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Grade 2 Scope and Sequence for Math Math Number of

Instructional Days

September 9th to October 4th (18 Instructional Days)

Chapter 1: Numbers to 1,000 (Unit 2:Numbers and Operations in Base Ten) 18

October 7th to November 1st (18 Instructional Days)

Chapter 2: Addition up to 1,000 (Unit 2:Numbers and Operations in Base Ten) 18

November 4th to December 5th (21 Instructional Days)

Chapter 3: Subtraction up to 1,000 (Unit 2:Numbers and Operations in Base Ten) 21

December 6th to January 10th (17 Instructional Days)

Chapter 4: Using Bar Models: Addition and Subtraction (Unit 1: Operations and Algebraic Thinking) 17

January 13th to January 28th (11 Instructional Days)

Chapter 5: Multiplication (Unit 1: Operations and Algebraic Thinking) 11

January 29th to February 20th (14 Instructional Days)

Chapter 6: Multiplication Tables of 2, 5 & 10 (Unit 1: Operations and Algebraic Thinking) 14

February 20th to March 3rd (8 Instructional Days)

Chapter 7: Metric Measurement of Length (Unit 3: Measurement and Data) 8

March 4th to March 17th (10 Instructional Days)

Chapter 8: Mental Math & Estimation (Unit 1: Operations and Algebraic Thinking) 10

March 19th to April 1st (10 Instructional Days)

Chapter 11: Money (Unit 3: Measurement and Data) 10

April 2nd to April 21st (8 Instructional Days)

Chapter 13: Customary Measurements of Length (Unit 3: Measurement and Data) 8

April 22nd to May 5th (10 Instructional Days)

Chapter 14: Time (Unit 3: Measurement and Data) 10

May 6th to May 15th (8 Instructional Days)

Chapter 17: Picture Graphs (Unit 3: Measurement and Data) 8

May 18th to May 26th (6 Instructional Days)

Chapter 18: Lines & Surfaces (Unit 4: Geometry) 6

May 27th to June 10th (11 Instructional Days)

Chapter 19: Shapes & Patterns (Unit 4: Geometry) 11

June 15th to June 24th (8 Instructional Days)

Optional: Chapter 12: Fractions (Unit 4: Geometry) 8

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Math Grade: 2nd Unit 1: Operations and Algebraic Thinking

In the Operations and Algebraic Thinking unit the students will be able to: represent and solve problems involving addition and subtraction; add and subtract within 20; and work with equal groups of objects to gain foundations for multiplication. The Progression in Operations and Algebraic Thinking deals with the basic operations—the kinds of quantitative relationships they model and consequently the kinds of problems they can be used to solve as well as their mathematical properties and relationships. Although most of the standards organized under the OA heading involve whole numbers, the importance of the Progression is much more general because it describes concepts, properties, and representations that extend to other number systems, to measures, and to algebra.

The generality of the concepts involved in Operations and Algebraic Thinking means that students’ work in this area should be designed to help them extend arithmetic beyond whole numbers and understand and apply expressions and equations in later grades.

Addition and subtraction are the first operations studied. Initially, the meaning of addition is separate from the meaning of sub- traction, and students build relationships between addition and subtraction over time. Subtraction comes to be understood as reversing the actions involved in addition and as finding an unknown addend. Likewise, the meaning of multiplication is initially separate from the meaning of division, and students gradually perceive relationships between division and multiplication analogous to those between addition and subtraction, understanding division as reversing the actions involved in multiplication and finding an unknown product.

NJ Student Learning Standards 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. 2.OA.B.2 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. 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. 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. Enduring Understandings/Goals Essential Questions

Students will understand that… ● Addition involves adding to and putting together.

● How can one find the total of parts? ● How can one find the missing part of a whole?

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● Subtraction involves taking from, taking apart, and comparing.

● Missing numbers in a math sentence can be found using addition and subtraction.

● A symbol can represent an unknown. ● The unknown may be located in any position in the

equation. ● Objects, drawings, and equations can be used to solve

problems. ● There are multiple strategies to add and subtract. ● A total number of objects can be found in a rectangular array

by finding the sum of equal addends. ● Odd numbers cannot be paired and even numbers can be

paired. ● Even numbers can be counted using skip counting by 2s.

● How can a problem be simplified? ● What strategies are available to determine how much or how many we have? ● Why would one need to pair things?

