Professional Documents
Culture Documents
We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School
District Five. These teachers gave their time and professional knowledge to modify the curriculum pacing guides. Their
contributions have contributed to the world-class instructional resources available
within our district.
form.
future
Please
changes
deemed
pacing
may not
access
the
The 2014School
overview
Core
practices,
Carolina
guide
and
core
school
build a
The
Initiative is
National
Best
Council of
(CCSSO).
provide a
prepare
workforce.
Facilitators
Jacqueline Jamison
Dr. Elrica C. Glover
Audrey Hallingquest
Dr. Derrick James
Karen James
Tammie Jenkins
Heath Owen
Tonya Ramey
Laura Steele
Dyisha Taylor
4K
Sharon Ellison
Starlette Jean
Kindergarten
Mozella Isaac
Dr. Teresa Jennings
First Grade
Jennifer Fanning
Nieka Hughes
Second Grade
Jacqueline Hogges
Faye Thompson
The Purpose of Our Common Core Curriculum Guides
ELA
Science
Dabetta Smith
Lynn Rivers
2015 Orangeburg Consolidated
Benita Hughes
Mary Robinson
District Five Common Core
Natasha Berry
Tawana Howell
Curriculum Guides provide an
Angelica Gentile
Crystal Bryant
of key instructional shifts, Common
David Pasley
Linda Foster
State Standards (CCSS) best
Michele Johnson
Henrietta Hampton-Ellis
and upcoming changes to South
Majoria Pearson
Marcellina Guinyard
assessments. Each curriculum
Shalanda Mack
Dr. Andrea Matthews
offers pacing suggestions,
Ti-esha Williams-Vaughn
Andrew St. James
instructional strategies, resources,
Katie Jensen
Teal Ryant
assessment items. Our common
curriculum guides provide school-toMath
Social Studies
continuity as we work together to
Chinveaka Ihekweazu
Terry Walling
world-class school system.
Monik Ellis
Andrea Perkins
Common Core State Standards
Background
Latasha Murray
Audrey Irick
Marcela Nesbitt
Crystal Adams
Common Core State Standards
Tracy Brown
Lynette Milhouse
a state-led effort coordinated by the
Michelle Wade
Sabrina Buggs
Governors Association Center for
Sharlene Foster
Deneathro Edmonds
Practices (NGA Center) and the
Raja Velummylum
Johnerra Alford
Chief State School Officers
Veronica Williams
Ralph Alexander
The standards were developed in
Aronda Frazier
Juanita Gidron
collaboration with teachers, school
administrators, and experts, to
clear and consistent framework to
our children for college and the
The NGA Center and CCSSO received initial feedback on the draft standards from national organizations representing,
but not limited to, teachers, postsecondary educators (including community colleges), civil rights groups, English language
learners, and students with disabilities. Following the initial round of feedback, the draft standards were opened for public
comment, receiving nearly 10,000 responses.
The
DATES
ASSESSMENT
Aug 20th Aug 28th
Pre-Diagnostic Benchmark
Sept 22nd Sept 25th
Mini Bite 1
Oct 20th 23rd
Mini Bite 2
November 19th-24th
Mini Bite 3
December 8th-17th
Benchmark (Writing Included)
January 27th-30th
Mini Bite 4
February 25-March 5th
Benchmark
April 27th-30th
Mini Bite 5
May 25th-June 2nd
Benchmark (Diagnostic)***
standards are informed by the highest, most effective models from states across the country and countries around the
world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent
standards will provide appropriate benchmarks for all students, regardless of where they live.
These standards define the knowledge and skills students should have within their K-12 education careers so that they
will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training
programs. The standards:
Source: http://www.corestandards.org/about-the-standards
Content Area
ELA Writing
Assessment
SCPASS
SCPASS
May 6, 2015
Testing Dates for 2014-2015
SC PASS
May 7, 2015
Tentative Dates:
Fall: December 1 June 28
Spring: May 4 June 5
May 7, 2015
Summer: June 22 July 24
SC PASS
May 8, 2015
SC PASS
Test
SCPASS
Shift 1
Balancing Informational
& Literary Text
Shift 2
Shift 3
Staircase of Complexity
Shift 4
Text-based Answers
Shift 5
Shift 6
Academic Vocabulary
Shifts in Mathematics
Shift 1
Shift 2
Shift 3
Shift 4
Shift 5
Shift 6
Focus
Coherence
Fluency
Deep Understanding
Application
Dual Intensity
Academic Vocabulary
The Common Core State Standards (CCSS) define academic vocabulary words as the words that are traditionally used
in academic dialogue and text. Specifically, it refers to words that are not necessarily common or that children would
encounter in conversation. These words often relate to other more familiar words that students use. For example, rather
than watch, observe. They are also words that help students understand oral directions and classroom instructional
dialog. They also help students to comprehend text across different content areas- including math, science, and social
studies/history.
