2nd Grade Math Pacing Guide 2014-2015

OCSD5 Curriculum Pacing Guide
2nd GRADE MATHEMATICS
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
Reminder: This document is in draft

Based on the most current and
data, the pacing may change.
only print one semester at a time as
may be made by the team as
necessary. All hyperlinks in the
guide are active. Some, however,
open on campus due to the district
educational filter. You will need to
these sites off campus to download
information.
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:
Are aligned with college and work expectations;

Are clear, understandable and consistent;
Include rigorous content and application of knowledge through high-order skills;
Build upon strengths and lessons of current state standards;
Are informed by other top performing countries, so that all students are prepared to succeed in our global
economy and society; and
Are evidence-based.
Source: http://www.corestandards.org/about-the-standards
Orangeburg Consolidated School District 5 Assessment Schedule
South Carolina Assessments Schedule
Elementary and Middle School

Grades 3-8
Content Area
ELA Writing
Assessment
Testing Dates for 2014-2015
SCPASS
Day 1: March 17, 2015

Day 2: March 18, 2015
Make-up Testing through March 24th
ELA Reading and Research

May 5, 2015
HighSCPASS
School
End of Course Examination Program (EOCEP)
Math
SCPASS
May 6, 2015
Testing Dates for 2014-2015
Science or Social Studies Grade 3

English I
Algebra I
Biology
Social Studies (Grades 4-8)
United States History & the Constitution
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
Science (Grades 4-8)
SC PASS
May 8, 2015
All Content Areas - Make-up Testing
SC PASS
Through May 16th
Test
SCPASS
Common Core Instructional Shifts

There are twelve shifts that the Common Core requires of us if we are to be truly aligned with it in terms of curricular
materials and classroom instruction. There are six shifts in Mathematics and six shifts in ELA/ Literacy.
Shifts in ELA/Literacy
Students read a true balance of informational and literary texts.
Shift 1
Balancing Informational
& Literary Text
Shift 2
Knowledge in the Disciplines
Shift 3
Staircase of Complexity
Shift 4
Text-based Answers
Students engage in rich and rigorous evidence based

conversations about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or

make an argument.
Shift 6
Academic Vocabulary
Students build knowledge about the world (domains/ content

areas) through TEXT rather than the teacher or activities
Students read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create more time
and space and support in the curriculum for close reading.
Students constantly build the transferable vocabulary they need to

access grade level complex texts. This can be done effectively by
spiraling like content in increasingly complex texts.
Shifts in Mathematics
Shift 1
Shift 2
Shift 3
Shift 4
Shift 5
Shift 6
Focus
Coherence
Fluency
Deep Understanding
Application
Dual Intensity
Teachers significantly narrow and deepen the scope of how

time and energy is spent in the math classroom. They do so
in order to focus deeply on only the concepts that are
prioritized in the standards.
Principals and teachers carefully connect the learning within and
across grades so that students can build new understanding
onto foundations built in previous years.
Students are expected to have speed and accuracy with
simple calculations; teachers structure class time and/or
homework time for students to memorize, through
repetition, core functions.
Students deeply understand and can operate easily within a
math concept before moving on. They learn more than the trick
to get the answer right. They learn the math.
Students are expected to use math and choose the
appropriate concept for application even when they are
not prompted to do so.
Students are practicing and understanding. There is more
than a balance between these two things in the classroom
both are occurring with 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
Common Core Best Practices

