2nd Grade Math Instructional Focus Web view2nd Grade Math Instructional Focus Units. ... students build on the strategies they used in Grade 1 to ... Teaching Student-Centered Mathematics

2nd Grade Math Instructional Focus Units 2015/2016Focus 10 Revised 3/16/2016

Instructional Focus Units Estimated TimeFocus 1 Foundations for Addition and Subtraction within 100 4 Weeks

Focus 2 Adding and Subtracting within 100 5 Weeks

Focus 3 Measuring Length and Time 3 Weeks

Focus 4 Solving Problems Involving Money 3 Weeks

Focus 5 Using Place Value to Solve Problems involving 2 digit numbers – Part 1 4 Weeks

Focus 6 Extending Place Value Understanding from 2-digit to 3-digit Numbers 2 Weeks

Focus 7 Using Place Value to Solve Problems involving 3 digit numbers – Part 2 2 Weeks

Focus 8 Reasoning with Shapes and their Attributes 3 Weeks

Focus 9 Examining the Relationship Between Addition and Subtraction 2 Weeks

Focus 10 Representing and Interpreting Data 5 Weeks

Focus 11 Foundations of Multiplication 2 Weeks

Focus 12 Using Place Value to Solve Problems involving 2 and 3 digit numbers-Part 3

3 Weeks

1 Standards in BOLD and UNDERLINED are found under major clusters.


***Based on the standards, not all lessons within the resource may be needed to meet the needs of your students.





Focus 1: Foundations for Addition and Subtraction within 100In this focus, students start the year by working with addition and subtraction situations involving numbers they are already familiar with. Students expand their understanding of mentally adding and subtracting ten to include mental strategies for adding and subtracting other quantities within 20. Standards2.OA.A.12.OA.B.22.NBT.A.22.NBT.B.52.NBT.B.82.NBT.B.92.MD.B.62.MD.C.8

Estimated Time4 weeks

Principal ResourceIDS 2- Unit 1 – Only Sessions:1.11.31.52.1Combine 2.2, 2.32.42.52.6Combine 3.1, 3.2Combine 4.1, 4.3Combine 4.4, 4.54.64.7

Additional Resource-Teaching Student-Centered Mathematics K-3 Chapter 4-IDS 2 Differentiation and Intervention Guide-Developing Number Concepts, Book 3

Routines2.MD.B.6, 2.MD.C.7 & 2.MD.C.8 Incorporate these routines in addition to IDS Classroom Routines: Fosnot’s Mini-lessons for Extending Addition and Subtraction; 2.NBT.A.2 - Counting by 5's, 10's and 25's (link to money)

Notes-Choose lessons based on student needs. Begin incorporating problem solving to 100Fluency –-Fluency Expectations for 2nd grade are addition and subtraction to 20 (mental strategies 2.OA,2) and addition and subtraction to 100 (2.NBT.B.5).


http://www.azed.gov/azcommoncore/files/2013/07/grade2mathfinalstd_august_2013.pdf


Focus 2: Adding and Subtracting within 100In this focus, students build on the strategies they used in Grade 1 to begin to refining their addition strategies and develop strategies for subtraction within 100. These concepts are introduced at the beginning of the year because addition and subtraction is a major focus of Grade 2; therefore, students need time to practice to reach fluency by the end of the year.Standards2.OA.A.12.OA.B.22.OA.C.32.NBT.A.22.NBT.B.52.NBT.B.62.NBT.B.82.NBT.B.92.MD.C.8


Principal ResourceIDS 2 - Unit 3 (Including Common Core Lesson 2.5A)IDS 2 – Unit 9 (ONLY Common Core Lesson 1.1A)

Additional Resource-Teaching Student-Centered Mathematics K-3, Ch. 6-SFAW Volume 4: 10-1 – Building 1000 10-2 – Counting Hundreds, Tens and Ones, 10-3 – Writing Numbers to 1000, 10-5 Comparing Numbers

Routines2.MD.B.6, 2.MD.C.7, 2.MD.C.8 Incorporate these routines in addition to IDS Classroom Routines: Fosnot’s Mini-lessons for Extending Addition and Subtraction; 2.NBT.A.2 - Counting by 5's, 10's and 25's (link to money);Number Sense Routines, CGI word problems, time to 5 minutes

Notes-Fluency Expectations for 2nd grade are addition and subtraction to 20 (mental strategies 2.OA,2) and addition and subtraction to 100 (2.NBT.B.5).This would be a good opportunity to use Grade 3, Unit 1, Session 1.6 as a formative assessment for adding and subtracting by 10s, adjust as needed.




