FREEHOLD BOROUGH PUBLIC SCHOOLS Curriculum … · Freehold Borough Public Schools Curriculum Management System Grade 2 Mathematics *Embedded throughout the curriculum are skip counting,

FREEHOLD BOROUGH PUBLIC SCHOOLS Curriculum Management System

Mathematics Grade 2

Board Approved: June 2011

Freehold Borough Public Schools Curriculum Management System

Grade 2 Mathematics

*Embedded throughout the curriculum are skip counting, vocabulary, mental mathematics strategies, and problem solving

Freehold Borough Board of Education

Mrs. Annette Jordan, President Mr. Ron Reich, Vice President

Mr. James Keelan Dr. Michael Licardi

Mrs. Maureen MacCutcheon Mr. Thomas Parke

Mr. Bruce Patrick Mr. Kevin Tennant Mr. Daniel Xavier

District Administration

Mrs. Elizabeth O'Connell, Superintendent

Mr. Patrick DeGeorge, CPA, Business Administrator

Dr. Thomas Tramaglini, Director of Curriculum & Instruction Mrs. Joy Forrest, Director of Special Programs

Mrs. Cecilia Rizzo-Zimmer, Supervisor of Instruction

Mr. Joseph Jerabek, Principal Park Avenue Elementary Mr. Nelson Ribon, Principal, Freehold Intermediate

Mrs. Ronnie Dougherty, Principal Freehold Learning Center

Curriculum Committee

Lauren Bilicki Reina Calise

Christine Cirino Amanda Freier

Yalitza Guerrero Rose Koerner Karen Kowalik Sandy Lapinski Michele Prouty

Maida Reyes-Cote Amanda Urbano Lauren Zaremba


Grade 2 Mathematics


Mission

We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and confident learners who flourish

and contribute willingly in a changing world.

Core Beliefs

We believe that:

• All people have inherent worth. • Life-long learning is basic to the survival and advancement of society. • The primary influence on the individual's development is the family in all its forms. • Valuing diversity is essential to individual growth and the advancement of society. • All individuals have strengths and human potential has no known limits. • Democracy thrives when individuals accept responsibility for their choices. • Being trustworthy builds trust. • Creativity and imagination are essential for society to flourish. • A safe environment is essential for the well-being of the individual and for society to flourish.


Grade 2 Mathematics


Philosophy

The Freehold Borough Public Schools are committed to inspiring the creativity and imagination of all students and empowering them as knowledgeable, skillful, and confident learners who flourish and contribute willingly in a changing world. We believe that life-long learning is basic to the survival and advancement of society, as well as the notion that all individuals, especially our students, have strengths and human potential without limits.

Our students are presented a hands-on curriculum that challenges each student to their individual level of ability and readiness. Lessons which focus on reasoning and problem solving skills using various strategies such as mental models, provides our students the opportunity to transfer their knowledge to real life experiences. Students experience stimulating lessons which develop collaboration and cooperation among peer communications. The curriculum uses tools such as technology to develop a quality education for the whole child. Further, content that is aligned to the Common Core State Standards builds upon concepts and is integrated with other curriculum content areas.

Goals

The students will:

• Apply problem solving skills to solve authentic problems • Use multiple strategies to address curricular and non-curricular needs • Develop an understanding of mathematical concepts and apply basic foundation • Use technology to address academic needs • Experience differentiated instructional lessons which target the individual needs, abilities, readiness levels, and interests • Use formal and informal assessments to promote learning • Demonstrate proficiency in demonstrating the processes used to reach salient and appropriate solutions


Grade 2 Mathematics


Common Core Standards for Mathematics

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. • Work with time and money. • Represent and interpret data. Geometry • Reason with shapes and their attributes.


