# Math 2nd Grade Curriculum Guide 2012 13

Document Sample

```					Math Curriculum Guide
nd
2012-13
Topic 1: Number Sense to 1,000                                                                           Time Frame: 4 weeks
Subtopics: Counting, reading numbers, writing numbers and place value; ordering and comparing numbers; expanded notation

Topic 2: Addition and Subtraction of Two- and Three-Digit Numbers                                             Time Frame: 3 weeks
Subtopics: Addition of 2- and 3-digit numbers; commutative and associative properties; inverse relationship; word problems;
Subtraction of 2- and 3-digit numbers without regrouping

Benchmark Exam: October 10, 2012
Topic 2 (cont.): Addition and Subtraction of Two- and Three-Digit Numbers                                     Time Frame: 2 weeks
Subtopics: subtraction of 2- and 3- digit numbers with regrouping; word problems

Topic 3: Money                                                                                                Time Frame: 3 weeks
Subtopics: Problem solving; adding and subtracting money; writing money amounts

Topic 4: Linear Measurement                                                                              Time Frame: 2 weeks
Subtopics: Non-standard measurement; comparing different measurement tools; measuring in inches and centimeters

Topic 5: Geometry                                                                                                Time Frame: 3 weeks
Subtopics: Classification of 2-dimensional shapes; counting vertices, edges and faces; Classification of 3-dimensional shapes;
counting vertices, edges and faces; putting shapes together and splitting them up

Benchmark Exam: January 16, 2013
2nd Grade Mathematics Course Outline (cont.)
Topic 6: Patterns                                                                                              Time Frame: 1 week
Subtopics: Number patterns; geometric patterns; problem solving with patterns

Topic 7: Fractions                                                                                          Time Frame: 3 weeks
Subtopics: Recognize and name fractions with a numerator of 1; understand what fractions are and how they make one;
compare fractions with a numerator of 1

Topic 8: Multiplication and Division                                                                            Time Frame: 4 weeks
Subtopics: Understanding multiplication as repeated addition and as area; understanding division as fair sharing and as repeated
subtraction

Benchmark Exam: March 20, 2013
Topic 9: Graphing & Data Analysis                                                                              Time Frame: 2 weeks
Subtopics: Picture and bar graphs; interpreting data; mode and range; solving addition and subtraction problems from graphs;
collecting, recording data and representing data

Topic 10: Telling Time                                                                                         Time Frame: 2 weeks
Subtopics: Telling time to the quarter hour; duration of time; calendar

Topic 11: Problem Solving, Application and End of Course Review                                                Time Frame: 4 weeks
Subtopics: Problem solving; application; test readiness

Benchmark Exam: May 29, 2013
Topic 11: Problem Solving, Application and End of Course Review                                                Time Frame: 2 weeks
Subtopics: End of course review; preparation for 3rd grade
Subtopics:
 Relate hundreds, tens and ones
Topic 1: Number Sense to 1,000                         Place value and expanded form
 Count, read and write numbers to 1000
(4 Weeks)                                   Comparing and ordering
 Number patterns, missing numbers in a sequence and skip counting
Basic Math Facts           2nd Grade Standards                                Instructional Resources and Strategies
Week 1:                       NS 1.1* Count, read, and      Week 1: Aug. 22-24
for both addition and         1,000 and identify the         Administer Basic Math Facts diagnostic tests for addition and subtraction
subtraction                   place value for each digit.    Begin the Memorization Routine for subtraction
(3 items; #1-5)                Relate hundreds, tens and ones; Place value NS 1.1* NS 1.2
Vocabulary: Hundreds, Tens, Ones
Lessons: 10-1, 10-2
NS 1.2 Use word,              Instructional Strategies:
models, and expanded               Model numbers with manipulatives (i.e., Base-10 blocks) and drawings.
forms to represent                 Given numbers orally, write and identify the place value for each digit. Example:
numbers to 1,000.                     "Write the number five hundred eighty-two. Circle the digit in the tens place."
(1 item; #6-8)                     Use a file folder to make a pocket chart with dividers to denote place value up to
1,000. Have students place color-coded numbered cards in the correct space for an
Week 2:                                                             orally given number.
Lesson 1 of BMF               compare whole numbers         Week 2: Aug. 27-31
Memorization Routine          to 1,000 by using the         Expanded form; Value NS 1.1* NS 1.2
Beginners’ Routine            symbols <, =, >.              Vocabulary: Expanded form, Value, Digit
Day 1: introduce, write &     (4 items; #10-14)             Lessons: 10-4
oral practice first fact                                    Instructional Strategies:
Day 2: introduce, write &                                        Find the value of a given digit
oral practice next fact                                          Brace Map to show parts of a number (246 = 2 hundreds 4 tens and 6 ones)
Day 3: introduce, write &
oral practice next fact
Although multiple lessons may be cited for a given week, not all lessons may need to be
Day 4: apply facts
taught. Teachers should assess the needs of students prior to beginning a new unit of
Day 5: students present                         instruction to determine which lessons or elements of lessons can be used or referenced
to throughout the week. Emphasis should be placed on the grade-level standards and the
weekly breakdown of topics.
