CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)
2013-2014
First Nine Weeks
1st 9 Weeks
Big Ideas/Essential
Questions
Why do we need to be able to
add or subtract
quickly?
Skip counting follows a
number pattern based on
place value.
2.OA.2. Fluently add and subtract within 20 using mental
strategies.2 By end of Grade 2, know from memory all sums of
two one-digit numbers.

2.OA.1. Use addition and subtraction within 100 to solve oneand 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.

2.NBT.8. Mentally add 10 to a given number mentally subtract
10 from a given number.
 2.NBT.9. Explain why addition and subtraction strategies work,
using place value and the properties of operations.
2, 7, 8
My Math Chapter(s): 1, 2
4, 5
2, 7, 8
2, 3
2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s
to record the results of comparisons.
What do you notice when you
skip count by 5s? By 10s? By
100s?
How can I prove that a number
is odd or even?
How can equal groups help
me add?
1. Make sense of
problems and
persevere in solving
them.
Resources

Smart Exchange Lessons
www.teacherspayteachers.com
Useful Links:
www.helpingwithmath.com
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://illuminations.nctm.org/Lessons.aspx
http://www.k-5mathteachingresources.com
http://nsdl.org/commcore/math
My Math Chapter(s): 2, 5
Envision Lessons 4-8 4-9 (odd/even)
7
2.OA.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.
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.
2. Reason abstractly
and quantitatively.
Envision Topic 2
Envision Topic 3
Envision Topic 6-1 through 6-3
Envision Topic 7-1
3. Construct viable
arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use appropriate
tools strategically.
2, 7, 8
See Envision 17-1 as resource for skip
counting by 100s
*Envision 17-4 and 17-5 (Add/Subtract
multiples of 10 and/or 100 to 3 digit
numbers.
4 , 7, 8
6. Attend to
precision.
My Math Chapter(s): 2
7. Look for and make
use of structure.
8. Look for and
express regularity in
repeated reasoning.
August 15, 2013
1
What are some strategies you
use to solve addition and
subtraction problems?
SMP
Page
Mental strategies and fact fluency
help solve addition and
subtraction problems easily.
Standards
Bolded standards indicate Power Standards.
Italicized standards indicate support standards.
CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)
2013-2014
1st 9 Weeks
Big Ideas/Essential
Questions
Models can show ones, tens, and
hundreds.
How many ways can you show a
three digit number?
Standards
Bolded standards indicate Power Standards.
Italicized standards indicate support standards.
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.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
Resources
My Math Chapter(s): 5
Envision 4-1 through 4-5
Envision 17-1 through 17-3
2, 7
My Math Chapter(s): 5
2.NBT.3. Read and write numbers to 1000 using base-ten numerals,
number names, and expanded form



2.NBT.1a. 100 can be thought of as a bundle of ten tens —
called a “hundred.”
2.NBT.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)
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.
2, 4
2, 4, 8
Envision 4-1 through 4-5
Envision 17-1 through 17-3
2, 7
Page
2
How many ways can you show
numbers to 1,000?
Why isn’t a digit always worth
the same?
2, 4, 8
2, 4, 8

Models, numbers, and number
sentences can show numbers to
1,000.
The value of a digit depends on its
position.
SMP
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Construct viable
arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use appropriate
tools strategically.
6. Attend to
precision.
7. Look for and make
use of structure.
8. Look for and
express regularity in
repeated reasoning.
August 15, 2013
CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)
2013-2014
Second Nine Weeks
2nd 9 Weeks
Standards
Bolded standards indicate Power Standards.
Italicized standards indicate support standards.
Big Ideas/Essential
Questions
Adding and subtracting
sometimes requires
regrouping.
SMP
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.
What are the steps to add or
subtract a 2 digit number?
How do you know when you
will need to regroup?




2, 7
4, 5
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
2.NBT.6. Add up to four two-digit numbers using strategies based on
place value and properties of operations.
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.1
2, 7
2, 7
2.OA.1 Represent and solve problems involving addition and subtraction.
*Hands-On Standards can be used
throughout the pacing guide
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
Envision Topic 7 (-) (Mental Strategies)
Envision Topic 9 (-) (Models, etc.) Envision
Topic 10-3;10-6 (Ways to +/-)
Envision Topic 18 (18-2 & 18-6 can be used
as addt'l strats. to det. reasonableness of exact
sum/diff.)
Envision Topic 6-1 (Adding on 10)
Envision Topic 7-1 (Subtracting 10)
Envision Topic 17-4, 17-5, and 17-9
(Changing Numbers by 100s and 10s;
Patterns With Numbers on Hundreds Charts;
Problem Solving- Looking for a Pattern
Page
3
What strategy did you use to
solve the word problem?
Why does it work?
My Math Chapter(s): 3,4
Envision Topic 6 (+) (Mental Strategies)
Envision Topic 8 (+) (Models, etc.)
3, 5, 7
Determine how and when to
use addition or subtraction to
solve word problems.
Resources
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Construct viable
arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use appropriate
tools strategically.
6. Attend to
precision.
7. Look for and make
use of structure.
8. Look for and
express regularity in
repeated reasoning.
August 15, 2013
CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)
2013-2014
SMP
Resources
Standards
2nd 9 Weeks
Bolded standards indicate Power Standards.
Italicized standards indicate support standards.
Big Ideas/Essential
Questions
Students use a variety of
addition and subtraction
strategies to solve a number
sentence.
Can you solve an addition or
subtraction math sentence
using at least two different
ways?
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.OA.2. Fluently add and subtract within 20 using mental strategies. 2
By end of Grade 2, know from memory all sums of two one-digit
numbers.

