Mathematics to the “Core”

Mathematics to the “Core”
Grade 2 Instructional Plan
2014-2015
Preparing Students for College and Careers
Seminole County Public Schools
Seminole County Public Schools
2014-2015
K-2 Instructional Framework Writing Committee
School Board of Seminole County
Karen Almond
Dr. Tina Calderone
Amy Lockhart
Dede Schaffner
Superintendent of Schools
Dr. Walt Griffin
Deputy Superintendent of Instructional
Excellence and Equity
Dr. Anna-Marie Cote
Elementary Executive Directors
Dr. Marion Cummings
Dr. Beth Sharpe
Director of Teaching and Learning
Dr. Corbet Wilson
Elementary Curriculum Coordinator
Shawn Harrold
2
Writing Committee
Elementary Math Specialist
Joseph Roicki
Title One Math Coaches
Susan Almon
Hanady Elsayed
Teachers
Lisa Chung
Chris Clayton
Wendy Cronson
Janelle Culverwell
Stephanie Fox
Melissa Harrel
Jacquie Myers
Krista Neeb
Jaclyn Rogers
Alex Shannon
Tracy Shannon
Jan Simpson
Kori Taegel
Stacy Yankelevitz
SCPS Grade 2
Evans Elementary
Forest City Elementary
Bear Lake Elementary
Wicklow Elementary
Evans Elementary
Crystal Lake Elementary
Altamonte Elementary
Lake Orienta Elementary
Carillon Elementary
Wekiva Elementary
Lake Orienta Elementary
Highlands Elementary
Walker Elementary
Bentley Elementary
Department of Teaching and Learning 2014-2015
Rationale for the 2014-2015 Math Instructional Framework
The implementation of the Common Core State Standards in Mathematics requires three important shifts in instructional practice: Focus, Coherence, and Rigor. The
2014-2015 Math Instructional Framework aligns to theses instructional shifts as well as the Mathematics Florida Standards (MAFS) in the following ways:
FOCUS – The instructional plan is organized by Learning Goals based on the major work of the grade. The major work is concepts which demand the most time,
attention, and energy throughout the school year. Learning Goals have been clarified through focus standards (standards that are directly related to the goal)
and connecting standards (standards that may provide additional contexts for working with the focus standards). In addition, focus Standards for Mathematical
Practice have been identified for each Learning Goal.
COHERENCE – Learning Goals contain connections to standards across the content domains. These connections help teachers plan their instruction in such a
way as to provide students opportunities to experience the essential ideas within and across each goal as an interconnected web of ideas. Connecting standards
may be incorporated to support the focus standards. However, these standards need not be assessed until a later time to give students time to work toward
fluency and depth of understanding. Teachers are encouraged to consider addressing the focused content through the connecting content as often as possible.
RIGOR – Each Learning Goal contains an unpacking of the standards involved, as well as notes highlighting the important aspects of the goal. The instructional
plan contains embedded references to resources that can help teachers structure their Math Block aligned to the level of rigor inferred by the standards.
Sample academic scales aligned to specific Learning Goals have also been included to help teachers incorporate a higher level of rigor into instruction.
This document reflects our current thinking related to the intent of the Common Core State Standards for Mathematics and assumes 165 days for instruction, divided
among 13 units. The number of days suggested for each unit assumes 75-minute class periods and is included to convey how instructional time could be balanced across
the year. The units are sequenced in a way that we believe best develops the mathematical content described in the MAFS; however, the order of the standards in any
goal does not imply a sequence of content within that goal. Some standards may be revisited several times during the course; others may be partially addressed in
different units depending on the focus of the unit. It is left to the discretion of the classroom teacher to determine the degree to which specific standards are revisited
throughout the school year.
Throughout each grade level, students should continue to develop proficiency with the eight Standards for Mathematical Practice:
1. Make sense of problems and persevere in solving them.
5. Use appropriate tools strategically.
2. Reason abstractly and quantitatively.
6. Attend to precision.
3. Construct viable arguments and critique the reasoning of others.
7. Look for and make use of structure.
4. Model with mathematics.
8. Look for and express regularity in repeated reasoning.
These practices should become the natural way in which students come to understand and interact with mathematics. While, depending on the content to be
understood or the problem to be solved, any practice can be used, some practices may prove more useful than others. Opportunities for highlighting certain practices
are indicated in each Learning Goal, but this focus should not be interpreted to mean that other practices should be neglected in those units.
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SCPS Grade 2
Department of Teaching and Learning 2014-2015
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SCPS Grade 2
Department of Teaching and Learning 2014-2015
Classroom Management Options for a 75-minute Math Block
Go Math! (1 Lesson = 1 Block)
Component
Timeframe*
1. Engage
2. Teach and Talk
3. Practice
5-10 min.
15-20 min.
40-50 min.
Description**
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4. Summarize
5-10 min.
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Guided Math (1 Lesson > 1 Block)
Component
Timeframe*
1. Warm Up
10-15 min.
Daily
2. Whole Group
Instruction
15-20 min.
Choice
3. Small Group
Instruction
4. Math Workshop
5. Conferencing
6. Assessment
5
45-60 min.
Choice
45-60 min.
Choice
15-20 min.
Daily
Varies
Daily
Marzano Link
Brief homework review
Problem of the Day
Preview problem and materials to be used
Real World Video
Listen and Draw – Primary
Unlock the Problem – Intermediate
Model problem solving strategies using think-alouds to develop automaticity for
problem solving skills
Share and Show – Guided Instruction
Differentiate instruction based on lesson Quick Check
On Your Own – Independent practice while others are in small group lessons or
centers. (Time may not permit for completion of all problems. Be selective. Do not
neglect Problem Solving section.)
Grab and Go activities, technology components, and MTSS/RTI activities can be
completed during independent practice times.
Write Math – Students reflect on lesson’s essential question
Check student understanding of Essential Question
DQ2
DQ3
DQ2
DQ3
DQ2
DQ3
Description**
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Problem of the Day/Number of the Day
Calendar Math
Brief review of previously taught concepts or skills
Activate prior knowledge
Model problem solving strategies using think alouds
Present Math Literature
Conduct class discussion of problem solving strategies
Introduction of problem to be solved
Facilitate student exploration of problems in collaborative groups
Conduct targeted small-group lessons while others work independently or in centers
Provide differentiated tasks for independent or small group work (games, fact work,
investigations, projects, technology)
Meet with students individually to informally assess strengths and weaknesses to
plan future lessons
Formative Assessment – observations, anecdotal evidence, exit slips, probes, etc.
Summative Assessment – Unit checkpoints/quizzes, Unit tests
SCPS Grade 2
DQ2
DQ3
DQ2
DQ3
DQ4
DQ3
DQ4
DQ1
DQ1
DQ3
Department of Teaching and Learning 2014-2015
Classroom Management Options for a 75-minute Math Block
5E Model (1 Lesson > 1 Block)
Component
Timeframe*
1. Engage
10-15 min.
Daily
2. Explore
20-30 min.
Choice
3. Explain
20-30 min.
Daily
4. Extend
30-45 min.
Varies
5. Evaluate
Varies
Daily
Marilyn Burns (1 Lesson > 1 Block)
Component
Timeframe*
1. Introduce
10-15 min.
Daily
2. Explore
20-30 min.
Varies
3. Summarize
20-30 min.
Varies
Description*
Marzano Links
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Introduce a thought-provoking problem
Real World Connections via literature or videos
Conduct a demonstration that causes students to doubt their knowledge
Students solve a problem or construct a model
Teacher observes, listens, and probes student thinking with HOT questions
DQ2
DQ3
DQ4
DQ2
DQ3
DQ4
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Conduct a class discussion where students explain and justify their thinking
Students conjecture and generalize based on their solutions
Use informational texts to deepen student understanding
Students apply concepts learned to new situations (knowledge transfer)
Students use Mathematical Practices to deepen knowledge and practice
fluency
Formative Assessment – exit slips, performance tasks, journal prompts,
presentations, conferences
Summative Assessment – tests, quizzes
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Review concepts that are needed
Pose a part of the problem for students to try
Present the problem to be solved
Discuss and make sure students understand what they are to do
Observe student interaction
Cautiously offer assistance
Provide extensions for students who finish quickly
Have groups share their processes, both strategies and procedures used
Groups present solutions & facilitate a discussion to analyze reasoning
Conjecture and generalize from comparing solutions
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Description**
DQ2
DQ3
DQ3
DQ4
DQ1
DQ3
Marzano Links
DQ2
DQ3
DQ4
DQ2
DQ3
DQ4
DQ2
DQ3
*Time frames are approximate depending on the lesson. Some lessons will require more time in certain areas than others.
**Descriptions provide a menu of suggested activities. All activities do not need to be completed every day.
See Daily Classroom Management page in TE for additional information.