Chapter Lessons Chapter 4: Using Bar Models: Addition & Subtraction

Lesson 1: Using Part-Part-Whole in Addition and Subtraction Lesson 2: Adding on and Taking Away Sets Lesson 3: Comparing Sets Lesson 4: Real World Problems: Two-Step Problems

Chapter 5: Multiplication

Lesson 1: How to Multiply Lesson 3: Real World Problems: Multiplication and Division (Only Multiplication)

Chapter 6: Multiplication Tables of 2, 5 & 10

Lesson 1: Multiplying 2: Skip-Counting Lesson 2: Multiplying 2: Using Dot Paper Lesson 3: Multiplying 5: Skip-Counting Lesson 4: Multiplying 5: Using Dot Paper Lesson 5: Multiplying 10: Skip-Counting and Using Dot Paper Lesson 6: Odd and Even Numbers

Chapter 10: Mental Math & Estimation

Lesson 1: Meaning of Sum Lesson 2: Mental Addition Lesson 3: Meaning of Difference Lesson 4: Mental Subtraction Lesson 5: Rounding Numbers to Estimate

Skills (Students will be able to…)

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● The meaning of addition. ● The meaning of subtraction. ● There are multiple interpretations of addition and subtraction. ● Some problems take more than one step to solve. ● Numbers that make 10 will help solve problems. ● Numbers can be decomposed into simpler terms. ● The inverse relationship between addition and subtraction. ● Forming equivalent but easier or known sums can find solutions. ● Odd numbers cannot be paired completely and even numbers can. ● That when counting by 2s, even numbers will finish the group off

Evidence of Learning (Assessments) Accommodations and Modifications

Formative Assessments:

● Quick Check ● Pre-Test ● Guided Learning ● Common Error ● Best Practices ● Student Book ● Math Journal ● Put on Your Thinking Cap ● Chapter Wrap Up ● Chapter Review/Test ● Cumulative Reviews ● Mid-Year and End-of-Year Review

Summative Assessments:

● 2nd Grade Math in Focus Chapter Assessments ● 2nd Grade Math in Focus Cumulative Reviews ● 2nd Grade Math in Focus Mid-Year and End-of-Year Reviews

Special Education

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications ● Curricular Modifications and Guidance for Students Educated in Special Class Settings

Differentiation: ● Preview content and concepts ● Behavior management plan ● Highlight text ● Small group setting

High-Prep Differentiation: ● Alternative formative and summative assessments ● Guided Reading ● Personal agendas ● Project-based learning ● Problem-based learning ● Stations/centers ● Tiered activities/assignments ● Varying organizers for instructions

Low-Prep Differentiation: ● Clubbing activities ● Exploration by interest

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Benchmark Assessments:

● Initial LinkIt Benchmark: September ● Mid-year LinkIt Benchmark: December ● End of year LinkIt Benchmark: Last week in April ● Math in Focus Beginning of the Year, Mid-Year and End-of-Year Math Assessments

Alternative Assessments:

● G & T Assessments:Sages-2 Screening Assessment for Gifted Elementary: Mathematics/Science Language Arts/Social Studies

● Reasoning ● Dyslexia Screener ● PRIM checklist ● Computational Skills Grade Placement Test

● Flexible groupings

English Language Learners

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Unit 1: Curriculum for ELL ● Subgroup Accommodations and Modifications ● Multi-language glossary ● Pupil edition in Spanish ● Vocabulary flash cards

Students at Risk for Failure

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications

Gifted and Talented

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications ● Math in Focus or Big Ideas G & T Activities

Students with 504 Plans

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications

Core Instructional and Supplemental Materials Professional Resources:

Core Instructional, Supplemental, Instructional, and Intervention Resources

Core Professional Resources:

Core Instructional Resources:

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● Math in Focus Teacher’s Edition, Second Grade ● Second Grade Math in Focus Manupulatives ● Math in Focus Reteach 2A/2B ● Math in Focus Extra Practice 2A/2B ● Math in Focus Enrichment 2A/2B ● Math in Focus Assessments 2 ● Math in Focus Problem of the Lesson

Supplemental Professional Resources:

● Math in Focus Curriculum ● Denis Sheeran Training Resources ● http://www.corestandards.org/Math/Practice/ ● http://www.madisonpublicschools.org/page/231

● Math in Focus Teacher’s Edition, Second Grade ● Math in Focus Student Textbook 2A/2B ● Math in Focus Workbook 2A/2B ● Second Grade Math in Focus Manipulatives ● Math in Focus Assessments 2

Supplemental Resources:

● Math in Focus Extra Practice 2A/2B ● Math in Focus Enrichment 2A/2B ● Math in Focus Reteach 2A/2B ● Math in Focus Problem of the Lesson ● Math Centers ● 3 Act Lessons ● Robert Kaplinsky Lessons ● Open Middle - 2nd Grade: Operations & Algebraic Thinking ● Which One Doesn’t Belong? ● Solve Me Puzzles ● Estimation 180 ● Same or Different ● Visual Patterns ● Esti-Mysteries ● 51 Esti-Mysteries ● Splat Math

Intervention Resources:

● Math in Focus Extra Practice 2A/2B ● Math in Focus Enrichment 2A/2B ● Math in Focus Reteach 2A/2B ● Math in Focus Problem of the Lesson ● iReady ● Linkit! ● IXL ● Big Ideas ● Classroom Manipulatives ● Online Manipulatives ● Content from previous grade levels ● Touch Math

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Interdisciplinary Connections Integration of Technology through NJSLS

● Correlates to the Goods & Services and Black History units in Social Studies.

