2nd Grade Trimester 1
Trimester Big Ideas
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Represent and solve one-step problems with addition and subtraction within 100 (2.OA.1 partial)
Develop strategies to add and subtract within 100 (2.NBT.5)
Explain reasoning and strategies (2.NBT.9 ongoing)
Place value to 1000 (2.NBT.1)
Compare two 2-digit numbers (2.NBT.4)
Focus Common Core State Standards for Mathematical 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, e.g., by using drawings
and equations with a symbol for the unknown number to represent the problem.
2.OA.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two onedigit numbers. Emphasis is on mental strategies; untimed in T1
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.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).
2.NBT.2: Count within 1000; skip-count by 2s (CA added), 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-(two)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.7.1: Use estimation strategies in computation and problem solving with numbers up to 1000. (CA added) - Emphasis is on
making sense, not rounding
2.NBT.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.9: Explain why addition and subtraction strategies work, using place value and the properties of operations.
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 diagram.
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.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.
*Standards that are in bold print should be mastered by the end of this trimester.
Focus Common Core State Standards for Mathematical Practice:
MP 1: Make sense of problems and persevere in solving them.
MP 2: Reason abstractly and quantitatively.
MP 3: Construct viable arguments and critique the reasoning of others.
MP 4: Model with mathematics.
MP 5: Use appropriate tools strategically.
MP 6: Attend to precision
MP 7: Look for and make use of structure
MP 8: Look for and express regularity in repeated reasoning.
CCSS Math
Content Standard
2.OA.2, 2.OA.3,
2.OA.4, 2.NBT.2
2.NBT.1, 2.NBT.2,
2.NBT.3, 2.NBT.4
2.NBT.8
2.OA.2, 2.NBT.1,
2.NBT.3, 2.NBT.4,
2.NBT.5, 2.NBT.8,
2.MD.6, 2.MD.7,
2.MD.8
2.OA.2, 2.NBT.1,
2.NBT.3, 2.NBT.5
2.NBT.5, 2.NBT.6,
2.NBT.7, 2.MD.6
Focus CCSS
Standard(s) for
Mathematical
Practice (SMP)
SMP 1, 2, 3, 6, 7, 8
SMP 1, 3, 5, 6, 7, 8
Routines / Math Wall
Quick Images (dot cards and ten frames)*
Big Ideas this trimester: Improved counting and grouping strategies
Hundred (Thousand) Chart Activities* - 10 more/10 less; 100 more/ 100 less
Reference Book: It Makes Sense! Using the Hundreds Chart to Build Number Sense, by
Melissa Conklin
SMP 1, 3, 5, 6, 7, 8
Routine Cards* - Writing numbers multiple ways (decomposing numbers) and in
different forms, telling time, fact families, estimation to 10 and 100, number lines,
equality, comparing numbers, money
SMP 3, 5, 6, 7, 8
Number of the Day*/ Target Number*
SMP 1, 3, 5, 6, 7, 8
Open Number Lines*
Reference Book: Minilessons for Extending Addition and Subraction, by Catherine
Fosnot
2.OA.2, 2.NBT.5,
2.NBT.6, 2.NBT.7
2.NBT.1, 2.NBT.2,
2.NBT.3, 2.NBT.4
2.NBT.8, 2.MD.6
2.OA.2, 2.NBT.1,
2.NBT.4, 2.NBT.5,
2.NBT.6, 2.NBT.8,
2.NBT.9
SMP 1, 3, 6, 7, 8
Mental Math – Students are given addition or subtraction expressions to solve in their
head. They then share out the strategies that they used to solve the expression.
SMP 1, 3, 6, 7, 8
Choral Counting*/ Counting Around the Circle*
SMP 1, 3, 6, 7, 8
True/False Number Sentences/ Number Strings/ Number Talks*
Reference Book: Number Talks, By Sherry Parrish
Odd/Even – Give students numbers and have them explain why it is odd or even. At the
beginning use manipulatives so that they can make pairs.
Graphing data with line plots, picture graphs and bar graphs– Create class graphs based
2.MD.9, 2.MD.10
SMP 1, 2, 3, 4, 6
on questions like, What is your favorite ________?. Have students answer questions based
on the data collected.
