East Saint Louis District 189 Math Curriculum Grade 2 Web viewEast Saint Louis District 189 Math Curriculum Grade 2. Adapted from Math In FocusPage 10. Sequence of Grade 2 Modules

East Saint Louis District 189 Math Curriculum Grade 2

Sequence of Grade 2 Modules Aligned with the Standards Module 1: Numbers to 1000 11 Days Module 2: Addition to 1000 9 Days Module 3: Subtraction to 1000 8 Days Module 4: Using Bar Models: Addition and Subtraction 11 Days (including Benchmark Assessment Module 5: Multiplication and Division 10 Days Module 6: Multiplication Tables of 2, 5, and 10 15 Days (including Benchmark Assessment) Module 7: Metric Measurement of Length 9 Days Module 8: Mass Module 9: Volume Module 10: Mental Math and Estimation 11 Days Module 11: Money 8 Days Module 12: Fractions 7 Days (including Benchmark Assessment) Module 13: Customary Measurement of Length 9 Days Module 14: Time 10 Days (including Benchmark Assessment) Module 15: Multiplication Tables of 3 and 4 10 Days Module 16: Using Bar Models: Multiplication and Division 7 Days Module 17: Picture Graphs 7 Days Module 18: Lines and Surfaces 5 Days Module 19: Shapes and Patterns 13 Days (including Benchmark Assessment)

Summary of Year Second Grade mathematics is about (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.

Key Areas of Focus for K-2: Addition and subtraction—concepts, skills, and problem solving

Required Fluency: 2.OA.2 Add and subtract within 20. 2.NBT.5 Add and subtract within 100.

Adapted from Math In Focus Page 1


CCSSM Major Emphasis Clusters Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction. Add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication.

Number and Operations in Base Ten Understand place value. Use place value understanding and properties of operations to add and subtract.

Measurement and Data Measure and estimate lengths in standard units. Relate addition and subtraction to length.

Rationale for Module Sequence in Grade 2 Students learned to read, write, count and compare numbers up to 100 in first grade. In Module 1 of second grade, children will extend their concept of numbers to learn how to count, read and write up to 1000. Base-ten blocks, place-value charts and number lines will be used extensively to connect the physical representation of the number, the number symbol and the number word. Students add on to the place-value chart with the hundreds and students will be able to identify a number and place it according to the value of the digits. Students will compare and describe numbers in terms of least and greatest. This will strengthen their foundation to complete number patterns.

In Grade 1, students learned addition up to 100 and were introduced to the Commutative Property of Addition, the Associative Property of Addition and the Identity Property of Addition. Students will now use those concepts and apply them to 3-digit numbers in Module 2. They are taught multiple regroupings by using base-ten blocks and place-value charts as concrete representations. This allows them to visualize addition with regrouping in the ones and tens places.

Module 3 builds on the students work from first grade with subtraction to 100 moving to subtraction within 1000. Children will learn two types of multi-digit subtraction: basic subtraction without regrouping and subtraction with regrouping. Children are taught using base-ten blocks and place-value charts to visualize the regrouping of tens as ones. Children will also understand that addition and subtraction are inverse operations so that addition can be used to check subtraction. A third method of subtraction will be subtraction across zeros where students will regroup with the hundreds place first. Important to bring in the other strategies of decomposing and composing numbers with place value, making tens, and doubles.



Children will learn strategies such as adding on and taking away sets represented by bar models to solve addition and subtraction problems in Module 4. They also learn to compare two models to solve more complex addition and subtraction problems. The part-part-whole concept is illustrated in bar models teaches students to represent values on a single bar model by dividing the bar into parts. Children will label the bar with words as well as numbers in order to illustrate problems and their known and unknown values. Bar models will be used consistently after Grade 2 and become the foundation for proportional reasoning and algebraic thinking.

In Module 5, students move to pictorial and symbolic phases of multiplication and division with emphasis on equal groups. Multiplication is used to find the number of items in a number of equal groups. Computation can be done either by multiplying the number of items in each group by the number of groups, or by multiplying the number of groups by the number of items in each group. The strategy of repeated addition from Grade 1 is reviewed. Division is used in two ways. First, in sharing a number of items among a number of groups, divide to find the number of items in each group. Secondly, from a number of items that each group receives, to find the number of equal groups that can be formed. The second method uses the strategy of repeated subtraction.