CLOSE READING
What is it?
A close reading is a careful and purposeful reading of a text. Its an encounter with the text where students really focus
on what the author had to say, what the authors purpose was, what the words mean, and what the structure of the text
tells us.
How do I use it?
In a close reading, we have to have students reread the text. We give them questions; text dependent questions that
require that they go back into the text and search for answers. These arent simply recall questions, just the facts of the
text, but rather questions that allow students to think about the text, and the authors purpose, the structure, and the flow
of the text. Close reading requires that students actually think and understand what they are reading.
What does it look like?
Steps in Close Reading
1. First Read: Key Ideas and Details
Set the purpose for reading and have students read text as independently as possible. Depending on the text
complexity and the readers, the first read may be done independently, as a read aloud/think aloud, or paired or
shared reading. The first read should be without building background; students should be integrating their
background knowledge with the text as they read. Focus on the key ideas and details in the text, making sure that
readers know the main idea, story elements, or key details that the author includes.
Following the first read, have students Think-Pair-Share to assess what they have gleaned from the text. By
listening to students as they share, you can determine the focus of the first read, etc.
2. Second Read: Craft and Structure
For a second, close read, select a portion or chunk of the text that is close read worthy. That is, have students
reread a section that includes complex elements or ideas that they should explore to arrive at a deep understanding
of the text. After rereading, students discuss the text with partners or in small groups, focusing on the authors craft
and organizational patterns. This may include vocabulary choices, text structure or text features that the author
included.
Use a text dependent question to focus or set a purpose for a close rereading. After students share with partners or
in small groups, have groups share out with entire class to assess understanding.
3. Third Read: Integration of Knowledge and Ideas
The third close reading of a text should go even deeper, requiring students to synthesize and analyze information
from several texts or media. They may record their ideas on sticky notes, graphic organizer, or a thinking sheet.
Have students journal a response to a text dependent question. Focus the discussion on the text evidence.
Source: Burke, Beth; A Close Look at Close Reading
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.
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.
Students should be able to use numbers, words, and reasoning habits to help make sense of problems.
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.
Mathematical Practice Three

What is it?
Construct viable arguments and critique the reasoning of others.
Students should be able to make logical arguments and respond to the mathematical thinking of others.
Students should be able to construct, justify and communicate arguments by
using objects, drawings, diagrams and actions.
using examples and non-examples.
relating to contexts.
Students should be able to analyze the reasoning of others by
listening.
asking questions to clarify or improve arguments.
comparing strategies and arguments.
identifying flawed logic.
Mathematical Practice Four
What is it?
Model with mathematics.
Students should be able to recognize math in everyday life and utilize the math that they know to solve problems.
Students should be able to
make assumptions and estimate to make complex problems easier.
identify important quantities and use tools, such as diagrams, two-way tables, graphs, flowcharts and formulas,
to show their relationships.
evaluate the answer and make changes if needed.
Mathematical Practice Five
What is it?
Use appropriate tools strategically.
Students should be able to use certain tools to help them explore and deepen their math understanding.
Students should
have a tool box. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator,
a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software.
know how to use math tools.
know when to use math tools.
reason: Did the tool I used give me an answer that makes sense?
Mathematical Practice Six
What is it?
Attend to precision.
Students should be able to be precise when solving problems and clear when communicating their ideas.
Problem Solving: Students should
calculate accurately.
calculate efficiently.
assure their answers match what the problem asked them to do.
Communicating: Student should
speak, read, write, and listen mathematically.
correctly use math symbols, math vocabulary and units of measure.
Mathematical Practice Seven

What is it?
Look for and make use of structure.
Students should be able to see and understand how numbers and spaces are organized and put together as parts and
wholes.
Numbers:
For Example:
Base 10 Structure
Operations and properties
Terms, coefficients, exponents
Spaces:
For Example:
Dimension
Location
Attributes
Transformation
Mathematical Practice Eight

What is it?
Look for and express regularity in repeated reasoning.
Students should be able to notice when calculations are repeated, and use that information to find more general
methods and short cuts.
As students work, they should
think about what they are trying to figure out while paying attention to the details.
evaluate if the results are reasonable.
Example: Students might notice when dividing 25 by 11 that they are repeating the same calculations over and over
again, and conclude they have a repeating decimal.
The Importance of Using the Problem Solving Mat

Mathematics Common Core is divided into two parts: Content Standards and Standards for Mathematical Practice. A
major focus of the Standards for Mathematical Practice is using problem solving to reinforce important concepts, skills,
and to demonstrate a students mathematical understanding. As we prepare for full implementation of Common Core,
teachers must have an understanding of what problem solving is, why it is important, and how to go about implementing it.
According to National Council of Teachers of Mathematics (NCTM), "Problem solving means engaging in a task for which
the solution method is not known in advance. In order to find a solution, students must draw on their knowledge, and
through this process, they will often develop new mathematical understandings. Solving problems is not only a goal of
learning mathematics, but also a major means of doing so." (NCTM, 2000, p. 52) Problem solving gives students a
context to help them make sense out of the mathematics they are learning. Problems can be used to introduce new
concepts and extend previous learned knowledge.
The NCTM Problem-Solving Standard states that instructional programs should enable all students to, build new
mathematical knowledge through problem solving, to solve problems that arise in mathematics and in other contexts,
apply and adapt a variety of appropriate strategies to solve problems, and monitor and reflect on the process of
mathematical problem solving.
Findings in the recent report, Improving Mathematical Problem Solving in Grades 4 Through 8, published in May 2012
under the aegis of the What Works Clearinghouse (NCEE 2012-4055, U.S. Department of Education, available online
from the Institute of Education Sciences) provides educators with specific, evidence-based recommendations that
address the challenge of improving mathematical problem solving. In the Introduction, the panel that authored the report
makes the following points:
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:
http://www.exemplars.com/blog/education/mathematical-practice-and-problem-solving-preparing-yourteachers-for-common-core Principles and Standards of School Mathematics (NCTM, 2000)
Recommendations 2 - 5
III: INSTRUCTION
PROBLEM SOLVING STRATEGIES