Basic Math Facts           2nd Grade Standards                         Instructional Resources and Strategies

Week 3: Lessons 2-3                                 Week 3: Sept. 4-7
Day 1: Lesson 2 (introduce,                         Counting, reading and writing numbers to 1,000
write & oral practice)                              Vocabulary: Standard form, Word form, Thousand
Day 2: Lesson 2 (apply &                            Lessons: 10-5
present)                                            Instructional Strategies:
Day 3: Lesson 3 (introduce,                              Tree Map for numbers up to 1,000. Categories include Standard Form, Word Form,
write & oral practice)                                      Expanded Notation, and Base-10 blocks.
Day 4: Lesson 3 (apply &                                 Circle Map to show different representations of numbers (e.g., standard form, word
present)                                                    form, expanded notation, etc.)
 Student will write clues for a mystery number, such as “My number is less than 100
and has a 3 in the tens place. The digit in the tens place is less than the digit in the
ones place. What numbers fit these clues?”

Week 4: Lessons 4-8                                 Week 4: Sept. 10-14
Day 1: Lesson 4 Review                               Comparing and ordering numbers to 1,000
Day 2: Lesson 5                                      Number patterns and missing numbers in a sequence; Skip counting by
Day 3: Lesson 6                                       2s, 5s, and 10s NS 1.3*
Day 4: Lesson 7                                     Vocabulary: Compare, Order, More than, Greater than, Less than, Equal to, Least,
Day 5: Lesson 8 Review                              Greatest, Before, After, Between, Missing number, Pattern
Lessons: 10-7, 10-8, 10-9
Instructional Strategies:
 Use number lines and Base-ten blocks to compare and order numbers
 Use <, =, > with playing cards to place the symbols between two given numbers up
to 1,000 to make a true sentence.
 Bridge Map (relating factor: “is greater than”, “is written” )

Interim Assessment Q1 #1
Subtopics:
Topic 2:                                  Addition and subtraction of numbers to 1,000
 Commutative and associative properties
Addition and Subtraction of                         Writing number sentences
2- and 3-digit Numbers
(5 Weeks)

Basic Math Facts         2nd Grade Standards                                 Instructional Resources and Strategies
Week 1: Lessons 9-13      NS 2.1* Understand and          Week 1: Sept. 17-21
Day 1: Lesson 9           use the inverse relationship     Administer Are You Ready? for Chapter 5
Day 2: Lesson 10          between addition and             Commutative and associative properties AF 1.1*
Day 3: Lesson 11 Review   subtraction (e.g. an opposite    Addition of two-digit numbers with regrouping (review from 1st grade BMF);
Day 4: Lesson 12          number sentence for               Word problems NS 2.1* NS 2.3
Day 5: Lesson 13          8+6 = 14 is 14 – 8 = 6) to      Vocabulary: Addition, Number Sentence, Sum, Solution, Addend, Commutative,
solve problems and check        Associative
solutions. (2 ½** items;        Lessons: 2-1, 5-5, 5-6, 5-8 (this lesson is not a grade-level expectation but may provide
#15-18)                         support for regrouping later), 5-9
Instructional Strategies:
NS 2.2* Find the sum or              Use Cuisenaire rods to find addends to 20
difference of two whole
 Identify sums that have the same value (e.g., Ask, “Which two addition problems
numbers up the three digits
have the same answer?” 2 + 3 and 3 + 2)
long. (4 items; #19-23)
 Have students find the missing addend using the commutative and associative
NS 2.3 Use mental                       properties (remind students that they don’t have to calculate these problems---they
arithmetic to find the sum or           just have to find the missing addend which makes two number sentences equal)
Week 2: Lessons 14-18     difference of two-digit
Day 1: Lesson 14 Review                                Week 2: Sept. 24-28
numbers. (NA)                Addition of three-digit numbers with regrouping; Word problems
Day 2: Lesson 15
Day 3: Lesson 16          AF 1.1* Use the              NS 2.2* NS 2.3 AF 1.2
