2014-15 Mathematics Curriculum Map – Grade 2
Unit 1: Addition and Subtraction Within 20
September 3 – October 17, 2014
Learning Progression
In Grade 2, students will:
 Become fluent in single digit additions and the related subtractions using the mental level 2 and level 3 strategies as needed.
 Master all addition and subtraction problems and solve one- and two-step word problems.
TEACHER TIPS:
 Read (or re-read) the Introduction to Math Expressions, pg. xvii-xxxvi before starting instruction for the year.
 Use page xxx Pacing Guide to consider lessons that require more than one day.
 See the Unit Planning section before each unit to see resources available, materials needed, assessments, CCSS taught (by lessons),
differentiated instruction opportunities, and cross-curricular connections.
 For each unit, please read the Putting Research into Practice, and the Math Background sections provided (including the Mathematical
Practices taught in the unit, including a section on Helping Students Avoid Common Errors.
 Unit 1: Help Students Avoid Common Errors in Lessons 6, 8, 15, and 20 (see p. 1DD)
 Use each unit’s Test A as pre- and post-test to demonstrate student growth and to guide instruction.
 Plan for daily formative assessment, possibly using the “Formative Assessment: Check for Understanding” at the end of each MX lesson as
exit slip.
 Remember to use Quick Practice daily in addition to Daily Routines to practice/assess 2.OA.2.
 Mental Level 2 and Level 3 strategies are used in lessons 1, and in lessons 3-5.
SCIENCE LINKS:
FOSS Kit Balance and Motion:
Investigation 1, Math Extension, Student Sheets 12 & 13, 2.OA.1
 FOSS Kit Pebbles, Sand and Silt:
Investigation 1, Math Extension, Student Sheet 14, 2.OA.2
Investigation 1, Math Extension, Student Sheet 15, 2.OA.1
Investigation 2, Math Extension, Student Sheet 17, 2.OA.1
Investigation 3, Math Extension, Student Sheets 18 & 19, 2.OA.1
1|Page
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2014-15 Mathematics Curriculum Map – Grade 2
Common Core
Content
2.OA.1 Use addition and subtraction
with 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.
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.
2.OA.3 Determine whether a group of
objects (up to 20) has an odd or even
number of members lessons 6,7,21
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. lessons
9,16
2.NBT.6 Add up to four-digit numbers
using strategies based on place value
and properties of operations. lessons
9,16
2.NBT.9 Explain why addition and
subtraction strategies work, using
place value and the properties of
operations. lessons 1,3,9
Big Ideas
Strategies for
Addition and
Subtraction
(Lessons 1-9)
Addition and
Subtraction
Situations
(Lessons 10-16)
More Complex
Situations
(Lessons 17-21)
CCSS Mathematical
Practices Habits of
Mind/Interaction
Mathematical
Practices:
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.
To address the Common
Core Mathematical
Practices, select those
you will use during this
unit.
Habits of Mind:
 Make Sense
 Justify Why
 Generalize
 Regularity, Patterns,
Structure
 Mathematical
Representations
Formative
Assessments
Summative
Assessments
Use Unit 1 Test A
as a Pre-test
Unit 1 Test Form
A
Quick Quiz 1 and
Fluency Check 1
(after Lesson 9)
Use Unit 1
Performance
Assessment from
Assessment
Guide. (Use as
needed).
Quick Quiz 2 and
Fluency Check 2
(after Lesson 16)
Quick Quiz 3 and
Fluency Check 3
(after Lesson 21)
Formative
Assessment
Check
Understanding-at
the end of each
MX lesson-use as
needed.
PARCC
(optional)
Report Card
Represents and
solves addition and
subtraction one and
two step word
problems within 100.
2.OA.1
Uses mental
strategies to add and
subtract within 20.
2.OA.2
Work with equal
groups of objects to
gain foundations for
multiplication.
(even/odd, arrays)
2.OA.3-4
(partial)
Uses place value
understanding and
properties of
operations to add and
subtract within 1000.
