2nd GRADE
PROBLEM-SOLVING USING ADDITION AND SUBTRACTION
Approximate Duration of Study:
When to Study:
CCS
2.OA.1
Essential Question
ongoing
introduce beginning of school year
Concept
How can I solve a
word problem?
addition and subtraction
indicators
Is all information in
a word problem
useful?
useful information
Is there more than
one way to solve a
problem?
strategies
-drawing pictures
-equations
-balanced equations
-input/output tables
Skills
students will determine
which operation (addition
or subtraction) is needed
(how many more, how
many in all, etc…) after
reading a given word
problem
students will identify
pertinent information
needed to solve a given
word problem
students will apply a
problem-solving strategy to
answer a given word
problem
Assessments
trimester
assessment
Saxon
assessments
teacher
observation
Helpful Strategies
and Resources
Daily Word Problem
Evan-Moore
WEBSITES:
www.ixl.com
www.brainpopjr.com
www.pppst.com
Saxon Lessons:
2,10-1,17,31,32,48,82,
100-1,113,120-2,125-2
monthly
extended
response
134,135
Visual Displays:
Vocabulary posters
Math
Minutes
vocabulary: some, some more / some, went away / how many more / operation /useful information / strategy / equation / balanced equation /
input and output table
2nd GRADE
OPERATIONS AND ALGEBRAIC THINKING
Approximate Duration of Study:
When to Study:
CCS
2.OA.1
Essential Question
What is an
equation?
How can pictures
solve addition and
subtraction
equations?
2.OA.2
2.OA.3
2.OA.4
How can mental
strategies help you
solve addition and
subtraction
equation?
How can one tell if a
number is even or
odd?
How can an array
lead us from
addition to
multiplication?
ongoing
introduce beginning of school year
Concept
one digit – sums and
differences within 20
addition/subtraction
with pictures
even/odd
pairing objects
counting by 2s
array (up to 5 x 5)
multiplication
repeated addition
(introduction up to
products of 25)
Skills
students will be able to solve
one-digit addition/subtraction
equations within sums and
differences of 20
students will create and solve
addition/subtraction equations
using number sentences and
pictures
Assessments
Helpful Strategies
and Resources
Daily Word Problem
trimester
assessment
Evan-Moore
WEBSITES:
Saxon
assessments
www.ixl.com
www.brainpopjr.com
www.pppst.com
Saxon Lessons:
teacher
observation
5,10-1,35-1,55-1 (pictures)
students will be able to identify
whether a number is even or
odd
monthly
extended
response
vocabulary posters
students will be able to look at a
given array (up to 5 x 5) and use
addition to find the total
number of objects within the
array (mult. Introduced not
expected to master at this time)
Math
Minutes
students will create
addition/subtraction equations
that describe pictures
vocabulary: digit / addition / addend / sum / subtraction / difference / even / odd / array / multiplication / repeated addition
22,23,76,96,116
13,96,97,128 (even/odd)
Visual Displays:
2nd GRADE
NUMBER AND OPERATIONS IN BASE TEN:
Approximate Duration of Study:
When to Study:
CCS
Essential Question
PLACE VALUE; SKIP-COUNTING;
ongoing
Concept
Skills
Assessments
Helpful Strategies
and Resources
Daily Word Problem
2.NBT.1
Will the placement of a
digit in a number affect
its value?
place value – up to
hundreds
2.NBT.1a
How many tend are in
100?
ten tens = 100
2.NBT.1b
What is the written name
for a given number?
100 refers to one
hundred
2.NBT.2
How can skip-counting
get us to where we’re
going?
skip counting by 5s,
10s, and 100s
vocabulary: place value / skip-counting / number patterns
Evan-Moore
students will identify the
value of each digit in any
given two-digit number
trimester
assessment
students will identify the
value of each digit in any
given-three digit number
Saxon
assessments
www.brainpopjr.com
www.pppst.com
students will identify that
10 bundles of 10 will equal
100
teacher
observation
Saxon Lessons:
students will be able to
demonstrate (orally and
written) skip-counting to
given numbers within
1,000
WEBSITES:
www.ixl.com
Visual Displays:
vocabulary posters
Math
Minutes
2nd GRADE
NUMBER AND OPERATIONS IN BASE TEN:
Approximate Duration of Study:
When to Study:
CCS
2.NBT.3
Essential Question
How does
expanding a
number help you
understand its
value?