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SCPS Grade 2
Department of Teaching and Learning 2014-2015
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SCPS Grade 2
Department of Teaching and Learning 2014-2015
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SCPS Grade 2
Department of Teaching and Learning 2014-2015
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SCPS Grade 2
Department of Teaching and Learning 2014-2015
2nd Grade
Year at a Glance – 2014-2015
Goal 1:
Students will be able to represent and solve problems involving addition and subtraction. (12 days)
Goal 2:
Students will be able to work with equal groups of objects to gain foundations for multiplication. (10 days)
Goal 3:
Students will understand place value. (20 days)
Goal 4:
Students will be able to reason with shapes and their attributes. (10 days)
Goal 5:
Students will work with time. (5 days)
Goal 6:
Students will work with money. (12 days)
Goal 7:
Students will be able to use place value understanding and properties of operations to
add and subtract. (36 days)
Goal 8:
Students will be able to measure and estimate lengths in standard units. (12 days)
Goal 9:
Students will be able to relate addition and subtraction to length. (7 days)
Goal 10:
Students will represent and interpret data. (7 days)
Goal 11:
Students will be able to place value understanding and properties of operations to add and subtract. (20 days)
Goal 12:
Students will be able to work with equal groups of objects to gain foundations for multiplication. (5 days)
Goal 13:
Students will be able to fluently add and subtract within 20 mentally and within 100 using strategies. (10 days)
Sequence and pacing for learning goals are suggested. It is left to the discretion of the classroom teacher to determine an order and pace that is appropriate for
their students. Additional time has been provided for each goal to provide opportunities for deeper learning and more rigorous work with the content.
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SCPS Grade 2
Department of Teaching and Learning 2014-2015
The remaining 17 days that are color coded for Fluency are flex days. If you need to extend instruction during the year you may pull from
these days, however any unused days should be used for fluency.
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SCPS Grade 2
Department of Teaching and Learning 2014-2015
Topic: Problem Solving with Addition and Subtraction
Suggested Pacing: 12 days
Critical Area 1: Extending Understanding of Base Ten Notation
Domain(s): Operations & Algebraic Thinking; Number & Operations in Base Ten; Measurement & Data
Learning Goal 1: Students will be able to represent and solve problems involving addition and subtraction
Focus Practice Standards:
Comments:
MP.1 – Make sense and persevere in solving
This involves using and analyzing multiple approaches to problem solving (MP.1). Students apply
problems.
their understanding of the structure in the number system to refine addition strategies and
MP.7 – Look for and make use of structure.
develop subtraction strategies (MP.7). Students discover patterns and use this understanding to
MP.8 – Look for and express regularity in
develop computational strategies using numerical reasoning (MP.8).
repeated reasoning.
Focus Standard(s)
Comments/Unpacking
Connecting Standards
MAFS.2.OA.1.1
Note: See Table of Common Addition and Subtraction Situations MAFS.2.OA.1.1, MAFS.2.OA.1.a and
Use addition and subtraction within
to ensure students are interacting with all problem types.
MAFS.2.OA.2.2 Connections:
100 to solve one- and two-step word
problems involving situations of adding MAFS.2.OA.1.1
MAFS.2.NBT.1.3 Read and write
to, taking from, putting together,
Understanding the value of the digits is more than telling the
numbers to 1000 using base-ten
taking apart, and comparing, with
number of tens or hundreds. Second Grade students who truly
numerals, number names, and
unknowns in all positions, e.g., by using understand the position and place value of the digits are also able expanded form.
drawings and equations with a symbol to confidently model the number with some type of visual
for the unknown number to represent representation.
MAFS.2.NBT.2.5 Fluently add and
the problem.
subtract within 100 using strategies
Second Graders extend their work from first grade by applying
based on place value, properties of
the understanding that “100” is the same amount as 10 groups of operations, and/or the relationship
ten as well as 100 ones. This lays the groundwork for the
between addition and subtraction.
structure of the base-ten system in future grades.
They explore the idea that numbers such as 100, 200, 300, etc.,
MAFS.2.NBT.2.6 Add up to four twoare groups of hundreds with zero tens and ones. Students can
digit numbers using strategies based
represent this with both groupable (cubes, links) and pre-grouped on place value and properties of
(base ten blocks) materials.
operations.
MAFS.2.OA.1.a
Students extend work from earlier grades with their
MAFS.2.NBT.2.7 Add and subtract
understanding of the meaning of the equal sign as “the same
within 1000, using concrete models or
amount as” to interpret an equation with an unknown. When
drawings and strategies based on place
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SCPS Grade 2
Department of Teaching and Learning 2014-2015
MAFS.2.OA.1.a
*NEW Standard
Determine the unknown whole
number in an equation relating four or
more whole numbers.
For example, determine the unknown
number that makes the equation true
in the equations 37 + 10 + 10 = ______
+ 18, ? – 6 = 13 – 4, and 15 – 9 = 6 +
____
MAFS.2.OA.2.2
Fluently add and subtract within 20
using mental strategies. By end of
Grade 2, know from memory all sums
of two one-digit numbers.
Core Resources
www.thinkcentral.com
www.CPALMS.com
Go Math:
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given 15-9=6+____, the student might think:
 6 added to a number is the same as 9 subtracted from 15
 I know 15-9=6 and so the unknown number is 0
 I can make a 10 by shifting a 1 from the 6 to the 9, making
the problem 15-10=5+____ so the unknown must be 0
MAFS.2.OA.2.2
Note: Fluency is not the focus of the standard at this time.
However, the standard will be revisited to ensure students are
fluent before the end of the year.
Therefore, work in this standard is ongoing.
This standard builds upon First Grade 1.0A.3.6 Mental Strategies
of counting on, making ten e.g.,
8 + 6 = 8 + 2 + 4 = 10 + 4 = 14, decomposing a number leading to
ten e.g. 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9
Second Graders move beyond counting all to applying various
addition and subtraction strategies in order to fluently add and
subtract within 20.
Examples of various answers for 9 + 5 = ___
Student A: Decomposing a Number-Leading to Ten - I know that 9
and 1 is 10, so I broke 5 into 1 and 4, 9 plus 1 is 10. Then I have to
add 4 more which is 14.
Student B: Counting On - I started at 9 and then counted 5 more.
I landed on 14.
Suggested Resources
Supplementary Resources
value, properties of operations, and/or
the relationship between addition and
subtraction; relate the strategy to a
written method. Understand that in
adding or subtracting three digit
numbers, one adds or subtracts
hundreds and hundreds, tens and tens,
ones and ones; and sometimes it is
necessary to compose or decompose
tens or hundreds.
MAFS.2.NBT.2.9
Explain why addition and subtraction
strategies work, using place value and
the properties of operations.
MAFS.2.MD.2.5: Use addition and
subtraction within 100 to solve word
problems involving lengths that are
given in the same units.
MAFS.2.MD.3.8 Solve one- and twostep word problems involving dollar
bills (singles, fives, tens, twenties, and
hundreds) or coins (quarters, dimes,
nickels, and pennies) using $and ¢
symbols appropriately. Word problems
may involve addition, subtraction, and
equal group situations.
Websites
http://www.learningbox.com/base10/baseTen.
html
http://www.bbc.co.uk/schools/laac/numbers/c
Assessment Resources
Formative Assessments *additional resources
on CPALMS
MAFS.2.OA.1.1 Ten Hut! (Part 2) Subtraction
http://www.CPALMS.org/Public/PreviewResour
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Chapter 3
Lessons 3.1-3.7 (OA.2.2)
Lessons 3.8, 3.9 (OA.1.1)
There are NO 2nd grade Go Math pages that
address NEW standard MAFS.2.OA.1.a.
hi.shtml
http://www.fun4thebrain.com/murb/murb.htm
l
http://www.fun4thebrain.com/murb/murb.htm
l
http://www.xtramath.org
Literature Connections
Mission Addition – Loreen Leedy
Subtraction Action- Loreen Leedy
The Doorbell Rang – Pat Hutchins
Animals on Board – Stuart J. Murphy
Two Ways to Make Ten- Ruby Dee
ceLesson/Preview/41717
MAFS.2.OA.2.2 Amazing Animal Athletes
(addition and subtraction story problems)
http://www.CPALMS.org/Public/PreviewResour
ceLesson/Preview/31344
MAFS.2.OA.1.1 One, Two, Three Problems to
Solve
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/39863
MAFS.2.OA.2.2 Addition Facts from Memory
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/40338
Summative Assessments
During Chapter:
Mid Chapter Checkpoint
After Chapter:
Chapter Review/Test OR Chapter Test
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SCPS Grade 2
Department of Teaching and Learning 2014-2015
Topic: Foundations for Multiplication
Suggested Pacing: 10 days
Critical Area 2: Building Fluency with Addition and Subtraction
Domain(s): Operations & Algebraic Thinking; Number & Operations in Base Ten; Geometry
Learning Goal 2: Students will be able to work with equal groups of objects to gain foundations for multiplication
Focus Practice Standards:
Comments:
MP.4 – Model with mathematics.
MP.6 – Attend to precision.
MP.7 – Look for and make use of structure.
Focus Standard(s)
MAFS.2.OA.3.3
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.
MAFS.2.OA.3.4
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.
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Students model with the objects and write equations to express even and odd numbers (MP.4)
and connect this understanding to the pattern of skip counting by 2’s (MP.7). Composing two‐
dimensional shapes as a collection of rows and as a collection of columns of squares requires
students to be precise in their representations and develop understanding of the structure of
rectangular arrays (MP.6, MP.7).
Comments/Unpacking
Connecting Standards
MAFS.2.OA.3.3
MAFS.2.OA.3.3, MAFS.2.OA.3.4
Example: Is 8 an even number? Prove your answer.