Vocabulary words are often categorized into three tiers.
Tier 1 words: These words are basic vocabulary or the more common words most children will know. They include highfrequency words and usually are not multiple meaning words.
Tier 2 words: Less familiar, yet useful vocabulary found in written text and shared between the teacher and student in
conversation. The Common Core State Standards refers to these as general academic words. Sometimes they are
referred to as rich vocabulary. These words are more precise or subtle forms of familiar words and include multiple
meaning words. Instead of walk for example, saunter could be used. These words are found across a variety of domains.
Tier 3 words: CCSS refers to these words as domain specific; they are critical to understanding the concepts of the
content taught in schools. Generally, they have low frequency use and are limited to specific knowledge domains.
Examples would include words such as isotope, peninsula, and refinery. They are best learned when teaching specific
content lessons, and tend to be more common in informational text.
Source: http://www.learninga-z.com/commoncore/academic-vocabulary.html
Informational Text
The Common Core State Standards (CCSS) defines "informational text" as a broad category of nonfiction resources,
including: biographies; autobiographies; books about history, social studies, science, and the arts; technical texts
(including how-to books and procedural books); and literary nonfiction. The CCSS stress the importance of focused
instruction using informational text with students.
Informational text is designed to make it easier for the reader to find information. This includes using such eye-catching
features as section heads, bold-faced terms, table of contents, glossary, captioned photos, art, and info-graphics (graphs,
tables, charts and diagrams, etc.)
When selecting informational resources for students, text quality should be judged for its accuracy, the expertise and
credibility of the writer, and the currency of the information presented. The developmental appropriateness of the writing,
clarity and directness of the language should also be considered.
Why is Increasing the Reading of Informational Text Important?
Traditional reading instruction has always relied heavily on literature and fictional text. Studies show that only 7-15% of
classroom time is spent studying informational text. Yet by sixth grade, most of what students are required to read is
nonfiction. What's more, 80% of all adult reading is devoted to expository or nonfiction text.
If students are to better comprehend science, social studies, and math text - as well as meet the common core reading
and writing requirements for graduation - then we need to increase their exposure to informational texts early in their
formal schooling.
Teaching students the skills and strategies to successfully read and comprehend informational text is critical to their future
success in higher education and the workplace. The English Language Arts [ELA] Common Core State Standards
recommend more reading of informational text with a ratio of literary to informational as follows:
Grade Span
Literary
Informational
K-4
50%
50%
5-8
45%
55%
9-12
30%
70%
Source: http://www.learninga-z.com/commoncore/informational-text.html
Mathematical Practices
Mathematical Practice One
What is it?
Make sense of problems and persevere in solving them.
What should student be able to do?
When presented with a problem, students should be able to make a plan, carry out the plan and check its success.
What does it look like?
Before solving the problem, students should
explain the problem to themselves. (Have I solved a problem like this before?)
organize the information and make a plan to solve the problem.
Students should ask themselves, What is the question?, What is given?, What is not given?, What are the
relationships between known and unknown quantities?, What tools/strategies will I use? and What prior
knowledge do I have to help me?
While solving the problem, students should
persevere (Stick to it!)
monitor their work.
change their plan if it isnt working out.
ask themselves, Does this make sense?
After solving the problem, students should
check to make sure their answer is correct and that their representations connect to the solution.
evaluate to determine what worked, what didnt work and what other strategies were used. Also determine how
their solution was similar or different from their classmates.
Mathematical Practice Two
What is it?
Reason abstractly and quantitatively.
What should student be able to do?
Students should be able to use numbers, words, and reasoning habits to help make sense of problems.
What does it look like?
Contextualize Students can take numbers and put them in a real-world context.
Example:
If given, 3 X 2.5 = 7.5, the students can create the following context.
I walked 2.5 miles per day for 3 days. I walked a total of 7.5 miles.
Decontextualize- Students can take numbers out of context and work mathematically with them.
Example:
If given, I walked 2.5 miles per day for 3 days. How far did I walk?
The students should be able to write and solve
3 X 2.5 = 7.5
Reasoning Habits
1. Make an understandable representation of the problem.
2. Think about the units involved.
3. Pay attention to the meaning of the numbers.
4. Use the properties of operations or objects.
Spaces:
For Example:
Dimension
Location
Attributes
Transformation
Problem solving is important. - Students who develop proficiency in mathematical problem solving early are
better prepared for advanced mathematics and other complex problem-solving tasks. The panel recommends
that problem solving be part of each curricular unit.
Instruction in problem solving should begin in the earliest grades. - Problem solving involves reasoning and
analysis, argument construction, and the development of innovative strategies. These should be included
throughout the curriculum and begin in kindergarten.
The teaching of problem solving should not be isolated. - instead, it can serve to support and enrich the
learning of mathematics concepts and notation.
To address these points and improve the teaching of problem solving, the panel offers five recommendations.