BASE-TEN NUMERALS / EXPANDED FORM / COMPARING ORDERING
ongoing
introduce beginning of school
Concept
base-ten numerals
number names
expanded form
2.NBT.4
Can numbers show
more than their
value?
comparing and ordering
-greater than
-less than
-equal to
-least to greatest
-greatest to least
Skills
students will be able to
write any given number (up
to 1,000) in its name form
Assessments
students will be able to
write any given number (up
to 100) in expanded form
trimester
assessment
students will be able to
convert any given number
(up to 100) in expanded
form back to its standard
form
students will compare any
given numbers up to 1,000
students will put numbers
up to 100 in order (least to
greatest or greatest to
least)
Helpful Strategies
and Resources
Daily Word Problem
Evan-Moore
WEBSITES:
Saxon
assessments
www.ixl.com
www.brainpopjr.com
www.pppst.com
teacher
observation
Math
Minutes
Saxon Lessons:
Visual Displays:
vocabulary posters
students will put numbers
up to 1,000 in order (least
to greatest or greatest to
least)
students will able to solve
greater than/less than
problems
vocabulary: base-ten / number names / expanded form / standard form / comparing / ordering / greater than / less than / equal to
2nd GRADE
NUMBER AND OPERATIONS IN BASE TEN:
Approximate Duration of Study:
When to Study:
CCS
2.NBT.5
Essential Question
When does one need to
regroup in addition /
subtraction?
Can previous strategies
(from one-digit numbers)
be applied here?
ongoing
introduce beginning of school
Concept
regrouping in addition /
subtraction within 100
strategies
-equations
-balanced equations
-input/output tables
-(using + or – to make a
number sentence true)
2.NBT.6
adding up to four
two-digit numbers
2.NBT.7
addition / subtraction
within 1,000
(strategies similar within
100)
2.NBT.8
2.NBT.9
vocabulary:
How can fact families be
used to solve and check
equations?
adding/subtracting 10 or
100 to a given number
100 to 900
fact families
Skills
students will be able to
add /subtract within 100
using regrouping (when
needed)
students will be able to
successfully add up to
four two-digit numbers
within 100
students will be able to
apply previous problemsolving strategies to
equations within 1,000
students will apply
mental math strategies
in adding/subtracting 10
or 100 to a given
number 100-900
Assessments
Helpful Strategies
and Resources
trimester
assessment
Daily Word Problem
Saxon
assessments
WEBSITES:
www.ixl.com
www.brainpopjr.com
www.pppst.com
teacher
observation
Saxon Lessons:
Evan-Moore
Visual Displays:
vocabulary posters
Math Minutes
2nd GRADE
MEASUREMENT AND DATA: LENGTH
Approximate Duration of Study:
When to Study:
CCS
Essential Question
2.MD.1
Why do we measure?
ongoing
introduce beginning of school year
Concept
measuring tools
What can we use to
measure?
2.MD.2
2.MD.3
2.MD.4
Which tools should you
use?
What is estimation?
What’s the difference?
appropriate
measuring tools
Length estimation
length difference
Skills
students will measure the length of
an object by selecting and using
appropriate tools such as rulers,
yardsticks, meter sticks, and
measuring tapes
Assessments
students will measure the length of
an object twice , using length units
of different lengths for the two
measurements
Saxon
assessments
students will estimate the length of
various lines and objects using
units of inches, feet, centimeters,
and meters
teacher
observation
students will determine the
difference of length between two
lines or objects
vocabulary: measure; length; estimation; difference
trimester
assessment
Helpful Strategies
and Resources
Daily Word Problem
Evan-Moore
WEBSITES:
www.ixl.com
www.brainpopjr.com
www.pppst.com
Saxon Lessons:
8,40-2,43,55-2,72,99,102,
104 (measurement)
Visual Displays:
vocabulary posters
Math
Minutes
2nd GRADE
MEASUREMENT AND DATA: LENGTH AND TIME
Approximate Duration of Study:
When to Study:
CCS
Essential Question
2.MD.5
Where do we
measure in the real
world?
ongoing
introduce beginning of school year
Concept
customary units of length:
word problems
metric units of length:
word problems
2.MD.6
2.MD.7
Do spaces on a
number line need
to be equal?
Is is time yet?
A.M. or P.M.?
whole numbers representing
numbers on a number line
(up to 100)
telling time to the nearest 5
minutes
using a.m. and p.m.
Skills
students will use
addition/subtraction within
100 to solve word problems
involving lengths that are given
in the same units
Students will represent whole
numbers as lengths from 0 on a
number line diagram with
equally spaces points
corresponding to the numbers
0,1,2,…
students will tell and write time
from analog and digital clocks
to the nearest five minutes,
using a.m. and p.m.
vocabulary: length / metric units /number line / whole numbers / a.m. / p.m.