8.1 Educational Technology 8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. 8.1.2.E.2 Use digital tools and online resources to explore a problem or issue. 8.1.2.F.1 Use geographic mapping tools to plan and solve problems. 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming 8.2.2.A.2 Describe how designed products and systems are useful at school, home, and work. 8.2.2.C.1 Brainstorm ideas on how to solve a problem or design a product. 8.2.2.D.1 Collaborate and apply a design process to solve a simple problem from everyday experiences. 8.2.2.D.5 Identify how using a tool aids in reducing work. 8.2.2.E.1 List and demonstrate the steps to an everyday task.

● Listen to books on CDs, tapes, videos or podcasts if available. ● Listen to books on websites (pbskids.org/lions/index.html, storylineonline.net,

storyit.com, Elementary Connections Page) ● Use document camera or overhead projector for shared reading of texts. ● Use virtual manipulatives ● Use Think Central ● Use IXL.com

Integration of 21st Century Themes Media Literacy Integration

Learning and Innovation Skills: Critical Thinking & Problem Solving

● Reason Effectively ● Use Systems Thinking ● Making Judgements and Decisions ● Solve Problems

Communication and Collaboration ● Communicate Clearly

Life and Career Skills Initiative and Self Direction

● Manage Goals and Time ● Work Independently ● Be Self-directed Learners

● Have students practice skills using IXL ● Students create problems on the tablets and share them with classmates ● Kahn Academy ● Brain Pop

Career Education Global Perspectives

9.1 Personal Finance Literacy ● Black History Month ● Kindness Month

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9.1.4.A.1 Explain the difference between a career and a job and identify various jobs in the community and the related earnings. 9.1.4.A.2 Identify potential sources of income. 9.1.4.B.5 Identify ways to earn and save. 9.2 Career Awareness, Exploration, and Preparation 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

● National Women's History Month ● Irish-American Heritage Month

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Math Grade: 2nd Unit 2: Numbers and Operations in Base Ten

In the Number and Operations in Base Ten unit the students will be able to: understand place value and use place value understanding and properties of operations to add and subtract. Students’ work in the base-ten system is intertwined with their work on counting and cardinality, and with the meanings and properties of addition, subtraction, multiplication, and division. Work in the base-ten system relies on these meanings and properties, but also contributes to deepening students’ understanding of them.

NJ Student Learning Standards 2.NBT.A.1 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. 2.NBT.A.1.A 100 can be thought of as a bundle of ten tens — called a "hundred." 2.NBT.A.1.A The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hund reds (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. 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 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.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.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Enduring Understandings/Goals Essential Questions

Students will understand that… ● The location of digits in a number determines the value of the number. ● To compare two numbers, one must compare the digits in each place,

starting with the largest place. ● Concrete models, drawings, strategies based on place value, properties of

operations, and/or the relationship between addition and subtraction can help one solve problems.

● When adding 10 or 100, one must add one to the tens-digit or one to the hundreds-digit and not change the ones-digit.

● When subtracting 10 or 100, one must subtract one from the tens-digit or one from the hundreds-digit and not change the ones-digit.

●

● Why is place value important? ● How does place value help one find the answers to addition and

subtraction problems?

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Chapter Lessons Chapter 1: Numbers to 1,000 Lesson 1: Counting

Lesson 2: Place Value Lesson 3: Comparing Numbers Lesson 4: Order and Pattern

Chapter 2: Addition up to 1,000

Lesson 1: Addition and Subtraction Facts within 20 Lesson 2: Addition without Regrouping Lesson 3: Addition with Regrouping in Ones Lesson 4: Addition with Regrouping in Tens Lesson 5: Addition with Regrouping in Ones and Tens

Chapter 3: Subtraction up to 1,000

Lesson 1: Subtraction without Regrouping Lesson 2: Subtraction with Regrouping in Tens and Ones Lesson 3: Subtraction with Regrouping in Hundreds and Tens Lesson 4: Subtraction with Regrouping in Hundreds, Tens, and Ones Lesson 5: Subtraction Across Zeros

Skills (Students will be able to…) ● The three digits in a three-digit number represent the amount of hundreds, tens and ones, respectively. ● 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). ● Properties of operations to add and subtract. ● The values of the digits in a three-digit number. ● Sometimes it is necessary to compose or decompose tens or hundreds.

Evidence of Learning (Assessments) Accommodations and Modifications

Formative Assessments:

● Quick Check ● Pre-Test ● Guided Learning ● Common Error ● Best Practices

Special Education

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications ● Curricular Modifications and Guidance for Students Educated in Special Class Settings

Differentiation: ● Preview content and concepts ● Behavior management plan

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● Student Book ● Math Journal ● Put on Your Thinking Cap ● Chapter Wrap Up ● Chapter Review/Test ● Cumulative Reviews ● Mid-Year and End-of-Year Review

Summative Assessments:

● 2nd Grade Math in Focus Chapter Assessments ● 2nd Grade Math in Focus Cumulative Reviews ● 2nd Grade Math in Focus Mid-Year and End-of-Year Reviews

Benchmark Assessments:

● Initial LinkIt Benchmark: September ● Mid-year LinkIt Benchmark: December ● End of year LinkIt Benchmark: Last week in April ● Math in Focus Beginning of the Year, Mid-Year and End-of-Year Math Assessments

Alternative Assessments:

● G & T Assessments:Sages-2 Screening Assessment for Gifted Elementary: Mathematics/Science Language Arts/Social Studies

● Reasoning ● Dyslexia Screener ● PRIM checklist ● Computational Skills Grade Placement Test

● Highlight text ● Small group setting

High-Prep Differentiation: ● Alternative formative and summative assessments ● Guided Reading ● Personal agendas ● Project-based learning ● Problem-based learning ● Stations/centers ● Tiered activities/assignments ● Varying organizers for instructions

Low-Prep Differentiation: ● Clubbing activities ● Exploration by interest ● Flexible groupings

English Language Learners

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Unit 1: Curriculum for ELL ● Subgroup Accommodations and Modifications ● Multi-language glossary ● Pupil edition in Spanish ● Vocabulary flash cards

Students at Risk for Failure

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications

Gifted and Talented

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications ● Math in Focus or Big Ideas G & T Activities

Students with 504 Plans

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● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications

Core Instructional and Supplemental Materials Professional Resources:

Core Instructional, Supplemental, Instructional, and Intervention Resources

Core Professional Resources:

● Math in Focus Teacher’s Edition, Second Grade ● Second Grade Math in Focus Manupulatives ● Math in Focus Reteach 2A/2B ● Math in Focus Extra Practice 2A/2B ● Math in Focus Enrichment 2A/2B ● Math in Focus Assessments 2 ● Math in Focus Problem of the Lesson

Supplemental Professional Resources:

● Math in Focus Curriculum ● Denis Sheeran Training Resources ● http://www.corestandards.org/Math/Practice/ ● http://www.madisonpublicschools.org/page/231

Core Instructional Resources:

● Math in Focus Teacher’s Edition, Second Grade ● Math in Focus Student Textbook 2A/2B ● Math in Focus Workbook 2A/2B ● Second Grade Math in Focus Manipulatives ● Math in Focus Assessments 2

Supplemental Resources:

● Math in Focus Extra Practice 2A/2B ● Math in Focus Enrichment 2A/2B ● Math in Focus Reteach 2A/2B ● Math in Focus Problem of the Lesson ● Math Centers ● 3 Act Lessons ● Robert Kaplinsky Lessons ● Open Middle - 2nd Grade: Numbers & Operations in Base Ten ● Which One Doesn’t Belong? ● Solve Me Puzzles ● Estimation 180 ● Same or Different ● Visual Patterns ● Esti-Mysteries ● 51 Esti-Mysteries ● Splat Math

Intervention Resources:

● Math in Focus Extra Practice 2A/2B

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● Math in Focus Enrichment 2A/2B ● Math in Focus Reteach 2A/2B ● Math in Focus Problem of the Lesson ● iReady ● Linkit! ● IXL ● Big Ideas ● Classroom Manipulatives ● Online Manipulatives ● Content from previous grade levels ● Touch Math

Interdisciplinary Connections Integration of Technology through NJSLS

● Correlates to the Economics & Society and Civics units in Social Studies. ● Correlates to the Properties of Matter and Changes in Matter units in Science.

8.1 Educational Technology 8.1.2.A.2 Create a document using a word processing application. 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. 8.1.2.E.2 Use digital tools and online resources to explore a problem or issue. 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming 8.2.2.A.1 Define products produced as a result of technology or of nature. 8.2.2.B.1 Identify how technology impacts or improves life. 8.2.2.D.2 Discover how a product works by taking it apart, sketching how parts fit, and putting it back together. 8.2.2.D.5 Identify how using a tool aids in reducing work.

