2012-2013 CCSS KCS Mathematics Curriculum Guide

Unit: Unit 3: Stickers, Number Strings, and Story ProblemsInvestigation 1: Adding More Than Two Numbers Duration: Second Quarter – 6 daysEssential Questions:1.6 M 17Demonstrate ways to accurately find the totals of the number strings/combinations.Common Core Math Standards:

2. OA.1 Use addition and subtraction within 100 to solve word problems. 2. OA.2 Add and subtract within 20; fluency of basic facts. 2. OA.4 Use addition to identify the number of objects in rectangular arrays with up to 5 rows and columns. 2. NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. 2. NBT.5 fluently adds and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. 2. MD.6 Represent whole numbers as lengths from 0 on a number line. 2. MD.7 Tell and write time from analog and digital clocks to 5 minute increments.

Vocabulary: order, total, addend, doubles, near-doubles, doubles plus or minus one, calculator, count on, doubles combinations, tens, ones, equation, equal groups, value, missing addend, change unknown, whole, part

Suggested Performance Tasks: Students will be able to. . .Performance Tasks:· M 17· I can use known combinations to add several numbers in any order. (2.NBT.5)· I can fluently add the near-doubles addition combinations. (2.OA.2)· http://commoncoretasks.wikispaces.com/file/view/2OAtask1a.doc student form: http://commoncoretasks.wikispaces.com/file/view/SF_2+OA+Task+1a.doc · http://commoncoretasks.wikispaces.com/file/view/2OAtask3b.doc student form: http://commoncoretasks.wikispaces.com/file/view/SF_2+OA+Task+3b.doc · http://commoncoretasks.wikispaces.com/file/view/2OAtask1c.doc student form: http://commoncoretasks.wikispaces.com/file/view/SF_2+OA+Task+1c.doc

2012-2013 CCSS KCS Mathematics Curriculum Guide

Resources (texts, websites, community, etc.):See pg 27 – 29 for materials to gather and prepare.http://commoncoretasks.wikispaces.com/Second+Grade+Taskshttp://kmsmathematicsdept.wikispaces.com/http://investigations.terc.edu/library/games_23.cfm/http://www.ixl.com/math/grade-2http://familylearning.org.ukhttp://oakgrove.dpsnc.net/student_links.htmhttp://k-5mathteachingresources.com/2nd-grade-number-activities.httpwww.mathplayground.comhttp://www.wducation.com/worksheets/second-grade/math/?q=word&page=2http://www.teacherspayteachers.com/ (Word Problems-Mini-Math Mystery-jogging Gingerbread-Gradem2-Freebie)http://www.harcourtschool.com/menus/math2004/2004_gr2.htmlKathy Richardson: Concept 5: Combination TrainsDiscovery Education videos: Math Monsters: Doubles and Their Neighbors The Number Crew: Drinks for All (even and odd) Money and Time Adventures of the Lollipop DragonFormative Assessments Summative AssessmentsSes 1.6 M 17

· See pg 63 Ongoing Assessment questionsELA:http://sci.tamucc.edu/~eyoung/literature.htmlhttp://love2learn2day.blogspot.com/p/math-book-lists-tba.html

Science:Teacher notes:

2012-2013 CCSS KCS Mathematics Curriculum Guide

Unit: Unit 3: Stickers, Number Strings, and Story ProblemsInvestigation 2: Addition and SubtractionNote: Session 2.5A-Problems With Start Unknown is provided in the Investigations and CCSS addendumDuration: Second Quarter – 8 days

Essential Questions:2.7 M 20o Identify the strategy you used to solve the problem?o How was that strategy helpful to solve the problem?

Common Core Math Standards: 2. OA.1 Use addition and subtraction within 100 to solve word problems. 2. OA.2 Add and subtract within 20; fluency of basic facts. 2. OA.4 Use addition to identify the number of objects in rectangular arrays with up to 5 rows and columns. 2. NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. 2. NBT.6 Add up to four 2-digit numbers using strategies based on place value and properties of operations. 2. NBT.9 Explain why addition and subtraction strategies work. 2. MD.6 Represent whole numbers as lengths from 0 on a number line. 2. MD.7 Tell and write time from analog and digital clocks to 5 minute increments.

