math - rocktwp.net 2/2 math.pdf · • take a math mad minute. • use bags with people such as...

Rockaway Township Public Schools Dr. Greg McGann, Superintendent of Schools

MATH Gr. 1-5

Curriculum Guide June 2016

Developed by: Jacqueline Millar

Karen Phillips Charles Young

Under the Supervision of: Ms. Jacqueline Storts

Assistant Superintendent of Curriculum/Instruction & PD

Approved by the Rockaway Township Board of Education at the regular meeting held on July 13, 2016

www.rocktwp.org

http://www.rocktwp.org/

Rockaway Township Public Schools

MATH CURRICULUM

Gr. 1-5

PHILOSOPHY

During the course of the elementary mathematics curriculum revision, several points of

emphasis arose. It was determined through meetings with representatives from each school and grade level, as well as meetings with the curriculum writing committee, that common factors should and would be addressed. As we move into the second round of math curriculum centered on the Common Core Standards, we need to enhance certain aspects in order to maintain the high levels of expectations and learning that occurs in Rockaway Township schools.

Enhance a Common Grade Level Math Vocabulary: The effective use of the language of mathematics is essential in order to communicate understanding and uncertainties. The more adept students are at utilizing the language the better equipped those students will be for success in the future in mathematical studies.

Higher Level Questioning: In order to increase the depth of knowledge and understanding of students the level of questioning from teachers should be varied. The questioning should include all levels from Bloom's Taxonomy in order to ensure that students have not only a basic understanding of the concepts, but also a much deeper level of understanding such that they are able to synthesize and evaluate the concepts and knowledge.

Technology Supports: Over the last five years, since the last writing of the curriculum, the multitude of options for educators in terms of technology supports have increased astronomically. Improving and adding to the list of supports for teachers will assist teachers in finding technology for each standard.

Performance Based Assessments: Teachers in the elementary schools have 25% of their grades dedicated to projects. In order to assist teachers with options for the projects many different performance based assessments are included for each standard.

The hope of this revision of the elementary mathematics curriculum is to make the document more useful to teachers. The document is meant to be used to help guide instruction and offer options for teachers to meet and even exceed their diverse students' needs.

ROCKAWAY TOWNSHIP PUBLIC SCHOOLS MATHEMATICS UNIT GUIDE

GRADE: TWO

Unit Title: Adding Single Digit Numbers Time Frame: First Marking Period Standard 21st Century Theme

2.OA: Operations and Algebraic Thinking 2.NBT: Numbers and Operations in Base Ten

• Financial, Economic, Business, and Entrepreneurial Literacy

Enduring Understandings: Essential Questions: • Adding numbers involves combining numbers using a

variety of approaches. • Numbers can be added in strategic ways. • Proficiency with basic facts aids in the computation of larger

numbers.

How do number strategies help in adding? When should you use mental computation? How are subtraction and addition alike?

Higher Level Questions: Make up a real world math problem that uses addition and/or

subtraction within 100. Trade with a partner and solve. Choose one problem and use a picture/diagram to prove why your

answer is correct. How is today's lesson similar to information you learned last year

about addition/subtraction?

Cumulative Progress Indicator Number(s): • 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situation of adding to, taking

from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

• 2.OA.2 Fluently add and subtract within 20 using mental strategies. By the end of grade two, known from memory all sums of two one-digit numbers.

• 2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s: write an equation to express an even number as a sum of two equal addends.

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

Unit Learning Targets: The student will be able to….

Suggested Activities: Including Differentiated Strategies (DI)

Vocabulary

• Develop the concept of addition • Use vocabulary cards/word wall. • Utilize journal entries. • Make a chart listing the strategies

used to add. • Match cards of doubles to near

doubles on a pocket chart. • Use a number line or a hundred chart

for patterning and skip counting, doubles, near doubles, associative and commutative properties.

• Take a Math Mad Minute. • Use bags with people such as “Andy

Add” or “Sally Subtract” on front of the bag. Sort word problems based on the operation needed for the solution.

• Keys to Problem Solving- Make keys using a key pattern. Write a strategy for problem solving on each key. Include key words for solving each operation. Gather keys on a ring.

Differentiated Instruction Activities:

• Students that are having difficulty

may be allowed to use manipulatives or a number line or they can be taught touch math to solve problems.

• Macaroni Math Game- Use various types of pasta and assign a different

• addend through the use of a number line.

• Skip count by 2, 3, 4, 5, and 10. • Proficiently add facts to the sum of

20 and show the relationship to subtraction through fact families.

• Develop concept of doubles, near doubles and counting on.

• Utilize commutative and associative

• sum • strategy • number line • hundred chart • part • whole • equal • order • double

properties for addition. • near double • Explain what strategy is best to use. • fact family • Use addition strategies to solve one

and two-step word problems.

value to each. Mix the pasta in a bowl and pick 2 or 3 on a turn. Write and solve an addition problem based on the values of the pasta. Macaroni values can increase to a 2-digit value once regrouping has been taught.

• Read Domino Addition and use dominoes to add with partners.

• Cross Out – Each player has a game board that includes numbers 1 to 18. Roll 3 dice and add. Cross out the sum or 2 digits that equal the sum. Winner is the one who crosses out all the numbers on their game board first. Option: Block out #13-18 and use only 2 dice.

• Doubles and Near Doubles Game – Use a deck of cards with face cards and aces removed. Shuffle the cards and place 12 cards face-down on the workspace. Players take turns turning over 2 cards, looking for a set of doubles (5+5) or near doubles (5+6 or 4+5). If player makes a match, they state the sum and keep the cards. If a match is not made, the cards are turned over in their original spot and next player goes. Player with the most cards wins.

• Use calculators, white boards, story writing, journals, manipulatives and

cooperative learning groups to solve problems.

• Students can write word problems, trade papers, and solve each other’s problems.

• Pirate and Sailors Word Problem Game -Draw boats and treasure chests on the board. Divide the class into 2 teams (1 group sailors, 1 group pirates). Say a problem aloud to each group. If they get the problem correct they get to erase either a boat or a chest. The group that erases all of their opponents’ symbols first wins.

• Buzz Game- To practice skip counting have students stand in a circle. The class takes turns around the circle counting up. Children say, “BUZZ” when they skip count for a particular number. This can later help identify multiples for a number.

• Play Addition Bingo • Play addition “War” with cards

where students take turns solving the addition problem and if they get it correct, they keep the cards. The one who gets the most cards wins.

• Have addition relay races on the board to build fluency.

