Curriculum Documentation
Grade 2
Common Core State Standards in
Mathematics
Clare Harrington
University of Maine, Farmington
April 27, 2013
Table of Contents
Cluster / Standard # / Common Core Standard / # of lessons / Page #Operations and Algebraic Thinking / 2.OA.A.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. / 3-4 / 4
Operations and Algebraic Thinking / 2.OA.B.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. / Through-out the year / 6
Operations and Algebraic Thinking / 2.OA.C.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. / 4-5 / 7
Operations and Algebraic Thinking / 2.OA.C.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. / 3-4 / 8
# and Ops in Base Ten / 2.NBT.A.1
(and 1a, 1b) / 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: CCSS.Math.Content.2.NBT.A.1a 100 can be thought of as a bundle of ten tens — called a “hundred.”
CCSS.Math.Content.2.NBT.A.1b 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) / 8-10 / 9
# and Ops in Base Ten / 2.NBT.A.2 / Count within 1000; skip-count by 5s, 10s, and 100s. / 8-10 / 11
# and Ops in Base Ten / 2.NBT.A.3 / Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. / 6-8 / 12
# and Ops in Base Ten / 2.NBT.A.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. / 3-4 / 13
# and Ops in Base Ten / 2.NBT.B.5 / Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. / 8-10 / 15
# and Ops in Base Ten / 2.NBT.B.6 / Add up to four two-digit numbers using strategies based on place value and properties of operations. / 8-10 / 17
# and Ops in Base Ten / 2.NBT.B.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. / 6-10 / 18
# and Ops in Base Ten / 2.NBT.B.8 / Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. / 4-6 / 20
# and Ops in Base Ten / 2.NBT.B.9 / Explain why addition and subtraction strategies work, using place value and the properties of operations. / 8-10 / 21
Measurement & Data / 2.MD.A.1 / Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. / 8-10 / 22
Measurement & Data / 2.MD.A.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. / 3-4 / 23
Measurement & Data / 2.MD.A.3 / Estimate lengths using units of inches, feet, centimeters, and meters. / 3-4 / 25
Measurement & Data / 2.MD.A.4 / Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit / 3-4 / 26
Measurement & Data / 2.MD.B.5 / Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. / 3-4 / 27
Measurement & Data / 2.MD.B.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. / 8-10 / 28
Measurement & Data / 2.MD.C.7 / Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m / 6-8 / 29
Measurement & Data / 2.MD.C.8 / Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? / Throughout the year / 30
Measurement & Data / 2.MD.D.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. / 6-8 / 32
Measurement & Data / 2.MD.D.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 problems1 using information presented in a bar graph. / 6-8 / 33
Geometry / 2.G.A.1 / Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. / 6-8 / 35
Geometry / 2.G.A.2 / Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. / 3-4 / 37
Geometry / 2.G.A.3 / Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. / 4-6 / 38
Documentation Assignment
Unit Title: Grade 2 mathematics
Unit Designer(s): Clare Harrington
Grade Level(s): Grade 2Time Span: 3-4 lessons
Content Area(s):
Career PrepHealth and PEM & C LanguagesSocial Studies
English Language ArtsMathematicsScience and TechnologyVisual & Performing Arts
Content Standard focus.CCSS.Math.Content.2.OA.A.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.
Summary of Unit:
- Students will solve word problems that indicate addition or subtraction of numbers within 100. Students will be able to solve problems using any effective method that arrives at the correct answer. Problems include unknowns in all positions (i.e. 23 + ___ = 45 or ____ +22 = 45 or 23 + 22= ___ ). In first grade, students have done this work for numbers within 20 and in third grade; students continue working on word problems in all four operations.
- Understanding how numbers are put together and taken apart is a basic function of numbers in our world. (If Sue has 23 cards and Ella has 41, how many cards do they have altogether? Joe has $23 and Luke has $14, how much more money does Joe have?)
Key knowledge and skills that students will acquire:
New Knowledge
Declarative Knowledge
/Procedural Knowledge (skills/reasoning)
Key Terms (for word wall):
- Addition
- Subtraction
- Unknown
- Putting together
- Taking apart
- Taking from
- Comparing
- Symbol
- word problems
- addition
- subtraction
- Adding and subtracting numbers beyond 20.
