nd Grade Pacing 014-015 EngageNY pacing guides modified by Federal Way Public Schools Federal Way, WA Within the development of the pacing guides, it is expected that these will be reasonably flexible depending on the needs of your class and pre-assessment data by module. The pacing guide for nd grade has 163 days of instruction including 14 days of assessment and 14 days for remediation and enrichment. In addition to the nine days used for beginning of the year routines, state and district assessments, these 8 days can be flexed for remediation, enrichment and assessment (especially if assessment does not take an entire day). Skills spiral throughout the year and students may not be at mastery by the end of an individual lesson. In fact, many lessons anticipate that students will need more practice in concepts. Therefore, we recommend that if re-teaching needs to happen, it occurs as a part of the next day s lesson. By doing this, teachers are able to present concepts in several ways and will not get stuck within the same lesson for multiple days. Some concepts have significantly less days than others and/or need emphasis throughout the year to ensure student mastery. It is the recommendation of this committee that some nd Grade concepts are embedded into daily number routines. These concepts include: Time Even/odd numbers and number patterns Manipulating/decomposing numbers through 100 (Number Talks as a great strategy!) Year Long Module Map for Second Grade Module 1 Module Module 3 Module 4 Module 5 Module 6 Module 7 Module 8 6 Core Lessons 8 Core Lessons 17 Core Lessons 4 Core Lessons 16 Core Lessons 17 Core Lessons 3 Core Lessons 1 Core Lessons 1 Day for Problem Solving Task 1 Day for Problem Solving Task for Problem Solving Task for Problem Solving Tasks 1 Day for Problem Solving Task 1 Day for Problem Solving Task for Problem Solving Tasks for Problem Solving Tasks for Assessment/ Remediation and Enrichment Suggested 9 for Assessment/ Remediation and Enrichment Suggested 11 4 for Assessment/ Remediation and Enrichment Suggested 3 4 for Assessment/ Remediation and Enrichment Suggested 30 4 for Assessment/ Remediation and Enrichment Suggested 1 4 for Assessment/ Remediation and Enrichment Suggested 4 for Assessment, Remediation and Enrichment Suggested 9 4 for Assessment, Remediation and Enrichment Suggested 18
NYS COMMON CORE MATHEMATICS CURRICULUM 1 Overview of Module Topics and Lesson Objectives.OA.1.OA. K.OA.3 K.OA.4 K.NBT.1 1.OA.6.OA.1.OA. A Foundations for Addition and Subtraction Within 0 Lesson 1: Lesson : Make number bonds of ten. Make number bonds through ten with a subtraction focus and apply to one-step word problems. Lessons 1 and can be combined to introduce number bonds with both addition and subtraction. B Mental Strategies for Addition and Subtraction Within 0 Lesson 3: Make a ten to add within 0. Lesson 4: Make a ten to add and subtract within 0. Lesson 5: Decompose to subtract from a ten when subtracting within 0 and apply to one-step word problems. 1-.OA.1.NBT.5.OA. 1.NBT.4 1.NBT.5 1.NBT.6 C Strategies for Addition and Subtraction Within 100 Lesson 6: Lesson 7: Add and subtract within multiples of ten based on understanding place value and basic facts. Add within 100 using properties of addition to make a ten. Lesson 8: Decompose to subtract from a ten when subtracting within 100 and apply to one-step word problems. End-of-Module Assessment: Topics A C (assessment ½ day, return ½ day, -3 Total Number of Instructional 8 Lesson Number Instructional Notes 3 This lesson can be used for remediation if needed or can be switched with Lesson 1 to gauge where students are at based on first grade standards. Number Talks The content of this module accomplished and extended throughout the year within Number Talks. Modified by FWPS for the 014/015 School Year Module 1: Sums and Differences to 0 Date: 6/16/14 vii 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM 1 7 This lesson is an extension of Lesson 6 and should be eliminated if you do not choose to combine Lessons 1 and. Modified by FWPS for the 014/015 School Year Module 1: Sums and Differences to 0 Date: 6/16/14 viii 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Overview of Module Topics and Lesson Objectives.MD.1 A Understand Concepts About the Ruler Lesson 1: Lesson : Lesson 3: Connect measurement with physical units by using multiple copies of the same physical unit to measure. Use iteration with one physical unit to measure. Apply concepts to create unit rulers and measure lengths using unit rulers. 