2nd Grade Math Curriculum Map 2012-13
Pacing Guide
Number Concepts
August
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
Targets
(I can…)
1.1- Classify numbers up to
20 as even or odd.
Work with equal groups
(OA.3)
of objects to gain
foundations for
1.2- Write equations with
multiplication.
equal addends to
2.OA.3-Determine
represent even
whether a group of
numbers. (OA.3)
objects (up to20) has an 1.3- Use place value to
odd or even number of
describe the values of
members, e.g., by
digits in 2-digit
pairing objects or
numbers. (NBT.3)
counting them by 2’s;
1.4- Write 2-digit numbers
write an equation to
in expanded form.
express an even number
(NBT.3)
as a sum of two equal
1.5- Write 2-digit numbers
addends.
in word form,
expanded form, and
Understand place value.
standard form. (NBT.3)
2.NBT.3- Read and write
1.6- Apply place value
numbers to 1000 using
concepts to find
base-ten numerals,
equivalent
number names, and
representations of
expanded form.
numbers. (NBT.3)
1.7- Solve problems by
finding different
Understand place value.
combinations of tens
2.NBT.2- Count within
and ones to represent
1000; skip-count by 5s,
2-digit numbers using
10s, and 100s.
the strategy find a
pattern. (NBT.3)
1.8- Extend counting
sequences within 100,
counting by 1s, 5s, and
10s. (NBT.2)
Big Idea & CCSS
3
10
17
24
31
4
11
18
25
Students’ first day
Introduce New Concept/PreAssessment
Instruction
No School
Post-Assessment
Essential Questions
1.1 How are even
numbers and odd
numbers different?
(OA.3)
1.2 Why can an even
number be shown as
the sum of two equal
addends? (OA.3)
1.3 How do you know the
value of a digit?
(NBT.3)
1.4 How do you describe a
2-digit number as tens
and ones? (NBT.3)
1.5 What are different
ways to write a 2-digit
number? (NBT.3)
1.6 How can you show the
value of a number in
different ways?
(NBT.3)
1.7 How does finding a
pattern help you find
all the ways to show a
number with tens and
ones? (NBT.3)
1.8 How do you count by
1s, 5s, and 10s with
numbers less than
100? (NBT.2)
1.9 How do you count by
1s, 5s, 10s, and 100s
with numbers less
than 1000? (NBT.2)
Academic
Resources/Activities
Vocabulary
even
 Go Math Chapter 1
 Crosswalk Coach
odd
Lessons:
addition
sentence
digits
tens
ones
expanded
form
equivalent
tens, ones,
pattern
2nd Grade Math Curriculum Map 2012-13
1.9- Extend counting
sequences within
1,000, counting by 1s,
5s, 10s, and 100s.
(NBT.2)
2nd Grade Math Curriculum Map 2012-13
Pacing Guide
Big Idea & CCSS
Numbers to 1,000
September
2
9
16
23
30
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
Introduce New Concept/PreAssessment
Instruction
No School
Post-Assessment
Understand place value.
2.NBT.1a 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: 100 can be
thought of as a bundle
of ten tens—called a
“hundred.”
CC.2.NBT.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: 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).
Learning Targets
(I can …)
2.1 – Understand that each
group of 10 tens is
equivalent to 1 hundred.
(NBT.1a)(NBT.1b)
2.2 – Write 3-digit
numbers that are
represented by groups of
tens. (NBT.1)
2.3 – Use concrete and
pictorial models to
represent 3-digit numbers.
(NBT.1)
2.4 – Apply place value
concepts to write 3-digit
numbers that are
represented by pictorial
models. (NBT.1)
2.5 – Use place value to
describe the values of
digits in numbers to 1,000.
(NBT.1)
2.6 – Read and write 3digit numbers in word
form. (NBT.3)
2.7 – Write 3-digit
numbers in expanded form
and in standard form.
(NBT.3)
2.8 – Apply place value
concepts to find equivalent
representations of
numbers. (NBT.3)
Essential Questions
2.1 – How do you group
tens as hundreds? (NBT.1a)
(NBT.1b)
Academic
Vocabulary
hundred
tens
2.2 – How do you write a 3digit number for a group of
tens? (NBT.1)
2.3 – How do you show a 3digit number using blocks?
(NBT.1)
2.4 – How do you write the
3-digit number that is
shown by a set of blocks?
(NBT.1)
2.5 – How do you know the
values of the digits in
numbers? (NBT.1)
2.6 – How do you write 3digit numbers using words?
(NBT.3)
2.7 – What are three ways
to write a 3-digit number?
(NBT.3)
2.8 – How can you use
blocks or quick pictures to
show the value of a
number in different ways?
(NBT.3)
thousand
digit
hundreds
tens
ones
Resources/Activities