Day 4: Lesson 17 Review   commutative and associative Vocabulary: Regroup
Day 5: Lesson 18          rules to simplify mental     Lessons: 13-2, 13-3, 13-5
calculations and to check    Instructional Strategies:
results. (4 items; #56-60)        Use Base-10 blocks to show regrouping---do + problems with blocks and record
steps
AF 1.2 Relate problem             Flow Map to show the process of adding with regrouping
situations to number         Note: Include additional word problems involving 2- and 3-digit addition
and subtraction. (1 item;
#61-62)
*Key Standard
Basic Math Facts          2nd Grade Standards                       Instructional Resources and Strategies

*Basic Math Facts Test: Week of October 1st*
Week 3: Lessons 19-21/
BMF Tests                                           Week 3: Oct. 1-5
Day 1: Lesson 19 Review                              Inverse relationship NS 2.1*
Day 2: Lesson 20                                     Subtraction of two-digit and three-digit numbers without regrouping; Word
Day 3: Lesson 21 Review                               problems NS 2.2* NS 2.3 AF 1.2
Days 4-5: Administer BMF                            Vocabulary: Subtraction, Left, Opposite Number Sentence, Fact Family, Missing addend,
Tests                                               Solve, Check
Lessons: 3-5, 3-6, 3-7
Week of Oct. 8-12:                                  Note: Need additional materials for subtraction of 2- and 3-digit without regrouping
Review BMF test results and
Interim Assessment Q1 #2
based on identified student
needs
Benchmark Review and Analysis and Re-teach BMF Facts: Oct. 8-12

BMF SUBTRACTION                                                           *Benchmark exam: October 10, 2012*
Memorization Routine
Week 4: Lessons 1-3                                 Week 4: Oct. 15-19
Day 1: Lesson 1 (introduce,                          Administer Are You Ready? for Chapter 6
write & oral practice)                               Subtraction of two-digit numbers with regrouping; Word problems
Day 2: Lesson 1 (apply &                              NS 2.2* NS 2.3 AF 1.2
present)                                            Vocabulary: Tens, Ones, Regroup
Day 3: Lesson 2 (introduce,                         Lessons: 6-3, 6-4, 6-5, 6-6, 6-7, 6-8
write & oral practice)                              Instructional Strategies:
Day 4: Lesson 2 (apply &                            Use Base-10 blocks to show regrouping---do problems with blocks and record steps
present)
Day 5: Lesson 3

Week 5: Lessons 4-8                                 Week 5: Oct. 22-26
Day 1: Lesson 4 Review                               Administer Are You Ready? for Chapter 14
Day 2: Lesson 5                                      Subtraction of three-digit numbers with regrouping; Word problems
Day 3: Lesson 6                                       NS 2.1* NS 2.2* AF 1.2
Day 4: Lesson 7                                     Vocabulary: Hundreds
Day 5: Lesson 8 Review                              Lessons: 14-2, 14-3, 14-4, 14-7
Subtopics:
Topic 3: Money                           Problem solving
(3 Weeks)
 Writing money amounts
Basic Math Facts        2nd Grade Standards                                  Instructional Resources and Strategies
Week 1: Lessons 9-12      NS 2.1* Understand         Week 1: Oct. 29-Nov. 2
Day 1: Lesson 9           and use the inverse         Administer Are You Ready? for Chapter 7
Day 2: Lesson 10          relationship between        Combinations of coins and notation; Skip counting by 5s and 10s
Day 3: Lesson 11          addition and subtraction    Fewest coins (not included in book) NS 5.1* NS 5.2*
Day 4: Lesson 12 Review   (e.g. an opposite number   Vocabulary: Quarter, Dime, Nickel, Penny, Half-dollar
Lessons: 7-1, 7-2, 7-3, 7-4
Day 5: Cumulative         sentence for 8+6 = 14 is
Instructional Strategies:
Review Lessons 1-12       14 – 8 = 6) to solve        Students work problems such as “You have \$0.36. What coins could you have?” or “You have \$0.47
problems and check              with exactly 7 coins. What coins do you have?”
solutions. (2 ½** items;    Listen to amounts of money being stated and write them or use numbered manipulative cards to
#15-18)                         illustrate the correct decimal notation & dollar or cent symbols.