Recommendation 1 - Prepare problems and use them in whole-class instruction.
In selecting or creating problems, it is critical that the language used in the problem and the context of the problem are not
barriers to a students being able to solve the problem. The same is true for a students understanding of the
mathematical content necessary to solve the problem.
Recommendation 2 - Assist students in monitoring and reflecting on the problem-solving process.
Students learn mathematics and solve problems better when they monitor their thinking and problem-solving steps as
they solve problems.
Recommendation 3 - Teach students how to use visual representations.
Students who learn to visually represent the mathematical information in problems prior to writing an equation are more
effective at problem solving.
Recommendation 4 - Expose students to multiple problem-solving strategies.
Students who are taught multiple strategies approach problems with greater ease and flexibility.
Recommendation 5 - Help students recognize and articulate mathematical concepts and notation.
When students have a strong understanding of mathematical concepts and notation, they are better able to recognize the
mathematics present in the problem, extend their understanding to new problems, and explore various options when
solving problems. Building from students prior knowledge of mathematical concepts and notation is instrumental in
developing problem-solving skills.
To accomplish the goal of effectively engaging students in problem solving activities, teachers should utilize the Problem
Solving Mat (K-2 and 3-12) and problem solving strategies included in the OCSD5 Teaching and Learning Framework.
Sources: http://www.learner.org/courses/teachingmath/gradesk_2/session_03/index.html
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/mps_pg_052212.pdf
Mathematical Practice and Problem Solving: Preparing Your Teachers for Common Core:
Recommendations 2 - 5
III: INSTRUCTION
Strategy
Act out or
use objects
Make a picture or
diagram
Use or make
a table
Make an
organized list
Guess and
check
Dramatizations or moving around objects can help you remember the process
you use and you may be able to use it again for solving other similar problems.
Making a picture or diagram to solve problems can help you understand and
manipulate data. Draw a Picture Strategy is especially useful with problems
that involve mapping, geometry
and graphing.
Use or Make a Table is a strategy that uses an orderly arrangement of data,
such as numbers, that helps you keep track of data, spot missing data, and
identify data that is asked for in the problem.
When making an Organized List you can organize your thinking about a
problem. Recording your work in list form allows you to review that you have
done and identify important steps that you need to do to complete solving the
problem. This strategy provides a systematic way to record computations
made with given data.
The Guess and Check strategy is helpful when a problem presents large
numbers or many pieces of data, or when the problem requires finding one
solution to many possible solutions. This strategy involves guessing the
answer, testing to see if it is correct, and making another guess if the answer
is not correct.
Use or Look for a Pattern strategy involves identifying a pattern and predicting
what will come next and what will happen again and again in the same way.
Making a number table often reveals a pattern.
Work backwards
When making a series of computations, you can start with data presented at
the end of the problem and end with data presented at the beginning of the
problem.
Use logical
reasoning
Make it simpler
Brainstorm
The Brainstorm strategy is often used when all else fails! Brainstorming means
looking at a problem in new and inventive ways. Use your imagination, be
creative, and by all means, be flexible in your thinking! Eventually the light
bulb will go on and you will find a solution!
Recommendation 1
Make a pattern
Draw a picture
Recommendation 2, 3, and 4
Recommendation 2, 3, and 4
Write your answers in words.
Recommendation 5
Recommendation 1
Work backwards
Make it simpler
Brainstorm
Recommendation 4
I KNOW Data/Facts
Recommendation 2
Representation/Picture/Strategy
I Do Not Know...Question
Recommendation 2
Recommendation 3
.1 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using
objects, drawings, and equations with s symbol for the unknown number to represent the problem.
Topic 1-Understanding Addition
Topic 2-Understanding Subtraction
R
Review and Baseline Data Assessments
Instructional Strategies
Topic 1 Understanding Addition http://www.k-5mathteachingresources.com/support-files/1st-gd-additionproblems.pdf
1. Tom had 5 toy cars. His dad gave him 3 more toy cars. How many toy cars did Tom have in all?
2. I blew up 4 blue balloons and 5 red balloons for my birthday party. How many balloons did I have in all?
3. Insert your students names into addition word problems.
Topic 2 Understanding Subtraction http://www.k-5mathteachingresources.com/support-files/take-fromchange-unknown-problems-to-20.pdf
1. Peter had 20 baseball cards. He gave some to Mike and then he had 15 left. How many cards did Peter give
to Mike?
2. A pet store had 20 goldfish in a tank. The store sold some goldfish, leaving 12 goldfish in the tank. How many
goldfish did the pet store sell?
3. Insert your students names into the subtraction word problems.
Resources
Materials
One Duck Stuck by Phyllis Root
The Very Hungry Caterpillar by Eric Carle
Rooster's Off to See the World by Eric Carle
Website
http://www.ocsd5schools.org
http://www.studyisland.com/web/index/
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html
Assessment
Baseline Data Assessments and Study Island
CCSS
1.0A.6 Add and subtract within 20, demonstrating fluency for addition and subtraction with in 10. Use strategies such as
counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and
subtraction; and creating equivalent but easier or known sums.