2.NBT.9. Explain why addition and subtraction strategies work, using
place value and the properties of operations.1
2, 4, 7
My Math Chapter(s): 6, 7
Envision Topic 18-1, 18-3 through 18-8
Envision Topic 2
2, 7, 8
2, 7, 8
Envision Topic 3
Envision Topic 6-1 through 6-3
Envision Topic 7-1
Envision topic 1-6
Smart Exchange Lessons
www.teacherspayteachers.com
Useful Links:
www.helpingwithmath.com
Page
4
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://illuminations.nctm.org/Lessons.aspx
http://www.k-5mathteachingresources.com
http://nsdl.org/commcore/math
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Construct viable
arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use appropriate
tools strategically.
6. Attend to
precision.
7. Look for and make
use of structure.
8. Look for and
express regularity in
repeated reasoning.
August 15, 2013
CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)
2013-2014
Third Nine Weeks
3rd 9 Weeks
Big Ideas/Essential Questions
Use number expressions, drawings,
symbols (dollar and cent sign) or
models to solve word problems about
money.
How do you count coins and bills?
What strategy can you use to solve a
word problem about money?
Standards
Bolded standards indicate Power Standards.
Italicized standards indicate support standards.
SMP
2.MD.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?
 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.
 2.NBT.6. Add up to four two-digit numbers using strategies
based on place value and properties of operations.
 2.NBT.9. Explain why addition and subtraction strategies
work, using place value and the properties of operations.
When do you use a dollar sign or a cent
sign?
4, 5
2, 7
2, 7
3, 5, 7
Resources
My Math Chapter(s): 8
Envision Topic 5
* 5-1 and 5-2 (May need to review
identifying coins and their respective
values)
Envision Topic 5-3 Counting Collections
of Coins
Envision Topic 5-4 Ways to Show the
Same Amount
Envision Topic 5-5 One Dollar
*Envision Topic 5-6 (Make an
Organized List) may be used as
enrichment
Page
5
Envision Topic 10 (+/- Money;
Estimating Sums/Differences; Ways to
+/-)
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Construct viable
arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use appropriate
tools strategically.
6. Attend to
precision.
7. Look for and make
use of structure.
8. Look for and
express regularity in
repeated reasoning.
August 15, 2013
CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)
2013-2014
3rd 9 Weeks
Big Ideas/Essential
Questions
Standards
Bolded standards indicate Power Standards.
Italicized standards indicate support standards.
SMP
5, 7
Categorize daily events based on
whether it’s an a.m. or p.m.
situation.
Time can be represented on
analog and digital clocks.
What types of things do you do
during the a.m. hours? The p.m.
hours?
What is the big difference in an
analog clock and a digital clock?
How can you use each?
Data can be represented with a
bar graph, pictograph, line plot,
tally chart, etc.
Graphs and data tools to interpret
and solve simple addition,
subtraction, and comparison
word problems.
Which graphing tool can we use
to show data? How do we decide?
My Math Chapter(s): 10
Envision Topic 15.1, 15.6
2, 7
4, 5
Hands On Standards
Smart Exchange Lessons
www.teacherspayteachers.com
Useful Links:
www.helpingwithmath.com
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://illuminations.nctm.org/Lessons.aspx
http://www.k-5mathteachingresources.com
http://nsdl.org/commcore/math
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 problems1 using
information presented in a bar graph.
 2.OA.1. Use addition and subtraction within 100 to solve oneand 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.
 2.OA.2. Fluently add and subtract within 20 using mental
strategies.2 By end of Grade 2, know from memory all sums of
two one-digit numbers.
 2.NBT.6. Add up to four two-digit numbers using strategies
based on place value and properties of operations.
2, 4, 5
My Math Chapter(s): 9
4, 5
2, 7, 8
Envisions Topics 16.1,16.2, 16.3, 16.7
2, 7
Page
6
What kind of information can we
get from graphing tools?
2.MD.7. Tell and write time from analog and digital clocks to
the nearest five minutes, using a.m. and p.m.
 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.
 2.OA.1. Use addition and subtraction within 100 to solve oneand 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.
Resources
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Construct viable
arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use appropriate
tools strategically.
6. Attend to
precision.
7. Look for and make
use of structure.
8. Look for and
express regularity in
repeated reasoning.
August 15, 2013
CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)
2013-2014
3rd 9 Weeks
Big Ideas/Essential
Questions
Measurement can change over
time.
Line plots show change over time.
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.
 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.
SMP
Resources
4, 5, 8
My Math Chapter(s): 11
5, 7
2, 3, 5