Moving from the basic properties of multiplication and division, students will learn the multiplication facts of 2, 5 and 10 by using skip counting and dot-paper strategies. Children will also learn to use related multiplication facts to divide. The concept of division being the inverse of multiplication is introduces along with division being the equal sharing of items. Students will apply the Commutative Property of Multiplication as well as the inverse relationship of multiplication and division to form related multiplication facts. They will write multiplication and division sentences to solve real-life problems.

In Grade 1, students found and compared lengths using non-standard units of measure. In Module 7, children will learn to estimate and measure medium and short lengths using the standard metric units of measure. Students will be led to see that the standard units of measure provide a basis for the comparison of lengths. To reinforce the understanding of length, children will draw lines of specific lengths. Students will apply addition and subtraction concepts to real-world problems involving metric length. Bar models will also represent the part-whole concept for problems involving length and short distances.

Module 8, Mass, does not match CCSSM for 2nd grade.

Module 9, Volume, does not match CCSSM for 2nd grade.

Students have used a variety of strategies such as number bonds, grouping numbers, number lines and bar models to represent addition and subtraction problems. In Module 10, children are taught the meaning of sum and difference and mental addition and subtraction using the basic add or subtract the ones, tens or hundreds strategy as well as the more advanced add 10 then subtract the ones or add 100 then subtract the extra tens strategy. The concept of number bonds in key in using these mental strategies. The number line is used to help provide a visual representation to illustrate rounding.



Students learned the different types of coins and their respective value in Grade 1. Children are taught to recognize $1, $5, $10 and $20 bills and count money to $20. Money will provide a natural introduction into decimals. In Module 11, students will also compare amounts of money using place-value tables. Real- world money problems involving addition and subtraction will be solved with the help of bar models.

Fractions will be introduced as children name halves, thirds, and fourths based on the number of equal parts a whole is divided into in Module 12. Children will use words and symbols to represent fractions. Bar model drawings can also be used to show fractional parts in different ways. Using identical models, students can compare fractions and distinguish a greater fraction from one that is less. They will use models to show that a fraction with a greater denominator is not necessarily greater in value than a fraction with a denominator that is less. Children will use fraction models to add and subtract fractions with the same denominator.

In Module 7, students learned how to measure using the metric system. In Module 13, children will use feet and inches to estimate and measure the lengths of objects. Students will learn when it is appropriate to measure an object using feet or inches. Precision will be introduced as students measure a variety of objects. Students will again draw lines of a specific length. They will apply strategies learned in addition and subtraction to solve real-world one and two step problems involving length. Bar models will be used to aid them in solving the problems.

Children’s success in telling time will rely on the recall of multiples of 5 since there are 5-minute intervals between each hour on an analog clock. Children will learn to tell time in Module 14 based on the position of minute hand of the clock and that the minute hand tells the number of minutes after the hour. Skip-counting will had in learning how many minutes have passed. Students will learn how to read and write time in hours and minutes using words and numerals. Students will also learn to order events by time and determine how much time has elapsed.

Students will learn the multiplication facts of 3 and 4 in Module 15 using the same strategies of skip-counting and dot-paper. Children will learn to use related multiplication facts to divide and that multiplication and division are inverse operations. Children will use the Commutative Property to form related fact families. From there, they will write multiplication and division sentences to solve real-world problems.

In previous modules, students learned repeated addition, sharing equally, skip-counting strategy and the groups and items concept as they relate to multiplication and division. Students will extend all of these ideas to use bar models in solving real-world multiplication and division problems in Module 16. The unit will end with students solving problems involving measure and money to apply the concepts and strategies learned.

In first grade, students learned how to analyze simple picture graphs and answer questions. In Grade 2, the reading, analysis and interpretation of picture graphs involve symbols that may represent more than one item. Children will be required to connect their knowledge of multiplication and division with creating and reading picture graphs. In Module 17, students will solve word problems using the data they find in a picture graph.



