CCSS: Unpack and Map the Math Standards
What are the grade level
Concepts and Skills you will
teach? Or What must students
learn?
List Grade-specific Standard
Add and subtract within 20.
2.

Fluently add and subtract
within 20 using mental

strategies. By end of Grade

2, know from memory all
SWBAT use whole-part relationships
of numbers to efficiently compose
and decompose one-digit numbers.
SWBAT understand the relationship
between addition and subtraction.
Students will understand that
fluency includes accuracy, efficiency,
appropriateness, and flexibility.
sums of two one-digit
numbers. 2.OA.2

Work with equal groups of
objects to gain foundations for

multiplication.
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.3
Students will understand that an
even number can be separated into
two equal groups without any left
over.
Students will understand that an
odd number cannot be separated
into two equal groups without
having a leftover.
Students will understand that the
number in the ones place shows
whether a number is odd or even.
Students will understand that a
group of tens will always be even.
Students will understand that an
equation with two equal addends
will have an even sum.
What materials and resources will you utilize?




















Saxon Math Fact Sheets
Minute Math
(On Core Mathematics Lessons 8-14, 1-2, 17-18 )
http://schools.utah.gov/CURR/mathelem/CoreCurriculum.aspx
http://www.k-5mathteachingresources.com/
http://www.masteryconnect.com/
http://www.studyisland.com/
http://teacherresourcesgalore.com/index.htm
http://www.mathwire.com/index.html
http://www.ncpublicschools.org/acre/standards/commoncore-tools/
(Math Center Activities)
(Math Journals)
Saxon Math Guided Lessons
(On Core Mathematics Lessons 15-16)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://www.smbsd.org/uploaded/files/Fine_Arts/Doubles_Rap
.doc
http://www.brainpopjr.com/math/numbersense/evenandodd
/grownups.weml
http://www.thevirtualvine.com/images/math/odd&evensong.
pdf
When will
you teach
the
concepts
and skills?
Quarter 1
How will you know when the
students can do it? What is
the evidence of learning?



Quarter 1



By the end of 2nd Grade, SWBAT
complete a 100 problem basic
fact (addition or subtraction)
timed test in 5 minutes or less
for addition and 6 minutes or
less for subtraction, with 98%
accuracy.
Grade Level Indicator Rubric
Saxon Math Fact Assessments
Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
List Grade-specific Standard
Measure and estimate lengths in
What are the grade level
Concepts and Skills you will
teach? Or What must
students learn?

customary units.
1.
Measure the length of an

object by selecting and using

appropriate tools such as
rulers, yardsticks, meter
sticks, and measuring tapes.

2.MD.1
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.2
3.
Estimate lengths using units
of inches, feet, centimeters,

and meters. 2.MD.3
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.4

SWBAT identify and
understand the difference
between the standard tools
for linear measurement.
SWBAT measure a variety of
objects using the appropriate
tools.
SWBAT measure accurately
(leave no gaps, allow no
overlays, and start at 0 on a
measurement tool).
SWBAT use multiple copies of
one object or one object
repeatedly end to end to
measure another object (e.g.,
paper clips to measure a
book).
SWBAT demonstrate that
longer units of measure take
fewer repetitions to measure
objects.
SWBAT demonstrate that
shorter units of measure take
more repetitions to measure
objects.
Students will understand the
length of inches and feet.
SWBAT use a point of
reference when estimating
length (e.g., the top joint of
your thumb is approximately
an inch).
Students will understand how
to check the reasonableness
of an estimate and adjust as
needed.
SWBAT measure length by
comparing two (or more)
objects and identifying which
is longer and which is shorter.
SWBAT measure the same
object with two different
measurement tools and
compare the difference in
units used.
What materials and resources will you utilize?







Saxon Math Guided Lessons
(On Core Mathematics Lessons 66-67, 74, 68, 77, 75, 69)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://www.manmachine.org/gj/silverstein.html
http://www.schools.utah.gov/CURR/science/Elementary/SecondGrade.aspx
When will
you teach
the
concepts
and skills?
Quarter 1
How will you know when
the students can do it?
What is the evidence of
learning?