Vocabulary: count all, add tens and ones, count back, addition, subtraction, equation, near doubles, strategy, counting on / up, expanded form, place value, difference, start unknown, change unknown, number line, relationship, related problems, strategy, whole, part Suggested Performance Tasks: Students will be able to. . .

2012-2013 CCSS KCS Mathematics Curriculum Guide

Performance Tasks:· M 20· I can interpret and solve subtraction and unknown change story problems with totals to 45. (2.OA.1)· I can count on or break apart numbers to add two or more numbers up to a total of 45. (2.NBT.5)· http://commoncoretasks.wikispaces.com/file/view/2+NBT+task+1a.doc · http://commoncoretasks.wikispaces.com/file/view/2+NBT+task+1b.doc · http://commoncoretasks.wikispaces.com/file/view/2+NBT+task+1c.doc · http://commoncoretasks.wikispaces.com/file/view/2+NBT+task+1d.doc · http://commoncoretasks.wikispaces.com/file/view/2+NBT+task+1f.doc student form: http://commoncoretasks.wikispaces.com/file/view/BLM_2_NBT_1f.doc · http://commoncoretasks.wikispaces.com/file/view/2+NBT+task+1g.doc student form: http://commoncoretasks.wikispaces.com/file/view/BLM_2_NBT_1g.doc

Resources (texts, websites, community, etc.):See pg 69 – 71 for materials to gather and prepare.http://commoncoretasks.wikispaces.com/Second+Grade+TasksFormative Assessments

·Summative AssessmentsSes 2.7 M 20

· See pg 117 Ongoing Assessment questionsELA:http://sci.tamucc.edu/~eyoung/literature.htmlhttp://love2learn2day.blogspot.com/p/math-book-lists-tba.html

Science:Teacher notes:

2012-2013 CCSS KCS Mathematics Curriculum Guide

Unit: Unit 3: Stickers, Number Strings, and Story ProblemsInvestigation 3: Counting by 2s, 5s, and 10s Duration: Second Quarter – 7 daysEssential Questions:3.3 M 23Identify if number is even or odd. Show how you solved the problem.Common Core Math Standards:

2. OA.3 Determine if a group of objects has an even or odd number of members. 2. NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. 2. MD.7 Tell and write time from analog and digital clocks to 5 minute increments. 2. MD.8 Solve word problems involving dollar bills and coins, using $ and ¢.

Vocabulary: equal groups, even, odd, counting by 5s, counting by 10s, nickel, penny, quarter, dime, tally marks, skip counting, partner, team, equal, left over, comparing totals, collect, combinations for 10, doubles, addends, combinations plus 10, interval, decomposing, composing, minutes, hour, 5 minute intervals, patterns, whole, part Suggested Performance Tasks: Students will be able to. . .Performance Tasks:

· M 23· I can define even and odd numbers in terms of groups of two or two equal groups. ((2.OA.3)· I can recognize and identify coins and their value. (2.MD.8)

Resources (texts, websites, community, etc.):See pg 121-123 for materials to gather and prepare.http://commoncoretasks.wikispaces.com/Second+Grade+TasksFormative Assessments Summative AssessmentsSes 3.3 M 23

· See pg 138 Ongoing Assessment questions

2012-2013 CCSS KCS Mathematics Curriculum Guide

ELA:http://sci.tamucc.edu/~eyoung/literature.htmlhttp://love2learn2day.blogspot.com/p/math-book-lists-tba.htmlScience:

Unit: Unit 3: Stickers, Number Strings, and Story ProblemsInvestigation 4: Place Value Duration: Second Quarter – 6 daysEssential Questions: 4.4 M 38How can you use different strategies to write related expressions for a number using more than one operation?4.6 M 39How did you decide what the problem was asking you to find and what was unknown?Using doubles facts, how would you solve other related equations?Common Core Math Standards:

2. OA.1 Use addition and subtraction within 100 to solve word problems. 2. OA.2 Add and subtract within 20; fluency of basic facts. 2. OA.4 Use addition to identify the number of objects in rectangular arrays with up to 5 rows and columns. 2. NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. 2. NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. 2. MD.6 Represent whole numbers as lengths from 0 on a number line. 2. MD.7 Tell and write time from analog and digital clocks to 5 minute increments. 2. MD.8 Solve word problems involving dollar bills and coins, using $ and ¢.Vocabulary: grouping by 2s, grouping by 5s, grouping by 10s, 2-digit number, Plus 10 combinations, tens, ones, tens place, ones place, place value, related problems, equivalency, value, strips of stickers, singles