 Given a value, use the fewest coins to show the value                11/2 Interim Assessment Q2 #1
Week 2: Lessons 13-16     NS 2.2* Find the sum       Week 2: Nov. 5-9
Day 1: Lesson 13          or difference of two       Dollar; Solving problems with money; Comparing amounts NS 5.1* NS 5.2*
Day 2: Lesson 14          whole numbers up the       Vocabulary: Bill, Dollar, Greater than, Less than
Day 3: Lesson 15 Review   three digits long.         Lessons: 7-5, 7-6, 7-7
Day 4: Cumulative         (4 items; #19-23)          Instructional Strategies:
Review Lessons 1-15                                   Teacher distributes 10 random coins to students. They will graph the coins (bar graph) and write
Day 5: Lesson 16           NS 5.1* Solve                  number sentences to compare values.
problems using              Bridge Map to show coin relationships (relating factor: “is equal to”)
combinations of coins      Week 3: Nov. 13-16
and bills. (3 items;            Making change; Making change with fewest coins
Week 3: Lessons 17-20     #46-50)                         Addition and subtraction with money; NS 5.1*, NS 2.1*, NS 2.2*
Day 1: Lesson 17                                     Lessons: 7-8, 7-9, 7-10, 13-6, 14-6
INSTRUCTIONAL STRATEGIES
Day 2: Lesson 18 Review
 Make change using only pennies (17¢ purchase price, make change for a quarter), using only nickels
Day 3: Lesson 19          NS 5.2* Know and use
(15¢ purchase price, make change for a quarter) and only dimes (20¢ purchase price, make change for
Day 4: Lesson 20 Review   the decimal notation            a 50¢)
and the dollar and cent     Make change using pennies and nickels (17¢ purchase price, make change for 25¢), using pennies,
symbols for money               nickels and dimes (13¢ purchase price, make change for 50¢) and using pennies, nickels, dimes and
(3 items; #51-54)               quarters (21¢ purchase price, make change for \$1.00)
 Determine change using fewest coins
*Key Standard               Play games that involve gaining and losing play coins. Write number sentences and keep a total of
what they have.
Subtopics:
 Non-standard measurement
Topic 4: Linear Measurement                           Comparing different measurement tools
(2 Weeks)                             Measuring in inches and centimeters

Basic Math Facts             2nd Grade Standards                               Instructional Resources and Strategies
MG 1.1 Measure the length     Week 1: Nov. 19-20 (2 days)
Week 1: Lessons 21-22          of objects by iterating        Administer Are You Ready? for Chapter 12
Day 1: Lesson 21               (repeating) a non-standard     Non-standard measurement,; Estimation and comparing units
Day 2: Lesson 22 Review        or standard unit. (1 item;       MG 1.1 MG 1.2 NS 6.1
#65-66)                       Vocabulary: Length, Measure, Long
Lessons: 12-1
Instructional Strategies:
MG 1.2 Use different units         Have students trace around one of their shoes. Estimate and measure the length
to measure the same object            and/or width of the shoe using a non-standard unit such as pasta, beans, cubes,
and predict whether the               paper clips, etc
measure will be greater or
Week 2: Review/Mock            smaller when a different unit Week 2: Nov. 26-30
BMF Test/Re-teach              is used. (1 item; #67)        Standard measurement MG 1.3* NS 6.1
Days 1-2: Cumulative                                         Vocabulary: Ruler, Inch, Centimeter
Review Lessons 1-22                                          Lessons: 12-2, 12-4 (only problems that relate to in. and cm.), 12-5
Day 3: Administer mock         MG 1.3* Measure the           Instructional Strategies:
addition & subtraction tests   length of an object to the         Have students predict whether the measure of a figure will be greater when a shoe
Days 4-5: Re-teach lessons     nearest inch and/ or                  or macaroni is used as units of measure. Repeat the activity with inches and
based on student need          centimeter.                           centimeters. Complete the actual measurements and explain the results.
(3 items; #68-73)                  Complete a scavenger hunt by finding items in the classroom that have a length
and/or width with a given measurement in centimeters and/or inches (or a
specified non-standard unit).
NS 6.1 Recognize when an           Bridge Map (relating factors: “is measured in”, “is measured by”)
estimate is reasonable in
measurements.
(1/2** item; #55)

*Key Standard
Subtopics:
Topic 5: Geometry                            Classification
(3 Weeks)                             Counting vertices, edges and faces
 Putting shapes together and splitting them up
Basic Math Facts          2nd Grade Standards                                      Instructional Resources and Strategies
Week 1: Re-teach                                          Week 1: Dec 3-7
 Administer Are You Ready? for Chapter 11                       12/7 Interim Assessment Q2 #2
Days 1-5: Re-teach         MG 2.1* Describe and
addition and subtraction   classify plane and solid        Classifying 2-dimensional shapes and 3-dimensional shapes MG 2.1*
lessons based on student   geometric shapes (e.g.          Vocabulary: Circle, Triangle, Square, Rectangle, Rhombus, Parallelogram, Hexagon, Trapezoid,
Sphere, Pyramid, Cube, Cone, Rectangular prism, Cylinder
need                       circle, triangle, square,
Lessons: 11-3, 11-1
rectangle, sphere, pyramid,
Instructional Strategies:
Week 2: Review/            cube, rectangular prism)            Allow students to compare and contrast different types of 4-sided figures to make sure they
BMF Test                   according to the number                 understand how a square is also a rectangle and is also a rhombus and a parallelogram, etc.