3.MD.1.MD.3 B Measure and Estimate Length Using Different Measurement Tools Lesson 4: Measure various objects using centimeter rulers and meter sticks. Lesson 5: Develop estimation strategies by applying prior knowledge of length and using mental benchmarks..md.1.md..md.4 C Measure and Compare Lengths Using Different Length Units Lesson 6: Lesson 7: Measure and compare lengths using centimeters and meters. Measure and compare lengths using standard metric length units and non-standard lengths units; relate measurement to unit size. 1.MD.5.MD.6.MD.1.MD.3.MD.4 D Relate Addition and Subtraction to Length Lesson 8: Lesson 9: Solve addition and subtraction word problems using the ruler as a number line. Concrete to abstract: measure lengths of string using measurement tools; represent length with tape diagrams to represent and compare the lengths. Lesson 10: Apply conceptual understanding of measurement by solving two-step word problems End-of-Module Assessment: Topics A D (assessment ½ day, return ½ day, Total Number of Instructional 10 Modified by FWPS for the 014/015 School Year Module : Addition and Subtraction of Length Units Date: 6/16/14 v 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson Number Instructional Notes 7 Either remove this lesson or combine parts with Lesson 6. 9 This is enrichment. At this point in the year, students are okay with continuing to use concrete models and moving towards connecting it with the abstract. Modified by FWPS for the 014/015 School Year Module : Addition and Subtraction of Length Units Date: 6/16/14 vi 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM 3 Overview of Module Topics and Lesson Objectives.NBT.1 A Forming Base Ten Units of Ten, a Hundred, and a Thousand Lesson 1: Bundle and count ones, tens, and hundreds to 1,000. 1.NBT..NBT.1 B Understanding Place Value Units of One, Ten, and a Hundred Lesson : Count up and down between 100 and 0 using ones and tens. Lesson 3: Count up and down between 90 and 1,000 using ones, tens, and hundreds..nbt.3.nbt.1 C Three-Digit Numbers in Unit, Numeral, Expanded, and Word Forms Lesson 4: Count up to 1,000 on the place value chart. 4 Lesson 5: Write base ten three-digit numbers in unit form; show the value of each digit. Lesson 6: Write base ten numbers in expanded form. Lesson 7: Write, read, and relate base ten numbers in all forms..nbt..nbt.1.nbt.3.md.8 D Modeling Base Ten Numbers Within 1,000 with Money Lesson 8: Count the total value of $1, $10, and $100 bills up to $1,000. Lesson 9: Count from $10 to $1,000 on the place value chart and the empty number line. 3 Lesson 10: Explore $1,000. How many $10 bills can we change for a thousand dollar bill? Mid-Module Assessment: Topics A D (assessment ½ day, return ½ day,.nbt.a E Modeling Numbers Within 1,000 with Place Value Disks Lesson 11: Count the total value of ones, tens, and hundreds with place value disks. Lesson 1: Change 10 ones for 1 ten, 10 tens for 1 hundred, and 10 hundreds for 1 thousand. Lesson 13: Read and write numbers within 1,000 after modeling with number disks. 4 Use analog clock to provide a context for skip-counting by fives. Modified by FWPS for the 014/015 School Year Module 3: Place Value, Counting, and Comparison of Numbers to 1,000 Date: 6/16/14 vi 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM 3 Lesson 14: Model numbers with more than 9 ones or 9 tens; write in expanded, unit, numeral, and word forms. Lesson 15: Explore a situation with more than 9 groups of 10..NBT.4 F Comparing Two Three-Digit Numbers Lesson 16: Compare two three-digit numbers using <, >, and =. Lesson 17: Lesson 18: Compare two three-digit numbers using <, >, and = when there are more than 9 ones or 9 tens. Order numbers in different forms. (Optional.).NBT..OA.1.NBT.8 G Finding 1, 10, and 100 More or Less than a Number Lesson 19: Model and use language to tell about 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less. 1 Lesson 0: Model 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place. Combine Lessons 19 and 0. Lesson 1: Complete a pattern counting up and down. End-of-Module Assessment: Topics A G (assessment ½ day, return ½ day, Total Number of Instructional 1 Lesson Number Instructional Notes 13 Students have already had practice with reading and writing numbers within 1,000 in Topic C. If possible, extend Lesson 11 into reading and writing numbers. 