● Listen to books on CDs, tapes, videos or podcasts if available. ● Listen to books on websites (pbskids.org/lions/index.html, storylineonline.net,

storyit.com, Elementary Connections Page) ● Use document camera or overhead projector for shared reading of texts. ● Use virtual manipulatives ● Use Think Central ● Use IXL.com

Integration of 21st Century Themes Media Literacy Integration

Learning and Innovation Skills: Critical Thinking & Problem Solving

● Reason Effectively ● Use Systems Thinking ● Making Judgements and Decisions ● Solve Problems

● Have students practice skills using IXL ● Students create problems on the tablets and share them with classmates ● Kahn Academy ● Brain Pop

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Communication and Collaboration ● Communicate Clearly

Life and Career Skills Initiative and Self Direction

● Manage Goals and Time ● Work Independently ● Be Self-directed Learners

Career Education Global Perspectives

9.1 Personal Finance Literacy 9.1.4.A.1 Explain the difference between a career and a job and identify various jobs in the community and the related earnings. 9.1.4.A.2 Identify potential sources of income. 9.1.4.B.2 Identify age-appropriate financial goals. 9.1.4.D.1 Determine various ways to save. 9.2 Career Awareness, Exploration, and Preparation 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay to foundation for future academic and career success.

● National Hispanic-Latino Heritage Month ● National American Indian Heritage Month ● National Italian American Heritage Month ● National Disability Employment Awareness Month ● Red Ribbon Week ● Week of Respect ● International Dot Day (September 16)

Math Grade: 2nd Unit 3: Measurement and Data

In the Measurement and Data unit the students will be able to: measure and estimate lengths in standard units, relate addition and subtraction to length, work with time and money, and represent and interpret data. Geometric measurement connects the two most critical domains of early mathematics, geometry and number, with each providing conceptual support to the other. Measurement is central to mathematics, to other areas of mathematics (e.g., laying a sensory and conceptual foundation for arithmetic with fractions), to other subject matter domains, especially science, and to activities in everyday life. For these reasons, measurement is a core component of the mathematics curriculum.

NJ Student Learning Standards 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. 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.

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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. 2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 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? 2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measuremen ts 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.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 problems using information presented in a bar graph. Enduring Understandings/Goals Essential Questions

Students will understand that… ● The difference between non-standard and standard measurement. ● Measurement tools vary in the size of the unit on them; this variation will

affect the choice of tools. ● Addition and subtraction can be used to solve word problems involving

lengths that are given in the same units. ● Whole numbers can be represented as the lengths from 0 to the number

located on an equally spaced number line. ● Whole-number sums and differences can be represented on a number

line. ● When time passes, the hour hand and the minute hand move at different

rates. ● Different coins have different values, not related to the size of the coin. ● There are many ways to analyze data

● Why do we measure objects? ● How do we measure objects? ● Why do we need standard units of measurement? ● How are the locations of numbers on a number line related to length? ● How can addition and subtraction be used to find lengths? ● How do the positions of the hands on an analog clock indicate the time? ● How do the numbers on a digital clock indicate the time? ● How do we determine how much money is needed and how much

money one has? ● How can representing data help us to interpret it and draw conclusions

Chapter Lessons Chapter 7: Metric Measurement of Length

Lesson 1: Measuring in Meters Lesson 2: Comparing Length in Meters Lesson 3: Measuring in Centimeters Lesson 4: Comparing Length in Centimeters Lesson 5: Real-World Problems: Metric Length

Chapter 11: Money Lesson 1: Coins and Bills Lesson 2: Comparing Amounts of Money Lesson 3: Real-World Problems: Money

Chapter 13: Customary Measurements of Length

Lesson 1: Measuring in Feet Lesson 2: Comparing Length in Feet Lesson 3: Measuring in Inches Lesson 4: Comparing Length in Inches and Feet

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Lesson 5: Real-World Problems: Customary Length Chapter 14: Time Lesson 1: The Minute Hand

Lesson 2: Reading and Writing Time Lesson 3: Using A.M. and P.M.

Chapter 17: Graphs and Line Plots

Lesson 1: Reading Picture Graphs with Scales Lesson 2: Making Picture Graphs Lesson 3: Real-World Problems: Picture Graphs Lesson 4: Bar Graphs and Line Plots

Skills (Students will be able to…) ● Use appropriate tools must be used in order to properly measure an object. ● The approximate length of an inch, foot, centimeter, and meter. ● Drawings (such as drawings of rulers) can be used to solve problems involving length. ● Equations with an unknown can be used to solve problems involving length ● Between the hour hand and the minute hand. ● On an analog clock, on the hour, the hour hand is pointing exactly to the number that represents the hour; on the half- hour, the hour hand is pointing exactly

halfway between two numbers. ● On a digital clock, the digits to the left of the colon represent the hour and the digits to the right of the colon represent the minutes. ● The value of a dollar bill, quarter, dime, nickel and penny. ● The difference between a picture graph and a bar graph. ● How to make a line plot.