2.NBT.5-9
(partial)
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2014-15 Mathematics Curriculum Map – Grade 2




Unit 1 Vocabulary:
Addends
Equation
Unit 1 Strategies:
Addition doubles
Doubles minus 1
Doubles minus 2
Metacognition and
Reflection
Connections
Mistakes and Stuck
points
Persevere and Seek
More
Habits of Interaction:
 Private Reasoning
Time
 Listen to
Understand
 Explain
 Genuine Questions
 Multiple Pathways
 Compare the Logic
of our Ideas
 Critique and Debate
 Math Reasoning is
the Authority
Even
Fewer
Is equal to (=)
Doubles plus 1
Doubles plus 2
Equation chain
Make a ten
Is not equal to (≠)
More
Odd
Partners
Total
Vertical form
Math mountain
Comparison Bars
Situation equation
Solution equation
Subtraction
Doubles
Unknown
Literature Links:
Rumble Bus by Larry Dane Brimmer
Even Steven and Odd Todd by Kathryn Cristaldi
3|Page
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2014-15 Mathematics Curriculum Map – Grade 2
Unit 2: Addition Within 200
October 20 – November 25, 2014
Learning Progression and Big Ideas
In Grade 2, students will:
 Extend base ten understanding to hundreds.
 Compute sums within 1000 using place value and the Commutative and Associative Properties of Addition.
 Become fluent with addition within 100
TEACHER TIPS:
 Remember to use Quick Practice daily in addition to Daily Routines to practice/assess 2.OA.2.
 Use page xxx Pacing Guide to consider lessons that require more than one day.
 See the Unit Planning section before each unit to see resources available, materials needed, assessments, CCSS taught (by lessons),
differentiated instruction opportunities, and cross-curricular connections.
 For each unit, please read the Putting Research into Practice, and the Math Background sections provided (including the Mathematical
Practices taught in the unit, including a section on Helping Students Avoid Common Errors.
 Unit 2: Help Students Avoid Common Errors in Lessons 3, 5, 7, 9, 10, and 14 (p.159AA).
 Use each unit’s Test A as pre- and post-test to demonstrate student growth and to guide instruction.
SCIENCE LINKS:
FOSS Kit Balance and Motion
 Investigation 1, Math Extension, Student Sheets 12 & 13, 2.OA.1
FOSS Kit Pebbles, Sand and Silt
 Investigation 1, Math Extension, Student Sheet 14, 2.OA.2
 Investigation 1, Math Extension, Student Sheet 15, 2.OA.1
 Investigation 2, Math Extension, Student Sheet 17, 2.OA.1
 Investigation 3, Math Extension, Student Sheets 18 & 19, 2.OA.1
FOSS Kit Insects
 Investigation 4, Math extension, Student Sheet 19, 2.OA.1
4|Page
7/1/14
2014-15 Mathematics Curriculum Map – Grade 2
Common Core
Content
2.OA.1 Use addition and subtraction
with 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.
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.
2 NBT.1 Understand that the three
digits of a three digit number
represent amounts of hundreds, tens
and ones.
2.NBT.2 Count within 1000; skipcount 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
>, =, < symbols to record the results
of comparisons.
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.
Big Ideas
Use Place Value
(Lessons 1-5)
Add 2-Digit
Numbers
(Lessons 6-10)
Money and
Fluency for
Addition Within
100
(Lessons 11-15)
CCSS Mathematical
Practices Habits of
Mind/ Interaction
To address the Common
Core Mathematical
Practices, select those
you will use during this
unit.
Habits of Mind:
 Make Sense
 Justify Why
 Generalize
 Regularity, Patterns,
Structure
 Mathematical
Representations
 Metacognition and
Reflection
 Connections
 Mistakes and Stuck
points
 Persevere and Seek
More
Habits of Interaction:
 Private Reasoning
Time
 Listen to Understand
 Explain
 Genuine Questions
 Multiple Pathways
 Compare the Logic
of our Ideas
 Critique and Debate
Formative
Assessments
Summative
Assessments
Use Unit 2 Test A
as a Pre-test
Unit 2 Test Form
A
Quick Quiz 1 and
Fluency Check 4
(after Lesson 5)
Use Unit 2
Performance
Assessment from
Assessment
Guide. (Use as
needed).
Quick Quiz 2 and
Fluency Check 5
(after Lesson 10)
Quick Quiz 3 and
Fluency Check 6
(after Lesson 15)
Formative
Assessment
Check
Understanding-at
the end of each
MX lesson-use as
needed
PARCC
(optional)
Report Card
Represents and
solves addition and
subtraction one and
two step word
problems within 100.
2.OA.1
Uses mental
strategies to add and
subtract within 20.
2.OA.2
Identifies, models and
compares the digits
and their values in
the ones, tens, and
hundreds place.