Resource Materials Assessments • Current textbook materials • Counters as manipulatives • Number Line • Hundred Chart • Dice • Pocket Chart with Index Cards • Deck of cards • Ellison cut paper keys • Calculators • White Boards • Pasta for Macaroni Math • “Andy Add” and “Sally Subtract” bags • Addition Bingo • Touch Math strategies • Envision Topics: 1, 2, 3, 4, 5, 11-3, 11-7

• Formative assessments using any of the activities in an abbreviated form

• Current textbook/unit test • Daily work • Teacher observation • Journals • Performance-based assessments

Technology Integration Related Literature • http://nlvm.usu.edu/en/nav/vLibrary.html • http://www.fun4thebrain.com/addition.html • www.eduplace.com • http://www.abcya.com/second_grade_computers.htm • Easiteach • Fizz and Martina (Episode 1) • http://www.mathchimp.com/2nd-grade-math-games • www.khanacademy.org/commoncore/grade-2-OA • www.khanacademy.org/commoncore/grade-2-NBT • www.k-5mathteachingresources.com/2nd-grade-number-

activities.html • www.amathsdictionaryforkids.com

• Domino Addition by Lynette Long • Even Steven and Odd Todd by Kathryn Cristaldi and Henry

Morehouse • The Mission of Addition by Brian P Cleary • Addition Anny by David Gisler • Hershey Kisses Addition by Jerry Pallotta and Rob Bolster • One Hunter by Pat Hutchins • P. Bear's New Year's Party by Paul Owen Lewis • The Napping House by Audrey Wood • Two of Everything by Lily Toy Hong

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

http://www.fun4thebrain.com/addition.html

http://www.eduplace.com/

http://www.abcya.com/second_grade_computers.htm

http://www.mathchimp.com/2nd-grade-math-games

http://www.khanacademy.org/commoncore/grade-2-OA

http://www.khanacademy.org/commoncore/grade-2-NBT

http://www.k-5mathteachingresources.com/2nd-grade-number-

http://www.amathsdictionaryforkids.com/


GRADE: TWO

Unit Title: Subtracting Single Digit Numbers Time Frame: First Marking Period

Standard 21st Century Theme • 2.OA Operations and Algebraic Thinking • 2.NBT Numbers and Operations in Base Ten


Enduring Understandings: Essential Questions:

• Subtracting numbers involves combining numbers using a variety of approaches.

• Numbers can be subtracted in strategic ways. • Proficiency with basic facts aids in the computation of larger

numbers.

• How do number strategies help in subtraction? • When should you use mental computations? • Why is it important to be able to do "mental math"?

Higher Level Questions: Make up a real world math problem that uses addition and/or

subtraction within 100. Trade with a partner and solve. Choose one problem and use a picture/diagram to prove why

your answer is correct. How is today's lesson similar to information you learned last

year about addition/subtraction? Cumulative Progress Indicator Number(s):

• 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situation of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

• 2.OA.2 Fluently add and subtract within 20 using mental strategies. By the end of grade two, known from memory all sums of two one-digit numbers.

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



Vocabulary

• Develop the concept of subtraction • Use vocabulary cards/word wall. • Utilize journal entries. • Use a number line or hundred chart

to subtract. • List subtraction strategies on chart

paper. • Take a math Mad Minute. • Use fact families to show

relationship to addition. • Keys to Problem Solving- Make

keys using a key pattern. Write a strategy for problem solving on each key. Include key words for solving each operation. Gather keys on a ring.

• Use calculators, white boards, story writing, journals, manipulatives and cooperative learning groups to solve problems.

Differentiated Instruction Activities: • Students that are having difficulty

may be allowed to use manipulatives or a number line.

• Students can act out subtraction problems.

• Students can write word problems, trade papers, and solve each other’s

• minuend through the use of a number line.

• Proficiently subtract the facts to the sum of 20 and show the relationship to subtraction through fact families.

• Develop concept of doubles, near doubles and counting on to subtract.

• Utilize commutative property for subtraction.

• subtrahend • strategy • number line • hundred chart • difference • fact family • doubles • near doubles

• Relate addition and subtraction as inverse operations.

• Compare addition and subtraction with fact families.

• Explain what strategy is best to use. • Use subtraction strategies to solve one

and two-step word problems.

problems. • Snap It - Use attached linking cubes.

Place cubes behind your back and “snap it” into two parts. Write an addition problem for the 2 parts. Practice to sum of 20.

• Subtract using dice or the numbers in a deck of playing cards. The student with the lowest sum gets a point. The student who gets ten points first wins.

• Use bags with people such as “Andy Add” or “Sally Subtract” on front of the bag. Sort word problems based on the operation needed for the solution.

Resource Materials Assessments • Current textbook materials • Counters for manipulatives • Number line or hundred chart • Ellison cut paper keys • White boards with markers • Calculators • Dice • Deck of Cards • Linking Cubes • Bags labeled “Add Andy” and “Subtract Sally” • Touch Math strategies • Envision Topics: 1, 2, 3, 4, 11-3, 11-7

• Formative assessment • Current textbook/unit test • Daily work • Teacher observation • Journals • Performance-based assessments

Technology Integration Related Literature • www.eduplace.com • http://nlvm.usu.edu/en/nav/vLibrary.html • http://www.fun4thebrain.com/subtraction.html • http://www.softschools.com/math/games/fishing_sub.jsp • http://www.mathchimp.com/2nd-grade-math-games • www.khanacademy.org/commoncore/grade-2-OA • www.khanacademy.org/commoncore/grade-2-NBT • www.k-5mathteachingresources.com/2nd-grade-number-


• Elevator Magic by Stuart J. Murphy • Band-Aids by Shel Silverstein • The Action of Subtraction by Brian P. Cleary • Subtraction Action by Loreen Leedy • Hershey Kisses Subtraction by Jerry Pallotta



http://www.fun4thebrain.com/subtraction.html

http://www.softschools.com/math/games/fishing_sub.jsp

http://www.mathchimp.com/2nd-grade-math-games

http://www.khanacademy.org/commoncore/grade-2-OA





GRADE: TWO

Unit Title: Place Value to 1,000 Time Frame: First Marking Period Standard 21st Century Theme

• 2.NBT: Numbers and Operations in Base Ten • Financial, Economic, Business, and Entrepreneurial Literacy Enduring Understandings: Essential Questions:

• Place value is based on groups of ten. • The position of a digit affects its value.

How does the position of a digit in a number affect its value? How are place value patterns repeated in numbers? How can place value help in adding and subtracting?

Higher Level Questions:

How could you use this skill at the grocery store? Explain. Choose one problem you solved and explain why your

answer is reasonable. What other math can you connect with this? Why?