Evidence of Learning (Assessments) Accommodations and Modifications

Formative Assessments:

● Quick Check ● Pre-Test ● Guided Learning ● Common Error ● Best Practices ● Student Book ● Math Journal ● Put on Your Thinking Cap

Special Education

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications ● Curricular Modifications and Guidance for Students Educated in Special Class Settings

Differentiation: ● Preview content and concepts ● Behavior management plan ● Highlight text

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Adopted March 2020

● Chapter Wrap Up ● Chapter Review/Test ● Cumulative Reviews ● Mid-Year and End-of-Year Review

Summative Assessments:

● 2nd Grade Math in Focus Chapter Assessments ● 2nd Grade Math in Focus Cumulative Reviews ● 2nd Grade Math in Focus Mid-Year and End-of-Year Reviews

Benchmark Assessments:

● Initial LinkIt Benchmark: September ● Mid-year LinkIt Benchmark: December ● End of year LinkIt Benchmark: Last week in April ● Math in Focus Beginning of the Year, Mid-Year and End-of-Year Math Assessments

Alternative Assessments:

● G & T Assessments:Sages-2 Screening Assessment for Gifted Elementary: Mathematics/Science Language Arts/Social Studies

● Reasoning ● Dyslexia Screener ● PRIM checklist

● Computational Skills Grade Placement Test

● Small group setting High-Prep Differentiation:

● Alternative formative and summative assessments ● Guided Reading ● Personal agendas ● Project-based learning ● Problem-based learning ● Stations/centers ● Tiered activities/assignments ● Varying organizers for instructions

Low-Prep Differentiation: ● Clubbing activities ● Exploration by interest ● Flexible groupings

English Language Learners

Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners) Unit 1: Curriculum for ELL Subgroup Accommodations and Modifications Multi-language glossary Pupil edition in Spanish Vocabulary flash cards

Students at Risk for Failure

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications

Gifted and Talented

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications ● Math in Focus or Big Ideas G & T Activities

Students with 504 Plans

Table of Contents

Adopted March 2020

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications

Core Instructional and Supplemental Materials Professional Resources:

Core Instructional, Supplemental, Instructional, and Intervention Resources

Core Professional Resources:

● Math in Focus Teacher’s Edition, Second Grade ● Second Grade Math in Focus Manupulatives ● Math in Focus Reteach 2A/2B ● Math in Focus Extra Practice 2A/2B ● Math in Focus Enrichment 2A/2B ● Math in Focus Assessments 2 ● Math in Focus Problem of the Lesson

Supplemental Professional Resources:

● Math in Focus Curriculum ● Denis Sheeran Training Resources ● http://www.corestandards.org/Math/Practice/ ● http://www.madisonpublicschools.org/page/231

Core Instructional Resources:

● Math in Focus Teacher’s Edition, Second Grade ● Math in Focus Student Textbook 2A/2B ● Math in Focus Workbook 2A/2B ● Second Grade Math in Focus Manipulatives ● Math in Focus Assessments 2

Supplemental Resources:

● Math in Focus Extra Practice 2A/2B ● Math in Focus Enrichment 2A/2B ● Math in Focus Reteach 2A/2B ● Math in Focus Problem of the Lesson ● Math Centers ● 3 Act Lessons ● Robert Kaplinsky Lessons ● Open Middle - 2nd Grade: Measurement & Data ● Which One Doesn’t Belong? ● Solve Me Puzzles ● Estimation 180 ● Same or Different ● Visual Patterns ● Esti-Mysteries ● 51 Esti-Mysteries ● Splat Math

Intervention Resources:

Table of Contents

Adopted March 2020

● Math in Focus Extra Practice 2A/2B ● Math in Focus Enrichment 2A/2B ● Math in Focus Reteach 2A/2B ● Math in Focus Problem of the Lesson ● iReady ● Linkit! ● IXL ● Big Ideas ● Classroom Manipulatives ● Online Manipulatives ● Content from previous grade levels ● Touch Math

Interdisciplinary Connections Integration of Technology through NJSLS

● Correlates to the Geography and Black History units in Social Studies. ● Correlates to the Properties of Matter unit in Science.

8.1 Educational Technology 8.1.2.A.7 Enter information into a database or spreadsheet and filter the information. 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. 8.1.2.E.2 Use digital tools and online resources to explore a problem or issue. 8.1.2.F.1 Use geographic mapping tools to plan and solve problems. 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming 8.2.2.A.3 Identify a system and the components that work together to accomplish its purpose. 8.2.2.B.3 Identify products or systems that are designed to meet human needs. 8.2.2.C.6 Investigate a product that has stopped working and brainstorm ideas to correct the problem. 8.2.2.D.1 Collaborate and apply a design process to solve a simple problem from everyday experiences. 8.2.2.D.4 Identify the resources needed to create technological products or systems. 8.2.2.E.2 Demonstrate and understanding of how a computer takes input through a series of written commands and then interprets and displays information as output.