2.NBT.1-4
Uses place value
understanding and
properties of
operations to add and
subtract within 1000.
2.NBT.5-9
Solves two-step word
problems using
money.
2.MD.8 for ex: If you
have 2 dimes and 3
pennies, how many
cents do you have?
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2014-15 Mathematics Curriculum Map – Grade 2

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.
Math Reasoning is
the Authority
2.NBT.8 Mentally add 10 or 1000 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.
2.MD.8 Solve word problems
involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and ¢
symbols appropriately.
Unit 2 Vocabulary:
Cent symbol (¢)
Decade
Decimal point
Dime
Dollar
Dollar symbol ($)
Error
Expanded form
Equal to (=)
Greater than (>)
Hundreds
Less than (<)
Number name
Ones
Penny
Sum
Teen Numbers
Unit 2 Strategies:
Expanded form
New groups above
method
New groups below
method
Quick tens
Quick hundreds
Skip count
Show all totals
method
Literature Links:
Count on Pablo by Barbara deRubertis
More or Less by Stuart J. Murphy
6|Page
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2014-15 Mathematics Curriculum Map – Grade 2
Unit 3: Lengths and Shapes
December 1, 2014 – January 9, 2015
Learning Progression and Big Ideas
In Grade 2, students will:
 Use rulers to measure lengths to the nearest whole number unit.
 Build line plots to display measurement data.
 Recognize and draw shapes with specific attributes.
TEACHER TIPS:
 Plan to teach the STEM Investigation Lesson 5: Design Challenge Rolling Wheels (Find on K-5 STEM Swift and K-5 Science Share Point
Sites.)
 Consider using the Arts Impact lessons (See teaching resources on district website.)
 Remember to use Quick Practice daily in addition to Daily Routines to practice/assess 2.OA.2.
SCIENCE LINKS:
FOSS Kit Balance and Motion
 Investigation 3, Math Extension, Student Sheets 17 & 18, 2.MD.1-5
FOSS Kit Pebbles, Sand and Silt
 Investigation 1, Math Extension, Student Sheet 14, 2.OA.2
Common Core
Content
2.OA.2 Fluently add and subtract
within 20 using mental strategies. By
the end of Grade 2, know from
memory all sums of two one-digit
numbers.
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
operation.
Big Ideas
Length and
Shapes
(Lessons 1-5)
Estimate, Measure,
and Make Line
Plots
(Lessons 6-9)
CCSS Mathematical
Practices Habits of
Mind/Interaction
To address the Common
Core Mathematical
Practices, select those
you will use during this
unit.
Habits of Mind:
 Make Sense
 Justify Why
 Generalize
 Regularity, Patterns,
Structure
Formative
Assessments
Summative
Assessments
Use Unit 3 Test A
as a Pre-test
Unit 3 Test Form
A
Quick Quiz 1 and
Fluency 7 (after
Lesson 5)
Use Unit 3
Performance
Assessment from
Assessment
Guide. (Use as
needed).
Quick Quiz 2 and
Fluency 8 (after
Lesson 9)
Report Card
Uses mental strategies
to add and subtract
within 20.
2.OA.2
Measures, estimates
and compares lengths in
standard units and
relates addition and
subtraction to lengths.
2.MD.1-6
PARCC
(optional)
7|Page
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2014-15 Mathematics Curriculum Map – Grade 2
2.MD.1 Measure the length of an
object by selecting and using
appropriate tools such as rulers,
yardsticks, meter sticks, and
measuring tapes.
2MD.2 Measure the length of an
object twice using lengths for the two
measurements; describe how the two
measurements relate to the size of the
unit chosen.





Mathematical
Representations
Metacognition and
Reflection
Connections
Mistakes and Stuck
points
Persevere and Seek
More
Formative
Assessment
Check
Understanding-at
the end of each
MX lesson-use as
needed
Identifies and draws
shapes given specified
attributes.
2.G.1
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.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.G.1 Recognize and draw shapes
having specified attributes such as a
given numbers of angles or a given
number of equal faces. Identify
triangles, quadrilaterals, pentagons,
hexagons and cubes.
