# Unit 1: Addition and Subtraction Within 20

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3 operations. CCSS.MATH.CONTENT.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. 1 and/or have both addends unknown. Compare Word Problems: Represent and solve Compare word problems. More Compare Word Problems: Create, paraphrase, and solve Compare word problems. Mathematical Practices CC.K-12.MP.1 Make sense of problems and persevere in solving them Mixed Word Problems: Solve mixed word problems and use the Make-a-Ten strategy to find totals. Big Idea 3: More Complex Situations CC.K-12.MP.2 Reason abstractly and quantitatively CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others CC.K-12.MP.4 Model with mathematics CC.K-12.MP.5 Use appropriate tools CC.K-12.MP.6 Attend to precision CC.K-12.MP.7 Look for and make use of structure CC.K-12.MP.8 Look for and express regularity in repeated reasoning Problems with Not Enough, Extra, or Hidden Information: Discuss and solve problems with not enough, extra, or hidden information More Complex Compare Problems: Represent and solve more complex Compare problems. Two-Step Word Problems: Solve two-step word problems. Mixed Word Problems: Solve mixed word problems. Focus on Mathematical Practices: Use the Common Core Content Standards and Practices in a variety of real world problem solving situations.

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5 Math Unit 2 Overview MATH Grade 2 Essential Questions: Unit 2: Addition Within 200 Time Frame: 23 days Key Vocabulary: Ones, Tens, Hundreds, Decade numbers, Quick tens, Expanded form, Quick hundreds, Number name, Is less than (<), Is greater than (>), Is equal to (=), New groups above method, New groups below method, Show all totals method, Sum, Error, Penny, Dime, Dollar, Cent symbol ( ), Dollar symbol (\$), Decimal point (.), Nickel, Skip count How can using number relationships help me solve addition and subtraction problems for two digit and three-digit numbers? How can knowing the addition and subtraction facts help me? How can I use what I know place value help me add numbers? Why is it important to understand the values of coins? How can I represent the same amount of money using different combinations of coins and bills? How can I model and solve problems by representing, adding and subtracting amounts of money? Big Ideas: Use Place Value Add 2-Digit Numbers Money and Fluency for Addition Within 100 Suggested Mentor Texts: Technology: Count on Pablo by Barbara de Rubertis More or Less by Stuart J. Murphy Destination Math Mega Math Soar to Success Interactive itools

7 numerals, number names, and expanded form. CCSS.MATH.CONTENT.2.NBT.A.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. CCSS.MATH.CONTENT.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. CCSS.MATH.CONTENT.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. CCSS.MATH.CONTENT.2.NBT.B.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 threedigit 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. CCSS.MATH.CONTENT.2.NBT.B.8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a Add three or four 2-digit addends. Use the common core content standards and practices in a variety of real world problem solving situations.

8 given number CCSS.MATH.CONTENT.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Mathematical Practices CC.K-12.MP.1 Make sense of problems and persevere in solving them CC.K-12.MP.2 Reason abstractly and quantitatively CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others CC.K-12.MP.4 Model with mathematics CC.K-12.MP.5 Use appropriate tools CC.K-12.MP.6 Attend to precision CC.K-12.MP.7 Look for and make use of structure CC.K-12.MP.8 Look for and express regularity in repeated reasoning

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10 Math Unit 3 Overview MATH Grade 2 Essential Questions: Unit 3: Length and Shapes Time Frame: 16 days Key Vocabulary: Length, Centimeter, Line segment, Horizontal, Vertical, Partner lengths, Angle, Right angle, Square, Rectangle, Triangle, Quadrilateral, Pentagon, Hexagon, Opposite sides, Triangle, Angle, Width, Height, 2- dimensional (2-D), 3-dimensional (3-D), Rectangular prism, Face, View, Cube, Meter, Centimeter, Decimeter, Line plot, Inch, foot, Yard How can I identify and describe solid figures by describing the faces, edges, and sides? In what ways can I match solid geometric figures to real-life objects? What tools and units are used to measure? How do I estimate and measure? Big Ideas: Length and Shapes Estimate, Measure, and Make Line Plots Suggested Mentor Texts: Technology: A Cloak for the Dreamer by Aileen Friedman Racing Around by Stuart J. Muphy Destination Math Mega Math Soar to Success Interactive itools Common Core State Standards Teaching Points/Lesson Activity Description Assessment Mathematical Content CCSS.MATH.CONTENT.2.OA.B.2 Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from Measure line segments. Break apart centimeter lengths into partner lengths. Describe properties of squares, rectangles, triangles, pentagons, and hexagons. Estimate and measure the sides and the distances around squares Initial Assessment Form A pre-test Formative Assessments Quick quizzes