* These routines can be found on the DUSD CGI website (www.dusd.net/cgi) under the 2nd Grade tab
2.OA.3
CCSS Math
Content Standard
SMP 1, 2, 6, 7, 8
Focus CCSS
Standard(s) for
Mathematical
Practice (SMP)
Lesson and/or Activity
1.NBT.1, 1.NBT.2,
1.NBT.3, 1.NBT.4,
1.NBT.5, 1.NBT.6
SMP 2, 3, 6, 7, 8
Counting Collections*
Big Ideas this trimester:
 Improved counting and grouping strategies (i.e., How did you count?, What made it
difficult/easier?)
 Understanding place value (i.e., Why did you group the way you did?)
 Comparing numbers (i.e., Whose collection had more and why?)
 Basic understanding of addition and subtraction (i.e., After counting how many are
in your collection, how many more do you need to get to 100?)
2.OA.1, 2.NBT.1,
2.NBT.3, 2.NBT.5,
2.NBT.6, 2.NBT.7,
2.NBT.7.1,
2.NBT.9, 2.MD.5,
2.MD.6
SMP 1, 2, 3, 4, 5, 6,
7, 8
CGI Word Problems* - This trimester’s focus is on all addition and subtraction problem
types. Other problems, including multiplication and division, can be used to encourage
number sense (i.e., grouping by 10s).
2.NBT.1, 2.NBT.2,
2.NBT.3, 2.NBT.5,
Exploring with place value (Base-10) blocks – students build numbers and explore
SMP 1, 3, 5, 6, 7, 8
2.NBT.6, 2.NBT.7,
addition and subtraction using the blocks
2.NBT.9
2.NBT.1, 2.NBT.2,
Hundred (Thousand) Chart Activities* - 10 more/10 less; 100 more/ 100 less
2.NBT.3, 2.NBT.4
SMP 1, 3, 5, 6, 7, 8
Reference Book: It Makes Sense! Using the Hundreds Chart to Build Number Sense, by
2.NBT.8
Melissa Conklin
* These lessons/activities can be found on the DUSD CGI website (www.dusd.net/cgi) under the 1st Grade tab.
Trimester 1 (47 days)
Start 9.04.13
Benchmark Assessments 11.08.13
BIG IDEAS:
 Represent and solve one-step problems with addition and subtraction
within 100 (2.OA.1 partial)
 Develop strategies to add and subtract within 100 (2.NBT.5)
 Explain reasoning and strategies (2.NBT.9 ongoing)
 Place value to 1000 (2.NBT.1)
 Compare two 2-digit numbers (2.NBT.4)
ROUTINES:
 Number of the Day/Decomposing numbers (HTO, draw a model, standard
form, word form, expanded form, show the number in many ways)
 Number line
 Choral counting
 Time
 Money (recognize coins)
 Odd/even
 Place value (1 more, 10 more, 100 more)
 Quick Images: dot cards/ten frames
 Graphing, line plots, picture graphs, and bar graphs
 Mental Math facts
Trimester 2 (60 days)
Start 11.12.13
Benchmark assessments 2.28.14
BIG IDEAS
 Represent and solve problems using add/sub within 1000 (two step
problems) (2.OA.1 complete)
 Place value to 1000 (2.NBT.3)
 Odd/even (2.OA.3)
 Money: recognize and count coins (2.MD.8 partial)
 Time to the 5 minutes (know difference between am/pm, no elapsed time)
(2.MD.7)
 Add up to 3 two-digit numbers (2.NBT.6)
 Add and subtract within 1000 (2.NBT.7)
 Explain reasoning and strategies for addition and subtraction (2.NBT.9
ongoing)
ROUTINES
 line plots/graphs
 odd/even
 adding on a number line (2.MD.6)
 recognize shapes (angles and faces) (2.G.1)
Trimester 3 (60 days)
Start 3.03.14
Benchmark assessment 5.30.14
BIG IDEAS
 Money: WORD problems with money (2.MD.8)
 Use addition to find the total number of objects arranged in arrays (early
intro to multiplication) (2.OA.4)
 Compare two 3-digit numbers (2.NBT.4)
 Shapes: recognize and DRAW shapes including attributes (angles and
faces) (2.G.1)
 Fluently add and subtract within 20 (2.OA.2)
 Measurement of lengths with word problems (2.MD.5)
 Add up to four 2-digit numbers (2.NBT.6)
 Explain reasoning and strategies (2.NBT.9 ongoing)
 Measure length using appropriate tools (2.MD.1)
 Measure length of an object twice and describe how the two
measurements relate (2.MD.2)
 Estimate lengths (2.MD.3)
 Measure to determine how much longer one object is than another
(2.MD.4)
 Use addition and subtraction within 100 to solve word problems involving
length (2.MD.5)