Habits of Interaction:
 Private Reasoning
Time
 Listen to
Understand
 Explain
 Genuine Questions
 Multiple Pathways
 Compare the Logic
of our Ideas
 Critique and Debate
 Math Reasoning is
the Authority
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2014-15 Mathematics Curriculum Map – Grade 2
Unit 3 Vocabulary:
2-dimensional
3-dimensional
Angle
Centimeter
Cube
Decimeter
Unit 3 Strategies:
Partner lengths
Face
Foot
Height
Hexagon
Horizontal
Inch
Length
Line plot
Line segment
Meter
Opposite sides
Pentagon
Quadrilateral
Rectangle
Rectangular
prism
Right angle
Square
Triangle
Vertical
View
Width
Yard
Literature Links:
A Cloak for a Dreamer by Aileen Friedman
Racing Around by Stuart J. Murphy
9|Page
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2014-15 Mathematics Curriculum Map – Grade 2
Unit 4: Subtract 2-Digit Numbers
January 12 – March 6, 2015
Learning Progression and Big Ideas
In Grade 2, students will:
 Compute differences within 1000 using place value and the relationship between addition and subtraction
 Become fluent with subtraction within 100
 Find totals of mixed coins and bills
TEACHER TIPS:
 Remember to use Quick Practice daily in addition to Daily Routines to practice/assess 2.OA.2.
SCIENCE LINKS:
FOSS Kit Balance and Motion
 Investigation 1, Math Extension, Student Sheets 12 & 13, 2.OA.1
 Investigation 2, Math Extension, Student Sheet 14, 2.OA.1
FOSS Kit Pebbles, Sand and Silt
 Investigation 1, Math Extension, Student Sheet 14, 2.OA.2
 Investigation 1, Math Extension, Student Sheet 15, 2.OA.1
 Investigation 2, Math Extension, Student Sheet 17, 2.OA.1
 Investigation 3, Math Extension, Student Sheets 18 & 19, 2.OA.1
FOSS Kit Insects
 Investigation 4, Math extension, Student Sheet 19, 2.OA.1
Common Core
Content
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.
2.OA.2 Fluently add and subtract
within 20 using mental strategies.
2.NBT.1 Understand that the three
digits of a three-digit number represent
amounts of hundreds, tens, and ones.
Big Ideas
Totals of Mixed
Coins and Bills
(Lessons 1-2)
Multidigit
Subtraction
Strategies
(Lessons 3-11)
CCSSMathematical
Practices Habits of
Mind/Interaction
To address the Common
Core Mathematical
Practices, select those
you will use during this
unit.
Habits of Mind:
 Make Sense
 Justify Why
 Generalize
Formative
Assessments
Use Unit 4 Test A
as a Pre-Test
Quick Quiz 1 and
Fluency Check 9
(after lesson 2)
Quick Quiz 2 and
Fluency Check 10
(after Lesson 11)
Summative
Assessments
Unit 4 Test Form
A
Use Unit 4
Performance
Assessment from
Assessment
Guide. (Use as
needed).
Report Card
Represents and
solves addition and
subtraction one and
two step word
problems within 100.
2.OA.1
Uses mental
strategies to add and
subtract within 20.
2.OA.2
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2014-15 Mathematics Curriculum Map – Grade 2
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
>, =, < symbols to record the results of
comparisons.
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 three-digit
numbers using strategies based on
place value, properties of operations,
and/or the relationship between
addition and subtraction.
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, and ones and
ones; and sometimes it is necessary to
compose or decompose tens or
hundreds.
Word Problems:
Addition and
Subtraction
Within 100
(Lessons 12-23)






Regularity, Patterns,
Structure
Mathematical
Representations
Metacognition and
Reflection
Connections
Mistakes and Stuck
points
Persevere and Seek
More
Habits of Interaction:
 Private Reasoning
Time
 Listen to Understand
 Explain
 Genuine Questions
 Multiple Pathways
 Compare the Logic
of our Ideas
 Critique and Debate
 Math Reasoning is
the Authority
Quick Quiz 3 and
Fluency Check 11
(after Lesson 23)
Formative
Assessment
Check for
Understanding at
end of MX lessons
PARCC
(optional)
Uses place value
understanding and
properties of
operations to add and
subtract within 1000.
2.NBT.5-9
Solves word problems
using money.
2.MD.8 for ex: If you
have 2 dimes and 3
pennies, how many
cents do you have?
2 NBT.9 Explain why addition and
subtraction strategies work using place
value and the properties of operations.
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2014-15 Mathematics Curriculum Map – Grade 2
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.MD.5 Use addition and subtraction
within 100 to solve word problems
involving lengths that are given in the
same units and equations with a
symbol for the unknown number to
represent the problem.
2.MD.8 Solve word problems involving
dollar bills, quarters, dimes, nickels,
and pennies, using $ and cents
symbols appropriately.
Unit 4 Vocabulary:
Difference
Quarter
Unit 4 Strategies:
Adding Up Method
Break Apart
Change Unknown
Count On
Expanded Method
Start Unknown
Ungroup
Ungroup First Method
Literature Links:
 Henry Hikes to Fitchburg by D. B. Johnson
 Tightwad Tod by Daphne Skinner
 100th Day Worries by Margery Cuyler and Arthur Howard
 Shark Swimathon by Stuart J. Murphy
 Hannah’s Collections by Marthe Jocelyn
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2014-15 Mathematics Curriculum Map – Grade 2
Unit 5: Time, Graphs and Word Problems
March 9 – April 10, 2015
Learning Progression and Big Ideas
In Grade 2, students will:
 Tell and write time to the nearest 5 minutes
 Draw and use picture graphs.
 Draw and use both horizontal and vertical bar graphs and relate the scale to a number line diagram.
TEACHER TIPS:
 Remember to use Quick Practice daily in addition to Daily Routines to practice/assess 2.OA.2.
 Report Card competency 2.G.3 (partitioning circles and rectangles) is not assessed on the unit test, but you may choose to assess based on
class work, formative assessments from lessons and anecdotal notes.)
SCIENCE LINKS:
FOSS Kit Balance and Motion
 Investigation 1, Math Extension, Student Sheets 12 & 13, 2.OA.1
 Investigation 2, Math Extension, Student Sheet 14, 2.OA.1
FOSS Kit Pebbles, Sand and Silt
 Investigation 1, Math Extension, Student Sheet 14, 2.OA.2
 Investigation 1, Math Extension, Student Sheet 15, 2.OA.1
 Investigation 1, Math Extension, Do Rock Math, page 33, 2.MD.10
 Investigation 2, Math Extension, Student Sheet 17, 2.OA.1
 Investigation 3, Math Extension, Student Sheets 18 & 19, 2.OA.1
 Investigation 4, Math Extension, Student Sheet 20, 2.OA.1
FOSS Kit Insects
 Investigation 1, Math Extension, Student Sheet 14, 2.OA.1
 Investigation 1, Math Extension, Student Sheet 15, 2.MD.10
 Investigation 3, Math Extension, Student Sheet 18, 2.MD.10
 Investigation 4, Math extension, Student Sheet 19, 2.OA.1
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2014-15 Mathematics Curriculum Map – Grade 2
Common Core
Content
Big Ideas
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.
Time
(Lessons 1-2)
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.
Bar Graphs
(Lessons 5-10)
2.NBT.2 Count within 1000; skip-count
by 5s, 10s, and 100s.
2.NBT.4 Compare two three-digit
numbers based on meanings of the
hundreds, tens, and ones digits using
>, =, < symbols to record the results of
comparisons.
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 ad properties of
operations.
2.MD.7 Tell and write time from
analog and digital clocks to the nearest
five minutes, using a.m. and p.m.
Picture Graphs
(Lessons 3-4)
CCSSMathematical
Practices Habits of
Mind/ Interaction
To address the Common
Core Mathematical
Practices, select those
you will use during this
unit.
Habits of Mind:
 Make Sense
 Justify Why
 Generalize
 Regularity, Patterns,
Structure
 Mathematical
Representations
 Metacognition and
Reflection
 Connections
 Mistakes and Stuck
points
 Persevere and Seek
More
Habits of Interaction:
 Private Reasoning
Time
 Listen to Understand
 Explain
 Genuine Questions
 Multiple Pathways
 Compare the Logic
of our Ideas
 Critique and Debate
Formative
Assessments
Summative
Assessments
Use Unit 5 Test A
as a Pre-test
Unit 5 Test Form
A
Quick Quiz 1 and
Fluency Check 12
(after Lesson 2)
Use Unit 5
Performance
Assessment from
Assessment
Guide. (Use as
needed).
Quick Quiz 2 and
Fluency Check 13
(after Lesson 4)
Quick Quiz 3 and
Fluency Check 14
(after Lesson 10)
Formative
Assessment
Check for
Understanding at
end of MX lessons
PARCC
(optional)
Report Card
Represents and
solves addition and
subtraction one and
two step word
problems within 100.
2.OA.1
Uses mental
strategies to add and
subtract within 20.
2.OA.2
Tells and writes time
to the nearest 5
minutes using digital
and analog clocks,
using A.M and P.M.
2.MD.7
Draws, reads,
compares and
interprets a picture
graph & bar graph.
2.MD.10
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
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.
Partitions circles and
rectangles into 2, 3, or
4 equal shares and
describes the shares.
2.G.3
(Not assessed on unit
test, but you may
choose to assess
based on class work,
formative
assessments from
lessons and anecdotal
notes.)
Math Reasoning is
the Authority
2.G.3 Partitions 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.
Unit 5 Key Vocabulary:
AM
Analog clock
Bar graph
Clock
Data
Data Survey
Data Table
Digital Clock
Equal Shares
Fewer
Fewest
Graph
Half
Halves
Horizontal
Horizontal bar
graph
Hour Hand
Less
Minute Hand
More
Picture Graph
PM
Scale
Sort
Table
Title
Vertical
Vertical bar
Literature Links:
 How Do You Know What Time It Is? by Robert E. Wells
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2014-15 Mathematics Curriculum Map – Grade 2
Unit 6: 3 Digit Addition and Subtraction
April 13 – May 15, 2015
Learning Progression and Big Ideas
In Grade 2, students will:
 Extend base-ten understanding to 1000
 Compute sums and differences within 1000 using place value
TEACHER TIPS:
 May want to revisit fluency with teen numbers.
 Remember to use Quick Practice daily in addition to Daily Routines to practice/assess 2.OA.2.
SCIENCE LINKS:
FOSS Kit Balance and Motion
 Investigation 1, Math Extension, Student Sheets 12 & 13, 2.OA.1
 Investigation 2, Math Extension, Student Sheet 14, 2.OA.1
FOSS Kit Pebbles, Sand and Silt
 Investigation 1, Math Extension, Student Sheet 14, 2.OA.2
 Investigation 1, Math Extension, Student Sheet 15, 2.OA.1
 Investigation 2, Math Extension, Student Sheet 17, 2.OA.1
 Investigation 3, Math Extension, Student Sheets 18 & 19, 2.OA.1
FOSS Kit Insects
 Investigation 3, Math Extension, Student Sheet 17, 2.NBT.2
 Investigation 4, Math Extension, Student Sheet 19, 2.OA.1
Common Core
Content
Big Ideas
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.
Understanding
Numbers to 1,000
(Lessons 1-5)
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.
Adding to 1,000
(Lessons 6-8)
3-Digit
Subtraction
(Lessons 9-12)
CCSSMathematical
Practices Habits of
Mind/Interaction
To address the Common
Core Mathematical
Practices, select those
you will use during this
unit.
Habits of Mind:
 Make Sense
 Justify Why
 Generalize
Formative
Assessments
Summative
Assessments
Use Unit 6 Test A
as a Pre-test
Unit 6 Test Form
A
Quick Quiz 1 and
Fluency Check 15
(after Lesson 5)
Use Unit 1
Performance
Assessment from
Assessment
Guide. (Use as
needed).
Quick Quiz 2 and
Fluency Check 16
(after Lesson 8)
Report Card
Represents and
solves addition and
subtraction one and
two step word
problems within 100.
2.OA.1
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2014-15 Mathematics Curriculum Map – Grade 2
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.
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.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, and ones and
ones; and sometimes it is necessary to
compose or decompose tens or
hundreds.
3-Digit Addition
and Subtraction
Lessons 13-15






Regularity, Patterns,
Structure
Mathematical
Representations
Metacognition and
Reflection
Connections
Mistakes and Stuck
points
Persevere and Seek
More
Habits of Interaction:
 Private Reasoning
Time
 Listen to Understand
 Explain
 Genuine Questions
 Multiple Pathways
 Compare the Logic
of our Ideas
 Critique and Debate
 Math Reasoning is
the Authority
Quick Quiz 3 and
Fluency Check 17
(after Lesson 12)
Quick Quiz 4 and
Fluency Check 18
(after Lesson 15)
Formative
Assessment
Check for
Understanding at
end of MX lessons
PARCC
(optional)
Uses mental
strategies to add and
subtract within 20.
2.OA.2
Identifies, models and
compares the digits
and their values in the
ones, tens, and
hundreds place.
2.NBT.1-4
Uses place value
understanding and
properties of
operations to add and
subtract within 1000.