Focus 3: Measuring Length and TimeIn this focus, students apply their understanding of measuring with non-standard units to develop proficiency in measuring length with both customary and metric units of measure (inches, feet, centimeters, and meters.Standards2.OA.B.22.NBT.B.52.MD.A.12.MD.A.22.MD.C.7

2.MD.A.32.MD.A.42.MD.B.5


Principal ResourceEngage New York, 2 nd Grade, Module 2, Topic A, Lessons 1-3

2.MD.A.3 -Engage New York, 2 nd Grade, Module 2, Topic B, Lessons 4-52.MD.A.4 -Engage New York, 2 nd Grade, Module 2, Topic C, Lessons 6-72.MD.A.5 -Engage New York, 2 nd Grade, Module 2, Topic D, Lessons 8-10IDS 2 - Unit 9 Only Sessions – 1.3, Combine 2.1, 2.2 (use a ruler, not the inch brick tool), 2.3, 3.2, 3.3, 3.4, 3.5, Common Core lesson, 3.6A (Unit Assessment)

Additional Resource-Teaching Student-Centered Mathematics K-3, Ch. 8: Developing Measurement Concepts, pp. 228-233; -Teacher-Created materials for Telling Time to 5 minutes

Routines2.MD.C.7, 2.MD.C.8, 2.MD.D.9 - Incorporate these routines in addition to IDS Classroom Routines: Fosnot’s Mini-lessons for Extending Addition and Subtraction; Counting by 5's, 10's and 25's (link to money); 2.OA.A.1-CGI problem solving

Notes

-Adjust number choices when problem solving to include numbers in the hundreds.

-Fluency Expectations for 2nd grade are addition and subtraction to 20 (mental strategies 2.OA,2) and addition and subtraction to 100 (2.NBT.B.5).


http://www.engageny.org/resource/grade-2-mathematics-module-2










Focus 4: Solving Problems Involving Money In this focus, students solve real-world problems, working with coins and dollar bills in whole number amounts. Students are given opportunities to explore equivalency through money.Standards2.OA.A.12.OA.B.22.NBT.A.22.NBT.B.62.NBT.B.72.NBT.B.82.NBT.B.92.MD.C.8


Principal ResourceFIRST - Engage New York, Grade 2, Module 7, Topic B, Lessons 6-13 (2.MD.C.8)

SECOND - Fosnot Unit: Trades, Jumps, and Stops

Additional Resource

RoutinesFollow the routines incorporated in the principal resource.

Notes-Fluency Expectations for 2nd grade are addition and subtraction to 20 (mental strategies 2.OA,2) and addition and subtraction to 100 (2.NBT.B.5).







Focus 5 - Using Place Value to Solve Problems involving 2 digit numbers – Part 1 Part 1 In this focus, students extend their understanding of the base ten system by viewing 10 tens as a hundred. Students will apply their understanding of 2 digit numbers to begin work with 3 digit numbers.Standards2.OA.B.22.NBT.A.12.NBT.A.22.NBT.B.52.NBT.B.6 2.NBT.B.9


Principal ResourceIDS 2 - Unit 6, Investigations 1-4 only (Investigation 5A is included in Focus 7)

Additional Resource-Teaching Student-Centered Mathematics K-3

RoutinesIncorporate these routines in addition to IDS Classroom Routines: Fosnot’s Mini-lessons for Extending Addition and Subtraction; Counting by 5's, 10's and 25's (link to money); CGI Problem Solving; Telling time to 5 minute.

Notes-Include assessment 2.6 and 4.3 & 4.4 from Unit 6-Include practice with numbers within 1000 during IFG (2.NBT.B.7)-Fluency Expectations for 2nd grade are addition and subtraction to 20 (mental strategies 2.OA,2) and addition and subtraction to 100 (2.NBT.B.5).




Focus 6 - Extending Place Value Understanding from 2-digit to 3-digit NumbersIn this focus, students apply a flexible understanding of place value in a real world context. Standards2.OA.A.12.OA.B.22.NBT.A.12.NBT.B.52.NBT.B.62.NBT.B.7


Principal ResourceFosnot Unit: The T-Shirt Factory

Additional Resource


Notes-Fluency Expectations for 2nd grade are addition and subtraction to 20 (mental strategies 2.OA,2) and addition and subtraction to 100 (2.NBT.B.5).-It is important to remember that the standard algorithm is not in our standards and should not be taught. Assess fluency standards to ensure these are in place for the end of the school year.




