linear measurement

Math Start

Super Sandcastle Saturday (LV)

Marilyn Burns Inch by Inch (RV)

Formative

Homework



Quizzes

Summative



Part 1: p. 410 – 411




(Parts 2 and 4 found in

blacklines)


Exemplar based on the abilities of


94



Grade: 2 Domain: Measurement and Data

Time Frame: MP 4 Topic 16: Time, Graphs, and Data




Some questions can be answered by collecting

and analyzing data, and the question to be

answered determines the data that needs to be

collected and how best to collect it.

Data can be represented visually using tables,

charts, and graphs.

The type of data determines the best choice of

visual representation.

How can clocks, calendars, and thermometers

be read and used?

How can graphs be used to show data and

answer questions?


carefully in math?


Students will know:

time can be given to the

nearest five minutes.

time can be expressed

using different units that

are related to each other.

A.M. and P.M. are used to

designate certain time

periods.

data can be organized in

different ways.

the lengths of objects can

be organized in different

ways.

a line plot can be used as a

visual representation of the

relative lengths of objects.

each type of graph is most

appropriate for certain

kinds of data.

pictographs and bar graphs


data.


associate numerals on an

analog clock face with

increments of five minutes

read and express time in terms

of quarter and half past an

hour and before an hour.

represent a set of data in a

tally chart and in a bar graph.

use rulers to measure objects

and graph the results.

make and use a pictograph to

solve problems.

Lessons:

Telling Time to Five Minutes

Telling Time Before and After the

Hour

Graphing Lengths

Organizing Data

Pictographs

Bar Graphs

Problem Solving: Use a Graph

2.MD.7

2.MD.9

2.MD.10

95


New

minute hand

minute

hour hand

hour

half hour

quarter past

half past

quarter to

bar graph

data

line plot

symbol

pictograph

Scott Foresman:

time: 7.3-7.8

graphing: 1.1-1.9

Calendar Math

ongoing, line plot p.52

Exemplars:

Eggsactly, Piano Schedule (Time)

Technology

Brainpopjr (LV)

time to minute, time to hour, time

to ¼ and ½ hour; pictographs,

tally charts and bar graphs

Study Island


p.101-110 (Time) p. 179-199

(Graphs and Grids)

Picture Books:

Math Start: (LV) The Best

Vacation Ever, Get up and Go!,

Tally O’Malley, Game Time!

Marilyn Burns Math Library (RV)

Bein’ With You This Way; So

You Want to Be President

Touch Math:


p. 95 (Calendar)

Formative

Homework



Quizzes

Summative



Part 1: p.



Part 4: Performance

Assessment


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