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
List Grade-specific Standard
What are the grade level
Concepts and Skills you will
teach? Or What must
students learn?
Relate addition and subtraction

to length.

5.

Use addition and subtraction
within 100 to solve word
What materials and resources will you utilize?
When will
you teach
the
concepts
and skills?
SWBAT add and subtract
lengths.
SWBAT interpret a word
problem involving lengths.
SWBAT set up equations,
including a measurement
unit, and solve for the
unknown number.





Saxon Math Guided Lessons
(On Core Mathematics Lessons 79)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
Quarter 1
SWBAT take measurements
and collect data.
SWBAT make a line plot that
includes a horizontal scale,
title, labels, and straight
columns of data marks.
SWBAT transfer
measurement data to the line
plot.
SWBAT read information
from the completed line plot.
SWBAT make comparisons
from the data.







Saxon Math Guided Lessons
(On Core Mathematics Lessons 92)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://www.amathsdictionaryforkids.com/dictionary.html
http://www.ixl.com/math/grade-2/interpret-line-plots
Quarter 1
How will you know when
the students can do it?
What is the evidence of
learning?



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
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.5
Represent and interpret data.
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 wholenumber units. 2.MD.9






Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
What are the grade level
Concepts and Skills you will
teach? Or What must
students learn?
List Grade-specific Standard
Reason with shapes and their

attributes.
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.1

SWBAT recognize, identify,
find, draw, build and/or describe
a two-dimensional shape,
including triangles,
quadrilaterals, pentagons, and
hexagons.
SWBAT recognize, identify,
find, draw, build and/or describe
a three-dimensional shape such
as a cube.
SWBAT identify the number of
angles on a triangle,
quadrilateral, pentagon, and
hexagon.
SWBAT identify the number of
equal faces on a cube.
What materials and resources will you utilize?










Saxon Math Guided Lessons
(On Core Mathematics Lessons 99-103)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://www.amathsdictionaryforkids.com
http://www.brainpopjr.com/math/geometry/
Shapes Galore Lesson Plan
http://www.uen.org/Lessonplan/preview.cgi?LPid=21489
That’s So Square Lesson Plan
http://www.uen.org/Lessonplan/preview.cgi?LPid=10964
When will
you teach
the
concepts
and skills?
Quarter 1
How will you know when the
students can do it? What is
the evidence of learning?



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
CCSS: Unpack and Map the Math Standards
What are the grade level
Concepts and Skills you will
teach? Or What must
students learn?
List Grade-specific Standard
Represent and solve problems
involving addition and


subtraction.
2.
Use addition and subtraction
within 100 to solve one- and
two-step word problems

involving situations of add-in 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
What materials and resources will you utilize?
SWBAT solve one-step word
problems using addition and
subtraction within 100.
SWBAT solve two-step word
problems using addition and
subtraction within 100. (This
could include two addition
functions, two subtraction
functions or both an addition
and subtraction function in the
same word problem.)
SWBAT solve word problems
with unknowns in all positions
using these problem types:
o
adding to
o
taking from
o
putting
together/taking
apart
o
comparing
SWBAT solve single- and
double-digit addition and
subtraction problems in both
vertical and horizontal form
using a variety of strategies.





Saxon Math Guided Lessons
(On Core Mathematics Lessons 46-49; 36-38; 3-4)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
SWBAT demonstrate, using
written symbols or
manipulatives that adding 10 or
100 to any number only
changes the digit in the 10s or
100s place.
SWBAT mentally add or
subtract 10 or 100 from a given
number.





Saxon Math Guided Lessons
(On Core Mathematics Lessons 62-63)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
When will
you teach
the
concepts
and skills?
Quarter
2
How will you know when
the students can do it? What
is the evidence of learning?