MAFS.2.OA.2.2 Connections:
Student A: I grabbed 8 counters. I paired counters up into
groups of 2. Since I didn’t have any counters left over, I know
MAFS.2.OA.2.2 Fluently add and
that 8 is an even number.
subtract within 20 using mental
Student B: I drew 8 boxes in a rectangle that had
strategies.
two columns. Since every box on the left matches
a box on the right, I know that 8 is even.
MAFS.2.NBT.1.1 Understand that the
Student C: I know that 4 + 4 = 8. Four and four are
three digits of a three-digit number
equal, so the total 8 has to be even.
represent amounts of hundreds, tens,
and ones.
MAFS.2.OA.3.4
Second graders use rectangular arrays to work with repeated
MAFS.2.NBT.2.5 Fluently add and
addition, a building block for multiplication in third grade. A
subtract within 100 using strategies
rectangular array is any arrangement of things in rows and
based on place value, properties of
columns, such as a rectangle of square tiles. Students explore
operations, and/or the relationship
this concept with concrete objects (e.g., counters, bears, square between addition and subtraction.
tiles, etc.) as well as pictorial representations on grid paper or
other drawings and also describe the situation mathematically
MAFS.2.G.1.2
in an equation. Due to the commutative property of addition,
Partition a rectangle into rows and
students can add either the rows or the columns and still arrive columns of same-size squares and
at the same solution.
count to find the total number of them.
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Ex: What is the total number of circles below? Write and
equation to show the solution and explain your answer.
Core Resources
www.thinkcentral.com
www.CPALMS.com
Go Math:
Chapter 1
1.1, 1.2 (OA.3.3)
1.3-1.7 (NBT.1.3)
1.8, 1.9 (NBT.1.2)
Suggested Resources
Supplementary Resources
Websites
http://www.harcourtschool.com/activity/elab2
004/gr4/2.html
http://www.primarygames.com/storybooks/ev
en_odd/start.htm
http://www.mathnook.com/math/skill/evenod
dnumbergames.php
Literature Connections
One Odd Day--and--My Even Day- Doris Fisher
The Odds Get Even!- Pamela Hall
Even Steven and Odd Todd - Kathryn Cristaldi
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SCPS Grade 2
Assessment Resources
Formative Assessments *additional resources
on CPALMS
MAFS.2.OA.3.4 How do you know if a number is
odd or even?
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/40338
MAFS.2.OA.3.3 All Your Penguins in a Row.
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/40805
Summative Assessments
During Chapter:
Mid Chapter Checkpoint
After Chapter:
Chapter Review/Test OR Chapter Test
Department of Teaching and Learning 2014-2015
Topic: Place Value
Suggested Pacing: 20 days
Critical Area 1: Extending Understanding Base Ten Notation
Domain(s): Numbers & Operations in Base Ten; Operations & Algebraic Thinking; Measurement & Data
Learning Goal 3: Students will understand place value.
Focus Practice Standards:
Comments:
MP.3 – Construct viable arguments and critique
the reasoning of others.
MP.7 – Look for and make use of structure.
Students explain their understanding of three-digit numbers by expressing values in different
ways and analyzing other students’ representations and explanations of numbers (MP.3). Making
sense of structure in this unit involves more than just place naming. It involves understanding
that ten tens make a hundred (MP.7).
Focus Standard(s)
Comments/Unpacking
Connecting Standards
MAFS.2.NBT.1.1
MAFS.2.NBT.1.1
MAFS.2.NBT.1.1, MAFS.2.NBT.1.2,
Understand that the three digits of a
Understanding the value of the digits is more than telling the
MAFS.NBT.1.3, MAFS.2.NBT.1.4,
three-digit number represent amounts
number of tens or hundreds. Second Grade students who truly MAFS.2.NBT.2.8 Connections:
of hundreds, tens, and ones; e.g., 706
understand the position and place value of the digits are also
equals 7 hundreds, 0 tens, and 6 ones.
able to confidently model the number with some type of visual MAFS.2.OA.2.2 Fluently add and
Understand the following as special
representation.
subtract within 20 using mental
cases:
Second Graders extend their work from first grade by applying strategies. By end of Grade 2, know from
a. 100 can be thought of as a bundle of
the understanding that “100” is the same amount as 10 groups memory all sums of two one-digit
ten tens — called a “hundred.”
of ten as well as 100 ones. This lays the groundwork for the
numbers.
b. The numbers 100, 200, 300, 400, 500, structure of the base-ten system in future grades.
600, 700, 800, 900 refer to one, two,
They explore the idea that numbers such as 100, 200, 300, etc., MAFS.2.NBT.2.5 Fluently add and
three, four, five, six, seven, eight, or
are groups of hundreds with zero tens and ones. Students can subtract within 100 using strategies
nine hundreds (and 0 tens and 0 ones). represent this with both groupable (cubes, links) and prebased on place value, properties of
grouped (base ten blocks) materials.
operations, and/or the relationship
between addition and subtraction.
Ex: What are the next 3 numbers after 498?
499, 500, 501.
MAFS.2.MD.3.7 Tell and write time from
When you count back from 201, what are the first 3 numbers analog and digital clocks to the nearest
that you say?
five minutes.
200, 199, 198.
MAFS.2.NBT.1.2
MAFS.2.NBT.1.2
MAFS.2.MD.3.8 Solve one- and two-step
Count within 1000; skip-count by 5s,
Second grade students also begin to work towards
word problems involving dollar bills
10s, and 100s.
multiplication concepts as they skip count by 5s, by 10s, and by (singles, fives, tens, twenties, and
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SCPS Grade 2
Department of Teaching and Learning 2014-2015
100s. Although skip counting is not yet true multiplication
“because students don’t keep track of the number of groups
they have counted”, they can explain that when they count by
2s, 5s, and 10s they are counting groups of items with that
amount in each group.
MAFS.2.NBT.1.3
Read and write numbers to 1000 using
base-ten numerals, number names, and
expanded form.
MAFS.2.NBT.1.3
Second graders read, write and represent a number of objects
with a written numeral (number form or standard form). These
representations can include snap cubes, place value (base 10)
blocks, pictorial representations or other concrete materials.
Please be cognizant that when reading and writing whole
numbers, the word “and” should not be used (e.g., 235 is
stated and written as “two hundred thirty-five).
MAFS.2.NBT.1.4
Compare two three-digit numbers
based on meanings of the hundreds,
tens, and ones digits, using >, =, and <
symbols to record the results of
comparisons.
MAFS.2.NBT.1.4
Second Grade students build on the work of 2.NBT.1.1 and
2.NBT.1.3 by examining the amount of hundreds, tens and
ones in each number. When comparing numbers, students
draw on the understanding that 1 hundred (the smallest threedigit number) is actually greater than any amount of tens and
ones represented by a two-digit number. When students truly
understand this concept, it makes sense that one would
compare three-digit numbers by looking at the hundreds place
first.
hundreds) or coins (quarters, dimes,
nickels, and pennies) using $and ¢
symbols appropriately. Word problems
may involve addition, subtraction, and
equal groups situations
Example of Place Value Strategy:
452 has 4 hundreds 5 tens and 2 ones. 455 has 4 hundreds 5
tens and 5 ones. They have the same number of hundreds and
the same number of tens, but 455 has 5 ones and 452 only has
2 ones. 452 is less than 455. 452 < 455
MAFS.2.NBT.2.8
Mentally add 10 or 100 to a given
number 100 – 900, and mentally
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MAFS.2.NBT.2.8
Second Grade students mentally add or subtract either 10 or
100 to any number between 100 and 900. As teachers provide
SCPS Grade 2
Department of Teaching and Learning 2014-2015
subtract 10 or 100 from a given number
100 – 900.
Core Resources
www.thinkcentral.com
www.CPALMS.com
Go Math:
Chapter 2
2.1-2.5 (NBT.1.1)
2.6-2.8 (NBT.1.3)
2.9-2.10 (NBT.2.8)
2.11, 2.12 (NBT.1.4)
ample experiences for students to work with pre-grouped
objects and facilitate discussion, second graders realize that
when one adds or subtracts 10 or 100 that only the tens place
or the digit in the hundreds place changes by 1. As the teacher
facilitates opportunities for patterns to emerge and be
discussed, students notice the patterns and connect the digit
change with the amount changed.
Ex: Within the same hundred - What is 10 more than 218?
Ex: Across hundreds - What is 10 less than 206?
