Curriculum Guide Grade 1 & 2

Curriculum Guide

Grade 1 & 2

The American International School of Freetown “Preparing student for success in an ever-changing world”

2019/2020

2

All curriculum is rooted in the Mission and Beliefs of our school

Mission Statement AISF develops students' love of learning in an internationally recognized, safe, student-centered and interactive learning environment. Students develop a global perspective that fosters empathy and prepares them for success in an ever-changing world.

Beliefs We believe that:

Respect for everyone’s progress, and care for their safety and wellbeing, are essential for a successful and interactive learning environment.

The diversity of our community enriches our learning experience, and develops global perspectives.

Each member of our community is both a teacher and a learner, participating in an ongoing process of self-realization.

Collaboration and teamwork are vital for progress in an ever-changing, interconnected world.

3

Preface from the Director

All AISF curriculum is designed and written by the AISF faculty specifically for our student population from Pre-Kindergarten through Grade 8. AISF curriculum references educational standards from the United States. Currently the standards referenced include Common Core in English and Math, Next Generation Science, and McREL Standards for Social Studies. Both Social Studies and Science use TCI blended learning to seamlessly combine technology with traditional classroom learning. Faculty base their curriculum design on three core principles.

1. Know your students, including every student in every class. 2. Plan backwards. Start with the goals. The first step is to create the intended learning outcomes for

every unit planned. 3. Teach for mastery. Teachers offer continuous feedback and coaching ensuring that students master

each new set of new skills and knowledge before moving on to subsequent learning.

The templates used for AISF curriculum writing are grounded in Understanding by Design (UbD).Every Unit Plan opens with the Intended Learning Outcomes (ILO) for the students. The ILOs describe what the students will understand at the end of the unit, whether the unit topic is fractions, the basic anatomy of green plants, or the novel Charlotte’s Web. The Learning Outcomes are taken from the US Standards noted above. After writing the learning outcomes, teachers create the learning activities, the educational resources, and the assessments to reach those outcomes (planning backwards).

Assessment is integrated into teaching and learning from the beginning of every unit to the end. Teachers assess students’ prior knowledge, student progress toward the learning outcomes, and student mastery of the intended learning outcome. Report cards at our school follow this emphasis on assessment according to intended learning outcomes (standards). Your child is rated on the report card according to how she performs relative to the standard (learning outcome): does not meet, meets with assistance, meets, or exceeds the standard.

Our aim is student mastery. AISF is dedicated to making certain that every student can move on to build successfully on their learning at AISF whether that means at the next grade level or in their new school elsewhere. Your child’s growth and success motivate all curriculum development.

4

Academic Scope and Sequence Overview

AISF’s multi-grade classes from PreKindergarten to Grade 8 follow curriculum based on standards and

benchmarks which correspond to each grade level. Differentiation is integral to the learning in each class

from Pre-K to Grade 8. For more details about unit progression, and which standards are covered when

please refer to the AISF Curriculum Guides also available at this link.

Math

Pre-Kindergarten follows an Early Years program of play-based activities to develop early math skills. This

includes exploring patterns, solving puzzles, playing games, counting and sequencing songs and rhymes,

Numberjacks, and Numberblocks, using a range of materials and manipulatives. Students in Kindergarten

through Grade 6 follow the program of Eureka Math, which is based on the Singapore Math paradigm.

Grades 7 and 8 use Holt McDougal textbooks for Pre-Algebra (Grade 7) and Algebra (Grade 8). AISF uses

the US Common Core Math standards and benchmarks to inform all math instruction.

English Language Arts

Pre-Kindergarten are taught phonics and early writing through the Jolly Phonics and Letterland schema,

and through a wide variety of play-based activities. The curriculum in Kindergarten to Grade 8 English

Language Arts is tied to the US Common Core English Language Arts standards and benchmarks. Students

all follow the 6+1 traits of writing model and assessment rubrics for writing. From Kindergarten to Grade 2

phonics, leveled readers, and guided reading are taught. Grades 3 through 8 learn reading through novel

studies, supplemented with informational texts.

Science

Pre-Kindergarten and Kindergarten develop their knowledge and understanding of the world through

topic-based learning through play, enhanced by Discovery kit resources. Assessment for Kindergarten

through Grade 8 is based on Next Generation Science Standards. Grades 1 to 8 follow the TCI science

program.

Social Studies

McREL standards and benchmarks are used to inform instruction for Kindergarten through Grade 8. Pre-

Kindergarten and Kindergarten follow a bespoke child-led curriculum created by our in-house Early Years

specialist teachers. Topics include the history of toys/transport; important people and people who help us

in our community, ourselves, our families, our environment and celebrations. These topics flow smoothly

into the TCI program, which delves more deeply into the topics of family and community. Social Studies

from Grade 1 through 8 follow the full TCI program.

5

Grade 1&2

6

Grade Level: 1 & 2

Subject: English Language Arts Trimester 1

Theme 1: Crime Scene Investigates!

