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Math Curriculum Guide
nd
2 Grade
2012-13
2nd Grade Mathematics Course Outline
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
Administer diagnostic tests write whole numbers to Administer Are You Ready for Chapter 10
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.
ADDITION NS 1.3* Order and
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
sentences involving 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
re-teach addition lessons
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
Adding and subtracting money
(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.
Play “Menu Math”
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
blocks, beads, beans, etc.) and create patterns using addition and subtraction.
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 4: Lesson 15 Review Shaded/unshaded region
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
BMF Memorization addition, arrays, and counting Administer Are You Ready? for Chapter 8
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
Administer BMF tests
Weeks of May 28-June 13
Review BMF test results
and re-teach based on
identified student needs
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