MATH - GRADE 2                                                                                        Page  of

Units:

Unit 1:  Add and Subtract within 100 and Understand

Place Value to 1000

Unit 2: Place Value Strategies for Addition and

Subtraction

Unit 3:  Measurement

Unit 4: Reason with Shapes and Represent Data


Unit Title

Unit 1:  Add and Subtract within 100 and Understand

           Place Value to 1000

Timeframe 

40 days

Unit Summary

In this unit students will explain why skills acquired in the elementary grades lay the foundation for future academic and career success and be involved in collaboration to represent and solve problems involving addition and subtraction.(9.2.4.A.4) Students will communicate ideas and solutions while adding and subtracting within 20.  They will utilize critical thinking to make sense of place value and understanding properties of operations to add and subtract.(CRP8)

Topic 1 Fluently add and subtract within 20

Topic 3 Add Within 100 Using Strategies

Topic 4 Fluently Add Within 100

Topic 5 Subtract Within 100 Using Strategies,

Topic 6 Fluently Subtract Within 100

Topic 7 More Solving Problems Involving Addition and Subtraction

Topic 9 Numbers to 1,000

Learning Targets

Essential Questions

What are strategies for finding addition and subtraction facts?

What are strategies for adding numbers to 100?

How can you solve word problems that use adding and subtracting?

How can you solve word problems that use adding and subtracting?

Enduring Understandings

Students will understand:

  • Represent and solve problems involving addition and subtraction
  • Add and subtract within 20
  • Understand place value
  • Use place value understanding and properties of operations to add and subtract

Know

By the end of this unit, students will know:

  •  100 can be thought of as a bundle of ten tens — called a hundred.
  •  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).

  •  Expanded form
  •  Place value

Do

By the end of this unit, students will be able to: 

  •  Count on and put together to add to solve one- and two-step word problems.
  •  Take from or take apart to subtract to solve one- and two-step word problems.
  •  Use drawings and equations to represent the problem.
  •  Add  within 10 using mental strategies with accuracy and efficiency.
  •  Subtract within 10 using mental strategies with accuracy and efficiency.
  •  Represent 100 as a bundle of ten tens. 
  •  Represent the number of hundreds, tens, and ones in a 3-digit number.
  •  Count by fives within 1000.
  •  Count by tens within 1000.
  •  Count by hundreds within 1000.
  •  Read numbers to 1000 written using base-ten numerals.
  •  Read number names to 1000.
  •  Read numbers to 1000 written in expanded form.
  •  Write numbers to 1000 using base-ten numerals, number names, and expanded form.
  •  Use the number of the hundreds, tens and/or ones digits to compare two three-digit numbers.
  •  Write the results of the comparison using >, =, or <.
  •  Mentally add 10 or 100 from any given number between 100 and 900.
  •  Mentally subtract 10 or 100 from any given number between 100 and 900.

Evidence of Learning

Formative

Summative/ Benchmark

  • Topic Assessment
  • Topic Performance Assessment
  • MAP - Math Assessment

Alternative Assessments

  • Placement Test

  • ExamView Test Generator

  • Math and Science Project
  • End of Year Assessment
  • Benchmark Assessment

Learning Activities

  • Add and subtract within 20 to solve 1- and 2-step word problems with unknowns in any position.
  • Represent a 3-digit number as specific amounts of hundreds, tens, and ones. 
  • Identify ten tens as 100 and represent two hundred, three hundred, … nine hundred with 2, 3, …, 9 hundred bundles (with zero tens and zero ones)
  • Skip count by 5s and 10s up to 100...beginning at any multiple of 5.
  • Read numbers to 1000 using base-ten numerals, number names, and expanded form.
  • Write numbers to 1000 using base-ten numerals, number names, and expanded form.
  • Use symbols >, =, < to record the results of comparing two 3-digit numbers by decomposing the number into a number (100s, 10s, and 1s).
  • Mentally add or subtract 10 or 100 from any given number between 100 and 900.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

enVisionmath 2.0 ( Hardcopy and electronic edition)

  • Teacher Edition
  • Student Edition
  • Math and Science Project
  • Vocabulary Cards and Activities
  • Fluency Practice Activity
  • Digital Resources

Google Classroom

Seesaw

Equipment

Chromebooks

Smartboards

Math Centers

Supplemental Resources

2.OA.A.1 Pencil and a Sticker

2.OA.B.2 Building toward fluency

2.NBT.A.1 Making 124

2.NBT.A.1 Largest Number Game

2.NBT.A.3 Looking at Numbers Every Which Way

2.NBT.A.4 Ordering 3-digit numbers

2.NBT.B.8 Choral Counting

Standards

Content Statement

Mathematical Practice 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. *(benchmarked)

MP.1   Make sense of problems and persevere in solving them.