Go Math Chapter 2
Crosswalk Coach
Lessons:
2nd Grade Math Curriculum Map 2012-13
Pacing Guide
Big Idea & CCSS
Understand
Multiplication
September
2
9
16
23
30
3
10
17
24
4
11
18
25
1
8
15
22
29
2
9
16
23
30
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
5
12
19
26
6
13
20
27
October
7
14
21
28
3
10
17
24
31
4
11
18
25
Introduce New Concept/PreAssessment
Instruction
No School
Post-Assessment
Understand place value.
2.NBT.3 Read and write
numbers to 1000 using
base-ten numerals, number
names, and expanded form.
Understand place value.
2.NBT.8 Mentally add 10 or
100 to a given number 100900, and mentally subtract
10 or 100 from a given
number 100-900.
Understand place value.
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.
Learning Targets
(I can…)
2.9 – Identify 10 more,
10 less, 100 more, or
100 less than a given
number. (NBT.8)
2.10 – Extend number
patterns by counting
on by tens and
hundreds. (NBT.8)
2.11 – Solve problems
involving number
comparisons by using
the strategy make a
model. (NBT.4)
2.12 – Compare 30digit numbers using
the >, =, and <
symbols. (NBT.4)
Essential Questions
2.9 – How do you use place
value to find 10 more, 10
less, 100 more or 100 less
than a 3-digit number?
(NBT.8)
2.10 – How does place value
help you identify and extend
counting patterns? (NBT.8)
Academic
Vocabulary
less than
more than
pattern
2.11 – How can you make a
model to solve a problem
about comparing numbers?
(NBT.4)
more
fewer
2.12 – How do you compare
3-digit numbers? (NBT.4)
compare
= is equal to
>is greater
than
< is less than
Resources/Activities
2nd Grade Math Curriculum Map 2012-13
Pacing Guide
Big Idea & CCSS
Basic Facts and
Relationships
October
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
Introduce New Concept/PreAssessment
Instruction
No School
Post-Assessment
Add and subtract within 20.
2.OA.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.
Represent and solve
problems involving addition
and subtraction.
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.
Work with equal groups of
objects to gain foundations
for multiplication.
2.OA.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.
Targets
(I can…)
3.1 – Use doubles facts
as a strategy for
finding sums for near
double facts. (OA.2)
3.2 – Recall sums for
basic facts using
properties and
strategies. (OA.2)
3.3 – Recall sums for
addition facts using
the make ten strategy.
(OA.2)
3.4 – Find sums of
three addends by
applying the
Communicative and
Associative Properties
of Addition. (OA.2)
3.5 – Use the inverse
relationship of
addition and
subtraction to recall
basic facts. (OA.2)
3.6 – Recall differences
for basic facts using
mental strategies.
(OA.2)
3.7 – Find differences
on a number line to
develop the mental
strategy of
decomposing to
simplify facts. (OA.2)
Essential Questions
3.1 – How can you use
doubles facts to find sums
for near double facts? (OA.2)
Academic
Vocabulary
sums
doubles
3.2 – What are some ways to addends
remember sums? (OA.2)
count on
number
sentence
3.3 – How is the make ten
strategy used to find sums?
(OA.2)
3.4 – How do you add three
numbers? (OA.2)
sum
addends
differences
3.5 – How are addition and
subtraction related? (OA.2)
related facts
3.6 – What are some ways to count back
remember differences?
(OA.2)
3.7 – How does getting to 10
in subtraction help when
finding differences? (OA.2)
difference
Resources/Activities


