MADISON PUBLIC SCHOOL DISTRICT
Grade 2 Mathematics
Authored by: Marie Pehowic
Updated by: Kathryn Lemerich
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Updated with Common Core State Standards: September 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
The K-5 mathematics curriculum is to provide students with a strong content base in mathematics while
promoting and instilling the skills of problem solving, communication in mathematics, making
mathematical connections, and reasoning. Throughout the delivery of the K-5 mathematics program,
various tools and technology are employed, including manipulatives, calculators, software, websites, and
computers. A strong focus of the program in on promoting high levels of mathematical thought through
experiences which extend beyond traditional computation. The program is directly correlated to the
Common Core State Standards and is designed to adequately prepare students for the NJ state
assessments.
II. RATIONALE
The K-5 mathematics program mission is to provide students with content-specific skills and concepts
while developing problem-solving skills and strategies, communication, and reasoning. Lessons are
prepared and implemented developmentally, sequentially and with the understanding that learning
proceeds from concrete to abstract levels.
III. STUDENT OUTCOMES (Linked to the Common Core State Standards for Mathematics)
Chapter One: Addition and Subtraction Facts
Operations and Algebraic Thinking (2.OA)
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.
Add and subtract within 20.
2.0A.2: Fluently add and subtract within 20 using mental strategies.2 By the end of Grade 2, know from
memory all sums of two one-digit numbers. 2See standard 1.OA.6 for a list of mental strategies.
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.
Number and Operations in Base Ten (2.NBT)
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.3 3Explanations may be supported by drawings or objects.
Chapter Two: Numbers and Patterns to 100
Operations and Algebraic Thinking (2.OA)
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.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.
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.
Number and Operations in Base Ten (2.NBT)
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 5s, 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.
Chapter Three: Data and Graphing
Measurement and Data (2.MD)
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.
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 problems4 using information presented
in a bar graph.
Chapter Four:
Money
Measurement and Data 2.MD
Work with time and money.
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?
Chapter Five: Two Digit Addition
Operations and Algebraic Thinking (2.OA)
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.
Number and Operations in Base Ten (2.NBT)
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.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.3 3Explanations may be supported by drawings or objects.
Measurement and Data (2.MD)
Relate addition and subtraction to length.
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.
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 whole-number sums and differences within
100 on a number line diagram.
Work with time and money.
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?
Chapter Six:
Two Digit Subtraction
Operations and Algebraic Thinking (2.OA)
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.
Number and Operations in Base Ten (2.NBT)
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.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.3 3Explanations may be supported by drawings or objects.
Measurement and Data (2.MD)
Relate addition and subtraction to length.
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.
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 whole-number sums and differences within
100 on a number line diagram.
Work with time and money.
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?
Chapter Seven: Geometry, Fractions, and Probability
Geometry (2.G)
Reason with shapes and their attributes.
2.G.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given
number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are
compared directly or visually, not compared by measuring.)
2.G.2: Partition a rectangle into rows and columns of same-size squares and count to find the total
number of them.
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.
Chapter Eight: Multiplication and Division
Operations and Algebraic Thinking (2.OA)
Work with equal groups of objects to gain foundations for multiplication.
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.
Chapter Nine:
Measurement
Measurement and Data (2.MD)
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.
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
difference in terms of a standard length unit.
Relate addition and subtraction to length.
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.
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 whole-number 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.
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 problems4 using information presented
in a bar graph. 4See Glossary, Table 1.
Chapter Ten: Time and Calendar
Measurement and Data (2.MD)
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.
Chapter Eleven:
Numbers and Patterns to 1,000
Operations and Algebraic Thinking (2.OA)
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.
Number and Operations in Base Ten (2.NBT)
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 5s, 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.
Measurement and Data (2.MD)
Work with time and money.
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?
Chapter Twelve: Adding and Subtracting Three Digit Numbers
Operations and Algebraic Thinking (2.OA)
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.
Number and Operations in Base Ten (2.NBT)
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).
Use place value understanding and properties of operations 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 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.3 3Explanations may be supported by drawings or objects.
