Unit 1: Operations and Algebraic Thinking (Grade 2)

Unit 1: Operations and Algebraic Thinking (Grade 2) Content Area: Mathematics Course(s): Generic Course Time Period: 1 marking period Length: 12 Weeks Status: Published Unit Overview Utilize addition and subtraction concepts to recognize number patterns and add & subtract two digit numbers. * Beginning of Year Benchmark Fluency Assessment (untimed) basic facts up to 20 Transfer Students will be able to independently use their learning to... Apply addition and subtraction concepts. Identify patterns in numbers. Add and subtract two digit numbers. For more information, read the following article by Grant Wiggins. http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=60 Meaning Understandings Students will understand that... * Addition properties such as the Communtative Property and Identity Property can help students solve addition and subtraction problems.

* A number line can be used to count on and count back in solving addition and subtraction problems. * Related facts (fact families), doubles facts, and making 10 are multiple strategies that can be used to solve addition and subtraction problems. * Using skip counting, repeated addition, and even & odd numbers can help students recognize number patterns in order to relate addition and multiplication. * Numbers can be broken apart to end with zero to aid in adding and subtracting larger numbers. * Number in the ones place may need to be regrouped when adding and subtractinglarger numbers. * Fact strategies and regrouping can be utilized to add three and four two digit numbers. * Addition can be utilized to check subtraction of larger numbers. Essential Questions Students will keep considering... * What strategies can I use to add and subtract? * How can equal groups help me add? * How can I add two digit numbers? * How can I subtract two digit numbers? Application of Knowledge and Skill Students will know... Students will know... * Addition and Subtraction Properties

* Counting On / Counting Back to Add and Subtract (utilize a number line) * Fact Families (One and Two Digit) * Doubles Facts to Add and Subtract * Make 10 to Add * Skip Counting * Repeated Addition * Even and Odd Numbers * Add & Subtract Two Digit Numbers with and without Regrouping * Add Three and Four Two Digit Numbers * Check Subtraction with Addition Students will be skilled at... Students will be skilled at... * Utilizing fact strategies to solve addition and subtraction problems. * Recognizing number patterns. * Solve larger addition and subtraction problems with and without regrouping. * Utilizing addition as a strategy to check subtraction problems. Academic Vocabulary add addend count back

count on difference doubles array equal groups even odd repeated addition skip count regroup Please review the following terms from the previous year: addends sum Learning Goal 1 Students will add and subtract within 20. 2.0A.1 Daily Targets - Apply Addition and Subtraction Concepts (DOK 2) SWBAT: * use the Commutative Property and the Identity Property to find sums (Chapter 1 / Lesson 1) * use a number line to count on when adding (Chapter 1 / Lesson 2) * use doubles and near doubles to find sums (Chapter 1 / Lesson 3)

* make a 10 to solve addition problems (Chapter 1 / Lesson 4) * add three numbers to find the sum (Chapter 1 / Lesson 5) * write a number sentence to solve problems (Chapter 1 / Lesson 6) * count back to find the difference (Chapter 1 / Lesson 7) * subtract zero or subtract all to find the difference (Chapter 1 / Lesson 8) * use doubles facts to find the difference (Chapter 1 / Lesson 9) * use addition facts to subtract (Chapter 1 / Lesson 10) * use subtraction facts to help find missing addends (Chapter 1 / Lesson 11) * use related facts to write fact families (Chapter 1 / Lesson 12) * solve word problems that involve two steps (Chapter 1 / Lesson 13) MA.2.CCSS.Math.Content.2.OA.A.1 MA.2.CCSS.Math.Content.2.OA.B.2 MA.2.CCSS.Math.Content.2.NBT.B.5 MA.2.CCSS.Math.Content.2.NBT.B.9 MA.K 12.CCSS.Math.Practice.MP1 MA.K 12.CCSS.Math.Practice.MP2 MA.K 12.CCSS.Math.Practice.MP3 MA.K 12.CCSS.Math.Practice.MP5 MA.K 12.CCSS.Math.Practice.MP6 MA.K 12.CCSS.Math.Practice.MP7 MA.K 12.CCSS.Math.Practice.MP8 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Daily Targets - Number Patterns (DOK 2) SWBAT: * use patterns to skip count (Chapter 2 / Lesson 1) * model skip counting to find the total in equal groups (Chapter 2 / Lesson 2) * find a pattern to solve problems (Chapter 2 / Lesson 3) * use repeated addition to add equal groups (Chapter 2 / Lesson 4) * use arrays with repeated addition (Chapter 2 / Lesson 5) * find even and odd numbers in number patterns (Chapter 2 / Lesson 6) * find sums of equal numbers (Chapter 2 / Lesson 7)