Hands On Standards
Smart Exchange Lessons
www.teacherspayteachers.com
Useful Links:
www.helpingwithmath.com
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://illuminations.nctm.org/Lessons.aspx
http://www.k-5mathteachingresources.com
http://nsdl.org/commcore/math
Page
7
Why is it important to give
measurement data over a period
of time?
What does a line plot show?
Standards
Bolded standards indicate Power Standards.
Italicized standards indicate support standards.
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Construct viable
arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use appropriate
tools strategically.
6. Attend to
precision.
7. Look for and make
use of structure.
8. Look for and
express regularity in
repeated reasoning.
August 15, 2013
CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)
2013-2014
Fourth Nine Weeks
4th 9 Weeks
Big Ideas/Essential
Questions
Students use a variety of tools and
units to make decisions about
measurement.
How do you decide which unit of
measurement is best to use for the
object you are measuring? Why
did you choose that unit?
Shapes can be grouped based on
similarities.
Shapes can have different
properties.
Standards
Bolded standards indicate Power Standards.
Italicized standards indicate support standards.
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.1. Measure the length of an object by selecting and
using appropriate tools such as rulers, yardsticks, meter
sticks, and measuring tapes.
 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 difference in terms of a
standard length unit.
2.G.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.
SMP
Resources
2, 3, 5
My Math Chapter(s): 11
5, 7
2, 3, 5
2, 5
4, 7
Hands On Standards
Smart Exchange Lessons
www.teacherspayteachers.com
Useful Links:
www.helpingwithmath.com
http://nlvm.usu.edu/en/nav/grade_g_2.html
http://illuminations.nctm.org/Lessons.aspx
http://www.k-5mathteachingresources.com
http://nsdl.org/commcore/math
Envisions 13.2, 13.4, 13.5
My Math Chapter(s): 12
Envision Topic 11-3
Tangrams
Page
8
How can shapes be alike? How
can they be different?
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Construct viable
arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use appropriate
tools strategically.
6. Attend to
precision.
7. Look for and make
use of structure.
8. Look for and
express regularity in
repeated reasoning.
August 15, 2013
CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)
2013-2014
4th 9 Weeks
Big Ideas/Essential
Questions
Shapes can be equally divided
into halves, thirds, fourths, etc.
Standards
Bolded standards indicate Power Standards.
Italicized standards indicate support standards.
2.G.2 Partition a rectangle into rows and columns of same size
squares and count to find the total number of them.
How can shapes be equally
divided?
How can I describe parts?
2.G.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. (As Foundation for Fractions)
Addition and multiplication are
related operations.
Why is it important for an array to
have equal rows and columns?
How can you use an array to
show a multiplication sentence?
How can you write a repeated
addition sentence as a
multiplication fact?
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. (As
Foundation for Multiplication)
2.G.2. Partition a rectangle into rows and columns of samesize squares and count to find the total number of them.
2, 8
Resources
My Math Chapter(s): 12
Envision Topic 11-4
Envision Topic 12-1, 12-2, 12-5
2, 4, 8
My Math Chapter(s):
(Previously Introduced in Chapter 2)
Envision Topic 19-1, 19-2, 19-3
4, 7
http://www.multiplication.com/
5 x 5 grid mats
Page
9

SMP
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Construct viable
arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use appropriate
tools strategically.
6. Attend to
precision.
7. Look for and make
use of structure.
8. Look for and
express regularity in
repeated reasoning.
August 15, 2013
4th 9 Weeks
Big Ideas/Essential
Questions
Word problems can be solved
with different strategies and
symbols.
What are the steps to solving a
word problem?
How do you know if you add or
subtract?
CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)
2013-2014
Standards
Bolded standards indicate Power Standards.
Italicized standards indicate support standards.
2.OA.1. Use addition and subtraction within *1000 to solve oneand 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.
 2.NBT.9. Explain why addition and subtraction strategies
work, using place value and the properties of operations. 1
SMP
4, 5
Resources
My Math Chapter(s):
(Previously Introduced in Chapter 7)
2nd Grade Word problems (printable)
http://math.about.com/od/wordproblem1/ss/gr2wp.htm
Page
10
3, 5, 7
1. Make sense of
problems and
persevere in solving
them.
2. Reason abstractly
and quantitatively.
3. Construct viable
arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use appropriate
tools strategically.
6. Attend to
precision.
7. Look for and make
use of structure.
8. Look for and
express regularity in
repeated reasoning.
August 15, 2013