MATH - GRADE 2                                                                                        Page  of

 Units: Unit 1:  Add and Subtract within 100 and UnderstandPlace Value to 1000Unit 2: Place Value Strategies for Addition andSubtractionUnit 3:  MeasurementUnit 4: Reason with Shapes and Represent Data

Unit Title

## 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

• ## 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

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

 Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) Differentiated practiceDifferentiated homeworkGuided reteachingMath Diagnosis and Intervention System 2.0Center Games / Online GamesDigital math Tools ActivitiesMath Vocabulary word cards and online vocabulary gamesUse of manipulativesWeekly ChallengeCommon Core ReviewELL ToolkitVisual Learning / Another LookOn-Level and Advanced Activity CentersProblem Solving Reading Maps

Unit Title

## 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

• ## 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

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

 Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) Differentiated practiceDifferentiated homeworkGuided reteachingMath Diagnosis and Intervention System 2.0Center Games / Online GamesDigital math Tools ActivitiesMath Vocabulary word cards and online vocabulary gamesUse of manipulativesWeekly ChallengeCommon Core ReviewELL ToolkitVisual Learning / Another Look On-Level and Advanced Activity CentersProblem 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

• ## 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

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

 Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) Differentiated practiceDifferentiated homeworkGuided reteachingMath Diagnosis and Intervention System 2.0Center Games / Online GamesDigital math Tools ActivitiesMath Vocabulary word cards and online vocabulary gamesUse of manipulativesWeekly ChallengeCommon Core ReviewELL ToolkitVisual Learning/ Another Look On-Level and Advanced Activity CentersProblem 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

• ## 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

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