2.NBT.5-9
2.NBT.8 Mentally add 10 or 1000 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.
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2014-15 Mathematics Curriculum Map – Grade 2
2.MD.8 Solve word problems involving
dollar bills, quarters, dimes, nickels,
and pennies, using $ and cents
symbols appropriately.
Unit 6 Vocabulary:
Unit 6 Strategies:
Decade Number
Hundreds
New Groups
Above
Ones
One Thousand
New Groups Below
Opposite
Operations
Show all totals
Ungroup
Tens
Literature Links:
 A Place for Zero by Angeline Sparagna LoPresti
 Earth Day—Hooray! By Stuart J. Murphy
 The 329th Friend by Marjorie Weinman Sharmat
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2014-15 Mathematics Curriculum Map – Grade 2
Unit 7: Arrays, Equal Shares and Adding or Subtracting Lengths
May 18 – June 11, 2015
Learning Progression
In Grade 2, students will:
 Continue to use fraction language to describe partitions of shapes into equal shares
 Relate addition and subtraction to length
TEACHER TIPS:
 Introduce students to written form of fractions.
 Remember to use Quick Practice daily in addition to Daily Routines to practice/assess 2.OA.2.
SCIENCE LINK:
FOSS Kit Balance and Motion
 Investigation 1, Math Extension, Student Sheets 12 & 13, 2.OA.1
 Investigation 2, Math Extension, Student Sheet 14, 2.OA.1
FOSS Kit Pebbles, Sand and Silt: Investigation 1, Math Extension, Student Sheet 14, 2.OA.2
 Investigation 1, Math Extension, Student Sheet 15, 2.OA.1
 Investigation 2, Math Extension, Student Sheet 17, 2.OA.1
 Investigation 3, Math Extension, Student Sheets 18 & 19, 2.OA.1
FOSS Kit Insects
 Investigation 4, Math Extension, Student Sheet 19, 2.OA.1
Common Core
Content
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.
2.OA.3 Determine whether a group of
objects (up to 20) has an odd or even
number of members lessons 6,7,21
Big Ideas
Arrays and Equal
Shares
(Lessons 1-2)
Relate Addition
and Subtraction
to Length
(Lessons 3-6)
CCSSMathematical
Practices Habits of
Mind/Interaction
To address the Common
Core Mathematical
Practices, select those
you will use during this
unit.
Habits of Mind:
 Make Sense
 Justify Why
 Generalize
Formative
Assessments
Summative
Assessments
Use Unit 7 Test A
as a Pre-test
Unit 7 Test Form
A
Quick Quiz 1 and
Fluency Check 19
(after Lesson 2)
Use Unit 1
Performance
Assessment from
Assessment
Guide. (Use as
needed).
Quick Quiz 2 and
Fluency Check 20
(after Lesson 6)
Report Card
Represents and
solves addition and
subtraction one and
two step word
problems within 100.
2.OA.1
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2014-15 Mathematics Curriculum Map – Grade 2
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.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.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.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.



Regularity, Patterns,
Structure
Mathematical
Representations
Metacognition and
Reflection
Connections
Mistakes and Stuck
points
Persevere and Seek
More
Habits of Interaction:
 Private Reasoning
Time
 Listen to Understand
 Explain
 Genuine Questions
 Multiple Pathways
 Compare the Logic of
our Ideas
 Critique and Debate
 Math Reasoning is
the Authority
Formative
Assessment
Check for
Understanding at
end of MX lessons
PARCC
(optional)
Uses mental
strategies to add and
subtract within 20.
2.OA.2
Optional:
End of Year MX
Assessment May
or June 2015
Work with equal
groups of objects to
gain foundations for
multiplication.
(even/odd, arrays)
2.OA. 3-4
Measures, estimates
and compares lengths
in standard units and
relates addition and
subtraction to lengths.
2.MD.1-6
Partitions a rectangle
into same-sized
squares and counts
total of squares.
2.G.2
Partitions circles and
rectangles into 2,3, or
4 equal shares and
describes the shares.
2.G.3
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2014-15 Mathematics Curriculum Map – Grade 2
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 whole as two halves,
three thirds, four fourths. Recognize
that equal shares of identical wholes
need not have the same shape.
Unit 7 Vocabulary:
Array
Column
Diagram
Fourths
Half
Halves
Thirds
Fourths
Number line
Row
Thirds
Literature Links:
Keep Your Distance! by Gail Herman
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