Topic 3-Five and Ten Relationship
Topic 4-Addition and subtraction Facts to 12
Topic 5-Addition Facts to 20
Review and Baseline Data Assessments
Instructional Strategies
Make Ten Game http://www.k-5mathteachingresources.com/support-files/maketen.pdf
Make Ten on the Ten Frame http://www.k-5mathteachingresources.com/support-files/maketen.pdf
I Have Who Has? http://www.k-5mathteachingresources.com/support-files/ihavewhohaseasyfacts.pdf
Resources
Website
http://www.ocsd5schools.org
http://www.studyisland.com/web/index/
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html
Assessment
Baseline Data Assessments and Study Island
Week of Sept. 1st Sept. 5th
Sept. 1st
CCSS
Labor Day (Holiday)
Instructional Strategies
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
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
Instructional Strategies
Topic 1 Understanding Addition and Subtraction
1.1 Addition: Writing Addition Number Sentences
1. Allow students to work in groups of pairs. Give each group a bag of 16 cubes. Have each member take a
handful of cubes from the bag. Then create an addition number sentence. Repeat the process to create five
addition number sentences.
2. Have students create addition sentences using their month of birth. Call two different months of the year and
have students create an addition sentence to display the sum of two parts.
3. Using number cards 1-9, have a student flip one card and display that number. Next, select another student to
select another card to display the second number in the addition sentence. The students will then create an
addition sentence with the sum.
4. A school book fair sold 8 comic books and 3 animal books. How many books were sold in all?
Write an addition sentence to fit the story. ______________________
1.2 Stories About Joining
1. Share a story about joining: Lisa has a fish tank with 6 gold fish. Her dad went to Walmart and buys 3 more fish.
How many fishes are there in all?
2. Two-column Mat: Using two different color tiles (manipulative: teddy bears, unifix cubes) pick a number 1-9 for
column one and place that amount of color tiles. Next, pull another number and place that amount of color tiles
in column two. Have the students say aloud the addition sentence to find the number of color tiles in all.
3. Using a two-column mat: draw a picture to find the sum from a joining story. Ann picked 12 flowers on Monday
morning. In the afternoon she picked 8 more flowers. How many flowers did Ann have to put in the vase?
1.3 Writing Subtraction Number Sentences
five take away three is two
1. Write the above as a subtraction sentences (using and =).
2. Allow students to place a given number of cubes together to illustrate the whole. Then ask students to take a
given number away (part). Next ask students, how cubes are left? So, write a subtraction number sentence to
show the whole and the parts.
3. Write a subtraction number sentence based on the picture below.
Figure 1
X
81=7
Resources
Daily Common Core Review
Materials:
Paper bag
Connecting Cubes
Manipulatives (teddy bears, unifix cubes, color tiles, etc)
Part-Part-Whole Mat
Connecting cubes
Small paper bags
Web Sites:
http://www.ocsd5schools.org
http://www.studyisland.com/web/index/
http://www.ixl.com/math/grade-2/review-writing-subtraction-sentences-up-to-10
http://www.ixl.com/math/grade-2/write-the-addition-sentence
http://www.doe.k12.de.us/commoncore/math/files/2ndGradeCascade/2nd_Grade_OA_Lesson.pdf
Practice single digit addition by dragging numbers to complete the sentence.
http://www.oswego.org/ocsd-web/games/SumSense/sumadd.html
Practice single digit subtraction by dragging numbers to complete the sentence.
http://www.oswego.org/ocsd-web/games/SumSense/sumsub.html
One player against the clock. Answer the question set at the bottom of the screen by clicking on two of the numbers on
Even or Odd
Even
Odd
Even
Odd
Even
Odd
Even
Odd
Also, 2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number
100-900.
Lesson 6-2
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.
Also, 2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number
100-900.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Lesson 6-3
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.
Also, 2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number
100-900.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Lesson 6-4
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.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Lesson 6-5
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value properties of operations,
and/or the relationship between n addition and subtraction.
Also, 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.
Also, 2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number
100-900.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations
Lesson 6-6 (optional)
2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s
Instructional Strategies
Topic 6 Mental Addition
6-1 Adding Tens
1. Divide the class in two groups; one half write a two digit number on an index card. The other half writes a 10s
number(10,20,30,40,50.). Next, have students pair off (1 student from each group). Then, together (1) add the
number together to get a sum. Finally, illustrate numbers on index cards and sum using base ten blocks
6-2 Adding Ones
1. Teacher count by 10s Display 16+5; which number can get to a tens? 16 How many moves do you need? 4 So, 5
4 = 1. Therefore,(16+4=20)+1=21
6-3 Adding Tens and Ones
1. Post the following problem and ask student to solve: 32+26=; Facilitate a discussion with students to discuss varies
ways to solve the problem.