Focus 7 - Using Place Value to Solve Problems involving 3 digit numbers – Part 2 Part 2 In this focus, students apply their understanding of 3 digit numbers through further practice of representing, adding, subtracting, and comparing.Standards2.NBT.A.12.NBT.A.32.NBT.A.42.NBT.B.72.NBT.B.82.NBT.B.9


Principal ResourceIDS 2 - Unit 6 - Only Common Core Lessons 5.A1, 5.A2, 5.A3, 5.A4, 5.A5

Additional Resource-Teaching Student-Centered Mathematics K-3

RoutinesIncorporate these routines in addition to IDS Classroom Routines: Fosnot’s Mini-lessons for Extending Addition and Subtraction; Counting by 5's, 10's and 25's (link to money); CGI Problem Solving; Telling time to 5 minute.





Focus 8 - Reasoning with Shapes and their AttributesIn this focus, students name and describe defining attributes of two-dimensional shapes by examining their sides and angles. Students also extend their work from Grade 1 of partitioning geometric figures into halves and fourths to now partition shapes into thirds. Students will recognize that equal shares of identical wholes need not have the same shape.Standards2.G.A.12.G.A.22.G.A.3


Principal ResourceDistrict Replacement Unit- (Includes lessons from IDS Unit 2 & 7, as well as the Georgia document linked below)

ONLY Lessons 1, 2, 4, 6, 8, 16, 19, 20, 21, 23, 24, 26, 27, 29 and The Curious Case of the Cube (pages 39-42 in link below)

Additional Resource-Teaching Student-Centered Mathematics K-3, Ch. 7, 9-Teacher Created Materials

RoutinesIncorporate these routines in addition to IDS Classroom Routines: Fosnot’s Mini-lessons for Extending Addition and Subtraction; Number Talks; Counting by 5's, 10's and 25's (link to money); CGI problem solving; Telling Time to 5 minutes


The Curious Case of the Cube- https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_2_Unit5Framework.pdf


https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_2_Unit5Framework.pdf

https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_2_Unit5Framework.pdf

http://www.kyrene.org/cms/lib2/AZ01001083/Centricity/Domain/42/Kyrene%20Curriculum/Math/Pacing%20Guides/Map%20Drafts/Grade%202%20geometry%20unit.pdf



Focus 9: Examining the Relationship Between Addition and SubtractionIn this focus, students apply understanding of measurement to use the number line as a tool to solve addition and subtraction problems.Standards2.OA.A.12.OA.B.22.NBT.B.52.NBT.B.72.MD.B.6


Principal ResourceFosnot Unit: Ages and Timelines

Additional Resource


Notes-Fluency Expectations for 2nd grade are addition and subtraction to 20 (mental strategies 2.OA.A.2) and addition and subtraction to 100 (2.NBT.B.5).-Increase number choices as necessary in this unit. Continue developing fluency.




Focus 10: Representing and Interpreting DataIn this focus, representing and interpreting data supports the development of addition and subtraction using authentic contexts. Representing data using line plots, picture graphs, and bar graphs is new to this grade level. Standards2.MD.D.92.MD.D.10

2.MD.A.12.MD.A.22.MD.A.32.MD.A.42.MD.B.52.MD.B.6


Principal ResourceIDS 2 - Unit 4 Only Sessions:1.11.21.4A1.72.1, 2.2 (combined)2.32.62.72.8

2.MD -Engage New York, Grade 2, Module 7, Topic A, Lessons 1-5

2.MD -Engage New York, Grade 2, Module 7, Topic F, Lessons 23-26

Additional Resource

-Teacher-Created Materials to address 2.MD.A.10 (data problem solving)

RoutinesIncorporate these routines in addition to IDS Classroom Routines: Number Talks; Counting by 5's, 10's and 25's (link to money); CGI problem solving; Telling Time to 5 minutes.









Focus 11: Foundations of MultiplicationIn this focus, students arrange object in arrays to develop the concept of equal groups. Then they progress towards portioning a rectangle into rows and columns of same size squares, which supports development of multiplication for later work with area in Grade 3.Standards2.OA.B.22.OA.C.42.NBT.A.2


Principal ResourceIDS 2- Unit 5

Investigation 2 needs to make the connection from patterning to skip counting.