MA.2.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. MA.2.CCSS.Math.Content.2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one digit numbers. MA.2.CCSS.Math.Content.2.OA.C.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. MA.2.CCSS.Math.Content.2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. MA.2.CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip count by 5s, 10s, and 100s. MA.K 12.CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. MA.K 12.CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. MA.K 12.CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. MA.K 12.CCSS.Math.Practice.MP4 Model with mathematics. MA.K 12.CCSS.Math.Practice.MP5 Use appropriate tools strategically. MA.K 12.CCSS.Math.Practice.MP6 Attend to precision. Daily Targets - Add Two-Digit Numbers (DOK 2) SWBAT: * take apart an addend to make a ten to add (Chapter 3 / Lesson 1) * use models to regroup ones as tens to add (Chapter 3 / Lesson 2) * add on digit numbers and two digit numbers (Chapter 3 / Lesson 3) * add two digit numbers (Chapter 3 / Lesson 4) * rewrite horizontal addition problems vertically to add (Chapter 3 / Lesson 5) * add three and four two digit numbers (Chapter 3 / Lesson 6) * make a model to solve problems (Chapter 3 / Lesson 7) MA.2.CCSS.Math.Content.2.OA.A.1 MA.2.CCSS.Math.Content.2.NBT.B.5 MA.2.CCSS.Math.Content.2.NBT.B.9 MA.K 12.CCSS.Math.Practice.MP2 MA.K 12.CCSS.Math.Practice.MP3 MA.K 12.CCSS.Math.Practice.MP4 MA.K 12.CCSS.Math.Practice.MP5 MA.K 12.CCSS.Math.Practice.MP6 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Daily Targets - Subtract Two-Digit Numbers (DOK 2) SWBAT: * use related facts to make two digit fact families (Chapter 4 / Lesson 1)

* take apart numbers to make a ten to subtract (Chapter 4 / Lesson 2) * use models to regroup and find differences (Chapter 4 / Lesson 3) * subtract one digit numbers from two digit numbers (Chapter 4 / Lesson 4) * subtract two digit numbers (Chapter 4 / Lesson 5) * rewrite a horizontal two digit subtraction sentence vertically before subtracting (Chapter 4 / Lesson 6) * use addition to check subtraction (Chapter 4 / Lesson 7) * write a number sentence to solve problems (Chapter 4 / Lesson 8) * read and solve two step word problems (Chapter 4 / Lesson 9) MA.2.CCSS.Math.Content.2.OA.A.1 MA.2.CCSS.Math.Content.2.NBT.B.5 MA.2.CCSS.Math.Content.2.NBT.B.9 MA.K 12.CCSS.Math.Practice.MP1 MA.K 12.CCSS.Math.Practice.MP2 MA.K 12.CCSS.Math.Practice.MP4 MA.K 12.CCSS.Math.Practice.MP5 MA.K 12.CCSS.Math.Practice.MP6 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Model with mathematics. Use appropriate tools strategically. Attend to precision. Summative Assessment * Beginning of Year Benchmark Fluency Assessment (untimed) basic facts up to 20 * Chapter Tests (Chapters 1, 2, 3, 4) Forms 1, 2, & 3 Written or On line Assessment * Fluency Assessment (timed) end of 1st trimester basic facts up to 20 Additional Resources Available for Assessment Purposes: * Vocabulary Test * Oral Assessment * Listening Assessment 21st Century Life and Careers

WORK.K 4.9.1.4.1 WORK.K 4.9.1.4.A.1 WORK.K 4.9.1.4.A.2 WORK.K 4.9.1.4.A.3 WORK.K 4.9.1.4.B.1 The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time. Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Evaluate available resources that can assist in solving problems. Determine when the use of technology is appropriate to solve problems. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Formative Assessment and Performance Opportunities * "Am I Ready?" * End of Lesson "On My Own" and "Homework" activities * Journal Writing Activity * Exit Slips * Chapter Quizzes * MAP Testing * Teacher Observation / Anecdotal Notes * Student Interview Differentiation/Enrichment * Vocabulary Cards * Foldables * RTI Differentiated Instruction Options (Tier 2, Tier 1, Extend) * Leveled Readers * Manipulatives: number lines, linking cubes, counters, cups, tens and ones workmat * On line Interactive Manipulatives * Modifications (as per IEP's and 504 Plans) * Small Group Instruction * Center Activities

