Math Curriculum Map 2017-2018 Trimester 1 Modesto City … · 2017-11-20 · ones, tens, and hundreds with place value disks. Shaded Lesson 12: Change 10 ones for 1 ten, 10 tens for

MCS Revised 4/24/17 Lesson dates are recommended on students getting access to the critical and supporting grade level standards. The dates are suggestions. Teachers

may use their professional judgment in moving faster or slower through the topics/lessons, but must ensure all grade level standards are taught.

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Trimester 1

Standards for Mathematical Practice

CSS Lesson Objectives Terminology Suggested Tools and

Representations Assessments

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1) Make sense of problems and

persevere in solving them. 2) Reason abstractly and

quantitatively. 3) Construct viable arguments

and critique the reasoning of others.

4) Model with mathematics. 5) Use appropriate tools

strategically. 6) Attend to precision. 7) Look for and make use of

structure. 8) Look for and express regularity

in repeated reasoning.

Represent and solve problems involving addition and subtraction.

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

Add and subtract within 20.

2.OA.2 Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers.

Use place value understanding and properties of operations to add and subtract.

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

8/14 – 8/17 (4 days)

Lesson 1: Practice making ten and

adding to ten.

Lesson 2: Practice making the next ten and adding to a multiple of ten.

8/18 – 9/5 (12 days)

Lesson 3: Add and subtract like units. Lesson 4: Make a ten to add within 20. Lesson 5: Make a ten to add within 100. Lesson 6: Subtract single-digit numbers from multiples of 10 within 100. Lesson 7: Take from ten within 20.

Lesson 8: Take from ten within 100.

End-of-Module Assessment 9/6 – 9/7 (2 days)

Make ten and take from ten

Ten plus facts

Number bond

Say ten counting

Addend

Count on

Expression

Like units

Number sentence

One

Ten

Part

Total

Partners to 10

Rekenrek

Personal white boards

Hide zero cards

Linking cubes

Dice

5-group column

Place value chart

Quick ten

Ten-frame cards

Number bonds

9/6 – 9/7 (2 days)

End-of-Module Assessment after Lesson 8 Standards Assessed: 2.OA.1 2.OA.2 2.NBT.5

Teacher Resources: Engageny.org (Video Library)

Titles

CCS - 2.OA.2 Numbers Through 10 (Number Towers, Number Path, Number Bond)

CCS - 2.OA.2 Addition and Subtraction (with Ten-Frames) CCS - 2.OA.2 How Sprints are Used in the Mathematics Classroom

Educational activities for parents and students

Trimester 1 August 14, 2017 – September 7, 2017

Module 1

Math Curriculum Map 2017-2018 Modesto City Schools

Second Grade

Modules 1, 2, 3, 4, 5, 6, 7, 8

Shaded standards indicates Critical Focus Areas

* Denotes Supporting Clusters

*Complete Module 1 by approximately 9/7/17



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Trimester 1




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structure. 8) Look for and express

regularity in repeated reasoning.

Measure and estimate lengths in standard units. 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as

rulers, yardsticks, meter sticks, and measuring tapes.

2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

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

2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standards length unit.

Relate addition and subtraction to length. 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths

that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

9/8 – 9/11 (2 days)

Lesson 1: Connect measurement with physical units. Consolidate: Lesson 2 & Lesson 3

Use iteration with one physical unit of measure. Apply and create the concept unit rulers.

9/12 (1 day)

Consolidate: Lesson 4 & Lesson 5

Measure various objects using centimeters and meters.

Develop estimation strategies by applying prior knowledge of length and using mental benchmarks.

9/13 – 9/14 (2 days)

Lesson 6: Measure and compare lengths using centimeters and meters.

Lesson 7: Measure and compare using standard and non-standard metric length.)

9/15 (1 day)

Lesson 8: Optional Lesson 9: Optional Lesson 10: Apply conceptual understanding of measurement by solving two-step word problems.