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
the problem. 2.OA.1
Use place value understanding

and properties of operations to
add and subtract.
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.8

Quarter 2



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
What are the grade level
Concepts and Skills you will
teach? Or What must
students learn?
List Grade-specific Standard
Understand place value.
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. 2.NBT.1
Understand the following as

special cases:
a.
What materials and resources will you utilize?
When will
you teach
the
concepts
and skills?
Students will understand that
one represents a single unit of
measurement in counting.
Students will understand that
ten ones can be “bundled”
together to make one set of
ten; a ten can also be
represented as 10 single units.
Students will understand that
ten sets of ten can be
“bundled” together to make a
hundred; a hundred can also be
represented as 100 single units.
Students will understand that
when numbers are bundled
into sets of hundreds, there are
zero tens and zero ones.








Saxon Math Guided Lessons
(On Core Mathematics Lessons 23, 19, 20-22; 31-33)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://nlvm.usu.edu/
http://mathwire.com/numbersense/placevalue.html
http://mathperspectives.com/pub_un.html
Quarter 2
SWBAT express a given number
in multiple ways (base ten,
number name, expanded form).
SWBAT compose and
decompose numbers between
standard and expanded form.
SWBAT use knowledge of base
ten to explain the value of a
digit based on its position in a
number.





Saxon Math Guided Lessons
On Core Mathematics Lessons 26-30; 24-25)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
Quarter 2
How will you know when
the students can do it? What
is the evidence of learning?



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
100 can be thought of as a
bundle of ten tens — called a
“hundred.” 2.NBT.1a
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.1b
Understand place value.
3.
Read and write numbers to


1000 using base-ten numerals,
number names, and expanded
form. 2.NBT.3





By the end of the year, SWBAT
read and write numbers to
1000.
Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
List Grade-specific Standard
Understand place value.
2.
What are the grade level
Concepts and Skills you will
teach? Or What must students
learn?

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.4
Relate addition and subtraction

to length.
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
What materials and resources will you utilize?
When will
you teach
the
concepts
and skills?
Students will understand that
when comparing two numbers,
one is looking at the whole
number, not just individual digits.
SWBAT compare values of two
three-digit numbers in the same
hundreds by looking at and
comparing the number of tens.
SWBAT use vocabulary words and
>, <, = symbols to compare two
three-digit numbers in terms of
value.





Saxon Math Guided Lessons
(On Core Mathematics Lessons 34-35)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
Quarter
2
SWBAT demonstrate
understanding that 0 represents
the beginning point of the number
line.
SWBAT illustrate that numbers can
label an equal space marked on a
number line.
SWBAT demonstrate that numbers
from 0 to 100 can be placed on the
number line.
SWBAT create a number line using
the numbers that correspond to an
addition or subtraction problem,
and solve the problem using the
number line to perform the
operation.






Saxon Math Guided Lessons
(On Core Mathematics Lessons 80)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://illuminations.nctm.org/LessonDetail.aspx?ID=L53
Quarter
2
Tell and write time from analog
and digital clocks to the nearest
five minutes, using a.m. and p.m.







Saxon Math Guided Lessons
(On Core Mathematics Lessons 81-84)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://www.fi.edu/time/Journey/JustInTime/contents.html
http://www.ixl.com/math/grade-2
Quarter
2
How will you know when
the students can do it? What
is the evidence of learning?






Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
100 on a number line
diagram. 2.MD.6
Work with time and money.
7.
Tell and write time from
analog and digital clocks to
the nearest five minutes,
using a.m. and p.m. 2.MD.7




Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
List Grade-specific Standard
What are the grade level
Concepts and Skills you
will teach? Or What must
students learn?
Reason with shapes and their

attributes.

2.
Partition a rectangle into

rows and columns of samesize squares and count to

find the total number of
SWBAT identify and
describe a row as horizontal.
SWBAT identify and
describe a column as
vertical.
SWBAT draw and partition a
rectangle into rows and
columns of same-size
squares.
SWBAT determine the
number of same-size
squares in a rectangle.
them. 2.G.2
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. 2.G.3

SWBAT identify two, three,
and four equal shares of a
whole.
SWBAT identify equal
shares by using the
vocabulary halves, half of,
thirds, third of, fourths, and
fourth of.
SWBAT identify that equal
shares within identical
circles/rectangles may not
have the same shape.
SWBAT describe a
circle/rectangle as having
two halves, three thirds, or
four fourths.
What materials and resources will you utilize?









