Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 7 Patterns and RulesDay / Lesson / Title/Objective / Focus / CCSS / Guiding Questions
Week of 1/19/16
Day 87 / 7.1 / Patterns in Counting
To review counting by 2s, 5s, and 10s; to extend this to counting by any number n; and to provide experiences with describing patterns that result from counting. / Getting Started: Math Message [2.NBT.2]
Part 1: Focuses on skip-counting and describing the patterns that develop. [2.NBT.2]
Part 2: Math Boxes: [ 7-1↔7-3]; 1 [Foundation]; 2 [2.NBT.5]; 3 [2.OA.4]; 4 [2.MD.8]; 5 [Foundation]; 6 [2.G.3]
Home Link: [2.NBT.2]
Part 3: Readiness, Enrichment, Extra Practice, and ELL Support [2.NBT.2] / SMP5–7;
2.NBT.2
2.NBT.8 / · Ask volunteers to describe the pattern in counts by 2s.*
· What patterns do you notice in counts by 5s? 10s?
· How could you continue the pattern you created on a larger number grid?
· Why do we look for patterns in math?
Day 88 / 7.2 / Extending Complements of 10
To provide experiences with finding complements of 10 and differences between multidigit numbers and higher multiples of 10. / Getting Started: Math Message [2.NBT.5]
Part 1: Focuses on using a calculator to practice skip counting by 10 and introduces the game Hit the Target. [2.NBT.5]
Part 2: Solving Subtraction Problems: [2.NBT.7] Math Boxes: [ 7-2↔7-4]; 1 [2.OA.4]; 2 [2.NBT.6]; 3 [Foundation]; 4 [Foundation]; 5 [2.NBT.7]; 6 [2.G.3]
Home Link: [2.NBT.5, 2.NBT.7]
Part 3: Readiness and Extra Practice [2.NBT.5] / SMP1, 3, 5–8;
2.NBT.5
2.NBT.8
, 2.NBT.7 / · How does knowing the complements of 10 make it easier to solve problems with bigger numbers?
· What are other problems that complements of 10 could help you solve?
· Could you hit the target number in fewer steps if you tried again? How?
· How could you get better at Hit the Target?
Unit 7 Patterns and Rules
Day / Lesson / Title/Objective / Focus / CCSS / Guiding Questions
Day 89 / 7.3 / Mental Arithmetic: A Basketball
Game
To guide children as they build mental arithmetic skills for adding three or more 1-digit and multidigit numbers. / Getting Started: Math Message [2.NBT.6]
Part 1: Introduces the game Basketball Addition to practice solving addition problems. [2.NBT.6, 2.MD.6]
Part 2: Math Boxes: [ 7-3↔7-1]; 1 [Foundation]; 2 [2.NBT.5]; 3 [2.OA.4]; 4 [2.NBT.3]; 5 [Foundation]; 6 [2.G.3]
Home Link: [2.NBT.6]
Part 3: Readiness [2.NBT.6] / SMP1, 2, 4–8;
2.NBT.6, 2.MD.6 / · What are ways to add the team members’ points?
· What mistakes could someone make when adding three or more numbers?
· What could you do to make sure you add multiple numbers accurately?
· What does it mean to be accurate?
Week of 1/25/16
Day 90 / 7.4 / Patterns in Doubles and Halves
To guide children as they practice repeated doubling and halving. / Part 1: Provides practice with repeated doubling and halving and with developing strategies for multiplying and dividing by 2. Work with multiplication and division continues in Lessons 11-4 through 11-9.
Part 2: Game: Hit the Target [2.NBT.5]
Math Boxes: [ 7-4↔7-2]; 1 [2.OA.4]; 2 [2.NBT.6]; 3 [Foundation]; 4 [Foundation]; 5 [2.OA.2]; 6 [2.G.3] / SMP1, 2, 5–8
2.NBT.7 / · How could you use this “What’s My Rule?” table to explain what double and half mean?
· What happens to a number when you keep doubling it?
· What happens to a number when you keep dividing it in half?
· When might you need to double or divide something in half?