Grade 2 Mathematics


Grade 2 Scope and Sequence

Concepts

Quarter I

September October

November

• Number Operations (basic facts) • Number sense up to 20 • Classify numbers up to 20 even and odd • Place value up to 999 • Compare numbers /order whole numbers •

Quarter II

November December January

• Solve 2 and 3 digit addition subtraction with and without regrouping o Up to four 2-digit numbers

• Fluently add and subtract within 100 • Add and subtract within 1,000 • Recognize inverse relationships and fact families • Solve open number sentences • Explain why addition and subtraction strategies work using place value • Money coins and amounts adding up to one dollar

o Solve word problems using dollars and cents o Representing amounts using different coin combinations o Making change/use fewest coins

Quarter III

February March April

• Picture and bar graph read and interpret o Draw only up to 4 categories

• Solve simple put-together, take apart, and compare problems using information presented in BAR GRAPH

• Generate measurement data by measuring lengths of several objects to nearest whole unit

o Show measurement by making a line plot • Time - Hour, half hour, 5 minutes, AM and PM • Length – inches, feet, cm, m, yards


Grade 2 Mathematics


• Compare and order objects according to measurable attributes • Analyze estimate different units of measurements

Quarter IV

May June

• Geometry – • Recognize and draw shapes having specified attributes, such as a given number of

angles or a given number of equal faces (identify triangles, pentagons, hexagons, and cubes)

• Symmetry creating fractions • Multiplication


Grade 2 Mathematics


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Topic (s): Number Sense Timeline: Quarter I

Concept Common Core

Curriculum Content Standard

Specific Learning Objectives/

Essential Questions

The Students Will Be Able To:

Suggested Activities

Assessment Model Instructional Tools / Materials / Technology / Resources / Learning Activities

/ Interdisciplinary Activities / Assessment Model

• Common Core Standard:

2.OA.2

Fluently add and subtract within 20 using mental math strategies.

Meets Standard: Applies mental math strategies to basic addition and subtraction facts. Exceeds Standard: Devises mental math strategies to solve basic addition and subtraction quickly and efficiently. Supplemental/Title I: Understand and remember mental math strategies and apply them to basic addition and subtraction facts.

-Introduce the following vocabulary:

• Add • Addend • Sum • Doubles • Count On • Difference • Minus • Subtract • Count Back

Tools:

• Calculator • Dominoes • Playing Cards • Dice • Math Blaster • Two Colored Counters

Math Literature:

• The Grapes of Math • Hundredth Day Worries


Grade 2 Mathematics


• The Bernstein Bears and The Missing Dinosaur Bones

• Double the Ducks • How Much Is the That

Guinea Pig in the Window • Mall Mania • Ten Friends • The Kings Chest Board • The 512 Ants on Sullivan

Street


2.OA.3

Determine whether a group of objects (up to 20) has an even or odd number of members.

Meets Standard: Discriminates and selects even or odd objects within a group. Exceeds Standard: Rearranges and categorizes members of groups, sorting between odd and even (exceeding 20). Supplemental/Title I: Distinguish and label odd and even numbers up to 20.


• Odd • Even

Tools:

• Study Island • Brain Pop Jr. • Playing Cards • Dice • Blocks • Cubes

Math Literature:

• Odd Todd and Even Steven


2.NBT.1, 2, 3

• Understand that the

three digits of a three digit number represent amounts of hundreds, tens and ones.

• Read and write

Meets Standard: Categorizes three digit numbers into place value. Breaks down number according to expanded form. Exceeds Standard: Creates three digit numbers and


• Place Value • Hundreds • Tens • Ones • Expanded Form • Skip Count • Word Form


Grade 2 Mathematics


numbers to 1,000 using base ten numerals, number names and expanded form.

applies place value concepts to write numbers in standard, expanded and word form. Supplemental/Title I: Labels hundred, tens and ones in place value. Matches numbers written in standard form to those in expanded and word form.

• Standard Form Tools:

• Base Ten Blocks • Graphic Organizers • Number Cards • Study Island • Brain Pop Jr.