Measurement and Data (2.MD)
Work with time and money.
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?
IV.
ESSENTIAL QUESTIONS AND CONTENT
Chapter One: Addition and Subtraction Facts
1. Add two and three numbers with sums through twenty
2. Subtract a number from twenty or less
3. Write fact families for sums to twenty and different names for the same number
4. Analyze and solve problems using skills and strategies
Chapter Two: Numbers and Patterns to 100
1. Count by twos, threes, fives, and tens
2. Identify place value, round, and name numbers in different ways
3. Compare and order two digit numbers
4. Analyze and solve problems using skills and strategies
Chapter Three: Data and Graphing
1. Compare and use data in tables
2. Interpret and make a bar graph and pictographs
3. Analyze and solve problems using skills and strategies
Chapter Four: Money
1. Count groups of pennies, nickels, dimes, quarters, and half dollars and write total value
2. Compare and show money amounts and make change
3. Analyze and solve problems using skills and making change
Chapter Five: Two Digit Addition
1. Add tens and estimate sums
2. Add two and three digit numbers including money
3. Analyze and solve problems using skills and strategies
Chapter Six: Subtracting Two Digit Numbers
1. Subtract tens and estimate differences
2. Subtract two digit numbers and money with and without regrouping
3. Analyze and solve problems using skills and strategies
Chapter Seven: Geometry, Fractions, and Probability
1. Identify plane shapes, solid shapes, congruent shapes, and shapes with symmetry
2. Identify and compare fractions
3. Analyze and solve problems using skills and strategies
Chapter Eight: Multiplication and Division
1. Multiply by two, five, and ten
2. Show properties of multiplication
3. Make equal groups with and without remainders
4. Analyze and solve problems using skills and strategies
Chapter Nine: Measurement
1. Measure lengths in customary and metric units
2. Compare the weight (mass) of cup, pint., and quart - and capacity of containers to a liter
3. Choose the appropriate unit of measurement and tools
4. Analyze and solve problems using skills and strategies
Chapter Ten: Time and Calendar
1. Read and write time to five minute intervals using a face clock
2. Determine elapsed time
3. Identify and compare periods of time using a calendar
4. Analyze and solve problems using skills and strategies
Chapter Eleven: Numbers and Patterns to 1,000
1. Read, count, and write numbers through 999 and name numbers in different ways
2. Identify and use place value through hundreds, write dollars and cents to five dollars
($5.00)
3. Order and compare numbers
4. Analyze and solve problems using skills and strategies
Chapter Twelve: Adding and Subtracting Three Digit Numbers
1. Add three digit numbers with and without regrouping
2. Subtract three digit numbers with and without regrouping
3. Estimate, add, and subtract whole numbers and money amounts
4. Analyze and solve problems using skills and strategies
V.
STRATEGIES
Students will be involved in cooperative learning and individual study throughout mathematics
instruction. Much of the instruction will incorporate problem-based learning, including hands-on
activities, manipulatives, projects, and class discussions, as well as other strategies determined by the
teacher.
▪ Given a group of individual problem-solving situation, students will use a variety of
mathematical perceptions such as seeing patterns, making comparisons, estimating amounts,
etc. to deduce a solution.
▪ Given a set of oral or written problems, students will understand the mathematical context,
recognize the operative significance of the symbols, and calculate the solutions.
▪ Given manipulatives, games, models, calculators, and other technology, students will solve
problems appropriate to the unit or skill being studied.
▪ Differentiated Instruction is a key component to mathematics instruction. See Appendix A (to
be developed in summer 2009) for grade specific activities and lessons.
VI.
EVALUATION
Students’ learning will be evaluated regularly in the following manner:
▪ Teacher observation
▪ End of chapter tests
▪ Anecdotal records
▪ Pre and Post Problem Solving Tests
▪ District math assessments: Cumulative Math Assessment (May)
VII.