Go Math Chapter 3
Crosswalk Coach
Lessons:
2nd Grade Math Curriculum Map 2012-13
3.8 – Use bar models
to represent a variety
of addition and
subtraction situations.
(OA.1)
3.9 – Write equations
to represent and solve
a variety of addition
and subtraction
situations. (OA.1)
3.10– Solve problems
involving equal groups
by using the strategy
act it out. (OA.4)
3.11– Write equations
using repeated
addition to find the
total number of
objects in arrays.
(OA.4)
3.8 – How are bar models
used to show addition and
subtraction problems?
(OA.1)
bar model
3.9 – How are number
sentences used to show
addition and subtraction
situations? (OA.1)
number
sentence
3.10– How can acting it out
help when solving a problem
about equal groups? (OA.4)
3.11– How can you write an
addition sentence for
problems with equal
groups? (OA.4)
row
addition
sentence
2nd Grade Math Curriculum Map 2012-13
Pacing Guide
2-Digit Addition
October
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
2
9
16
23
30
3
10
17
24
31
November
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
Introduce New Concept/PreAssessment
Instruction
No School
Post-Assessment
Big Idea & CCSS
Learning Targets
Use place value
understanding and
properties of
operations to add and
subtract.
2.NBT.6 Add up to four
two-digit numbers using
strategies based on
place value and
properties of
operations.
4.1- Find a sum by
breaking apart a 1-digit
addend to make a 2-digit
addend a multiple of
10.(NBT.6)
4.2- Use compensation to
develop flexible thinking
for 2-digit addition.
(NBT.6)
4.3- Apply place-value
concepts when using a
break-apart strategy for 2digit addition. (NBT.6)
4.4- Model 2-digit addition
wit regrouping.
(NBT.6)(NBT.9)
4.5- Draw quick pictures
and record 2-digit addition
using the standard
algorithm. (NBT.6)
4.6- Record 2-digit
addition using the
standard algorithm.
(NBT.5)
4.7- Practice 2-digit
addition with and without
regrouping. (NBT.5)
4.8- Rewrite horizontal
addition problems
vertically in the standard
algorithm format. (NBT.5)
4.9- Solve problems
involving 2-digit addition
using the strategy draw a
Use place value
understanding and
properties of
operations to add and
subtract.
2.NBT.9 Explain why
addition and subtraction
strategies work, using
place value and the
properties of
operations.
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
Essential Questions
4.1- How does breaking
apart a number make it
easier to add? (NBT.6)
4.2- How can you make an
addend a ten to help solve
an addition problem?
(NBT.6)
4.3- How do you break
apart addends to add tens
and then add ones?
(NBT.6)
4.4- When do you regroup
in addition? (NBT.6)(NBT.9)
Academic
Vocabulary
sum
addend
tens
ones
regroup
4.5- How do you record 2digit addition? (NBT.6)
4.6- How do you record
the steps when using 2digit numbers? (NBT.5)
4.7- How do you record
the steps when adding 2digit numbers? (NBT.5)
4.8- What are two
different ways write
addition problems?
(NBT.5)
4.9- How can drawing a
diagram help when solving
addition problems? (OA.1)
hundred
digit
Resources/Activities


Go Math Chapter 4
Crosswalk Coach
Lessons:
2nd Grade Math Curriculum Map 2012-13
addition and
subtraction.
2.OA.1 Use addition and
subtraction within 100
to solve one-and twostep 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.
diagram. (OA.1)
4.10- Represent addition
situations with number
sentences using a symbol
for the unknown number.
(OA.1)
4.11- Find sums of three 2digit numbers. (NBT.6)
4.12- Find sums of four 2digit numbers. (NBT.6)
4.10- How do you write a
number sentence to
represent a problem?
(OA.1)
4.11- What are some ways
to add 3 numbers? (NBT.6)
4.12- What are some ways
to add 4 numbers? (NBT.6)
2nd Grade Math Curriculum Map 2012-13
Pacing Guide
Big Idea & CCSS
Length in Customary
Units
November
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
Introduce New Concept/PreAssessment
Instruction
No School
Post-Assessment
Measure and estimate
lengths in standard
units.
2.MD.1 Measure the
length of an object by
selecting and using
appropriate tools such
as rulers, yardsticks,
meter sticks, and
measuring tapes.
Measure and estimate
lengths in standard
units.
2.MD.2 Explain why
addition and subtraction
strategies work, using
place value and the
properties of
operations.
Measure and estimate
lengths in standard
units.
2.MD.3 Estimate lengths
using units of inches,
feet, centimeters and
meters.
Relate addition and
subtraction to length.
2.MD.5 Use addition
and subtraction within
100 solve word
problems involving
lengths that are given in
Learning Targets
Essential Questions
8.1- Use concrete models
to measure the lengths of
objects in inches. (MD.1)
8.2- Make an inch ruler
and use it to measure the
lengths of objects. (MD.1)
8.3- Estimate the lengths
of objects by mentally
partitioning the lengths
into inches. (MD.3)
8.4- Measure the lengths
of objects to the nearest
inch using an inch ruler.
(MD.1)
8.5- Solve addition and
subtraction problems
involving the lengths of
objects by using the
strategy draw a diagram.
(MD.5) (MD.6)
8.6- Measure the lengths
of objects in both inches
and feet to explore the
inverse relationship
between the size and
number of units. (MD.2)
8.7- Estimate the lengths
of objects in feet. (MD.3)
8.8- Select appropriate
tools for measuring
different lengths. (MD.1)
8.9- Measure the lengths
of objects and use a line
plot to display the
8.1- How can you use inch
models to measure length?
(MD.1)
8.2- Why is using a ruler
similar to using a row of
color tiles to measure
length? (MD.1)
8.3- How do you estimate
the lengths of objects in
inches? (MD.3)
8.4- How do you use an
inch ruler to measure
lengths? (MD.1)
Academic
Vocabulary
inch
length
8.5- How can drawing a
diagram help when solving
problems about length?
(MD.5) (MD.6)
8.6- Why is measuring in
feet different from
measuring in inches?
(MD.2)
foot
8.7- How do you estimate
the lengths of objects in
feet? (MD.3)
8.8- How do you choose a
measuring tool to use
when measuring length?
(MD.1)
8.9- How can a line plot be
feet
inches
measuring tape
yardstick
inch ruler
Resources/Activities


