Unit 6 - How Many Tens? How Many Ones? Unit 7 - Parts of a Whole, Parts of a Group Unit 8 - Partners, Teams, and Paper Clips

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1 GRADE 2 Pacing Unit 1 - Counting, Coins, and Combinations Unit 2 - Shapes, Blocks, and Symmetry Unit 3 - Stickers, Number Strings and Story Problems Unit 4 - Pockets, Teeth and Favorite Things Unit 5 - How Many Floors? How Many Rooms? Refer to Curriculum Map for Any Changes Unit 6 - How Many Tens? How Many Ones? Unit 7 - Parts of a Whole, Parts of a Group Unit 8 - Partners, Teams, and Paper Clips Unit 9 - Measuring Length and Time Sep-10 S M T W T F S Oct-10 Nov-10 Dec-10 S M T W T F S S M T W T F S S M T W T F S Jan-11 Feb-11 Mar-11 S M T W T F S S M T W T F S S M T W T F S Apr-11 May-11 Jun-11 S M T W T F S S M T W T F S S M T W T F S

2 9/2-10/19 Unit 1 - Counting, Coins, and Combinations See page 24 for Students explore cubes, the number line, and the 100 chart. They discuss strategies for accurate counting. Use Every Day Counts to emphasize telling time. See page 58 for See page 108 for 2.N.6 2.D.2 2P2 2N8 Students use counting strips and are introduced to a new counting routine. They explore coins and play a game that involves counting and working with coin equivalencies. Students learn two games that involve finding combinations of two addends that equal 10. They investigate finding three addends that equal 10. See page 134 for Students solve addition and subtraction story problems and discuss strategies for adding, subtracting, and recording work. They learn two new games that focus on doubling. 6/16/2010 1

3 10/20-11/16 Grade 2 Curriculum Map Unit 2 - Shapes, Blocks, See page 20 for and Symmetry 2.G.1 2.G.2 2.G.3 2.G.6 Students study features of 2-D shapes by describing and sorting Shape Cards (a set of 24 polygons). They study the features of 3-D shapes by describing, sorting, and matching the faces of Geoblocks. They use pattern blocks to compose larger 2-D shapes and use Geoblocks to make larger 3-D shapes. Students also add the doubles combinations to their set of Addition Combination Cards. See page 58 for 2.G.1 2.G.2 2.G.3 2.G.6 2.G.7 Students continue to work with Shape Cards to learn about the polygon attributes and ways that polygons are categorized. They use Geoboards and square tiles to explore the properties of rectangles and the concept of area. Students make rectangular prisms using rectangles as faces. 2G2 2.G.2 Students t investigate t symmetry using pattern blocks See page 116 for 2.G.3 2.G.4 2.G.5 and mirrors. They complete symmetrical designs made with color tiles. Students also explore symmetry by folding and cutting out shapes. 11/17-1/6 Unit 3 - Stickers, Number Strings, and Story Problems See page 26 for 2.N. 4 2.P.5 2P6 Students work on a variety of activities that involve solving problems with multiple addends. Discussions focus on whether numbers can be added in any order. 6/16/2010 2

4 See page 68 for See page 120 for 2.N.4 2.P.5 2.N.5 2.P.3 2.N.6 2.P.7 Work on this investigation develops strategies for understanding and solving addition and subtraction story problems. Students practice modeling the situations and recording solution strategies with standard notation. Students investigate even and odd numbers, using the context of partners and teams, as they think about which numbers make groups of 2 and which numbers make 2 equal groups. This work extends into counting by equal groups (2s,5s, and 10s). See page 166 for 2.N.1 Students are introduced to place value as they investigate numbers grouped into 10s and 1s. Sticker Station is introduced, a context for representing 1s, 10s, and later 100s. 1/7-2/3 Unit 4 - Pockets, Teeth, and Favorite Things See page 20 for 2.D.1 2.D.2 2.D.3 Students identify and sort data by common attributes. They organize and represent data they collect by playing Guess My Rule and taking surveys of their favorite things. See page 68 for 2.D.1 2.D.2 2.D.3 Students work with numerical data as they collect information about the number of pockets worn by their classmates and the number of teeth lost by second graders and other elementary-age students. Throughout the investigation they organize and represent data. 6/16/2010 3