DAY 91 / 7.5 / EXPLORATIONS: Exploring Weights, Equal Sharing, and Patterns
To provide experiences with exploring weights in pounds on a bath scale, developing readiness for division, and exploring area and patterns. / Getting Started: Mental Math and Reflexes [2.MD.8]
Part 1: Focuses on exploring weights, solving problems involving sharing money, and making patterns related to area. [2.MD.8]
Part 2: Game: Hit the Target [2.NBT.5]
Math Boxes: [ 7-5↔7-7]; 1 [2.MD.7]; 2 [2.MD.10]; 3 [2.OA.4]; 4 [Foundation]; 5 [2.G.1]; 6 [2.G.3]
Part 3: Readiness [2.MD.8] / SMP1–8;
2.MD.8
2.OA.4 / · How did you estimate the weight of your stack(s) of books?
· How did weighing books in Problems 1–3 help you estimate the weight of your stack(s)?
· How could you get better at estimating weight?
· How did you divide $5 among 4 children? Why does this work? Is it fair?
· How could it be helpful to show all your work on problems like this?
Day 92 / 7.6 / Data Day: Standing Jumps and Arm
Spans
To guide children as they measure length to the dearest centimeter and to the nearest inch. / Getting Started: Math Message [2.MD.2]
Part 1: Focuses on measuring length and recording the data. [2.MD.1, 2.MD.2, 2.MD.4, 2.MD.9]
Part 2: Game: Array Bingo [2.OA.4]
Math Boxes: [ 7-6↔7-8]; 1 [2.MD.8]; 2 [Foundation]; 3 [Maintain]; 4 [2.NBT.3]; 5 [Foundation]; 6 [2.G.3]
Home Link: [2.MD.1, 2.MD.4] / SMP2, 3, 5, 6;
2.MD.1, 2.MD.2,
2.MD.3
2.MD.4, 2.MD.9 / · How do you use the tape measure to measure the jumps to the nearest inch and centimeter?
· What mistakes might someone make when measuring the jumps?
· What does it mean to measure to the nearest inch or centimeter?
· What does it mean to be precise when measuring?
Unit 7 Patterns and Rules
Day / Lesson / Title/Objective / Focus / CCSS / Guiding Questions
DAY 93 / FLEX DAY / ·
Day 94 / 7.7 / Middle Value (Median) of a Set of
Data
To guide children as they sort numerical data and arrange data in ascending or descending order, and as they find the middle value (median) for a set of numerical data. / Getting Started: Mental Math and Reflexes [2.NBT.4]
Part 1: Focuses on sorting data and finding the median. [2.MD.5]
Part 2:
Measuring Objects: [2.MD.4, 2.MD.5]
Math Boxes: [ 7-7↔7-5]; 1 [2.MD.7]; 2 [2.MD.10]; 3 [2.OA.4]; 4 [Foundation]; 5 [2.G.1]; 6 [2.G.3]
Home Link: [2.NBT.4]
Part 3: Readiness [2.NBT.4] / SMP1–7;
2.NBT.4, 2.MD.4,
2.MD.5
2.MD.7 / · How did you determine where to stand on the line?
· Why is it useful to find the median of a set of data?
· What could help you remember new math vocabulary such as median?
Day 95 / 7.8 / Frequency Distributions
To guide children as they make a frequency table, line plot, and bar graph for a set of data; and as they find the median of a set of data. / Part 1: Focuses on organizing and interpreting data in a line plot and bar graph. [2.MD.4, 2.MD.5, 2.MD.9, 2.MD.10]
Part 2:
Game: Soccer Spin [Foundation]
Math Boxes: [ 7-8↔7-6]; 1 [2.MD.8]; 2 [Foundation]; 3 [Maintain]; 4 [2.NBT.3]; 5 [Foundation]; 6 [2.G.3]
Part 3: Enrichment [2.MD.10] / SMP1, 2, 4, 6;
2.MD.4, 2.MD.5,
2.MD.9, 2.MD.10 / · What do the numbers on the line plot represent?