Suggested Resources
Supplementary Resources
Assessment Resources
Websites
Formative Assessments *additional resources
http://www.harcourtschool.com/activity/elab2 on CPALMS
004/gr4/2.html
MAFS.2.NBT.1.3 Can You Write the Number?
http://www.toonuniversity.com/aol/2m_comp. http://www.CPALMS.org/Public/PreviewResour
html
ceAssessment/Preview/41003
http://www.apples4theteacher.com/math/gam MAFS.2.NBT.1.2 Counting by Tens and
es/1000-number-chart-10.html
Hundreds within 1000.
http://www.toonuniversity.com/flash.asp?err= http://www.CPALMS.org/Public/PreviewResour
496&engine=5
ceAssessment/Preview/39660
MAFS.2NBT.1.3 Reading Numerals to 1000
Literature Connections
http://www.CPALMS.org/Public/PreviewResour
One Hungry Cat- Joanne Rocklin
ceAssessment/Preview/40272
Equal Shmequal - Virginia L. Kroll
MAFS.2.NBT.2.8 Inequalities using Symbols
Grapes of Math - Greg Tang
http://www.CPALMS.org/Public/PreviewResour
Subtraction Action- Loreen Leedy
ceAssessment/Preview/45930
Elevator Magic- Stuart J. Murphy
MAFS.2.NBT.2.8 Add 100 Mentally
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/46262
Summative Assessments
During Chapter:
Mid Chapter Checkpoint
After Chapter:
Chapter Review/Test OR Chapter Test
19
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Topic: Shapes
Suggested Pacing: 10 days
Critical Area 4: Describing and Analyzing Shapes
Domain(s): Geometry; Measurement & Data; Operations & Algebraic Thinking
Learning Goal 4: Students will be able to reason with shapes and their attributes
Focus Practice Standards:
Comments:
MP.2 – Reason abstractly and quantitatively.
MP.3 – Construct viable arguments and critique the
reasoning of others.
Focus Standard(s)
MAFS.2.G.1.1
Recognize and draw shapes having
specified attributes, such as a given
number of angles or a given number
of equal faces. Identify triangles,
quadrilaterals, pentagons, hexagons,
and cubes.
MAFS.2.G.1.2
Partition a rectangle into rows and
columns of same-size squares and
count to find the total number of
them.
MAFS.2.G.1.3
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
20
Students make sense of spatial quantities and their relationships when partitioning
shapes— in particular, understanding that equal shares of a geometric figure may not be
congruent shapes (MP.2). Constructing arguments is critical to developing an
understanding of defining attributes and reasoning about equal shares (MP.3).
Comments/Unpacking
Connecting Standards
MAFS.2.G.1.1
MAFS.2.G.1.2 connections:
Students should be able to identify (recognize) and draw shapes
MAFS.2.OA.3.4
based on a given set of attributes. These include triangles,
Use addition to find the total number
quadrilaterals (squares, rectangles and trapezoids), pentagons,
of objects arranged in rectangular
hexagons, and cubes.
arrays with up to 5 rows and up to 5
Ex: Draw a closed shape that has five sides. What is the name of
columns; write an equation to express
this shape?
the total as a sum of equal addends.
Possible Response: I drew a shape with 5 sides. It is called a
pentagon.
MAFS.2.G.1.3 connections:
MAFS.2.MD.3.7
MAFS.2.G.1.2 Students will partition a rectangle into squares and
Tell and write time from analog and
then determine the total number of squares. This relates to the
digital clocks to the nearest five
standard 2.OA.3.4 where students are arranging objects in an array minutes.
of rows and columns.
(Due to half past and quarter past
MAFS.2.G.1.3 Example: Split or partition the rectangle into 2 rows
language.)
and 4 columns. How many small squares did you make?
Students will partition (split) circles and rectangles into 2, 3 or 4
equal shares. Students should be given ample experiences to
explore this concept. Students should also work with the
vocabulary terms halves, thirds, half of, third of, and fourth (or
quarter) of. Teachers should help them to make the connection
that a “whole” is composed of two halves, three thirds or four
fourths.
SCPS Grade 2
Department of Teaching and Learning 2014-2015
halves, three thirds, four fourths.
Recognize that equal shares of
identical wholes need not have the
same shape.
Ex: Students will divide rectangles into fourths, different ways.
Core Resources
CPALMS
ThinkCentral
Go Math Chapter 11
Lesson 1-5 (2.G.1.1)
Lesson 6 (2.G.1.2)
Lesson 7-10 (2.G.1.3)
*Lessons 7, 8, and 9 are prerequisite for telling
time to the half and quarter hour.
Suggested Resources
Supplementary Resources
Websites
http://illuminations.nctm.org/LessonDetail.aspx
?id=L166
http://www.visualfractions.com/Games.htm
http://classroom.jc-schools.net/basic/mathfract.html
http://jmathpage.com/JIMSFunpage.html
Literature Connections
YouTube “Give Me Half” – Stuart J. Murphy
YouTube “The Greedy Triangle”- Marilyn Burns
YouTube “Captain Invincible and the Space
Shapes – Stuart J. Murphy
YouTube “The Doorbell Rang” – Pat Hutchins
A Cloak for the Dreamer – Aileen Friedman
21
SCPS Grade 2
Assessment Resources
FORMATIVE- MFAS Formative Assessment
2.G.1.1 Three Sided Figures (formative
assessments also available for 4 sided and 5
sided figures through MFAS)
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/46466
2.G.1.2 Complete the Rectangle (others
available through MFAS)
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/46273
2.G.1.3 Halves, Thirds, Fourths (others available
through MFAS)
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/46461
SUMMATIVEDuring Chapter: Mid Chapter Checkpoint
After Chapter: Chapter Review/Test OR Chapter
Test
Department of Teaching and Learning 2014-2015
Topic: Time
Suggested Pacing: 5 days
Critical Area 3: Using Standard Units of Measure
Domain(s): Measurement & Data; Number & Operations in Base Ten
Learning Goal 5: Students will work with time
Focus Practice Standards:
Comments:
MP.6 – Attend to precision.
MP.7 – Look for and make use of structure.
Focus Standard(s)
MAFS.2.MD.3.7
Tell and write time from analog and
digital clocks to the nearest five
minutes.
Students will precisely communicate their understanding by using appropriate vocabulary terms such
as specifying half past and quarter past. (MP.6) Students notice the pattern in skip counting and
apply this understanding to time (MP.7).
Comments/Unpacking
Connecting Standards
MAFS.2.MD.3.7
MAFS.2.MD.3.7 connection:
Students tell (orally and in writing) the time after reading analog MAFS.2.NBT.1.2 Count within 1000;
and digital clocks. Time should be told in 5 minute intervals.
skip-count by 5s, 10s, and 100s.
Teachers should help students make the connection between
skip counting by 5’s, telling time on an analog clock.
Note: AM and PM is no longer addressed in 2nd grade.
Important Note: Due to half past and quarter past language
used, partitioning of circles into halves and quarters will be
taught prior to this standard.
Suggested Resources
Core Resources
Supplementary Resources
Assessment Resources
CPALMS
FORMATIVE- MFAS Formative Assessment
ThinkCentral
Websites
(others available through MFAS)
Go Math Chapter 7
http://classroom.jc-schools.net/basic/math2.MD.3.7Tell Time
Lesson 8-10 (2.MD.3.7)
time.html
http://www.CPALMS.org/Public/PreviewResour
*Lessons 8 and 10 telling time to the half and
ceAssessment/Preview/46466
quarter hour) should be connected to previous
http://www.primarygames.com/time/start.htm
Chapter 11 Lessons 7, 8, and 9.
http://www.oswego.org/ocsdSUMMATIVEweb/games/StopTheClock/sthec1.html
During Chapter: Mid Chapter Checkpoint
*Lesson 11 should be disregarded due to the
After Chapter: Chapter Review/Test or Chapter
change in standard that states 2nd grade does
Literature Connections
Test
not have to master AM and PM.
Cluck O’Clock - Kes Gray
22
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Me Counting Time- Joan Sweeney
Game Time- Stuart J. Murphy
YouTube Lemonade For Sale- Stuart J. Murphy
23
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Topic: Money
Suggested Pacing: 12 days
Critical Area 3: Using Standard Units of Measure
Domain(s): Measurement & Data; Measurement & Data; Operations & Algebraic Thinking
Learning Goal 6: Students will work with money
Focus Practice Standards:
Comments:
MP.2 – Reason abstractly and
quantitatively.
MP.4 – Model with mathematics.
Focus Standard(s)
MAFS.2.MD.3.8
*Amended Standard
Solve one- and two-step word
problems involving dollar bills (singles,
fives, tens, twenties, and hundreds) or
coins (quarters, dimes, nickels, and
pennies) using $and ¢ symbols
appropriately. Word problems may
involve addition, subtraction, and
equal groups situations.
Students make sense of quantities and their relationships to coin and dollar values (MP.2) and represent
problem situations with drawings of coins and bills (MP.4).
Comments/Unpacking
Note: See Table of Common Addition and Subtraction
Situations to ensure students are interacting with all problem
types.
MAFS.2.MD.3.8 Students should solve word problems involving
either dollars or cents. Since students have not been introduced
to decimals, problems should focus on whole dollar amounts or
cents.
Examples:
cents?
Example: The cash register shows that
the total for your purchase is 59¢. You
gave the cashier three quarters. How
much change should you receive from
the cashier?
a. Identify the value of coins and paper
currency.
b. Compute the value of any
combination of coins within one dollar.
c. Compute the value of any
combinations of dollars (e.g., If you
have three ten-dollar bills, one fivedollar bill, and two one-dollar bills,
24
12 dollars?
Clarification: Work with this standard does not involve students
writing money values using decimals. Students may compute the
value of combinations of bills and coins as long as the value of
the coins is equal to a whole dollar amount. Students are not
expected to know the decimal notation for money until 4th grade
(4.NF.3.6).
SCPS Grade 2
Connecting Standards
MAFS.2.MD.3.8 connections:
MAFS.2.OA.1.1 Use addition and
subtraction within 100 to solve oneand two-step word problems involving
situations of adding to, taking from,
putting together, taking apart, and
comparing, with unknowns in all
positions
MAFS.2.OA.2.2 Fluently add and
subtract within 20 using mental
strategies. By end of Grade 2, know
from memory all sums of two one-digit
numbers.
