# Genesee Valley Central School District Math Curriculum for Second Grade 2014-2015 Genesee Valley Central School District Math Curriculum for Second Grade 2014-2015

Module / Timeline / Indicator Code and Learning Target / Vocabulary / Assessment(s) both
Formal/Informal / Supplemental Resources
Mod #1 / 10 days
9/4- 9/5
Topic A
Lesson 1-2 / 2.OA.1 , 2.OA.2
Foundation of Addition and Subtracting Within 20
• I can make number bonds of 10
• I can make number bonds through 10 with a subtraction focus and apply to one step word problems
number bond
difference
number sentence
operation
subtraction
strategy
sum / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / teacher ten frame cards
personal white boards
student ten frame cards
sprint
rekenrek
hide zero cards
two sided counters
blank ten frame
die
hiding paper
Mod #1 / 10 days
9/8-9/10
Topic B
Lesson 3-5 / 2.OA.1 , 2.OA.2
Mental Strategies for Addition and Subtraction to 20
• I can make a 10 to add within 20
• I can make a 10 to add and subtract within 20
• I can decompose to subtract from a ten when subtraction within 20 and apply to one step word problems
/ decompose / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
two color counters
ten frame card for 10
Student
personal white boards
blank paper
ten frame cards for 8,9,10
two color counters
ten strip
subtracting strip
Mod #1 / 10 days
9/11,9/12,9/15
Topic C
Lessons 6-8 / 2.OA.1, 2.NBT.5
Strategies for Addition and Subtraction Within 100
• I can add and subtract within multiplies of 10
• I can decompose to subtract from a 10 when subtracting within 100 and apply to one step word problems
/ Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Two color counters
Ten frame card for 10
Ten frame cards
Student
Personal white board
Markers
Mod #1 / 10 days
9/16-9/17
End of Mod #1
Assessment / Represent and solve problems involving addition and subtraction.37
2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations 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. (See Glossary, Table 1.)
2.OA.2 Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of grade 2, know from memory all sums of two one-digit numbers.
Use place value understanding and properties of operations to add and subtract.39
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. / End of Module 1 Assessment
Mod # 2 / 12 days
9/18,9/19,9/22
Topic A
Lessons 1-3 / 2.MD.1
• I can connect measurement with physical units by using multiple copies of the same physical unit to measure
• I can use iteration with one physical unit to measure
• I can apply concepts to create unit rulers and measure lengths using unit rulers
/ Endpoint
Overlap
Ruler
Centimeter
Meter
Meter strip
Hash mark
Number line
Estimate
Benchmark
Length
Height
Length unit
Combine
Compare
Difference
Tape diagram / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teachers
2-3 crayons with varying lengths
Baggie with centimeter cubes, 1 long paper clip, 3 linking cubes (joined)
1 crayon
Dry erase maker
1 post it note
1 index card
Pencil
paper
Students
Baggie with 30 or more centimeter cubes
Baggie of used crayons
Two pencil boxes
1 fork
Baggie with centimeter cubes, 1 long paper clip, 3 linking cubes (joined)
1 crayon
Dry erase maker
1 post it note
1 index card
Pencil
paper
1 30 cm long x 5 cm strip of tag board
1 cm cube
Mod # 2 / 12 days
9/23,9/25,9/26
Topic B
Lesson 4-5 / 2.MD.1, 2.MD.3
Measure and Estimate Length Using Different Measurement Tools
• I can measure various objects using cm rulers and meter sticks
• I can develop estimation strategies by applying prior knowledge of length and using mental benchmarks
/ See Above / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Meter stick
Students
Meter stick
Meter tape
1 textbook
1 unsharpened pencil
1 cm cube
Mod #2 / 12 days
9/29,9/30
Topic C
Lesson 6-7 / 2.MD.1, 2.MD.2, 2.MD.4
Measure and Compare Lengths Using Different Length Units
• I can measure and compare lengths using cm and meters
• I can measure and compare lengths using standard metric length units and nonstandard lengths units; relate measurement to unit size
/ See Above / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Student
Cm rulers
Meter strips
Stapler
Two sheets of loose leaf paper per pair
Baggie of 1 straw, 1 new crayon, pink eraser, 1 square post it, 30 paper clips
Mod # 2 / 12 days
10/1-10/3
Topic D
Lessons 8-10 / 2.MD.5, 2.MD.6
Relate Addition and Subtraction to Length
• I can solve addition and subtraction problems using a ruler as a number line
• I can measure lengths of string using a measurement tool and represent length with tape diagrams to represent and compare lengths
• I can apply conceptual understanding of measurement by solving two step word problems
/ See Above / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
12x18 construction paper
Torn meter strip
Two lengths of string ( red 3m, blue 5m)
Meter stick
Students
1 meter strip cut or torn at different points
12x18 construction paper
Personal white boards
1 meter tape
50 cm string per pair
Mod # 2 / 12 days
10/6,10/7
End of Mod Assessment / Measure and estimate lengths in standard units.40
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 units of inches, feet, centimeters, and meters.