· What other types of data could you represent on a line plot?
· How did you use the line plot to find the median arm span?
· What other questions could you answer with line plot?
Week of 2/1/16
Day 96 / 7.8 / Frequency Distributions
To guide children as they make a frequency table, line plot, and bar graph for a set of data; and as they find the median of a set of data. / Part 1: Focuses on organizing and interpreting data in a line plot and bar graph. [2.MD.4, 2.MD.5, 2.MD.9, 2.MD.10]
Part 2:
Game: Soccer Spin [Foundation]
Math Boxes: [ 7-8↔7-6]; 1 [2.MD.8]; 2 [Foundation]; 3 [Maintain]; 4 [2.NBT.3]; 5 [Foundation]; 6 [2.G.3]
Part 3: Enrichment [2.MD.10] / SMP1, 2, 4, 6;
2.MD.4, 2.MD.5,
2.MD.9, 2.MD.10 / · What do the numbers on the line plot represent?
· What other types of data could you represent on a line plot?
· How did you use the line plot to find the median arm span?
· What other questions could you answer with line plot?
Unit 7 Patterns and Rules
Day / Lesson / Title/Objective / Focus / CCSS / Guiding Questions
Day 97 / 7.9 / Progress Check 7
To assess children’s progress on mathematical content through the end of Unit 7.
UNIT REVIEW / Part 1: Checks children’s progress at the end of Unit 7.
ORAL/SLATE: 1. [2.OA.1] 2. [2.OA.1] 3. [2.OA.1] 4. [2.NBT.5] 5. [2.NBT.5] 6. [2.NBT.5]
Part 2: Math Boxes: [ 7-9↔Unit 8]; 1, 2, 4, 6 [2.G.3]; 3 [2.NBT.7, 2.NBT.9]; 5 [Foundation]
Day 98 / 7.9 / Progress Check 7
To assess children’s progress on mathematical content through the end of Unit 7. / Part 1: Checks children’s progress at the end of Unit 7.
WRITTEN: 1a, b. [2.OA.1] 2. [2.MD.1] 3. [2.NBT.5] 4. [2.G.1] 5. [2.G.1] 6. [2.G.1] 7A [2.NBT.5] 7B, C, D [2.NBT.5, 2.NBT.6] 9. [2.NBT.4] 10. [2.NBT.4] 11. [2.NBT.8] OPEN RESPONSE [2.MD.8]
Part 2: Math Boxes: [ 7-9↔Unit 8]; 1, 2, 4, 6 [2.G.3]; 3 [2.NBT.7, 2.NBT.9]; 5 [Foundation]
Unit 8 Fractions
Day / Lesson / Title/Objective / Focus / CCSS / Guiding Questions
Day 99 / 8.1 / Equal Parts of ONE
To review basic fraction concepts. / Getting Started: Mental Math and Reflexes [2.OA.2]; Math Message [2.G.3]
Part 1: Focuses on dividing shapes into equal parts and writing fractions. [2.G.3]
Part 2: Bamboo Plant Number Stories: [2.MD.5]
Math Boxes: [ 8-1↔8-3]; 1, 3, 5, 6 [Foundation]; 2 [2.G.1]; 4 [2.MD.8]
Home Link: [2.G.3]
Part 3: Enrichment and Extra Practice [2G.3] / SMP1–4, 6;
2.OA.2, 2.MD.5,
2.G.3 / · Is there more than one way to do this?* (fold square into two halves)
· What does the denominator of 3/4 tell you?*
· What does the numerator of 3/4 tell you?*
· What is a fraction?
Week of 2/8/16
Day 100 / 8.2 / EXPLORATIONS: Exploring Fractions, Multiplication and Division, and Volume
To guide children as they explore the link of a fraction amount to the size of the ONE, or whole; to prepare for multiplication and division; and to introduce the concept of volume. / Part 1: Provides practice describing shares of objects, making arrays, and finding volumes. [2.G.3] DELETE
Part 2: Game: Beat the Calculator [2.OA.2]
Math Boxes: [ 8-2↔8-4↔8-6]; 1, 4 [Foundation];
2 [Maintain]; 3 [2.NBT.1b]; 5 [2.MD.1]; 6 [2.G.2] Home Link: [2.G.3]
Part 3: Enrichment [2.G.3] / SMP2, 4–6;
2.OA.2, 2.G.3 / · What does the ONE mean when working with fractions?