11 memory all sums of two one-digit numbers. CCSS.MATH.CONTENT.2.NBT.A.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. and rectangles. Draw and names shapes with 3, 4, 5, or 6 angles and estimate and measure sides of triangles. Understand how 2-dimensional and 3-dimensional shapes are related, and draw rectangular prisms and cubes using faces. Formative assessments that are included in each lesson (list page found) Math Writing Prompts CCSS.MATH.CONTENT.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. CCSS.MATH.CONTENT.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. Estimate and measure with centimeters and use a line plot to display measurement and data. Estimate and measure with inches, feet, and yards. Show measurement data on a line plot. Measure length and show the data on a line plot. Determine the relationship between length and size of the measurement unit. Use the Common Core Content Standards and Practices in a variety of real world problem solving situations. End of Unit Assessment Form A assessment Performance Task if created. CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.MATH.CONTENT.2.MD.A.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. CCSS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. CCSS.MATH.CONTENT.2.MD.A.4

12 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. CCSS.MATH.CONTENT.2.MD.D.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. CCSS.MATH.CONTENT.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. 1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Mathematical Practices CC.K-12.MP.1 Make sense of problems and persevere in solving them CC.K-12.MP.2 Reason abstractly and quantitatively CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others CC.K-12.MP.4 Model with mathematics CC.K-12.MP.5 Use appropriate tools CC.K-12.MP.6 Attend to precision CC.K-12.MP.7 Look for and make use of structure CC.K-12.MP.8 Look for and express regularity in repeated reasoning

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14 Math Unit 4 Overview MATH Grade 2 Essential Questions: Unit 4: Subtract 2-Digit Numbers Time Frame: 31 days Key Vocabulary: Quarter, Count on, Break apart, Ungroup, Expanded method, Ungroup first method, Difference, Adding up method, Start unknown, Change unknown How can using number relationships help me solve addition and subtraction problems for two digit numbers? How can knowing the addition and subtraction facts help me? How can I use what I know place value help me subtract numbers? Why is it important to understand the values of coins? How can I represent the same amount of money using different combinations of coins and bills? How can I model and solve problems by representing, adding and subtracting amounts of money? Big Ideas: Totals of Mixed Coins and Bills Multi-digit Subtraction Strategies Word Problems: Addition and Subtraction Within 100 Suggested Mentor Texts: Technology: N/A Destination Math Mega Math Soar to Success Interactive itools

15 Common Core State Standards Teaching Points/Lesson Activity Description Assessment Mathematical Content CCSS.MATH.CONTENT.2.OA.A.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. CCSS.MATH.CONTENT.2.OA.B.2 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. CCSS.MATH.CONTENT.2.NBT.A.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: CCSS.MATH.CONTENT.2.NBT.A.1.A 100 can be thought of as a bundle of ten tens called a "hundred." CCSS.MATH.CONTENT.2.NBT.A.1.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). Big Idea 1: Totals of Mixed Coins and Bills Count by quarters, dimes, nickels, and pennies up to different totals. Find the value of a collection of dollar bills, quarters, dimes, nickels, and pennies. Big Idea 2: Multi-digit Subtraction Strategies Find unknown addends, and use different methods to find addends for 100. Use student-generated methods to solve subtraction word problems. Decide when to ungroup and when not to ungroup. Solve 2-digit subtraction problems using the Expanded Method and the Ungroup First Method. Solve subtraction word problems using a preferred method and explain the method used. Review 2-digit subtraction methods and apply those methods to subtracting from 200. Decide when to ungroup in subtraction and subtract a 2-digit number from any number 200. Subtract 2-digit numbers from numbers with a zero in the tens or ones place. Relate ungrouping hundreds and tens in subtraction in ungrouping dollars and dimes. Build fluency for subtraction within 100. Big Idea 3: Compare addition and subtraction methods and use addition and Initial Assessment Form A pre-test Formative Assessments Quick quizzes Formative assessments that are included in each lesson (list page found) Math Writing Prompts End of Unit Assessment Form A assessment Performance Task if created.

17 decompose tens or hundreds. CCSS.MATH.CONTENT.2.NBT.B.8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number CCSS.MATH.CONTENT.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. 1 CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. CCSS.MATH.CONTENT.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. CCSS.MATH.CONTENT.2.MD.B.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. CCSS.MATH.CONTENT.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and symbols appropriately. Example: If you

18 have 2 dimes and 3 pennies, how many cents do you have? Mathematical Practices CC.K-12.MP.1 Make sense of problems and persevere in solving them CC.K-12.MP.2 Reason abstractly and quantitatively CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others CC.K-12.MP.4 Model with mathematics CC.K-12.MP.5 Use appropriate tools CC.K-12.MP.6 Attend to precision CC.K-12.MP.7 Look for and make use of structure CC.K-12.MP.8 Look for and express regularity in repeated reasoning