Days 1-2: Continue to      and shape of faces, edges,          Walk around the classroom, school, or playground and look for all the different geometric
review & re-teach BMF      and vertices.                           shapes created by the buildings or playground equipment. Record the shapes on a piece of
Day 3: Administer BMF      (3 items; #78-80)                       paper as they complete the walk. Sort and classify the shapes they found using a Tree Map
tests                                                          Double Bubble Map for comparing shapes
Days 4-5: Reteach                                                              *Basic Math Facts Test: Week of December 10th*
MG 2.2* Put shapes              Week 2: Dec. 10-14
Week 3:                    together and take them          Describing 3-dimensional shapes MG 2.1*
SUBTRACTION                apart to form other shapes      Vocabulary: Face, Edge, Vertex (vertices), Base
BMF Memorization           (e.g., two congruent right      Lessons: 11-2, 11-5, 11-6
Routine REPEAT             triangles can be arranged to    Instructional Strategies:
Week 1: Lessons 1-5        form a rectangle.)                   Have students sort a set of solid (3 dimensional) geometric shapes according to the number
Day 1: Lesson 1            (3 items; #81-85)                        and shape of faces, edges and vertices (use Tree Map)
Day 2: Lesson 2                                                 Have students choose a 3-dimensional object from the classroom and describe the attributes
Day 3: Lesson 3                                                     of the shape (e.g. large, green textbook with 6 rectangular faces, 12 edges)
Day 4: Lesson 4 Review                                          Bubble Map for describing shapes
Week 3: Jan. 7-11
Day 5: Lesson 5
Composite shapes and splitting up shapes MG 2.2*
Vocabulary: Overlapping
Week of Jan. 14-18:                                        Lessons: 11-7, 11-8
Lessons 6-8 (only 3                                        Instructional Strategies:
lessons due to                                                  Have students draw a diagonal line from one corner of an index card to the opposite corner.
benchmark)                                                          Cut along the diagonal line to form 2 triangles. Use the 2 triangles to make a larger triangle, a
Day 1: Lesson 6                                                     parallelogram, and to reconstruct the rectangle. Compare the 2 triangles.
Day 2: Lesson 7                                                 Brace Map to show parts of shapes (e.g., 1 rectangle = 2 triangles)
Day 3: Lesson 8 Review                                    Semester Review, Benchmark Preparation/Analysis and Re-teach BMF: Jan. 14-18
*Key Standard
*Benchmark exam: January 16, 2013*
Subtopics:
Topic 6: Patterns                             Number patterns
(1 Week)                             Geometric patterns
 Problem solving with patterns
Basic Math Facts          2nd Grade Standards                               Instructional Resources and Strategies
Week 1: Jan. 22-24
Week 1: Lessons 9-11       SDAP 2.1 Recognize,            Recognize and extend patterns and describe and solve problems involving patterns
Day 1: Lesson 9            describe, and extend           SDAP 2.1 SDAP 2.2
Day 2: Lesson 10           patterns and determine a       Vocabulary: Patterns, Extend, Repeating, Skip counting, Count on, Count back
Day 3: Lesson 11           next term in linear patterns   Lessons: 11-4, 13-4, 3-4
(e.g. 4, 8, 12, …; the         Instructional Strategies:
number of ears on one               Have students identify patterns; make predictions and state generalizations by
horse, two horses, three               observing inputs and outputs to a function box.
horses four horses).
(NA**)                                 IN    OUT
SDAP 2.2 Solve problems                2      4                     IN    OUT
involving simple number                5     10
patterns.
(NA**)                                 7     14

   Have students determine the next term of a linear pattern and defend their
reasoning using a real situation. (e.g. 30, 27, 24, 21, …; the number of wheels on
10 tricycles, 9 tricycles, 8 tricycles,
7 tricycles, …)
   Have students create and describe linear patterns using real objects (coins, pattern
   Have students use pattern blocks to create and describe patterns involving
polygons.
   Flow Map for showing the sequence in a pattern
Subtopics:
Topic 7: Fractions                            Recognize, name and compare fractions with a numerator of 1
(3 Weeks)                                 Understand what fractions are and how they make one.

Basic Math Facts           2nd Grade Standards                               Instructional Resources and Strategies
NS 4.1* Recognize,           Week 1: Jan. 28- Feb. 1
Week 1: Lessons 12-16         name, and compare unit        Administer Are You Ready? for Chapter 9
Day 1: Lesson 12 Review       fractions from 1/12 to        Naming fractions
Day 2: Lesson 13              1/2. (3 items; #35-38)       NS 4.1* NS 4.2*
Day 3: Lesson 14                                           Vocabulary: Fraction, Unit fraction, Equal parts, Whole, Numerator, Denominator,
Day 5: Lesson 16                                           Lessons: 9-1, 9-2, 9-3
NS 4.2* Recognize            Instructional Strategies:
fractions of a whole and      Brace Map to show parts of a fraction (e.g., numerator, denominator)
parts of a group (e.g.,       Have students make pizza fractions using paper plates using varying fractional amounts.
Week 2: Lessons 17-21         one-fourth of a pie, two-       Compare it to whole pizza (e.g. 4 equal slices = 1 whole pizza)
Day 1: Lesson 17              thirds of 15 balls).
Day 2: Lesson 18 Review                                    Week 2: Feb. 4-8
(3 items; #39-41)            Fractions equal to 1; Comparing unit fractions (numerator of 1) NS 4.1* NS 4.3*
Day 3: Lesson 19
Vocabulary: All parts of the whole, Greater than, Less than
Day 4: Lesson 20 Review
Lessons: 9-4, 9-5
Day 5: Lesson 21              NS 4.3* Know that when Instructional Strategies:                                  2/8 Interim Assessment Q3 #1
all fractional parts are      Students will use fraction circle pieces or fraction bars to compare and name unit fractions
included, such as four-         (having a numerator of 1).
Week 3: Lesson 22/Review      fourths, the result is equal  Have students write >, <, or = signs between 2 fraction pieces.
Day 1: Lesson 22 Review       to the whole and to one.      Represent two different unit fractions (fractions with a numerator of 1) with pictures to
Days 2-5: Cumulative Review   (3 items; #42-45)               decide which fraction is larger. Recognize and state the generalization that "the larger the
denominator (number of parts), the smaller the unit fraction."
 Bridge Map (relating factor: “is greater than”, “is less than”)
Week 3: Feb.12-15
*Key Standard                Parts of a group; Parts of a whole NS 4.1* NS 4.2* NS 4.3*
Lessons: 9-6, 9-7, 9-8
Instructional Strategies:
 Give each student 8 M & Ms. Write the fraction for each color. Add pieces to get 1 whole.
 When given a shaded figure, determine how many more parts would need to be shaded in
order to make a whole
 Solve word problems like, “If Mrs. Jones had a package of 6 cupcakes. If she ate all the
cupcakes, which fraction represents what she ate?”
 Make a fraction sundae for parts of a group. Teacher needs a template of 10 scoops and a
bowl. Brainstorm with the class a list of favorite flavors. Have each student choose 3-4
flavors and color their scoops. Then glue the scoops onto the construction paper bowl and
write fraction statements, such as chocolate is 2/10 of my sundae.
Subtopics:
Topic 8:                               Understanding multiplication as repeated addition and as area
 Understanding division as fair sharing and as repeated subtraction
Multiplication and Division
(4 Weeks)
Basic Math Facts        2nd Grade Standards                                 Instructional Resources and Strategies
MULTIPLICATION           NS 3.1* Use repeated             Week 1: Feb. 19-22
Routine for 2nd grade    by multiples to do                Multiplication concepts (repeated addition; arrays; Commutative Property;
(2s, 5s and 10s)         multiplication.                     vertical/horizontal format) NS 3.1* NS 3.3*
(2 items; #24-26)                Vocabulary: Multiply, Array, Commutative
Lessons: 8-1, 8-2, 8-3
Week 1: Lessons 1-4                                       Instructional Strategies:
Day 1: Lesson 1                                             Circle Map (“What do you know about multiplication?”)
Day 2: Lesson 2          NS 3.2* Use repeated
subtraction, equal shares, and     Have students throw a die and draw that number of circles. Throw the die again and
Day 3: Lesson 3 Review                                         draw that number of stars in each circle. Write a sentence and the multiplication
Day 4: Lesson 4          forming equal groups with
remainders to do division.            problem for the drawing. Example:
Solve problems that involve
fair share division (18                  Four circles with two stars each makes eight stars. 4  2 = 8
balloons shared equally             Students can make a drawing that represents a given multiplication problem, but do not
among two friends).                  write the problem on the drawing. Trade drawings with other students and guess the
problem that was drawn.