MAFS.2.NBT.1.2 Count within 1000;
skip-count by 5s, 10s, and 100s.
MAFS.2.NBT.1.4 Compare two threedigit numbers based on meanings of the
hundreds, tens, and ones digits, using >,
=, and < symbols to record the results of
comparisons.
Department of Teaching and Learning 2014-2015
how much money do you have?).
d. Relate the value of pennies, nickels,
dimes, and quarters to other coins and
to the dollar (e.g., There are five
nickels in one quarter. There are two
nickels in one dime. There are two and
a half dimes in one quarter. There are
twenty nickels in one dollar).
Core Resources
CPALMS
ThinkCentral
Go Math
Lesson 1-7(2.MD.3.8)
*Lesson 6 and 7 should be disregarded due to
the change in standard that states 2nd grade
does not have to master decimals.
25
MAFS.2.NBT.2.5 Fluently add and
subtract within 100 using strategies
based on place value, properties of
operations, and/or the relationship
between addition and subtraction.
MAFS.2.NBT.2.9
Explain why addition and subtraction
strategies work, using place value and
the properties of operations.
Suggested Resources
Supplementary Resources
Websites
http://www.mathfactcafe.com/money/default.
aspx
http://mrnussbaum.com/cashout/
Literature Connections
SMART by Shel Silverstien
Alexander, Who Used To Be Rich Last Sunday by
Judith Viorst
SCPS Grade 2
Assessment Resources
FORMATIVE- MFAS Formative Assessment
(others available through MFAS)
2.MD.3.8 50 Cents Is Your Change
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/42677
(Don’t use Buying Two Items on MFAS, as it
assesses a combination of dollars and cents).
SUMMATIVEDuring Chapter: Mid Chapter Checkpoint
After Chapter: Chapter Review/Test OR Chapter
Test
Department of Teaching and Learning 2014-2015
Topic: Strategies for Addition and Subtraction
Suggested Pacing: 36 days
Critical Area 2: Building Fluency with Addition and Subtraction
Domain(s): Number and Operation in Base Ten
Learning Goal 7: Students will be able to use place value understanding and properties of operations to add and subtract.
Focus Practice Standards:
Comments:
MP.1 – Make sense and persevere in
This involves using and analyzing multiple approaches to problem solving (MP.1). Students apply their
solving problems.
understanding of the structure in the number system to refine addition strategies and develop
MP.7 – Look for and make use of structure. subtraction strategies (MP.7). Students discover patterns and use this understanding to develop
MP.8 – Look for and express regularity in
computational strategies using numerical reasoning (MP.8).
repeated reasoning.
Focus Standard(s)
Comments/Unpacking
Connecting Standards
MAFS.2.NBT.2.5
MAFS.2.NBT.2.5
MAFS.2.NBT.2.5 , MAFS.2.NBT.2.6 and
Fluently add and subtract within 100
Note: Fluency is not the focus of the standard at this time.
MAFS.2.NBT.2.9 connections:
using strategies based on place value, However, the standard will be revisited to ensure students are
properties of operations, and/or the
fluent before the end of the year.
MAFS.2.OA.1.1 Use addition and
relationship between addition and
Therefore, work in this standard is ongoing.
subtraction within 100 to solve one- and
subtraction.
two-step word problems involving
There are various strategies that Second Grade students
situations of adding to, taking from,
understand and use when adding and subtracting within 100
putting together, taking apart, and
(such as those listed in the standard). By using various
comparing, with unknowns in all positions
strategies that make sense to the student, the student begins to
internalize facts, thus becoming fluent. Strategies may include:
MAFS.2.OA.2.2 Fluently add and subtract
Place Value, Decomposing into Ten, and Commutative Property. within 20 using mental strategies. By end
MAFS.2.NBT.2.6
of Grade 2, know from memory all sums
Second Grade students add a string of two-digit numbers (up to of two one-digit numbers
four numbers) by applying place value strategies and properties
of operations. Strategies may include: Associative Property,
MAFS.2.NBT.1.1 Understand that the
MAFS.2.NBT.2.6
Place Value Strategies, and Place Value Strategies and
three digits of a three-digit number
Add up to four two-digit numbers
Associative Property combined.
represent amounts of hundreds, tens,
using strategies based on place value
and ones; e.g., 706 equals 7 hundreds, 0
and properties of operations.
MAFS.2.NBT.2.9
tens, and 6 ones.
Once students have had an opportunity to solve a problem, the
teacher provides time for students to discuss their strategies
26
SCPS Grade 2
Department of Teaching and Learning 2014-2015
and explain why they did or didn’t work.
Ex: There are 36 birds in the park. 25 more birds arrive. How
many birds are there? Solve the problem and show your work.
MAFS.2.NBT.2.9
Possible answer: “I broke 36 and 25 into tens and ones
Explain why addition and subtraction
30 + 6 + 20 + 5. I can change the order of my numbers, since it
strategies work, using place value and doesn’t change any amounts, so I added 30 + 20 and got 50.
the properties of operations.
Then, I added 5 and 5 to make 10 and added it to the 50. So, 50
and 10 more is 60. I added the one that was left over and got on
6 to get 61. So there are 61 birds in the park.”
Suggested Resources
Core Resources
Supplementary Resources
Assessment Resources
www.thinkcentral.com
Websites
Formative Assessments *additional resources
www.CPALMS.com
http://www.harcourtschool.com/activity/elab2 on CPALMS
004/gr4/2.html
MAFS.2.NBT.2.5 Adding within 100 using Place
Go Math:
http://www.toonuniversity.com/aol/2m_comp. Value
Chapter 4
html
http://www.CPALMS.org/Public/PreviewResour
Lessons 4.1-4.5 (NBT.2.6)
http://www.apples4theteacher.com/math/gam ceAssessment/Preview/41079
Lessons 4.11, 4.12 (NBT.2.9)
es/1000-number-chart-10.html
MAFS.2.NBT.2.6 Explaining the Standard
Lesson 4.4 (NBT.2.5)
http://www.toonuniversity.com/flash.asp?err= Algorithm for Subtraction
Lessons 4.6-4.8 (NBT.2.5)
496&engine=5
http://www.CPALMS.org/Public/PreviewResour
Lessons 4.9, 4.10 (OA.1.1)
ceAssessment/Preview/42331
Literature Connections
Chapter 5
One Hungry Cat- Joanne Rocklin
Summative Assessments
Lessons 5.1-5.8 (NBT.2.5)
Equal Shmequal - Virginia L. Kroll
During Chapter:
Lesson 5.3 (NBT.2.9)
Grapes of Math - Greg Tang
Mid Chapter Checkpoint
Lessons 5.9-5.11 (OA.1.1)
Subtraction Action- Loreen Leedy
After Chapter:
Elevator Magic- Stuart J. Murphy
Chapter Review/Test OR Chapter Test
nd
There are NO 2 grade Go Math pages that
address NEW standard MAFS.2.OA.1.a.
27
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Topic: Measuring Length
Suggested Pacing: 12 days
Critical Area 3: Using Standard Units of Measure
Domain(s): Measurement & Data; Operations & Algebraic Thinking
Learning Goal 8: Students will be able to measure and estimate lengths in standard units
Focus Practice Standards:
Comments:
MP.2 – Reason abstractly and quantitatively.
MP.3 – Construct viable arguments and
critique the reasoning of others.
MP.5 – Use appropriate tools strategically.
Focus Standard(s)
MAFS.2.MD.1.1
*Amended
Standard
Measure the length of an object to the
nearest inch, foot, yard*, centimeter, or
meter by selecting and using appropriate
tools such as rulers, yardsticks, meter
sticks, and measuring tapes.
MAFS.2.MD.1.2
*Amended Standard
28
In order to formulate accurate estimations students must have a coherent representation of the
problem and consider the units involved (MP.2). Students explain their thinking and analyze others’
arguments regarding both the validity of their estimate and how and why they used particular tools
(MP.3, MP.5). Selecting and using tools that measure standard units is new for students. Students
become familiar with available tools and recognize the strengths and weaknesses of these tools in
order to make their own decisions about when and why certain tools are useful (MP.5).
Comments/Unpacking
Connecting Standards
MAFS.2.MD.1.1
MAFS.2.MD.1.1, MAFS.2.MD.1.2,
Students should have ample experiences choosing objects
MAFS.2.MD.1.3, MAFS.2.MD.1.4
identifying the appropriate tool and unit, and then
connections:
measuring the object. This requires having multiple
measuring tools available and allowing students to
MAFS.2.OA.2.2
determine which appropriate tool and units to use.
Fluently add and subtract within 20 using
As teachers provide rich tasks that ask students to perform mental strategies. By end of Grade 2,
real measurements, these foundational understandings of
know from memory all sums of two onemeasurement are developed:
digit numbers.
• Understand that larger units (e.g., yard) can be subdivided
into equivalent units (e.g., inches) (partition).
• Understand that the same object or many objects of the
same size such as paper clips can be repeatedly used to
determine the length of an object (iteration).
• Understand the relationship between the size of a unit and
the number of units needed (compensatory principal). Thus,
the smaller the unit, the more units it will take to measure
the selected attribute.