End Point

Overlap

Ruler

Centimeter

Meter

Meter strip

Meter stick

Hash mark

Number line

Estimate Benchmark

Centimeter cubes

Centimeter ruler 1 per student

Paper meter strip 1 per students

Centimeter ruler Meter stick

9/18 – 9/19 (2 days)

End-of-Module Assessment after Lesson 10 Standards Assessed: 2.MD.1 2.MD.2 2.MD.3 2.MD.4 2.MD.5 2.MD.6



*Complete module 2 by approximately 9/19/2017

Trimester 1 September 8, 2017 – September 19, 2017

Module 2


Second Grade



Page 3

Trimester 1




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Understand place value.

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

a. 100 can be thought of as a bundle of ten tens – called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two,

three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

2.NBT.2 Count within 1000; skip-count by 5si, 10s and 100s. 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and

expanded form. 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and

ones digits, using >, =, and < symbols to record the results of comparisons.

9/20 – 9/21 (2 day) Lesson 1: Bundle and count ones, tens, and hundreds to 1000.

9/22 – 9/25 (2 days) Lesson 2: Count up and down between 100 and 220 using ones and tens.

Lesson 3: Count up and down between 90 and 1,000 using ones, tens, and hundreds.

9/26 – 9/29 (4 days) Lesson 4: Count up to 1000 on the place value chart.

Lesson 5: Write base the three-digit numbers in unit form; show the value of each digit.

Lesson 6: Write base ten numbers in expanded form.

Lesson 7: Write, read, and relate base ten numbers in all forms.

Lesson 8: Optional

Lesson 9: Optional

Lesson 10: Optional

Mid-Module Assessment 10/2 – 10/3 (2 days)

10/4 – 10/10 (5 days) Lesson 11: Count the total value of ones, tens, and hundreds with place value disks.

Lesson 12: Change 10 ones for 1 ten, 10 tens for 1 hundred, and 10 hundreds for 1 thousand.

Lesson 13: Read and write numbers within 1,000 after modeling with number disks.

Lesson 14: Model numbers with more than 9 ones or 9 tens; write in expanded, unit, numeral and word forms.

Lesson 15: Explore a situation with more than 9 groups of 10.

Base Ten Numerals

A thousand is 10 tens

A hundred is 10 ones

Expanded Form

Hundreds Place

One Thousand

Place Value

Number Disk

Standard Form

Word Form

2 boxes of 1,000 straws or popsicle sticks per class of 25

12 ones, 10tens,and 10 hundred per pair

18 ones, 18 tens, and 1 one thousand

Clock

Dice 1 per pair

Base ten blocks hundreds, tens, and ones

Paper meter strips

Place value box

10/2 – 10/3 (2 days)

Mid-Module Assessment after Lesson 7 Standards Assessed 2.NBT.1 2.NBT.2 2.NBT.3

Trimester 1 September 20, 2017 – October 10, 2017

Module 3


Second Grade



*Module 3 continues

through 10/20/2017



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Understand place value.

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

a. 100 can be thought of as a bundle of ten tens – called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two,

three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

2.NBT.2 Count within 1000; skip-count by 5sii, 10s and 100s. 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and

expanded form.

2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and

ones digits, using >, =, and < symbols to record the results of comparisons.

10/11 – 10/12 (2 days)

Lesson 16: Compare two three-digit numbers using ‹, ›, and =. Consolidate: Lessons 17 and 18: Compare two three-digit numbers

using ‹, ›, and = when there are more than 9 ones or 9 tens.

Order numbers in different forms.

10/13 – 10/20 (5 days)

Lesson 19: Model and use language to tell one more and one less, 10 more and 10 less, and 100 more and 100 less. Lesson 20: Model and use language to tell one more and one less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place. Lesson 21: Optional

Base Ten Numerals

A thousand is 10 tens

A hundred is 10 ones

Expanded Form

Hundreds Place

One Thousand

Place Value

Number Disk

Standard Form

Word Form

2 boxes of 1,000 straws or popsicle sticks per class of 25

12 ones, 10tens,and 10 hundred per pair

18 ones, 18 tens, and 1 one thousand

Clock

Dice 1 per pair

Base ten blocks hundreds, tens, and ones

Paper meter strips

Place value box


Second Grade

Trimester 1 October 11, 2017 – October 20, 2017

Module 3 continued






Page 5

Trimester 1 & 2


CSS Lessons Objectives Terminology Suggested Tools and


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

properties of operations. 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and

strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

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

100 from a given number 100–900. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the

properties of operations. (Explanations may be supported by drawings or objects.)