2.MD.4 Measure to determine how much longer one object is than another, expressing the length / See Above / End of Module 2 Assessment
Mod # 3 / 25 days
10/8
Topic A
Lesson 1 / 2.NBT.1
Form Base-Ten Units: Bundle and Count Straws in Units of Ten, a Hundred and a Thousand / Hundreds place
One thousand
Place value
Number disk
Standard form
Expanded form
Word form
Base ten numerals
Place value
Tens place
Ones place
Unit form counting
Units of ones, tens, hundreds, thousands
Bundling grouping
Renaming
Altogether
More than
Less than
How many more/less
=,<,>
Number sentence / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Box of 1000 straws
Rubber bands
Students
Mod # 3 / 25 days
10/9,10/10
Topic B
Lesson 2-3 / 2.NBT.2, 2.NBT.1
Understand Place Value: Count Straws and Bundles of Straws by Units of One, Ten and Hundred
• I can count up and down between 100 and 220 using ones and tens
• I can count up and down between 90 and 1000 using ones, tens and hundreds
/ See Above / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
9 bundles of hundreds
10 bundles of tens
10 ones
10 tens
10 hundreds
Students
9 tens and 6 ones per pair
Mod # 3 / 25 days
10/14,10/15,10/16
Topic C
Lessons 4-7 / 2.NBT.3, 2.NBT.1
Read and Write Three Digit Numbers within 1000 in Unit, Numeral, Expanded and Word Forms
• I can count up to 1000 on a place value chart
• I can write base ten three digit numbers in unit form; showing the value of each digit
• I can write base ten numbers in expanded form
• I can write, read and relate base ten numbers in all forms
/ See Above / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Shoe box place value chart
Base 10 bundles of straws
Full set of place value cards through 1000
Students
150 straws
16 rubber bands
One place value chart/pair
Place value cards 1-5,10-50,100-500
Spelling number activity sheet
21 ones
21 tens
Personal white board
marker
Mod # 3 / 25 days
10/17,10/20,10/21
Topic D
Lesson 8-10 / 2.NBT.2, 2.NBT.1, 2.NBT.3, 2.NBT.8
Model Base Ten Numbers within 1000 with One Dollar, Ten Dollar and Hundred Dollar Bills
• I can count the total value of \$1, \$10, and \$100 bills up to \$1000
• I can count from \$10 to \$1000 on a place value chart and empty number line
• I can explore \$1000
/ See Above / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Students
Place value chart
10 \$1 bills
10 \$10 bills
10 \$100 bills
Personal white board
Mod # 3 / 25 days
10/22,10/23
Mid Mod Assessment / Understand place value.
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 special cases:
a. 100 can be thought of as a bundle of ten tens – called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
2.NBT.2 Count within 1000; skip-count by 5s42, 10s, and 100s.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. / See Above / Mid Module Assessment #3
Mod #3 / 25 days
10/24,10/27,10/2810/29,10/30
Topic E
Lesson 11-15 / 2.NBT.A
Model Numbers within 1000 with Place Value Disks
• I can count the total value of one, tens and hundreds with place value disks
• I can change ten ones for one ten, ten tens for one hundred and ten hundreds for one thousand
• I can read and write numbers within 1000 after modeling with number disks
• I can model numbers with more than 9 ones or 9 tens, write in expanded form, unit, numeral and word form
• I can explore a situation with more than 9 groups of ten
/ See Above / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Dienes blocks 9 hundreds, 9 tens, 9 ones
Number disks (9 hundreds, 9 tens, 9 ones)
Base 10 bundles of straws
Student
Dienes blocks
2 hundreds, 9 tens, 9 ones
Number disks (10 hundreds, 10 tens, 10 ones)
Mod #3 / 25 days
10/31,11/3
Topic F
Lesson 16-17
Lesson 18 optional / 2.NBT.4
Use Place Value to Compare Two Three Digit Numbers
• I can compare two three digit numbers using =,<,>
• I can compare two three digit numbers using =,<,> when there are more than 9 ones or 9 tens
• I can order numbers in different forms (optional lesson)
/ See Above / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Pocket chart
1 set of <,>,= cards
Students
One set of =,<,> cards
Personal white boards
Markers
Mod #3 / 25 days
11/4,11/5,11/6
Topic G
Lesson 19-21 / 2.NBT.2, 2.OA.1, 2.NBT.8
Use Place Value Understanding to Find 1, 10 and 100 more or less than a number
• I can tell about 1 More/Less, 10 More/Less, 100 More/Less
• I can about 1 more/less, 10 more/less and 100 more/less using numbers such as 399, 900 etc.
• I can complete a pattern counting up and down
/ See Above / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Sentence frames:
1 more than_____ is __
10 more than ___ is ___
100 more than __is ___
Pocket chart
Students
Place value matts
Number disks
4 large index cards
Mod # 3 / 25 days
11/7,11/12
End of Mod Assessment / Understand place value.