Students learned in Grade 1 to identify four basic plane shapes and 6 solid shapes and they found these shapes in everyday objects. In Module 18, students will learn to recognize, identify and describe parts of lines and curves that make up plane and solid shapes. They will also learn to combine parts of lines and curves to draw plane shapes. Students will learn to identify, classify, and count flat and curved surfaces of solid shapes. They will also learn the properties of the different surfaces.

In Module 19, children will learn more about plane shapes, including the trapezoid and hexagon. Students will compose and decompose shapes to make larger plane and smaller plane shapes. Children will draw and copy shapes in preparation for congruence and symmetry in Grades 3 and 4. Students will also build models by combining solid shapes. Finally, students will identify, describe, extend, and create more complex patterns using different sizes, shapes, colors and positions.

All arithmetic algorithms are manipulations of place value units: ones, tens, hundreds, etc. Students extend their understanding of base-ten notation and apply their understanding of place value to count and compare numbers to 1000. In Grade 2 the place value units move from a proportional model to a non-proportional number disk model (see picture below). The place value table with number disks can be used through Grade 5 for modeling very large numbers and decimals, thus providing students greater facility with and understanding of mental math and algorithms.

Proportional Model for Place Value Non-Proportional Model for Place Value



Alignment Chart

Module and Approximate Number of Instructional Days

Common Core Learning Standards Addressed in Grade 2 Modules27

Vocabulary Number Talks and Instructional Strategies

Performance Based Tasks / Assessments

Module 1: Numbers to 1000

(11 days)

M.P. 1M.P. 4M.P. 5

Understand place value. 2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

2.NBT.A.1a 100 can be thought of as a bundle of ten tens — called a “hundred.”

2.NBT.A.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Relate addition and subtraction to length.2.MD.B.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.

Place ValueDigitPlace value chartPlace value stripsHundredHundredsThousandStandard formExpanded formWord formGreater Than >Less Than <GreatestLeastMore thanLess than

Number lines help show the value of the numbers. Place value chart shows how to organize the digits – use place value chart to line numbers up vertically is a strategy to order several numbersPlace value strips are another tool to use.Use skip counting by 10, 100, 1000 from any given number. Start with 256 and count by 10's ten times. Where did you end up? What did you add to 256? You can do this backwards also.Write number sequences - start with 3 digit number and show 5 terms in the sequence - increase by 10's, decrease by 100's.







Module 2: Addition to 1000(9 days)

M.P. 1M.P. 4M.P. 5

Understand place value.2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:



Use place value understanding and properties of operations to add and subtract. 2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.1

1 Explanations may be supported by drawings or objects.

AddPlace-value chartRegroupPartial Sums

Visuals:Base-ten blocksPlace-value chart Number Bonds

Reinforce the sum of the digits and the sum of the value. So for partial sums, moving from left to right, write the whole values. Example of 128 + 234 - traditional algorithm beginning in ones, say 4 ones and 8 ones are 12. Record the ones digit, regroup or rebundle the tens digit. Say1 ten, 2 tens and 3 tens are 6 tens.

Partial sums 128+234 300 50 12 362

Module 3: Subtraction to 1000(8days)

Understand place value. 2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

SubtractRegroupRebundle

Visuals:Base-ten blocksPlace-value chart Addition and subtraction are inverse operations so be sure to add to check. When you add







M.P. 1M.P. 3M.P. 4M.P. 5

Understand the following as special cases:



Use place value understanding and properties of operations to add and subtract.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.




show the partial sums algorithm. It will show the original number decomposed into the parts.

200 = 190 + 10 -18 = -(10 + 8) 180 + 2 = 182Check182+ 18190 10200

Subtraction across zeros can be done by decomposing the base ten number into 1 and 1 less than the number. For example, 200 – 18. Decompose 200 into 199 + 1. Subtract the 18 from 199 and add the one back on.

200 Mj

199 Mj 1 MjPart Mj Part Mj

Whole Mj

199 -18 = 181 Mj181 + 1 = 182 Mj







Module 4: Using Bar Models: Addition and Subtraction (11days—including one for benchmark assessment)

M.P. 1M.P. 3M.P. 4M.P. 6

Relate addition and subtraction to length. 2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

2.MD.B.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.