Suggested Performance Tasks: Students will be able to. . .Performance Tasks:· M 38· M 39· I can interpret and solve problems about the number of tens and ones in a quantity. (2.NBT.1)

2012-2013 CCSS KCS Mathematics Curriculum Guide

Resources (texts, websites, community, etc.):See pg 167 for materials to gather and prepare.http://commoncoretasks.wikispaces.com/Second+Grade+TasksFormative Assessments

·Summative AssessmentsSes 4.4 M 38Ses 4.6 M 39 – 41

· See pg 201 Ongoing Assessment questionsELA:http://sci.tamucc.edu/~eyoung/literature.htmlhttp://love2learn2day.blogspot.com/p/math-book-lists-tba.htmlScience:

2012-2013 CCSS KCS Mathematics Curriculum Guide

Unit: Unit 4: Pockets, Teeth, and Favorite Things Investigation 1: Working with Categorical Data* Note: Ses 1.3A and 1.4A are provided in the Investigations and CCSS addendum and replace ses 1.3 and 1.4. Skip Ses 1.3, 1.4, 1.5, and 1.6The tools in this unit can be used to teach bar graphs, picture graphs, and line plots. Pictographs which use scales of 2, 5, 10 etc. are not in CCSS 2nd grade.

Duration: Second Quarter – 5 days

Essential Questions:1.5 Use Student Work SamplesHow many different ways can you sort the data? (More than one way must be used)1.6 Student Activity Book 8What conclusions can you draw from the data given?Write an equation that shows the results from your survey.1.7 M47-48How many different ways can you sort the data? (More than one way must be used)Identify the categories you made.What conclusion can you draw from the data given?Common Core Math Standards:

2. OA.2 Add and subtract within 20; fluency of basic facts. 2. NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. 2. MD.10 Draw a pictograph and a bar graph with single-unit scale to represent a data set with up to four categories. Solve simple problems using a bar graph.

Vocabulary: questionnaire, data, strips of 10, singles, 10 more, representation, attribute, more than, less than, most, least, same, tally marks, table, bar graph, picture graph, survey, sort, category, organize, collect

2012-2013 CCSS KCS Mathematics Curriculum Guide

Suggested Performance Tasks: Students will be able to. . .Performance Tasks:· SAB pg 8· M 47-48· I can order and represent a set of numerical data. (2.MD.10)· http://commoncoretasks.wikispaces.com/file/view/2+MD+Task+10a.doc student form: http://commoncoretasks.wikispaces.com/file/view/SF+2+MD+Task+10a.docx

Resources (texts, websites, community, etc.):See pg 21-23 for materials to gather and prepare.http://commoncoretasks.wikispaces.com/Second+Grade+Taskshttp://kmsmathematicsdept.wikispaces.com/http://investigations.terc.edu/library/games_23.cfm/http://www.ixl.com/math/grade-2http://familylearning.org.ukhttp://oakgrove.dpsnc.net/student_links.htmhttp://www.k-5mathteachingresources.com/2nd-grade-number-activities.html nces.ed.gov/nceskids/createagraph/http://sci.tamucc.edu/~eyoung/count_ten_literature.htmlwww.mathplayground.comhttp://www.harcourtschool.com/menus/math2004/2004_gr2.htmlDiscovery Education videos: Simple GraphsFormative AssessmentsSes 1.5 Student work samples of representation of data

· See pg 58 Ongoing Assessment questionsSes 1.6 SAB 8· See pg 60 Ongoing Assessment questionsSes 1.7 M 47 – 48· See pg 65 Ongoing Assessment questions

Summative Assessments

2012-2013 CCSS KCS Mathematics Curriculum Guide

ELA:http://sci.tamucc.edu/~eyoung/literature.htmlhttp://love2learn2day.blogspot.com/p/math-book-lists-tba.htmlScience:http://www.aimsedu.org/Activities/samples/WatchingWeather.pdfhttp://www.aimsedu.org/Activities/samples/PlantBegins.pdfhttp://www.aimsedu.org/Activities/samples/BlowandGo.pdf