5 Probability 2.D.4 Decide which outcomes of experiments are most likely. This learning standard is not covered in Unit 4. Please make sure that you do simple experiments with the children on what is most likely to happen. For example: putting color cubes in a bag and asking what is most likely to be picked out? 2/4-2/18 Unit 5 - How Many Floors? How Many Rooms? See page 24 for 2.P.1 2.P.3 2.G.6 Students construct cube buildings that have a constant ratio of "rooms" to "floors," and use tables to represent how the total number of rooms changes in relation to the number of floors. They also use tables to represent ratio relationships between the areas of faces of the pattern block shapes. See page 74 for 2.P.1 2.P.3 Students make and describe repeating patterns with body movements and colored cubes. They associate number sequences with the colors in their cube patterns, and use these number sequences to determine e the color o of cubes that are farther along in the sequence. 2/28-4/1 Unit 6 - How Many tens? How Many Ones? See page 22 for Students work on story problems and with stickers (a base-ten context) to practice adding and subtracting two 2-digit numbers. See page 50 for 2.P.2 Students add two 2-digit numbers, focusing on multiples of 10 up to /16/2010 4

6 See page 96 for 2.P.2 2.N.6 2.P.7 Students add to and subtract from 100, focusing on multiples of 5 and 10. See page 128 for 4/4-4/15 Unit 7- Parts of a See page 18 for Whole, Parts of a Group 2.P.2 2.P.7 2.N.3 Students use coins and skip counting strips to work with multiples of 2, 5, and 10. Students begin their study of fractions by focusing Combine Sessions 1.2 and 1.3 on fractions as equal parts of a whole. They use their existing knowledge of one half as they find one half of a single object and one half of a set of objects. 2N3 2.N.3 Students divide objects and groups into more than CombineSessions22and23Homework: See page 42 for two equal parts and make quantities that contain more than one equal part. As they make Fraction Flags and solve Sharing Stories, students work with unit fractions (1/2, 1/3, 1/4) and fractions with numerators greater than one (2/3, 3/4). Thirds of a Flag; good connection to Social studies 4/25-5/13 Unit 8- Partners, Teams, and Paper Clips See page 22 for 2.N.5 Students investigate and make generalizations about adding odd and even numbers. Combine Sessions 1.1 and 1.2 Use poster on Teacher's Manual p. 26 as introduction to even and odd numbers. Combine 1.3 and 1.4 Combining even and odd numbers 6/16/2010 5

7 See page 50 for Students add the final set of addition combinations to their collection. They work on developing fluency with these combinations during the unit. See page 66 for Students solve a variety of subtraction problems. They discuss and refine their strategies for subtracting 2-digit numbers. Homework Review in Class 3.5 is similar to MCAS question 5/16-6/16 Unit 9 - Measuring Length and Time See page 110 for Seepage20for 2.M.1 2M2 2.M.3 2.M.4 2.M.5 The focus of this investigation is on refining strategies for adding 2-digit numbers. Students discuss and practice two specific strategies. Students use a variety of nonstandard units and indirect comparison to measure and compare the lengths of different items. They discuss what happens when they measure with different units and then share strategies for measuring accurately. Students also develop strategies for finding the difference between measurements. Combine 4.1 and 4.2 See page 56 for 2.M.1 2.M.3 2.M.4 2.M.5 Students discuss the need to measure objects with a common unit. They create a 12-inch measuring tool and use it to measure lengths, both shorter and longer than 12 inches. 6/16/2010 6

8 See page 76 for 2.M.1 2.M.3 2.M.4 2.M.5 Students are introduced to standard measurement tools. They use rulers to measure familiar objects and various lengths, and to locate benchmarks on their bodies that they can use to estimate lengths. Students are introduced to centimeters and meters and find objects that are about equal to these units. See page 106 for 2.M.1 Students are introduced to timelines as a way to represent time as a horizontal sequence. They use timelines to represent events and to determine the time and duration of events. 6/16/2010 7