(3 items; #27-30)
   Have students match a multiplication problem to a repeated addition problem, and a
division problem to a repeated subtraction problem:
3 x 4 matches which?              3+3+3 +3 2+4+4+2 4+4+4
NS 3.3* Know the
  Double Bubble Map comparing multiplication and repeated addition
multiplication tables of 2s, 5s,
Week 2: Lessons 5-9      and 10s (to “times 10”) and
Week 2: Feb. 25-March 1
Day 1: Lesson 5          commit them to memory.           Skip counting by multiples (e.g., 3s, 4s…see Mathematics Framework for California
Day 2: Lesson 6 Review   (3 items; #31-34)                pg. 13); Multiplication facts 2, 5, and 10 NS 3.1* NS 3.3*
Day 3: Lesson 7 Review                                    Vocabulary: Multiple, Skip count
Day 4: Lesson 8                                           Lessons: 8-4, 8-6
Day 5: Lesson 9                                           Instructional Strategies:
 Use concrete objects to build a pattern which skip counts by 2, 5 and 10
 Given a row of objects, use written numbers to label 2, 5 and 10 skip counting patterns
*Key Standard                     Follow a visual of the 100 chart while verbally chanting the multiples of 2, 5, and 10
 Orally chant by 2, 5 and 10 without a visual and then later write the numbers & chant
Basic Math Facts           2nd Grade Standards                         Instructional Resources and Strategies

Week 3: Lessons 10-14                                Week 3: March 4-8
Day 1: Lesson 10 Review                              Division as equal sharing and equal groups; Division as repeated subtraction NS 3.2*
Day 2: Lesson 11                                     Vocabulary: Equal sharing, Divide equally
Day 3: Lesson 12                                     Lessons: 8-7, 8-8, 8-10
Day 4: Lesson 13 Review                              Instructional Strategies:
Day 5: Lesson 14 Review                                   Determine how many of a given object (e.g., shelf, drawer, etc.) will be needed for
a given set of objects (e.g., “If there are 23 books, how many shelves will be filled
completely?”)
 Play ‘Charades” to model dividing a number of objects into groups with a
remainder
 Solve problems that involve repeated subtraction (e.g., 18 balloons. Pass out 2
balloons to each student. How many students get 2 balloons each?)

Week 4: BMF Test                                                                       Interim Assessment Q3 #2
Review BMF
Administer BMF tests                                                    *Basic Math Facts Test: Week of March 11th*
Week 4: March 11-15
Week of March 18-22:                                 Problem solving with multiplication and division NS 3.1*, NS 3.2*
Review BMF test results and                          Lessons: 8-5, 8-9
re-teach based on identified
student needs                                        Benchmark Review and Analysis and Re-teach BMF Facts: March 18-27

*Benchmark exam: March 20, 2013*
Subtopics:
Topic 9:                                    Collecting and recording data
 Bar graphs, tally charts
Graphing & Data Analysis                            Interpreting data
(2 Weeks)                                    Mode and range
 Solving addition and subtraction problems from graphs.
Basic Math Facts           2nd Grade Standards                                  Instructional Resources and Strategies
Week 1: Lessons 15-19        AF 1.3 Solve addition and
subtraction problems by       Week 1: April 8-12
Day 1: Lesson 15                                            Administer Are You Ready? for Chapter 4
Day 2: Lesson 16             using data from simple
charts, picture graphs, and    Make and interpret data from picture and bar graphs; Solve addition and subtraction
Day 3: Lesson 17 Review                                       problems AF 1.3 SDAP 1.4
Day 4: Lesson 18             number sentences.
Vocabulary: Survey, Tally marks, Data, Picture graph, Key, Symbol, Bar graph, Prefer to (e.g.,
Day 5: Lesson 19 Review      (1 item; #63-64)                  “How many students preferred oranges to apples?”)
Lessons: 4-1, 4-2, 4-3, 4-4
Week 2: Lesson 20/Mock       SDAP 1.1 Record               Instructional Strategies:
test/Review                  numerical data in                  Survey 20 people asking, “What is your favorite _______? Offer 4 choices. Create a
Day 1: Lesson 20             systematic ways, keeping              tally chart, pictograph, graph, and pie chart and write 5 number sentences about the
Cumulative Review            track of what has been                data.”
Day 2: Mock BMF Test         counted.                           Have students write 5 true statements and 2 false statements about a graph, trade
for multiplication of 2’s,   (2 items; #86-89)                     statements with other students and identify the true and false statements.