Math Literature:

• The King’s Commissioners • Out For the Count • The Best Vacation Ever • The Case of the Missing

Birthday Party • Earth Day-Hooray! • Less Than Zero • How Much is A Million


2. NBT.4

Compare two, three digit numbers based on meanings of the hundreds, tens and ones digits, using greater than, equal to, and less than symbols (< , > , =) to record the results of comparisons.

Meets Standard: Applies place value concepts to use (< , > , =) to compare numbers. Exceeds Standard: Rearranges numbers from greatest to least or least to greatest by applying place value concepts. Applies place value concepts to use (< , > , =) to compare numbers. Supplemental/Title I: Recalls place value concepts to compare and contrast numbers using (< , >, =).


• Compare • Greater Than • Less Than • Equal To • Symbol • Greatest • Least

Tools:

• Playing Cards • Dominoes • Color Coded Number

Cards • Place Value Charts


Grade 2 Mathematics


• Hundreds Chart/Number Line

• Study Island • Brain Pop Jr.

Math Literature:

• More or Less


Grade 2 Mathematics


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Freehold Borough Curriculum Management Grade Level/Subject Grade 2 Mathematics

Topic (s): Numerical Operations Timeline: Quarter II

Concept Common Core



Essential Questions






2.NBT.5, 6, 8, 9

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to 4 two digit numbers using strategies based on place value and properties of operations.

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 to a given number 100-900 Explain why addition and subtraction strategies work using place value and the properties of operations.

Meets Standard: Manipulate strategies to fluently solve addition and subtraction problems such as: counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction and creating equivalent but easier known sums. Exceeds Standard: Evaluates and applies the most effective strategies to solve addition and subtraction problems. Supplemental/Title I: Demonstrates the ability to use strategies such as: counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction and creating equivalent but easier known sums.


• Add • Addend • Sum • Doubles • Count On • Difference • Minus • Subtract • Count Back • Regroup

Tools:

• Base Ten Blocks • Counting Chips • Number Line • Dice • Graph Paper • Study Island • Brain Pop Jr.


Grade 2 Mathematics


Math Literature: • Ten For Dinner • Reese’s Pieces Count By

Tens • Round Trip • A Fair Bear Share • One Duck Stuck • Sea Sums • Coyotes All Around • Toasty Toes • Counting By Tens


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 or subtraction; relate the strategies to a written method.

Meets Standard: Applies strategies to solve addition and subtraction problems within 1000. Exceeds Standard: Combines strategies to solve addition and subtractions problems within 1000. Supplemental/Title I: Solves addition and subtraction problems within 1000 using given tools.

-Review the following vocabulary:

• Hundreds • Tens • Ones • Addends • Sum • Regroup • Difference • Subtract

Tools:

• Study Island • Brain Pop Jr. • Math Blaster • Graph Paper • Place Value Chart • Dice • Base Ten Blocks


2.OA.1

Use addition and subtraction within 100 to solve one and two step word problems involving situations of addition to, taking from, putting together, taking apart, and

Meets Standard: Applies inverse relations of addition and subtraction to solve one and two step word problems (including solving for an unknown in all positions).

-Review the following vocabulary:

• Addends • Sum • Regroup • Difference


Grade 2 Mathematics


comparing with unknowns in all positions. (By using drawing and equations with a symbol for the unknown number to represent the problem)

Exceeds Standard: Creates one and two step problems to demonstrate inverse relationships of addition and subtraction. Supplemental/Title I: Recalls inverse relations of addition and subtraction to solve for the unknown.

• Subtract • Inverse • Relationship

Tools:

• Study Island • Brain Pop Jr. • Math Blaster • Graph Paper • Fact Family Triangles • Sentence Strips

Math Literature: • Sea Sums • Safari Park • Math Fables


2.MD.8

Solve word problems involving dollar bills, quarters, dime, nickels and pennies using dollar and cent symbols appropriately.

Meets Standard: Identifies, counts and produces coins and dollars to show a certain amount. Computes coin amounts using different coin combinations and using the fewest amounts of coins. Analyzes and solves word problems involving making change. Exceeds Standard: Categorizes and combines coins to show amounts using different coin combinations and using the fewest amounts of coins. Generates one and two step word problems involving counting money,

-Introducing the following vocabulary:

• Cent • Dollar • Penny • Nickel • Dime • Quarter • Half Dollar • Clerk/Cashier • Fewest • Coins • Change • How Much? • Receive

Tools:

• Study Island • Brain Pop Jr.


Grade 2 Mathematics


representing the same amount in different ways, using the fewest amount of coins, and making change. Supplemental/Title I: Correctly identifies and counts coins and dollars. Reproduces coin amounts using different coin combinations and using the fewest amounts of coins. Solves word problems involving making change.

• Coin/Dollar Manipulatives

• Magnetic Coins (teacher resource)

Math Literature:

• Jelly Beans For Sale • 26 Letters and 99 Cents • The Penny Pot • Subtraction Action • Monster Money Book • You Can’t Buy A Dinosaur

With A Dime • Alexander Who Used To

Be Rich Last Sunday


Grade 2 Mathematics


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Topic (s): Measurement and Data Analysis Timeline: Quarter III

Concept Common Core



Essential Questions






2. MD. 10

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to 4 categories. Solve simple put together, take a part and compare problems using information presented in a bar graph.

Meets Standard: Uses collected data to produce a picture and bar graph. Interprets and analyses data found in a graph. Exceeds Standard: Organizes and generates data to design bar and picture graphs. Summarizes and interprets data found in a bar graph and supports a given answer. Supplemental/Title I: Converts given data into picture and bar graphs. Interprets data found in a bar graph.


• Picture Graph • Bar Graph • Data • Survey • Tally Marks • Symbol • Key • Category

Tools:

• Student Surveys • Graph Paper • Study Island • Brain Pop Jr.

Math Literature:

• Bart’s Amazing Charts • Ten For Dinner • The Great Graph Contest • Tiger Math: Learning To

Graph From a Baby Tiger


Grade 2 Mathematics


• Lemonade For Sale • Each Orange Had Eight

Slices • How Much Is That Guinea

Pig In The Window


2.MD.1 , 2 , 3 , 4 , 5

Measure the length of an object by selecting and using appropriate tools such as rules, yard sticks, meter sticks and, measuring tapes. 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. Estimate the lengths using units of inches, feet, centimeters and meters. Measure to determine how much longer one objects is than another, expressing the length, and difference in terms of a standard length unit.

Meets Standard: Distinguishes between measurement tools, identifies the correct unit of length and uses these concepts to measure objects. Exceeds Standard: Selects appropriate tools and length of unit to measure objects and explains the difference between the units chosen. Supplemental/Title I: Select the correct tool and unit to measure objects.


• Length • Ruler • Tape Measure • Yard Stick • Inches • Feet • Yards • Centimeters • Meters

Tools:

• Study Island • Brain Pop Jr. • Rulers • Yard Sticks • Meter Stick • Tape Measure

Math Literature:

• Super Sand Castle Saturday

• Centipede’s Hundred Shoes

• Inchworm And A Half • Measuring Penny • Polly’s Pen Pal • Big, Better, Best • Inch By Inch • How Tall, How Short,


Grade 2 Mathematics


How Far Away


2. MD. 6 , 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.

Meets Standard: Uses measurement tools to compute measurement to the nearest whole unit. Constructs line plots using measurement data. Exceeds Standard: Compiles and organizes measurement data to create a line plot. Draws conclusions using data found in a line plot. Supplemental/Title I: Measures objects to the nearest whole unit. Labels line plots according to outcome of measurement.


