Stripling Elementary 2nd Grade Math Framework – 1st Nine Weeks
Remember each check mark is a concept and may take more than one mini-lesson.
Week 1 – August 8 – 12, 2011
Unit 1 – patterns
 How do you predict and/or extend both
repeating and growing patterns?
AKS
50 – predict and/or extend both
repeating and growing patterns
Problem Solving Strategies should
be embedded throughout the year
in math instruction
Exemplar/
Problem
Solving
Pre Test
“Socks for
Everyone”
CALENDAR
FOCUS:
Months, years,
numbers to 100
ASSESSMENT
Teacher Lesson Planning Notes:
DRA, Pretesting
Weekly
Staff
Development
Grade Level
Meeting Focus:
Relationships
Special Days:
First Day of school:
August 8, 2011
Compiled by Kathy Spruiell
Vocabulary
equivalent
growing
pattern
repeating
pattern
Geometric Literature
The Napping House
Wood, Audrey
Harcourt
Resources
Teacher Edition
AKS 50
22-24, 27-36
Think Math
AKS 50
14-16, 20-22, 26-28,
32-34, 44-46, 50-53,
87-89, 226-227, 832,
834
Problem Solving
Strategies
Strategies
Act It Out: 211, 451
Guess and Check: 313
Look for a Pattern:
31, 373
Make a Diagram: 21
Make an Organized
List: 245, 263, 379
Make It Simpler
Use Logical
Reasoning: 42,156,
200, 270, 294, 412
Use a Table: 97, 113,
195, 283, 423, 435
Work Backwards
Week 2 – August 15 – 19, 2011
Unit 1 – Patterns
 How do you model and describe equivalent
AKS
51 - model and describe equivalent
and nonequivalent sets
and nonequivalent sets?
Problem Solving Strategies should
be embedded throughout the year
in math instruction
Teacher Lesson Planning Notes:
Exemplar/
Problem
Solving
Model a story
problem by
acting it out
and student use
of white boards
to work
together
CALENDAR
FOCUS:
birthdays, skip
counting by 2, 5, 10
ASSESSMENT
DRA, Pretesting
Weekly
Staff
Development
Grade Level
Meeting Focus:
Relationships
Special Days:
Compiled by Kathy Spruiell
Vocabulary
Addened
Difference
Equal to =
Equivalent
Greater than
Less than
Minus
missing addend
not equal
non equivalent
plus sum
Patterns Literature:
The Doorbell Rang. Hutchins,
Pat.
Harcourt
Resources
Teacher Edition
AKS 51
83-84, 89-94
Think Math
AKS 51
112-116, 120-122,
126-128, 838-839
Problem Solving
Strategies
Act It Out: 211, 451
Guess and Check: 313
Look for a Pattern:
31, 373
Make a Diagram: 21
Make an Organized
List: 245, 263, 379
Make It Simpler
Use Logical
Reasoning: 42,156,
200, 270, 294, 412
Use a Table: 97, 113,
195, 283, 423, 435
Work Backwards
AKS
Week 3 – August 22 – 26, 2011
Unit 1 – Patterns
 How do you use boxes or ___ to represent a
54 - use boxes or ___ to represent a
missing value
missing value?
Problem Solving Strategies should
be embedded throughout the year
in math instruction
Exemplar/
Problem
Solving
Model a word
problem as a
story.
CALENDAR
FOCUS:
birthdays, skip
counting by 2, 5, 10
ASSESSMENT
Vocabulary
Addened
Difference
Equal to =
Equivalent
Greater than
Growing pattern
Less than
Minus
missing addend
not equal
non equivalent
plus sum
Math Poems
Marvelous Math: A Book of
Poems. Hopkins, Lee Bennett.