Cumulative Progress Indicator Number(s):

• 2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones: e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as a special cases:

• 100 can be thought of as a bundle of ten tens- called a “hundred.” • The numbers 100, 200… refer to one or two hundreds (and zero tens and 0 ones). • 2.NBT.2 Count within 1,000: skip-count by 5s, 10s, and 100s • 2.NBT.3 Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form. • 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, < symbols to

record the results of comparisons.



Vocabulary

• Count, read, and write numbers to 1,000. • Use manipulatives to represent numbers to 1,000. • Identify a bundle of ten tens as a hundred. • Skip-count to 1,000 by 5s, 10s, and 100s. • Write numbers in expanded form to 1,000. • Compare numbers to 1,000 using < , > , and =.

• Use vocabulary cards/word wall. • Utilize journal entries. • Happy Face Models for place

value, linking cubes, and base ten blocks to represent 2 and 3-digit numbers.

• Use a place value work mat and manipulative pieces to show 1, 10, or 100 greater or less than the given number.

• Dice Digits- Roll 3 dice and create the largest or smallest number with the digits rolled.

• Skip count on a hundreds chart. Color the boxes as you skip count.

Differentiated Instruction Activities: • Place hundreds, tens, and ones

manipulatives in a brown bag. Pull a handful out, count them and record the amount. Students may use place value mats with this activity.

• Guess the number- Students sit in a circle. Each student will secretly write a three digit number on an index card and tape it to the person on their left’s forehead. Students go around the circle and

• greater than • less than • equal to • ones, tens,

hundreds place • skip count • expanded form

guess what the number is as they are given clues by a student of their choice. They are told when a digit is correct in a certain place. First one to guess their number wins.

Resource Materials Assessments • Current textbook materials • Place Value Mat • Number Line, hundreds chart • Linking cubes • Happy Faces counter pieces • Hundreds, tens, and ones manipulatives • Dice • Small brown bags • Touch Math strategies • Envision Topics: 5, 6-6, 10

• Formative assessment • Current textbook/unit test • Daily work • Teacher observation • Journals • Performance-based assessment

Technology Integration Related Literature • http://nlvm.usu.edu/en/nav/vLibrary.html • www.eduplace.com • www.apples4theteacher.com • http://www.free-training-tutorial.com/place-value/clickthedigit.html • http://www.myteacherpages.com/webpages/MrsThonus/math.cfm?subpage=364980 • Easiteach • www.khanacademy.org/commoncore/grade-2-NBT • www.k-5mathteachingresources.com/2nd-grade-number-activities.html • www.amathsdictionaryforkids.com

• The Missing Birthday Party by Joanne Rocklin

• A Place For Zero by Angelina Sparagna Lopresti and Phyllis Hornung

• The Mystery of Nine: Place Value in Action by Felicia Law and Steve Way

• On the Ball by Autumn Leigh • Two Ways to Count to Ten by

Ruby Dee



http://www.apples4theteacher.com/

http://www.free-training-tutorial.com/place-value/clickthedigit.html

http://www.myteacherpages.com/webpages/MrsThonus/math.cfm?subpage=364980


http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html



GRADE: TWO

Unit Title: Addition of Two-Digit Numbers Time Frame: Second Marking Period Standard 21st Century Theme

• 2.NBT Numbers and Operations in Base Ten • Financial, Economic, Business, and Entrepreneurial Literacy


• Adding numbers involves combining numbers using a variety of approaches.

• Numbers can be added in strategic ways. • Proficiency with basic facts aids in the computation of larger

numbers.

How do number strategies help in adding? How does the position of a number affect its value when

adding? Higher Level Questions:

Choose one problem that you have solved. Convince me that you solved the problem correctly.

Make up a real world math problem that uses the addition/subtraction strategies learned today. Trade with a partner and solve.

How could you teach a student who was absent about today's lesson?


• 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

• 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. Unit Learning Targets: The student will be able to….


Vocabulary

• Add 2-digit numbers with or without regrouping.

• Utilize commutative and associative properties for addition.

• Add four two digit numbers.

• Use vocabulary cards/word wall. • Utilize journal entries. • Add two-digit numbers on white

boards. Differentiated Instruction Activities: • Use manipulatives to solve

problems • Happy Face Shoe Box – Use a

shoebox that has 2 holes cut at the top for “IN” and “OUT”. Use smile faces to show 10 ones can go into the box and out comes a 10 strip. Expand the concept of regrouping using coins and dollars. Ex: 10 pennies go in to trade for a dime.

• addend • sum • digit

• tens • ones • regroup

Resource Materials Assessments • Current textbook materials • Computer Program – Math Essentials • White boards and markers • Hundreds, tens, and ones manipulatives • Happy face counter pieces • Shoebox • Touch Math strategies • Envision Topics: 5, 6, 7, 8, 9


Technology Integration Related Literature • www.eduplace.com • http://nlvm.usu.edu/en/nav/vLibrary.html • http://www.dositey.com/addsub/mystery2A.htm • http://www.learn4good.com/games/kids/double_digits.htm • www.k-5mathteachingresources.com/2nd-grade-number-

activities.html • www.khanacademy.org/commoncore/grade-2-NBT • www.amathsdictionaryforkids.com

• The Doorbell Rang by Pat Hutchins



http://www.dositey.com/addsub/mystery2A.htm

http://www.learn4good.com/games/kids/double_digits.htm





GRADE: TWO Unit Title: Adding Three-Digit Numbers Time Frame: Second Marking Period

Standard 21st Century Theme

• 2.NBT Numbers and Operations in Base Ten • Financial, Economic, Business, and Entrepreneurial Literacy


• Adding numbers involves combining numbers using a variety of approaches.

• Numbers can be added in strategic ways. • Proficiency with basic facts aids in the computation of

larger numbers.

How do number strategies help in adding? How does the position of a digit affect its value when adding?


Trade your completed work with a partner. Evaluate your partner's work and provide an explanation for your evaluation.


How does the concept we learned yesterday help us solve problems today?


• 2.NBT.7. Add and subtract within 1,000 using concrete models of drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding and subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

• 2.NBT.8. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.



Vocabulary

• Add 3-digit numbers with and without regrouping.

• Mentally add 10 or 100 to a number from 100-900.

• Subtract money using the dollar and decimal point.

• Use vocabulary cards/word wall. • Utilize journal entries. • Use white boards to add 3-digit

numbers with and without regrouping.

Differentiated Instruction Activities: • Use manipulatives to solve problems. • Macaroni Math- Use various types of

pasta and assign a different value to each. Mix the pasta in a bowl and pick 2 or 3 on a turn. Write and solve an addition problem based on the values of the pasta. Macaroni values can increase to 3-digit.

• Play “Around the World” where students mentally add 10 or 100 to a given number 100-900.