Explanation
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
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
Logical Reasoning is really used in all the problem solving strategies.

However, when answer- ing conditional problems such as "if" and "then" type
of problems you can display your data in a chart or matrix. This strategy
requires formal logical reasoning.
Make it simpler
Making It Simpler is useful when solving a complex problem because it allows

you to reduce large numbers to small numbers, or reducing the number of
items given in a problem. Some- times a simpler representation will show a
pattern which can help solve a problem.
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!
PROBLEM SOLVING MAT K-2

Problem of the Day (Daily Oral Math)
Recommendation 1
Choose a strategy to solve your problem.
Make a pattern
Guess and check
Act It Out or use objects
Draw a picture
Show your strategy.
Recommendation 2, 3, and 4
Recommendation 2, 3, and 4
Write your answers in words.
Recommendation 5
PROBLEM SOLVING MAT 3-12
Problem of the Day (Daily Oral Math)
Recommendation 1
Act out or use objects
Make a picture or diagram
Use or make a table
Make an organized list
Guess and check
Use or look for a pattern
Work backwards
Use logical reasoning
Make it simpler
Brainstorm
Recommendation 4
I KNOW Data/Facts
Recommendation 2
Representation/Picture/Strategy
I Do Not Know...Question
Recommendation 2
Final Answer (In a complete sentence restate what you

found out, including your answer.) I found out that ...
Recommendation 5
Recommendation 3
(Complete the following sentence)

My answer is reasonable because...
Recommendation 5
Week of Aug. 20th - Aug. 22nd
Aug. 20th - Aug. 22nd

CCSS
Benchmark #1 Testing Window: August 20th-28th Diagnostic
.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
Week of Aug. 25th - Aug. 29th

Aug. 25th - Aug. 29th Benchmark #1 Testing Window: August 20th-28th Diagnostic
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
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.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)
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 2nd - Sept.5th

CCSS
Lessons 1-1, 1-2, 1-3
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
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.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
the grid. http://www.oswego.org/ocsd-web/games/SpeedGrid/Addition/urikaadd2res.html

Students answer the question set by clicking on two numbers that complete the sentence. You set the number of
questions (2 to 99) and the time limit (1 to 10)?
http://www.oswego.org/ocsd-web/games/SpeedGrid/Subtraction/urikasub1res.html
Assessment
OCSD 5 Benchmark 1
EnVision Quiz for Topic 1-1, 1-2, 1-3
Week of Sept. 8th - Sept. 12th