Unit Topics: Crime & Deception, Contemporary & Traditional Tales

Key Texts: Hoodwinked and Hoodwinked 2 movies; traditional tales – Red Riding Hood, The Three Little Pigs, The

Three Billy Goats Gruff

Theme 2: Scottish Island Life

Unit Topics: Island, Village, Characters, Events

Key Texts: Katie Morag and the Riddles, Katie Morag Delivers the Mail, Katie Morag and the Two Grandmothers, The

Second Katie Morag Storybook

Stage 1 – Learning Outcomes

Common Core Domains - Whole Year Grade 1

Students will:- CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-LITERACY.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. CCSS.ELA-LITERACY.RL.1.6 Identify who is telling the story at various points in a text. CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CCSS.ELA-LITERACY.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. CCSS.ELA-LITERACY.W.1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). CCSS.ELA-LITERACY.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. CCSS.ELA-LITERACY.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Grade 2 Students will:- Conventions of Standard English: CCSS.ELA-LITERACY.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.2.1.A Use collective nouns (e.g., group). CCSS.ELA-LITERACY.L.2.1.B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). CCSS.ELA-LITERACY.L.2.1.C Use reflexive pronouns (e.g., myself, ourselves). CCSS.ELA-LITERACY.L.2.1.D Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). CCSS.ELA-LITERACY.L.2.1.E Use adjectives and adverbs, and choose between them depending on what is to be modified. CCSS.ELA-LITERACY.L.2.1.F Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). CCSS.ELA-LITERACY.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.2.2.A Capitalize holidays, product names, and geographic names. CCSS.ELA-LITERACY.L.2.2.B Use commas in greetings and closings of letters. CCSS.ELA-LITERACY.L.2.2.C Use an apostrophe to form contractions and frequently occurring possessives. CCSS.ELA-LITERACY.L.2.2.D Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). CCSS.ELA-LITERACY.L.2.2.E Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Knowledge of Language: CCSS.ELA-LITERACY.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.2.3.A Compare formal and informal uses of English Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

http://www.corestandards.org/ELA-Literacy/RL/1/1/








http://www.corestandards.org/ELA-Literacy/W/1/2/





http://www.corestandards.org/ELA-Literacy/SL/1/4/

http://www.corestandards.org/ELA-Literacy/SL/1/5/

http://www.corestandards.org/ELA-Literacy/L/1/1/


http://www.corestandards.org/ELA-Literacy/L/2/1/a/

http://www.corestandards.org/ELA-Literacy/L/2/1/b/

http://www.corestandards.org/ELA-Literacy/L/2/1/c/

http://www.corestandards.org/ELA-Literacy/L/2/1/d/

http://www.corestandards.org/ELA-Literacy/L/2/1/e/

http://www.corestandards.org/ELA-Literacy/L/2/1/f/










7

CCSS.ELA-LITERACY.L.1.1.A Print all upper- and lowercase letters. CCSS.ELA-LITERACY.L.1.1.B Use common, proper, and possessive nouns. CCSS.ELA-LITERACY.L.1.1.C Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CCSS.ELA-LITERACY.L.1.1.E Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). CCSS.ELA-LITERACY.L.1.1.F Use frequently occurring adjectives. CCSS.ELA-LITERACY.L.1.1.G Use frequently occurring conjunctions (e.g., and, but, or, so, because). CCSS.ELA-LITERACY.L.1.1.J Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. CCSS.ELA-LITERACY.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.1.2.B Use end punctuation for sentences. CCSS.ELA-LITERACY.L.1.2.D Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. CCSS.ELA-LITERACY.L.1.5.A Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CCSS.ELA-LITERACY.L.1.5.B Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). CCSS.ELA-LITERACY.L.1.5.D Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. CCSS.ELA-LITERACY.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). CCSS.ELA-LITERACY.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CCSS.ELA-LITERACY.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CCSS.ELA-LITERACY.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

CCSS.ELA-LITERACY.L.2.4.A Use sentence-level context as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.L.2.4.B Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). CCSS.ELA-LITERACY.L.2.4.C Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). CCSS.ELA-LITERACY.L.2.4.D Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). CCSS.ELA-LITERACY.L.2.4.E Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. CCSS.ELA-LITERACY.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-LITERACY.L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). CCSS.ELA-LITERACY.L.2.5.B Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). CCSS.ELA-LITERACY.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Essential Questions What are the essential elements when developing characters in fiction? What tools and rules do we need when writing dialogue in stories? How important is setting when considering a story or poem? What steps can we follow to create a plotline? What key elements would you need to create and write a new piece of fiction?

Stage 2 – Assessment Evidence Grade 1 Assessment Tasks

Write simple sentences using nouns, adjectives, connectives, and correct punctuation.

Use labels, captions, headings and other note forms in writing. Demonstrate an understanding of how to use speech marks in

writing and speech bubbles in illustrations to signify speech.

Grade 2 Assessment Tasks

Written and spoken expanded sentences using noun phrases incorporating adjectives, connectives, coordination and subordination, and correct punctuation; organizing texts, descriptive language, inverted commas, time and cause words – adverbs, prepositions and conjunctions.





http://www.corestandards.org/ELA-Literacy/L/1/1/f/

http://www.corestandards.org/ELA-Literacy/L/1/1/g/

http://www.corestandards.org/ELA-Literacy/L/1/1/j/








http://www.corestandards.org/ELA-Literacy/RI/1/3/













8

Reading skills rely on decoding; gain knowledge of long vowel sounds, alternative spellings, grammar (past and present verb tenses) and punctuation learned (, . ‘ ? ! ).

Writing reflects growing reading skills

Demonstrate an understanding of how to use speech marks in writing and speech bubbles in illustrations to signify speech.

Demonstrate an understanding, and use of, rhyming and exception words, similes and alliteration.

Create and perform own stories and pieces of writing.

Stage 3 - Learning Plan

Grade 1 Learning Activities:

Understand learning objectives for each lesson Understand the difference between fiction and non-fiction texts. Describe some of the features of a non-fiction text: table of

contents, index, etc. Study the cover design, the blurb and make predictions about

stories and characters. Read, discuss and analyze the story, setting and characters Use speech marks in writing and speech bubbles in illustrations to

signify speech. Create labelled diagrams, captioned illustrations, Compare and contrast different traditional stories – in terms of

settings & characters


Understand learning objectives for each lesson Develop a deeper awareness and understanding of organizing

texts, descriptive language, inverted commas, time and cause words – adverbs, prepositions and conjunctions.