• Play Hangman. The first student writes a problem, the second student asks a question like “Is there a 2 in the top of the first column?” The game ends when the hangman is made or the guesser reconstructs the problem and answer.

• addends • sum • regrouping • dollar sign • decimal point

Resource Materials Assessments • Current textbook materials • Whiteboards and markers • Hundreds, tens, and ones manipulatives • Index cards programmed for “Around the World” • Pasta for macaroni math and a bowl • Touch Math strategies • Envision Topics: 7, 10-4, 11


Technology Integration Related Literature www.eduplace.com http://nlvm.usu.edu/en/nav/vLibrary.html http://www.apples4theteacher.com/ - Ghost Blaster II http://www.dositey.com/2008/addsub/add3dig.htm http://www.coolmath4kids.com/addition/06-addition-

lesson-three-digit-numbers-01.html http://www.math10.com/en/math-

games/games/addition/games-add-the-three-digital- numbers.html

www.khanacademy.org/commoncore/grade-2-NBT www.k-5mathteachingresources.com/2nd-grade-number-

activities.html www.amathsdictionaryforkids.com



http://www.apples4theteacher.com/

http://www.dositey.com/2008/addsub/add3dig.htm

http://www.coolmath4kids.com/addition/06-addition-

http://www.math10.com/en/math-





GRADE: TWO

Unit Title: Subtracting Two-Digit Numbers Time Frame: Second Marking Period

Standard 21st Century Theme • 2.NBT Numbers and Operations in Base Ten • Financial, Economic, Business, and Entrepreneurial

Literacy



• Numbers can be subtracted in strategic ways. • Proficiency with basic facts aids in the computation of larger

numbers.

• How do number strategies aid in subtraction? • How does the position of a number affect its value when

subtracting? Higher Level Questions:

• Trade your completed work with a partner. Evaluate your partner's work and provide an explanation for your evaluation.

• Make up a real world math problem that uses the addition/subtraction strategies learned today. Trade with a partner and solve.

• How does the concept we learned yesterday help us solve problems today?


• 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

• 2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.



Vocabulary

• Subtract 2 digit numbers with and without regrouping.

• Mentally subtract 10 from 100 or a given number 100-900.

• Use vocabulary cards/word wall. • Utilize journal entries. • Read Shark Swimathon and

calculate the subtraction from 75. Differentiated Instruction Activities: • Subtract from 50 or 100 - Roll 2 or 3

dice on a turn and add. Subtract the total from 50 or 100. Partner rolls and does the same. Repeat. First person to reach 0 wins.

• Use manipulatives to subtract. • Difference with a Deck – Use a deck

of cards with the tens, Jacks, Queens, and Kings removed. Face 4 cards up. Use those digits to create 2 sets of 2-digit numbers. Arrange the cards to make a subtraction problem with the lowest difference.

• Play “Around the World” where students mentally subtract10 or 100 to a given number 100-900.

•

• digits • tens • ones • difference • regroup

Resource Materials Assessments • Dice • Deck of Cards • Hundreds, tens, and ones manipulatives • Index Cards programmed with problems for “Around the World” • Touch Math strategies • Envision Topics: 5, 6, 7, 8, 9,


Technology Integration Related Literature www.eduplace.com http://www.quia.com/rr/10279.html http://www.amblesideprimary.com/ambleweb/mentalmaths/subtractiontest.html http://www.kidport.com/grade2/math/NumberSense/G2-M-NS-Sub100.htm http://www.dositey.com/2008/addsub/mystery2S.htm http://www.math-play.com/2nd-grade-math-games.html http://resources.oswego.org/games/ www.khanacademy.org/comoncore/grade-2-NBT www.k-5mathteachingresources.com/2nd-grade-number-activities.html www.amathsdictionaryforkids.com

• Shark Swimathon by Stuart Murphy


http://www.quia.com/rr/10279.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/subtractiontest.html

http://www.kidport.com/grade2/math/NumberSense/G2-M-NS-Sub100.htm

http://www.dositey.com/2008/addsub/mystery2S.htm

http://www.math-play.com/2nd-grade-math-games.html

http://resources.oswego.org/games/

http://www.khanacademy.org/comoncore/grade-2-NBT




GRADE: TWO

Unit Title: Subtracting Three-Digit Numbers Time Frame: Second Marking Period

Standard 21st Century Theme • 2.NBT Numbers and Operations in Base

Ten • Financial, Economic, Business, and Entrepreneurial Literacy



• Numbers can be subtracted in strategic ways. • Proficiency with basic facts aids in the computation of

larger numbers.

How do number strategies aid in subtraction? How does the position of a number affect its value when

subtracting? Higher Level Questions:

Choose one problem that you have solved. Convince me that you solved the problem correctly.


How could you teach a student who was absent about today's lesson?


• 2.NBT.7 Add and subtract within 1000 using concrete models of drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding and subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

• 2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.



Vocabulary

• Subtract 3 digit numbers with and Use vocabulary cards/word wall. Utilize journal entries. Subtract money using dollars and

decimal points on white boards. Differentiated Instruction Activities: Add and subtract hundreds and tens

manipulatives to reinforce memorization.

• Difference with a Deck – Use a deck of cards with the tens, Jacks, Queens, and Kings removed. Face 3 cards up. Use those digits to create the largest 3 digit number and the smallest 3-digit number. Subtract the 2 numbers from each other.

Set up the class into 2 teams and have them line up at the board for a relay race. Each child will get to solve one column. First team done gets a point.

• difference without regrouping.

• Subtract money using the dollar and decimal point.

• regroup • digit • hundreds • tens

• ones • dollar sign • decimal point

Resource Materials Assessments • Current textbook materials • Hundreds and tens manipulatives • Deck of Cards • White boards and markers • Touch Math strategies


Technology Integration Related Literature • www.eduplace.com • http://www.quia.com/mathjourney.cgi • http://www.coolmath4kids.com/subtraction/07-

subtraction-lesson-three-digit-numbers-01.html • http://www2.allentownsd.org/EETT/secondgrade.htm • www.khanacademy.org/commoncore/grade-2-NBT • www.k-5mathteachingresources.com/2nd-grade-number-



http://www.quia.com/mathjourney.cgi

http://www.coolmath4kids.com/subtraction/07-

http://www2.allentownsd.org/EETT/secondgrade.htm





GRADE: TWO

Unit Title: Time Time Frame: Third Marking Period Standard 21st Century Theme

• 2.MD Measurement and Data • Financial, Economic, Business, and Entrepreneurial Literacy


• Time has specific units that can be measured. • Skip counting can aid in telling the time.

Why is telling time important? What tools and units are used to measure time?


How is today's lesson similar to information you learned last year about this particular concept?

What other math can you connect with this? Why? What ideas have you learned before that were useful in

solving today's problems?