MAFS.2.MD.1.2
A student measures the length of his/her desk first in feet
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Describe the inverse relationship
between the size of a unit and number of
units needed to measure a given object.
Example: Suppose the perimeter of a
room is lined with one-foot rulers. Now,
suppose we want to line it with
yardsticks instead of rulers. Will we need
more or fewer yardsticks than rulers to
do the job? Explain your answer.
and then in inches. Ask students to explain what they notice
about the two measurements (orally and/or written).
Students should explore the idea that using smaller units of
measurement will result in a greater total number of units.
MAFS.2.MD.1.3
*Amended Standard
Estimate lengths using units of inches,
feet, yards, centimeters, and meters.
MAFS.2.MD.1.3
Second Grade students estimate lengths of objects using
inches, feet, yards, centimeters, and meters prior to
measuring. Estimation helps the students focus on the
attribute being measured and the measuring process. As
students estimate, the student has to consider the size of the
unit- helping them to become more familiar with the unit
size.
In addition, estimation also creates a problem to be solved
rather than a task to be completed. Once a student has
made an estimate, the student then measures the object and
reflects on the accuracy of the estimate made and considers
this information for the next measurement. To connect to
MAFS.2.MD.1.2, ask students to predict and explain if the
measure would change if they used a difference unit of
measure.
MAFS.2.MD.1.4
Measure to determine how much longer
one object is than another, expressing
the length difference in terms of a
standard length unit.
MAFS.2.MD.1.4
Second Grade students determine the difference in length
between two objects by using the same tool and unit to
measure both objects. Students choose two objects to
measure, identify an appropriate tool and unit, measure
both objects, and then determine the differences in lengths
using any problem solving strategies.
29
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Core Resources
Suggested Resources
Supplementary Resources
Assessment Resources
CPALMS
Websites
Formative Assessment
ThinkCentral 8 and 9
http://illuminations.nctm.org/LessonDetail.aspx MAFS.2.MD.1.1 Measuring Inches and
Go Math Chapter
?ID=L174
Centimeters MFAS
Lesson 8.1, 8.2, 8.4, 8.8 AND 9.1, 9.3 (2.MD.1.1) http://illuminations.nctm.org/LessonDetail.aspx http://www.CPALMS.org/Public/PreviewResour
Lesson 8.6 & 9.5 (2.MD.1.2)
?id=L635
ceAssessment/Preview/43590
Lesson 8.3, 8.7 & 9.2, 9.6 (2.MD.1.3)
http://harcourtschool.com/activity/longer_shor MAFS.2.MD.1.2 Feet and Inches
Lesson 9.7 (2.MD.1.4)
ter/
http://www.CPALMS.org/Public/PreviewResour
****Lesson 8.9 addresses Standard MAFS
http://www.funbrain.com/measure/index.html ceAssessment/Preview/44074
2.MD.4.9
MAFS.2.MD.1.3 Estimating in Feet
Literature Connections
http://www.CPALMS.org/Public/PreviewResour
Length - Henry Pluckrose
ceAssessment/Preview/42806
How Big is a Foot? - Rolf Myller
MAFS.2.MD.1.4 How Much Longer?
How Tall, How Short, How Far Away- David
http://www.CPALMS.org/Public/PreviewResour
Adler
ceAssessment/Preview/46015
Millions to Measure- David Schwartz
MAFS.2.MD.4.10 Features of our Shirts
Counting on Frank- Rod Clement
http://www.CPALMS.org/Public/PreviewResour
Twelve Snails and One Lizard- Susan Hightower ceAssessment/Preview/42540
Inch By Inch- Leo Lionni
30
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Topic: Adding and Subtracting in Measurement
Suggested Pacing: 7 days
Critical Area 3: Using Standard Units of Measure
Domain(s): Measurement & Data; Operations & Algebraic Thinking; Number & Operations in Base Ten
Learning Goal 9: Students will be able to relate addition and subtraction to length
Focus Practice Standards:
Comments:
MP.5 – Use appropriate tools strategically.
Students are using tools strategically as they represent whole numbers as lengths on number line
MP.6 – Attend to precision.
diagrams (MP.5). Students label the number line precisely (MP.6) and look for number patterns and
MP.7 – Look for and make use of structure.
relationships to develop computational strategies (MP.7).
Focus Standard(s)
Comments/Unpacking
Connecting Standards
MAFS.2.MD.2.5
Note: See Table of Common Addition and Subtraction Situations
MAFS.2.MD.2.5 connections:
Use addition and subtraction within
to ensure students are interacting with all problem types.
100 to solve word problems involving
MAFS.2.MD.1.1 Measure the length
lengths that are given in the same
MAFS.2.MD.2.5
of an object to the nearest inch, foot,
units, e.g., by using drawings (such as Ex: In P.E. class Kate jumped 14 inches. Mary jumped 23 inches.
yard, centimeter, or meter by
drawings of rulers) and equations with How much farther did Mary jump than Kate? Write an equation
selecting and using appropriate tools
a symbol for the unknown number to and then solve the problem.
such as rulers, yardsticks, meter
represent the problem.
Sample response: My equation is 14 + __ = 23 since I thought, “14
sticks, and measuring tapes.
and what makes 23?” I used Unifix cubes. I made a train of 14. Then
I made a train of 23. When I put them side by side, I saw that Kate
MAFS.2.MD.2.6 connections:
would need 9 more cubes to be the same as Mary. So, Mary
jumped 9 more inches than Kate. 14 + 9 = 23.
MAFS.2.OA.1.1 Use addition and
subtraction within 100 to solve oneand two-step word problems
involving situations of adding to,
MAFS.2.MD.2.6 Building upon their experiences with open number taking from, putting together, taking
apart, and comparing, with unknowns
lines, Second Grade students create number lines with evenly
in all positions.
spaced points corresponding to the numbers to solve addition and
MAFS.2.MD.2.6
subtraction problems to 100. They recognize the similarities
Represent whole numbers as lengths
MAFS.2.OA.2.2 Fluently add and
between a number line and a ruler.
from 0 on a number line diagram with Example: There were 27 students on the bus. 19 got off the bus.
subtract within 20 using mental
equally spaced points corresponding
strategies. By end of Grade 2, know
How many students are on the bus?
to the numbers 0, 1, 2,..., and
from memory all sums of two oneStudent A: I used a number line. I started at 27. I broke up 19 into
represent whole-number sums and
10 and 9. That way, I could take a jump of 10. I landed on 17. Then, digit numbers.
31
SCPS Grade 2
Department of Teaching and Learning 2014-2015
differences within 100 on a number
line diagram.
I broke the 9 up into 7 and 2. I took a jump of 7. That got me to 10.
Then I took a jump of 2. That’s 8. So, there are 8 students now on
the bus.
Core Resources
CPALMS
ThinkCentral Chapters 8 and 9
Go Math
Lessons 8.5 & 9.4 (2.MD.2.5)
Lessons 8.5 & 9.4
****Lesson 8.9 addresses Standard MAFS
2.MD.4.9
MAFS.2.NBT.2.9
Explain why addition and subtraction
strategies work, using place value and
the properties of operations.
Suggested Resources
Supplementary Resources
Assessment Resources
Websites
MAFS.2.MD.2.5 Adding Measures
http://illuminations.nctm.org/LessonDetail.aspx http://www.CPALMS.org/Public/PreviewResour
?ID=L174
ceAssessment/Preview/46245
http://illuminations.nctm.org/LessonDetail.aspx
?id=L635
MAFS.2.MD.2.6 Sums on a Number Line
http://harcourtschool.com/activity/longer_shor http://www.CPALMS.org/Public/PreviewResour
ter/
ceAssessment/Preview/42540
http://www.funbrain.com/measure/index.html
Literature Connections
Length - Henry Pluckrose
How Big is a Foot? - Rolf Myller
How Tall, How Short, How Far Away- David
Adler
Millions to Measure- David Schwartz
Counting on Frank- Rod Clement
Twelve Snails and One Lizard- Susan Hightower
Inch By Inch- Leo Lionni
32
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Topic: Representing and Interpreting Data
Suggested Pacing: 7 days
Critical Area 3: Using Standard Units of Measure
Domain(s): Measurement & Data; Operations & Algebraic Thinking; Number & Operations in Base Ten
Learning Goal 10: Students will represent and interpret data
Focus Practice Standards:
Comments:
MP.1 – Make sense and persevere in solving problems.
MP.3 – Construct viable arguments and critique the
reasoning of others.
MP.4 – Model with mathematics.
Focus Standard(s)
MAFS.2.MD.4.10
Draw a picture graph and a bar graph
(with single-unit scale) to represent a
data set with up to four categories.
Solve simple put-together, take-apart,
and compare problems using
information presented in a bar graph.
33
Students analyze patterns and relationships among the quantities involved to make
sense of the situations (MP.1) Through MP.3, students should be expected to explain
why chosen problems are put-together, take-apart, or compare problems. Line plots,
picture graphs, and bar graphs are strong contexts for modeling with mathematics
(MP.4).
Comments/Unpacking
Connecting Standards
Note: See Table of Common Addition and Subtraction
MAFS.2.MD.4.10 connections:
Situations to ensure students are interacting with all problem
types.
