A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | |
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1 | Addition with vertical Diagram with sums < or = 13 | Addition with Horizontal Diagram Sums to 20 | |||||||||||||||||||||

2 | Mathematics Grade 2 | ||||||||||||||||||||||

3 | Planning Grid (Gantt Chart) | ||||||||||||||||||||||

4 | Links to Materials | Sequence instruction by academic year quarter. | |||||||||||||||||||||

5 | Click colored cells to download: Worksheet Series / Activities / Related Videos/ Links | Indicate when you are introducing a skill by flagging the appropriate quarter green. | |||||||||||||||||||||

6 | Worksheet #1 | Related Video | Worksheet #2 | Related Link | Worksheet #3 | Worksheet #4 | Flag the skill red when students will practice the skill on independent assignments (homework). | ||||||||||||||||

7 | Same background color indicates that these resources are related. Precursor skills are in different colors. | ||||||||||||||||||||||

8 | Blue flag: priority skill- perhaps an IEP goal to be assessed on Progress Monitoring Tests | Instructional level of skill: flag green | Independent level of skill: flag red. | ||||||||||||||||||||

9 | Q1 | Q2 | Q3 | Q4 | |||||||||||||||||||

10 | Place Value and Number Sense | Sept-Oct | Nov-Jan | Feb-Mar | Apr -Jun | ||||||||||||||||||

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

12 | 📽 Kinesthetic Place Value Templating | 📽 Whole to Part Place Value | |||||||||||||||||||||

13 | 2.NBT.1a | Understand the following as special cases: 100 can be thought of as a bundle of ten tens—called a “hundred.” | |||||||||||||||||||||

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15 | 2.NBT.1b | Understand the following as special cases: The numbers 100, 200, 300,... 900 refer to one, two, three,… nine hundreds (and 0 tens and 0 ones). | |||||||||||||||||||||

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17 | 2.NBT.2 | Count within 1,000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting starting at any number. | |||||||||||||||||||||

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

20 | ENCODE AND DIAGRAM 2 DIGIT NUMBERS | ||||||||||||||||||||||

21 | 2.NBT.4 | Compare two three-digit numbers using >, =, and < symbols to record the results of comparisons. | |||||||||||||||||||||

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25 | Q1 | Q2 | Q3 | Q4 | |||||||||||||||||||

26 | Addition and Subtraction within Base Ten | Sept-Oct | Nov-Jan | Feb-Mar | Apr -Jun | ||||||||||||||||||

27 | Precursor K.OA.1 | Represent addition and subtraction with objects, fingers, mental images, drawings , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. | |||||||||||||||||||||

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29 | Precursor | Solve addition and subtraction word problems, and add and subtract within 10. | |||||||||||||||||||||

30 | K.OA.2 | Add/Subtr. word problems w/linear diagram movie | |||||||||||||||||||||

31 | Precursor | Decompose numbers less than or equal to 10 into pairs in more than one way. | |||||||||||||||||||||

32 | K.OA.3 | Decompose Numbers 6 to 10 | |||||||||||||||||||||

33 | Precursor | For any number from 1 to 9, find the number that makes 10 when added to the given number. | |||||||||||||||||||||

34 | K.OA.4 | 📽 Missing Finger Addends to 10 | |||||||||||||||||||||

35 | Precursor | Compose and decompose numbers from 11 to 19 into ten ones and some further ones | |||||||||||||||||||||

36 | K.NBT.1 | Multimodal Number Encoding 1 to 19 : Claps, Finger Gnosia, Written Expression, Naming | |||||||||||||||||||||

37 | Precursor | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. | |||||||||||||||||||||

38 | 1.OA.6 | See Vertical Path Resources | Most of your materials are here | ||||||||||||||||||||

39 | Precursor | Understand the meaning of the equal sign | |||||||||||||||||||||

40 | 1.OA.7 | 📽 Kinesthetic Operators +=- | |||||||||||||||||||||

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

42 | 1- to 100 game | 52 to Zero Subtraction Activity: Corresponding Manipulative and Procedural Regrouping Practice | Daily 3 digit Number Mat | hw + - x2 template | |||||||||||||||||||

43 | 📽 1-100 video | 📽 52 to Zero Subtraction Activity Instructional Video | |||||||||||||||||||||

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

45 | 📽 Subtraction word problems using a linear diagram | Word Problem Dictation Template From Concrete to Semiconcrete Linear Diagram to Computation | |||||||||||||||||||||

46 | 2.OA.1 | Use addition and subtraction within 100 to solve one- and two-stepword 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. | |||||||||||||||||||||

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48 | 2.OA.2 | Fluently add and subtract within 20 using mental strategies. By end of grade 2, know from memory all sums of two single-digit numbers and related differences. For example, the sum 6 + 5 = 11 has related differences of 11 – 5 = 6 and 11 – 6 = 5 | |||||||||||||||||||||