18 EngageNY has already identified this as optional. 1 This is an extension of Lessons and 3. Use the exit ticket in this lesson to ensure students are still on track for this concept. Modified by FWPS for the 014/015 School Year Module 3: Place Value, Counting, and Comparison of Numbers to 1,000 Date: 6/16/14 vii 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 4 Overview of Module Topics and Lesson Objectives.OA.1.NBT.5.NBT.8.NBT.9 A Sums and Differences Within 100 Lesson 1: Lesson : Relate 1 more, 1 less, 10 more, and 10 less to addition and subtraction of 1 and 10. Add and subtract multiples of 10 including counting on to subtract. Lesson 3: Add and subtract multiples of 10 and some ones within 100. Lesson 4: Add and subtract multiples of 10 and some ones within 100. 4 Lesson 5: Solve one- and two-step word problems within 100 using strategies based on place value..nbt.7.nbt.9.oa.1.nbt.5 B Strategies for Composing a Ten Lesson 6: Use manipulatives to represent the composition of 10 ones as 1 ten with two-digit addends. Lesson 7: Relate addition using manipulatives to a written vertical method. 4 Lesson 8: Lessons 9: Lessons 10: Use math drawings to represent the composition and relate drawings to a written method. Use math drawings to represent the composition when adding a two-digit to a three-digit addend. Use math drawings to represent the composition when adding a two-digit to a three-digit addend..oa.1.nbt.7.nbt.9.nbt.5 C Strategies for Decomposing a Ten Lesson 11: Represent subtraction with and without the decomposition of 1 ten as 10 ones with manipulatives. Lesson 1: Relate manipulative representations to a written method. 5 Lesson 13: Lesson 16: Use math drawings to represent subtraction with and without decomposition and relate drawings to a written method. Solve one- and two-step word problems within 100 using strategies based on place value. Lessons 14 15: Represent subtraction with and without the decomposition when there is a three-digit minuend. Combine Lessons 14 and 15 and use exit ticket as a pre-assessment for Topic E. Modified by FWPS for the 014/015 School Year Module 4: Addition and Subtraction Within 00 with Word Problems to 100 Date: 6/16/14 viii 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 4 Mid-Module Assessment: Topics A C (assessment ½ day, return ½ day, On the day for remediation and further applications, introduce students to the arrow model in Lesson 17 to prepare them for further lessons..nbt.6.nbt.7.nbt.8.nbt.9 D Strategies for Composing Tens and Hundreds Lesson 17: Use mental strategies to relate compositions of 10 tens as 1 hundred to 10 ones as 1 ten. Lesson 18: Use manipulatives to represent additions with two compositions. 4 Lesson 19: Relate manipulative representations to a written method. Lessons 0 1: Use math drawings to represent additions with up to two compositions and relate drawings to a written method. Lesson : Solve additions with up to four addends with totals within 00 with and without two compositions of larger units..nbt.7.nbt.9 E Strategies for Decomposing Tens and Hundreds Lesson 3: Use number bonds to break apart three-digit minuends and subtract from the hundred. 5 Lesson 4: Lesson 5: Lesson 6: Lessons 7: Lessons 8: Use manipulatives to represent subtraction with decompositions of 1 hundred as 10 tens and 1 ten as 10 ones. Relate manipulative representations to a written method. Use math drawings to represent subtraction with up to two decompositions and relate drawings to a written method. Subtract from 00 and from numbers with zeros in the tens place. Subtract from 00 and from numbers with zeros in the tens place..oa.1.nbt.7.nbt.9 F Student Explanations of Written Methods Lesson 9: Use and explain the totals below written method using words, math drawings, and numbers. Lesson 30: Compare totals below to new groups below as written methods. Lesson 31: Solve two-step word problems within 100. Modified