Saxon Math Guided Lessons
(On Core Mathematics Lessons 104-108)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://www.ixl.com/math/grade-2/halves-thirds-and-fourths
www.beaconlearningcenter.com/WebLessons/IWantMyHalf/default.htm
http://www.uen.org/Lessonplan/preview.cgi?LPid=18835
http://www.uen.org/Lessonplan/preview.cgi?LPid=10811
When will
you teach
the
concepts
and skills?
Quarter
2
How will you know when
the students can do it? What
is the evidence of learning?



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
CCSS: Unpack and Map the Math Standards
What are the grade level
Concepts and Skills you will
teach? Or What must
students learn?
List Grade-specific Standard
Use place value understanding

and properties of operations to
add and subtract.
2.
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.5
3.
Add up to four two-digit
numbers using strategies
based on place value and
properties of operations.
2.NBT.6
9.
Explain why addition and
subtraction strategies work,
using place value and the
properties of operations.
2.NBT.9

SWBAT use a variety of
computation strategies for
addition and subtraction,
including using the commutative
and associative properties of
addition, the identity property
of zero, as well as the
distributive property.
SWBAT use related addition and
subtraction facts and
compensation as a strategy for
solving computations.
SWBAT add up to four two-digit
numbers by following the same
process and using the same
properties as when adding with
two addends.
SWBAT solve the same problem
in more than one way, as well as
clearly explain their thinking and
justify their reasoning.
What materials and resources will you utilize?





Saxon Math Guided Lessons
(On Core Mathematics Lessons 39-45; 5-7; 50-51; 64-65)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
When will
you teach
the
concepts
and skills?
Quarter 3
How will you know when the
students can do it? What is
the evidence of learning?



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
What are the grade level
Concepts and Skills you will
teach? Or What must
students learn?
List Grade-specific Standard
Understand place value.
2.
Count within 1000; skip-count


by 5s, 10s, and 100s.
2.NBT.2




Work with time and money.
8.

Solve word problems

involving dollar bills, quarters,

dimes, nickels, and pennies,

using $ and ¢ symbols
appropriately. Example: If you
have 2 dimes and 3 pennies,
how many cents do you
have? 2.MD.8

Students will understand that
numbers increase through
counting patterns.
Students will understand that
counting patterns can start from
any number of that pattern’s
multiple.
Students will understand that
counting by fives is just half of
counting by 10s.
Students will understand that
when counting by tens within a
hundred, only the digit in the
tens place increases.
Students will understand that
when counting by hundreds
within a thousand, only the digit
in the hundreds place increases.
Students will understand that
skip-counting is the same as
repeated addition
SWBAT recognize the different
coins and their names.
SWBAT state the values of each
of the coins and bills.
SWBAT explain that coins
represent a part of a dollar.
SWBAT use money symbols
correctly ($ for dollars, ¢ for
cents only).
SWBAT 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?
What materials and resources will you utilize?





Saxon Math Guided Lessons
(On Core Mathematics Lessons 24-25)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
When will
you teach
the
concepts
and skills?
Quarter 3
How will you know when the
students can do it? What is
the evidence of learning?

By the end of the year, SWBAT
skip count by 5s, 10s, and 100s,
starting from any one-, two-, or
three-digit number.

By the end of the year, SWBAT
demonstrate multiple skipcounting patterns from the
same starting point (example:
start at 225 and skip count by
5s, 10s, and 100s).
Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)











Saxon Math Guided Lessons
(On Core Mathematics Lessons 85-91)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://www.k-5mathteachingresources.com/measurementand-data-activities.html
http://illuminations.nctm.org/ (search “money”)
http://www.ixl.com/math/grade-2
Quarter 3



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
List Grade-specific Standard
Measure and estimate lengths in
What are the grade level
Concepts and Skills you will
teach? Or What must
students learn?

metric units.
1.
Measure the length of an

object by selecting and using

appropriate tools such as
rulers, yardsticks, meter
sticks, and measuring tapes.