• 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes using a.m. and p.m. Unit Learning Targets: The student will be able to….


Vocabulary

• Identify and write time from analog and digital clocks to the hour, half- hour, quarter hour, and five minute intervals.

• Use vocabulary cards/word wall. • Utilize journal entries. • Use individual Judy clocks or white

• minutes • minute hand • hours • hour hand

boards to show time to five minute intervals.

• Students can make paper plate clocks to show given times.

Differentiated Instruction Activities: • Clock manipulatives can be labeled

by 5 minute intervals for those that are having difficulty figuring out the time.

• Guess the Time -Child wears a time on their back. Classmates give hints about the time. Child guesses the time. (ex: “The hour hand is on the 2.”)

• Hula Hoop to the Hour -Bring hoops outside. Students draw in numbers. They trace their arm and hands and cut them out. Teacher says a time and the students use their hands to show the time inside the hoop.

• Play Clock Bingo.

• face • analog • digital

Resource Materials Assessments • Current textbook materials • Hula Hoops • Judy Clocks • White boards • Clock Bingo • Envision Topics: 16


Technology Integration Related Literature • www.eduplace.com • http://nlvm.usu.edu/en/nav/vLibrary.html • http://www.primarygames.com/math/timeclock/index.htm • http://www.free-training-tutorial.com/telling-time-games.htm • http://www.oswego.org/ocsd-

web/games/BangOnTime/clockwordres.html • www.khanacademy.org/commoncore/grade-2-MD • www.k-5mathteachingresources.com/2nd-grade-

measurement-and-data.html • www.amathsdictionaryforkids.com

• Bunny Day: Telling Time from Breakfast to Bed… by Rick Walton

• Ten Minutes Till Bedtime by Peggy Rathmann • Telling Time with Big Mama Cat by Dan Harper • It’s About Time by Stuart J. Murphy and John Speirs



http://www.primarygames.com/math/timeclock/index.htm

http://www.free-training-tutorial.com/telling-time-games.htm

http://www.oswego.org/ocsd-

http://www.khanacademy.org/commoncore/grade-2-MD

http://www.k-5mathteachingresources.com/2nd-grade-



GRADE: TWO

Unit Title: Money Time Frame: Third Marking Period

Standard 21st Century Theme • 2.MD Measurement and Data • Financial, Economic, Business, and Entrepreneurial

Literacy Enduring Understandings: Essential Questions:

• Coins have different values. • Coins can be combined in a variety of ways.

Why is it important to understand the value of coins? How can I represent the same amount of money using

different combinations of coins? What are efficient ways of combining coins?


When could you use this math outside of school? Explain.

Make up a word problem that uses concepts from today's lesson. Trade with a partner and solve.

What are some of the differences between the concept learned today and other math concepts you have learned?


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



Vocabulary

• Develop, count, and compare all coins. • Introduce making change by subtracting

or counting up. • Add and subtract money involving

dollars, quarters, dimes, nickels, and pennies in word problems.

• Use vocabulary cards/word wall. • Utilize journal entries. • Use plastic or real coins to show

values and change. Differentiated Instruction Activities: • An index card with pictures of coins

and their values can be taped to students’ desks if they are having difficulty. Likewise, they can be given a hundred chart to help with skip counting by fives and tens.

• Show various coin combinations for different values. Show the least amount of coins that can be used for a given amount.

• Make a table and check off all possible coin combinations for different values.

• School Store- Students find items at the school store and calculate the change.

• Use newspaper flyers or restaurant menus to add or subtract money.

• Write your own coin riddle. Students trade papers and solve them.

• Play Money Bingo. • Students write money word

• penny • nickel • dime • quarter • dollar • dollar sign • decimal point

problems. Photocopy to create a class book. Students will solve each other’s problems.

Resource Materials Assessments • Current textbook materials • Plastic coins; real coins brought in by students • Enrichment-GEMS~ Coin Count Clues • Games Galore Math Gr.1-3 – Education Center, Inc • Newspaper flyers or restaurant menus • Money Bingo • Touch Math strategies for money • Envision Topics: 13, 14

• Formative assessment • Current textbook/unit test • Daily work • Teacher observation • Journals • Performance-based assessments

Technology Integration Related Literature www.eduplace.com http://nlvm.usu.edu/en/nav/vLibrary.html http://www.canteach.ca/elementary/songspoems70.html http://www.apples4theteacher.com/java/counting/money.html http://justkidsgames.com/play.php?MakingChange Fizz and Martina (Episode 3) www.khanacademy.org/commoncore/grade-2-MD www.k-5mathteachingresourcs.com/2nd-grade-measurement-

and-data.html www.amathsdictionaryforkids.com

• The Go-Around Dollar by Barbara Johnston • Alexander, Who Used to be Rich Last Sunday by

Judith Viorst • Bunny Money by Rosemary Wells • Money, Money Honey Bunny by Marilyn Sadler • A Dollar for Penny by Julie Glass • Pigs Will be Pigs by Amy Axelrod and Sharon

McGinley-Nally • The Price of a Pioneer Journey by Barbara M. Linde • Berenstain Bears’ Trouble with Money by Stan and

Jan Berenstain • A Quarter from the Tooth Fairy by Caren Holtzman • A Chair for My Mother by Vera B, Williams • Quarters by Mary Hill



http://www.canteach.ca/elementary/songspoems70.html

http://www.apples4theteacher.com/java/counting/money.html

http://justkidsgames.com/play.php?MakingChange


http://www.k-5mathteachingresourcs.com/2nd-grade-measurement-



GRADE: TWO

Unit Title: Geometry Time Frame: Third Marking Period Standard 21st Century Theme

• 2.OA Operations and Algebraic Thinking • 2.G Geometry



• Objects can be described and compared using attributes. • Objects can be divided and measured.

How can objects be represented and compared using attributes?

How can objects be divided? Higher Level Questions:

Draw a picture that incorporates the concepts learned today. Choose one problem you have solved. Using a diagram or

picture, prove why your answer is correct. How would you teach a student who was absent about

today's lesson?


• 2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

• 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. [Sizes are compared directly of visually, not compared by measuring.] Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

• 2.G.2 Partition a rectangle into rows and columns of same-sized squares and count to find the total number of them. Unit Learning Targets: The student will be able to….


Vocabulary

• Recognize and draw shapes -such as triangles, • Use vocabulary cards/word wall. • Utilize journal entries. • Have students draw shapes on white

boards or use elastic bands on geoboards.

• Use attribute blocks to classify shapes by color, size, etc. Count the angles.

• Sort everyday objects into groups based on their attributes.

• Count the number of faces of objects found around the room such as an eraser.