REQUIRED RESOURCES
Houghton Mifflin Mathematics: Volume One and Two
The Problem Solver 2 Activities for Learning Problem Solving Strategies
Problem Solver II: Integrating Problem A Solving with your Math Curriculum
VIII. SCOPE AND SEQUENCE
Chapter One
Addition and Subtraction Facts (Seventeen Days)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Add in any order
Count on to add
Add double facts
Use double facts to add
Add ten Algebra
Make ten to add
Add three numbers
Count back to subtract
Use addition to subtract
Subtract from numbers to 15
Subtract numbers to 20
Write a number sentence Problem solving
Subtract to compare
Names for numbers
Fact families
Choose the operation
Chapter Two
Numbers and Patterns to 100 (Thirteen Days)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Tens to 100
Tens and ones to 100
Identify place value
Regroup tens and ones
Different ways to show numbers
Too much information Problem solving
Even and odd numbers
Number patterns
Compare two digit numbers
Order two digit numbers
Round to the nearest ten
Find a pattern Problem Solving
Chapter Three
Data and Graphing (Nine Days)
1.
2.
3.
4.
5.
6.
7.
8.
Make a tally
Compare data in tables
Read a pictograph
Use logical thinking Problem Solving
Read a bar graph
Make a bar graph
Range and mode
Use a graph Problem Solving
Chapter Four
Money (Thirteen Days)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Dimes, nickels, and pennies
Quarters, dimes, and nickels
Count coins
Equal amounts
Compare money amounts
Use models to act it out Problem solving
Half dollars
Use money
Use coins to show an amount
One dollar
Make change
Multi step problems Problem Solving
Chapter Five
Adding Two Digit Numbers (Seventeen Days)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Mental math add tens
Add without regrouping
Regroup ones
Decide when to regroup
Add one digit numbers
Add two digit numbers
Practice regrouping 10-12
Practice regrouping 13-15
Practice Regrouping 16-18
Estimate Sums
Guess and Check Problem Solving
Different Ways To Add
Horizontal Addition
Add Money
Algebra Readiness Add Three Numbers
Use Data From A Picture Problem Solving
Chapter Six
Subtracting Two-Digit Numbers (Seventeen Days)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Mental Math: Subtract Tens
Subtract Without Regrouping
Regroup Tens
Decide When To Regroup
Subtract One-Digit Numbers
Subtract Two-Digit Numbers
Use Models To Act It Out Problem Solving
Practice Regrouping 10 or 11
Practice Regrouping 12-14
Practice Regrouping 15-18
Estimate Differences
Different Ways To Subtract
Horizontal Subtraction
Add And Subtract Money
Algebra Readiness: Check Subtraction
Use A Table Problem Solving
Chapter Seven
Geometry, Fractions, and Probability (Sixteen Days)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Plane Shapes
Sides and Vertices
Solid Shapes
Congruent Shapes
Make New Shapes
Symmetry
Find a Pattern Problem Solving
Unit Fractions
More About Fractions
Wholes and Parts
Comparing Fractions
Fractions of a Group
Fractional Parts of a Group
More Likely or Less Likely
Use Data From a Picture Problem Solving
Chapter Eight
Multiplication and Division (Sixteen Days)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Count by Twos, Fives, Tens
Adding Equal Groups
Multiply With 2
Multiply With 5
Algebra Readiness: Multiply in Any Order
Multiply With 10
Multiply in Vertical Form
Multiply With 1 and 0
Different Ways to Multiply
Draw a Picture Problem Solving
Share Equally
Equal Groups of 2
Equal Groups of 5
Equal Groups With Remainders
Choose The Operation Problem Solving
Chapter Nine
Measurement (Fourteen Days)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Nonstandard Units
Compare Nonstandard Units
Inches and Feet
Centimeters and Meters
Perimeter
Guess and Check Problem Solving
Pounds
Kilograms
Cups, Pints, and Quarts
Liters
Temperature
Measurement and Tools
Use Measurement Problem Solving
Chapter Ten
Time and Calendar (Eleven Days)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What Is a Minute?