MAFS.2.OA.1.1
Use addition and subtraction within 100
MAFS.2.MD.4.10 Students work with categorical data by
to solve one- and two-step word
organizing, representing and interpreting data. Students should problems involving situations of adding
have experiences posing a question with 4 possible responses
to, taking from, putting together, taking
and then work with the data they collect.
apart, and comparing, with unknowns in
Examples:
all positions, e.g., by using drawings and
1. Students pose a question with four possible responses.
equations with a symbol for the unknown
Which is your favorite ice cream flavor: chocolate, vanilla,
number to represent the problem.
strawberry, or cherry?
2. Students collect data by using tallies or another way of
MAFS.2.OA.2.2: Fluently add and
keeping track.
subtract within 20 using mental
3. Students organize data by totaling each category in a chart or strategies. By end of Grade 2, know from
table.
memory all sums of two one-digit
4. Students display their data using a picture graph or bar graph numbers.
using a single unit scale (flavor, number of people).
MAFS.2.NBT.2.5 Fluently add and
Students answer simple problems related to addition and
subtract within 100 using strategies
subtraction that ask them to put together, take apart and to
based on place value, properties of
compare numbers.
operations, and/or the relationship
SCPS Grade 2
Department of Teaching and Learning 2014-2015
between addition and subtraction.
MAFS.2.MD.4.9
Generate measurement data by
measuring lengths of several objects
to the nearest whole unit, or by
making repeated measurements of
the same object. Show the
measurements by making a line plot,
where the horizontal scale is marked
off in whole-number units.
Core Resources
www.thinkcentral.com
www.CPALMS.com
Go Math:
Chapter 10
Lesson 10.1-10.6 (MD.4.10)
Chapter 8
Lesson 8.9 (MD.4.9)
MAFS.2.MD.4.9 Students represent the length of several
objects by making a line plot. Students should estimate lengths
to the nearest whole unit.
Example: Measure objects in your desk to the nearest inch and
display collected data on a line plot. Teacher should allow
students to compare their finding with their peers. Example of a
Line Plot:
Suggested Resources
Supplementary Resources
Websites
http://nces.ed.gov/NCESKIDS/createagraph/def
ault.aspx
http://www.kidsmathgamesonline.com/numbe
rs/mathdata.html
http://www.mathsisfun.com/data/bargraph.html
http://pbskids.org/cyberchase/mathgames/bugs-in-the-system/
http://www.softschools.com/math/data_analys
is/tally_chart/
Saving Seabirds Lesson Plan
http://www.CPALMS.org/Public/PreviewResour
ceLesson/Preview/47132
Insurance for “Ewe” Lesson Plan
http://www.CPALMS.org/Public/PreviewResour
ceLesson/Preview/53053
MAFS.2.MD.2.6: 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.
Assessment Resources
FORMATIVE- MFAS Formative Assessment
2.MD.4.9 Measuring Our Pencils-Part 1 and Part
2
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/46269
2.MD.4.10 Features of our Shirts
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/42540
SUMMATIVEDuring Chapter: Mid Chapter Checkpoint
After Chapter: Chapter Review/Test OR Chapter
Test
Additional Resources for Standard
MAFS.2.MD.4.9
Line Plot: Frogs in Flight
34
SCPS Grade 2
Department of Teaching and Learning 2014-2015
http://www.CPALMS.org/Public/PreviewResour
ceUrl/Preview/31470
If the Shoes Fit….
http://www.CPALMS.org/Public/PreviewResour
ceLesson/Preview/43355
X Marks the Spot!
http://www.CPALMS.org/Public/PreviewResour
ceLesson/Preview/30504
Measuring our Pencils-Part Two
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/46271
35
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Topic: Strategies for Addition and Subtraction
Suggested Pacing: 20 days
Critical Area 2: Building Fluency with Addition and Subtraction
Domain(s): Number & Operations in Base Ten; Operations & Algebraic Thinking
Learning Goal 11: Students will be able to use place value understanding and properties of operations to add and subtract.
Focus Practice Standards:
Comments:
MP.1 – Make sense and persevere in solving
Students are working in problem situations involving more numbers and larger numbers which
problems.
require perseverance and the ability to explain their solution pathway to themselves (MP.1).
MP.8 – Look for and express regularity in
Students are working towards efficiency in solving problems by using more sophisticated strategies
repeated reasoning.
(MP.8).
Focus Standard(s)
Comments/Unpacking
Connecting Standards
MAFS.2.NBT.2.7
Note: See Table of Common Addition and Subtraction
MAFS.2.NBT.2.7 connections:
Add and subtract within 1000, using
Situations to ensure students are interacting with all
concrete models or drawings and
problem types.
MAFS.2.OA.1.1
strategies based on place value,
Use addition and subtraction within 100
properties of operations, and/or the
MAFS.2.NBT.2.7
to solve one- and two-step word
relationship between addition and
Second graders extend the work from MAFS.2.NBT.5 up to
problems involving situations of adding
subtraction; relate the strategy to a
two 3-digit numbers. Students should have ample experiences to, taking from, putting together, taking
written method. Understand that in
using concrete materials and pictorial representations to
apart, and comparing, with unknowns in
adding or subtracting three digit
support conceptual understanding, and relate the
all positions, e.g., by using drawings and
numbers, one adds or subtracts
representations and strategies to a written method. This
equations with a symbol for the
hundreds and hundreds, tens and tens,
standard also references composing and decomposing a ten.
unknown number to represent the
ones and ones; and sometimes it is
Strategies may include: making a 10, making a 100, breaking
problem.
necessary to compose or decompose
apart a 10, an open number line, or creating an easier
tens or hundreds.
problem.
MAFS.2.OA.2.2: Fluently add and
subtract within 20 using mental
strategies. By end of Grade 2, know from
memory all sums of two one-digit
numbers
MAFS.2.NBT.1.1
Understand that the three digits of a
three-digit number represent amounts
of hundreds, tens, and ones; e.g., 706
36
SCPS Grade 2
Department of Teaching and Learning 2014-2015
equals 7 hundreds, 0 tens, and 6 ones.
MAFS.2.NBT.2.5 Fluently add and
subtract within 100 using strategies
based on place value, properties of
operations, and/or the relationship
between addition and subtraction.
MFAS.2.NBT.2.8 Mentally add 10 or 100
to a given number 100-900, and
mentally subtract 10 or 100 from a given
number 100-900.
MAFS.2.NBT.2.9
Explain why addition and subtraction
strategies work, using place value and
the properties of operations.
Core Resources
www.thinkcentral.com
www.CPALMS.com
Go Math:
Chapter 6
Lessons 6.1-6.10 (NBT.2.7)
Suggested Resources
Supplementary Resources
Websites
http://www.harcourtschool.com/activity/elab2
004/gr4/2.html
http://www.toonuniversity.com/aol/2m_comp.
html
http://www.apples4theteacher.com/math/gam
es/1000-number-chart-10.html
http://www.toonuniversity.com/flash.asp?err=
496&engine=5
Literature Connections
One Hungry Cat- Joanne Rocklin
Equal Shmequal - Virginia L. Kroll
Grapes of Math - Greg Tang
Subtraction Action- Loreen Leedy
Elevator Magic- Stuart J. Murphy
37
SCPS Grade 2
Assessment Resources
Formative Assessments *additional resources
on CPALMS
MAFS.2.NBT.2.7 Place Value Strategies for
Subtractions and Addition
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/41083
MAFS.2.NBT.2.7 Adding within 1000
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/41085
MAFS.2.NBT.2.7 Subtracting within 1,000
http://www.CPALMS.org/Public/PreviewResour
ceAssessment/Preview/41086
Summative Assessments
During Chapter:
Mid Chapter Checkpoint
Department of Teaching and Learning 2014-2015
After Chapter:
Chapter Review/Test OR Chapter Test
38
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Topic: Foundations for Multiplication
Suggested Pacing: 5 days
Critical Area 1: Extending Understanding of Base Ten Notation
Domain(s): Operations & Algebraic Thinking; Number & Operations in Base Ten; Geometry
Learning Goal 12: Students will be able to work with equal groups of objects to gain foundations for multiplication
Focus Practice Standards:
Comments:
4. Model with mathematics.
6. Attend to precision.
7. Look for and make use of structure.
Focus Standard(s)
MAFS.2.OA.3.3
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.
MAFS.2.OA.3.4
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.
39
Students model with the objects and write equations to express even and odd numbers (MP.4)
and connect this understanding to the pattern of skip counting by 2’s (MP.7). Students will
precisely communicate their understanding by explaining rationale. (MP.6)
Comments/Unpacking
Connecting Standards
Note: These standards have already been taught, however it
MAFS.2.OA.3.3 and MAFS.2.OA.3.4
should be addressed again in preparation for 3rd grade.
Connections:
MAFS.2.OA.3.3
Example: Is 8 an even number? Prove your answer.
MAFS.2.OA.2.2 Fluently add and
Student A: I grabbed 8 counters. I paired counters up into groups subtract within 20 using mental
of 2. Since I didn’t have any counters left over, I know that 8 is an strategies. By end of Grade 2, know
even number.
from memory all sums of two one-digit
Student B: I drew 8 boxes in a rectangle that had two
numbers.
columns. Since every box on the left matches a box on the right, I
know that 8 is even.