Go Math Chapter 8
Crosswalk Coach
Lessons:
2nd Grade Math Curriculum Map 2012-13
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.
2.MD.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 wholenumber sums and
differences within 100
on a number line
diagram.
Represent and interpret
data.
2.MD.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.
measurement data.
(MD.9)
used to show
measurement data?
(MD.9)
line plot
lengths
2nd Grade Math Curriculum Map 2012-13
2nd Grade Math Curriculum Map 2012-13
Pacing Guide
Big Idea & CCSS

Data


November
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
December 2012
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
Introduce New Concept/PreAssessment
Instruction
No School
Post-Assessment
Represent and
interpret data.
2.MD.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.
Targets
(I can…)
10.1- Collect data in a
survey and record that
data in a tally chart.
(MD.10)
10.2 – Interpret data in
picture graphs and use
that information to solve
problems. (MD.10)
10.3 – Make picture
graphs to represent data.
(MD.10)
10.4 – Interpret data in bar
graphs and use that
information to solve
problems. (MD.10)
10.5 – Make bar graphs to
represent data. (MD.10)
10.6 – Solve problems
involving data by using the
strategy make a graph.
(MD.10)
Essential Questions
10.1- How do you use a
tally chart to record data
from survey? (MD.10)
10.2 – How do you use a
picture graph to show
data? (MD.10)
10.3 – How do you make a
picture graph to show
data in a tally chart?
(MD.10)
10.4 – How is a bar graph
used to show data?
(MD.10)
10.5 – How do you make a
bar graph to show data?
(MD.10)
10.6 – How does making a
bar graph help when
solving problems?
(MD.10)
Academic
Vocabulary
survey
data
tally chart
tally marks
picture graph
key
bar graph
data
Resources/Activities