Time to the Hour
Time to the Half Hour
Time to Five Minutes
Time to Fifteen Minutes
Elapsed Time
Use Models to Act It Out Problem Solving
Calendar
Hours, Days, Weeks, Months
Use A Schedule Problem Solving
Chapter Eleven
Numbers and Patterns to 1,000 (Fourteen Days )
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Count By 100s
Hundreds, Tens, Ones
Numbers Through 500
Numbers Through 1,000
Identify Place Value
Regroup Tens as Hundreds
Make A Table Problem Solving
Different Ways to Show Numbers
Compare Three-Digit Numbers
Before, After, Between
Order Three-Digit Numbers
Count Dollars and Cents
Using Money Problem Solving
Chapter Twelve
Adding and Subtracting Three-Digit Numbers (Thirteen Days )
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Mental Math Add Hundreds Algebra
Regroup Ones
Regroup Tens
Mental Math: Subtract Hundreds
Regroup Tens
Regroup Hundreds
Choose the Operation Problem Solving
Horizontal Addition and Subtraction
Algebra Readiness: Check Subtraction
Estimate Sums and Differences
Add and subtract Money
Guess and Check Problem Solving
This is a suggestion for using the Creative Problem Solving book in conjunction with our Math program.
One possible way to implement is to have a Problem Solving day during the week, such as a “Friday
Problem-Solving Day”.
Creative Problem Solving:
Chapter One
Use logical Reasoning Problems 1, 2, 3
Use logical Reasoning Problems 19, 20, 21
Chapter Two
Use or look for a Pattern Problems 22, 23, 24
Use or look for a Pattern Problems 31, 32, 33
Chapter Three
Make an Organized List Problems 4, 5, 6
Make an Organized List Problems 16, 17, 18
Chapter Four
Act Out or Use Objects Problems 22, 23, 24
Act out or Use Objects Problems 34, 35, 36
Chapter Five
Use or Make a Table Problems 7, 8, 9
Use or Make a Table Problems 28, 29, 30
Chapter Six
Use or Make a Picture Problems 13, 14, 15
Use or Make a Picture Problems 46, 47, 48
Chapter Seven
Guess and Check Problems 19, 20, 21
Chapter Eight
Work Backwards Problems 43, 44, 45
Chapter Nine
Make It Simpler Problems 49, 50, 51
Chapter Ten
Use or Make a Table Problems 37, 38, 39
Chapter Eleven
Use or Look for a Pattern Problems 40, 41, 42
Chapter Twelve
Brainstorm Problems 52, 53, 54
MADISON PUBLIC SCHOOL DISTRICT
Grade 2 Math Enrichment Addendum
Below are suggested projects and materials for each unit of study in the second grade textbook. These
projects are only suggestions and can be replaced by another project that might better suit a child’s learning
style. At the end of this document is a list of other product ideas. Feel free to interchange a project with
any of the other product ideas.
Chapter One: Addition and Subtraction Facts
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Project: Create a Counting or Story book that includes addition and subtraction.
Chapter Two: Numbers and Patterns to 100
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Chapter Three: Data and Graphing
Math Center found a: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Recommended reading:
Murphy, Stuart. Lemonade for Sale. 1998. NY: HarperCollins, 1998 (found at CAS)
Project: *After reading the story, the children create a graph story in a flipbook.
*Solve how much money the children earned for the book and in student created story
Chapter Four: Money
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Chapter Five: Two Digit Addition
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Recommended reading:
McGrath, Barbara Barbieri. The M&M’s Addition Book. Massachusetts, 2004. (found at TJS)
Project: Create a Counting or Story book that includes addition and subtraction.
Chapter Six: Two Digit Subtraction
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Recommended reading:
McGrath, Barbara Barbieri. The M&M’s Addition Book. Massachusetts, 2004. (found at TJS)
Project: Create a Counting or Story book that includes addition and subtraction.
Chapter Seven: Geometry, Fractions, and Probability
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Recommended reading:
Leedy, Loreen. Fraction Action. NY: Holiday House, 1994. (found at CAS)
Pallotta, Jerry. Twizzlers. New York: Scholastic, Inc. 2002. (found at TJS)
Murphy, Stuart. Lemonade for Sale. NY: HarperCollins, 1998. (found at CAS and KRS)
McGrath, Barbara. More M&M Math. Mass.: Charlesbridge, 1998. (found at KRS)
McMillan. Eating Fractions. New York: Scholastics, 1991. (found at TJS)
-create a menu
Project :*Create picture book showing 1/3,1/4,1/5, and 1/6. Include addition
*Create number sentences for addition and subtraction from the book or child created picture book.