by FWPS for the 014/015 School Year Module 4: Addition and Subtraction Within 00 with Word Problems to 100 Date: 6/16/14 ix 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 4 End-of-Module Assessment: Topics A F (assessment ½ day, return ½ day, Total Number of Instructional 8 Lesson Number Lessons 7-8 Instructional Notes If using Number Talks, these lessons can be related to strategies used. Lesson 9 This can be used for remediation. Lesson This can be used for enrichment, or as an independent activity for students. Lesson 31 This lesson reviews things from the Module. If needed, you can include it in the day for remediation. Modified by FWPS for the 014/015 School Year Module 4: Addition and Subtraction Within 00 with Word Problems to 100 Date: 6/16/14 x 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM 5 Overview of Module Topics and Lesson Objectives.NBT.7.NBT.8.NBT.9 A Strategies for Adding and Subtracting Within 1,000 Lesson 1: Relate 10 more, 10 less, 100 more, and 100 less to addition and subtraction of 10 and 100. 6 Lesson : Add and subtract multiples of 100 including counting on to subtract. Lesson 3: Add multiples of 100 and some tens within 1,000. Lesson 4: Subtract multiples of 100 and some tens within 1,000. Lesson 5: Lesson 6: Use the associative property to make a hundred in one addend. Use the associative property to subtract from three-digit numbers and verify solutions with addition. Combine 5 and 6. Lesson 7: Share and critique solution strategies for varied addition and subtraction problems within 1,000..NBT.7.NBT.9 B Strategies for Composing Tens and Hundreds Within 1,000 Lesson 8: Relate manipulative representations to the addition algorithm. 3 Lesson 9: Relate manipulative representations to the addition algorithm. Lesson 10: Lesson 11: Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm. Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm. Lesson 1: Choose and explain solution strategies and record with a written addition method..nbt.7.nbt.9 Mid-Module Assessment: Topics A B (assessment 1/ day, return 1/ day, C Strategies for Decomposing Tens and Hundreds Within 1,000 Lesson 13: Relate manipulative representations to the subtraction algorithm, and use addition to explain why the subtraction method works. 5 Modified by FWPS for the 014/015 School Year Module 5: Addition and Subtraction Within 1,000 with Word Problems to 100 Date: 6/16/14 v 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM 5 Lessons 14 15: Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works. Lesson 16: Lesson 17: Lesson 18: Subtract from multiples of 100 and from numbers with zero in the tens place. Subtract from multiples of 100 and from numbers with zero in the tens place. Apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place..nbt.7.nbt.8.nbt.9 D Student Explanations for Choice of Solution Methods Lessons 19 0: Choose and explain solution strategies and record with a written addition or subtraction method. End-of-Module Assessment: Topics A D (assessment 1/ day, return 1/ day, Total Number of Instructional 0 Lesson Number Lessons 5 and 6 Lesson 11 Instructional Notes Combine these for students to understand the associative property of both addition and subtraction. This can be used for remediation if needed. Modified by FWPS for the 014/015 School Year Module 5: Addition and Subtraction Within 1,000 with Word Problems to 100 Date: 6/16/14 vi 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM 6 New York State Common Core Overview of Module Topics and Lesson Objectives.OA.4.NBT..NBT.6 A Formation of Equal Groups Lesson 1: Lessons 3: Use manipulatives to create equal groups. Use math drawings to represent equal groups, and relate to repeated addition. 4 Lesson 4: Represent equal groups with tape diagrams, and relate to repeated addition..oa.4.nbt. B Arrays and Equal Groups Lesson 5: Compose arrays from rows and columns, and count to find the total using objects. 4 Lesson 6: Decompose arrays into rows and columns, and relate to repeated addition. Lesson 7: Represent arrays and distinguish rows and columns using math drawings. Lesson 8: Create arrays using square tiles with gaps. Lesson 9: Solve word problems involving addition of equal groups in rows and columns. Mid-Module Assessment: Topics A B (assessment ½ day, return ½ day,.oa.4.g. C Rectangular Arrays as a Foundation for Multiplication and Division Lesson 10: Use square tiles to compose a rectangle, and relate to the array model. 