5s and 10s                                                      Divide the class into 5 groups. Give each group a bag of Skittles. Then have them graph
Days 3-5: Review and         SDAP 1.2 Represent the                the Skittles (or colorful manipulatives) according to color and then compare their graphs
practice based on student    same data set in more
results on mock test         than one way (e.g. bar                        Begin 20-day Warm-ups and Test Preparation April 15th
graphs and charts with        Week 2: April 15-19
tallies) (2 items; #90-92)    Cumulative review; Collecting, recording and representing data; Mode and range
SDAP 1.1 SDAP 1.2 SDAP 1.3
SDAP 1.3 Identify             Vocabulary: Difference, Range, Most, Results
features for data sets        Lessons: 4-5, 4-6, 4-7
(range and mode.)             Instructional Strategies:
(2 items; #93-94)                  Tally the number of teeth lost by each student in class each month since the beginning of
the school year. Represent the data in more than one way such as a picture graph,
SDAP 1.4 Ask and                      pictograph (each picture equals 2 teeth) Instructional Strategies bar graph.
answer simple questions            Tally the number of bubbles blown by each student in the class by blowing one time on
related to data                       a bubble wand. Determine the range and mode of the data.
representations.                   For one week record the amount of time spent watching television each day. Create a
(1 item; #95-96)                      bar graph, pictograph or pie chart (will require recording other data) representing the
data. Determine the range and the mode for the given data.
Subtopics:
Topic 10:                             Telling time to the quarter hour
Telling Time                           Duration of time
(2 Weeks)                             Calendar
Basic Math Facts              2nd Grade                                   Instructional Resources and Strategies
Standards
MULTIPLICATION
BMF Memorization          MG 1.4 Tell time to the     Week 1: April 22-26
Routine for 2nd grade     nearest quarter hour and    Telling time; Count by 5s and 10s; Problem-solving MG 1.4
(2s, 5s and 10s)          know relationships of       Vocabulary: Minute, Hour, Half-hour, Quarter to, Quarter past, Before/After (5 minutes after
time (e.g. minutes in an    1 p.m.), Digital
REPEAT                    hour, days in a month,      Lessons: 12-7, 12-8
weeks in a year). (2
Week 1: Lessons 1-5       items; #74-75)              Instructional Strategies:
Day 1: Lesson 1                                            Have students construct a clock using paper plates, card stock hands, and a brad and
Day 2: Lesson 2           MG 1.5 Determine the                show different times on the clock (e.g. 12:15, 9:45, etc).
Day 3: Lesson 3 Review    duration of intervals of         Brace Map to show parts of a clock
Day 4: Lesson 4           time in hours (e.g. 11:00
Day 5: Lesson 5           AM to 4:00 PM)                                              Interim Assessment Q4 #1
(1 item; #76-77)
Week 2: April 29-May 3
Elapsed time; Time relationships MG 1.4 MG 1.5
Vocabulary: A.M., P.M, Last (the movie “lasted” 5 hours), Day/Week/Month/Year,
Second/Minutes/Hour
Week 2: Lessons 6-10                                  Lessons: 12-9, 12-10
Day 1: Lesson 6 Review                                Instructional Strategies:
Day 2: Lesson 7 Review                                     Predict and complete experiments such as: How many times can you draw a triangle
Day 3: Lesson 8                                               in 15 seconds? How many times can you bounce a ball in 30 seconds? How many
Day 4: Lesson 9                                               times can you jump rope in one minute? How many steps can you take in 5 minutes?
Day 5: Lesson 10 Review                                       etc).
 Using paper plate clocks, create and solve situational problems using time intervals
(e.g., “If the grouchy ladybug met a grasshopper at 8:00 am and played checkers until
2:00 PM, how many hours did they play?”)
 Complete a log about one hour in their life listing the activities and the time each
action takes. Create a Pie Graph showing the activity and how much time each
activity took.
Subtopics:
Topic 11:                        Problem solving
Problem Solving &                     Application of skills and concepts
End of Course Review                   Test readiness
(6 Weeks)                         End of course review

Basic Math Facts         2nd Grade Standards                        Instructional Resources and Strategies

Week 1: Lessons 11-15                            Week 1: May 6-10
Day 1: Lesson 11                                 Problem solving and application of concepts and skills
Day 2: Lesson 12                                 Lessons: Choose any of these problem solving lessons which have not explicitly been cited
Day 3: Lesson 13 Review                          in the pacing as of this date: 3-8, 5-3, 10-3, 13-7, 14-4
Day 4: Lesson 14 Review
Day 5: Lesson 15                                                     *Basic Math Facts Test: Week of May 20th*

End of Course/Benchmark Review and Analysis: May 13-31
Week of May 13-17
Day 1: Lesson 16
*Benchmark exam: May 29, 2013*
Day 2: Lesson 17 Review
Day 3: Lesson 18
June 3-13: Pre-teach 3rd Grade Content
Day 4: Lesson 19 Review
 Place value up to 10,000; Comparing numbers up to 10,000
Day 5: Lesson 20
 Addition and subtraction with numbers up to 10,000
Cumulative Review
 Multiplication facts (continue work with multiples)

Week of May 20-24:
BMF Test
Continue to review BMF

Weeks of May 28-June 13
Review BMF test results
and re-teach based on
identified student needs

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