# 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) bothFormal/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

addend

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

Homework Set

Exit Ticket

Informal Observation

Sprints / Teacher

two color counters

ten frame card for 10

Student

linking cubes in two colors

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 add within 100 using properties of addition
- I can decompose to subtract from a 10 when subtracting within 100 and apply to one step word problems

Homework Set

Exit Ticket

Informal Observation

Sprints / Teacher

Two color counters

Ten frame card for 10

Ten frame cards

Linking cubes

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.)

**Add and subtract within 20.38**

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

Understand Concepts About the Ruler

- 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

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

Homework Set

Exit Ticket

Informal Observation

Sprints / Teacher

Meter stick

Students

Student made cm rulers

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

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

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

Masking tape

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

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

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

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

Homework Set

Exit Ticket

Informal Observation

Sprints / Teacher

Dienes blocks 9 hundreds, 9 tens, 9 ones

Place value chart without headings

Number disks (9 hundreds, 9 tens, 9 ones)

Base 10 bundles of straws

Student

Dienes blocks

2 hundreds, 9 tens, 9 ones

Place value chart without headings

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)

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

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

Minuend

Subtrahend

Addend

Addition

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

Linking cubes 3colors

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

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

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.

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.

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.