Go Math Chapter 10
Crosswalk Coach
Lessons:
2nd Grade Math Curriculum Map 2012-13
Pacing Guide
Big Idea & CCSS
Geometry and
Fraction Concepts
January 2013
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
1
5
12
19
26
2
Introduce New Concept/PreAssessment
Instruction
No School
Post-Assessment
Develop understanding
of fractions as numbers.
2.G.1 Recognize
2.G.2 Understand a
fraction as a number on
the number line;
represent fractions on a
number line diagram.
2.G.3 Represent a
fraction 1/b on a
number line diagram by
defining the interval
from 0 to 1 as the whole
and partitioning it into b
equal parts. Recognize
and recognize fractions
that are equivalent to
whole numbers.
Examples: Express 3 in
the form 3 = 3/1;
recognize that 6/1 = 6;
locate 4/4 and 1 at the
same point of a number
line diagram.
Learning Targets
Essential Questions
11.1 – Explore and identify
equal parts of a whole.
(G.1)
11.2 – Divide models to
make equal shares. (G.1)
11.3 – Use a fraction to
name one part of a whole
that is divided into equal
parts. (G.1)
11.4 – Read, write, and
model fractions that
represent more than one
part of a whole that is
divided into equal parts.
(G.1)
11.5 – Represent and
locate fractions on a
number line. (G.1)
11.6 – Relate fractions and
whole numbers by
expressing whole numbers
as fractions and
recognizing fractions that
are equivalent to whole
numbers. (G.2)
11.7 – Model, read, and
write fractional parts of a
group. (G.3)
11.8 – Find fractional parts
of a group using unit
fractions. (G.3)
11.9 – Solve fraction
problems by using the
strategy draw a diagram.
11.1 – Explore and identify
equal parts of a whole.
(G.1)
11.2 – Divide models to
make equal shares. (G.1)
11.3 – Use a fraction to
name one part of a whole
that is divided into equal
parts. (G.1)
11.4 – Read, write, and
model fractions that
represent more than one
part of a whole that is
divided into equal parts.
(G.1)
11.5 – Represent and
locate fractions on a
number line. (G.1)
11.6 – Relate fractions and
whole numbers by
expressing whole numbers
as fractions and
recognizing fractions that
are equivalent to whole
numbers. (G.2)
11.7 – Model, read, and
write fractional parts of a
group. (G.3)
11.8 – Find fractional parts
of a group using unit
fractions. (G.3)
11.9 – Solve fraction
problems by using the
strategy draw a diagram.
Academic
Vocabulary
cube
rectangular
prism
sphere
cylinder
cone
face
edge
vertex
vertices
side
quadrilateral
pentagon
hexagon
angle
triangle
rectangle
sides
angles
rectangle
row
columns
halves
thirds
fourths
equal parts
whole
half of
third of
fourth of
Resources/Activities


Go Math Chapter 11
Crosswalk Coach
Lessons:
2nd Grade Math Curriculum Map 2012-13
(G.3)
11.10 – Solve fraction
problems by using the
strategy draw a diagram.
(G.3)
(G.3)
11.10 – Solve fraction
problems by using the
strategy draw a diagram.
(G.3)
quarter of
2nd Grade Math Curriculum Map 2012-13
Pacing Guide
2-Digit Subtraction
January 2013
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
Introduce New Concept/PreAssessment
Instruction
No School
Post-Assessment
Big Idea & CCSS
Learning Targets
Essential Questions
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.
Use place value
understanding and
properties of operations
to add and subtract.
2.NBT.9 Explain why
addition and subtraction
strategies work, using
place value and the
properties of operations.
Represent and solve
problems involving
addition and subtraction.
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
5.1 – Break apart a 1digit subtrahend to
subtract it from a 2-digit
number. (NBT.5)
5.2 – Break apart a 2digit subtrahend to
subtract it from a 2-digitnumber. (NBT.5)
5.3 – Model 2-digit
subtraction with
regrouping. (NBT.9)
(NBT.5)
5.4 – Draw quick
pictures and record 2digit subtraction using
the standard algorithm.
(NBT.5)
5.5 – Record 2-digit
subtraction using the
standard algorithm.
(NBT.5)
5.6 – Practice 2-digit
subtraction with and
without regrouping.
(NBT.5)
5.7 – Rewrite horizontal
subtraction problems
vertically in the standard
algorithm format.
(NBT.5)
5.8 – Use addition to
find differences. (NBT.5)
5.9 – Solve problems
involving 2-digit
5.1 – How does breaking
apart a number make
subtracting easier? (NBT.5)
5.2 – How does breaking
apart a number make
subtracting easier? (NBT.5)
Academic
Vocabulary
ones
subtract
difference
tens
ones
5.3 – When do you regroup regroup
in subtraction? (NBT.9)
(NBT.5)
5.4 – How do you record 2digit subtraction? (NBT.5)
5.5 – How do you record
the steps when subtracting
2-digit numbers? (NBT.5)
5.6 – How do you record
the steps when subtracting
2-digit numbers? (NBT.5)
5.7 – What are two
different ways to write
subtraction problems?
(NBT.5)
digit
tens
ones
5.8 – How can you use
addition to solve
subtraction problems?
(NBT.5)
difference
Resources/Activities