Unit: Unit 4: Pockets, Teeth, and Favorite Things Investigation 2: Pocket and Teeth DataNote: Arrange ahead of time for your students to visit other classes to collect data on the number of teeth students have lost. (ses. 2.3)

Duration: Second Quarter – 8 days

Essential Questions:2.2 Student Activity Book pg 18How do you know your answer is reasonable?Identify the strategy you used to solve the problem?2.5 Student Activity Book pg 24-25How did you organize and represent your data?What reasonable conclusions can you make from the data?Why display data in different ways?2.7 Classroom RoutineHow can you use different strategies to write related expressions for a number using more than one operation?Model today’s number using dimes and pennies in multiple ways2.7 Student Activity Book pg 32How did you use the data collected to determine the answer?Display an accurate line plot using the data given.What reasonable conclusion can you make from the data?2.8 M 57-58What reasonable conclusion can you make from the data?Compare and answer questions about the data given.

2012-2013 CCSS KCS Mathematics Curriculum Guide

Common Core Math Standards: 2. OA.2 Add and subtract within 20; fluency of basic facts. 2. NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. 2. NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. 2. MD.7 Tell and write time from analog and digital clocks to 5 minute increments. 2. MD.8 Solve word problems involving dollar bills and coins, using $ and ¢. 2. MD.10 Draw a pictograph and a bar graph with single-unit scale to represent a data set with up to four categories. Solve simple problems using a bar graph.Vocabulary:

mode, outlier, line plot, data, collect, organize, represent, representation, compareSuggested Performance Tasks: Students will be able to. . .Performance Tasks:

· SAB pg 18· SAB pg 24-25· SAB pg 32· M 57-58· I can describe a numerical data set, including the highest and lowest values and the mode. (2.MD.10)· http://commoncoretasks.wikispaces.com/file/view/2+MD+Task+9a.doc student form: http://commoncoretasks.wikispaces.com/file/view/SF+2+MD+Task+9a.docx

Resources (texts, websites, community, etc.):See pg 69-71 for materials to gather and prepare.http://commoncoretasks.wikispaces.com/Second+Grade+Tasks

2012-2013 CCSS KCS Mathematics Curriculum Guide

Formative AssessmentsSes 2.2 SAB 18· See pg 82 Ongoing Assessment questionsSes 2..5 SAB 24 – 25· See pg 96 Ongoing Assessment questionsSes 2.7 Today’s NumberSes 2.7 SAB 32· See pg 106 Ongoing Assessment questions

Summative AssessmentsSes 2.8 M 57 – 59· See pg 110 Ongoing Assessment questions

ELA:http://sci.tamucc.edu/~eyoung/literature.htmlhttp://love2learn2day.blogspot.com/p/math-book-lists-tba.htmlScience:

Teacher notes:

Unit: DPI supplemental Lesson 4: The Game of Tens and Ones Duration: Second Quarter – 1 dayEssential Questions:Common Core Math Standards:

2. NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. 2. NBT.6 Add up to four 2-digit numbers using strategies based on place value and properties of operations. 2.NBT.7 Using models or drawings, add and subtract within 1000 based on place value, properties of operations, or the relationship between addition and subtraction. Understand to add or subtract hundreds and hundreds, tens and tens, and ones and ones, and it is sometimes necessary to compose of decompose hundreds and tens. 2. NBT.8 Mentally add and subtract 10 or 100 to/from a given number.

2012-2013 CCSS KCS Mathematics Curriculum Guide

Vocabulary: 10 frames, counting by 10s, adding / subtracting 10 or 100 to/from a number Suggested Performance Tasks: Students will be able to. . .Performance Tasks:

Resources (texts, websites, community, etc.):10 Frame Cardsspinner +10, -10, +1, -1activity sheet100 chartsmarkers for 100 chartsdoc camhttp://commoncoretasks.wikispaces.com/Second+Grade+TasksFormative AssessmentsActivity sheet Summative Assessments

·ELA:http://sci.tamucc.edu/~eyoung/literature.htmlhttp://love2learn2day.blogspot.com/p/math-book-lists-tba.htmlScience:

Unit: DPI supplemental Lesson 5: Story Problems and Centers Duration: Second Quarter – 1 dayEssential Questions:

2012-2013 CCSS KCS Mathematics Curriculum Guide

Common Core Math Standards: 2. OA.1 Use addition and subtraction within 100 to solve word problems. 2. NBT.1 Understand the value of each digit in a 3-digit number. 2. NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. 2. NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. 2. NBT.6 Add up to four 2-digit numbers using strategies based on place value and properties of operations. 2.NBT.7 Using models or drawings, add and subtract within 1000 based on place value, properties of operations, or the relationship between addition and subtraction. Understand to add or subtract hundreds and hundreds, tens and tens, and ones and ones, and it is sometimes necessary to compose of decompose hundreds and tens. 2. NBT.8 Mentally add and subtract 10 or 100 to/from a given number.

Vocabulary:hundreds, tens, ones, representation, strategy, count by 10s, count by 100s Suggested Performance Tasks: Students will be able to. . .Performance Tasks:

·Resources (texts, websites, community, etc.):10 Frame Cardsmaterials for The Game of 10s and 1smaterials for Plus, Minus, Stay the Samecollection of objects to group in tens and hundredsstory problem worksheetscubes / counters for solving problemshttp://commoncoretasks.wikispaces.com/Second+Grade+Tasks

Formative AssessmentsActivity sheet for story problems Summative Assessments·

2012-2013 CCSS KCS Mathematics Curriculum Guide

ELA:http://sci.tamucc.edu/~eyoung/literature.htmlhttp://love2learn2day.blogspot.com/p/math-book-lists-tba.htmlScience:

Unit: DPI supplemental Lesson 6: The Open Number Line Duration: Second Quarter – 1 dayEssential Questions:Common Core Math Standards: 2. OA.1 Use addition and subtraction within 100 to solve word problems.2. NBT.2 Count within 1000; skip count by 5s, 10s, and 100s.2. NBT.3 Read and write numbers to 1000.2. NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction.2. NBT.6 Add up to four 2-digit numbers using strategies based on place value and properties of operations.2.NBT.7 Using models or drawings, add and subtract within 1000 based on place value, properties of operations, or the relationship between addition and subtraction. Understand to add or subtract hundreds and hundreds, tens and tens, and ones and ones, and it is sometimes necessary to compose of decompose hundreds and tens.2. NBT.8 Mentally add and subtract 10 or 100 to/from a given number.Vocabulary: counting on, adding tens, number line

Suggested Performance Tasks: Students will be able to. . .Performance Tasks:··

2012-2013 CCSS KCS Mathematics Curriculum Guide

Resources (texts, websites, community, etc.):ten strips (Lesson 2) or 10 framesactivity sheetdoc camhttp://commoncoretasks.wikispaces.com/Second+Grade+TasksFormative AssessmentsActivity sheet Summative Assessments

·ELA:http://sci.tamucc.edu/~eyoung/literature.htmlhttp://love2learn2day.blogspot.com/p/math-book-lists-tba.htmlScience:

Unit: DPI supplemental Lesson 7: Solving Problems on the Open Number Line Duration: Second Quarter – 1 dayEssential Questions:

2012-2013 CCSS KCS Mathematics Curriculum Guide

Common Core Math Standards: 2. OA.1 Use addition and subtraction within 100 to solve word problems. 2. NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. 2. NBT.6 Add up to four 2-digit numbers using strategies based on place value and properties of operations. 2.NBT.7 Using models or drawings, add and subtract within 1000 based on place value, properties of operations, or the relationship between addition and subtraction. Understand to add or subtract hundreds and hundreds, tens and tens, and ones and ones, and it is sometimes necessary to compose of decompose hundreds and tens. 2. NBT.8 Mentally add and subtract 10 or 100 to/from a given number.

Vocabulary: counting on, adding, number lineSuggested Performance Tasks: Students will be able to. . .Performance Tasks:

··Resources (texts, websites, community, etc.):Examples of strategies included in lesson plancubes100 chartsdoc camhttp://commoncoretasks.wikispaces.com/Second+Grade+Tasks

Formative AssessmentsStudent work samples produced during the lesson Summative Assessments·

ELA:http://sci.tamucc.edu/~eyoung/literature.htmlhttp://love2learn2day.blogspot.com/p/math-book-lists-tba.htmlScience: