· Web view2.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 from, taking apart, and

CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS

StandardSuggested

Mathematical Practices

Essential Question(s)Learning Target(s)

Materials/Resources

Essential Vocabulary

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

1. 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.

In what ways can operations affect numbers?

How can different strategies be helpful when solving a problem?

I can add to solve one-step word problems using equations. (R)

I can subtract to solve one-step word problems using equations. (R)

I can add to solve two-step word problems using equations. (R)

I can subtract to solve two-step word problems using equations. (R)

I can add to solve one-step word problems using drawings. (P)

I can subtract to solve one-step word problems using drawings. (P)

I can add to solve two-step word problems using drawings. (P)

I can subtract to solve two-step word problems using drawings. (P)

Curriculum Associates TN Ready Lesson 2

Investigations Units 1,2,3,5,8

Counters Math Journals http://

commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks

https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home

http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx

http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html

additionsubtractionequationone-step word problems

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Learning Target Key

K = KnowledgeR = ReasoningPS = Performance SkillP = Product

http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html



http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx



https://grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home



http://commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks



http://www.amathsdictionaryforkids.com/dictionary.html

http://www.amathsdictionaryforkids.com/dictionary.html


StandardSuggested



Materials/Resources


http:// insidemathematics.org/index.php/2nd-grade

Add and subtract within 20.2.OA.B.2Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two one-digit numbers. (See 1.OA.6 for a list of mental strategies.)










I can fluently add two 1-digit numbers (within 20) in my mind. (R)

I can fluently subtract two 1-digit numbers in my mind. (within 20) (R)

Mastering the Basic Facts in Addition and Subtraction by Sue O’Connell

Investigations Units 1-6, 8 & 9

Number lines Counters Math Journals http://



http:// www.readtennessee.org/math/teachers/k-3_common_core_

fluentlydigitsumsstrategy/plan

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http://www.fuelthebrain.com/Interactives/app.php?ID=31

http://www.corestandards.org/the-standards/mathematics/grade-1/images/favicon.jpg

http://insidemathematics.org/index.php/2nd-grade




StandardSuggested



Materials/Resources


math_standards/second_grade.aspx



Work with equal groups of objects to gain foundations for multiplication.2.OA.C.3Determine 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.










I can determine if a number is odd. (R)

I can determine if a number is even. (R)

Given an even number, I can write an equation using two equal addends. (doubles) (R)


Investigations Units 3,5,6,8

Rekenreks for arrays and grouping

Variety of counters for grouping

Math Journals http://



objectsodd numbereven numbermemberspairingequationsumequal addends

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http://www.mathlearningcenter.org/media/Rekenrek_0308.pdf










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Materials/Resources





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.









Given an array, I can write an addition equation to show the sum of the objects. (repeated addition) (R)


Investigations Units 1-3 & 5

Rekenreks for arrays and grouping

Color tiles for forming rectangles



rectangular arrayrowscolumnsequationequal addends

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Materials/Resources







NUMBER AND OPERATIONS IN BASE TENUnderstand place value.2.NBT.A.1a, bUnderstand 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





strategically. 6. Attend to precision.

How does a digit’s position affect its value?

I can identify how many ones are in a number. (K)

I can identify how many tens are in a number. (K)

I can identify how many hundreds are in a number. (K)

I can identify that a bundle (group) of ten tens makes a hundred. (K)


Investigations Units 6,8

Hundreds Board (0- 99)

Blank Hundreds Boards

Rekenreks Ten frames Base-ten blocks Arrow Cards Math Journals http://

commoncoretasks.ncdpi.

digits hundreds tens one representthree-digit number

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http://www.nzmaths.co.nz/material-masters

http://nlvm.usu.edu/en/nav/category_g_1_t_1.html

http://www.edplus.canterbury.ac.nz/literacy_numeracy/maths/numdocuments/dot_card_and_ten_frame_package2005.pdf


http://mathwire.com/numbersense/blankhundredchart.pdf


http://www.mff.org/mmc/numbersense99.pdf















StandardSuggested



Materials/Resources


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).

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

I can identify how many hundreds, tens, and ones are in a multiple of one hundred. (K)

wikispaces.net/Second+Grade+Tasks





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







I can count to 1,000. (R) I can skip count by fives to 1,000.

(R) I can skip count by tens to 1,000.

(R) I can skip count by hundreds to

1,000. (R)


Investigations Units 1-8

Hundreds Board (0-99)


Rekenreks Ten frames Base-ten blocks Arrow Cards

skip-count

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StandardSuggested



Materials/Resources









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







I can read numbers to 1,000. (Pf) I can read number names (words)

to 1,000. (PS) I can read numbers up to 1,000 in

expanded form. (PS) I can write a number up to 1,000

in expanded form. (R) I can write numbers to 1,000. (P) I can write number names (words)


Investigations Units 1,5,6

Hundreds Board (0- 99)


Rekenreks Ten frames Base-ten blocks Arrow Cards Math Journals

base-ten numerals number names expanded form

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Materials/Resources




to 1,000. (P) http:// commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks




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




4. Model with mathematics.


I can compare 3-digit numbers by looking at the hundreds, tens and ones digits. (R)

I can use the symbols >, <, and = to compare 3-digit numbers. (R)


Investigations Unit 6 Hundreds Board (0-

99) Blank Hundreds

Boards Rekenreks Ten frames Base-ten blocks

compare symbols record comparisons< less than>greater than= equal

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Materials/Resources


5. Use appropriate tools strategically.

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



Greater than, less than, equal to cards

Arrow cards Math Journals http://






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



3. Construct viable arguments and critique


I can fluently add 2-digit numbers without regrouping. (R)

I can fluently subtract 2-digit

Curriculum Associates TN Ready Lessons 8, 9

Investigations Units 1,3,4-9

Rekenreks Arrow Cards

place value

properties of operations relationships

add/ subtract

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StandardSuggested



Materials/Resources


subtraction. the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools




numbers without regrouping. (R) Ten Frames Math Journals http://






within

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


2. Reason abstractly and



Investigations

two-digit

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StandardSuggested



Materials/Resources


value and properties of operations.

quantitatively. 3. Construct viable

arguments and critique the reasoning of others.





I can add up to four 2-digit numbers using regrouping strategies. (R)

I can add up to four 2-digit numbers using my knowledge of place value. (R)

Units 3,5,6,8 Counters Number lines Hundreds Board

(0-99) Math Journals http://






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StandardSuggested



Materials/Resources


2.NBT.B.7Add 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.









I can subtract 2-digit numbers without regrouping. (R)

I can subtract 2-digit numbers with regrouping. (R)

I can add 3-digit numbers without regrouping. (R)

I can add 3-digit numbers with regrouping. (R)

I can subtract 3-digit numbers without regrouping. (R)

I can subtract 3-digit numbers with regrouping. (R)

I can determine if my answer makes sense. (R)

I can explain the steps I used to solve the problem. (R)


Investigations Units 1 & 8

Base-ten blocks Math Journals http://





http://

strategies relate written method

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StandardSuggested



Materials/Resources


insidemathematics.org/index.php/2nd-grade

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









I can mentally add 10 to any 3-digit number. (R)

I can mentally subtract 10 from any 3-digit number. (R)

I can mentally add 100 to any 3-digit number. (R)

I can mentally subtract 100 from any 3-digit number. (R)


Investigation Unit 6

Math Journals Number lines 1000s chart http://



http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/

mental

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http://tomballmath.wikispaces.com/file/view/0-999+chart.pdf





StandardSuggested



Materials/Resources


second_grade.aspx http://www.k-

5mathteachingresources.com/2nd-grade-number-activities.html

2.NBT.B.9Explain why addition and subtraction strategies work, using place value and the properties of operations. (Note: Explanations may be supported by drawings or objects).









I can explain what strategy I used to solve my problem writing a sentence. (P)

I can explain what strategy I used to solve my problem by drawing a picture. (P)

I can verbally explain what strategy I used to solve my problem. (R)


Investigations Units 1, 3, 6, 8

Math Journals Rekenreks Number lines Arrow Cards Counters Base-ten blocks http://



addition subtraction strategies

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Materials/Resources





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






Why does “what” we measure influence “how” we measure?

Why display data in different ways?

I can identify measuring tools. (K) I can select the appropriate tool to

measure the length of an object. (R)

I can measure the length of an object using a ruler, yardstick,


Investigations Unit 9 Ruler- inches &

centimeters Color tiles Yard sticks Measuring tapes Meter sticks Trundle wheel Math Journals http://


https://

length object appropriate tools rulers yardsticks meter sticks measuring tapesstandard unit

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StandardSuggested



Materials/Resources




meter stick and measuring tapes. (PS)

grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home


http://www.k- 5mathteachingresources.com/2nd-grade-measurement-and-data.html


2.MD.A.2Measure 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.









I can measure one object using two different units of measurement. (PS)

I can compare two different units of measurement of one object. (R)


Investigations Unit 9

Ruler - inches & centimeters

Color tiles Yard sticks Measuring tapes Meter sticks Trundle wheel Math Journals http://


length object twice length units measurements relate

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http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html









StandardSuggested



Materials/Resources







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






structure.



I can measure in inches. (PS) I can measure in feet. (PS) I can measure in centimeters.

(PS) I can measure in meters.(PS) I can estimate length in

inches. (R) I can estimate length in feet.

(R)





length units inches feet centimeters meters

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StandardSuggested



Materials/Resources



I can estimate length in centimeters.(R)

I can estimate length in meters. (R)





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






structure.



I can compare the lengths of two objects. (R)



Ruler- inches & centimeters


commoncoretasks.ncdpi.wikispaces.net/

standard length unit

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StandardSuggested



Materials/Resources



Second+Grade+Tasks https://





Relate addition and subtraction to length.2.MD.B.5Use 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.








I can use addition to solve measurement word problems using equations. (R)

I can use subtraction to solve measurement word




Color tiles Yard sticks Measuring tapes Meter sticks Trundle wheel

addition subtraction

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StandardSuggested



Materials/Resources




problems using equations. (R)

I can use addition to solve measurement word problems using drawings. (P)

I can use subtraction to solve measurement word problems using drawings. (P)






2.MD.B.6Represent 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.








I can use a number line to find the sums of two lengths. (R)

I can use a number line to find the differences of two lengths. (R)


Investigations Units 1,3,6,8

Number lines Math Journals http://


https:// grade2commoncoremath.wikispaces.hcpss.

number line diagram, equally spaced pointssumsdifferences

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StandardSuggested



Materials/Resources




org/Grade+2+Home http://

www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx


Work with Time and Money2.MD.C.7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.








I can tell time using a digital clock to the nearest 5 minutes. (K)

I can write time using a digital clock to the nearest 5 minutes. (K)


Investigations Units 1-9

Digital Clocks Styrofoam Clock with

golf tees Homemade clock with

hour hand only Number lines Math Journals http://

commoncoretasks.nc

analog digital five minutes a.m. p.m.

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http://www.enchantedlearning.com/crafts/clocks/clock/template.shtml

http://www.enchantedlearning.com/crafts/clocks/clock/template.shtml









StandardSuggested



Materials/Resources




I can determine the difference between A.M. and P.M. (R)

I can tell time using an analog clock to the nearest 5 minutes. (R)

I can write time using an analog clock to the nearest 5

minutes. (R)

dpi.wikispaces.net/Second+Grade+Tasks





2.MD.C.8Solve 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?








I can count money combinations including dollars, quarters, dimes, nickels, and pennies. (R)

I can write money amounts using the symbols $ and ¢. (R)



Coins/Samples of real coins

Paper dollar bills Adding Machine

Tape http://


word problems dollar bills dimes nickels pennies $ (dollar) ¢ (cent)symbol

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Materials/Resources




I can solve word problems using dollars, quarters, dimes, nickels, and pennies. (R)






Represent and interpret data.2.MD.D.9Generate 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.





strategically.



I can measure objects to the nearest unit and record my data. (PS)

I can record measurement data on a number line. (P)


Investigations Units 9

Line plots Ruler - inch &

centimeter Math Journals http://


measurement data measuring lengths whole units repeatedmeasurementsline plot horizontal scale whole-number units

Page 23 of 28



http://illuminations.nctm.org/lessons/3-5/eat/lineformat.pdf















StandardSuggested



Materials/Resources










2.MD.D.10Draw 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.








I can solve word problems using the data from a bar graph. (R)

I can draw a picture graph to represent

data with up to four


Investigations Unit 4 & 5

Focus on the Question flipcharts

Color tiles Line plot Counters Math Journals

picture graph bar graph data set categories

Page 24 of 28

http://illuminations.nctm.org/lessons/3-5/eat/lineformat.pdf















StandardSuggested



Materials/Resources




categories. (P) I can draw a bar graph

to represent data with up to four categories. (P)

http:// commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks





GEOMETRYReason with shapes and their attributes.2.G.A.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Note: Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.





How does geometry better describe objects?

I can identify that any closed 3-sided shape is a triangle. (K)

I can identify that any closed 4-sided shape is a quadrilateral. (K)


Investigations Units 1 & 2, 4-6

Cut out of different shapes

Set of 3- dimensional shapes

attributesanglesequal facestrianglequadrilateralpentagonhexagoncuberectangular prism

Page 25 of 28

http://www.fun-stuff-to-do.com/geometric-shapes-to-print.html

http://www.fun-stuff-to-do.com/geometric-shapes-to-print.html

















StandardSuggested



Materials/Resources






I can identify a pentagon. (K) I can determine a 2-D and

3-D shape when given a set of attributes. (edges, faces, vertices, bases, sides, angles) (R)

I can draw a 2-D and 3-D shape when given a set of attributes. (edges, faces, vertices, bases, sides, angles) (P)





http://www.k- 5mathteachingresources.com/2nd-grade-geometry.html


conecylinder

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





I can count the number of squares in a rectangle to determine area. (K)

I can divide a rectangle into rows and columns of same



Color tiles Math Journals http://

commoncoretasks.n

partitionrectanglerow columnsame size square

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http://www.k-5mathteachingresources.com/2nd-grade-geometry.html













StandardSuggested



Materials/Resources






size squares. (area) (P) cdpi.wikispaces.net/Second+Grade+Tasks





2.G.A.3Partition 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



3. Construct viable arguments and


I can write a fraction to represent parts of a whole.(K)

I can divide a circle into halves.(R) I can divide a circle into thirds.(R) I can divide a circle into fourths.(R) I can divide a rectangle into

halves. (R)



Cut outs of circles and rectangles

circles rectanglesequal shareshalvesthirdshalf ofthird oftwo halves

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StandardSuggested



Materials/Resources


need not have the same shape. critique the reasoning of others.



6. Attend to precision. 7. Look for and make

use of structure. 8. Look for and express


I can divide a rectangle into thirds. (R)

I can divide a rectangle into fourths. (R)

I can describe a circle using the words halves and half of. (R)

I can describe a circle using the words thirds and third of. (R)

I can describe a circle using the words fourths and fourth of. (R)

I can describe a rectangle using the words halves and half of. (R)

I can describe a rectangle using the words thirds and third of. (R)

I can describe a rectangle using the words fourths and fourth of. (R)







three thirdsfour fourthsidenticalwhole

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Documents

· Web view2.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 from, taking apart, and