6-4 Adding on a Hundred Chart
1. Using a hundred chart, model adding 43+12=, have student move 43 ten times then see what number student lands
on? Then, move 2 more, what is the sum?
6-5 Adding Multiples of 10
1. Look at the largest number. What number adds to it to make 10?
2. What number adds to the number just found to make the second number?
3. Write the numbers on the number line including the answer to the addition equation.
8 + 5 = 13
6.6
Problem Solving: Look for a Pattern
1.How many clothespins are there?
9 + 4 = 13
http://www.toytheater.com/number-pattern.php
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.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Lesson 7-4
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.
Also, 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.
Also, 2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number
100-900.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Lesson 7-5
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.
Instructional Strategies
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Resources
Daily Common Core Review
Materials
Crayons
Hundred Chart
Place Value Blocks
Connecting Cubes
Web Site
http://www.ocsd5schools.org
http://www.studyisland.com/web/index/
http://www.ixl.com/math/grade-2/hundreds-chart
http://www.mathplayground.com/wpdatabase/Addition_Subtraction_FactsEI_1.htm
http://www.helpingwithmath.com/printables/worksheets/addition-subtraction/1oa6-addition-subtraction06.htm
Looking for patterns 6.6: http://www.toytheater.com/number-pattern.php
Assessment
EnVision Topic 7 Test page 209
Performance Assessment page 210
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.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations
Lesson 8-4
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.
Also, 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Lesson 8-5
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.
Also, 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations
Instructional Strategies
Topic 8 Adding Two-Digit Numbers
8-1 Regrouping 10 Ones and 1 Ten
1. Have student to regroup the following problem:
3 tens + 18 ones =
tens +
ones
+
8-5 Adding Two-Digit Numbers
1.
Resources
Daily Common Core Review
Materials
Place-Value Mat A
Number Cards 0-11
Connecting Cubes
Red Color Pencils
Web Site
http://www.ocsd5schools.org
http://www.studyisland.com/web/index/
http://www.ixl.com/math/grade-2/regrouping-tens-and-ones
http://www.coolmath4kids.com/addition/05-addition-lesson-two-digit-numbers-01.html
http://www.gradeamathhelp.com/support-files/blank-number-line.pdf
http://www.funbrain.com/cgi-bin/nl.cgi?A1=s&A2=0
Assessment
EnVision Quiz Topic 8 Lessons 1-5
nd
Winter Break
Instructional Strategies
Winter Break
Resources
Winter Break
Assessment
Winter Break
a. 3 tens 0 ones
Break
a ten.
b. __tens __ones
__tens __ones
7 ones
4 tens 15 ones
7 ones
3
4 tens 8 ones
5
7
Break
a ten.
4 tens 5 ones
3 tens 15 ones
Take away
4 tens, 8 ones.
Resources
Daily Common Core Review
Materials
Shark Swimathon by Stuart J. Murphy
Place-Value Mat A
Connecting Cubes
Number Cards 0-11
Colored Pencils
Web Site
http://www.ocsd5schools.org
http://www.studyisland.com/web/index/
Examples:
http://www.homeschoolmath.net/teaching/a/regrouping.php
Assessment
EnVision Quiz Topic 9 Lessons 1-5
Week of Jan. 12th - Jan. 16th
Jan. 12th - Jan. 14th
CCSS
Lesson 9-6
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, ., and represent whole-number sums and differences within 100 on a
number line diagram.
Also, 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.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Also, 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
Lesson 9-7
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.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Lesson 9-8
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.
Also, 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Lesson 9-9 (optional)
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.
Also, 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.
Instructional Strategies
Topic 9 Subtracting Two-Digit Numbers
9.6 Subtracting on a Number Line
1. Student number line: Use students as a moveable number line. Create subtraction sentences.
9-7 Using Addition to Check Subtraction
1. Model to students using addition to check subtraction problems:
a.
4 16
56
27
Check:
1
29
+ 27
29
56
Chec
k:
b.
90
28
http://www.ixl.com/math/grade-2/review-ways-to-subtract-up-to-10
Which is not a way to make 3?
96
31
52
9-9 Problem Solving: Two-Question Problems
1. Write a two-question problem. Have classmates solve the problem using a two part-part whole model and writing two
number sentences. Example:
Ricky has a magic money box.
Every day the box doubles the number of coins placed inside of it.
Ricky put in 3 pennies on Monday.
He looked inside his box on Friday.
How many pennies did Ricky see?