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 special cases:
a. 100 can be thought of as a bundle of ten tens – called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
2.NBT.2 Count within 1000; skip-count by 5s42, 10s, and 100s.
2.NBT.3 Read and write numbers to 1000 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 >, =, and < symbols to record the results of comparisons. / See Above / End of Module 3 Assessment
Mod # 4 / 35 days
11/13,11/14,11/17,11/18,11/19
Topic A
Lesson 1-5 / 2.OA.1,2NBT.5,2NBT8,2.NBT.9
Sums and Differences within 100
• I can relate 1 more/1 less, 10 more/10 less to addition and subtraction of 1 and 10
• I can add and subtract multiples of 10 including counting on to subtract
• I can add and subtract multiples of 10 and some ones within 100
• I can solve one and two step problems within 100 using strategies based on place value
/ Equation
Minuend
Subtrahend
Bundle
Unbundle Regroup
Rename
Compose
Decompose
Difference
Hundreds place
Place value
Subtraction
Unit / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Sentence frames
Place value disks
Place value chart
Rekenrek
Students
Personal white boards
Mod # 4 / 35 days
11/20,11/21,11/24,12/1,12/2
Topic B
Lesson 6-10 / 2.NBT.7,2.NBT.9,2.OA.1,2.NBT.5
Strategies for Composing a 10
• I can use manipulatives to represent composition of 10 ones as 1 ten with two digit addends
• I can relate addition using manipulatives to a written vertical method
• I can use math drawings to represent the composition and relate drawings to a written method
• I can use math drawings to represent the composition when adding a two digit to a three digit addend
/ See Above / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Place value disks
Place value chart
Student
Place value disks
Place value chart
Personal white board
Mod #4 / 35 days
12/4,12/5,12/8,12/9,12/10,12/11
Topic C
Lesson 11-16 / 2.NBT.7,2.NBT.9,2.OA.1,2.NBT.5
Strategies for Decomposing a 10
• I can represent subtraction with and without the decomposition of 1 ten as 10 ones with manipulatives
• I can relate manipulative representations to a written method
• I can use math drawings to represent subtraction with and without decomposition and relate drawings to a written method
• I can represent subtraction with and without the decomposition when there is a three digit minuend
• I can solve one and two step word problems within 100 using strategies based on place value
/ See Above / Problem Set
Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
White boards
Number disks
Place value chart
Students
Number disks
Place value chart
Personal white boards
Mod # 4 / 35 days
12/15,12/16
Mid Mod Assessment
Topic A-C / Represent and solve problems involving addition and subtraction.
2.OA.1 Use addition and subtraction within 100 to solve one- and two-step problems involving situations 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.
Use place value understanding and properties of operations to add and subtract.
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.7 Add and subtract within 1000, using concrete models or 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 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.
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.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) / See Above / Mid Module 4 Assessment
Mod # 4 / 35 days
12/17,12/18,12/19,1/5,1/6,1/7
Topic D
Lesson 17-22 / 2.NBT.6,2.NBT.7,2.NBT.8,2.NBT.9
Strategies for Composing Tens and Hundreds
• I can use mental strategies to relate compositions of 10 tens as 1 hundred to 10 ones as 1 ten.
• I can use manipulatives to represent additions with two compositions.
• I can relate manipulative representations to a written method.
• I can use math drawings to represent additions with up to two compositions and relate drawings to a written method.
• I can solve additions with up to four addends with totals within 200 with and without two compositions of larger units.
/ See Above / Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Place value disks
Place value chart
Students
Place value chart
Number disks
Personal white board
Mod # 4 / 35 days
1/8,1/9,1/12,1/13,1/14,1/15
Topic E
Lesson 23-28 / 2.NBT.7,2.NBT.9
Strategies for Decomposing Tens and Hundreds
• I can use number bonds to break apart three-digit minuends and subtract from the hundred.
• I can use manipulatives to represent subtraction with decompositions of 1 hundred as 10 tens and 1 ten as 10 ones.
• I can relate manipulative representations to a written method.
• I can use math drawings to represent subtraction with up to two decompositions and relate drawings to a written method.
• I can subtract from 200 and from numbers with zeros in the tens place.
/ See Above / Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Number disks
Students
Personal white boards
Number disks
Place value chart
Mod#4 / 35 days
1/16,1/20,1/21
Topic F
Lesson 29-31 / 2.OA.1, 2NBT.7, 2.NBT.9
Student Explanations of Written Methods
• I can use and explain the totals below written method using words, math drawings, and numbers.
• I can compare totals below to new groups below as written methods.
• I can solve two-step word problems within 100

/ See Above / Homework Set
Exit Ticket
Informal Observation
Sprints / Teacher
Hide zero cards
Students
Personal white boards
Mod # 4 / 35 days
1/22,1/23
End of Mod Assessment
Topics A-F / Represent and solve problems involving addition and subtraction.
2.OA.1 Use addition and subtraction within 100 to solve one- and two-step problems involving situations 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.