Sept. 8th- Sept. 12th
CCSS
Lessons 1-4, 1-5, 1-7
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.
Lesson 1-6
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.
Topic 1 Understanding Addition and Subtraction
1-4 Stories About Separating
1. Create stories using the students; Have all students stand up. Then ask all girls or boys to sit down. Next ask
how many are still standing?
2. Have the girls gather together to create a separating story. Ex. There are 12 girls altogether. 6 girls have on
pants? How many girls are not wearing pants? ( the same activity can be done with boys)
1-5 Stories About Comparing
1. Compare the number of students with shoes with or without laces. Use vocabulary words more or few in the
answer.
2. Use students ages, birthdays, family size to create comparing stories. Ex. Ms. Hogges has 5 dogs. Mr. Smith
has 2 dogs and 4 cats. How many more dogs do Ms. Hogges have than Mr. Smith?
1-6 Connecting Addition and Subtraction
1. What fact is missing from this fact family? (subtraction)
17 + 1 = 18
1 + 17 = 18
18 17 = 1
2. What fact is missing from this fact family? (addition)
3 + 13 = 16
16 3 = 13
16 13 = 3
1-7 Problem Solving Use Objects
1. Divide the class into groups of threes. Each group will create a story problem for the class to solve. Using
manipulatives in the classroom or given by the teacher for each group.
Resources
Materials:
Number Cards 0-11 and 12-20
Connecting cubes
Two color counters
Small paper bags
Manipulatives (teddy bears, unifix cubes, color tiles, etc)
Part-Part-Whole Mat
Web Sites:
http://www.ixl.com/math/grade-2/properties-fact-families
http://www.doe.k12.de.us/commoncore/math/files/2ndGradeCascade/2nd_Grade_OA_Lesson.pdf
http://mssmiths2ndgradeclassroom.weebly.com/addition-and-subtraction-within-100.html
Assessment
EnVision Topic 1 Test page 33 1-7
Performance Task page 34 1-4
Week of Sept. 15th - Sept. 19th

Sept. 15th - Sept. 19th
CCSS
Lesson 2-1, 2-2, 2-3
Also, 2.OA.2:Fluently add and subtract within 20 using mental strategies., 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, 2.NBT.9:Explain why addition and subtraction strategies work using
place value and the properties of operations.
Lesson 2-4
Topic 2 Addition Strategies
2-1 Adding 0, 1, 2
1. Teacher or student calls out a number. Student then respond plus zero (0) equal then sum; plus one (1) equal then
sum; plus two (2) equal sum.
2. Have students restate and practice this strategy; recall that if one addend is 0, the sum is always the other number.
Example: 4 + 0 = 4, 83 + 0 = 83, 728 + 0 = 728, 999 + 0 = 999
2.2 Doubles
1. Use real life objects to help students remember doubles; fingers/toes 5 + 5 = 10, egg carton (dozen) 6 + 6 = 12, days
of the week 7 + 7 = 14
2-3 Near Doubles
1. Have students recall the double fact in the equation then add 1 more. Explain that this is called near-double.
Example: 6 + 7 = ___; think 6 + 6 = 12, so 6 + 7 = (12 + 1) or 13
2-4 Adding in Any Order
1. Place or draw three different objects on the board. Ask students to add the objects two different ways. Allow students
to share with the class their strategy.
Resources
Materials
Counters
Connecting Cubes
Beads
The Napping House by Audrey Wood
1 Hunter by Pat Hutchins
Websites:
http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html
Assessment
Basic Facts Timed Tests
EnVision Quiz for Topic 2 Lessons 1-4
Week of Sept. 22nd - Sept. 26th

Sept. 22nd - Sept. 26th Mini Bite
CCSS
Lessons 2-5
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.
Lesson 2-6
2.OA.2 Fluently add and subtract within 20 using mental strategies.
Lesson 2-7
Topic 2 Addition Strategies
2-5 Adding Three Numbers
1. Given any three numbers, have students show various ways to show the sum. Answers will vary.
Example: 7, 8, 9, {7 + 8 + 9} think: 7 + 8 (7 + 7 (doubles + one) 14 + 1 = 15) then add 9 = 24
2-6 Making 10 to Add
1. Using two ten frames allow students to explore regrouping to make then ten then add on. (Create problems)
Example: 8 + 4 = On one tens frame place 8 counters then on second tens frame place 4 counters. To make ten the
student must take two counters from the second frame and place them on the first tens frame to make ten (10). Now
count from ten (10) and add the last two counters making the sum of 8 + 4 = 12
2-7 Problem Solving (Draw a Picture and Write a Number Sentence)
1. Have students draw a three-part model. Have students draw objects in each box. Next ask students, what number
sentence can you write tell how many object you have drawn?
Resources
Materials
Connecting Cubes
Paper Bag
Double Ten-Frame Mat
Two-Color counters
Number cube
Cotton balls
Teacher-drawn three-part model
Web Sites
http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html
Assessment
EnVision Topic 2 Test page 67
Performance Task page 68
Week of Sept. 29th - Oct. 3rd

