Second Grade Mathematics Curriculum Guide Plainwell Community Schools Topic Pacing EnVision Math Lessons Common Core State Standards Topic 1 Understanding Addition and @ 9 Days September 1-1: Writing Addition Number Sentences 1-2: Stories About Joining 1-3: Writing Number Sentences 1-4: Stories About Separating 1-5: Stories About Comparing 1-6: Connecting Addition and 1-7: Problem Solving Use Objects Topic 2 Addition Strategies @ 9 Days September / October 2-1: Adding 0,1,2 2-2: Doubles 2-3: Near Doubles 2-4: Adding in Any Order 2-5: Adding Three Numbers 2-6: Making 10 to Add 2-7: Problem Solving Draw a Picture and Write a Number Sentence 2.OA.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. Topic 3 Strategies @ 8 Days October 3-1: Subtracting 0, 1, 2 3-2: Thinking Addition to Subtract Doubles 3-3: Thinking Addition to 10 to Subtract 3-4: Thinking Addition to 18 to Subtract 3-5: Making 10 to Subtract 3-6: Problem Solving Two-Question Problems 2.OA.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. Topic 4 Working with Equal Groups @ 6 Days October 4-1: Repeated Addition 4-2: Building Arrays 4-3: Practicing Repeated Addition 4-4: Problem Solving Draw a Picture and Write a Number Sentence 2.OA.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.
Topic 5 Place Value to 100 @ 9 Days 5-1: Models for Tens and Ones 5-2: Reading and Writing Numbers 5-3: Using Symbols to Compare Numbers 5-4: Counting to 100 5-5: 10 More or 10 Less 5-6: Even and Odd Numbers 5-7: Problem Solving Use Data from a Chart 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. 2.NBT.2 Count within 1000; skip-count by 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-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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. Topic 6 Mental Addition @ 8 Days November 6-1: Adding Tens 6-2: Adding Ones 6-3: Adding Tens and Ones 6-4: Adding on a Hundred Chart 6-5: Adding Multiples of 10 6-6: Problem Solving Look for a Pattern 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. Topic 7 Mental @ 7 Days December 7-1: Subtracting Tens 7-2: Finding Parts of 100 7-3: Subtracting on a Hundred Chart 7-4: Subtracting Multiples of 10 7-5: Problem Solving Missing or Extra Information 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.
Topic 8 Adding Two- Digit Numbers January 8-1: Regrouping 10 Ones for 1 Ten 8-2: Models to Add Two- and One-Digit Numbers 8-3: Adding Two- and One-Digit Numbers 8-4: Models to Add Two-Digit Numbers 8-5: Adding Two-Digit Numbers 8-6: Adding on a Number Line 8-7: Adding More than Two Numbers 8-8: Ways to Add 8-9: Problem Solving Draw a Picture and Write a Number Sentence 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.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. Topic 9 Subtracting Two-Digit Numbers January/ February 9-1: Regrouping 1 Ten for 10 Ones 9-2: Models to Subtract Two- and One-Digit Numbers 9-3: Subtracting Two- and One-Digit Numbers 9-4: Models to Subtract Two-Digit Numbers 9-5: Subtracting Two-Digit Numbers 9-6: Subtracting on a Number Line 9-7: Using Addition to Check Subtract 9-8: Ways to Subtract 9-9: Problem Solving Two-Question Problems 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. Topic 10 Place Value to 1,000 February 10-1: Building 1,000 10-2: Counting Hundreds, Tens, and Ones 10-3: Reading and Writing Numbers to 1,000 10-4: Changing Numbers by Hundreds and Tens 10-5: Patterns with Numbers on Hundreds Charts 10-6: Skip Counting by 5, 10, 100 to 1,000 10-7: Comparing Numbers 10-8: Ordering Numbers 10-9: Problem Solving Look for a Pattern 2.NBT.1.a 100 can be thought of as a bundle of ten tens called a hundred. 2.NBT.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). 2.NBT.2 Count within 1000; skip-count by 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-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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.
Topic 11 Three-Digit Addition and February / March 11-1: Exploring Adding Three-Digit Numbers 11-2: Mental Math 11-3: Models for Adding with Three-Digit Numbers 11-4: Adding Three-Digit Numbers 11-5: Exploring Subtracting Three-Digit Numbers 11-6: Mental Math: Ways to Find Missing Parts 11-7: Models for Subtracting with Three-Digit Numbers 11-8: Subtracting Three-Digit Numbers 11-9: Problem Solving Use Logical Reasoning 2.NBT.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. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Topic 12 Geometry @ 10 Days March 12-1: Flat Surfaces, Vertices, and Edges 12-2: Relating Plane Shapes to Solid Figures 12-3: Polygons and Angles 12-4: Making New Shapes 12-5: Cutting Shapes Apart 12-6: Dividing Rectangles into Equal Squares 12-7: Wholes and Equal Parts 12-8: Problem Solving Use Reasoning 2.G.1 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. 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.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. Topic 13 Counting Money @ 7 Days March 13-1: Coins 13-2: Counting Collections of Coins 13-3: Ways to Show the Same Amount 13-4: One Dollar 13-5: Problem Solving Make an Organized List 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Topic 14 Money @ 6 Days April 14-1: Adding Money 14-2: Subtracting Money 14-3: Estimating Sums and Differences 14-4: Problem Solving Try, Check, and Revise 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately.
Topic 15 Measuring Length @ 11 Days April 15-1: Exploring Length 15-2: Inches 15-3: Centimeters 15-4: Inches, Feet, and Yards 15-5: Centimeters and Meters 15-6: Measuring Length 15-7: Adding and Subtracting in Measurement 15-8: Comparing Lengths 15-9: Problem Solving Use Objects 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.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. 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.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 Topic 16 Time, Graphs, and Data @ 8 Days May 16-1: Telling Time to Five Minutes 16-2: Telling Time Before and After the Hour 16-3: Organizing Data 16-4: Graphing Lengths 16-5: Pictographs 16-5: Problem Solving Use a Graph 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 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. Step-Up Step-Up to Grade 3 Lessons @ 10 Days May 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.