Resources
Daily Common Core Review
Materials
Number Cards (teacher-made)
Number Line
Web Site
http://www.ocsd5schools.org
http://www.studyisland.com/web/index/
http://www.ixl.com/math/grade-2/review-ways-to-subtract-up-to-10
http://www.mathplayground.com/wpdatabase/Addition_Subtraction_Challenge_1.htm
Examples:
http://www.homeschoolmath.net/teaching/a/regrouping.php
http://www.sheppardsoftware.com/mathgames/earlymath/FS_NumberLine_minus.htm
Assessment
EnVision Topic 9 Test page 293
Performance Assessment page 294
http://www.ixl.com/math/grade-2/convert-between-place-values-up-to-thousands; http://www.ixl.com/math/grade2/convert-to-from-a-number-up-to-hundredsnt
10-5 Patterns with Numbers on Hundreds Charts
1. Using a hundreds charts, Teacher and/or students will pose pattern questions for students to highlight on the chart.
Example: With your blue crayon 10s , with your red crayon ?Break
Resources
Daily Common Core Review
Materials
How Much, How Many, How Far, How Heavy, How Long, How Tall Is 1000? by Helen Nolan
Blank Hundred Charts, Place-Value Blocks, Tape or Stapler, Index Card, Number Cube
Web Site
http://www.ocsd5schools.org
http://www.studyisland.com/web/index/
http://education.jlab.org/placevalue/index.html
http://www.ixl.com/math/grade-2/convert-between-place-values-up-to-thousands
http://www.ixl.com/math/grade-2/convert-to-from-a-number-up-to-hundreds
Assessment
hthttp://www.k-5mathteachingresources.
Assessment
B EnVision Topic 11 Test page 377
Performance Assessment page 378W
Week of Feb. 16th - Feb. 20th
Feb. 16th
CCSS
Professional Development/Workday
Instructional Strategies
Professional Development/Workday
Resources
Professional Development/Workday
Assessment
Professional Development/Workday
Apr. 3rd
CCSS
Spring Break (Holiday)
Instructional Strategies
Spring Break (Holiday)
Resources
Spring Break (Holiday)
Assessment
Spring Break (Holiday)
Week of Apr. 6th Apr. 10th
Apr. 6th Apr. 10th
CCSS
Spring Break (Holiday)
Instructional Strategies
Spring Break (Holiday)
Resources
Spring Break (Holiday)
Assessment
Spring Break (Holiday)
Week of Apr. 13th - Apr. 17th
Apr. 13th - Apr. 17th
CCSS
Lesson 15-1
2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks,
meter sticks, and measuring tapes.
Lesson 15-2, 15-3
2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks,
meter sticks, and measuring tapes.
Also,2.MD.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Lesson 15-4Break
2.MD.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Also, 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter
sticks, and measuring tapes.re
Instructional Strategies
Topic 15 Measuring Length
15-1 Exploring Length
1. Have students measure the length of their shoes. Then use paper clips to measure the length. Record answer in math
journal. Choose another object in the classroom to measure.
15-2 Inches
1. Allow students to work in pairs and locate five objects in the classroom to measure. For each object make a estimate
about how many inches then do the actual measurement.
15-3 Centimeters
1. Using centimeters: Give each student three strips of different length. Then Measure each strip using centimeter (cm).
Have students record their findings. Ask students to explain the difference in length between the shortest and longest
strips.
15-4 Inches, Feet, and Yards
1. Have students work in small groups or pairs. Record their work in a chart.
We measured ...
My estimate Measurement
Actual Measurement
the length of your teacher desk
the width of our Social Studies book
the height of our Science book
Resources
Daily Common Core Review
Materials
Classroom objects to measure
Connecting Cubes
Pencils
Small paper clips
Crayons
Erasers
Rulers
Index Cards
Paper clips
Centimeter ruler
How Big Is a Foot? By Rolf Myller
Actual Size by Steve Jenkins
Web Site
http://www.ocsd5schools.org
http://www.studyisland.com/web/index/
http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html
http://www.k-5mathteachingresources.com/support-files/measuringpaths.pdf
Winter Break
Assessment
EnVision Quiz Topic 15 Lessons 1-4
CCSS
Lesson 15-5
2.MD.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Also, 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter
sticks, and measuring tapes.
Lesson 15-6
2.MD.2 Measure the length of an object twice, using lengths for the two measurements; describe how the two
measurements relate to the size of the unit chosen.
Lesson 15-7
2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the
same units, e.g., by using drawings ( such as drawings of rulers) and equations with a symbol for the
unknown number to represent the problem.
Lesson 15-8
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.
Winter Break
Instructional Strategies
Topic 15 Measuring Length
15-5 Centimeters and Meters
1. Have student explore measuring with a meter stick. Work with a partner. Choose five classroom objects. Estimate
whether each object is:
a) less than one meter long
b) more than one meter long
c) exactly one meter long
15-6 Measuring Length
1. Allow students to measure the length of a table using paper clips. Then, measure the length again using connecting
cubes. Next, record your findings using pictures, numbers and words. Last, discuss did it take more paper clips or more
connecting cubes to measure the table? Why?
