[PENDLETON COUNTY SCHOOLS GRADE 2 MATH CURRICULUM MAP]
Weeks 1-
Unit 1 Standard
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 2's; write an
equation to express an even number as a sum of
two equal addends.
Learning Targets
Vocabulary
I can determine whether a
group of objects is odd or
even, using a variety of
strategies.
Three-digit number,
hundreds, tens,
ones
MIF
Lessons
Unit Activities
Number Line Race to 10
Number Line Showdown
Unifix Train Fact Family
I can generalize the fact
that all even numbers can
be formed from the
addition of 2 equal
addends
I can recognize in groups
of odd numbers objects
will not pair up evenly
Triangle Fact Families
The Blue Square Game
Part 1
The Blue Square Game
Part 2
Independent
Worksheets
Hundreds of Seeds
Pick Up Sticks
Place Value Triple Roll
2.NBT.1. Understand that the three digits of a
three-digit number represent amounts of hundreds,
tens, and ones; e.g., 706 equals 7 hundreds, 0
tens, and 6 ones. Understand the following as
special cases:
a. 100 can be thought of as a bundle of ten tens —
called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700,
800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and 0
ones).
I can represent a three
digit number with
hundreds, tens, and ones.
Target 700
4 Digit Shuffle
I can represent 200, 300,
400, 500, 600, 700, 800,
900 with one, two, three,
four, five, six, seven, eight,
or nine hundreds and 0
tens and 0 ones.
Will the Real Value
Please Stand Up?
Independent
Worksheets
52 Weeks; 365 Days
Jump –A-Ten
Resources
Arrow Cards
Bundles and Sticks
Place Value Chips
Target Assessments
[PENDLETON COUNTY SCHOOLS GRADE 2 MATH CURRICULUM MAP]
Jump-A-Hundred
Modifying the Base Ten
Bank
Independent
Worksheets
Mystery Numbers on a
101-200 Grid
What’s My Number
Independent
Worksheets
Introducing the Open
Number Line
2.NBT.2 Count within
10’s, and 100s.
500; skip-count by 5’s,
2.NBT.5 Fluently add and subtract within 100
I can count forward by
ones within 500..
I can count backward by
ones within 500.
I can skip-count forward by
5s.
I can skip– count
backwards by 5s.
I can skip-count forward by
10s.
I can skip-count
backwards by 10s.
I can skip-count forward by
100s.
I can skip-count
backwards by 100s.
count, onethousand, five’s
ten’s and hundred’s
I can chose a strategy
Fluently
Chapter 1
Lesson 1
Number Cards
5’s, 10’s, 100’s Chips
100 Bead String
[PENDLETON COUNTY SCHOOLS GRADE 2 MATH CURRICULUM MAP]
using strategies based on place value, properties of
operations, and /or the relationship between
addition and subtraction.
NOTE: No algorithms are to be introduced.
(place value, properties of
operations, and/or the
relationship between
addition and subtraction)
to fluently add and
subtract within 100.
2.OA.2 Fluently add and subtract within 20 using
mental strategies. (Note: see standard 1.OA.6 for
a list of mental strategies). By the end of Grade 2,
know from memory all sums of two one-digit
numbers.
I can apply mental
strategies to add and
subtract fluently within 20.
**By the end of grade 2, know from memory all
sums of two one-digit numbers.
100 Chart
Mental strategies,
fluently
20 Frames
Bead Racks