Skills:
- Add on to a 2 digit number
- Take from a 2 digit number
- Put 2 digit numbers together
- Take 2 digit numbers apart
- Compare 2 digit numbers
- Use drawing or equation to represent the problem.
Key Pre-Requisites
Knowledge
/Skills / Reasoning
- Adding and subtracting numbers within 20.
- Gr. 1: CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
- Add on to a number
- Take from anumber
- Put numbers together
- Take numbers apart
- Compare numbers
- Use drawing or equation to represent the problem.
Unit Title: Grade 2 mathematics
Unit Designer(s): Clare Harrington
Grade Level(s): Grade 2Time Span: mini-lessons and practice for 3 months
Content Area(s):
Career PrepHealth and PEM & C LanguagesSocial Studies
English Language ArtsMathematicsScience and TechnologyVisual & Performing Arts
Content Standard focus.CCSS.Math.Content.2.OA.B.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.
Summary of Unit:
- Students will know all of their fact families to 20 fluently (within a 3 second recall). At the end of first grade, students will know how to add and subtract within 20, leading to a mastery in 2nd grade of the basic facts. Students will continue their fact knowledge by knowing from memory all products of 2 one-digit numbers.
- In the real world, students should be able to compute simple numbers fluently in order to make quick estimations and accurate solutions. (Will has 3 pencils and John has 10 pencils, how many do they have all together?)
Key knowledge and skills that students will acquire:
New Knowledge
Declarative Knowledge
/Procedural Knowledge (skills/reasoning)
Key Terms (for word wall):
- Fluent
- Fact family
- Addition facts
- Subtraction facts
- Nothing knew, just solidifying facts.
Skills:
- Recall facts up to 20 fluently.
Key Pre-Requisites
Knowledge
/Skills / Reasoning
- CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
- Counting on
- Decamping numbers
- Use of inverse operations
- Apply easier known sums to find a solution
Unit Title: Grade 2 mathematics
Unit Designer(s): Clare Harrington
Grade Level(s): Grade 2Time Span: 4-5 lessons
Content Area(s):
Career PrepHealth and PEM & C LanguagesSocial Studies
English Language ArtsMathematicsScience and TechnologyVisual & Performing Arts
Content Standard focus.CCSS.Math.Content.2.OA.C.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.
Summary of Unit:
- Students will be able to identify if a number is odd or even. This is the only time in the CCSS that even and odd will be taught. As students progress, they will use this knowledge to help with multiplication and division.
- This skill is helpful for students when grouping or sharing items.(If we have 12 cookies and two friends want to share them, will they each get the same amout?)
Key knowledge and skills that students will acquire:
New Knowledge
Declarative Knowledge
/Procedural Knowledge (skills/reasoning)
Key Terms (for word wall):
- Odd
- Even
- Pairing objects
- The sum of 2 equal addends is even
- Counting by 2s
- Even and odd numbers
Skills:
- Describe the difference between odd and evens
- Illustrate an odd or even number using pictures, diagrams or objects.
- Write an equation to show 2 addends equals an even number.
Key Pre-Requisites
Knowledge
/Skills / Reasoning
- Know the meanings of “equal” and “=”.
- This is a new concept.
Unit Title: Grade 2 mathematics
Unit Designer(s): Clare Harrington
Grade Level(s): Grade 2Time Span: 3-4 lessons
Content Area(s):
Career PrepHealth and PEM & C LanguagesSocial Studies
English Language ArtsMathematicsScience and TechnologyVisual & Performing Arts
Content Standard focus.CCSS.Math.Content.2.OA.C.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.
Summary of Unit:
- Students will be able to add equal groups up to 25. The use of arrays will be used to enable this process. Students will be able to write the equation to match the problem. Prior to this students have learned to add up to three whole numbers and read and answer an equation with the + and = symbols. This use of arrays continues to provide foundations for multiplication in the third grade.