• Partition a rectangle into rows and columns of same-sized squares and count to find the total number of them.

• Partition circles and rectangles into two, three, or four equal shares on white boards: describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.

• Recognize that equal shares of identical wholes need not have the same shape.

• triangle quadrilaterals, pentagons, hexagons, and cubes.

• Identify the number of angles in a shape. • Identify the number of faces in a shape. • Find the total number of objects in a rectangular array

with up to 5 rows and columns. • Partition a rectangle into row and columns of same-sized

squares and count the total number of them.

• quadrilateral • pentagon • hexagon • cube • rectangle • angle • face

• Array • Edges • Vertex • Vertices • Base • Cube • Prism • Pyramid

• Use smiley face pieces to make an array.

• Use linking cubes to make an array. • Differentiated Instruction Activities: • Use geoboards, dot paper, or graph

paper to construct shapes. • Use pattern blocks to create designs,

patterns, and shapes; combine shapes to make other shapes (Ex: 2 trapezoids = 1 hexagon).

• Create flat shapes using toothpicks, string, straws, jump ropes. Count the angles in the shapes.

• Use Tangram Puzzle to create shapes and designs.

• Shape Concentration - Match 3 cards, word, picture, and description. Place cards faced down. Try to pick 3 cards that match. Keep cards if it is a match, otherwise turn cards over. Player with the most matches wins. Easier version, use only 2 sets and match up pairs. Identify and cut shapes from newspapers or magazines. Classify the shapes into groups.

• Shape Scavenger Hunt- Take a walk around the school and make a list of different shapes you see inside the

building and outside in nature. • Use Play-doh to make figure models.

Resource Materials Assessments • Current textbook materials • Attribute blocks • Geoboards • Tangram puzzles and pieces • Toothpicks, string, straws, jump ropes • Play-doh • Linking cubes • Newspapers or magazines • Smiley Face Pieces • Cards programmed for Shape Concentration • Envision Topics: 4, 12


Technology Integration Related Literature http://www.gamequarium.com/geometry.html http://www.woodlands-junior.kent.sch.uk/maths/shape.htm#Shapes http://www.harcourtschool.com/activity/space_arrays/ http://www.beaconlearningcenter.com/WebLessons/GroupsOfDogs/default.htm#page0 http://www.beaconlearningcenter.com/WebLessons/GeoCleo/beacon002.htm Easiteach www.khanacademy.org/commoncore/grade-2-G www.k-5mathteachingresources.com/2nd-grade-number-activities.html www.k-5mathteachingresources.com/2nd-grade-geometry.html www.amathsdictionaryforkids.com

• The Greedy Triangle by Marilyn Burns

• Look at Annette by Marion Walter

• The Dot and the Line: A Romance in Lower Mathematics by Norton Juster

• Shapes, Shapes, Shapes by Tana Hoban

• When a Line Bends…A Shape Begins by Rhona Gowler Greene

• Icky Bug Shapes by Jerry

http://www.gamequarium.com/geometry.html

http://www.woodlands-junior.kent.sch.uk/maths/shape.htm#Shapes

http://www.harcourtschool.com/activity/space_arrays/

http://www.beaconlearningcenter.com/WebLessons/GroupsOfDogs/default.htm#page0

http://www.beaconlearningcenter.com/WebLessons/GeoCleo/beacon002.htm

http://www.khanacademy.org/commoncore/grade-2-G


http://www.k-5mathteachingresources.com/2nd-grade-geometry.html


Pallotta • Captain Invincible and the

Space Shapes by Stuart J. Murphy and Remy Simard


GRADE: TWO Unit Title: Fractions Time Frame: Fourth Marking Period

Standard 21st Century Theme • 2.G Geometry • Financial, Economic, Business, and

Entrepreneurial Literacy


• Objects can be described and compared using attributes. • Objects can be divided and measured.

How can objects be represented and compared using attributes?

How can objects be divided? Higher Level Questions:

What manipulatives could you use to help you with today's lesson? Explain how these tools could help you.


Draw a picture that incorporates the concepts learned today.


• 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.



Vocabulary

• Count and write halves, thirds, and fourths. Use vocabulary cards/word wall. Utilize journal entries. Show divided shapes and students

will write the corresponding fraction on white boards.

Differentiated Instruction Strategies: Draw pizza pies to represent

fractions or equivalent fractions. • Fraction Match Game – Use 2 sets

of cards – fractions and visuals to show each. Match the picture with the fraction.

• Use Ed Emberley’s Picture Pie: A Circle Drawing Book and create fraction mice.

• fraction • Recognize wholes written as fractions. • whole • Recognize equal shares of wholes need not have • numerator

the same shapes. • denominator • halves • thirds • fourths

Resource Materials Assessments • 2 Decks of Cards • Whiteboards • Envision Topics: 12


Technology Integration Related Literature • www.eduplace.com • http://nlvm.usu.edu/en/nav/vLibrary.html • http://www.primarygames.com/fractions/start.htm • http://www.softschools.com/math/fractions/games/

• http://www.softschools.com/math/fractions/equivalent_fractions/games/

• www.khanacademy.org/commoncore/grade-2-G

• www.k-5mathteachingresources.com/2nd-grade-geometry.html

• www.amathsdictionaryforkids.com

Give Me Half! by Stuart J. Murphy Ed Emberley's Picture Pie: A Circle Drawing

Book by Edward R Emberley Fraction Action by Loreen Leedy Hershey's Milk Chocolate Fractions Book

by Jerry Pallotta Apple Fractions by Jerry Pallotta and Rob

Bolster Go Fractions by Judith Baver Stamper and

Chris L. Demarest Fraction Fun by David Adler



http://www.primarygames.com/fractions/start.htm

http://www.softschools.com/math/fractions/games/

http://www.softschools.com/math/fractions/equivalent_fractions/games/


http://www.k-5mathteachingresources.com/2nd-grade-geometry.html



GRADE: TWO

Unit Title: Measurement and Data Time Frame: Fourth Marking Period Standard 21st Century Theme



• Objects have distinct attributes that can be measured. • Specific measurement tools can be used depending on the items

being compared. • Diagrams and graphs can aid in the comparison of

measurements.

What are tools of measurement and how are they used? How do you decide which unit of measurement to use? How do units within a measuring system relate to each

other? Higher Level Questions:

Explain why your measurement/answer is reasonable. What other math can you connect with this? Why? When could you use this math outside of school?

Explain. Cumulative Progress Indicator Number(s):

• 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

• 2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements: describe how the two measurements relate to the size of the unit chosen.