MP 2   Reason abstractly and quantitatively.

MP.3   Construct viable arguments and critique the reasoning of others.

MP.4   Model with mathematics.

MP.5   Use appropriate tools strategically.

MP.8   Look for and express regularity in repeated reasoning.

  • 2.OA.B.2. Fluently add and subtract within 20 using mental strategies.

By end of Grade 2, know from memory all sums of two one-digit numbers. *(benchmarked)

MP 2   Reason abstractly and quantitatively.

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning

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

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

2.NBT.A.1.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).

MP 2   Reason abstractly and quantitatively.

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning.

  • 2.NBT.A.2. Count within 1000; skip-count by 5s, 10s, and 100s. *(benchmarked)

MP 2   Reason abstractly and quantitatively.

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning

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

MP 2   Reason abstractly and quantitatively.

MP.7   Look for and make use of structure.

 MP.8   Look for and express regularity in repeated reasoning.

  • 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.

MP 2   Reason abstractly and quantitatively.

MP.6   Attend to precision.        

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning.

  • 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.

MP 2   Reason abstractly and quantitatively.

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and

      Preparation 

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

NJSLSA.W1

. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience

.NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. NJSLSA.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

NJSLSA.L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate

.NJSLSA.L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Science: 2-LS4-1

2-LS2-2,2-ESS1-1,2-ESS2-1

Topic 1 -What are strategies for finding addition and subtraction facts?

Topic 3 ,4,5,6 - What are strategies for adding numbers to 100?

Topic 7- How can you solve word problems that use adding and subtracting?

Topic 10- What are strategies for adding numbers to 1,000?

Topic 11- What are strategies for subtracting numbers to 1,000?

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

By the end of 4th grade,

  • 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.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate 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.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

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.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • Differentiated practice
  • Differentiated homework
  • Guided reteaching
  • Math Diagnosis and Intervention System 2.0
  • Center Games / Online Games
  • Digital math Tools Activities
  • Math Vocabulary word cards and online vocabulary games
  • Use of manipulatives
  • Weekly Challenge
  • Common Core Review
  • ELL Toolkit
  • Visual Learning / Another Look
  • On-Level and Advanced Activity Centers
  • Problem Solving Reading Maps

Unit Title

Unit 2: Place Value Strategies for Addition and

          Subtraction

Timeframe 

40 days

Unit Summary

In this unit students will expand critical thinking, explain why skills acquired in the elementary grades lay the foundation for future academic and career success and be involved in collaboration to represent and solve one and two step word problems involving addition and subtraction.(9.2.4.A.4) Students will communicate clearly and effectively and with reason to add and subtract within 10 using mental strategies.(CRP4) Students utilize critical thinking to make sense of problems and persevere in solving them by pairing up to 20 objects, count by 2s and determine whether the group contains an even or odd number of objects and creating arrays to prepare for multiplication.(CRP8) Skills acquired in the elementary grades lay the foundation for future academic and career success by reasoning shapes and their attributes. (9.2.4.A.4) Demonstrate creativity and innovation understanding properties of operation to add and subtract and understand place value.(CRP6)

Topic 2 Work with Equal Groups

Topic 10 Add Within 1,000 Using Models and Strategies

Topic 11 Subtract Within 1,000 Using Models and Strategies

Topic 15 Shapes and Their Attribute

Learning Targets

Essential Questions

How can you show even and odd numbers?

How do arrays relate to repeated addition?

What are strategies for adding numbers to 1,000?

What are strategies for subtracting numbers to 1,000?

How can shapes be described, compared, and broken into parts?

How can you solve word problems that use adding and subtracting?

Enduring Understandings

Students will understand:

  • Represent and solve problems involving addition and subtraction
  • Add and subtract within 20
  • Work with equal groups of objects to gain foundations for multiplication
  • Reason with shapes and their attribute
  • Use place value understanding and properties of operations to add and subtract
  • Understand place value

Know

By the end of this unit, students will know:

  •  Even: groups having even numbers of objects will pair up evenly.
  •  Odd:  groups having odd numbers of objects will not pair up evenly.
  •  Arrays as arrangements of objects.
  •  In adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones.
  •  Sometimes it is necessary to compose or decompose tens or hundreds.

Do

By the end of this unit, students will be able to:

  •  Count on and put together to add to solve one- and two-step word problems.
  •  Take from or take apart to subtract to solve one- and two-step word problems.
  •  Use drawings and equations to represent the problem.
  •  Add within 10 using mental strategies with accuracy and efficiency.
  •  Subtract within 10 using mental strategies with accuracy and efficiency.
  •  Pair up to 20 object,  count by 2s and determine whether the group contains an even or odd number of objects.
  •  Write an equation to express an even number as a sum of two equal addends.
  •  With objects arranged in an array, use repeated addition to find the total.
  •  With objects arranged in an array, write an equation to express repeated addition.
  •  Partition a rectangle into rows and columns of same-size squares and count to find the total number.
  •  With accuracy and efficiency, add and subtract  within 50 using strategies based on place value.
  •  With accuracy and efficiency, add and subtract  within 50 using strategies based on properties of operations.
  •  With accuracy and efficiency, add and subtract  within 50 using strategies based on the relationship between addition and  

   subtraction.

  •  Add three two digit numbers using place value strategies and properties of operations.
  •  Add four two digit numbers using place value strategies and properties of operations.
  •  Add and subtract within 1000, using concrete models or drawings.
  •  Add and subtract within 1000 using strategies based on place value.
  •  Add and subtract within 1000 using properties of operations or the relationship between addition and subtraction.
  •  Relate the strategies to a written method.
  •  Explain, using objects and drawings, why addition and subtraction strategies based on place value work.
  •  Explain, using objects and drawings, why addition and subtraction strategies based on properties of operations work.
  •  Count within 1000 by ones.
  •  Count within 1000 by fives, tens, and hundreds beginning at any multiple of 5, 10, or 100.

Evidence of Learning

Formative

Summative/ Benchmark

  • Topic Assessment
  • Topic Performance Assessment
  • MAP - Math Assessment

Alternative Assessments

  • Placement Test

  • ExamView Test Generator

  • Math and Science Project
  • End of Year Assessment
  • Benchmark Assessment

Learning Activities

  • Learning Goal 1: Add and subtract within 100 to solve 1- and 2-step word problems with unknowns in any position.
  • Fluently add and subtract within 10 using mental strategies.
  • Learning Goal 3: Write an equation to express an even number as a sum of two equal addends.
  • Learning Goal 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.
  • Partition a rectangle into rows and columns of same-size squares and count to find the total number.
  • Use a variety of strategies (place value, properties of operation, and/or the relationship between addition and subtraction) to add and subtract within 50.
  • Add up to four two -digit numbers using strategies based on place value and properties of operations.
  • 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.
  • After applying addition and subtraction strategies based on place value and the properties of operations, explain why these strategies work using drawings or objects [for example, 37 + 12 equals 30 + 7 + 10 + 2 (place value) which equals 30 + 10 + 7 + 2 (property of operations)].
  • Count within 1000 by ones, fives, tens, and hundreds beginning at any multiple of 1, 5, 10, or 100 (e.g. begin at 505 and skip count by 5 up to 605, or begin at 600 and skip count by 100 up to 1000).

Materials / Equipment / Resources

Core Instructional

Materials and Texts

enVisionmath 2.0 ( Hardcopy and electronic edition)

  • Teacher Edition
  • Student Edition
  • Math and Science Project
  • Vocabulary Cards and Activities
  • Fluency Practice Activity
  • Digital Resources

Google Classroom

Seesaw

Equipment

Chromebooks

Smartboards

Math Centers

Supplemental Resources

2.OA.B.2 Hitting the Target Number

2.OA.C.3 Red and Blue Tiles

2.OA.C.4 Counting Dots in Arrays

2.G.A.2 Partitioning a Rectangle into Unit Squares

2.NBT.B.6 Toll Bridge Puzzle

2.NBT.B.7 How Many Days Until Summer Vacation?

2.NBT.B.9 Peyton and Presley Discuss Addition

Standards

Content Statement

Mathematical Practice 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. *(benchmarked)

MP.1   Make sense of problems and persevere in solving them.

MP 2   Reason abstractly and quantitatively.

MP.3   Construct viable arguments and critique the reasoning of others.

MP.4   Model with mathematics.

MP.5   Use appropriate tools strategically.

MP.8   Look for and express regularity in repeated reasoning

  • 2.OA.B.2. Fluently add and subtract within 20 using mental strategies.

By end of Grade 2, know from memory all sums of two one-digit numbers.*(benchmarked)

MP 2   Reason abstractly and quantitatively.

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning

  • 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

MP 2 Reason abstractly and quantitatively.

MP.3 Construct viable arguments and critique the reasoning of others.

MP.7 Look for and make use of structure.

MP.8 Look for and express regularity in repeated reasoning

  • 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

MP 2 Reason abstractly and quantitatively.

MP.3 Construct viable arguments and critique the reasoning of others.

MP.7 Look for and make use of structure.

MP.8 Look for and express regularity in repeated reasoning.

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

 

MP 2 Reason abstractly and quantitatively.
MP.6 Attend to precision.

MP.8 Look for and express regularity in repeated reasoning.

  • 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.  *(benchmarked)

MP 2 Reason abstractly and quantitatively.

MP.7 Look for and make use of structure.

MP.8 Look for and express regularity in repeated reasoning.

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

MP 2   Reason abstractly and quantitatively.

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning.

  • 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.

MP 2   Reason abstractly and quantitatively.

MP.4   Model with mathematics.

MP.5   Use appropriate tools strategically.

MP.7   Look for and make use of structure.

 MP.8   Look for and express regularity in repeated reasoning.

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

MP 2   Reason abstractly and quantitatively.

MP.3   Construct viable arguments and critique the reasoning of others.

MP.4   Model with mathematics.

MP.5   Use appropriate tools strategically.

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning

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

MP 2   Reason abstractly and quantitatively.

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and

      Preparation 

NJSLSA.R1. Read closely to determine what the text  says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

NJSLSA.W1

. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

 NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. NJSLSA.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

.NJSLSA.L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

NJSLSA.L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Science:  

2-LS2-2,K-2-ETS1-2

Topic 2 - How can you show even and odd numbers? How do arrays relate to repeated addition?

Topic 10- What are strategies for adding numbers to 1,000?

Topic 11-What are strategies for subtracting numbers to 1,000?

Topic 15- How can shapes be described, compared, and broken into parts?

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

By the end of 4th grade,

  • 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.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate 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.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

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.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • Differentiated practice
  • Differentiated homework
  • Guided reteaching
  • Math Diagnosis and Intervention System 2.0
  • Center Games / Online Games
  • Digital math Tools Activities
  • Math Vocabulary word cards and online vocabulary games
  • Use of manipulatives
  • Weekly Challenge
  • Common Core Review
  • ELL Toolkit
  • Visual Learning / Another Look On-Level and Advanced Activity Centers
  • Problem Solving Reading Maps

Unit Title

Unit 3:  Measurement

Timeframe 

40 days

Unit Summary

In this unit students will explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success, apply appropriate academic  and technical skills to measure objects, comparing to determine how much longer one object is than another, express the difference in length in terms of standard unit of measure.(CRP2)(9.2.4A.4) Students identify various life roles related activities in the school, home, and community by using analog and digital clocks to tell time to the nearest five minutes using a.m. and p.m. (9.2.4.A.2) Looking at problems in a new way, linking learning across subjects & disciplines to add and subtract within 100 to solve word problems involving lengths using a symbol to represent the unknown number. Try new approaches to get things done by finding sums and differences within 100 on a number line diagram. The learner will employ valid and reliable research strategies to count with in a 1000 by ones, fives, tens, and hundreds and identify place value. (CRP7)

Topic 8 Work with Time...

Topic 12 Measuring Length

Topic 13 More Addition, Subtraction, and Length

Learning Targets

Essential Questions

What are ways to measure length?

How can you add and subtract lengths?

How can you solve problems about telling time to the nearest 5 minutes?

How can you solve word problems that use adding and subtracting?

Enduring Understandings

Students will understand:

  • Measure and estimate lengths in standard units
  • Relate addition and subtraction to length
  • Work with time
  • Understand place value
  • Use place value understanding and properties of operations to add and subtract

Know

By the end of this unit, students will know:

  •  Place value
  •  Relationship between addition and subtraction
  •  Properties of Operations

Do

By the end of this unit, students will be able to: 

  •  Measure lengths of objects using rules, yardsticks, meter sticks and measuring tapes.
  •  Measure the length of an object using different units of measure.
  •  Compare the measurements and explain how they relate to each unit.
  •  Estimate lengths of objects.
  •  Measure objects, comparing to determine how much longer one object is than another.
  •  Express the difference in length in terms of a standard unit of measure.
  •  Add and subtract, within 100, to solve word problems involving lengths (lengths are given in the same units).
  •  Use drawings to represent the problem.
  •  Use number sentences with a symbol for the unknown to represent the problem.
  •  Use equally spaced points of a number line to represent whole numbers as lengths  from 0.
  •  Represent whole number sums within 100 on a number line diagram.
  •  Represent whole number differences within 100 on a number line diagram.
  •  Use analog and digital clocks, tell time to the nearest five minutes using a.m. and p.m.
  •  Use analog and digital clocks, write time to the nearest five minutes using a.m. and p.m.
  •  Count within 1000 by ones.
  •  Count within 1000 by fives, tens, and hundreds beginning at any multiple of 5, 10, or 100.
  •  Add and subtract within 100 using place value strategies.
  •  Add and subtract within 100 using properties of operations and the relationship between addition and subtraction

Evidence of Learning

Formative

Summative/ Benchmark

  • Topic Assessment
  • Topic Performance Assessment
  • MAP - Math Assessment

Alternative Assessments

  • Placement Test

  • ExamView Test Generator

  • Math and Science Project
  • End of Year Assessment
  • Benchmark Assessment

Learning Activities

  • Estimate lengths of objects and measure lengths of objects using appropriate tools.
  • Compare measurements of an object taken with two different units of measure and describe how the two measurements relate to the size of the unit chosen.
  • Compare lengths of two objects and determine how much longer one object is than the other using a standard unit of measure.
  • Add and subtract within 100 to solve word problems involving lengths using a symbol to represent the unknown number.
  • Use a number line to represent the solution of whole number sums and differences related to length within 100.
  • Tell and write time using analog and digital clocks to the nearest five minutes using a.m. and p.m.
  • Orally count within 1000 including skip-counting by 5s, 10s, and 100s
  • Select and use a strategy (place value, properties of operation, and/or the  relationship between addition and subtraction) to add and subtract within 100.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

enVisionmath 2.0 ( Hardcopy and electronic edition)

  • Teacher Edition
  • Student Edition
  • Math and Science Project
  • Vocabulary Cards and Activities
  • Fluency Practice Activity
  • Digital Resources

Google Classroom

Seesaw

Equipment

Chromebooks

Smartboards

Math Centers

Supplemental Resources

2.MD.A.1,3,4 Determining Length

2.MD.B.5 High Jump Competition

2.MD.B.6 Frog and Toad on the Number Line

2.MD.C.7 Ordering Time

Standards

Content Statement

Mathematical Practice 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.

MP.5   Use appropriate tools strategically.

MP.6   Attend to precision.

MP.7   Look for and make use of structure.

  • 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.

MP 2   Reason abstractly and quantitatively.
MP.3   Construct viable arguments and critique the reasoning of others.

MP.5   Use appropriate tools strategically.

MP.6   Attend to precision.

MP.7   Look for and make use of structure.

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

MP.5   Use appropriate tools strategically.

MP.6   Attend to precision.

MP.7   Look for and make use of structure.

  • 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.

MP.5   Use appropriate tools strategically.

MP.6   Attend to precision.

  • 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

For example, if Angela needs 30 feet of ribbon for gifts, but she only has 17 feet, number sentences 17 + ⎕ = 30 and 30 -  ⎕ = 17 both represent the situation and ⎕  represents the number of feet of ribbon that she still needs.

MP.1   Make sense of problems and persevere in solving them.

MP 2   Reason abstractly and quantitatively.

MP.4   Model with mathematics.

MP.5   Use appropriate tools strategically.

  • 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.

MP.4   Model with mathematics.

MP 2   Reason abstractly and quantitatively.

MP.5   Use appropriate tools strategically.

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

MP.5   Use appropriate tools strategically.

MP.6   Attend to precision.

  • 2.NBT.A.2. Count within 1000; skip-count by 5s, 10s, and 100s. *(benchmarked)

MP 2   Reason abstractly and quantitatively.

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning.

  • 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. *(benchmarked)

MP 2   Reason abstractly and quantitatively.

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and

      Preparation 

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

NJSLSA.W1

. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. NJSLSA.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

NJSLSA.L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

NJSLSA.L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Science: 2-LS2-1, 2-LS2-2, 2-ESS2-3,2-ESS2-2,,K-2-ETS1-2,

2-ESS2-1

Topic 9-How can you count, read, and show numbers?

Topic 12-What are ways to measure length?

Topic 13-How can you add and subtract lengths?

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

By the end of 4th grade,

  • 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.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate 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.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

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.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • Differentiated practice
  • Differentiated homework
  • Guided reteaching
  • Math Diagnosis and Intervention System 2.0
  • Center Games / Online Games
  • Digital math Tools Activities
  • Math Vocabulary word cards and online vocabulary games
  • Use of manipulatives
  • Weekly Challenge
  • Common Core Review
  • ELL Toolkit
  • Visual Learning/ Another Look On-Level and Advanced Activity Centers
  • Problem Solving Reading Maps

Unit Title

Unit 4: Reason with Shapes and Represent Data 

Timeframe 

40 days

Unit Summary

In this unit students will identify reasons why people work to help a person achieve personal and professional goals by learning to count, identify and solve work problems involving money.(9.2.4A.1)  Students will use utilize critical thinking to make sense of problems and persevere in solving them by generating, recording data to create line plots, picture graphs, and bar graphs.(CRP8)  Apply appropriate academic and technical skills when drawing shapes and partitioning circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half or, a third, etc. and describe the whole as two halves, three thirds, and four fourths.(CRP2) They will utilize critical thinking to make sense of place value and understanding properties of operations to add and subtract within 20.(CRP8)

Topic 8 Work with... Money

Topic 14 Graphs and Data

Topic 15 Shapes and Their Attributes

Learning Targets

Essential Questions

How can you solve word problems that use adding and subtracting?

How can you solve problems about counting money?

What are strategies for adding and subtracting numbers to 1,000?

How can line plots, bar graphs, and picture graphs be used to show data and answer questions?

Enduring Understandings

Students will understand:

  • Reason with shapes and their attributes
  • Work with money
  • Represent and interpret data
  • Add and subtract within 20
  • Use place value understanding and properties of operations to add and subtract

Know

By the end of this unit, students will know:

  •  Equal shares of identical wholes need not have the same shape.
  •  Know the value of dollar bills, quarters, dimes, nickels, and pennies.
  •  Generate data.

Do

By the end of this unit, students will be able to:

  •  Draw shapes having specified attributes (e.g. number of equal faces, number of angles)
  •  Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
  •  Partition rectangles into two, three, or four equal shares.
  •  Partition two same-sized rectangles to show that equal shares of identical wholes need not have the same shape.
  •  Describe the shares using the words halves, thirds, fourths, half of, a third of, a fourth of, etc.
  •  Recognize and then describe the whole as two halves, three thirds, four fourths.
  •  Identify dollar bills, quarters, dimes, nickels, and pennies.
  •  Using dollar bills, quarters, dimes, nickels, and pennies, count to determine the total amount of money.
  •  Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies.
  •  Generate measurement data by measuring lengths, to the nearest whole unit, of several objects or by making repeated

   measurements of the same object

  •  Record the measurements in a line plot having a horizontal scale in whole number units.
  •  Draw a picture graph to represent a data set with up to four categories.
  •  Draw a bar graph to represent a data set with up to four categories.
  •  Use information in a bar graph to solve simple put together, take apart, and compare problems.
  •  Add  within 20 using mental strategies with accuracy and efficiency.
  •  Subtract within 20 using mental strategies with accuracy and efficiency.
  •  With accuracy and efficiency, add and subtract within 100 using place value strategies, properties of operations and/or the relationship between addition and subtraction.

Evidence of Learning

Formative

Summative/ Benchmark

  • Topic Assessment
  • Topic Performance Assessment
  • MAP - Math Assessment

Alternative Assessments

  • Placement Test

  • ExamView Test Generator

  • Math and Science Project
  • End of Year Assessment
  • Benchmark Assessment

Learning Activities

  • 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.
  • 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, and four fourths.
  • Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using the $ and ¢ symbols appropriately.
  • Use tools of measurement to measure lengths of several objects to the nearest whole unit and represent the data on a line plot with appropriate whole number units on the horizontal scale.
  • 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 the graph.
  • Fluently add and subtract within 20 using mental strategies.
  • Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

enVisionmath 2.0 ( Hardcopy and electronic edition)

  • Teacher Edition
  • Student Edition
  • Math and Science Project
  • Vocabulary Cards and Activities
  • Fluency Practice Activity
  • Digital Resources

Google Classroom

Seesaw

Equipment

Chromebooks

Smartboards

Math Centers

Supplemental Resources

2.MD.C.8 Delayed Gratification

2.MD.D.9 Hand Span Measures

2.MD.D.9 The Longest Walk

2.MD.D.10 Favorite Ice Cream Flavor

2.NBT.B.5 Saving Money 1

2.NBT.B.5 Saving Money 2

Standards

Content Statement

Indicator

  • 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. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

MP 2   Reason abstractly and quantitatively.
MP.6   Attend to precision.

MP.8   Look for and express regularity in repeated reasoning.

  • 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.

MP.4   Model with mathematics.

MP.7   Look for and make use of structure.

  • 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?

MP.1   Make sense of problems and persevere in solving them.

MP 2   Reason abstractly and quantitatively.

MP.4   Model with mathematics.

MP.5   Use appropriate tools strategically.

MP.8   Look for and express regularity in repeated reasoning.

  • 2.MD.D.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.

MP.4   Model with mathematics.

MP.5   Use appropriate tools strategically.

MP.6   Attend to precision.

MP.8   Look for and express regularity in repeated reasoning.

  • 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.

 

MP.1   Make sense of problems and persevere in solving them.

MP 2   Reason abstractly and quantitatively.

MP.4   Model with mathematics.

MP.5   Use appropriate tools strategically.

MP.6   Attend to precision.

MP.8   Look for and express regularity in repeated reasoning.

  • 2.OA.B.2. Fluently add and subtract within 20 using mental strategies.

By end of Grade 2, know from memory all sums of two one-digit numbers. *(benchmarked)

MP 2   Reason abstractly and quantitatively.

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning.

  • 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. *(benchmarked)

MP 2   Reason abstractly and quantitatively.

MP.7   Look for and make use of structure.

MP.8   Look for and express regularity in repeated reasoning.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and

      Preparation 

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text

.NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

NJSLSA.W1

. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. NJSLSA.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.NJSLSA.L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

NJSLSA.L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Science:

2-LS2-2,2-ESS1-1,2-ESS2-1,,K-2-ETS1-2

Topic 7- How can you solve word problems that use adding and subtracting?

Topic 8- How can you solve problems about counting money or telling time to the nearest 5 minutes?

Topic 9-How can you count, read, and show numbers?

Topic 11-What are strategies for subtracting numbers to 1,000?

Topic 14-How can line plots, bar graphs, and picture graphs be used to show data and answer questions

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

By the end of 4th grade,

  • 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.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate 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.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

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.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • Differentiated practice
  • Differentiated homework
  • Guided reteaching
  • Math Diagnosis and Intervention System 2.0
  • Center Games / Online Games
  • Digital math Tools Activities
  • Math Vocabulary word cards and online vocabulary games
  • Use of manipulatives
  • Weekly Challenge
  • Common Core Review
  • ELL Toolkit
  • Visual Learning/ Another Look On-Level and Advanced Activity Centers
  • Problem Solving Reading Maps