Assessments
trimester
assessment
Helpful Strategies
and Resources
Daily Word Problem
Evan–Moore
WEBSITES:
Saxon
assessments
www.ixl.com
teacher
observation
Saxon Lessons:
Math
Minutes
www.brainpopjr.com
www.pppst.com
8,40-2,43,55-2,72,99,102,
104 (measurement)
3, 12, 26, 67, 78, 106, 123
(time)
Visual Displays:
vocabulary posters
2nd GRADE
MEASUREMENT AND DATA: MONEY
Approximate Duration of Study:
When to Study:
CCS
2.MD.8
Essential Question
ongoing
introduce beginning of school year
Concept
coin identification
How much change
do I have in my
pockets?
Who’s that on my
coin?
Do I have enough?
What do I owe
you?
Do you want to go
shopping?
counting coins
equivalent amounts of
money
adding and subtracting
money
comparing picture prices
least number of coins
purchases
making a dollar
Skills
students will be able to correctly
identify the names and values of
common coins
Assessments
Daily Word Problem
trimester
assessment
students will be able to count
money up to $1 and $5
students will be able to
determine equivalent amounts of
money up to $1
Saxon
assessments
students will be able to
add/subtract money up to $1
teacher
observation
students will be able to
determine which picture shows
more
students will be able to make
change within $1
making change
Helpful Strategies
and Resources
Evan-Moore
WEBSITES:
www.ixl.com
www.brainpopjr.com
www.pppst.com
Saxon Lessons:
extended
monthly
response
28, 42, 46, 51, 53, 54,
61-64, 86-89, 93,
107, 109, 119, 127
(money)
Math Minutes
students will determine if
they have enough money to
purchase items up to $1 and $5
Visual Displays:
vocabulary posters
vocabulary: currency / penny / nickel / dime / quarter / half-dollar / dollar / change / purchase
2nd GRADE
MEASUREMENT AND DATA:
Approximate Duration of Study:
When to Study:
CCS
ongoing
introduce beginning of school year
Essential Question
2.MD.9
How can a number
line show data?
2.MD.10
REPRESENT AND INTERPRET DATA
Where do we see
graphs in the real
world?
Concept
number line
line plots
Skills
given information, students will
interpret and create line plots
(plotting data on a number line)
Assessments
Daily Word Problem
trimester
assessment
Saxon
assessments
bar graphs
given information, students will
interpret and create bar graphs
pictographs
What can we learn
from graphs?
Can bar graphs and
pictographs show
the same data?
vocabulary: number line / line plot / bar graph / pictograph
given information, students will
interpret and create pictographs
Helpful Strategies
and Resources
teacher
observation
Evan-Moore
WEBSITES:
www.ixl.xom
www.brainpopjr.com
www.pppst.com
Saxon Lessons:
2,17,31,39,48,
105-2,113,125-2, 134,
135 (graphs)
Visual Displays:
vocabulary posters
math
minutes
2nd GRADE
GEOMETRY
Approximate Duration of Study:
When to Study:
CCS
2.G.1
Essential Question
What are polygons?
Where do I find
geometric shapes in the
real world?
How are geometric
shapes similar and
different?
2.G.2
2.G.3
What is area?
How do we find it?
What are fractions?
ongoing
Concept
2-D
polygon
side
corner
geometric shapes
Skills
Evan-Moore
students will Identify the components
of a polygon
students will identify, draw, and create
the following geometric shapes:
triangles, quadrilaterals, pentagons,
hexagons, and cubes
3-D
face
edge
side
vertex
students will recognize and draw
shapes having specified attributes, such
as a given number of angles, sides, or a
given number of equal faces
area
students will partition a rectangle into
rows and columns of same-size squares
and count to find the total number of
them(area)
fractions
equal parts
Assessments
students will partition circles and
rectangles into two, three, or four
equal shares, and describe them using
their written name equivalents…and
determine that it takes two halves,
three thirds, and four fourths
Helpful Strategies and
Resources
Daily Word Problem
trimester
assessments
monthly
assessments
Saxon
assessments
teacher
observation
Math Minutes
WEBSITES:
www.ixl.com
www.brainpopjr.com
www.pppst.com
Saxon Lessons:
9,100-2,115-2,129
(area)
19, 23, 24, 34, 39 ,41,
59 , 83, 96, 97, 111,
112, 128 (fractions)
6, 7,10-2,15-2,18, 21,
25-2, 30-2, 57,60-2,
65-2, 85-2,90-2, 100-2
(2D-3D)
Visual displays:
Vocabulary posters
vocabulary: polygon / 2-D shapes / 3-D shapes / side / corner/ geometric shapes / face / edge / side / vertex / area