10/23 – 11/3 (10 days)

Lesson 1: Relate 1 more, 1 less, 10 more, and 10 less to addition and subtraction of 1 and 10.

Lesson 2: Add and subtract multiples of 10 including counting on to subtract.

Lesson 3: Add and subtract multiples of 10 and some ones with 100.

Lesson 4: Add and subtract multiples of 10 and some ones with 100.

Lesson 5: Solve one and two-step word problems within 100 using strategies based on place value.

** Extra days are added to

Lessons 1 - 5 **

** Trimester 2 begins 11/6 **

11/6 – 11/14 (6 days)

Lesson 6: Use manipulatives to represent the composition of 10 ones as 1 ten with two-digit addends.

Lesson 7: Relate addition using manipulatives to a written vertical method.

Lesson 8: Use math drawings to represent the composition and relate drawings to a written method.

Lessons 9: Use math drawings to represent the composition when adding a two-digit to a three-digit addend.

Lessons 10: Use math drawings to represent the composition when adding a two-digit to a three-digit addend.

Equations

Minuend

New Group

Place Value Chart

Place Value

Number Disk

Subtrahend

Totals below

Chip Model

Hide Zero

Place Value Chart

Place value Mat

Place Value Disk Set



*Module 4 continues through 12/20/17


Second Grade

Trimester 1 and 2 October 23, 2017 – November 14, 2017

Module 4

Math Benchmark &

Performance Task

Window

10/23/17 – 10/27/17

**Extra days are added to

Lessons 1 - 5**



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Trimester 2




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

problems involving situations of adding to, taking from, putting together, taking

apart, and comparing, with unknowns in all positions, e.g., by using drawings

and equations with a symbol for the unknown number to represent the

problem.

Use place value understanding and properties of operations to add and subtract. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value,

properties of operations, and/or the relationship between addition and subtraction.


properties of operations. 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and

strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

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

or 100 from a given number 100–900. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and

the properties of operations. (Explanations may be supported by drawings or objects.)

11/15 – 11/27 (7 days)

Lesson 11: Represent subtraction with and without the decomposition of 1 ten as 10 ones with manipulatives. Lesson 12: Relate manipulative representations to a written method. Lesson 13: Use math drawings to represent subtraction with and without decomposition and relate drawings to a written method. Lessons 14: Represent subtraction with and without the decomposition when there is a three-digit minuend. Lessons 15: Represent subtraction with and without the decomposition when there is a three-digit minuend. Lesson 16: Solve one- and two-step word problems within 100 using strategies based on place value.


Equations

Minuend

New Group

Place Value Chart

Place Value

Number Disk

Subtrahend

Totals below

Chip Model

Hide Zero

Place Value Chart

Place value Mat

Place Value Disk Set

11/28 – 11/29 (2 days)

Mid-Module Assessment after Lesson 16 Standards Assessed 2.OA.1 2.NBT.5 2.NBT.7 2.NBT.8 2.NBT.9

Trimester 2 November 15, 2017 – November 29, 2017

Module 4 continued


Second Grade






Page 7

Trimester 2




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properties of operations. 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies

based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.



properties of operations. (Explanations may be supported by drawings or objects.

11/30 – 12/6 (5 days) Lesson 17: Use mental strategies to relate compositions of 10 tens as 1 hundred to 10 ones as 1 ten. Consolidate: Lesson 18 & Lesson 19 Use manipulatives to represent

additions with two compositions. Relate manipulative representations to

a written method.

Lessons 20 – 21: Use math drawings to represent additions with up to two compositions and relate drawings to a written method.

Lesson 22: Solve additions with up to

four addends with totals within 200 with

and without two compositions of larger

units.