Unit Resources * McGraw Hill "My Math" Grade 2 Text * Chapters 1, 2, 3, 4 * McGraw Hill "My Math" Website www.connected.mcgraw hill.com * Virtual Manipulatives * Virtual Games (Sail Through Math, Fact Dash, etc.) * Math At Home Practice Math * Grouping By Tens * Math Songs (Addition Boogie, Meet My Fact Family, We Are a Family, Take It Away, The Number Line, Jumping to Add, etc.) * Real World Problem Solving Library: * Life Cycles (Chapter 1) * Geese on the Go (Chapter 2) * Baseball's Hero (Chapter 3 & 4) * BrainPop Jr. www.brainpopjr.com * Math Fact Cafe www.mathfactcafe.com * Compass Learning www.compasslearning.com * Fun Brain www.funbrain.com

* Cool Math 4 Kids www.coolmath4kids.com * AAA Math www.aaamath.com

Unit 2: Number and Operations in Base Ten (Grade 2) Content Area: Mathematics Course(s): Generic Course Time Period: 1st Marking Period Length: 8-9 Weeks Status: Published Unit Overview Identify place value up to 1,000; compare, add and subtract 3 digit numbers with or without regrouping. Use logical reasoning to solve problems. * Benchmark Assessment #1 Mid January Using the My Math benchmark assessment to evaluate effectiveness of new math program Transfer Students will be able to independently use their learning to... Apply their knowledge of place value to compare numbers Use mental math to add 10 or 100 Add and subtract three digit numbers. Predict answers using reasoning and logic For more information, read the following article by Grant Wiggins. http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=60 Meaning Understandings

Students will understand that... * Place value will be used to compare numbers and correctly read and write numbers * Related facts (fact families), and making 10 or 100 are multiple strategies that can be used to solve addition and subtraction problems. * Numbers can be broken apart to end with zero to aid in mentally adding and subtracting larger numbers. * Number in the ones place, tens place and hundreds place may need to be regrouped when adding and subtracting larger numbers. * Logical reasoning can help solve word problems. * Addition can be utilized to check subtraction of larger numbers. Essential Questions Students will keep considering... * How can I use place value? * How can I add three digit numbers? * How can I subtract three digit numbers? Application of Knowledge and Skill Students will know... Students will know... * Addition and Subtraction Properties

* Place value up to 1,000 * Read and Write Numbers * Use Reasoning to Solve * Compare Numbers to 1,000 * Skip Counting 5, 10, 100 * Mental Math * Make a Hundred, Take Apart a Hundred to Add and Subtract * Add & Subtract Three Digit Numbers with and without Regrouping Students will be skilled at... Students will be skilled at... * Utilizing Place Value to Compare Numbers. * Recognizing number patterns. * Solve larger addition and subtraction problems with and without regrouping. * Utilizing Logical Reasoning to Solve Word Problems and Make Educated Guesses. Academic Vocabulary hundreds place value digit expanded form

thousand compare greater than less than equal to Please Review the Following Vocabulary Terms ones tens sum regroup difference Learning Goal 1 Students will understand place value up to 1,000 2.NBT.1 Daily Targets - Apply Place Value Concepts (DOK 2) SWBAT: * Relate hundreds, tens and ones (Chapter 5 / Lesson 1) * Read, write and model numbers to 999 (Chapter 5 / Lesson 2) * Identify and use words, models and expanded form to represent numbers to 999 (Chapter 5 /Lesson 3) * Use logical reasoning to solve problems (Chapter 5 /Lesson 4 DOK 3) * Read and write numbers to 1,000 (Chapter 5 /Lesson 5) * Find counting patterns (Chapter 5 /Lesson 6)

* Compare three digit numbers using <, >, and = (Chapter 5 /Lesson 7) MA.2.CCSS.Math.Content.2.NBT Number and Operations in Base Ten MA.2.CCSS.Math.Content.2.NBT.A Understand place value. MA.2.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: MA.2.CCSS.Math.Content.2.NBT.A.1a 100 can be thought of as a bundle of ten tens called a "hundred." MA.2.CCSS.Math.Content.2.NBT.A.1b 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). MA.2.CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip count by 5s, 10s, and 100s. MA.2.CCSS.Math.Content.2.NBT.A.3 Read and write numbers to 1000 using base ten numerals, number names, and expanded form. MA.2.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. MA.K 12.CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. MA.K 12.CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. MA.K 12.CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. MA.K 12.CCSS.Math.Practice.MP4 Model with mathematics. MA.K 12.CCSS.Math.Practice.MP5 Use appropriate tools strategically. MA.K 12.CCSS.Math.Practice.MP6 Attend to precision. MA.K 12.CCSS.Math.Practice.MP7 Look for and make use of structure. MA.K 12.CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning. Learning Goal 2 Add and Subtract three digit numbers 2.NBT.1 Daily Targets - Add Three Digit Numbers (DOK 3) SWBAT: * Make a hundred to add a three digit number (Chapter 6 /Lesson 1) * Add numbers in the hundreds (Chapter 6 /Lesson 2) * Add 10 or 100 mentally (Chapter 6 /Lesson 3) * Regroup the ones to add three digit numbers (Chapter 6 /Lesson 4) * Regroup tens to add three digit numbers (Chapter 6 /Lesson 5) * Add three digit numbers with regrouping (Chapter 6 /Lesson 6) * Given a three digit addition problem written horizonally, rewrite it vertically before adding (Chapter 6 /Lesson 7) * Use the guess, check and revise strategy to solve problems (Chapter 6 /Lesson 8)