• 2.MD.3 Estimate lengths using inches, feet, centimeters, and meters. • 2.MD.4 Measure to determine how much longer one object is than \another, expressing the length difference in terms of a

standard length unit. • 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g.,

by using drawings (such as rulers) and equations with a symbol for the unknown number to represent the problem. • 2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the

numbers 0, 1, 2,…, and represent whole-number sums and differences within 100 on a number line diagram.



Vocabulary

• Measure objects using rulers, yardsticks, meter sticks, and measuring tapes.

• Measure objects twice using different units of measurement.

• Estimate lengths of objects. • Use addition and subtraction within 100 to solve word

problems involving lengths that are given in the same units, e.g., by using drawings (such as rulers) and equations with a symbol for the unknown number to represent the problem.

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

• Use vocabulary cards/word wall. • Utilize journal entries. • Solve word problems involving

lengths that are given in the same units, e.g., by using drawings (such as rulers) and equations with a symbol for the unknown number to represent the problem.

• Use a number line to show whole- number sums and differences of lengths within 100.

• Create a number line on the floor on bulletin board paper and have students physically move spaces or use Easiteach.

• Find length of common objects. • Students can estimate then

measure using different units of measurement and different measurement tools. Estimate the length first (Ex: math book, desk top).

Differentiated Instruction Activities: • Use geoboards to form shapes

with a given perimeter or area.

• ruler • yard stick • meter • measuring tape • unit • Length • Width • Height

• 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurement of the same object. Show the measurement by making a line plot, where the horizontal scale is marked off in whole-number.

• Students who are able to measure easily can measure more items or bigger items and can be buddied up with students having difficulties.

• Students can have a partner trace their outline on butcher paper and they can measure themselves using a variety of units. They can measure the different body parts too.

• Students can grow plants and measure them every few days.

Resource Materials Assessments • Current textbook materials • Rulers, yardsticks, meter sticks, measuring tape • Number line • Geoboards • Butcher paper • Plants • Envision Topics: 8-6, 9-6, 15, 16-4

• Formative assessment • Current textbook/unit test • Daily work • Teacher observation • Journals • Performance-based

assessment

Technology Integration Related Literature • http://www.funbrain.com/measure/index.html • http://www.quia.com/mc/354.html • http://www.compasslearningodyssey.com/sample_act/math_k/grade/subject/mak_04_03_

03.html • http://www.gamequarium.com/measurement.html • http://jmathpage.com/JIMSMeasurementlengthmassvolume.html

• Inch by Inch by Leo Lionni • Inchworm and a Half by

Elinor Pinczes • How Big is a Foot? By Rolf

Myller • Millions to Measure by David

http://www.funbrain.com/measure/index.html

http://www.quia.com/mc/354.html

http://www.compasslearningodyssey.com/sample_act/math_k/grade/subject/mak_04_03_

http://www.gamequarium.com/measurement.html

http://jmathpage.com/JIMSMeasurementlengthmassvolume.html

M. Schwartz and Steven Kellog

• Me and the Measure of Things by Joan Sweeney

• Easiteach • Fizz and Martine (Episode 2) • www.khanacademy.org/commoncore/grade-2-G • www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html • www.amathsdictionaryforkids.com


http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html



GRADE: TWO Unit Title: Graphing Time Frame: Fourth Marking

Period Standard 21st Century Theme



• Data can be organized visually in a variety of ways. • Diagrams and graphs can aid in the comparison of measurements.

How can you collect and organize data?

How can you display data? Higher Level Questions:


What other math can you connect with this? Why?

Choose one problem. Explain why the answer you got is reasonable.


• 2.MD.10 Draw a picture graph and a bar graph (with a single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information represented in a bar graph.



Vocabulary

• Draw a picture graph and a bar graph (with a single-unit scale) to represent a data set with up to four categories.

• Use vocabulary cards/word wall. • bar graph • picture graph

Solve simple put-together, take-apart, and compare problems using information represented in a bar graph.

• Utilize journal entries. • Houghton Mifflin Math Series-

Chapter 4. • Students can survey each other on

their favorite items such as favorite book or game. The teacher can ask questions about the graphs.

• Students can pull 10-20 linking cubes of various colors out of a brown bag and create a bar graph about what they picked.

• Create a bar graph of how many letters are in students’ first names.

• Create a pictograph using Ellison cake cut outs to graph which month students’ birthdays are in.

Differentiated Instruction Activities: • Use Ellison shapes and bulletin board

paper to create class pictographs of students’ interests.

• Use Post-it notes (one per student) and bulletin board paper to create a class bar graph (Ex: of students’ favorite subject).

• Chart and graph the daily weather. • Create a daily graph of what items

classmates buy for lunch.

• data

Resource Materials Assessments

• Current textbook materials • Bulletin board paper • Linking Cubes • Small brown bags • Ellison shapes • Post-its • Envision Topics: 16-3, 16-5, 16-6


Technology Integration Related Literature • http://classroom.jc-schools.net/basic/math-graph.html • http://www.gamequarium.com/data.html • http://www.mrnussbaum.com/coolgraphing.htm • http://www.beaconlearningcenter.com/WebLessons/HowItAllStacksUp/default.htm • http://pbskids.org/cyberchase/games/bargraphs/bargraphs.html • www.khanacademy.org/commoncore/grade-2-MD • www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html • www.amathsdictionaryforkids.com

• Graphs by Bonnie Bader • The Great Graph Contest by

Loreen Leedy • Tiger Math: Leaning to Graph

from a Baby Tiger • Ann Whitehead Nagda • Bar Graphs by Bodach Vijaya

http://classroom.jc-schools.net/basic/math-graph.html

http://www.gamequarium.com/data.html

http://www.mrnussbaum.com/coolgraphing.htm

http://www.beaconlearningcenter.com/WebLessons/HowItAllStacksUp/default.htm

http://pbskids.org/cyberchase/games/bargraphs/bargraphs.html


http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html


ROCKAWAY TOWNSHIP PUBLIC SCHOOLS

Rockaway Township School District Curriculum Appendix

This Appendix is designed as an additional resource for all Rockaway Township School District curricula for the implementation of accommodations and modification for the following sub- groups of students in grade K-8:

• Special Education Students • English Language Learners • At-Risk Students • Gifted and Talented Students • Students with 504 Plans

Special Education Students (Students with an IEP): 1. Implement a “reader response” notebook with notes for family reading once a week. 2. Teach annotation strategies on how to mark-up and highlight text. 3. Provide abundance of praise and positive reinforcement. 4. Provide small group instruction. 5. Provide opportunities for student to verbally express their ideas. 6. Provide study guides 7. Utilize running record assessments to determine independent and instructional reading

levels. 8. Provide peer tutoring 9. Provide index cards with procedures on them. 10. Provide structure time for student to organized classroom materials and storage areas. 11. Encourage student to write with a computer. 12. Implement regular conference with student. 13. Talk with student privately to provide encourage and/or hear concerns. 14. Encourage peer-to-peer tutoring.

