a common core aligned
yearlong plan
Teacher Notes
This second grade math curriculum map will give you an idea of the scope and sequence of math instruction
for second grade. This is the same curriculum map I have taught the past several years. Although a few of
the standards have changed months here and there (like geometry and measurement), most of it has
remained consistent.
Most of the content is chronological and meant to be taught in the sequence it is presented. However, there
are a few standards / units that can be changed around, like the measurement and geometry standards.
The first part of the year is heavily focused on addition. Once I make sure students have a solid
understanding of addition, we focus intently on subtraction during the middle of the year. I have found that
this separate focus helps students go deep with one skill before moving onto the opposite one.
To find out more about curriculum
mapping and how I plan out my year, my
topics and my daily lessons, visit this blog
post. Also included in this blog post is a
free blank curriculum map where you can
fill in and arrange your own year.
If you would like, you can
purchase all the resources
outlined in this curriculum
map in one BUNDLE, that will
save you over 35% of
purchasing each item
individually. As I add
resources to the Second
Grade Math BUNDLE, the
price will increase
accordingly. The BUNDLE
will always be over 35% off.
To see all my math blog posts in one place, click here.
© Jessica Boschen • What I Have Learned
Teacher Notes
This curriculum map is presented to you in two formats. One is the
standards by month so that you can see the scope and sequence over
the course of the year. This view shows you how it all flows together.
However, know that I am not rigid about starting a new unit at the
beginning of each month. I adjust accordingly for student needs. I
have also left the end of the year a bit lighter for more review and to
give a bit of wiggle room, if certain units take longer than expected. Also
understand that our calendar, including winter and spring breaks, may be
during different months, which is why some months are lighter or
heavier than others.
The second format is by unit, which is how I plan my time and resources.
In this format, you will find links to the products that I use to teach that
group of standards. Not all of the units are complete, but will be added
to over the course of this next year. I will update the curriculum map as
I create and add resources to my store.
As I developed this curriculum map, I noticed that the unit pages had
more resources for math centers / stations than for whole group
lessons. One of my goals this next year is to add more resources for
whole group instruction.
A few of my resources are yearlong, differentiated for a variety of
skills and number combinations. Those resources are on the following
page. In addition, I have a few seasonal math stations and activities..
Although the skills in these stations may not be taught during that unit, I
use it to review previously taught skills and included it during the unit
where the month occurs.
I have also included relevant blog posts for each unit, if available. The
blog posts may give you an idea of how I’ve taught a unit with additional
images and details not included in the products.
© Jessica Boschen • What I Have Learned
Year-Long Resources
These year-long resources are used every day or every week in
my classroom. They spiral throughout the year and increase in
complexity, depending on the pages or problems chosen.
The topics in these products are ones that need to be spiraled
so that students have a strong and deep grasp of the concept.
This Daily Math focused on place value, decomposing
numbers, patterns, when adding by 10, and 100, and using a
number line. During the first part of the year, we work
with numbers 0-99. During the second part of the year
we focus on numbers 100 - 999.
We use these
discussion cards to talk
about our mathematical
thinking when solving
complex problems.
This blog post goes into
more detail about these
discussion cards.
These Cut and Paste activities give me
one more point of practice, especially
on those days when I just need an
activity that students know how to do
and that takes some time.
These word problems are grouped
by problem type. In addition, each
word problem has blank spaces for
the numbers. At the beginning of
the year, we focus on solving
problems with single digit numbers.
As students gain computational
fluency with multi-digit numbers, we
start using two-digit numbers in our
word problems. This blog post
goes into more detail about this
product and offers a FREE
Download.
If your’e just
looking for the
posters, I’ve
listed that as a
separate
resource.
© Jessica Boschen • What I Have Learned
Year-Long Resources
This number line is color coded so that students can
not only count by 5s and 10s easily, but they can also
“see” friendly numbers. We use it daily for doing our
Daily Math. We also use it during our instruction on
two-digit addition to show students how to get to the
next “friendly number” and make jumps of 10.
We start these Automaticity Assessments
during our unit on Addition and Subtraction
and then extend it all year long as
students gain fluency with their math
facts.
I use these Number
Puzzles throughout
the year during our
math stations. They
span all major second
grade concepts and
help students see the
concepts using
different models and
representations.
These Money Matching & Word
Problems are themed by month. The
earlier months are only coins. The
later months add dollars.
The Solve the Room activities span multiple skills. They work like a
scoot game where students move around the room solving each
problem. I have Solve the Room for most months of the year.