MA.2.CCSS.Math.Content.2.NBT.B Use place value understanding and properties of operations to add and subtract. MA.2.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. MA.2.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 three digit 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. MA.2.CCSS.Math.Content.2.NBT.B.8 Mentally add 10 or 100 to a given number 100 900, and mentally subtract 10 or 100 from a given number 100 900. MA.2.CCSS.Math.Content.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. MA.K 12.CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. MA.K 12.CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. MA.K 12.CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. MA.K 12.CCSS.Math.Practice.MP4 Model with mathematics. MA.K 12.CCSS.Math.Practice.MP5 Use appropriate tools strategically. MA.K 12.CCSS.Math.Practice.MP6 Attend to precision. MA.K 12.CCSS.Math.Practice.MP7 Look for and make use of structure. MA.K 12.CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning. Daily Targets - Subtract Three-Digit Numbers (DOK 3) SWBAT: * Make a hundred to subtract a three digit number (Chapter 7/Lesson 1) * Subtract numbers in the hundreds (Chapter 7/ Lesson 2) * Mentally subtract numbers by 10 or 100 (Chapter 7/Lesson 3) * Regroup tens to subtract three digit numbers (Chapter 7/ Lesson 4) * Regroup hundreds to subtract three digit numbers (Chapter 7/ Lesson 5) * Subtract three digit numbers (Chapter 7/ Lesson 6) * Rewrite horizontal three digit subtraction as vertical three digit subtraction (Chapter 7/ Lesson 7) * Use the write a number sentence strategy to solve problems (Chapter 7/ Lesson 8) * Subtract from numbers ending in zero (Chapter 7/ Lesson 9) MA.2.CCSS.Math.Content.2.NBT.B MA.2.CCSS.Math.Content.2.NBT.B.5 MA.2.CCSS.Math.Content.2.NBT.B.6 Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two digit numbers using strategies based on place value and properties of operations.

MA.2.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 three digit 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. MA.2.CCSS.Math.Content.2.NBT.B.8 Mentally add 10 or 100 to a given number 100 900, and mentally subtract 10 or 100 from a given number 100 900. MA.2.CCSS.Math.Content.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. MA.K 12.CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. MA.K 12.CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. MA.K 12.CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. MA.K 12.CCSS.Math.Practice.MP4 Model with mathematics. MA.K 12.CCSS.Math.Practice.MP5 Use appropriate tools strategically. MA.K 12.CCSS.Math.Practice.MP6 Attend to precision. MA.K 12.CCSS.Math.Practice.MP7 Look for and make use of structure. MA.K 12.CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning. Summative Assessment * Benchmark Assessment #1 Mid January Using the My Math benchmark assessment to evaluate effectiveness of new math program * Chapter Tests (Chapters 5, 6 and 7) Forms 1, 2, & 3 Written or On line Assessment Additional Resources Available for Assessment Purposes: * Vocabulary Test * Oral Assessment * Listening Assessment * Timed Drills * Weekly practice 21st Century Life and Careers WORK.K 4.9.1.4.1 WORK.K 4.9.1.4.A.1 WORK.K 4.9.1.4.A.2 WORK.K 4.9.1.4.A.3 WORK.K 4.9.1.4.B.1 The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time. Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Evaluate available resources that can assist in solving problems. Determine when the use of technology is appropriate to solve problems. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Formative Assessment and Performance Opportunities * "Am I Ready?" * End of Lesson "On My Own" and "Homework" activities

* Journal Writing Activity * Exit Slips * Chapter Quizzes * MAP Testing * Teacher Observation / Anecdotal Notes * Student Interview Differentiation/Enrichment * Vocabulary Cards * Foldables * RTI Differentiated Instruction Options (Tier 2, Tier 1, Extend) * Leveled Readers * Manipulatives: number lines, linking cubes, counters, cups, base ten blocks * On line Interactive Manipulatives * Modifications (as per IEP's and 504 Plans) * Small Group Instruction * Center Activities Unit Resources * McGraw Hill "My Math" Grade 2 Text * Chapters 5, 6 and 7