49 | Addition with vertical Diagram with sums < or = 13 | Icon Slide Rule for Addition | Add Paper Icons and Diagrams with sums to 18 | 12 Penny Grab Activity and Worksheet. Scaffold Subtraction with Regrouping | 📽Playdough Icon Subtraction Movie | 📽Multimodal Subtraction from 12 Activity Movie | |||||||||||||||||

50 | Addition with vertical Diagram with sums < or = 13 | Addition with Mixed Vertical and Horizontal Addition with Number Lines | Take Away The Treasure Game. Subtract single digit numbers then add the difference to two-digit numbers with manipulatives | Subtract within 20 with Regrouping Constant Subtrahend | |||||||||||||||||||

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

52 | Odd or Even 1-10 Finger Diagrams | Icon Color Pairs Odd or Even | 1-20 Iconic Cube Patterns Odd or Even Divisibility Precursor | Odd and Even Finger and Dice Games | |||||||||||||||||||

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

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

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

58 | 📽 Adding using Kinesthetic Place Value Cues Movie | Place Value Templates to scaffold + & - | Add 4-Digit Numbers with Scaffolded Vertical # Line Facts and no Regrouping | Base Ten Model 123 Addition and Subtraction Template | 52 to Zero Subtraction Activity: Corresponding Manipulative and Procedural Regrouping Practice | Regroup +/- Ten Template and worksheets | |||||||||||||||||

59 | First to 100 Game Board, Rules and Templates | 📽 First to 100 Instructional Video | Subtract within 20 with Regrouping Constant Subtrahend | 📽 52 to Zero Subtraction Activity Instructional Video | 📽 Regrouping Template Video | ||||||||||||||||||

60 | Dual Numberline scaffold multidigit addition | Balancing Subtraction Equations with Sums to 19 | 📽 Balancing Subtraction Equations video | ||||||||||||||||||||

61 | 2.NBT.8 | Mentally add or subtract 10 or 100 to/from a number 100–900. | |||||||||||||||||||||

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63 | Base Ten Model 123 Addition and Subtraction Template | ||||||||||||||||||||||

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65 | 2.NBT.9 | Explain why addition and subtraction strategies work using place value and the properties of operations. | |||||||||||||||||||||

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69 | Geometry | Sept-Oct | Nov-Jan | Feb-Mar | Apr -Jun | ||||||||||||||||||

70 | Precursor | Correctly name shapes regardless of their orientations or overall size. | |||||||||||||||||||||

71 | K.MD.2 | Shape Names Notes and Diagrams | |||||||||||||||||||||

72 | 2.G.1 | Recognize and draw shapes having specified attributes, such as a number of angles or equal faces. Identify triangles, squares, rectangles, rhombuses, trapezoids, pentagons, hexagons, and cubes. | |||||||||||||||||||||

73 | Classify Polygons by Attributes using Pipe manipulatives | 📽 Related Video of Shape Construction and Classification | Shape Name Vocabulary Notes and worksheets | ||||||||||||||||||||

74 | 2.G.2 | Partition a rectangle into rows and columns of same-size squares and count to find their total. | |||||||||||||||||||||

75 | |||||||||||||||||||||||

76 | 2.G.3 | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, etc. Recognize that equal shares of identical wholes need not have the same shape. | |||||||||||||||||||||

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79 | Q1 | Q2 | Q3 | Q4 | |||||||||||||||||||

80 | Measurement and Data | Sept-Oct | Nov-Jan | Feb-Mar | Apr -Jun | ||||||||||||||||||

81 | 2.MD.1 | Measure the length of an object by selecting and using appropriate tools: rulers, meter sticks, tapes. | |||||||||||||||||||||

82 | |||||||||||||||||||||||

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

84 | |||||||||||||||||||||||

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

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

88 | Tree Bud Measuring Unit in CM | ||||||||||||||||||||||

89 | 2.MD.5 | Use addition and subtraction within 100 to solve word problems involving lengths with 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. | |||||||||||||||||||||

90 | |||||||||||||||||||||||

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

92 | |||||||||||||||||||||||

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

94 | Clock Before and after | Clock Materials | |||||||||||||||||||||

95 | 2.MD.7a. | Know the relationships of time, including seconds in a minute, minutes in an hour, hours in a day, days in a week; days in a month and a year and approximate number of weeks in a month and weeks in a year. | |||||||||||||||||||||

96 | |||||||||||||||||||||||

97 | 2.MD.8 | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to $10), using $ and ¢ symbols appropriately and whole dollar amounts. For example, if you have 2 dimes and 3 pennies, how many cents do you have? If you have $3 and 4 quarters, how many dollars or cents do you have? (Students are not expected to use decimal notation.) | |||||||||||||||||||||

98 | Encode and Diagram 2 Digit numbers base ten materials and coins | Add coins and make change with all US Coins on a 0-100 Mat | |||||||||||||||||||||

99 | 2.MD.9 | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Organize and record the data on a line plot (dot plot) where the horizontal scale is marked off in whole-number units. | |||||||||||||||||||||

100 |

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