© Jessica Boschen • What I Have Learned
Themed Math Stations / Centers
These themed math stations are a review of previously taught concepts. However, as I have moved
a few standards around (like measurement or geometry), skills may not match the month’s theme. I
tend to do themed math stations during the second half of the year, although we do math stations
all year long.
© Jessica Boschen • What I Have Learned
Curriculum Map - By Month
Geometry
Measurement
Numbers & Operations
Operations and
Algebraic Thinking
August / September
Understand Addition & Subtraction
2.OA.1: Use addition within 20 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
2.OA.2: Fluently add within 20 using mental
strategies.2 By end of Grade 2, know from
memory all sums of two one-digit numbers.
2.NBT.2: Count within 1000; skip-count by
2s, 5s, 10s, and 100s
2.NBT.8: Mentally add and subtract 10 or
100 to a given number 100–900
2.NBT.9: Explain why addition strategies
work, using place value and the properties
of operations.
October
Two-Digit Addition
November
Place Value & Three-Digit Addition
2.NBT.6: Add up to four two-digit numbers
using strategies based on place value and
properties of operations.
2.NBT.4: Compare two three-digit numbers
based on meanings
2.NBT.5: Fluently add within 100 using
2.NBT.7: Add within 1000 using concrete
strategies based on place value, properties models or drawings and strategies based on
of operations and/or the relationship
place value, properties of operations and/or
between addition and subtraction.
the relationship between addition and
2.NBT.1: Understand that the three digits of subtraction; relate the strategy to a
a three-digit number represent amounts of written method. Understand that in adding
hundreds, tens, and ones.
three-digit numbers, one adds the hundreds
2.NBT.3: Read and write numbers to 1000
and hundreds, tens and tens, ones and ones;
using base-ten numerals, number names,
and sometimes it is necessary to compose
and expanded form.
or decompose tens or hundreds.
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 within 100 on a
number line diagram.
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.
December
Measurement
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.
2.MD.5: Use addition 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.
© Jessica Boschen • What I Have Learned
Curriculum Map - By Month
Operations and
Algebraic Thinking
2.NBT.9: Explain why subtraction
strategies work, using place value
and the properties of operations.
2.NBT.5: Fluently subtract within
100 using strategies based on
place value, properties of
operations and/or the relationship
between addition and subtraction.
Geometry
Measurement
2.OA.1: Use 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 subtract within 20 using
mental strategies.2 By end of Grade 2,
know from memory all sums of two onedigit numbers.
Numbers & Operations
January
Two-Digit Subtraction
February
Three-Digit Addition & Subtraction
2.NBT.7: 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 subtracting
three-digit numbers, one
2.MD.5: Use subtraction within 100
subtracts hundreds and hundreds,
to solve word problems involving
tens and tens, ones and ones; and
lengths that are given in the same
sometimes it is necessary to
units and equations with a symbol
compose or decompose tens or
for the unknown number to
hundreds.
represent the problem.
2.NBT.7.1 Use estimation strategies
2.MD.6: Represent whole numbers
in computation and problem solving
as lengths from 0 on a number
with numbers up to 1000.
line diagram with equally spaced
2.NBT.7.2 Make reasonable
points corresponding to the
numbers 0, 1, 2, ..., and represent estimates when adding or
subtracting.
whole-number differences within
100 on a number line diagram.
March
Shapes, Partitioning, Fractions
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.
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.
April
Time & Money
May
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.
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.MD.7: Tell and write time from
analog and digital clocks to the
nearest five minutes, using a.m.
and p.m. Know relationships of time
(e.g., minutes in an hour, days in a
month, weeks in a year).
2. MD.8: Solve word problems
involving combinations of dollar bills,
quarters, dimes, nickels, and
pennies, using $ and ¢ symbols
appropriately.
© Jessica Boschen • What I Have Learned
Unit 1: Understand Addition & Subtraction
2.OA.1: Use addition and subtraction within 20 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.2: Count within 1000; skip-count by 2s, 5s, 10s,
and 100s
2.NBT.8: Mentally add and subtract 10 or 100 to a
given number 100–900
2.NBT.9: Explain why addition strategies work, using
place value and the properties of operations.
At the beginning of the school year, we focus a lot on establishing a deep
understanding of addition strategies, multiple ways of solving problems, and
explaining our thinking. We have lot of class discussions on how problems are
solved and engage in exchanging ideas. Although we do some work on
subtraction, the main focus is addition.