* McGraw Hill "My Math" Website www.connected.mcgraw hill.com * Virtual Manipulatives * Virtual Games (Sail Through Math, Fact Dash, etc.) * Math At Home Practice Math * Grouping By Tens * Math Songs (Addition Boogie, Meet My Fact Family, We Are a Family, Take It Away, The Number Line, Jumping to Add, etc.) * Real World Problem Solving Library: * Lady Liberty (Chapter 5) * Moving Along (Chapter 6) * A Mountain of Presidents (Chapter 7) * BrainPop Jr. www.brainpopjr.com * Math Fact Cafe www.mathfactcafe.com * Compass Learning www.compasslearning.com * Fun Brain www.funbrain.com * Cool Math 4 Kids www.coolmath4kids.com * AAA Math www.aaamath.com

Unit 3: Measurement and Data (Grade 2) Content Area: Mathematics Course(s): Generic Course Time Period: 1 marking period Length: 10 Weeks Status: Published Unit Overview In this unit, students will identify and count money amounts to one dollar, analyze data, tell time to five minute intervals, and utilize customary and metric units of measurement. * My Math Benchmark Assessment #1 to be administered mid year (approximately January) * Mid Year Fluency Assessment to be administered basic facts up to 20 Transfer Students will be able to independently use their learning to... Identify count money amounts to one dollar. Analyze and graph data. Tell time to the hour, half hour, and five minute intervals. Utilize customary and metric scales to measure lengths. For more information, read the following article by Grant Wiggins. http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=60 Meaning

Understandings Students will understand that... * A penny is worth 1 cent, a nickel is worth 5 cents, a dime is worth 10 cents, and a quarter is worth 25 cents. * Skip counting can be used to count groups of coins. * Different coin combinations can be used to make one dollar. * A survey can be used to gather data. * A pictograph or picture graph can be used to graph and analyze data. * A bar graph can be used to graph and analyze data. * Line Plots can be used to graph and analyze data. Essential Questions Students will keep considering... * How do I count and use money? * How can I record and analyze data? * How do I use and tell time? * How can I measure objects? Application of Knowledge and Skill

Students will know... Students will know... * The Values of Pennies, Nickels, Dimes, and Quarters * How to Count Groups of Coins Up to One Dollar * A Dollar Bill Equals 100 Cents * A Survey Can Be Used to Collect Data * Picture Graphs, Bar Graphs, and Line Plots can be used to Analyze Data * How to Tell Time to the Hour, Half Hour, and 5 Minute Intervals * Inches, Feet and Yards are Customary Units used to Measure Length * 12 Inches Equals One Foot, 3 Feet Equal One Yard * Rulers and Yard Sticks can be used to Measure Length in Customary Units * Centimeters and Meters are Metric Units used to Measure Length * The Best Unit of Measurement to Measure Specific Objects (Customary and Metric) Students will be skilled at... Students will be skilled at... * Counting money amounts to one dollar. * Analyzing data. * Telling time up to and including 5 minute intervals. * Measure objects using customary and metric units of measurement.

Academic Vocabulary cent cent sign dime dollar dollar sign nickel penny quarter bar graph data key line plot picture graph survey A.M. analog clock digital clock half hour hour hour hand minute minute hand

P.M. quarter hour centimeter (cm) estimate foot (ft) inch (in) length measure meter (m) yard (yd) Please review the following terms from the previous year or previous lessons: equal groups repeated addition skip count compare graph tally afternoon evening morning compare longest

shortest Learning Goal 1 Students will solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and cent symbols. Target 1 - Count Money Amounts (up to and including one dollar) SWBAT: * count to find the value of pennies, dimes, and nickels (Chapter 8 / Lesson 1) * count to find the value of coins (including quarters) (Chapter 8 / Lesson 2) * skip count and count on to determine the value of a group of coins (Chapter 8 / Lesson 3) * use the act it out strategy to solve problems (Chapter 8 / Lesson 4) * use coins to make one dollar (Chapter 8 / Lesson 5) MA.2.CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip count by 5s, 10s, and 100s. MA.2.CCSS.Math.Content.2.MD.C Work with time and money. MA.2.CCSS.Math.Content.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. MA.K 12.CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. MA.K 12.CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. MA.K 12.CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. MA.K 12.CCSS.Math.Practice.MP4 Model with mathematics. MA.K 12.CCSS.Math.Practice.MP5 Use appropriate tools strategically. MA.K 12.CCSS.Math.Practice.MP6 Attend to precision. MA.K 12.CCSS.Math.Practice.MP7 Look for and make use of structure. MA.K 12.CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning. Learning Goal 2 Students will be able to 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 usning information presented in a