12/7 – 12/14 (6 days)

Lesson 23: Use number bonds to break

apart three-digit minuends and subtract

from the hundred.

Lesson 24: Use manipulatives to

represent subtraction with decompositions

of 1 hundred as 10 tens and 1 ten as 10

ones.

Lesson 25: Relate manipulative

representations to a written method.

Lesson 26: Use math drawings to

represent subtraction with up to two

decompositions and relate drawings to a

written method.

Lessons 27 – 28: Subtract from 200 and

from numbers with zero’s in the tens place.

12/15 – 12/18 (2 days) Lesson 29 – 30: Optional

Lesson 31: Solve two-step word

problems within 100.


Equations

Minuend

New Group

Place Value Chart

Place Value

Number Disk

Subtrahend

Totals below

Chip Model

Hide Zero

Place Value Charts

Place Value Mat

Place value disk

12/19 – 12/20 (2 days)

End-of-Module Assessment after Lesson 31 Standards Assessed 2.OA.1 2.NBT.5 2.NBT.6 2.NBT.7 2.NBT.8 2.NBT.9

Trimester 2 November 30, 2017 – December 20, 2017

Module 4 continued


Second Grade




Math Benchmark &

Performance Task

Window

1/30/17 – 2/3/17



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Trimester 2




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



properties of operations. (Explanations may be supported by drawings or objects.)

12/21 – 12/22 (2 days) Lesson 1: Relate 10 more, 10 less, 100 more, and 100 less to addition and subtraction of 10 and 100. Lesson 2: Add and subtract multiples of 100 including counting on to subtract.

***Winter Break 12/25/17 – 1/15/18***

1/16 – 1/23 (6 days)

Lesson 3: Add multiples of 100 and some tens within 1,000.

Lesson 4: Subtract multiples of 100 and some tens within 1,000.

Lesson 5: Use the associative property to make a hundred in one addend.

Lesson 6: Use the associative property to subtract from three-digit numbers and verify solutions with addition.

Lesson 7: Share and critique solution strategies for varied addition and subtraction problems within 1,000.

1/24 – 1/30 (5 days) Lessons 8: Relate manipulative representations to the addition algorithm. Lessons 9: Relate manipulative representations to the addition algorithm. Lessons 10: Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm Lessons 11: Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm Lesson 12: Choose and explain solution strategies and record with a written addition method.


Algorithm

Compensation

Compose

Decompose

New groups

Simplify

Arrow notation

Arrow way

Chip Model

Number Bond

Place value charts and mats

Place value disks sets: 18 ones, 18 tens, 18 hundreds, 1 one thousand per set

Tape Diagram

1/31 – 2/1 (2 days)

Mid-Module Assessment after Lesson 12 Standards Assessed 2.NBT.7 2.NBT.8 2.NBT.9

Trimester 2 December 21, 2017 – February 1, 2018

Module 5


Second Grade






Page 9

Trimester 2




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2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies

based on place value, properties of operations, and/or the relationship between

addition and subtraction; relate the strategy to a written method. Understand

that in adding or subtracting three-digit numbers, one adds or subtracts hundreds

and hundreds, tens and tens, ones and ones; and sometimes it is necessary to

compose or decompose tens or hundreds.


100 from a given number 100–900.

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

properties of operations. (Explanations may be supported by drawings or

objects.)

2/2 – 2/15 (9 days)

Lesson 13: Relate manipulative representations to the subtraction algorithm, and use addition to explain why the subtraction method works. Lessons 14: Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works. Lessons 15: Use math drawings to

represent subtraction with up to two

decompositions, relate drawings to the

algorithm, and use addition to explain

why the subtraction method works

Lessons 16: Subtract from multiples of

100 and from numbers with zero in the

tens place.

Lessons 17: Subtract from multiples of

100 and from numbers with zero in the

tens place.

Lesson 18: Apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place.

** Extra days are added to Lessons 13 – 18 **

2/16 – 2/21 (3 days)

Lesson 19: Choose and explain solution strategies and record with a written addition or subtraction method. Lesson 20: Choose and explain solution strategies and record with a written addition or subtraction method.


Algorithm

Compensation

Compose

Decompose

New groups

Simplify

Arrow notation

Arrow way

Chip Model

Number Bond

Place value charts and mats

Place value disks sets: 18 ones, 18 tens, 18 hundreds, 1 one thousand per set

Tape Diagram

2/22 – 2/23 (2 days)

End-of-Module Assessment after Lesson 20 Standards Assessed 2.NBT.7 2.NBT.8 2.NBT.9

.

Trimester 2 February 2, 2018 – February 23, 2018

Module 5 continued


Second Grade




Math Benchmark &

Performance Task

Window

2/5/18 – 2/9/18

**Extra days are added to

Lessons 13 - 18**



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Trimester 3




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Work with equal groups of objects to gain foundations for multiplication.

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

*2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays

with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Reason with shapes and their attributes.

*2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

2/26 – 2/28 (3 days)

Lesson 1: Use manipulatives to create equal groups. Consolidate: Lesson 2 & Lesson 3

Use math drawings to represent equal groups, and relate to repeated addition.

Lesson 4: Represent equal groups with tape diagrams, and relate to repeated addition.

3/1 – 3/5 (3 days)

Lesson 5: Optional Lesson 6: Decompose arrays into rows and columns, and relate to repeated addition. Lesson 7: Represent arrays and distinguish rows and columns using math drawings. Lesson 8: Optional Lesson 9: Solve word problems involving addition of equal groups in rows and columns.

Mid-Module Assessment 3/6 (1 day)

Array

Doubles

Equation

Number path

Number sentence

Pair

Rectangle

Skip-counting

Square

Sum

Even number

Odd number

Columns

Rows

Counters

Number path

Rectangular array

Square tiles

3/6 (1 day)

Mid-Module Assessment after Lesson 9 Standards Assessed 2.OA.4


Second Grade

Trimester 3 February 26, 2018 – March 6, 2018

Module 6






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Work with equal groups of objects to gain foundations for multiplication.

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

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

Reason with shapes and their attributes.

*2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

3/7 – 3/13 (5 days)

Consolidate: Lessons 10 & 11

Use square tiles to compose a rectangle and relate to the array model. Lesson 12: Use math drawings to compose a rectangle with square tiles. Lesson 13: Use square tiles to decompose a rectangle. Lesson 14: Use scissors to partition a rectangle into same-size squares, and compose arrays with the squares. Lesson 15: Use math drawings to partition a rectangle with square tiles and relate to repeated addition. Lesson 16: Optional

3/14 – 3/19 (4 days)

Lesson 17: Relate doubles to even numbers, and write number sentences to express the sums. Lesson 18: Pair objects and skip-count to relate to even numbers. Lesson 19: Investigate the pattern of even numbers: 0, 2, 4, 6, and 8 in the ones place, and relate to odd numbers. Lesson 20: Use rectangular arrays to investigate odd and even numbers.

End-of-Module Assessment 3/20 (1 day)

Array

Doubles

Equation

Number path

Number sentence

Pair

Rectangle

Skip-counting

Square

Sum

Even number

Odd number

Columns

Rows

Counters

Number path

Rectangular array

Square tiles

3/20 (1 day)

End-of-Module Assessment after Lesson 20 Standards Assessed 2.OA.3 2.OA.4 2.G.2


Second Grade

Trimester 3 March 7, 2018 – March 20, 2018

Module 6 continued




upporting clusters


Complete if time permits

Module 5

Lessons 3, 4, 13, 19, 20, 25



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rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2 Measure the length of an object twice, using length units of different lengths for

the two measurements; describe how the two measurements relate to the size of the unit chosen.

2.MD.3 Estimate lengths using inches, feet, centimeters, and meters. 2.MD.4 Measure to determine how much longer one object is than another, expressing

the length difference in terms of a standard length unit.



2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with

equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

Work with time and money. * 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies,

using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3

pennies, how many cents do you have?

Represent and interpret data. * 2.MD.9 Generate measurement data by measuring lengths of several objects to the

nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

* 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data

set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.