● Listen to books on CDs, tapes, videos or podcasts if available. ● Listen to books on websites (pbskids.org/lions/index.html, storylineonline.net,

storyit.com, Elementary Connections Page) ● Use document camera or overhead projector for shared reading of texts. ● Use virtual manipulatives ● Use Think Central ● Use IXL.com

Integration of 21st Century Themes Media Literacy Integration

Learning and Innovation Skills: Critical Thinking & Problem Solving

● Have students practice skills using IXL

Table of Contents

Adopted March 2020

● Reason Effectively ● Use Systems Thinking ● Making Judgements and Decisions ● Solve Problems

Communication and Collaboration ● Communicate Clearly

Life and Career Skills Initiative and Self Direction

● Manage Goals and Time ● Work Independently ● Be Self-directed Learners

● Students create problems on the tablets and share them with classmates ● Kahn Academy ● Brain Pop

Career Education Global Perspectives

9.1 Personal Finance Literacy 9.1.4.A.3 Explain how income affects spending and take-home pay. 9.1.4.B.4 Identify common household expense categories and sources of income. 9.1.4.C.3 Compare and contrast credit cards and debit cards and the advantages and disadvantages of using each. 9.1.4.C.5 Determine personal responsibility related to borrow and lending. 9.1.4.E.2 Apply comparison shopping skills to purchasing decisions. 9.1.4.F.2 Explain the roles of philanthropy, volunteer service, and charitable contributions, and analyze their impact on community development and quality of living. 9.2 Career Awareness, Exploration, and Preparation 9.2.4.A.3 Identify both traditional and nontraditional careers and relate information to personal likes and dislikes. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

● Black History Month ● Kindness Month ● National Women’s History Month ● National Irish-American Heritage Month ● Asian Pacific American Heritage Month ● Older Americans’ Month ● Jewish American Heritage Month

Math Grade: 2nd Unit 4: Geometry

In the geometry unit the students will be able to reason with shapes and their attributes. Like core knowledge of numbers, core geometrical knowledge appears to be a universal capability of the human mind. Geometric and spatial thinking are important in and of themselves, because they connect mathematics with the physical world, and play an important role in modeling phenomena whose origins are not necessarily physical, for example, as networks or graphs. They are also important because they support the development of number and arithmetic concepts and skills. Thus, geometry is essential for all grade levels for many reasons: its mathematical content, its roles in physical sciences, engineering, and many other subjects, and its strong

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Adopted March 2020

aesthetic connections.

NJ Student Learning Standards 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. 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.

Enduring Understandings/Goals Essential Questions

Students will understand that… ● Shares of a whole must always be equal. ● Decomposing into more equal shares creates smaller shares. ● Equal shares of identical wholes need not have the same shape

● Why do we need to identify shapes? ● Why would we partition shapes?

Chapter Lessons Chapter 18: Lines & Surfaces Lesson 1: Parts of Lines and Curves

Lesson 2: Flat and Curved Surfaces Chapter 19: Shapes & Patterns

Lesson 1: Plane Shapes Lesson 2: Solid Shapes Lesson 3: Making Patterns

Chapter 12: Fractions Lesson 1: Understanding Fractions Lesson 2: Comparing Fractions

Skills (Students will be able to…) ● The characteristics of triangles, quadrilaterals, pentagons, hexagons, and cubes. ● The word half, third, and fourth refers, respectively, to having 2, 3, and 4 equal parts.

Evidence of Learning (Assessments) Accommodations and Modifications

Formative Assessments:

● Quick Check ● Pre-Test ● Guided Learning ● Common Error

Special Education

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications ● Curricular Modifications and Guidance for Students Educated in Special Class Settings

Table of Contents

Adopted March 2020

● Best Practices ● Student Book ● Math Journal ● Put on Your Thinking Cap ● Chapter Wrap Up ● Chapter Review/Test ● Cumulative Reviews ● Mid-Year and End-of-Year Review

Summative Assessments:

● 2nd Grade Math in Focus Chapter Assessments ● 2nd Grade Math in Focus Cumulative Reviews ● 2nd Grade Math in Focus Mid-Year and End-of-Year Reviews

Benchmark Assessments:

● Initial LinkIt Benchmark: September ● Mid-year LinkIt Benchmark: December ● End of year LinkIt Benchmark: Last week in April ● Math in Focus Beginning of the Year, Mid-Year and End-of-Year Math Assessments

Alternative Assessments:

● G & T Assessments:Sages-2 Screening Assessment for Gifted Elementary: Mathematics/Science Language Arts/Social Studies

● Reasoning ● Dyslexia Screener ● PRIM checklist ● Computational Skills Grade Placement Test

Differentiation: ● Preview content and concepts ● Behavior management plan ● Highlight text ● Small group setting

High-Prep Differentiation: ● Alternative formative and summative assessments ● Guided Reading ● Personal agendas ● Project-based learning ● Problem-based learning ● Stations/centers ● Tiered activities/assignments ● Varying organizers for instructions