2.MD.1
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.2
3.

Estimate lengths using units
of inches, feet, centimeters,

and meters. 2.MD.3
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.4

SWBAT identify and
understand the difference
between the standard tools for
linear measurement.
SWBAT measure a variety of
objects using the appropriate
tools.
SWBAT measure accurately
(leave no gaps, allow no
overlays, and start at 0 on a
measurement tool).
SWBAT use multiple copies of
one object or one object
repeatedly end to end to
measure another object (e.g.,
paper clips to measure a
book).
SWBAT demonstrate that
longer units of measure take
fewer repetitions to measure
objects.
SWBAT demonstrate that
shorter units of measure take
more repetitions to measure
objects.
Students will understand the
length of centimeters and
meters.
SWBAT use a point of
reference when estimating
length (e.g., the pinkie
fingernail is approximately a
cnetimeter).
Students will understand how
to check the reasonableness of
an estimate and adjust as
needed.
SWBAT measure length by
comparing two (or more)
objects and identify which is
longer and which is shorter.
SWBAT measure the same
object with two different
measurement tools and
compare the difference in
units used.
What materials and resources will you utilize?







Saxon Math Guided Lessons
(On Core Mathematics Lessons 70-71; 73; 76-78; 80)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://www.manmachine.org/gj/silverstein.html
http://www.schools.utah.gov/CURR/science/Elementary/SecondGrade.aspx
When will
you teach
the concepts
and skills?
Quarter 3
How will you know when
the students can do it?
What is the evidence of
learning?



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
What are the grade level
Concepts and Skills you will
teach? Or What must
students learn?
List Grade-specific Standard
Represent and interpret data.
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 wholenumber units. 2.MD.9
SWBAT take measurements and
collect data.
SWBAT make a line plot that
includes a horizontal scale, title,
labels, and straight columns of
data marks.
SWBAT transfer measurement
data to the line plot.
SWBAT read information from
the completed line plot.
SWBAT make comparisons
from the data.
What materials and resources will you utilize?







Saxon Math Guided Lessons
(On Core Mathematics Lesson 95)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://www.amathsdictionaryforkids.com/dictionary.html
http://www.ixl.com/math/grade-2/interpret-line-plots
When will
you teach
the
concepts
and skills?
Quarter 3
How will you know when the
students can do it? What is
the evidence of learning?



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
CCSS: Unpack and Map the Math Standards
What are the grade level
Concepts and Skills you will
teach? Or What must
students learn?
List Grade-specific Standard
Use place value understanding

and properties of operations to
add and subtract.
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.7

SWBAT solve addition and
subtraction problems (up to
1,000) in both vertical and
horizontal form.
SWBAT use more than one
strategy to solve a given
equation.
SWBAT demonstrate the
relationship between addition
and subtraction.
SWBAT represent sums and
differences in oral and written
form.
SWBAT model addition and
subtraction problems and their
relationships using
manipulatives.
SWBAT demonstrate the ability
to add or subtract up to threedigit numbers by adding or
subtracting hundreds and
hundreds, tens and tens, and
ones and ones; and that
sometimes it is necessary to
compose or decompose tens or
hundreds.
What materials and resources will you utilize?





Saxon Math Guided Lessons
(On Core Mathematics Lessons 52-61)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
When will
you teach
the
concepts
and skills?
Quarter 4
How will you know when the
students can do it? What is
the evidence of learning?



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
What are the grade level
Concepts and Skills you will
teach? Or What must
students learn?
List Grade-specific Standard
Work with equal groups of

objects to gain foundations for

multiplication.
4.
Use addition to find the total
number of objects arranged in


rectangular arrays with up to
When will
you teach
the
concepts
and skills?
How will you know when the
students can do it? What is
the evidence of learning?
Saxon Math Guided Lessons
(On Core Mathematics Lessons 17-18)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://www.brainpopjr.com/math/multiplicationanddivision/arr
ays/grownups.weml
http://www2.edc.org/thinkmath/lib/samples/G3C2L2TG_Sampl
e.pdf
Quarter 4

Saxon Math Guided Lessons
On Core Mathematics Lessons 93-98)
Websites listed in section 1
(Math Center Activities)
(Math Journals)
http://illuminations.nctm.org/
(search for “graph activities”)
Quarter 4
What materials and resources will you utilize?
Students will understand what a
rectangular array is.
SWBAT arrange any set of
objects into a rectangular array
with up to five rows and five
columns.
Students will understand how
the rectangular array represents
repeated addition.
SWBAT write an addition
equation representing the array
as a sum of equal addends.