Sept. 29th - Oct. 3rd
CCSS
Lessons 3-1, 3-2, 3-3
Also, 2.OA.2 Fluently add and subtract within 20 using mental strategies.
Topic 3 Subtraction Strategies
3-1 Subtracting 0, 1, 2
1. Teacher or student calls out a number. Student(s) then respond minus zero (0) equal then difference; minus one (1)
equal then difference; minus two (2) equal difference. Example: 8 1 = , think 87,6
2. Teacher or student calls out a number. Student(s) then respond less than zero (0) equal then difference; less than
one (1) equal then difference; less than two (2) equal difference. Example: 8 1 = , think 87,6
3. Have students restate and practice this strategy; recall that if one subdend is 0, the difference is always the other
number. Example: 4 - 0 = 4, 83 - 0 = 83, 728 - 0 = 728, 999 - 0 = 999
3-2 Thinking Addition to Subtract Doubles
1. Have student recall the addition doubles facts. Then turn the addition sum into a subtraction equation.
Example: 18 9 = ____; think 9 plus what equals 18? (answer 9)
3-3 Thinking Addition to 10 to Subtract
1. Have all boys or girls stand. (How many students are standing?) Then ask, if your birthday is in a given month sit
down. Write the subtraction sentence on the board. Then use addition fact to find the answer. (Addition to 10)
Resources
Materials
Number cubes
Connecting Cubes
Number Cards (0-11) and (12-20)
Subtraction Fact Cards
Two-color counters
Missing Mittens by Stuart J. Murphy
The Action of Subtraction by Brian P. Corley
Web Sites
Assessment
Basic Facts Timed Tests
EnVision Quiz Topic 3 Lessons 1-3
Week of Oct. 6th - Oct. 10th

Oct. 6th - Oct. 10th
CCSS
Lessons 3-4
Lesson 3-5
2.OA.2 Fluently add and subtract within 20 using mental strategies.
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.
Lesson 3-6
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.
Test Topic 3
Topic 3 Subtraction Strategies
3-4 Thinking Addition to 18 to Subtract
1. Have all boys and girls stand. (How many students are standing?) Then ask, if your birthday is in a given month sit
down. Write the subtraction sentence on the board. Then use addition fact to find the answer. (Addition to 18)
3-5 Making 10 to Subtract
1. Using two ten frame mats, {15 8 =} have students represent the number 15. Then remove 5 counters. Think: 15
5= 10 and 10 3 = 7 Then 15 8 = 7 Teacher model
3-6 Problem Solving Two Question Problems
1. Have students working in pairs to create a two-question problem. Example: Lisa washed 6 blue shorts and 5 black
shorts on Monday. How many shorts did she wash in all? (addition) reverse story On Tuesday, Lisa gave her black shorts
away. Write a subtraction sentence to show how many shorts Lisa now have. (subtraction)
Envision Topic 3 Test
Resources
Materials
Two-color Counters
Connecting Cubes
Two of Everything by Lily Toy Hong
Web Sites
http://www.k-5mathteachingresources.com/support-files/twoofeverything.pdf
Assessment
Performance Assessment Page 98

CCSS
Lesson 4-1, 4-2
2.OA.4 Use Addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up
to 5 columns; write an equation to express the total as a sum of equal addends.
Also, 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones;
e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of
as a bundle of ten tens called a hundred.; The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to
one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
Lesson 4-3
2.OA.4 Use Addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up
to 5 columns; write an equation to express the total as a sum of equal addends.
Lesson 4-4
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.OA.4 Use Addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5
columns; write an equation to express the total as a sum of equal addends.
Topic 4 Test
Topic 4 Working with Equal Groups
4-1 Repeated Addition
1. Have students create a repeated number addition story. Example: In January through March, Ms. Smith gave away
two books away each month. How many coloring books did she give away? [2 + 2 + 2]
4-2 Building Arrays
1. Allow student to use their repeated addition story from yesterday lesson or create a new story. Explain that another
way to model repeated addition is to use an array. Below is an array for 4-1 lesson above.
4-3 Practicing Repeated Addition

1. On an index card, have student created a repeated addition story to trade off with another student. Allow time for
students to create and then trade with another student to complete the problem.
4-4 Problem Solving Draw a Picture and Write a Number Sentence
1. Display an addition repeated sentences and have the student draw a picture to illustrate and solve the problem.
EnVision Topic 4 Test
Resources
Materials
Two-color counters
Topic 4
What Comes in 2s , 3s, & 4s? by Suzanne Aker
Web Site
Assessment
Performance Assessment page 120

Mini Bite
CCSS
Review Topics 1-4
Envision Benchmark Topics 1-4
See September 1 thru October 13 Lesson Plans to Review.
Resources
Reference Previous Lessons
Materials
Web Sites
Assessment
EnVision Benchmark Test Topic 1-4
Week of Oct. 27th Oct. 31

Oct. 27th Oct. 31st
CCSS
Lesson 5-1
2.NBT.1.a 100 can be thought of as a bundle of ten tens-called a hundred.
e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a
bundle of ten tens called a hundred.; The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three,
four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
Also, 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names and expanded form.
Lesson 5-2
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names and expanded form.
e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a
bundle of ten tens called a hundred.; The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three,
four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
Lesson 5-3
2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =,
and < symbols to record the results of comparisons.
Lesson 5-4
2.NBT.2 Count within 1000; skip-count by 5s, 10s and 100s.
Lesson 5-5
2.NBT.5 Fluently add and subtract within 1000 using strategies based on place value, properties of operations,
Also, 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
Topic 5 Place Value to 100
5-1 Models for Tens and Ones
1. Place thirty-two (32) connecting cubes on display. Ask students to sort objects into groups of tens and then give
amount displayed. Discuss the answers in a variety of ways. Think: 32: 3 tens and 2 ones, 32 ones
5-2 Reading and Writing Numbers
1. On an index card write number words two digit numbers. If a number word card is displayed than write the number; If
a number is displayed then write the number word.
5-3 Using Symbols to Compare Numbers
1. Display 2 numbers and have students write symbol on white board (EDI strategy) than chin it. Have student using
body motion/gestures to compare two numbers; hands straighten up for equal to; hand open to left for greater than; hand
open to right for less than.
5-4 Counting to 100
1. In groups of 3 have 1st student hold before card; 2nd student hold number card and 3rd student hold after card); 2nd
student select a number, the 1st student will give the number before the 2nd student, and 3rd student give number after 2nd
student. Repeat with classmates.

5-5 10 More or 10 Less
1. Model adding ten to a number 43 a.(+10) circle the number in tens place and add 1 (4+1= 53); b. (-10) circle the
number in the tens place and subtract 1 (4-1=33).
Resources
Materials
A Fair Bear Share by Stuart J. Murphy
Connecting Cubs
Number Cards (0-11)
Place Value Mat
Hundred Chart
Connecting cubes
Even Steven & Odd Todd by Kathryn Cristaldi
Equal Shmequal by Virginia L. Kroll
If You Were an Odd Number by Marcie Aboff
If You Were an Even Number by Marcie Aboff
Web Site
http://www.learnnc.org/lp/pages/3621
Assessment
Week of Nov. 3rd - Nov. 7th
Nov. 3rd - Nov. 4th
CCSS
Parent Conference Day & Election Day
Resources
Assessment
Week of Nov. 3rd - Nov. 7th

Nov. 5th - Nov. 7th
CCSS
Lesson 5-6
2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing
objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
Also, 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
Lesson 5-7
and/or the relationship[ between addition and subtraction.
Test Topic 5
5-6 Even and Odd Numbers
1. Even or Odd Scavenger Classroom Hunt
Number of Objects
Object
In Our Classroom
Desks
Chairs
Crayons
(personal)
Students
Even or Odd
Even
Odd
Even
Odd
Even
Odd
Even
Odd
5-7 Problem Solving Use Data from a Chart

1. Collect information from student about a topic (transportation to school, favorite fruit, and ice cream). Create a chart
displaying the data collected. Then post a problem to be solved using the data.
Resources
Materials
Hundred Chart
Connecting cubes
Even Steven & Odd Todd by Kathryn Cristaldi
Equal Shmequal by Virginia L. Kroll
If You Were an Odd Number by Marcie Aboff
If You Were an Even Number by Marcie Aboff
Web Site
Assessment
Week of Nov. 10th - Nov. 14th

Nov. 10th - Nov. 14th
CCSS
Lesson 6-1
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.
Lesson 6-2
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value properties of operations, and/or the
100-900.
Lesson 6-3
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value properties of operations,
100-900.
Lesson 6-4
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.
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
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. Each drawer has 3 combs.

How many combs are in 3 drawers?
Number of drawers
Number of combs
1
3
2
6
3
?
Resources
Materials
From One to One Hundred by Teri Sloat
Place value blocks
Single Ten-frame mat
Number cards 0-11
Number cards 12-20
Two-Color Counters
Little ten-Frames
Index Cards
Bag
Hundred Chart
Crayons
Connecting Cubes
Elevator Magic by Stuart J. Murphy
Web Site
http://www.ixl.com/math/grade-2/skip-counting
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
Week of Nov. 17th - Nov. 21st
Nov. 17th - Nov. 21st

CCSS
Lesson 7-1
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.
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the
Lesson 7-2
Lesson 7-3
Lesson 7-4
100-900.
Lesson 7-5
Topic 7 Mental Subtraction

7-1 Subtracting Tens
1. Teacher model subtracting tens then have students create a problem on an index and switch with classmates.
8 tens
80
-2 tens
-20
7-2 Finding Parts of 100
1. Have students write number sentences to show two parts of 100 and three parts of 100 in an equation.
Example: 47 + ____ = 100 {two parts} and 35 + ___ + ___ = 100 {three parts}
7-3 Subtracting on a Hundred Chart
1. What number is 12 less than 74?
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99 100
7-4 Subtracting Multiples of 10

1. What number is 20 less than 87?
1
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
7-5 Problem Solving: Missing or Extra Information

http://www.mathplayground.com/wpdatabase/Addition_Subtraction_FactsEI_1.htm
1. Create a story with missing or extra information to answer or solve the problem.
Examples:
A. Carla has 8 yellow ribbons to go with her outfits. She also has striped red bows that are larger than the yellow
bow. She went to Dollar General and bought a new bright yellow to add to her collection. How many yellow bow
do Carla have?
B. Suzanne has 8 pairs of white socks and 6 pairs of blue socks.
Her sister has 12 pairs of white socks.
How many pairs of socks does Suzanne have?
Topic 7 Test
Resources
Materials
Crayons
Hundred Chart
Place Value Blocks
Connecting Cubes
Web Site
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
Week of Nov. 24th - Nov. 29th

CCSS
Review Topics 6 and 7
See November 10 thru November 17 Lesson Plans for Review
Resources
Materials
Web Sites
Assessment
Review All:
EnVision Topic 6-7 Assessments,
CCSS
Thanksgiving (Holiday)
Resources
Assessment
Week of Dec. 1st - Dec. 5th

Dec. 1st - Dec. 5th
Benchmark #2 Testing Window: Dec. 2nd - Dec. 13th
CCSS
Lesson 8-1
and/or the relationship between addition and subtraction
Lesson 8-2
Lesson 8-3
Lesson 8-4
Lesson 8-5
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
8-2 Models to Add Two- and One Digit Numbers

1. Have students create an addition story problem using a two digit and one digit number. Then have students exchange
story problem and allow students to share their process in solving the problem. Example: Juan found 22 caterpillars. On
Tuesday, Bill only found 6 caterpillars. Write a number sentence to show how many caterpillars they found?
8-3 Adding Two and One-Digit Numbers
1. Have students select a two digit number: [14, 23, 46, 75] Then select any one digit number and add the two numbers.
Facilitate a discussion on choice and steps used to solve their problem.
8-4 Models to Add Two-Digit Numbers
1. Display base ten blocks and have students solve addition problem.
+
8-5 Adding Two-Digit Numbers
1.
Resources
Materials
Place-Value Mat A
Number Cards 0-11
Connecting Cubes
Red Color Pencils
Web Site
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
Week of Dec. 8th - Dec. 12th