Use speech marks in writing and speech bubbles in illustrations to signify speech.

Develop understanding of words with irregular spellings, correct use of pronouns, possessive apostrophes, construct new words using prefixes, using time and cause words – in particular adverbs for describing movement.

Research the author/s of the stories/poems and be aware of other stories/poems by them; read, discuss, analyze and recite/perform drama sketches based on poem/story, setting and characters.

Develop dictionary use; review structuring text and using inverted commas.

Create story/poem plans, illustrations and oral presentations/dramas, and completed written stories and poems; present performance poetry.

Learn how to review your work critically and constructively.

Resources Hoodwinked and Hoodwinked Too! DVDs Katie Morag book series by Mairi Hedderwick Writing Journals CGP Grade 2 Grammar, Punctuation and Spellings workbook Spelling Lists Grade 1 and 2 + workbooks Letterland Grade 1 and 2 handwriting and cursive workbooks

9

Grade 1 & 2

Subject: English Language Arts Trimester: 2

Theme 3: “Off With Their Heads!!”

Unit Topics: Castle Life, Jobs in the Past, Lives of Royalty, Lives of Outlaws and Paupers

Theme 4: “Ahoy Me Hearties!!”

Unit Topics: Pirates, Islands, Oceans, Treasure


Essential Questions What do you now know, from fiction and non-fiction resources, about the lives and times of castle dwellers and pirates? How would you plan, structure and write fiction and non-fiction pieces of writing that demonstrates understanding of structure, presentation and that appeals to an audience?

Stage 2 - Assessment Evidence Grade 1

Assessment Tasks Plan and write a narrative based on a book - Write expanded sentences using noun phrases incorporating

adjectives, connectives, coordination and subordination, and correct punctuation.

Plan and create a fully labelled and captioned map of a Castle & Forest, Pirate Ship &

Treasure Island settings. Reading skills will rely less on decoding and show more

confidence with alternative spellings, grammar (past and present tenses) and punctuation learned ( . ‘ ? ! ).

Writing will reflect a wider vocabulary and an increasing understanding of structure that they have identified in their reading, and make use of spellings, grammar (past and present tenses) and punctuation learned ( . ‘ ? ! ).

Grade 2 Assessment Tasks

Can produce written work that has been proofread and corrected.

Can understand the convention of direct speech Can use verbs, adverbs, conjunctions, prepositions, time and

cause words in writing. Can read a range of information sources (books and internet) to

gather and produce written evidence of how inhabitants lived in castles.

Demonstrate understanding and use of homophones, coordinating and some subordinating clauses.

Show an understanding of the conventions of a play script and a knowledge of a variety of different poetry types.

Stage 3 - Learning Plan Grade 1

Learning Activities: Understand learning objectives for each lesson Understand the difference between fiction and non-fiction texts. Describe some of the features of a non-fiction text: table of

contents, index, etc. Study the cover design, the blurb and make predictions about

stories and characters. Read, discuss and analyze the story, setting and characters Use speech marks in writing and speech bubbles in illustrations to

signify speech. Create labelled diagrams, captioned illustrations, Compare and contrast different traditional stories – in terms of

settings & characters


Understand learning objectives for each lesson Develop a deeper awareness and understanding of organizing

texts, descriptive language, inverted commas, time and cause words – adverbs, prepositions and conjunctions.

Use speech marks in writing and speech bubbles in illustrations to signify speech.

Develop understanding of words with irregular spellings, correct use of pronouns, possessive apostrophes, construct new words using prefixes, using time and cause words – in particular adverbs for describing movement.

Research the author/s of the stories/poems and be aware of other stories/poems by them; read, discuss, analyze and recite/perform drama sketches based on poem/story, setting and characters.

Develop dictionary use; review structuring text and using inverted commas.

Create story/poem plans, illustrations and oral presentations/dramas, and completed written stories and poems; present performance poetry.

Learn how to review your work critically and constructively.

Resources and Key Texts Warwick Castle & Windsor Castle virtual online tours A range of non-fiction books about castles and their inhabitants Novels and Traditional Tales involving fantasy castles Information on European Kings and Queens and major Chieftaincies of Sierra Leone Jonny Duddle Pirate stories Usborne and other non-fiction texts on pirates and pirate ships Writing Journals

10

CGP Grade 2 Grammar, Punctuation and Spellings workbook Spelling Lists Grade 1 and 2 + workbooks Letterland Grade 1 and 2 handwriting and cursive workbooks

11

Subject: English Language Arts Trimester: 3

Theme 1: Story-Makers

Unit Topics: Pie Corbett Story-Writing Workshop

Key Texts: The Stinky Cheese Man, I’ll Take you to Mrs Cole, Jack and the Baked Beanstalk, Leon and the Place

Between, Mrs Pepperpot, etc.

Theme 2: SUPERHEROES!

Unit Topics: Comic Heroes and Greek Myths

Key Texts: Books, comics, models and images of superheroes; age-appropriate versions of Greek Myths, internet news articles (Newsela) on everyday heroes.

Essential Questions How do you define different types of texts and make connections and describe differences between texts? What are the connections that can be drawn between stories or poems from long ago with stories and poems written more recently?

Stage 2- Assessment Evidence Assessment Tasks

Written and performed poetry based on other poems read Written narrative, then performed as a drama, based on stories

read Written and spoken expanded sentences using noun phrases

incorporating adjectives, connectives, coordination and subordination, and correct punctuation.

Reading skills rely less on decoding and show more confidence with alternative spellings, grammar (past and present tenses) and punctuation learned ( . ‘ ? ! ).

Writing reflects a wider vocabulary and an increasing understanding of structure that they have identified in their reading, and make use of spellings, grammar (past and present tenses) and punctuation learned ( . ‘ ? ! ).

Assessment Tasks Well-researched and well-presented information, demonstrating

the skills of effective speaking and reading. Demonstrate an understanding of texts’ contents and meanings. Produce high-quality written pieces. Recognize themes in Hero stories and use inference skills. Accurately use inverted commas to record direct speech. Be aware of and explain the use of advertising. Explain the features of a myth, a comic strip and a recount. Understand a character can be described by inference by what

they say/do. Use rhyme, homophones and compound words in written work.

Stage 2 - Learning Plan Grade 1

Learning Activities Understand learning objectives for each lesson Research the author/s of the stories/poems and be aware of

other stories by them. Read, discuss, analyze and recite/perform drama sketches based

on poem/story, setting and characters Use the language learned from the story to build a class

vocabulary bank of nouns, adjectives and verbs, and use repeatedly in speaking and writing.

Create story/poem plans, illustrations and oral presentations/dramas, as well as written work.

Summarize the story and identify conflict in the story; discuss and use in own writing the structure of the narrative – beginning, middle, end, ‘denouement’.

Grade 2 Learning Activities

To research and present information with effective speaking and reading.

Explore and understand texts’ contents and meanings. Learn more about inference in Hero/Heroine stories. Focus on spelling and dictionary skills, including words of Greek

origin. Read and replicate different text-types. Revise direct speech, the perfect form, possessive apostrophes,

and time and cause words. To develop and improve their ability to compose and present

stories and information orally. Bringing together historical and modern day heroes in stories

from Ancient Greece and comic books into comparative pieces of writing.

Lessons will involve aspects of art, design and ICT in creating new Greek Heroes/Heroines and comic strips.

Resources Pie Corbett key texts from Scholastic Superheroes books, comics, and graphic novels Greek Myths for Children Usborne and other non-fiction texts on pirates and pirate ships Writing Journals CGP Grade 2 Grammar, Punctuation and Spellings workbook Spelling Lists Grade 1 and 2 + workbooks Letterland Grade 1 and 2 handwriting and cursive workbooks

12

Trimester 1

Subject: Mathematics

Grade Level: 1 Themes: Add and Subtract Using Place Value to 20 Units: Module 1: Sums and Differences to 10 Module 2: Introduction to Place Value through Addition and Subtraction within 20 Key Texts: Eureka Math Module Lengths: Module 1 – 45 days; Module 2 – 35 days

Grade Level: 2 Theme: 1,000 is NOT a Big & Scary Number Units: Module 1: Sums and Differences to 100

Module 2: Addition and Subtraction of Length Units

Module 3: Place Value, Counting, and Comparison of Numbers to 1,000

Key Texts: Eureka Math Module Lengths: Module 1 – 10 days; Module 2 – 12 days; Module 3 – 25 days; Module 4 – 35 days


Grade 1 Module 1 Common Core Domains

Represent and solve problems involving addition and subtraction 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, e.g., by using objects, drawings and equations with a symbol for the unknown number to represent the problem. Understand and apply properties of operations and the relationship between addition and subtraction 1.OA.3 Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Work with addition and subtraction equations

Grade 2 Module 1 Common Core Domains

Represent and solve problems involving addition and subtraction 2.OA.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. Add and subtract within 20 2.OA.2 Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers. Use place value understanding and properties of operations to add and subtract.38 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Module 2 Common Core Domains Measure and estimate lengths in standard units 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. Relate addition and subtraction to length 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in

13

1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

Module 2 Common Core Domains Represent and solve problems involving addition and subtraction 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand and apply properties of operations and the relationship between addition and subtraction 1.OA.3 Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand place value 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones—called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

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. 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.

Module 3 Common Core Domains Understand place value 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. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens—called a “hundred.” 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 5s40, 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.

14

Essential Questions

Module 1: How can numbers within 10 be used to find sums, differences, number bonds, doubles, halves and any other relationships? Module 2: How can place value be used to solve addition and subtraction within 20?

Essential Questions Module 1: How can numbers within 100 be used to find sums, differences, number bonds, doubles, halves and any other relationships? Module 2: How can addition and subtraction be applied to length measurements? Module 3: How can place value of all numbers to 1,000 be used to compare and move between different values?

Stage 2 – Assessment Evidence

Assessment Tasks

Mid and End of Module Assessments – Modules 1 & 2

Daily Mental Math quizzes End of Trimester Oral (Mental Math)

Assessment Oral questioning in daily classes Daily lesson marking IXL weekly Analytics MAP

Assessment Tasks

Mid and End of Module Assessments – Modules 1, 2, & 3

Daily math Sprints and quizzes Oral questioning in daily classes Daily lesson marking IXL weekly Analytics MAP

Stage 3 – Learning Plan

Learning Activities In Grade 1, work with numbers to 10 continues to be a major stepping-stone in learning the place value system. In Module 1, students work to further understand the meaning of addition and subtraction begun in Kindergarten, largely within the context of the Grade 1 word problem types. They begin intentionally and energetically building fluency with addition and subtraction facts—a major gateway to later grades. In Module 2, students add and subtract within 20. Work begins by modeling adding and subtracting across ten in word problems and with equations. Solutions involving decomposition and composition like that shown to the right for 8 + 5 reinforce the need to make 10. In Module 1, students grouped 10 objects, saw numbers 0 to 9 in relationship to ten, added to make ten, and subtracted from ten. They now transition to conceptualizing that ten as a single unit (e.g., using 10 linking cubes stuck together). This is the next major stepping-stone in understanding place value, learning to group 10 ones as a single unit: 1 ten. Learning to complete a unit empowers students in later grades to understand renaming in the addition algorithm, to add 298 and 35 mentally (i.e., 298 + 2 + 33), and to add measurements like 4 m, 80 cm, and 50 cm (i.e., 4 m + 80 cm + 20 cm + 30 cm = 4 m + 1 m + 30 cm = 5 m 30 cm).

Learning Activities Module 1 of Grade 2 establishes a motivating, differentiated fluency program in the first few weeks that will provide each student with enough practice to achieve mastery of the new required fluencies (i.e., adding and subtracting within 20 and within 100) by the end of the year. Students also solve all addition and subtraction word problem situations (See the Standards Glossary, Table 1) that do not involve comparison using the Read-Draw-Write process, a practice that will also continue throughout the year. Though encouraged to use math drawings that are intuitive for them, each situation is also modeled using the tape diagram, encouraging students to generalize and analyze part–whole relationships. In Module 2, students learn to measure and estimate using standard units for length and solve measurement problems involving addition and subtraction of length, now encountering the word problem situations involving comparison. A major objective is for students to use measurement tools with the understanding that linear measure involves an iteration of units and that the smaller a unit, the more iterations are necessary to cover a given length. Students work exclusively with metric units (e.g., centimeters and meters) in this module to support upcoming work with place value concepts in Module 3. Module 3: Units also play a central role in the addition and subtraction algorithms of Modules 4 and 5. An

15

underlying goal for this module is for students to learn the meaning of a unit in a different context, that of length. This understanding serves as the foundation of arithmetic, measurement, and geometry in elementary school. Students also solve word problems involving all addition and subtraction comparison situations, so that by the end of Module 2, they have encountered the full set of situations. All arithmetic algorithms are manipulations of place value units: ones, tens, hundreds, etc. In Module 3, students extend their understanding of base ten notation and apply their understanding of place value to count and compare numbers to 1,000. In Grade 2, the place value units move from a proportional model to a non-proportional number disk model. The place value table with number disks can be used through Grades 3-5 for modeling very large numbers and decimals, thus providing students greater facility with, and understanding of, mental math and algorithms. In Module 4, students apply their work with place value units to add and subtract within 200, moving from concrete to pictorial to abstract. This work deepens their understanding of base ten, place value, and the properties of operations. It also challenges them to apply their knowledge to one-step and two-step word problems. During this module, students also continue to develop one of the required fluencies of the grade: addition and subtraction within 100.

Resources

Eureka Math practical resources boxes, teacher guides, student workbooks.

Resources

Eureka Math resource boxes, teacher guides, student workbooks.

16

Trimester 2

Subject: Mathematics Grade Level: 1

Themes: Comparing and Ordering, Adding and Subtracting to 40 Units: Module 3: Ordering and Comparing Length Measurements as Numbers

Module 4: Place Value, Comparison, Addition and Subtraction to 40 Key Texts: Eureka Math Module Lengths: Module 3 – 15 days; Module 4 – 35 days

Grade Level: 2 Theme: Math is not all about numbers; sometimes it’s about WORDS. Units: Module 4: Addition and Subtraction Within 200 with Word Problems to 100

Module 5: Addition and Subtraction Within 1,000 with Word Problems to 100 Module 6: Foundations of Multiplication and Division

Key Texts: Eureka Math Module Lengths: Module 4 – 35 days; Module 5 – 24 days; Module 6 – 24 days


Module 3 Common Core Domains Represent and solve problems involving addition and subtraction 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Measure lengths indirectly and by iterating length units 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Represent and interpret data 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Module 4 Common Core Domains Represent and solve problems involving addition and subtraction 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects,

Module 4 Common Core Domains Represent and solve problems involving addition and subtraction 2.OA.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. Use place value understanding and properties of operations to add and subtract 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. 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.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

Module 5 Common Core Domains

17

drawings, and equations with a symbol for the unknown number to represent the problem. Extend the counting sequence 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a) 10 can be thought of as a bundle of ten ones—called a “ten.” b) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Use place value understanding and properties of operations to add and subtract 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), 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 and explain the reasoning used.

Use place value understanding and properties of operations to add and subtract. 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.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

Module 6 Common Core Domains Work with equal groups of objects to gain foundations for multiplication. 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. 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. Reason with shapes and their attributes. 2.G.2 Partition a rectangle into rows and columns of same size squares and count to find the total number of them.

Essential Questions Module 3: How can numbers be used to order and compare numbers and length measurements? Module 4: How can place value be used to add, subtract and compare numbers to 40?

Essential Questions Module 4: How can addition and subtraction be used to solve number problems to 200 and word problems within 100? Module 5: How can addition and subtraction be used to solve number problems to 1,000 and word problems within 100? Module 6: How can repeated addition be used to solve multiplication problems? How are multiplication and division related?


Assessment Tasks


Daily Mental Math quizzes

Assessment Tasks Mid and End of Module Assessments – Modules

4, 5 & 6 Daily math Sprints and quizzes Oral questioning in daily classes

18

End of Trimester Oral (Mental Math) Assessment

Oral questioning in daily classes Daily lesson marking

IXL weekly Analytics

Daily lesson marking IXL weekly Analytics


Learning Activities Module 3, which focuses on measuring and comparing lengths indirectly and by iterating length units, gives students a few weeks to practice and internalize making a 10 during daily fluency activities. Module 4 returns to understanding place value. Addition and subtraction within 40 rest on firmly establishing a ten as a unit that can be counted, first introduced at the close of Module 2. Students begin to see a problem like 23 + 6 as an opportunity to separate the 2 tens in 23 and concentrate on the familiar addition problem 3 + 6. Adding 8 + 5 is related to solving 28 + 5; complete a unit of ten and add 3 more.

Learning Activities In Module 4, students apply their work with place value units to add and subtract within 200, moving from concrete to pictorial to abstract. This work deepens their understanding of base ten, place value, and the properties of operations. It also challenges them to apply their knowledge to one-step and two-step word problems. During this module, students also continue to develop one of the required fluencies of the grade: addition and subtraction within 100. Module 5 builds upon the work of Module 4. Students again use place value strategies, manipulatives, and math drawings to extend their conceptual understanding of the addition and subtraction algorithms to numbers within 1,000. They maintain addition and subtraction fluency within 100 through daily application work to solve one- and two-step word problems of all types. A key component of Modules 4 and 5 is that students use place value reasoning to explain why their addition and subtraction strategies work. In Module 6, students extend their understanding of a unit to build the foundation for multiplication and division wherein any number, not just powers of ten, can be a unit. Making equal groups of four apples each establishes the unit four apples (or just four) that can then be counted: 1 four, 2 fours, 3 fours, etc. Relating the new unit to the one used to create it lays the foundation for multiplication: 3 groups of 4 apples equal 12 apples (or 3 fours is 12).

Resources


Resources


19

Trimester 3 Subject: Mathematics

Grade Level: 1 Themes: Make a Shape! Who is Bigger than Who? Units: Module 5: Identifying, Composing and Partitioning Shapes

Module 6: Place Value, Comparison, Addition and Subtraction to 100 Key Texts: Eureka Math Module Lengths: Module 3 – 15 days; Module 4 – 35 days

Grade Level: 2 Module Topics: Its All Time and Money!

Module 6: Foundations of Multiplication and Division Module 7: Problem Solving with Length, Money, and Data Module 8: Times, Shapes, and Fractions as Equal Parts of Shapes

Module Lengths: Module 6 – 24 days; Module 7 – 30 days; Module 8 – 20 days


Module 5 Common Core Domains Tell and write time and money 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Recognize and identify coins, their names, and their value. Reason with shapes and their attributes 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”) 1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Module 6 Common Core Domains Represent and solve problems involving addition and subtraction 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Extend the counting sequence 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Module 6 Common Core Domains Work with equal groups of objects to gain foundations for multiplication. 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. 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. Reason with shapes and their attributes. 2.G.2 Partition a rectangle into rows and columns of same size squares and count to find the total number of them.

Module 7 Common Core Domains Use place value understanding and properties of operations to add and subtract 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Measure and estimate lengths in standard units. 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. Relate addition and subtraction to length 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in

20

Understand place value 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a) 10 can be thought of as a bundle of ten ones—called a “ten.” b) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Use place value understanding and properties of operations to add and subtract 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count: explain the reasoning used. 1.NBT.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), 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 and explain the reasoning used. Tell and write time and money 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Recognize and identify coins, their names, and their value.

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. 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. Work with time and money 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Represent and interpret data 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.

Module 8 Common Core Domains Work with time and money 2.MD.7 Tell time and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Reason with shapes and their attributes 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 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.

Essential Questions Module 5: How can shapes be identified, composed and partitioned? Module 6: How can place value be used to add, subtract and compare numbers to 100?

Essential Questions Module 6: Can you use addition to find the total of an array? Module 7: Can you solve problem that involve money? Lengths? Data? Module 8: Can you tell the time on analog and digital clocks to the nearest five minutes? Can you identify shapes with specific attributes and partition them into equal parts, e.g. halves, thirds, quarters?


Assessment Tasks

Assessment Tasks Mid and End of Module Assessments – Modules

6, 7 & 8

21


Daily Mental Math quizzes End of Trimester Oral (Mental Math)

Assessment Oral questioning in daily classes Daily lesson marking IXL weekly Analytics

End of Year Eureka Math test Daily math Sprints and quizzes Oral questioning in daily classes Daily lesson marking IXL weekly Analytics MAP

Stage 3 – Learning Plan Stage 3 – Learning Plan

Learning Activities In Module 5, students think about attributes of shapes and practice composing and decomposing geometric shapes. They also practice working with addition and subtraction within 40 during daily fluency activities (from Module 4). Thus, this module provides important internalization time for students between two intense number-based modules. The module placement also gives more spatially-oriented students the opportunity to build their confidence before they return to arithmetic. Although Module 6 focuses on adding and subtracting within 100, the learning goal differs from the within 40 module. Here, the new level of complexity is to build off the place value understanding and mental math strategies that were introduced in earlier modules. Students explore by using simple examples and the familiar units of 10 made out of linking cubes, bundles, and drawings. Students also count to 120 and represent any number within that range with a numeral.

Learning Activities In Module 6, students extend their understanding of a unit to build the foundation for multiplication and division wherein any number, not just powers of ten, can be a unit. Making equal groups of four apples each establishes the unit four apples (or just four) that can then be counted: 1 four, 2 fours, 3 fours, etc. Relating the new unit to the one used to create it lays the foundation for multiplication: 3 groups of 4 apples equal 12 apples (or 3 fours is 12). Module 7 provides another opportunity for students to practice their algorithms and problem-solving skills with perhaps the most well-known, interesting units of all: dollars, dimes, pennies, quarters, and nickels. Measuring and estimating length is revisited in this module in the context of units from both the customary system (e.g., inches and feet) and the metric system (e.g., centimeters and meters). As they study money and length, students represent data given by measurement and money data using picture graphs, bar graphs, and line plots. Students finish Grade 2 by describing and analyzing shapes in terms of their sides and angles. In Module 8, students investigate, describe, and reason about the composition and decomposition of shapes to form other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.

Resources


Resources


22

Grade Level: 1 & 2

Subject: Science Trimester: 1

Theme: Plants and Animal Parts

Stage 1 – Common Core Domains

1-LS1-1 From Molecules to Organisms: Structures and Processes Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-2 From Molecules to Organisms: Structures and Processes Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. 1-LS3-1 Heredity: Inheritance and Variation of Traits Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. K-2-ETS1-1 Engineering Design Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2 Engineering Design Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Essential Questions How are plants and animals like others of the same kind? How are plants and animals like their parents? What different parts do plants have? What different parts do animals have? How do plants and animals sense things? How do plants and animals take in water, food, air and light? How do plants and animals stay safe? How do young plants and animals safe?


Assessment Tasks Performance Assessment Going on Safaris: Let’s go on a picture safari! Look at parents and offspring. Then you’ll go on a safari to see plants and animals that live near you!

Performance Assessment Taking Care of Your Belongings: When you’re on a safari, you need to protect your things from breaking. Find a way to carry and protect your belongings. See how animals do it!


Learning Activities Go on a “trip” to a zoo. See and describe many different animals. Act out these animals. Then sort animals by kind. Students play a series of games to practice matching parents to their offspring. They watch videos of young plants and animals and predict what the offspring will look like when they become adults. Students grow plants. They observe their roots, stems, and leaves. They use what they have learned about plant parts to design a tower that can stand up.

https://www.nextgenscience.org/pe/1-ls1-1-molecules-organisms-structures-and-processes

https://www.nextgenscience.org/pe/1-ls1-2-molecules-organisms-structures-and-processes

https://www.nextgenscience.org/pe/1-ls3-1-heredity-inheritance-and-variation-traits

https://www.nextgenscience.org/pe/k-2-ets1-1-engineering-design


23

Students play a game to identify different animal parts. They use what they know about animal parts to design a glove that will keep their hands warm.

Students compare human and animal senses. First, they experience a picture or an event as a person. Then they experience how an animal would sense the same thing.

Students watch videos of animals meeting their needs. They discuss the parts the animals are using to meet their needs. Then they find out some ways that engineers mimic animal parts.

Students observe live hermit crabs. They identify the different parts of hermit crabs and discover ways they keep safe.

Students act as scientists viewing animal parents and their young in the wild. They look for ways parents take care of their young. They create a book that shows how animal parents take care of their young.

Resources TCI Science kit boxes, textbooks and student notebooks

24

Grade Level: 1 & 2


Theme: Light and Sound


1-PS4-1 Waves and Their Applications in Technologies for Information Transfer

Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

1-PS4-2 Waves and Their Applications in Technologies for Information Transfer

Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.

1-PS4-3 Waves and Their Applications in Technologies for Information Transfer Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. 1-PS4-4 Waves and Their Applications in Technologies for Information Transfer Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. K-2-ETS1-2 Engineering Design Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Essential Questions How does light help us see? How does light travel? How are shadows made? How is sound made? How does sound travel? How do people use light and sound to send messages?


Assessment Tasks Performance Assessment Exploring with Light: It can get dark at the campground. Can campers use light to help them find their way? Performance Assessment Sending Messages with Sound: How can you send a message from far away?

https://www.nextgenscience.org/pe/1-ps4-1-waves-and-their-applications-technologies-information-transfer





25


Learning Activities Play a game in which you try to identify an object you can only see part of. Watch videos of dark places to see how light helps us see things. Then, write a story about visiting a dark place.

Test what happens when you place different materials in the path of a beam of light.

Learn that one object can make different shadows. Then, plan a shadow puppet show. The show has two “shadow” characters, but you can only use one puppet!

Form a garage band and make sounds with different instruments. Perform with your garage band on stage. Then, show how sounds make other objects vibrate.

Find out if sound from a tuning fork can travel through yarn. Then, plan your own investigation to test whether other sounds can travel through yarn.

Create a secret code that uses light or sound to send a message across a room. Use the code to play a game similar to Simon Says.

Resources TCI Science kit boxes, teacher provided materials, textbooks and student notebooks

26

Grade Level: 1 & 2


Theme: Sky Patterns


1-ESS1-1 Earth's Place in the Universe Use observations of the sun, moon, and stars to describe patterns that can be predicted. 1-ESS1-2 Earth's Place in the Universe Make observations at different times of year to relate the amount of daylight to the time of year. K-2-ETS1-1 Engineering Design Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-1 Engineering Design Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2 Engineering Design Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Essential Questions What do you see in the sky? Where is the sun in the sky? How long is the sun in the sky? Where is the moon in the sky? Where are the stars in the sky?


Assessment Tasks Performance Assessment Solving Sky Mysteries: Putting a detective hat on! Students watch the sky and look for patterns. Then they'll explain the mystery of the daytime moon and solve other sky mysteries.


Learning Activities Study photographs of the sky. Make lists of space objects you can see in the sky during the day and at night.

Acting as an engineer, design a playhouse with windows that let the sun shine inside all day long. Make a model and test it.

https://www.nextgenscience.org/pe/1-ess1-1-earths-place-universe

https://www.nextgenscience.org/pe/1-ess1-2-earths-place-universe




27

Play a game called Dial-a-Season. Then, collect and graph data about the amount of daylight in each season.

Look for patterns as you create a flip book to show the moon’s path across the sky in one night and a calendar to show the moon’s shape at different times of the month. Use the patterns to predict the shape of the moon and where it will be in the sky.

Go stargazing using a series of videos and images. Observe stars in the night sky, and learn about the stars from experts—your classmates!

Resources TCI Science kit boxes, textbooks and student notebooks

28

Grade Level: 1 & 2

Year A

Subject: Social Studies Trimester: 1

Theme: My School and Family

The Rights and Responsibilities of Citizenship: In this unit, students will learn about why we have rules.