Go Math Chapter 5
Crosswalk Coach
Lessons:
2nd Grade Math Curriculum Map 2012-13
problem.
subtraction by using the
strategy draw a diagram.
(OA.1)
5.10 – Represent
subtraction situations
with number sentences
using a symbol for the
unknown number.
(OA. 1)
5.11 – Analyze word
problems to determine
what operations to use
to solve multistep
problems. (OA.1)
5.9 – How can drawing a
diagram help when solving
subtraction problems?
(OA.1)
5.10 – How do you write a
number sentence to
represent a problem?
(OA. 1)
5.11 – How do you decide
what steps to do to solve a
problem? (OA.1)
bar model
number
sentence
2nd Grade Math Curriculum Map 2012-13
Pacing Guide &
Resources/Activities
3-Digit Addition and
Subtraction
February
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
2
9
16
23
Introduce New Concept/PreAssessment
Instruction
No School
Post-Assessment
Big Idea & CCSS
Learning Targets
Essential Questions
Use place value
understanding and
properties to add and
subtract.
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 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 and
hundreds.
6.1- Draw quick pictures to
represent 3-digit addition.
(NBT.7)
6.2- Apply place value
concepts when using a
break apart strategy for 3digit addition. (NBT.7)
6.3- Record 3-digit
addition using the
standard algorithm with
possible regrouping.
(NBT.7)
6.4- Record 3-digit
addition using the
standard algorithm with
possible regrouping of
tens. (NBT.7)
6.5- Record 3-digit
addition using the
standard algorithm with
possible regrouping of
both ones and tens.
(NBT.7)
6.6- Solve problems
involving 3-digit
subtraction by using the
strategy make a model.
(NBT.7)
6.7- Record 3-digit
subtraction using the
standard algorithm with
possible regrouping of
tens. (NBT.7)
6.8- Record 3-digit
6.1- How do you draw
quick pictures to show
adding 3-digit numbers?
(NBT.7)
6.2- How do you break
apart addends to add
hundreds, tens, and then
ones? (NBT.7)
6.3- When do you regroup
ones in addition?
(NBT.7)
Academic
Vocabulary
hundreds
tens
ones
addends
sum
regroup
6.4- When do you regroup
tens in addition? (NBT.7)
6.5- How do you know
when to regroup in
addition? (NBT.7)
6.6- How can making a
model help you solving
subtraction problems?
(NBT.7)
6.7- When do you regroup
tens in subtraction?
(NBT.7)
6.8- When do you regroup
regroup
difference
Resources/Activities
 Go Math Chapter 6
 Crosswalk Coach
Lessons:
2nd Grade Math Curriculum Map 2012-13
subtraction using the
standard algorithm with
possible regrouping of
hundreds. (NBT.7)
6.9- Record 3-digit
subtraction using the
standard algorithm with
possible regrouping of
both hundreds and tens.
(NBT.7)
6.10- Record subtraction
using the standard
algorithm when there are
zeros in the minuend.
(NBT.7)
hundreds in subtraction?
(NBT.7)
6.9- How do you know
when to regroup in
subtraction? (NBT.7)
6.10- How do you regroup
when there are zeros in the
number you start with?
(NBT.7)
2nd Grade Math Curriculum Map 2012-13
Pacing Guide &
Resources/Activities

Money and Time
February
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
2
9
16
23

March
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30

Introduce New Concept/PreAssessment
Instruction
No School
Post-Assessment
Big Idea & CCSS
Learning Targets
Work with time and
money.
2.MD.8 Solve word
problems involving
dollar bills, quarters,
dimes, nickels, and
pennies, using $ and
₵ symbols
appropriately.
7.1- Find the total values
of collections of dimes,
nickels, and pennies.
(MD.8)
7.2- Find the total values
of collections of quarters,
dime, nickels, and
pennies. (MD.8)
7.3- Order coins in a
collection by value and
then find the total value.
(MD.8)
7.4- Represent money
amounts less than a
dollar using two different
combinations of coins.
(MD.8)
7.5- Show one dollar in a
variety of ways. (MD.8)
7.6- Find and record the
total value for money
amounts greater than $1.
(MD.8)
7.7- Solve word problems
involving money by using
the strategy act it out.
(MD.8)
7.8- Tell and write time to
the hour and half hour.
(MD.7)
7.9- Tell and write time to
the nearest five minutes.
(MD.7)
7.10- Practice telling time
Work with time and
money.
2.MD.7 Tell and
write time from
analog and digital
clocks to the nearest
five minutes, using
a.m. and p.m.
Essential Questions
7.1- How do you find the
total value of a group of
dimes, nickels, and
pennies? (MD.8)
7.2- How do you find the
total value of a group of
coins? (MD.8)
Academic
Vocabulary
dime
nickel
penny
cent sign
quarter
7.3- How do you order
coins to help find the total
value of a group of coins?
(MD.8)
7.4- How do you choose
coins to show a money
amount in different ways?
(MD.8)
7.5- How can you show the
value of one dollar with
coins? (MD.8)
7.6- How do you show
money amounts greater
than one dollar? (MD.8)
7.7- How does acting it out
help when solving
problems about money?
(MD.8)
7.8- How do you tell time
to the hour and half hour
on a clock? (MD.7)
7.9- How do you tell and
show time to five minutes?
(MD.7)
7.10- What are the
dollar
dollar sign
decimal point
minutes
quarter past
Resources/Activities