• Length • Ruler • Tape Measure • Yard Stick • Inches • Feet • Yards • Centimeters • Meters

Tools:

• Study Island • Brain Pop Jr. • Rulers • Yard Sticks • Tape Measure

Math Literature:

• Super Sand Castle Saturday

• Centipede’s Hundred Shoes

• Inchworm And A Half • Measuring Penny • Polly’s Pen Pal • Big, Better, Best • Inch By Inch • How Tall, How Short,

How Far Away


Grade 2 Mathematics



2. MD. 7

Tell and write time from analog and digital clocks to the nearest five minutes using am and pm.

Meets Standard: Illustrates a given digital time using an analog clock. Exceeds Standard: Creates digital and analog clocks and categorizes times into an am and pm schedule. Supplemental/Title I: Labels and matches analog and digital clocks representing the same times.


• Analog • Digital • Second • Minute • Hour • Minute Hand • Hour Hand • AM/PM • Midnight • Noon

Tools:

• Study Island • Brain Pop Jr. • Analog/Digital Clock

Manipulative • Stopwatch/Timer

Math Literature:

• Science Tools • Go Fly A Kite • The Grouchy Ladybug • What’s Next Nina? • Pigs On A Blanket • Clocks And More

Clocks • My Grandmother’s

Clock


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Topic (s): Geometry and Operations Timeline: Quarter IV

Concept Common Core



Essential Questions






2. G. 1 , 2 , 3

Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (sizes are compares directly or visually, not compared by measuring)

Identify triangles, quadrilaterals, pentagons, hexagons and cubes.

Partition a rectangle into rows and columns of same size squares and count to find the total number of them.

Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words: halves, thirds, half of, a third of, ect. Describe the whole as two halves, three thirds, four fourths. Recognize that equal shares

Meets Standard: Illustrates compares and contrasts shapes having specified attributes.

Deconstructs rectangles into rows and columns, counting to find the total amount of same sized squares.

Manipulates circles and rectangles broken down into equal shares and uses appropriate vocabulary to describe the shapes. Exceeds Standard: Creates and categorizes shapes having specified attributes.

Generates and modifies a rectangle into rows and columns, counting to find the number of same sized squares.

Modifies circles and rectangles into equal shares and uses appropriate vocabulary to explain modifications.


• Area • Rectangle • Circle • Triangle • Quadrilateral • Pentagon • Hexagon • Cube • Fraction • Equal share • Half • Third • Fourth • Identical/Congruent

Tools:

• Pattern Blocks • Manipulatives (3D,

pizza game) • Study Island • Brain Pop Jr.


Grade 2 Mathematics


of identical wholes need not have the same shape.

Supplemental/Title I: Matches, reproduces and describes shapes having specified attributes.

Identifies the number of shaded squares in a partitioned rectangle.

Labels partitioned circles and rectangles using appropriate vocabulary

Math Literature: • Cubes, Cones, Cylinders

and Spheres • Captain Invincible and The

Space Shapes • Grandfather Tang’s Story • The Greedy Triangle • Three Pigs, One Wolf and

Seven Magic Shapes


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

Meets Standard: Solves an equation to express the sum of equal addends using a rectangular array. Exceeds Standard: Creates a rectangular array to find the sum of equal addends. Supplemental/Title I: Use rectangular arrays to find the total as a sum of equal addends.


• Array • Addends • Sum • Multiplication • Product

Tools:

• Study Island • Brain Pop Jr. • Plastic Chips • Arrays • Graph Paper • Dice

Math Literature:

• What Comes In Two’s, Three’s and Four’s

• Spunky Monkeys On Parade

• Too Many Kangaroo Things To Do

• Counting Is For The


Grade 2 Mathematics


Birds • Everybody Wins • One Hungry Cat • Amanda Beans

Amazing Dream • Each Orange Had 8

Slices

Documents

FREEHOLD BOROUGH PUBLIC SCHOOLS Curriculum … · Freehold Borough Public Schools Curriculum Management System Grade 2 Mathematics *Embedded throughout the curriculum are skip counting,