bar graph, and make a line plot, where the horizontal scale is marked off in whole number units. Target 1 - Analyze Data SWBAT: * take a survey and organize data using tally marks (Chapter 9 / Lesson 1) * use data to create picture graphs (Chapter 9 / Lesson 2) * analyze data on picture graphs (Chapter 9 / Lesson 3) * make bar graphs to show data (Chapter 9 / Lesson 4) * draw conclusions and answer questions based on bar graphs (Chapter 9 / Lesson 5) * make a table to solve word problems (Chapter 9 / Lesson 6) * use data to create line plots (Chapter 9 / Lesson 7) * analyze data on line plots (Chapter 9 / Lesson 8) MA.2.CCSS.Math.Content.2.MD.D MA.2.CCSS.Math.Content.2.MD.D.9 MA.2.CCSS.Math.Content.2.MD.D.10 MA.K 12.CCSS.Math.Practice.MP1 MA.K 12.CCSS.Math.Practice.MP2 MA.K 12.CCSS.Math.Practice.MP3 MA.K 12.CCSS.Math.Practice.MP4 MA.K 12.CCSS.Math.Practice.MP5 MA.K 12.CCSS.Math.Practice.MP6 MA.K 12.CCSS.Math.Practice.MP7 MA.K 12.CCSS.Math.Practice.MP8 Represent and interpret data. 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. 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. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Learning Goal 3 Students will be able to tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Target 1 - Telling Time (up to five-minute intervals) SWBAT:

* tell and write time to the nearest hour (Chapter 10 / Lesson 1) * tell and write time to teh nearest half hour (Chapter 10 / Lesson 2) * find a pattern to solve problems (Chapter 10 / Lesson 3) * tell and write time to the quarter hour (Chapter 10 / Lesson 4) * tell and write time to the nearest five minutes (Chapter 10 / Lesson 5) * use A.M. and P.M. when telling and writing time (Chapter 10 / Lesson 6) MA.2.CCSS.Math.Content.2.MD.C MA.2.CCSS.Math.Content.2.MD.C.7 MA.K 12.CCSS.Math.Practice.MP1 MA.K 12.CCSS.Math.Practice.MP2 MA.K 12.CCSS.Math.Practice.MP3 MA.K 12.CCSS.Math.Practice.MP4 MA.K 12.CCSS.Math.Practice.MP5 MA.K 12.CCSS.Math.Practice.MP6 MA.K 12.CCSS.Math.Practice.MP7 MA.K 12.CCSS.Math.Practice.MP8 Work with time and money. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Learning Goal 4 Students will be able to measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Target 1 - Measure Length Using Customary and Metric Units SWBAT: * use an inch ruler to measure objects (Chapter 11 / Lesson 1) * measure objects in feet and yards (Chapter 11 / Lesson 2) * choose the appropriate customary tool and measure objects by length (Chapter 11 / Lesson 3) * measure to compare customary lengths (Chapter 11 / Lesson 4) * use measurement to relate inches, feet, and yards (Chapter 11 / Lesson 5) * use the logical reasoning strategy to solve problems (Chapter 11 / Lesson 6) * use a centimeter ruler and a meterstick to measure objects (Chapter 11 / Lesson 7)

* choose the appropriate metric tool and measure objects by length (Chapter 11 / Lesson 8) * use measurement to compare metric length (Chapter 11 / Lesson 9) * use measurement to relate centimeters and meters (Chapter 11 / Lesson 10) * use a number line to measure objects (Chapter 11 / Lesson 11) * measure lengths to generate data shown on a line plot (Chapter 11 / Lesson 12) MA.2.CCSS.Math.Content.2.MD.A MA.2.CCSS.Math.Content.2.MD.A.1 MA.2.CCSS.Math.Content.2.MD.A.2 MA.2.CCSS.Math.Content.2.MD.A.3 MA.2.CCSS.Math.Content.2.MD.A.4 MA.2.CCSS.Math.Content.2.MD.B.5 MA.K 12.CCSS.Math.Practice.MP1 MA.K 12.CCSS.Math.Practice.MP2 MA.K 12.CCSS.Math.Practice.MP3 MA.K 12.CCSS.Math.Practice.MP4 MA.K 12.CCSS.Math.Practice.MP5 MA.K 12.CCSS.Math.Practice.MP6 MA.K 12.CCSS.Math.Practice.MP7 MA.K 12.CCSS.Math.Practice.MP8 Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Summative Assessment * My Math Benchmark Assessment #1 to be administered mid year (approximately January) * Chapter Tests (Chapters 8, 9, 10, and 11) Forms 1, 2, & 3 Written or On line Assessment * Fluency Assessment (timed) end of 2nd trimester basic facts up to 20 Additional Resources Available for Assessment Purposes: * Vocabulary Test * Oral Assessment * Listening Assessment 21st Century Life and Careers