· How did you estimate the number of centimeter cubes in your structure?
· Did your estimates get closer as you and your group built more structures? Why or why not?
· When might you estimate the volume of something?
Unit 8 Fractions
Day / Lesson / Title/Objective / Focus / CCSS / Guiding Questions
Day 101 / 8.3 / Collections of Things
To guide children as they use fractions to name parts of collections. / Getting Started: Home Link Follow-Up [2.G.3]
Part 1: Provides practice describing shares of collections.
Part 2: Counting Equal Parts: [2.G.3]
Math Boxes: [ 8-3↔8-1]; 1 [2.G.3]; 2 [2.G.1]; 3, 5, 6 [Foundation]; 4 [2.MD.8] / SMP1, 2, 4–6;
2.G.3
2.MD.8
2.NBT.5 / · What do you know from the problem?
· Do you know how many marbles he gave to Ling and Mike?
· How could you figure out the number of marbles Ling and Mike have?
· Is 1/2 of a collection of objects always the same? Why or why not?
DAY 102 / FLEX DAY / ·
Day 103 / 8.4 / Equivalent Fractions
To provide experiences with the idea that many different fractions can name the same fractional part of a whole. / Part 1: Introduces the concept that different fractions can describe equal amounts in preparation for Lesson 8-5. [2.G.3]
Part 2: Game: Name That Number [2.NBT.3]
Math Boxes: [ 8-4↔8-2↔8-6]; 1 [Foundation]; 2 [Maintain]; 3 [2.NBT.5]; 4 [2.G.3]; 5 [2.MD.1]; 6 [2.G.2]
Home Link: [2.G.3]
Part 3: Readiness [2.G.3] / SMP1, 2, 5–7;
2.G.3
2.NBT.1A, B / · How could you use your picture in Problem 1 to explain why 1/2 and 2/4 are equivalent fractions?
· Do all numbers have many names? Give examples.
·
Day 104 / 8.5 / Equivalent Fractions Using Fraction
Cards
To guide children as they find pairs of equivalent fractions by using region models. / Part 1: Introduces Fraction Cards and the Equivalent Fractions
Game. [2.G.3]
Part 2: Math Boxes: [ 8-5↔8-7]; 1 [2.MD.10]; 2 [Foundation]; 3 [2.NBT.7]; 4 [2.NBT.5]; 5, 6 [2.MD.1]
Home Link: [2.G.3]
Part 3: Enrichment [2.G.3] / SMP1–7;
2.G.3 / · How might a picture help you see that 1/2 and 3/6 are the same amount of a granola bar?
· How can pictures help you understand fractions?
· What do you notice about the all the fractions equivalent to 1/2? (1/2, 2/4, 3/6, 4/8)
· How would this pattern continue with a fraction card divided into 10 equal parts?
Week of 2/16/16
Day 105 / 8.6 / Comparing Fractions
To guide children as they compare fractions by using region models. / Part 1: Focuses on comparing fractions. [2.G.3]
Part 2: Game: Equivalent Fractions Game [Foundation]
Math Boxes: [ 8-6↔8-2↔8-4]; 1, 4 [Foundation]; 2 [Maintain]; 3 [2.NBT.1b]; 5 [2.MD.1]; 6 [2.G.2] / SMP1, 2, 5–8;
2.G.3 / · What was your strategy for sorting your cards?
· Are there any fractions you knew were less than, equal to, or greater than 1/2 without looking at the picture? How did you know?
· Would you sort your cards using the same strategy if you had to do it again? Why or why not?
· How do you use the fraction cards to see whose fraction is greater?
Unit 8 Fractions
Day / Lesson / Title/Objective / Focus / CCSS / Guiding Questions