15-7 Adding and Subtracting in Measurement
1. Working in pairs, Have students to measure their pencils. Then answer the following questions: What is the length of
each pencil. What is the total length of both pencils? (Create an addition sentence) How much greater is one pencil than
the other pencil? (create a subtraction sentence)
15-8 Comparing Lengths
1. Select two students (from two different locations in the room) to measure the length from their seats to a designated
location. Use the measurement information to compare the length from the starting point to the end. Discuss answers.r
Break
Resources
Daily Common Core Review
Materials
Centimeter ruler
Pattern Blocks
Crayons
Large paper clips
Erasers
Books
Rulers
Centimeter ruler
Measuring Penny by Loreen Leedy
Web Site
http://www.ocsd5schools.org
http://www.studyisland.com/web/index/
http://www.k-5mathteachingresources.com/support-files/Measuring-with-a-meter-stick.pdf
http://www.k-5mathteachingresources.com/support-files/measuringwithtwounitst.pdf
Assessment
EnVision Quiz Topic 15 Lessons 5-8
reak
Week of Apr. 27th - May 1st
Apr. 27th - May 1st
Mini Bite
CCSS
Lesson 16-1
2.MD.7 tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Lesson 16-2
2.MD.7 tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Lesson 16-3
2.MD.10 Draw a picture graph and a bar graph ( with single-unit scale) to represent a data set with up to four
categories. Solve simple put together, take-apart, and compare problems using information presented in a
bar graph. Break
Instructional Strategies
Topic 16 Time, Graphs, and Data
16-1 Telling Time to Five Minutes
1. Teacher and students will make analog and digital clocks models to use with this unit.
16-2 Telling Time Before and After the Hour
1. Stamp or draw 3 clock faces on your page.
2. On your clocks show an oclock time, a quarter past time, and a half past time.
3. For each clock write the time it would be one hour earlier and one hour later.
4. Repeat with other times.
16-3 Organizing Data
1. Decide on a question that you would like to collect data about.
2. Collect your data using a tally chart.
3. Represent your data in both a bar graph.
4. Write at least three interesting facts about the information in your graphs.
Resources
Daily Common Core Review
Materials
Inch Rulers
String
Connecting Cubes
Paper clips
Game Time by Stuart J. Murphy
Clock Face
Geared
Demonstration Clock
Scissors
Web Site
http://www.ocsd5schools.org
http://www.studyisland.com/web/index/
http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html
http://www.k-5mathteachingresources.com/support-files/onehourearlieronehourlater.pdf
http://www.k-5mathteachingresources.com/support-files/collectingandrepresentingdata.pdf
Assessment
EnVision Quiz Topic 16 Lessons 1-3
CCSS
Lesson 16-4
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. Show the measurements by making a line plot, where the
horizontal scale is marked off in whole-number units
Lesson 16-5, 16-6
2.MD.10 Draw a picture graph and a bar graph ( with single-unit scale) to represent a data set with up to four
categories. Solve simple put together, take-apart, and compare problems using information presented in a bar
graph.
Instructional Strategies
. Topic 16 Time, Graphs, and Data
16-4 Graphing Lengths
1. Collect ten objects that are shorter than your ruler.
2. Use your ruler to measure each object to the nearest inch.
3. Record your measurements on a line plot.
4. Record three facts about the data in your line plot
16-5 Pictographs
1. Give each student an individual bag of skittles (M&M) or Fruit Loop cereal to sort by color. Then, create a pictograph to
show data.
16-6 Use a Graph
1. Display a graph of the class favorite fruit. Lead a discussion and see if the questions asked can be answered with data
in the graph.
Topic 16 Time, Graphs, and Data
16-4 Graphing Lengths
1. Collect ten objects that are shorter than your ruler.
2. Use your ruler to measure each object to the nearest inch.
3. Record your measurements on a line plot.
4. Record three facts about the data in your line plot
16-5 Pictographs
1. Give each student an individual bag of skittles (M&M) or Fruit Loop cereal to sort by color. Then, create a pictograph to
show data.
16-6 Use a Graph
1. Display a graph of the class favorite fruit. Lead a discussion and see if the questions asked can be answered with data
in the graph. Winter Break
Resources
Daily Common Core Review
Materials
Inch ruler
Classroom object
Cup
Connecting Cubes
Unit Cubes
Two-color counters
Web Site
http://www.ocsd5schools.org
http://www.studyisland.com/web/index/
http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html
Assessment
EnVision Topic 16 Test page 535
Performance Assessment page 536
Winter Break
CCSS
Review Topics 13-16
Instructional Strategies
See March 9 May 9, 2014 Lesson Plans to Review
Resources
Reference Previous Lessons
Daily Common Core Review
Materials
Web Sites
Assessment
Envision Benchmark Test Topics 13-16 page 252A
Review All:
EnVision Topic 13-16 Assessments,
OCSD 5 Benchmarks
Week of May 18th - May 22nd
May 18th - May 22nd
CCSS
17-01,17-03
3:OA.3 Use multiplication and division within 100 to solve quantities, e.g., by using drawing and
equations with a symbol for the unknown number to represent the problem.
17-02
3:OA.2 Interpret whole number quotients of whole numbers, e.g., interpret 56+ 8 as the number of
objects in each when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects
are partitioned into equal shares of 8 objects each.
17-04
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g. knowing that 8 x 5 = 40, one knows 40 + 5 = 8) or properties of operation. By
the end of Grade 3, know from memory all products of two one-digit numbers.
17-05
3.NF.1 Understand a fraction 1/6 as the quantity formed by 1 part when a whole is partitioned into 6
equal parts; understand a fraction 1/6 as the quantity formed by a parts of six 1/6.
inter
Instructional Strategies
Envision End-of-Year Test page 536B Step-Up to Grade 3
17-01 Writing Multiplication Stories
1. Read the Number Story card. Then have students to draw an array for the number story. Next, share with the class
the number model to represent the story. http://www.k-5mathteachingresources.com/support-files/number-story-arraysset1.pdf
17-02 Division as Sharing
1. Read The Doorbell Rang by Pat Hutchins. Teacher and students can reenact the story with a bag of cookies.
17-03 Writing Division Stories
1. Read Each Orange Had 8 Slices by Paul Giganti. Discuss ways of dividing an orange. Place students in small groups
to create a division story about an orange.
17-04 Relating Multiplication and Division
1. Play the game, I have, Who has game with students. Example: I have 2 x 5 = 10. Who has 10 + 5= 2 (teacher made
cards) http://www.k-5mathteachingresources.com/support-files/ihavewhohasx5andx2.pdf
17-05 Unit Fractions and Regions
1. Read Picture Pie by Ed Emberley. This book shows how a circle, divided like a pie, can be used to make pictures of
all kinds. Discuss with class how to make fractions after cutting the pie into pieces.
Resources
http://www.k-5mathteachingresources.com/3rd-grade-number-activities.htmlter Break
Assessment
Use Study Island
Week of May 25th - May 29th
May 25th - May 29th
Benchmark #4 Testing Window: May 25th-June 2nd Diagnostic
CCSS
17-6, 17-7, 17-8
3.NF.1 Understand a fraction 1/b as a quantity formed by 1 part when a whole is portioned into b equal parts:
understand a fraction a/b as the quantity formed by a parts of size 1/b.
17-9
3.G.1 Understand that shapes in different categoriesmay share attributes and that the shared attributes can
define a larger category.
17-10
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the
perimeter give the side lengths, finding an unknown side length, and exhibiting rectangles with the same
perimeter and different areas or with the same area and different perimeters.in Break
Instructional Strategies
Step-Up to Grade 3
17-06 Non-Unit Fractions and Regions
1. Read Full House: An Invitation to Fractions by Dayle Ann Dodds or The Hersheys Milk Chocolate Bar Fractions by
Jerry Pallotta. Facilitate a discussion of fractions.
17-07 Naming Fractions of a Set
1. Display 8 to 10 color tiles (use two to three colors) and arrange them to make a fraction bar. Discuss the fraction bar
as a whole then discuss the fraction of each color in relationship to the whole. Let students create fractions with tile with
a partner.
17-08 Showing Fractions of a Set
1. Place an even number of counters on display. Find one half of the counter and write the fraction. Then find one half
of the half and write the fraction.
17-09 Polygons
1. Choose two quadrilaterals from the set of 2D shape cards.
2. Draw each quadrilateral.
3. Explain how the two quadrilaterals are alike and how they are different.
4. Repeat with another pair of quadrilaterals.
http://www.k-5mathteachingresources.com/support-files/comparingquadrilaterals.pdf
17-10
1. Work with a partner. Use between 3 and 6 color tiles to make a shape. Each tile in the shape must touch at least one
other tile along a complete side.
2. Record your shape.
3. Find and record the perimeter of your shape.
4. Use the color tiles to make as many different shapes as you can that have the same perimeter. Record each shape.
5. How many different shapes did you make with the same perimeter? Do they all have the same area?
Break
Resources
http://www.k-5mathteachingresources.com/3rd-grade-number-activities.html
inter Break
Assessment
Use Study Island
Winter Break
Week of Jun. 1st Jun. 5th
Jun. 1st Jun. 4th
Benchmark #4 Testing Window: May 25th-June 2nd Diagnostic
CCSS
Review Topics 1-16
Instructional Strategies
See All Lesson Plans to ensure mastery in all math Domain, Cluster and Standards.
Resources
Reference Previous Lessons
Daily Common Core Review
Materials
Web Sites
Assessment
Review All:
EnVision Topic Assessments,
OCSD 5 Benchmarks