English Language Learners: 1. Visual Supports: Post highlights of the lesson prior to teaching. e.g. key vocabulary, main

idea, or picture prompts. For example: The students are learning about the planets orbiting the sun. Print Google images of these facts.

2. Consider alternate responses instead of written responses. e.g. draw a picture of the sun and the plants orbiting. Or, put the story/details in chronological order using sentence strips.

3. Additional time on tests. This gives processing time, and reduces anxiety. 4. Model. Model. Model. Show, don't tell! 'This is how I get my laptop" This is how I log-in."

"This is how we line up for dismissal." Assign a buddy to help when class time is too hectic. Change the buddy frequently so the exposure to English is varied.

5. Reduce level of verbal and written instructions. Keep the directions simple, and if possible post what you want to convey on the Starboard. (Repeat. Repeat. Repeat)

6. TPR (Total Physical Response) Move around the room. This encourages a new perspective and gives students a mental break.

7. Technology makes so many things better and makes translation almost effortless. It is very appealing to student to work on laptops and many programs are multi-lingual. So, the concepts can be understood yet the directions are in a student's native language.

At-Risk Students: 1. Initiate and maintain frequent family contact with regular updates about student progress toward

goals. 2. Implement a “reader response” notebook with notes for family reading once a week. 3. Teach annotation strategies on how to mark-up and highlight text. 4. Provide abundance of praise and positive reinforcement. 5. Provide small group instruction. 6. Provide opportunities for student to verbally express their ideas. 7. Provide study guides. 8. Utilize running record assessments to determine independent and instructional reading levels. 9. Provide peer tutoring. 10. Provide index cards with procedures on them. 11. Provide structure time for student to organized classroom materials and storage areas. 12. Encourage student to write with a computer. 13. Implement regular conference with student. 14. Talk with student privately to provide encourage and/or hear concerns. 15. Encourage peer-to-peer tutoring.

Students with 504 Plans: 1. Provide small group instruction. 2. Provide opportunities for student to verbally express their ideas. 3. Provide study guides 4. Utilize running record assessments to determine independent and instructional reading levels. 5. Provide peer tutoring 6. Provide index cards with procedures on them. 7. Also refer to above.

Gifted and Talented Students: 1. Implement Independent Studies, Passion Projects and/or a Genius Hour where student directs

their exploration of curriculum topic. 2. Create "menus" where students can choose activities from a list based off of Bloom's

Taxonomy. 3. Design project ideas to extend the topic being taught. 4. Use WebQuest’s, websites, Google Classroom for extensions of curriculum. 5. Implement learning centers that allow for higher-level thinking and reflecting about material. 6. On occasion, compact learning which allows for students to move through a specific content area

faster.

ROCKAWAY TOWNSHIP PUBLIC SCHOOLS

Rockaway Township School District Curriculum Appendix

This Appendix is designed as an additional resource for all Rockaway Township School District curricula for the implementation of accommodations and modification for the following sub-groups of students in grade K-8:

• Special Education Students • English Language Learners • At-Risk Students • Gifted and Talented Students • Students with 504 Plans

Special Education Students (Students with an IEP): 1. Implement a “reader response” notebook with notes for family reading once a week. 2. Teach annotation strategies on how to mark-up and highlight text. 3. Provide abundance of praise and positive reinforcement. 4. Provide small group instruction. 5. Provide opportunities for student to verbally express their ideas. 6. Provide study guides 7. Utilize running record assessments to determine independent and instructional reading

levels. 8. Provide peer tutoring 9. Provide index cards with procedures on them. 10. Provide structure time for student to organized classroom materials and storage areas. 11. Encourage student to write with a computer. 12. Implement regular conference with student. 13. Talk with student privately to provide encourage and/or hear concerns. 14. Encourage peer-to-peer tutoring.

English Language Learners: 1. Visual Supports: Post highlights of the lesson prior to teaching. e.g. key vocabulary, main

idea, or picture prompts. For example: The students are learning about the planets orbiting the sun. Print Google images of these facts.

2. Consider alternate responses instead of written responses. e.g. draw a picture of the sun and the plants orbiting. Or, put the story/details in chronological order using sentence strips.

3. Additional time on tests. This gives processing time, and reduces anxiety. 4. Model. Model. Model. Show, don't tell! 'This is how I get my laptop" This is how I log-in."

"This is how we line up for dismissal." Assign a buddy to help when class time is too hectic. Change the buddy frequently so the exposure to English is varied.

5. Reduce level of verbal and written instructions. Keep the directions simple, and if possible post what you want to convey on the Starboard. (Repeat. Repeat. Repeat)

6. TPR (Total Physical Response) Move around the room. This encourages a new perspective and gives students a mental break.

7. Technology makes so many things better and makes translation almost effortless. It is very appealing to student to work on laptops and many programs are multi-lingual. So, the concepts can be understood yet the directions are in a student's native language.

At-Risk Students: 1. Initiate and maintain frequent family contact with regular updates about student progress

toward goals. 2. Implement a “reader response” notebook with notes for family reading once a week. 3. Teach annotation strategies on how to mark-up and highlight text. 4. Provide abundance of praise and positive reinforcement. 5. Provide small group instruction. 6. Provide opportunities for student to verbally express their ideas. 7. Provide study guides. 8. Utilize running record assessments to determine independent and instructional reading

levels. 9. Provide peer tutoring. 10. Provide index cards with procedures on them. 11. Provide structure time for student to organized classroom materials and storage areas. 12. Encourage student to write with a computer. 13. Implement regular conference with student. 14. Talk with student privately to provide encourage and/or hear concerns. 15. Encourage peer-to-peer tutoring.

Students with 504 Plans: 1. Provide small group instruction. 2. Provide opportunities for student to verbally express their ideas. 3. Provide study guides 4. Utilize running record assessments to determine independent and instructional reading

levels. 5. Provide peer tutoring 6. Provide index cards with procedures on them. 7. Also refer to above.

Gifted and Talented Students: 1. Implement Independent Studies, Passion Projects and/or a Genius Hour where student

directs their exploration of curriculum topic. 2. Create "menus" where students can choose activities from a list based off of Bloom's

Taxonomy. 3. Design project ideas to extend the topic being taught. 4. Use WebQuest’s, websites, Google Classroom for extensions of curriculum. 5. Implement learning centers that allow for higher-level thinking and reflecting about material. 6. On occasion, compact learning which allows for students to move through a specific content

area faster.

math - rocktwp.net 2/2 math.pdf · • take a math mad minute. • use bags with people such as...

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