Stage 1 – The Four Core Disciplines of Social Studies

Civics Important ideas of civics are based on understanding government at various levels, the political system, rules and laws, civic engagement, and democratic principles. Economics The idea of “resources” as including human, physical, and natural resources is essential for understanding the economic decisions people, businesses, and governments make in local, national, and global markets. Geography Using maps and other representations of Earth, understanding the relationship between culture and the environment, analyzing how human populations change, and learning that some environmental changes occur on a global scale are all essential aspects of geography. History Reasoning about chronological patterns, explaining how people’s perspectives can change, working with historical sources, identifying causes and effects, and developing claims from evidence are some of the skills students develop as they study history.

Essential Questions How do we get along in school? Why is it important to learn from each other? Why do schools have rules? Who works at your school? How are we good helpers at school?


Assessment Tasks Teacher observations Student work in Student Notebook TCI assessments


Learning Activities In an Experiential Exercise, students discover the value of cooperating to complete a task. In a Social Studies Skill Builder, students complete questionnaires that reveal their own interests and special talents. They then practice appropriate ways to talk and listen. In an Experiential Exercise, students play a game without rules to discover why rules are needed. They then read about reasons for school rules and talk about the consequences of not following them. In a Visual Discovery activity, students analyze photographs of school staff and listen to a recording of each person describing his or her job. They then use this information to act out each role. In a Response Group activity, students explore four situations that they might encounter at school and discuss the best ways to be good helpers. Resources

TCI textbooks and student notebooks

https://subscriptions.teachtci.com/shared/programs/227/lessons/2187/slide_shows

29

Grade Level: 1 & 2

Year A



Geography of the Community: In this unit, students will learn about geography and how to use geographer's tools. Life Today and Long Ago: In this unit, students will learn about what life was like long ago. Cultural Literacy: In this unit, students will learn about how different groups contribute to society. Economics: Goods and Services: In this unit, students will learn about how they can make smart purchases and help their family.



Essential Questions What is a map? What was school like long ago? What groups do we belong to? How are families special? What do families need and want?




Learning Activities In a Social Studies Skill Builder, students practice reading a classroom map, its key, and a compass rose.




30

In a Response Group activity, students view and read about school-related artifacts from the past, discussing their use. In a Social Studies Skill Builder, students examine pictures and categorize them into groups as school, family, or community. They then read about and recognize the different type of groups to which they belong. In a Writing for Understanding activity, students read about different family members, types of homes, and family activities. They then create a book to share how their own families are special. In a Problem Solving Group work activity, students create triaramas (three-dimensional scenes) that depict what families would need and want on a camping trip, and then explain why selected items are needs or wants.

Resources TCI textbooks and student notebooks

31

Grade Level: 1 & 2

Year A



Applying What You Know: Life Today and Long Ago, and Geography of the Community: In this unit, students will learn about how life today is similar to and different from life in the past. Wrap-Up: Being a good citizen throughout the year: Students learn about how they can be a good citizen throughout the year.



Essential Questions How do family members care for each other? How do families change over time? Where do families live? What are family traditions? What do good neighbors do?




Learning Activities In a Response Group activity, students sort family pictures into three categories of caring for each other—helping each other, sharing knowledge, and spending time together. In a Visual Discovery activity, students explore what happens when people grow older. They also learn some reasons why families change in size. In a Writing for Understanding activity, students will compare and contrast where they live to the places in four videos.



32

In an Experiential Exercise, students explore the term tradition and then experience family traditions for birthdays and holidays from two different cultures. In a problem-solving Group work activity, groups of four illustrate and assemble puzzles that show examples of actions good neighbors take. Year Round Up: Students will use the lesson game and vocabulary cards in this lesson to study for the provided end-of-course summative assessment.

Resources TCI textbooks and student notebooks

33

Grade Level: 1 & 2

Year B


Theme: Me and My World



Essential Questions How can we use maps and other representations to learn about and report information? How are the identities and lives of individuals and peoples rooted in particular places and regions?




Learning Activities Learn to read a globe and a 2D map. Identify directions and learn to use a compass rose. Understand and use a map key. Understand and use a map grid.

Resources Evan-Moor textbooks and student notebooks

34

Grade Level: 1 & 2

Year B





Essential Questions How do physical processes shape Earth’s surface? How do physical processes interact with plant and animal life to create, sustain and modify the ecosystems? How do human activities shape Earth’s surface? How are human settlements and structures part of Earth’s surface?


Unit Assessment Tasks Teacher observations Student work in Student Notebook


Learning Activities Identify countries on a map Read a world map, identifying continents and oceans by name Read land maps for different regions and identify physical features on them Begin to understand a road map of a region Begin to compare the features of rural, suburban, town and city maps


35

Grade Level: 1 & 2

Year B





Essential Questions How is the Earth modified by human activities? How do the Earth’s physical features and processes influence human activities? How can we use geography to interpret the past and how people used to live? How can we use geography to interpret the past and how the Earth used to look like? How can we use geography to interpret the present and plan for the future?


Unit Assessment Tasks Teacher observations Student work in Student Notebook


Learning Activities Read and interpret maps of places, regions and historical landmarks Begin to understand weather maps and how they vary from region to region Using maps of a desert area, tropical region, coastal plain and farming area, learn about how humans interact with the environment and how they have shaped it. Learn to read population maps and understand that settlements vary in size Examine a tourist map and understand what tourist attractions are Learn about the farming products produced in an agricultural region Understand what natural resources are and why they are extracted by humans Become aware of the different community services that exist and why


Documents

Curriculum Guide Grade 1 & 2