Harcourt
Resources
Teacher Edition
AKS 54
61-66, 77-82, 88-92
Think Math
AKS 54
38-40, 161-167, 556565,610-611
Problem Solving
Strategies
DRA, Pretesting
Teacher Lesson Planning Notes:
Act It Out: 211, 451
Guess and Check: 313
Look for a Pattern:
31, 373
Make a Diagram: 21
Make an Organized
List: 245, 263, 379
Make It Simpler
Use Logical
Reasoning: 42,156,
200, 270, 294, 412
Use a Table: 97, 113,
195, 283, 423, 435
Work Backwards
Weekly
Staff
Development
Grade Level
Meeting Focus:
Relationships
Special Days:
Week 4 – August 29 – September 2, 2011
Compiled by Kathy Spruiell
AKS
Exemplar/
Vocabulary
Harcourt
Unit 1 – Patterns
 How do you use boxes or ___ to represent a
missing value?
54 - use boxes or ___ to represent a
missing value
Problem Solving Strategies should
be embedded throughout the year
in math instruction
Problem
Solving
Hands on
Standards:
Identifying
Change
CALENDAR
FOCUS:
birthdays, skip
counting by 2, 5, 10,
patterns
Addened
Difference
Equal to =
Equivalent
Greater than
Growing pattern
Less than
Minus
missing addend
not equal
non equivalent
plus sum
Math Poems
Marvelous Math: A Book of
Poems. Hopkins, Lee Bennett.
Teacher Edition
AKS 54
61-66, 77-82, 88-92
Think Math
AKS 54
38-40, 161-167, 556565,610-611
Problem Solving
Strategies
Act It Out: 211, 451
Guess and Check: 313
Look for a Pattern:
31, 373
Make a Diagram: 21
Make an Organized
List: 245, 263, 379
Make It Simpler
Use Logical
Reasoning: 42,156,
200, 270, 294, 412
Use a Table: 97, 113,
195, 283, 423, 435
Work Backwards
ASSESSMENT
DRA, Pretesting
Teacher Lesson Planning Notes:
Resources
Weekly
Staff
Development
Grade Level
Meeting Focus:
Relationships
Special Days:
Week 5 – September 5 – 9, 2011
Unit 2 – Place Value
Compiled by Kathy Spruiell
AKS
21 – read, write, compare and
Exemplar/
Problem
Vocabulary
Harcourt
Resources
 How do you read, write, compare and
represent numbers to 1000 using a variety of
models, diagrams and number sentences to
connect symbols?
represent numbers to 1000 using a
variety of models, diagrams, and
number sentences to connect
symbols to quantities
Solving
September
Problem of the
Month
about
benchmark
digit
estimate*
Problem Solving Strategies should
be embedded throughout the year
in math instruction
CALENDAR
FOCUS:
Birthdays, skip
counting by 2, 5, 10,
and 4, patterns
Teacher Edition
AKS 20, 21, 22
mental math
place value*
regroup*
3-12, 17-20, 103104,139-140, 345-352,
355-363, 375-377
Think Math
AKS 20, 21, 22, 23
188-190,194-197, 202205, 218-222, 232-234,
734-738, 778
AKS 21
53-56, 169-170
rounding
ASSESSMENT
thousands*
Formative
Place Value Literature
Weekly
Staff
Development
Grade Level
Meeting Focus:
After School
Math
Teacher Lesson Planning Notes:
100th Day Worries. Cuyler,
Margery.
Special Days:
NO SCHOOL
Sept. 5th
Labor Day
Week 6 – September 12 – 16, 2011
Compiled by Kathy Spruiell
AKS
Exemplar/
Vocabulary
Harcourt
Unit 2 – Place Value
 How do you read, write, compare and
represent numbers to 1000 using a variety of
models, diagrams and number sentences to
connect symbols?
Teacher Lesson Planning Notes:
21 – read, write, compare and
represent numbers to 1000 using a
variety of models, diagrams, and
number sentences to connect
symbols to quantities
Problem
Solving
Exemplar:
Hatching Chicks
Collab. Planning
CALENDAR
FOCUS:
Birthdays, skip
counting by 2, 5, 10,
and 4, patterns
money
about
benchmark
AKS 20, 21, 22
estimate*
3-12, 17-20, 103104,139-140, 345-352,
355-363, 375-377
mental math
place value*
regroup*
rounding
ASSESSMENT
Weekly
Staff
Development
Grade Level
Meeting Focus:
Math/Lit
Special Days:
Compiled by Kathy Spruiell
Teacher Edition
digit
thousands*
GL TOTD Week 6 –
Common
Assessment
Resources
Place Value Literature
Millions of Cats. Ga’g,
Wanda.