 Represent whole numbers as lengths from 0 on a number line (2.MD.6)
 Generate measurement data to whole unit, show measurements on a line
plot (2.MD.9)
 Draw a picture graph and a bar graph with up to 4 categories and solve
simple problems using the data from graph (2.MD.10)
 Partition a rectangle into rows and columns (2.G.2)
 Partition circles and rectangles into 2, 3, and 4 equal parts and describe
using the words halves, thirds, and half of, and third of, and describe the
whole as two halves, three thirds and four fourths. (2.G.3)
EMBEDDED (teach these strategies constantly alongside of the other
Domains in each trimester)
 Use estimation strategies to make reasonable estimates in problem solving
(2.NBT.7.1)
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Mentally add 10 or 100 to any number between 100-900 (2.NBT.8)
Represent whole numbers from 0 on a number line and represent whole
number sums within 100 on a number line (2.MD.6)
Typical Day Trimester 1
Daily Routine (15-20 min)
Daily Lesson/Weekly Word Problem (30-40 min)
Closure (5-10 min)
Daily Routines (DR): Add new routines each week. Trade in and out old
routines as necessary but continue to have students practice and building skills
with ALL routines.
Daily Lessons (DL): emphasize “big ideas” during daily Lessons
Weekly Word Problems (WWP): refer to CGI word problem matrix/chart. Vary
word problems to meet the needs of your students (12 word problem types
should be introduced (Kinder), developed (1st grade), and mastered by the end
of 2nd grade)
Closure: Close each lesson with a review of the language and content objective
Week 1:
Big idea: Place value to 100
Routines:
 100 chart
 Number of the day
 Dot cards/Ten frames
 Choral counting
 "Number Detectives" *use for homework after introduced in class
(resource: www.teacherspayteachers.com)
Lessons:
•1. Place Value block exploration
•2. Counting Collections
•1. Begin with 50-150 items (use your judgement)
•2. Pair students with like abilities
•3. Record valuable strategies
•4. Look for different groupings by the end of the week (5s 10s...)
•5. Introduce efficiency
WWP: Join result unknown (JRU)
• Discuss and record strategies students are using when solving problems
Resources: www.teachingchannel.org
Week 2
Big Idea: Place Value to 1000
Routines: (Same as week 1)
Lessons:
•1. Decomposing numbers
•1. expanded form
•2. 10 more/ 10 less
•1. on a hundreds chart
•3. Compare 2 digit numbers
WWP: Separate Result Unknown (SRU)
Discuss and record strategies students are using when solving problems
Week 3
Big Idea: Review and Assess Place Value & Adding and Subtracting 1 digit
numbers
Routines:
•1. Intro adding on a number line
•2. True/False # sentence
•3. Fact Families
Lessons:
•1. Review
•2. Assess (see page CC9-CC10)
•3. Word Problem
•4. 1 digit adding and subtracting (after assessing place value)
WWP: Part-Part-Whole Result unknown (PPW-RU)
Discuss and record strategies students are using when solving problems
Week 4 & 5 & 6
Big Idea: Adding and Subtracting 2-digit numbers
Routines:
•1. odd/even
•2. number talks
Lessons:
•1. Word Problems
•2. Students sharing strategies
•2.1. Counting on and counting back,
•2.2. Using place value
•2.3. Tally marks and ten frames
•2.4. Direct modeling
•2.5. Doubles
•2.6. Mental math
•2.7. Making friendly numbers (5s and 10s)
•2.8. Solving number sentences (vertically and horizontally)
WWP: Compare Result Unknown (CRU) (and previous problem types)
introduced repeated addition as well.
Discuss and record strategies students are using when solving problems
Week 7
Big Idea: Review and Assess (Math games/Centers)
Routines: Review all routines
Lessons:
Assessment (CC17 and CC18 and Topic 9 Performance Tasks)
Interventions
Centers
Counting Collections
WWP: Review any of the following types of word problems previously taught
(JRU, SRU, PPW-RU, or CRU)
Big Idea:
Routines:
DL:
WWP:
Week 8