Additional Resource-Teacher Created Materials for introducing multiplication concepts with arrays

RoutinesIncorporate these routines in addition to IDS Classroom Routines: Fosnot’s Mini-lessons for Extending Addition and Subtraction; Counting by 5's, 10's and 25's (link to money);Number Sense Routines; CGI word problems; time to 5 minutes; data.

Notes-Fluency Expectations for 2nd grade are addition and subtraction to 20 (mental strategies 2.OA,2) and addition and subtraction to 100 (2.NBT.B.5).-Assessment 2.5, Check fluency for addition and subtraction to 20 to ensure this is in place for the end of the school year.




Focus 12: Using Place Value to Solve Problems involving 2 and 3 digit numbers-Part 3In this focus, students demonstrate fluency and are expected to use and explain strategies for accurate and efficient addition and subtraction. By this time in the year students should be able to solve all problem types in Table 1 in the Common Core State Standards for Mathematics using concrete model or drawings and strategies for addition and subtraction to 1000.Standards2.OA.A.12.OA.B.22.OA.C.32.NBT.A.12.NBT.A.32.NBT.B.52.NBT.B.72.NBT.B.92.MD.B.6

2.NBT.A.4


Principal ResourceGrade 3 IDS 2 - Unit 1 – Recommended Sessions: 1.3, 1.5 and 1.7 (together), 1.8, 2.2, 2.6, 2.7

IDS 2 - Unit 8 including Common Core lessons 5A.1-5A.5

2.NBT.A.4 -Engage New York, Grade 2, Module 3, Topic F, Lessons 16-17

Additional Resource-Teaching Student-Centered Mathematics K-3, Ch. 10-Engage New York, Grade 2, Module 3, Topic F, Lesson 18

RoutinesIncorporate these routines in addition to IDS Classroom Routines: Fosnot’s Minilessons for Extending Addition and Subtraction; Number Talks; Counting by 5's, 10's and 100's to 1000; CGI problem solving; Telling Time to 5 minutes

Notes-Fluency Expectations for 2nd grade are addition and subtraction to 20 (mental strategies 2.OA,2) and addition and subtraction to 100 (2.NBT.B.5). **Students should now have fluency mastery of 2.NBT.B.5 (+/- to 100) and 2.OA.B.2 (+/- to 20).-Incorporate Grade 3 Unit 1 lessons into Grade 2 Unit 8. Increase number choices in all problem types to meet standards. Provide opportunities for solving problems both horizontally and vertically. Properties students should know and use: • Commutative property of addition • Associative property of addition • Identity property of 0, Session 5A.5 is the Unit Assessment.

Table 1: Common addition and subtraction situations.6








Result Unknown Change Unknown Start Unknown

Add to

Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now?2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. Howmany bunnies hopped over to the first two?2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?? + 3 = 5

Take from

Five apples were on the table. I ate two apples. How many apples are on the table now?5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?5 – ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before?? – 2 = 3

Total Unknown Addend Unknown Both Addends Unknown1

Put Together / Take Apart2

Three red apples and two green apples are on the table. How many apples are on the table?3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How many apples are green?3 + ? = 5, 5 – 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase?5 = 0 + 5, 5 = 5 + 05 = 1 + 4, 5 = 4 + 15 = 2 + 3, 5 = 3 + 2

Difference Unknown Bigger Unknown Smaller Unknown

Compare3

(“How many more?” version):Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy?

(“How many fewer?” version):Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie?2 + ? = 5, 5 – 2 = ?

(Version with “more”):Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have?

(Version with “fewer”):Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have?2 + 3 = ?, 3 + 2 = ?

(Version with “more”):Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?

(Version with “fewer”):Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have?5 – 3 = ?, ? + 3 = 5

6Adapted from Box 2-4 of Mathematics Learning in Early Childhood, National Research Council (2009, pp. 32, 33).1These take apart situations can be used to show all the decompositions of a given number. The associated equations, which have the total on the left of the equal sign, help children understand that the = sign does not always mean makes or results in but always does mean is the same number as.2Either addend can be unknown, so there are three variations of these problem situations. Both Addends Unknown is a productive extension of this basic situation, especially for small numbers less than or equal to 10.3For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version using more for the bigger unknown and using less for the smaller unknown). The other versions are more difficult.


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2nd Grade Math Instructional Focus Web view2nd Grade Math Instructional Focus Units. ... students build on the strategies they used in Grade 1 to ... Teaching Student-Centered Mathematics