- This is a needed skill to work with groups of numbers. This can be helpful when ordering pencils, figuring out how many pairs of items are being utilized, etc. (How many car tires are needed for 3 cars?)
Key knowledge and skills that students will acquire:
New Knowledge
Declarative Knowledge
/Procedural Knowledge (skills/reasoning)
Key Terms (for word wall):
- Rectangular array
- Row
- Column
- Equation
- addends
- rectangular arrays up to a 5x5 array
- equations to express the total
- Arrays
- Repeated addition.
Skills:
- Add multiple numbers
- Write equations to find the sum of addends
Key Pre-Requisites
Knowledge
/Skills / Reasoning
- Knows the symbols for addition and the equal sign.
- Determine the unknown in an equation
Unit Title: Grade 2 mathematics
Unit Designer(s): Clare Harrington
Grade Level(s): Grade 2Time Span: 8-10 lessons
Content Area(s):
Career PrepHealth and PEM & C LanguagesSocial Studies
English Language ArtsMathematicsScience and TechnologyVisual & Performing Arts
Content Standard focus. CCSS.Math.Content.2.NBT.A.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:
- CCSS.Math.Content.2.NBT.A.1a 100 can be thought of as a bundle of ten tens — called a “hundred.”
- CCSS.Math.Content.2.NBT.A.1b 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)
Summary of Unit:
- Students will understand the value of each digit in a three-digit number. At the end of first grade, students will understand that two digits in a 2-digit number represent amounts of tens and ones. Students will continue with place value up all the way through the elementary years.
- Real life: Understanding the value of each digit in number is a basic element of number sense and without it, students will be unable to understand numbers in our world. (Who has more? Ann has $56 and Mary has $65.)
Key knowledge and skills that students will acquire:
New Knowledge
Declarative Knowledge
/Procedural Knowledge (skills/reasoning)
Key Terms (for word wall):
- Ones
- Tens
- Hundreds
- bundle
- Students will understand 3 digit numbers and the value of each place in a 3 digit number.
- The hundreds place.
- A bundle of ten tens make 100.
- The digit in the ones place indicate how many hundreds there are.
Skills:
- Identify and express the place and value of the hundreds place in a three digit number.
Key Pre-Requisites
Knowledge
/Skills / Reasoning
- Students know the place and the value of each place in a 2 digit number.
- Gr. 1: CCSS.Math.Content.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
- CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”
- CCSS.Math.Content.1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- CCSS.Math.Content.1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
- Identify and express the place and value of the each place in a 2 digit number.
Unit Title: Grade 2 mathematics
Unit Designer(s): Clare Harrington
Grade Level(s): Grade 2Time Span: 8-10 lessons
Content Area(s):
Career PrepHealth and PEM & C LanguagesSocial Studies
English Language ArtsMathematicsScience and TechnologyVisual & Performing Arts
Content Standard focus.CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.
Summary of Unit:
- Students can count within 1000 fluently. They can skip-count using 5s, 10s and 100s. Prior to this students have worked with mentally finding 10 more or less than a number. Students will use this ability to skip count in the future when they work with multiplication.
- Real world application – reading and writing numbers is necessary to do anything with numbers in our world. Skip counting builds a foundation for multiplication which will be helpful when working with larger numbers. (Count 10 ten dollar bills, how many dimes are in a dollar? If each box of chips has 5 packets, how many boxes will we need for a classroom with 25 children?)
Key knowledge and skills that students will acquire:
New Knowledge
Declarative Knowledge
/Procedural Knowledge (skills/reasoning)
Key Terms (for word wall):
- hundred
- Thousand
- Skip-count
- The numbers 100 - 1000
- Counting past 100.
- Skip counting by 5s, 10s and 100s
- Place value of ones, tens and hundreds.
Skills:
- Counting past 100.
- Skip counting
Key Pre-Requisites
Knowledge
/Skills / Reasoning
- The numbers 0-100
- Place value of ones and tens
- Counting to 100
Unit Title: Grade 2 mathematics
Unit Designer(s): Clare Harrington
Grade Level(s): Grade 2Time Span: 6-8 lessons
Content Area(s):