© Jessica Boschen • What I Have Learned
Unit 2: Two-Digit Addition
2.NBT.5: Fluently add within 100 using strategies based
on place value, properties of operations and/or the
relationship between addition and subtraction.
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 within 100 on a number line
diagram.
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.
After students have a solid understanding of single-digit addition strategies,
we move onto two-digit addition, maintaining our rich discussion on how
students solve problems. While working with two-digit addition, we solve
problems using an open number line. During this unit, we also start to solidify
our understanding of place value. However, since we have been doing Daily
Math since the beginning of the year, I find that students don’t need as much
direct instruction on place value.
Blog Posts
Number Lines
Jumping Around (Number Lines)
Vertical Number Lines
Composing / Decomposing Numbers
Models & Strategies for Two-Digit
Addition and Subtraction
© Jessica Boschen • What I Have Learned
Unit 3: Place Value
2.NBT.1: Understand that the three digits of a threedigit number represent amounts of hundreds, tens,
and ones.
2.NBT.3: Read and write numbers to 1000 using baseten numerals, number names, and expanded form.
2.NBT.6: Add up to four two-digit numbers using
strategies based on place value and properties of
operations.
2.NBT.4: Compare two three-digit numbers based on
meanings
In this unit, we continue on with place value and use some place value
understanding to revisit addition. Again, because we have done Daily Math
since the beginning of the year, I find students don’t need as much instruction
during this unit. These concepts also spiral as we get deeper into multi-digit
addition and subtraction.
© Jessica Boschen • What I Have Learned
Unit 4: Measurement
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.
2.MD.5: Use addition 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.
We have been so focused on addition that this measurement unit provides a
good break.
Blog Posts
Measuring Pumpkins
Pumpkin Exploration
© Jessica Boschen • What I Have Learned
Unit 5: Two-Digit Subtraction
2.OA.1: Use 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 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 subtraction strategies work, using
place value and the properties of operations.
2.NBT.5: Fluently subtract within 100 using strategies
based on place value, properties of operations and/or
the relationship between addition and subtraction.
2.MD.5: Use 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.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 differences within 100 on a number line
diagram.
During this month, we focus heavily on subtraction. Using our foundation in
addition, students learn a variety of subtraction strategies. Although I do
allude to the traditional algorithm, and even teach it, it is not a huge focus. I
want students to be able to solve subtraction problems and explain how they
solved the problem, not repeat a series of steps. During this month, we
interact with subtraction problems in a variety of ways using different
strategies.
Blog Posts
Example / Non-Example
© Jessica Boschen • What I Have Learned
Unit 6: Three Digit Addition & Subtraction
2.NBT.7: 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 subtracting
three-digit numbers, one subtracts hundreds and
hundreds, tens and tens, ones and ones; and
sometimes it is necessary to compose or decompose
tens or hundreds.
2.NBT.7.1 Use estimation strategies in computation and
problem solving with numbers up to 1000.
2.NBT.7.2 Make reasonable estimates when adding or
subtracting.
Coming Soon!
In looking through my store, I realized that I don’t have many resources for
three-digit addition and subtraction. I will add more soon!
Blog Posts
Ways to solve multi-digit addition and subtraction problems
© Jessica Boschen • What I Have Learned
Unit 7: Shapes, Partitioning & Fractions
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.
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.
After recognizing and drawing a variety of shapes, we moving onto
partitioning shapes. Although I am missing resources for shapes, the unit on
partitioning rectangles into rows and columns is complete.
Blog Posts
Partitioning Rectangles
Understand Fractions by Using Sentence
Frames
© Jessica Boschen • What I Have Learned
Unit 8: Time & Money
2.MD.7: Tell and write time from analog and digital
clocks to the nearest five minutes, using a.m. and p.m.
Know relationships of time (e.g., minutes in an hour,
days in a month, weeks in a year).
2. MD.8: Solve word problems involving combinations
of dollar bills, quarters, dimes, nickels, and pennies,
using $ and ¢ symbols appropriately.
Time and Money are two of the standards that I try to teach throughout the
year. These are more difficult concepts, but at the same time, lend
themselves to authentic learning opportunities. We keep track of our class
schedule and often talk about time, in relation to our schedule. In or class, I
also have a money reward system where students earn coins for being on
task.
Blog Posts
Money, Money, Money
© Jessica Boschen • What I Have Learned
Unit 9: 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.
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.
The main focus for second grade is building arrays, working with repeated
addition, and odd and even numbers.
Blog Posts
Building Arrays
Our Foray into Multiplication
Things that Come in Groups
Multiplication Arrays
© Jessica Boschen • What I Have Learned