MAFS.2.MD.2.5: Use addition and
Student C: I know that 4 + 4 = 8. Four and four are equal, so the
subtraction within 100 to solve word
total 8 has to be even.
problems involving lengths that are
MAFS.2.OA.3.4
given in the same units
What is the total number of sides in three
pentagons? Write the equation you used to solve the
MAFS.2.NBT.2.9
problem. Explain how you know your answer is
Explain why addition and subtraction
correct.
strategies work, using place value and
the properties of operations.
Use repeated addition to solve this problem. 5 dogs
were in the park, how many legs do they have
altogether? How do you know?
MAFS.2.G.1.2
Partition a rectangle into rows and
Write a word problem that could be solved using
columns of same-size squares and count
repeated addition.
to find the total number of them.
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Core Resources
www.thinkcentral.com
www.CPALMS.com
Go Math
Teacher Edition Chapter 3 *student pages have
already been used however, the standard needs
to be revisited.
Suggested Resources
Supplementary Resources
Websites
http://www.learningbox.com/base10/baseTen.h
tml
http://www.bbc.co.uk/schools/laac/numbers/ch
i.shtml
http://www.fun4thebrain.com/murb/murb.html
http://www.fun4thebrain.com/murb/murb.html
http://www.sumdog.com
http://www.xtramath.org
Literature Connections
Mission Addition – Loreen Leedy
Subtraction Action- Loreen Leedy
The Doorbell Rang – Pat Hutchins
Animals on Board – Stuart J. Murphy
Two Ways to Make Ten- Ruby Dee
40
SCPS Grade 2
Assessment Resources
Formative Assessments *additional resources
on CPALMS
MAFS.2.OA.1.1 Ten Hut! (Part 2) Subtraction
http://www.CPALMS.org/Public/PreviewResourc
eLesson/Preview/41717
MAFS.2.OA.2.2 Amazing Animal Athletes
(addition and subtraction story problems)
http://www.CPALMS.org/Public/PreviewResourc
eLesson/Preview/31344
MAFS.2.OA.1.1 One, Two, Three Problems to
Solve
http://www.CPALMS.org/Public/PreviewResourc
eAssessment/Preview/39863
MAFS.2.OA.2.2 Addition Facts from Memory
http://www.CPALMS.org/Public/PreviewResourc
eAssessment/Preview/40338
Department of Teaching and Learning 2014-2015
Topic: Fluency with Addition and Subtraction
Suggested Pacing: 10 days-remainder of year
Critical Area 2: Building Fluency with Addition and Subtraction
Domain(s): Number and Operation in Base Ten
Learning Goal 13: Students will be able to fluently add and subtract within 20 mentally and within 100 using strategies
Focus Practice Standards:
Comments:
MP.1 – Make sense and persevere in solving Standards of Mathematical Practice have required students to justify their reasoning and explain their
problems.
solution steps (MP.1, MP.7). With ample practice throughout the year, students should be fluent with
MP.7 – Look for and make use of structure.
the various strategies (MP.8).
MP.8 – Look for and express regularity in
repeated reasoning.
Focus Standard(s)
Comments/Unpacking
Connecting Standards
MAFS.2.OA.1.1
Note: See Table of Common Addition and Subtraction Situations to
MAFS.2.NBT.2.5 , MAFS.2.OA.2.2
Use addition and subtraction within
ensure students are interacting with all problem types.
connections:
100 to solve one- and two-step word
problems involving situations of
MAFS.2.NBT.2.5 There are various strategies that Second Grade
MAFS.2.NBT.1.1 Understand that the
adding to, taking from, putting
students understand and use when adding and subtracting within
three digits of a three-digit number
together, taking apart, and
100 (such as those listed in the standard). By using various strategies represent amounts of hundreds, tens,
comparing, with unknowns in all
that make sense to the student, the student begins to internalize
and ones; e.g., 706 equals 7 hundreds,
positions, e.g., by using drawings and facts, thus becoming fluent. Strategies may include: Place Value,
0 tens, and 6 ones.
equations with a symbol for the
Decomposing into Ten, and Commutative Property.
unknown number to represent the
MAFS.2.NBT.2.9
problem.
MAFS.2.OA.2.2
Explain why addition and subtraction
This standard builds upon First Grade 1.0A.3.6 Mental Strategies of
strategies work, using place value and
MAFS.2.NBT.2.5
counting on, making ten e.g.,
the properties of operations.
Fluently add and subtract within 100
8 + 6 = 8 + 2 + 4 = 10 + 4 = 14, decomposing a number leading to ten
using strategies based on place value, e.g. 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9)
properties of operations, and/or the
relationship between addition and
Second Graders move beyond counting all to applying various
subtraction.
addition and subtraction strategies in order to fluently add and
subtract within 20.
MAFS.2.OA.2.2
Examples of various answers for 9 + 5 = ___
Fluently add and subtract within 20
Student A: Decomposing a Number-Leading to Ten - I know that 9
using mental strategies. By end of
and 1 is 10, so I broke 5 into 1 and 4, 9 plus 1 is 10. Then, I have to
41
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Grade 2, know from memory all sums
of two one-digit numbers.
add 4 more which is 14.
Student B: Counting On - I started at 9 and then counted 5 more. I
landed on 14.
Suggested Resources
Core Resources
Supplementary Resources
Assessment Resources
www.thinkcentral.com
Websites
Formative Assessments *additional resources
www.CPALMS.com
http://www.learningbox.com/base10/baseTen.h on CPALMS
tml
MAFS.2.NBT.2.5 Fluently Subtract within 100
Go Math
http://www.bbc.co.uk/schools/laac/numbers/chi http://www.CPALMS.org/Public/PreviewResourc
Teacher Edition Chapter 3 *student pages have
.shtml
eAssessment/Preview/41076
already been used however, the standard needs http://www.fun4thebrain.com/murb/murb.html MAFS.2.NBT.2.5 Using Properties and Place
to be revisited.
http://www.fun4thebrain.com/murb/murb.html Value to Add to Subtract
http://www.sumdog.com
http://www.CPALMS.org/Public/PreviewResourc
http://www.xtramath.org
eAssessment/Preview/41006
MAFS.2.OA.2.2 Addition Facts from Memory
Literature Connections
http://www.CPALMS.org/Public/PreviewResourc
Mission Addition – Loreen Leedy
eAssessment/Preview/40338
Subtraction Action- Loreen Leedy
The Doorbell Rang – Pat Hutchins
Animals on Board – Stuart J. Murphy
Two Ways to Make Ten- Ruby Dee
CPALMS
Let’s Do Some Solving
http://www.CPALMS.org/Public/PreviewResourc
eLesson/Preview/32024
Words and Subtraction
http://www.CPALMS.org/Public/PreviewResourc
eLesson/Preview/30498
Solving a Two-Step Word Problem: Marbles in a
Bag
http://www.CPALMS.org/Public/PreviewResourc
eAssessment/Preview/39821
42
SCPS Grade 2
Department of Teaching and Learning 2014-2015
Success with Stories ProblemAddition/Subtraction
http://www.CPALMS.org/Public/PreviewResourc
eLesson/Preview/46609
Solving a Two-Step Word Problem: Going Fishing
http://www.CPALMS.org/Public/PreviewResourc
eAssessment/Preview/39886
43
SCPS Grade 2
Department of Teaching and Learning 2014-2015
RESOURCES
Standards and Pedagogy
1. Achieve the Core. Student Achievement Partners. Web. www.achievethecore.org
2. Burns, Marilyn. The Way to Math Solutions. Math Solutions Publications, 1992.
3. Conklin, Wendy. Differentiation Strategies for Mathematics. Shell Education, 2004.
4. Mathematics Florida Standards. Florida Department of Education, 2014. http://www.fldoe.org/pdf/mathfs.pdf
5. Marzano, Robert et al. Using Common Core Standards to Enhance Classroom Instruction and Assessment. Marzano
Research laboratory, 2013.
6. Progressions Documents for the Common Core Math Standards. University of Arizona Institute for Mathematics and
Education, 2007. http://ime.math.arizona.edu/progressions/
7. Riccomini, Paul J., and Bradley S. Witzel. Response to Intervention in Math. Corwin, 2010.
8. Rose, D., and Anne Meyer. Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD, 2002.
9. Sammons, Laney. Guided Math: A Framework for Mathematics Instruction. Shell Education, 2010.
10. Sample Curriculum Frameworks Documents. The Charles A. Dana Center at the University of Texas at Austin and Agile
Mind, Inc., 2012. http://www.ccsstoolbox.org/standards_content_mathematics.html
11. Unpacking Standards Documents. Public Schools of North Carolina.
http://www.ncpublicschools.org/acre/standards/common-core-tools/#unmath
12. Van de Walle, John A. Elementary and Middle School Mathematics: Teaching Developmentally. 6th ed. Pearson
Education, Inc., 2007.
Teaching and Learning
1. Go Math! Resources (www.thinkcentral.com)
2. CPALMS Resources (www.floridastandards.org) – requires free account registration
3. Illustrative Mathematics (www.illustrativemathematics.org)
4. NCTM Illuminations (www.illuminations.nctm.org)
5. Learn Zillion (www.learnzillion.com) – requires free account registration
44
SCPS Grade 2
Department of Teaching and Learning 2014-2015

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