SWBAT read and understand
data.
SWBAT organize data into up to
four categories.
SWBAT draw a graph
representing these categories.
SWBAT label the parts of a
graph.
SWBAT analyze and solve puttogether, take-apart, and
comparison problems using a
graph.









Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
5 rows and up to 5 columns;
write an equation to express
the total as a sum of equal
addends. 2.OA.4
Represent and interpret data.
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.
2.MD.10



Saxon Math Written and Oral
Assessments and Grade Level
Indicator Rubric
ExamView Assessments
(Performance Assessments)
2nd Grade CCSS Online Resources by standard
Standard
Description
2.G.1
Recognize and draw shapes having specified attributes, such as a given
number of angles or a given number of equal faces.5 Identify triangles,
quadrilaterals, pentagons, hexagons, and cubes.
2- and 3-Dimensional Shapes
2.G.2
Partition a rectangle into rows and columns of same-size squares and
count to find the total number of them.
Area by Counting
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.
Measure the length of an object by selecting and using appropriate
tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Fractional Parts
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.
Measuring Length
2.MD.3
Estimate lengths using units of inches, feet, centimeters, and meters.
Measuring Length
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.
Measuring 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.
Length Problems
Videos / Exercises
Khan Academy
2.MD.1
Study Island
Some of the SI lessons have the Khan
Academy videos included within them.
Measuring Length
2.MD.6
2.MD.7
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.
Tell and write time from analog and digital clocks to the nearest five
minutes, using a.m. and p.m.
2.MD.8
Work with time and money.
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.
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.
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:
Understand place value.
2.MD.10
2.NBT.1
2.NBT.1.a
2.NBT.1.b
2.NBT.2
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).
Count within 1000; skip-count by 5s, 10s, and 100s.
Locate integers on a
number line
Points on a number line
Number line 1
Telling time
Length Problems
Time
Money
Graphs
Reading pictographs 1
Reading pictographs 2
Graphs
Adding Whole Numbers
and Applications 2
Representing numbers
Representing numbers
Place Value
Representing numbers
Counting Numbers
2.NBT.3
Read and write numbers to 1000 using base-ten numerals, number
names, and expanded form.
Reading & Writing Numbers
Expanded Notation
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.
Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction.
Compare Whole Numbers
2.NBT.5
Subtraction 3:
Introduction to
Borrowing or Regrouping
2 and 3-digit subtraction
Addition & Subtraction Properties
Addition & Subtraction Within 100
2.NBT.6
Add up to four two-digit numbers using strategies based on place value
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.
Use place value understanding and properties of operations to add and
subtract.
2.NBT.8
and properties of operations.
2.NBT.9
Explain why addition and subtraction strategies work, using place value
and the properties of operations.3
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.1
Fluently add and subtract within 20 using mental strategies.2 By end of
Grade 2, know from memory all sums of two one-digit numbers.
2.OA.2
2.OA.3
2.OA.4
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.
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-digit addition
Place Value 1
2-digit addition
Place value
Addition with carrying
Subtraction with
borrowing
Addition & Subtraction Within 100
Addition & Subtraction Within 1,000
Addition with carrying
Subtraction with
borrowing
Why borrowing works
Addition & Subtraction Within 1,000
Addition 3
Addition 4
Subtraction 2
Real World Problems
Symbolize Addition -
Alternate mental
subtraction method
1-digit addition
1-digit subtraction
Addition & Subtraction Facts
Addition & Subtraction Properties
Addition & Subtraction Within 1,000
Foundations of Multiplication
Basic multiplication
Foundations of Multiplication