WORK.K 4.9.1.4.1 WORK.K 4.9.1.4.A.1 WORK.K 4.9.1.4.A.2 WORK.K 4.9.1.4.A.3 WORK.K 4.9.1.4.A.4 WORK.K 4.9.1.4.A.5 WORK.K 4.9.1.4.1 WORK.K 4.9.1.4.B.1 WORK.K 4.9.1.4.1 WORK.K 4.9.1.4.C.1 WORK.K 4.9.2.4.3 WORK.K 4.9.2.4.B.2 WORK.K 4.9.2.4.B.5 The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time. Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. Evaluate available resources that can assist in solving problems. Determine when the use of technology is appropriate to solve problems. Use data accessed on the Web to inform solutions to problems and the decision making process. Apply critical thinking and problem solving skills in classroom and family settings. Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving. Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). Income affects spending decisions and lifestyle. Identify age appropriate financial goals. Identify ways to earn and save. Formative Assessment and Performance Opportunities * "Am I Ready?" * End of Lesson "On My Own" and "Homework" activities * Journal Writing Activity * Exit Slips * Chapter Quizzes * MAP Testing * Teacher Observation / Anecdotal Notes * Student Interview Differentiation/Enrichment * Vocabulary Cards * Foldables * RTI Differentiated Instruction Options (Tier 2, Tier 1, Extend) * Leveled Readers * Manipulatives: number lines, linking cubes, counters, cups, tens and ones workmat * On line Interactive Manipulatives * Modifications (as per IEP's and 504 Plans) * Small Group Instruction

* Center Activities Unit Resources * McGraw Hill "My Math" Grade 2 Text * Chapters 8, 9, 10, 11 * McGraw Hill "My Math" Website www.connected.mcgraw hill.com * Virtual Manipulatives * Virtual Games (Sail Through Math, Fact Dash, etc.) * Math At Home Practice Math * Math Songs (How Many Pennies?, Lemonade Song, etc.) * Real World Problem Solving Library: * Our Grandma's Life (Chapter 8) * Tracking Snow (Chapter 9) * A Mountain of Presidents (Chapter 10) * Animals Big and Small (Chapter 11) * BrainPop Jr. www.brainpopjr.com * Math Fact Cafe www.mathfactcafe.com

* Compass Learning www.compasslearning.com * Fun Brain www.funbrain.com * Cool Math 4 Kids www.coolmath4kids.com * AAA Math www.aaamath.com

Unit 4: Geometry (Grade 2) Content Area: Mathematics Course(s): Generic Course Time Period: 1 marking period Length: 3 Weeks Status: Published Unit Overview At the conclusion of this unit, students will Identify two and three dimensional shapes based on their attributes & partition two dimensional shapes into equal shares. * Benchmark Assessments 2 & 3 (combined to make one assessment) to be administered at end of the year (June) * End of Year Benchmark Fluency Assessment (timed) basic facts up to 20 Transfer Students will be able to independently use their learning to... Identify two and three dimensional shapes. Relate shapes and solids. Partition a two dimensional shape into equal parts. Find area of a two dimensional shape. For more information, read the following article by Grant Wiggins. http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=60

Meaning Understandings Students will understand that... * Two dimensional shapes have attributes (sides and angles) that will help in the identification of the shape. * Drawing a diagram is a strategy that can be used to solve a problem. * Three dimensional shapes can have faces, edges and vertices. These attributes can aide in the identification of these shapes. * Identifying two dimensional shapes can aide in the identification of geometric solids. * Two dimensional shapes can be partitioned into equal parts (fractional parts of a whole). * Area is the measurement of space within a shape. Essential Questions Students will keep considering... * How do I use shapes and equal parts? Application of Knowledge and Skill Students will know... Students will know...

* The identity of two dimensional shapes through examination of their attributes. * Polygons have sides and angles. * Drawing a diagram is a strategy that can be used to solve a problem. * The identity of three dimensional solid figures. * Geometric solids can have faces, edges, and vertices. * Shapes can be partitioned into halves, thirds, and fourths. * How to find area of a rectangle. Students will be skilled at... Students will be skilled at... * Identifying two and three dimensional shapes. * Partitioning a shape into halves, thirds, and fourths. * Finding area of a rectangle. Academic Vocabulary angle cone cube cylinder edge face

fourths halves hexagon parallelogram partition pentagon pyramid quadrilateral rectangular prism side sphere thirds three dimensional shapes trapezoid two dimensional shapes vertex Please review the following terms from the previous year: circle rectangle square Learning Goal 1 Students will recognize and draw shapes having specified attributes, such as a given number of angles or a given