*After reading the story, the children create a graph story in a flipbook.
*Solve how much money the children earned for the book and in student created story
*Create fractions and graphing artifact using colored stickers/coloring
Chapter Eight: Multiplication and Division
Math Center found at : http://www.jmeacham.com/math/math.tubs.htm
Black line Masters : http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Recommended reading:
Tang, Greg. The Best of Times. NY: Scholastic Press, 2002 (found at KRS)
McGrath, Barbara. More M&M Math. Mass.: Charlesbridge, 1998. (found at KRS)
Project: *Solve the multiplication facts in the project
*Create his or her own multiplication fact project
*Create multiplication and division project using colored stickers/coloring
Chapter Nine: Measurement
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Chapter Ten: Time and Calendar
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Project: Make a clock and write word problems using the clock.
Chapter Eleven:
Numbers and Patterns to 1,000
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Chapter Twelve: Adding and Subtracting Three Digit Numbers
Math TV how to problem solving with practice:
http://www.mathplayground.com/thinkingblocks.html
Math Center found at: http://www.jmeacham.com/math/math.tubs.htm
Black line Masters: http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm
Books in our Schools:
Leedy, Loreen. Fraction Action. NY: Holiday House, 1994. (found at CAS)
Lewis, J. Patrick. Arithme-tickle. NY: Harcourt Inc. (found at CAS)
McGrath, Barbara Barbieri. The M&M’s Addition Book. Massachusetts, 1998. (found at TJS)
McGrath, Barbara. More M&M Math. Mass.: Charlesbridge, 2004. (found at KRS)
McMillan. Eating Fractions. New York: Scholastics, 1991. (found at TJS)
Murphy, Stuart. Lemonade for Sale. 1998. NY: HarperCollins, 1998 (found at CAS)
Pallotta, Jerry. Twizzlers. New York: Scholastic, Inc. 2002. (found at TJS)
Tang, Greg. The Best of Times. NY: Scholastic Press, 2002 (found at KRS)
General materials, resources, and games:
Math journal: Children list 10 math facts in addition, subtraction, division, and multiplication with an
answer. For example, answer 150 can be 100+50, 30x5, 200-50, 300\2. Problems of the day can be in this
math journal.
Ten card frame:
http://www3.telus.net/public/m.games/WEB/PDF/GG%20PDF/10%20CARD%20FRAME.pdf
Fact Families:
http://www3.telus.net/public/m.games/WEB/PDF/GSM%20PDF/WORKSHEET.pdf
Math Calculator Games:
*Wipe Out
Enter a given number into the calculator. When told “wipe out” the requested digit using the following
rules. You may not clear the calculator and reenter the number without the requested digit. You may not
disturb any digit but the one you are asked to “wipe out”.
Example: enter 4325. Tell the students to wipe out the 3. Students must enter -300 to remove the 3 leaving
the display to read 4025. Ask them next to “wipe out” the 2. Continue until the entire number is gone.
Note: Be sure the original number has different digits in each place to begin.
*Change the number
Tell the students to enter a number into the calculator. Make up three or more instructions of changes they
must make to the number using only the + or – keys.
Example: Start with 4536. Add two to the digit in the hundreds place. Subtract 3 from the digits in the
ones place. Add 2 to the digit in the thousands place. Add 4 to the digit in the tens place. If the student
followed all the instructions properly, the calculator should read 6773.
*Broken Key
Suppose the 7 key on the calculator is broken. This means you cannot directly enter the digit 7 from the
keypad. How would you use the calculator to do the following problems?
67+54
or
678+457
or
756-349
or
27x8
*Race to 100
Play in groups of two or three using a pair of dice, a set of base ten material, and a place value mat (a
paper divided into hundreds, tens, ones). Taking turns in the group, players roll the dice and obtain from
the bank the number of base ten blocks equal to the sum rolled. The blocks are placed on the place value
mat. Players must make trades if at any time the number of blocks in any one column is ten or more. The
first group to trade for hundreds block wins.