3/21 – 4/2 (4 days) Consolidate: Lesson 1 & Lesson 2 Sort and record data into a table using up to four categories; use category counts to sole word problems. Draw and label a picture graph to represent data with up to four categories. Consolidate: Lesson 3 & Lesson 4 Draw and label a bar graph to represent data; relate the count scale to the number line. Draw a bar graph to represent a given data set. Lesson 5: Solve word problems using data presented in a bar graph.

***Spring Break 3/26/18 – 3/30/18***

4/3 – 4/12 (8 days) Lesson 6: Recognize the value of coins and count up to find their total value. Lesson 7: Solve word problems involving the total value of a group of coins. Lesson 8: Solve word problems involving the total value of a group of bills. Lesson 9: Solve word problems involving different combinations of coins with the same total value. Lesson 10: Use the fewest number of coins to make a given value. Consolidate: Lesson 11 & Lesson 12 Use different strategies to make $1 or

make change from $1. Solve word problems involving different

ways to make change from $1. Lesson 13: Solve two-step word problems involving dollars or cents with totals within $100 or $1.


Benchmark

Centimeter

Cents

Coins

Compare

Compose

Decompose

Difference

Dollars

Endpoint

Equation

Estimation

Hash mark

Height

Length

Length unit

Meter

Meter strip, stick

Number bond

Overlap

Ruler

Tally mark

Tape diagram

Unit

Value

Bar graph

Centimeter ruler

Inch ruler

Line plot

Meter stick

Money

Number bond

Number line

Picture graph

Table

Tape diagram

Yardstick

4/13 (1 day)

Mid-Module Assessment after Lesson 13 Standards Assessed 2.MD.5 2.MD.8 2.MD.10

Trimester 3 March 21, 2018 – April 13, 2018

Module 7


Second Grade




Page 13

Trimester 3




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rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2 Measure the length of an object twice, using length units of different lengths for

the two measurements; describe how the two measurements relate to the size of the unit chosen.

2.MD.3 Estimate lengths using inches, feet, centimeters, and meters. 2.MD.4 Measure to determine how much longer one object is than another, expressing

the length difference in terms of a standard length unit.



2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with

equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

Work with time and money. * 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies,

using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3

pennies, how many cents do you have?

Represent and interpret data. * 2.MD.9 Generate measurement data by measuring lengths of several objects to the

nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

* 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data

set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.



4/16 – 4/19 (4 days)

Lesson 14 & 15: Optional

Lessons 16: Measure various objects

using inch rulers and yardsticks.

Lesson 17: Develop estimation

strategies by applying prior knowledge of

length and using mental benchmarks.

Lesson 18: Measure an object twice

using different length units and compare;

relate measurement to unit size.

Lesson 19: Measure to compare the

differences in lengths using inches, feet,

and yards.

4/20 – 4/25 (4 days)

Lesson 20: Solve two-digit addition and

subtraction word problems involving length

by using tape diagrams and writing

equations to represent the problem.

Lesson 21: Identify unknown numbers

on a number line diagram by using the

distance between numbers and reference

points.

Lesson 22: Represent two-digit sums

and differences involving length by using

the ruler as a number line.

4/26 – 4/30 (3 days)

Lesson 23: Collect and record

measurement data in a table; answer

questions and summarize the data set.

Lesson 24: Draw a line plot to represent

the measurement data; relate the

measurement scale to the number line.

Lesson 25: Draw a line plot to represent

a given data set; answer questions and

draw conclusions based on measurement

data.

Lesson 26: Optional


Benchmark

Centimeter

Cents

Coins

Compare

Compose

Decompose

Difference

Dollars

Endpoint

Equation

Estimation

Hash mark

Height

Length

Length unit

Meter

Meter strip, stick

Number bond

Overlap

Ruler

Tally mark

Tape diagram

Unit

Value

Bar graph

Centimeter ruler

Inch ruler

Line plot

Meter stick

Money

Number bond

Number line

Picture graph

Table

Tape diagram

Yardstick

5/1 – 5/2 (2 days)

End-of-Module Assessment after Lesson 25 Standards Assessed 2.NBT.5 2.MD.1 2.MD.2 2.MD.3 2.MD.4 2.MD.5 2.MD.6 2.MD.8 2.MD.9 2.MD.10

Trimester 3 April 16, 2018 – May 2, 2018

Module 7 continued


Second Grade




Page 14

Trimester 3




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Work with time and money * 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes,

using a.m. and p.m.