6 Lesson 11: Use square tiles to compose a rectangle, and relate to the array model. Lesson 1: Use math drawings to compose a rectangle with square tiles. Lesson 13: Use square tiles to decompose a rectangle. Lesson 14: Use scissors to partition a rectangle into same-size squares, and compose arrays with the squares. Lesson 15: Use math drawings to partition a rectangle with square tiles, and relate to repeated addition. Lesson 16: Use grid paper to create designs to develop spatial structuring. Modified by FWPS for the 014/015 School Year Module 6: Foundations of Multiplication and Division Date: 6/16/14 vi 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM 6.OA.3 D The Meaning of Even and Odd Numbers Lesson 17: Lesson 18: Lesson 19: Lesson 0: Relate doubles to even numbers, and write number sentences to express the sums. Pair objects and skip-count to relate to even numbers. Investigate the pattern of even numbers: 0,, 4, 6, and 8 in the ones place, and relate to odd numbers. Use rectangular arrays to investigate odd and even numbers. End-of-Module Assessment: Topics A D (assessment ½ day, return ½ day, 3 Total Number of Instructional 1 Lesson Number Lesson 8 Lesson 11 Instructional Notes Use manipulatives including square tiles to represent the problems in Lessons 5 and 6. This is an extension of Lesson 10. Students have more experience with this in Lessons 1 and 13. Lesson 19 Pieces of this lesson can be used for enrichment in Lesson 18. Modified by FWPS for the 014/015 School Year Module 6: Foundations of Multiplication and Division Date: 6/16/14 vii 013 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM 7 Overview of Module Topics and Lesson Objectives.MD.10.MD.6 A Problem Solving with Categorical Data Lesson 1: Sort and record data into a table using up to four categories; use category counts to solve word problems. 4 Lesson : Draw and label a picture graph to represent data with up to four categories. Lesson 3: Draw and label a bar graph to represent data; relate the count scale to the number line. Lesson 4: Draw a bar graph to represent a given data set. Lesson 5: Solve word problems using data presented in a bar graph..nbt.5.md.8.nbt..nbt.6 B Problem Solving with Coins and Bills Lesson 6: Lesson 7: Recognize the value of coins and count up to find their total value. Solve word problems involving the total value of a group of coins. 8 Lesson 8: Solve word problems involving the total value of a group of bills. Lesson 9: Solve word problems involving different combinations of coins with the same total value. Lesson 10: Use the fewest number of coins to make a given value. Lesson 11: Use different strategies to make $1 or make change from $1. Lesson 1: Solve word problems involving different ways to make change from $1. Lesson 13: Solve two-step word problems involving dollars or cents with totals within $100 or $1. Mid-Module Assessment: Topics A B (assessment ½ day, return ½ day,.md.1 C Creating an Inch Ruler Lesson 14: Lesson 15: Connect measurement with physical units by using iteration with an inch tile to measure. Apply concepts to create inch rulers; measure lengths using inch rulers. 1 Modified by FWPS for the 014/015 School Year Module 7: Problem Solving with Length, Money, and Data Date: 6/16/14 viii 014 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM 7.MD.1.MD..MD.3.MD.4 D Measuring and Estimating Length Using Customary and Metric Units Lesson 16: Lesson 17: Measure various objects using inch rulers and yardsticks. Develop estimation strategies by applying prior knowledge of length and using mental benchmarks. 