Think Math
AKS 20, 21, 22, 23
188-190,194-197, 202205, 218-222, 232-234,
734-738, 778
AKS 21
53-56, 169-170
Week 7 – September 19 – 23, 2011
Unit 2 – Place Value
 How do you read, write, compare and
represent numbers to 1000 using a variety of
models, diagrams and number sentences to
connect symbols?
AKS
21 – read, write, compare and
represent numbers to 1000 using a
variety of models, diagrams, and
number sentences to connect
symbols to quantities
Exemplar/
Problem
Solving
Hands On
Standards:
Exploring Place
Value
CALENDAR
FOCUS:
Birthdays, skip
counting by 2, 5, 10,
and 4, patterns
money
Vocabulary
about
benchmark
ASSESSMENT
Weekly
Staff
Development
Grade Level
Meeting Focus:
After School Lit
Special Days:
Compiled by Kathy Spruiell
Teacher Edition
digit
AKS 20, 21, 22
estimate*
3-12, 17-20, 103104,139-140, 345-352,
355-363, 375-377
mental math
place value*
regroup*
rounding
thousands*
Teacher Lesson Planning Notes:
GL TOTD Week 7 –
Common
Assessment
Harcourt
Resources
Place Value Literature
Think Math
AKS 20, 21, 22, 23
188-190,194-197, 202205, 218-222, 232-234,
734-738, 778
AKS 21
53-56, 169-170
Week 8 – September 26 – 30, 2011
Unit 2 – Place Value
 How do you use 10 as a unit, 100 as a unit, or
1000 as a unit to explain relative magnitude of
numbers?
AKS
22- use 10 as a unit, 100 as a unit,
and 1000 as a unit to explain
relative magnitude of numbers.
Exemplar/
Problem
Solving
Super Source:
Subtraction
Split (comparing
numbers by unit attribute)
CALENDAR
FOCUS:
Birthdays, skip
counting by 2, 5, 10,
and 4, patterns
money
Vocabulary
about
benchmark
digit
estimate*
ASSESSMENT
GL TOTD Week 8 –
Common
Assessment
Weekly
Staff
Development
Grade Level
Meeting Focus:
Observation
Lab
Special Days:
GCPS
Math/Science
Staff Development
Sept. 26, 27, 28, 29
Compiled by Kathy Spruiell
Teacher Edition
AKS 22
369-370
AKS 20, 21, 22
3-12, 17-20, 103104,139-140, 345-352,
355-363, 375-377
mental math
place value*
Think Math
AKS 20, 21, 22, 23
regroup*
rounding
thousands*
Teacher Lesson Planning Notes:
Harcourt
Resources
188-190,194-197, 202205, 218-222, 232-234,
734-738, 778
AKS 22
67-68, 71-72
Week 9 – October 3 – 7, 2011
Unit 2 – Place Value
 How do you use 10 as a unit, 100 as a unit, or
1000 as a unit to explain relative magnitude of
numbers?
AKS
22- use 10 as a unit, 100 as a unit,
and 1000 as a unit to explain
relative magnitude of numbers.
Exemplar/
Problem
Solving
October POTM
CALENDAR
FOCUS:
Birthdays, skip
counting by 2, 5, 10,
and 4, patterns
money
Vocabulary
about
benchmark
digit
estimate*
Teacher Lesson Planning Notes:
GL TOTD Week 9 –
Common
Assessment
Weekly
Staff
Development
Grade Level
Meeting Focus:
None
Special Days:
Early Release
Days Oct. 3-4,
2011
Compiled by Kathy Spruiell
Teacher Edition
AKS 22
369-370
AKS 20, 21, 22
3-12, 17-20, 103104,139-140, 345-352,
355-363, 375-377
mental math
place value*
Think Math
AKS 20, 21, 22, 23
regroup*
rounding
ASSESSMENT
Harcourt
Resources
thousands*
188-190,194-197, 202205, 218-222, 232-234,
734-738, 778
AKS 22
67-68, 71-72
Compiled by Kathy Spruiell