Reverse the game for Race for Zero. Start with 5 tens on the mat and use only one die. Players must
remove the number rolled trading as needed to obtain ones to remove. The first group to remove all blocks
wins.
*Skip to 100
Using the calculator have students discover what numbers you can skip count by beginning at zero and
reach 100. Us the automatic constant feature of the calculator (0 + skip count number = = = = …) and a
100 chart for the activity.
Math Card Games:
*Go Fish to 10
Play Go Fish but student must make pairs so they equal to 10, face cards may equal 1
Another version, students can create pairs or upto 3 cards to make 15, 20, or 30. In this case face cards
may be worth Jack=11, Queen=12, King-13, Ace=1 or 14, depending on the rules you set. The person
with the most sets wins.
*Addition or Subtraction with regrouping
Turn over 4 cards. For two 2 digit numbers the face card are worth 1. The students need to arrange the 4
cards to create a number sentence with the highest value. The person(s) to have the highest sum earns a
point.
An example: Jack, 4, 7, Ace. A sample of possible number sentences 41+71=112 or 14+17=31 or
11+74=85 The highest of all possible solutions is 41+71=112
Another possible alternative is face cards are worth Jack=11, Queen=12, King-13, Ace=1 or 14, depending
on the rules you set. This creates 3 digit addition with regrouping.
*Addition, Subtraction, or Multiplication War
Two piles of cards and each student turns over a card and the first to add or multiply correctly keeps the
pair the winner with the most cards wins.
Product Ideas
Spoken Products
Debate
Advertisement
Poems for 2 voices
Newscast
Mock Trial
Simulation
Eulogy
Auction
D.J. Show
Narration
Weather
Report
Guided tours
Chronicles
Plays
Speeches
Poetry readings
Interviews
Teaching a lesson
Songs
Demonstration
Announcements
Comedy routines
Panel discussion
Sermon
Rap
Oral report
Forum
Sign language
Radio plays
Story telling
Oral histories
Lecture
Sales promotion
Committee meetings
Master of ceremonies
Town crier
Book talks public
address book review
Dramatic dialogue
Written Products
Pamphlets
Brochures
Books
Speech
Survey
Captions
Charts
Debates
Radio programs
Instructions
Interview questions
Simulation
Ballad
Legend
Advertisement
Magazine
Diary
Editorial
Haiku
Journal
Bibliography
Rhyme
Limerick
Parable
Ethnography
Article
Poetry
Marketing plan
Comic strip
Jokes/riddles
Slogan
Questionnaire
Invitations
Storyboard
Greeting cards
Grant
Analysis
Epic
Melody
Homepage
Autobiography
Tall tale
E-mail message
Law
Banners
Plays/skits
Letters/postacard
Crossword puzzle
Jingles
Summaries
Consumer report
Lists
Note taking
Budget
Blueprint
Criteria listing
Census report
Folk tale tune
Flow chart
Story problem
Announcement
Family tree
Amendment
Visual Products
Video
Slide show
PowerPoint
presentation
Sculpture
advertisement
Puppet
Calendar
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Book jacket
Layouts
Model
Pottery timeline
Diagram/chart
Sketch
Graph
Collage
Ice sculpture
Blueprints
Lists
Graphic design
Painting
Map
Mobile
Set design
Experiment
Caricature
Silkscreen
Graphic organizer
Photos
Clothing
Documentary
Animation
Costume
Charcoal sketch
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Museum exhibit
Photo essay
Stitchery
Batik
Etching
Construction Project
Scenery for a play
Sculpture
Relief map
Habitat
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Fitness trail
Terrarium
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Collection ceremony
Learning center
Pottery
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Building
Toys
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Legos
Birdhouse
Bulletin board
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3 D figures
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Multimedia
presentation
Mask
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Catalogue
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Persuasive speech
Plan
School patrol
Leading a rally
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Role playing
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campaign
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Fund raising