Reason with shapes and attributes * 2.G.1 Recognize and draw shapes having specified attributes, such as a given number

of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.)

* 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the

shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.



5/3 – 5/9 (5 days)

Lesson 1: Describe two-dimensional

shapes based on attributes.

Lessons 2: Build, identify, and

analyze two-dimensional shapes with

specified attributes.

Lesson 3: Use attributes to draw

different polygons including triangles,

quadrilaterals, pentagons, and

hexagons.

Lesson 4: Use attributes to identify

and draw different quadrilaterals

including rectangles, rhombuses,

parallelograms, and trapezoids.

Lesson 5: Relate the square to the

cube, and describe the cube based

on attributes.

5/10 – 5/14 (3 days)

Lesson 6: Combine shapes to

create a composite shape; create a

new shape from composite shapes.

(Use manipulatives instead of cutting

out tangrams.)

Lesson 7: Interpret equal shares in

composite shapes as halves, thirds,

and fourths.

Lesson 8: Interpret equal shares in

composite shapes as halves, thirds,

and fourths.


a.m./p.m.

Analog clock

Angle

Digital clock

Parallel

Parallelogram

Polygon

Quadrilateral

Quarter past

Quarter to

Right angle

Second

Third of, thirds

Whole

2 halves

3 thirds

4 fourths

Cube

Geoboards

Large instructional geared clock

Pattern blocks

Rulers

Spaghetti

Square tiles

Student clocks

5/15 (1 day)

Mid-Module Assessment after Lesson 8 Standards Assessed 2.G.1 2.G.3

Trimester 3 May 3, 2018 – May 15, 2018

Module 8


Second Grade




Page 15

Trimester 3




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Work with time and money * 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes,

using a.m. and p.m.

Reason with shapes and attributes * 2.G.1 Recognize and draw shapes having specified attributes, such as a given number

of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.)

* 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the

shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.



5/16 – 5/18 (3 days)

Consolidate: Lesson 9 & Lesson 10

Partition circles and rectangles into equal parts, and describe those parts as halves, thirds, or fourths.

Lesson 11: Describe a whole by the number of equal parts including 2 halves, 3 thirds, and 4 fourths. Lesson 12: Recognize that equal parts of an identical rectangle can have different shapes.

5/21 – 5/24 (4 days)

Lesson 13: Construct a paper clock by partitioning a circle into halves and quarters, and tell time to the half hour or quarter hour. Lesson 14: Tell time to the nearest five minutes. Lesson 15: Tell time to the nearest five minutes; relate a.m. and p.m. to time of day. Lesson 16: Solve elapsed time problems involving whole hours and a half hour.


a.m./p.m.

Analog clock

Angle

Digital clock

Parallel

Parallelogram

Polygon

Quadrilateral

Quarter past

Quarter to

Right angle

Second

Third of, thirds

Whole

2 halves

3 thirds

4 fourths

Cube

Geoboards

Large instructional geared clock

Pattern blocks

Rulers

Spaghetti

Square tiles

Student clocks

5/25 – 5/29 (2 days)

End-of-Module Assessment after Lesson 16 Standards Assessed 2.MD.7 2.G.1 2.G.3

Trimester 3 May 16, 2018 – May 31, 2018

Module 8 End


Second Grade


Complete if time permits

Module 2

Lessons 8, 9

Module 3

Lessons 8, 9, 10, 21

Module 4

Lessons 29, 30

Module 6

Lessons 5, 8, 16

Module 7

Lessons 14, 15, 26

Documents

Math Curriculum Map 2017-2018 Trimester 1 Modesto City … · 2017-11-20 · ones, tens, and hundreds with place value disks. Shaded Lesson 12: Change 10 ones for 1 ten, 10 tens for