number of equal faces & identify triangles, quadrilaterals, pentagons, hexagons, and cubes. CCSS.MATH.CONTENT.2.G.A.1 Daily Targets - Identify Two- and Three-dimensional Shapes Based on Their Attributes (DOK 2) SWBAT: * identify two dimensional geometric shapes (Chapter 12 / Lesson 1) * recognize attributes (sides and angles) of two dimensional shapes (Chapter 12 / Lesson 2) * use the draw a diagram strategy to solve problems (Chapter 12 / Lesson 3) * identify three dimensional geometric shapes (Chapter 12 / Lesson 4) * describe the faces, edges, and vertices of three dimensional shapes (Chapter 12 / Lesson 5) * identify two dimensional shapes and solid shapes (Chapter 12 / Lesson 6) MA.2.CCSS.Math.Content.2.G.A MA.2.CCSS.Math.Content.2.G.A.1 MA.K 12.CCSS.Math.Practice.MP1 MA.K 12.CCSS.Math.Practice.MP2 MA.K 12.CCSS.Math.Practice.MP3 MA.K 12.CCSS.Math.Practice.MP4 MA.K 12.CCSS.Math.Practice.MP5 MA.K 12.CCSS.Math.Practice.MP6 MA.K 12.CCSS.Math.Practice.MP7 MA.K 12.CCSS.Math.Practice.MP8 Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Learning Goal 2 Students will partition circles and rectangles into two, three, or four equal shares, describe the shares using words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Students will also recognize that equal shares of identical wholes need not have hte same shape. CCSS.MATH.CONTENT.2.G.A.3 Students will also 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.2

Daily Targets - Partitioning Shapes to Find Equal Parts and Area (DOK 2) SWBAT: * partition two dimensional shapes into two, three, and four equal shares (Chapter 12 / Lesson 7) * determine the area of a rectangle (Chapter 12 / Lesson 8) MA.2.CCSS.Math.Content.2.G.A.2 MA.2.CCSS.Math.Content.2.G.A.3 MA.K 12.CCSS.Math.Practice.MP1 MA.K 12.CCSS.Math.Practice.MP2 MA.K 12.CCSS.Math.Practice.MP3 MA.K 12.CCSS.Math.Practice.MP5 MA.K 12.CCSS.Math.Practice.MP6 MA.K 12.CCSS.Math.Practice.MP7 MA.K 12.CCSS.Math.Practice.MP8 Partition a rectangle into rows and columns of same size squares and count to find the total number of them. 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. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Summative Assessment * Benchmark Assessments 2 & 3 (combined to make one assessment) to be administered at end of the year (June) * End of Year Benchmark Fluency Assessment (timed) basic facts up to 20 * Chapter Test (Chapter 12) Forms 1, 2, & 3 Written or On line Assessment Additional Resources Available for Assessment Purposes: * Vocabulary Test * Oral Assessment * Listening Assessment 21st Century Life and Careers WORK.K 4.9.1.4.1 The ability to recognize a problem and apply critical thinking and problem solving skills to solve the problem is a lifelong skill that develops over time. WORK.K 4.9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. WORK.K 4.9.1.4.A.2 Evaluate available resources that can assist in solving problems. WORK.K 4.9.1.4.A.3 Determine when the use of technology is appropriate to solve problems. WORK.K 4.9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Formative Assessment and Performance Opportunities

* "Am I Ready?" * End of Lesson "On My Own" and "Homework" activities * Journal Writing Activity * Exit Slips * Chapter Quizzes * MAP Testing * Teacher Observation / Anecdotal Notes * Student Interview Differentiation/Enrichment * Vocabulary Cards * Foldables * RTI Differentiated Instruction Options (Tier 2, Tier 1, Extend) * Leveled Readers * Manipulatives: geometric solids, geoboards, fraction bars * On line Interactive Manipulatives * Modifications (as per IEP's and 504 Plans) * Small Group Instruction * Center Activities Unit Resources * McGraw Hill "My Math" Grade 2 Text

* Chapters 12 * McGraw Hill "My Math" Website www.connected.mcgraw hill.com * Virtual Manipulatives * Virtual Games (Fact Dash, Sail Through Math, etc.) * Math At Home Practice Math * Math Songs (Action Fraction, Geometric Shapes, etc.) * Real World Problem Solving Library: * Home of All Shapes (Chapter 12) * BrainPop Jr. www.brainpopjr.com * Math Fact Cafe www.mathfactcafe.com * Compass Learning www.compasslearning.com * Fun Brain www.funbrain.com * Cool Math 4 Kids www.coolmath4kids.com * AAA Math www.aaamath.com