Low-Prep Differentiation: ● Clubbing activities ● Exploration by interest ● Flexible groupings

English Language Learners

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Unit 1: Curriculum for ELL ● Subgroup Accommodations and Modifications ● Multi-language glossary ● Pupil edition in Spanish ● Vocabulary flash cards

Students at Risk for Failure

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications

Gifted and Talented

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications ● Math in Focus or Big Ideas G & T Activities

Table of Contents

Adopted March 2020

Students with 504 Plans

● Differentiation for All Students (Special Needs, ESL, Gifted Learners, & Mainstream Learners)

● Subgroup Accommodations and Modifications

Core Instructional and Supplemental Materials Professional Resources:

Core Instructional, Supplemental, Instructional, and Intervention Resources

Core Professional Resources:

● Math in Focus Teacher’s Edition, Second Grade ● Second Grade Math in Focus Manupulatives ● Math in Focus Reteach 2A/2B ● Math in Focus Extra Practice 2A/2B ● Math in Focus Enrichment 2A/2B ● Math in Focus Assessments 2 ● Math in Focus Problem of the Lesson

Supplemental Professional Resources:

● Math in Focus Curriculum ● Denis Sheeran Training Resources ● http://www.corestandards.org/Math/Practice/ ● http://www.madisonpublicschools.org/page/231

Core Instructional Resources:

● Math in Focus Teacher’s Edition, Second Grade ● Math in Focus Student Textbook 2A/2B ● Math in Focus Workbook 2A/2B ● Second Grade Math in Focus Manipulatives ● Math in Focus Assessments 2

Supplemental Resources:

● Math in Focus Extra Practice 2A/2B ● Math in Focus Enrichment 2A/2B ● Math in Focus Reteach 2A/2B ● Math in Focus Problem of the Lesson ● Math Centers ● 3 Act Lessons ● Robert Kaplinsky Lessons ● Open Middle - 2nd Grade: Geometry ● Which One Doesn’t Belong? ● Solve Me Puzzles ● Estimation 180 ● Same or Different ● Visual Patterns ● Esti-Mysteries ● 51 Esti-Mysteries ● Splat Math

Intervention Resources:

Table of Contents

Adopted March 2020

● Math in Focus Extra Practice 2A/2B ● Math in Focus Enrichment 2A/2B ● Math in Focus Reteach 2A/2B ● Math in Focus Problem of the Lesson ● iReady ● Linkit! ● IXL ● Big Ideas ● Classroom Manipulatives ● Online Manipulatives ● Content from previous grade levels ● Touch Math

Interdisciplinary Connections Integration of Technology through NJSLS

● Correlates to the Geography unit in Social Studies. ● Correlates to the Earth’s Land & Water and Changes to Earth’s Land units in Science.

8.1 Educational Technology 8.1.2.A.6 Identify the structure and components of a database. 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources. 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. 8.1.2.E.2 Use digital tools and online resources to explore a problem or issue. 8.1.2.F.1 Use geographic mapping tools to plan and solve problems. 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming 8.2.2.A.5 Collaborate to design a solution to a problem affecting the community. 8.2.2.B.3 Identify products or systems that are designed to meet human needs. 8.2.2.C.2 Create a drawing of a product or device that communicates its function to peers and discuss 8.2.2.C.5 Describe how the parts of a common toy or tool interact and work as part of a system. 8.2.2.D.2 Discover how a product works by taking it apart, sketching how parts fit, and putting it back together. 8.2.2.E.1 List and demonstrate the steps to an everyday task.

● Listen to books on CDs, tapes, videos or podcasts if available. ● Listen to books on websites (pbskids.org/lions/index.html, storylineonline.net,

storyit.com, Elementary Connections Page) ● Use document camera or overhead projector for shared reading of texts. ● Use virtual manipulatives ● Use Think Central ● Use IXL.com

Integration of 21st Century Themes Media Literacy Integration

Table of Contents

Adopted March 2020

Learning and Innovation Skills: Critical Thinking & Problem Solving

● Reason Effectively ● Use Systems Thinking ● Making Judgements and Decisions ● Solve Problems

Communication and Collaboration ● Communicate Clearly

Life and Career Skills Initiative and Self Direction

● Manage Goals and Time ● Work Independently ● Be Self-directed Learners

● Have students practice skills using IXL ● Students create problems on the tablets and share them with classmates ● Kahn Academy ● Brain Pop

Career Education Global Perspectives

9.1 Personal Finance Literacy 9.1.4.A.1 Explain the difference between a career and a job and identify various jobs in the community and the related earnings. 9.1.4.E.1 Determine factors that influence consumer decisions related to money. 9.2 Career Awareness, Exploration, and Preparation 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

● Asian Pacific American Heritage Month ● Older Americans’ Month ● Jewish American Heritage Month