Use place value understanding and properties of operations to add and subtract. 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.



JoinTake awaySetCompare

Visuals:Tape DiagramsStrips

Students can build the models with strips of paper before drawing. The strips can be cut from colored stock paper or plain colored paper. Strips can be the whole, halves, thirds, and fourths to have different sizes available. Whenever possible use the mental math strategies, especially with two digit numbers. Use partial sums and trade first methods. The comparison and two step problems will need a major focus, so spend time having students find their errors in the problem. If it is arithmetic errors, continue the number talks daily to help with computation.








Represent and solve problems involving addition and subtraction. 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

Module 5: Multiplication and Division(10 Days)

Do not forget Common Core Lesson 2.a Pg. 286A

M.P. 3M.P. 4M.P. 5

Work with equal groups of objects to gain foundations for multiplication. 2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

Times, Equal, Group, Multiply, Repeated addition, Multiplication sentence and story, Share, Divide, Equal groups, Division sentence, Repeated subtraction

The focus is understanding the operations of multiplication and division and the properties that apply to these operations. During this unit, skip counting by the multiples of 2, 3, 3, 5, 10 is a great number talk. Begin the conversations of memorizing the multiplication facts for the next chapter. Remember that students need to be fluent with doubles and making tens to become fluent with multiplication.







M.P. 6Module 6: Multiplication Tables of 2, 5, and 10 (15 days—including 2 days for benchmark assessment)

M.P. 1M.P. 2M.P. 5M.P. 8

Understand place value.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.

Work with equal groups of objects to gain foundations for multiplication. 2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Thousand,Hundreds,Hundred, Standard form, Expanded form, Word form

As students continue to build understanding and practice with multiplication, have them try to memorize as many as they can through the use of patterns they see. We do not want students to rely on skip counting or using fingers. Keep pushing the strategies for mental math and then division based on multiplication facts. Remember mastery is not expected until end of 3rd grade.

Module 7: Metric Measurement and Length (9 days)

M.P. 1M.P. 2M.P. 5M.P. 6

Measure and estimate lengths in standard units. 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.2.MD.A.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.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in

Meterstick,Meter, Width,Length,Unit,Height,Taller, Tallest, Shorter, Shortest, Longer, Longest, Centimeter,

Students should be applying the addition and subtraction strategies they have learned here. If the problem is two digit, reinforce the mental strategies. Metric measurements should reinforce the place value system. Also, introduce the word parts to students, as







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.


Module 10: Mental Math and Estimation (11 days)

M.P. 1M.P. 3M.P. 4M.P. 6


Add up to four two-digit numbers using strategies based on place value and properties of operations.


2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given

SumAdd mentally,Difference,Subtract mentally,Number line,About,Round,Nearest ten,Estimate,Reasonable

Number talks with two digit addition and subtraction should be used to help students build mastery of facts to 20 and combinations of 100. Students need to master the terms sum and difference, and finalize their understanding of breaking up numbers (decomposing) doing the operations and adding or subtracting to compensate. The number line can be a great tool to show students how close a number and relate this to rounding. 59 + 35 can be done with 60 + 35 – 1. 220 + 48 can be done with 220 + 48 (220 + 40 + 8).715 + 160 can be done







number 100–900.



Represent and solve problems involving addition and subtraction. 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1See Glossary, page 88 of Common Core Standards.

Add and subtract within 20. 2.OA.B.2 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

Relate addition and subtraction to length.2.MD.B.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.

thinking 800 + 75 (60 + 15).When the students are subtracting 10, help them see they may have taken away too much and have to add the remaining part of the number back.

Tools to help are the number line and bar models.







Module 11: Money (8 days)

Do not forget Common Core Lesson 3.a on Pg. 308A

M.P. 1M.P. 3M.P. 4M.P. 6

Work with time and money. 2.MD.C.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?

$1, $5, $10, $20 Bill, Cent sign ¢,Dollar sign $,Decimal point,Table,

Reinforce the bar models and mental strategies when possible. Connect the place value to money values. As 230 cents is 200 pennies that is 2 dollars; 30 cents is 3 dimes; $2.30. Another common word that needs to be taught is point – decimal point. Have students brainstorm different ways to use point and draw pictures for them. Include decimal point as one of the uses.

Module 12: Fractions (7 days—including 1 day for benchmark assessement)

M.P. 1M.P. 4M.P. 6M.P. 7

Reason with shapes and their attributes. 2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

2.G.A.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.

Equal, Unequal,Whole, Fraction,One-half,One-third,One-fourth,Unit fraction,Same,Greater than,

The importance is to help build to 3rd grade. Key concepts - Identify what the whole is and what a unit fraction is; distinguish between decomposing a shape into equal parts or unequal parts also.







Less than,Like fractions

Module 13: Customary Measurement of Length (9 days)

M.P. 1M.P. 4M.P. 5M.P. 6

Measure and estimate lengths in standard units. 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

2.MD.A.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.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.

2.MD.A.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.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

2.MD.B.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

Foot/feet,Length,Ruler,Unit,Width,Length,Longest,Shortest,Inch,

Students will only work with feet and inches. Use the mental math strategies as much as possible for the arithmetic. The more practice students have measuring, the better they will master the concepts. You may want to incorporate measurement into science at this time.







whole-number sums and differences within 100 on a number line diagram.




2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations

Represent and solve problems involving addition and subtraction. 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving







situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

Module 14: Time (10 days—including two days for benchmark assessment) M.P. 1, M.P. 2M.P. 4, M.P. 6

Work with time and money. 2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Hour hand,Minute hand,Minute,Hour, O’clock,After,Clock face,A.M., P.M.

Time should have been done during the Everyday Counts and students should be familiar with the hour and half hour times. Stay to the limits on this module. For those students not mastering, continue with small group and the calendar routines.

Module 15: Multiplication Tables of 3 & 4 (10 days) M.P. 1M.P. 6M.P. 8

Work with equal groups of objects to gain foundations for multiplication. 2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addend

Skip-count,Dot paper,Related multiplication facts

Build strategies of patterns with students to help them see the multiplication of 3 and 4. Mastery is not expected until grade 3 so keep to the time limits.

Module 16: Using Bar Models: Multiplication and Division (7 days)

Relate addition and subtraction to length. 2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the

Continue to focus on the mental strategies for the arithmetic. Even though this is connected to the Relate Addition and







M.P. 1M.P. 6

unknown number to represent the problem.


subtraction to length, most of the problems with regard to x and ÷ will be mastered in 3rd grade.

Module 17: Picture Graphs (8 days—including one day for benchmark assessment) M.P. 1, M.P. 2M.P. 4, M.P. 6

Represent and interpret data. 2.MD.D.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 problems1 using information presented in a bar graph.

Picture graph,Key,Symbol,Record,Tally chart,Line plot

Focus on the unit scale. Students can practice their skip counting also. Help students to be organized putting pictures in groups. Again, this is precursor to build multiplication in 3rd grade.

Module 18: Lines and Surfaces (5 days)

M.P. 1M.P. 2M.P. 6

Reason with shapes and their attributes. 2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Part of a line,Curve,Flat surface,Curved surface,Slide,Stack,Roll

It is important to bring in the 3 dimensional terminology of faces. Use angle where appropriate.

Module 19: Shapes and Patterns (13 days—includes 3 days for benchmark assessment)

Reason with shapes and their attributes. 2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Plane shape,Hexagon,Trapezoid,Figure,Quadrilateral,Pentagon,

Lots of vocabulary in this module. Plane is a common core that has special meaning in mathematics – 2 dimensional.







M.P. 5M.P. 6M.P. 7M.P. 8

Angle, Face,Pattern,Pattern unit,Size, Turning,Shape

Key: Major Clusters; Supporting Clusters; Additional Clusters


Documents

East Saint Louis District 189 Math Curriculum Grade 2 Web viewEast Saint Louis District 189 Math Curriculum Grade 2. Adapted from Math In FocusPage 10. Sequence of Grade 2 Modules