4 Lesson 18: Measure an object twice using different length units and compare; relate measurement to unit size. Lesson 19: Measure to compare the differences in lengths using inches, feet, and yards..md.5.md.6.nbt..nbt.4.nbt.5 E Problem Solving with Customary and Metric Units Lesson 0: Lesson 1: Solve two-digit addition and subtraction word problems involving length by using tape diagrams and writing equations to represent the problem. Identify unknown numbers on a number line diagram by using the distance between numbers and reference points. Lesson : Represent two-digit sums and differences involving length by using the ruler as a number line..md.6.md.9.md.1.md.5 F Displaying Measurement Data Lesson 3: Lesson 4: Collect and record measurement data in a table; answer questions and summarize the data set. Draw a line plot to represent the measurement data; relate the measurement scale to the number line. Lesson 5: Draw a line plot to represent a given data set; answer questions and draw conclusions based on measurement data. Combine Lessons 4 and 5 to push students towards interpreting the measurement data within drawing a line plot. Lesson 6: Draw a line plot to represent a given data set; answer questions and draw conclusions based on measurement data. End-of-Module Assessment: Topics A F (assessment ½ day, return ½ day, Total Number of Instructional 7 Modified by FWPS for the 014/015 School Year Module 7: Problem Solving with Length, Money, and Data Date: 6/16/14 ix 014 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM 7 Lesson 14 Lesson 1 Lesson Number Instructional Notes Use inch tiles in Lesson 15 to allow experiences with concrete objects in the creation of an inch ruler. This is a great lesson for students to do critical thinking around number line addition and subtraction. With the focus on measurement in this module, it does not need to be done. Use if you have time or to review addition and subtraction of double digit numbers. Modified by FWPS for the 014/015 School Year Module 7: Problem Solving with Length, Money, and Data Date: 6/16/14 x 014 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM 8 Overview of Module Topics and Lesson Objectives.G.1.MD.1 A Attributes of Geometric Shapes Lesson 1: Describe two-dimensional shapes based on attributes. 3 Lesson : Build, identify, and analyze two-dimensional shapes with specified attributes. Lesson 3: Use attributes to draw different polygons including triangles, quadrilaterals, pentagons, and hexagons. Lesson 4: Use attributes to identify and draw different quadrilaterals including rectangles, rhombuses, parallelograms, and trapezoids. Lesson 5: Relate the square to the cube, and describe the cube based on attributes..g.3.g.1 B Composite Shapes and Fraction Concepts Lesson 6: Combine shapes to create a composite shape; create a new shape from composite shapes. 3 Lessons 7-8: Interpret equal shares in composite shapes as halves, thirds, and fourths. Mid-Module Assessment: Topics A B (assessment ½ day, return ½ day,.g.3.g.1 C Halves, Thirds, and Fourths of Circles and Rectangles Lessons 9-10: Partition circles and rectangles into equal parts, and describe those parts as halves, thirds, or fourths. 3 Combine lessons 9 and 10 to introduce equal shares prior to partitioning. Lesson 11: Describe a whole by the number of equal parts including halves, 3 thirds, and 4 fourths. Lesson 1: Recognize that equal parts of an identical rectangle can have different shapes..md.7.g.3.nbt..nbt.5.nbt.6 D Application of Fractions to Tell Time Lesson 13: Lesson 14: Lesson 15: Construct a paper clock by partitioning a circle into halves and quarters, and tell time to the half hour or quarter hour. Tell time to the nearest five minutes. Tell time to the nearest five minutes; relate a.m. and p.m. to 3* Modified by FWPS for the 014/015 School Year Module 8: Time, Shapes, and Fractions as Equal Parts of Shapes Date: 6/16/14 vi 014 Common Core, Inc. Some rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM 8 Lesson 16: time of day. Solve elapsed time problems involving whole hours and a half hour. End-of-Module Assessment: Topics A D (assessment ½ day, return ½ day, Total Number of Instructional 0 *see instructional notes Lesson Number Instructional Notes Lesson 4 This is a great lesson, but is extension (not necessary for mastery of the standard in nd grade). Lesson 5 This is extension.the second grade standard does not include 3-D shapes. Lessons 13, 14, 15 These lessons may have been covered in the initial routines. If so, they can be removed from this module and/or used only for remediation. Modified by FWPS for the 014/015 School Year Module 8: Time, Shapes, and Fractions as Equal Parts of Shapes Date: 6/16/14 vii 014 Common Core, Inc. Some rights reserved. commoncore.org