19 Math Unit 5 Overview MATH Grade 2 Unit 5 : Time, Graphs, and Word Problems Time Frame: 17 days Key Vocabulary: Clock, Analog clock, Digital clock, Hour hand, Minute hand, A.M., P.M., Equal shares, Half, Halves, Picture graph, Fewer, Less, Vertical, Title, More, Most, Fewest, Horizontal, Bar graph, Data, Data table, Horizontal bar graph, Vertical bar graph, Scale, Sort, Table, Data, Survey Essential Questions: How do the different units of time (minutes, hours, day,) relate to each other? How do you use a clock to tell time? How do you collect data? How can you collect, organize, and display data? How do you interpret the data you have collected? Big Ideas: Time Picture Graphs Bar Graphs Suggested Mentor Texts: Technology: N/A Destination Math Mega Math Soar to Success Interactive itools Common Core State Standards Teaching Points/Lesson Activity Description Assessment Mathematical Content Big Idea 1: Time Tell and write time to the hour, including A.M. and P.M. Initial Assessment Form A pre-test Formative

21 operations. CCSS.MATH.CONTENT.2.MD.D.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 1 using information presented in a bar graph. CCSS.MATH.CONTENT.2.G.A.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. Mathematical Practices CC.K-12.MP.1 Make sense of problems and persevere in solving them CC.K-12.MP.2 Reason abstractly and quantitatively CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others CC.K-12.MP.4 Model with mathematics CC.K-12.MP.5 Use appropriate tools CC.K-12.MP.6 Attend to precision CC.K-12.MP.7 Look for and make use of structure CC.K-12.MP.8 Look for and express regularity in repeated reasoning

22 Math Unit 6 Overview MATH Grade 2 Essential Questions: Unit 6: 3-Digit Addition and Subtraction Time Frame: 22 days Key Vocabulary: One thousand, Decade number, Hundreds, Tens, Ones, Show all totals, New groups below, New groups above, Ungroup, Opposite, operations How does understanding place value help you solve double digit addition and subtraction problems? How can I use what I know about number relationships to develop efficient strategies for adding/subtracting multi-digit numbers? How do I recognize what strategy to use for a specific problem? Big Ideas: Understanding Numbers to 1,000 Adding to 1,000 3-Digit Subtraction 3-Digit Addition and Subtraction Suggested Mentor Texts: Technology: A Place for Zero by Angeline Sparagna Earth Day- Hooray! by Stuart J. Murphy The 329 th Friend by Marjorie Weinman Sharmat Destination Math Mega Math Soar to Success Interactive itools Common Core State Standards Teaching Points/Lesson Activity Description Assessment Mathematical Content Big Idea 1: Understanding Numbers to 1,000 Initial Assessment

24 meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Use the Common Core Standards and Practices in a variety of real world problem solving situations. Use place value understanding and properties of operations to add and subtract. CCSS.MATH.CONTENT.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. CCSS.MATH.CONTENT.2.NBT.B.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 threedigit 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. CCSS.MATH.CONTENT.2.NBT.B.8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number CCSS.MATH.CONTENT.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

25 CCSS.MATH.CONTENT.2.MD.C.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? Mathematical Practices CC.K-12.MP.1 Make sense of problems and persevere in solving them CC.K-12.MP.2 Reason abstractly and quantitatively CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others CC.K-12.MP.4 Model with mathematics CC.K-12.MP.5 Use appropriate tools CC.K-12.MP.6 Attend to precision CC.K-12.MP.7 Look for and make use of structure CC.K-12.MP.8 Look for and express regularity in repeated reasoning

26 Math Unit 7 Overview MATH Grade 2 Essential Questions: Unit 7: Arrays, Equal Shares, and Adding and Subtracting Lengths Time Frame: 12 days Key Vocabulary: Array, Row, Column, Half, Halves, Thirds, Fourths, Equal shares, Number line diagram What is the relationship between arrays and repeated addition? How can you use addition and subtraction to solve measurement problems? Big Ideas: Arrays and Equal Shares Find Equal Shares Suggested Mentor Texts: Technology: Keep Your Distance by Gail Herman Destination Math Mega Math Soar to Success Interactive itools Common Core State Standards Teaching Points/Lesson Activity Description Assessment Mathematical Content CCSS.MATH.CONTENT.2.OA.A.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 Big Idea 1: Arrays and Equal Shares Arrange items in rectangular arrays and partition rectangles into equal shares. Fold and draw equal shares to show halves, thirds, and fourths. Big Idea 2: Relate Addition and Subtraction to Length Solve word problems involving lengths and use a number line Initial Assessment Form A pre-test Formative Assessments Quick quizzes Formative assessments that are

28 problem. CCSS.MATH.CONTENT.2.MD.B.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. CCSS.MATH.CONTENT.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. 1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. CCSS.MATH.CONTENT.2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. CCSS.MATH.CONTENT.2.G.A.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. Mathematical Practices CC.K-12.MP.1 Make sense of problems and persevere in solving them CC.K-12.MP.2 Reason abstractly and quantitatively CC.K-12.MP.3 Construct viable arguments and

29 critique the reasoning of others CC.K-12.MP.4 Model with mathematics CC.K-12.MP.5 Use appropriate tools CC.K-12.MP.6 Attend to precision CC.K-12.MP.7 Look for and make use of structure CC.K-12.MP.8 Look for and express regularity in repeated reasoning

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