Go Math Chapter 7
Crosswalk Coach
Lessons:
2nd Grade Math Curriculum Map 2012-13
to the nearest five
minutes. (MD.7)
7.11- Tell and write time
using A.M. and P.M.
(MD.7)
different ways you can
read the time on a clock?
(MD.7)
7.11- How do you use A.M.
and P.M. to describe
times? (MD.7)
noon
midnight
A.M.
P.M.
2nd Grade Math Curriculum Map 2012-13
Pacing Guide &
Resources/Activities
Length in Metric
Units
March
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
Introduce New Concept/PreAssessment
Instruction
No School
Post-Assessment
Big Idea & CCSS
Learning Targets
Essential Questions
Measure and estimate
lengths in standard
units.
2.MD.1 Measure the
length of an object by
selecting and using
appropriate tools such
as rulers, yardsticks,
meter sticks, and
measuring tapes.
Measure and estimate
lengths in standard
units.
2.MD.3 Estimate
lengths using units of
inches, feet,
centimeters, and
meters.
Measure and estimate
lengths in standard
units.
2.MD.1 Measure the
length of an object by
selecting and using
appropriate tools such
as rulers, yardsticks,
meter sticks, and
measuring tapes.
Relate addition and
subtraction to length.
2.MD.6 Represent
whole numbers as
lengths from 0 on a
number line diagram
with equally spaced
points corresponding to
9.1- Use a concrete model
to measure the lengths of
objects in centimeters.
(MD.1)
9.2- Estimate lengths of
objects in centimeters by
comparing them to
unknown lengths. (MD.3)
9.3- Measure lengths of
objects to the nearest
centimeter using a
centimeter ruler. (MD.1)
9.4- Solve problems
involving adding and
subtracting lengths by
using the strategy draw a
diagram. (MD.6) (MD.5)
9.5- Measure the lengths
of objects in both
centimeters and meters to
explore the inverse
relationship between size
and number in units.
(MD.2)
9.6- Estimate the lengths
of objects in meters.
(MD.3)
9.7- Measure and then find
the difference in the
lengths of two objects.
(MD.4)
9.1- How do you use a
centimeter model to
measure the lengths of
objects? (MD.1)
9.2- How do you use
known lengths to estimate
unknown lengths? (MD.3)
Academic
Vocabulary
centimeter
9.3- How do you use a
centimeter ruler to
measure lengths? (MD.1)
9.4- How can drawing a
diagram help when solving
problems about lengths?
(MD.6) (MD.5)
9.5- How is measuring in
meters different from
measuring in centimeters?
(MD.2)
9.6- How do you estimate
the lengths of objects in
meters? (MD.3)
9.7- How do you find the
difference between the
lengths of two objects?
(MD.4)
meter
Resources/Activities


Go Math Chapter 9
Crosswalk Coach
Lessons:
2nd Grade Math Curriculum Map 2012-13
the numbers 0,1,2, …,
and represent wholenumber sums and
differences within 100
on a number line
diagram.
2.MD.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.
Measure and estimate
lengths in standard
units.
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.
Measure and estimate
lengths in standard
units.
2.MD.3 Estimate
lengths using units of
inches, feet,
centimeters, and
meters.
2nd Grade Math Curriculum Map 2012-13
Measure and estimate
lengths in standard
units.
2.MD.4 Measure to
determine how much
longer one object is
than another,
expressing the length
difference in terms of a
standard length unit.