Dec. 8th - Dec. 12th
Benchmark #2 Testing Window: December 8th-17th Writing Included
CCSS
Lesson 8-6
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 subtraction2.NBT.6 Add up to four two-digit numbers using strategies
based on place value and properties of operations.
Lesson 8-7
Lesson 8-8
and/or the relationship between addition and subtraction2.NBT.6 Add up to four two-digit numbers using
strategies based on place value and properties of operations.
Lesson 8-9
Topic 8 Adding Two-Digit Numbers
8-6 Adding on a Number Line
1. On an eliminated strip of sentences strip paper; have students make a number line. Practice adding on a number line
with Line Jumper: http://www.funbrain.com/cgi-bin/nl.cgi?A1=s&A2=0
8-7 Adding More than Two Numbers
1. Have students solve a three digit word problem. Use IXL for class to solve additional word problem.
Example: Brandon needed furniture for his new apartment. He bought a couch for $11, a comfortable chair for $40, and a
coffee table for $37. How much money did Brandon spend in all?
8-8 Ways to Add
1. In small groups, allow students the engage in an addition online game. Each group will be given two minutes to gain
as many points as possible. (hint:3 levels to game, if you get addition problem wrong you lose that amount of points)The
Addition Machine: http://www.amblesideprimary.com/ambleweb/mentalmaths/additiontest.html
8-9 Problem Solving: Draw a Picture and Write a Number Sentence
1. Pose the following word problem and have students draw an illustration to answer problem.
There are two display cases in the bakery. Currently, there are 30 cookies in the first case and 14 cookies in the second.
How many cookies are there in all?
Topic 8 Test
Resources
Materials
Number cubes
Index Cards
Connecting Cubes
Web Site
http://www.ixl.com/math/grade-2/add-three-or-more-numbers-word-problems
http://www.ixl.com/math/grade-2/addition-and-subtraction-word-problems-up-to-100
Assessment
Week of Dec. 15th - Dec. 19th

Dec. 15th - Dec. 19th
Benchmark #2 Testing Window: December 8th-17th Writing Included
CCSS
Review Topics 5-8
See October 27-December 8, 2014 Lesson Plans to Review
Resources
Materials
Web Sites
Assessment
Envision Benchmark Test Topics 5-8 page 252A
Review All:
OCSD 5 Benchmarks
Week of Dec. 22nd - Dec. 26th
Dec. 22nd - Dec. 26th
CCSS
Winter Break
Winter Break
Resources
Winter Break
Assessment
Winter Break
th
nd
Week of Dec. 29 - Jan. 2

Dec. 29th - Jan. 2nd
CCSS
Winter Break
Winter Break
Resources
Winter Break
Assessment
Winter Break
Week of Jan. 5th - Jan. 9th

Jan. 5th - Jan. 9th
CCSS
Lesson 9-1
Lesson 9-2
Lesson 9-3
Lesson 9-4
Lesson 9-5
Topic 9 Subtracting Two-Digit Numbers
9-1 Regrouping 1 Ten for 10 Ones
1. Practice with students regrouping 1 ten to 10 ones with this activity: Break a ten into 10 ones. What do you get?
Break
a ten.
a. 3 tens 0 ones
2 tens ___ ones
Break
a ten.
b. __tens __ones
__tens __ones
9.2 Models to Subtract Two and One-Digit Numbers

1. Model with students the illustration below: Using the strategy of regrouping 1 ten to 10 ones to solve the problem.
5 tens 5 ones
7 ones
4 tens 15 ones
7 ones
3
4 tens 8 ones
5
7
9.3 Subtracting Two and One-Digit Numbers

1. Practice subtracting.
3 tens, 5 ones ___ tens ___ ones
Take away 7 ones.
9-4 Models to Subtract Two-Digit Numbers

1. Model with students the illustration below: The picture illustrates 45 17.
First, a ten is broken into 10 ones. So, 4 tens 5 ones becomes 3 tens 15 ones.
After that, cross out (subtract) 1 ten 7 ones.
Break
a ten.
4 tens 5 ones
3 tens 15 ones
Cross out 1 ten 7 ones from the second

picture. What is left? ___ tens ___ ones
9-5 Subtracting Two-Digit Numbers
1. Practice subtracting using examples.
7 tens, 6 ones
___ tens ___ ones
Take away
4 tens, 8 ones.
Resources
Materials
Shark Swimathon by Stuart J. Murphy
Place-Value Mat A
Connecting Cubes
Number Cards 0-11
Colored Pencils
Web Site
Examples:
http://www.homeschoolmath.net/teaching/a/regrouping.php
Assessment
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.
Lesson 9-7
Lesson 9-8
Lesson 9-9 (optional)
Also, 2.OA.1. Use addition and subtraction within 100 to solve one-and two-step word problems involving situations of
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
9-8 Ways to Subtract

1. Have each student create two subtraction problem that shows a different method of subtracting. Use IXL for review.
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
Materials
Number Cards (teacher-made)
Number Line
Web Site
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

CCSS
Professional Development/Workday
Resources
Assessment
Week of Jan. 19th - Jan. 23rd
Jan. 19th
CCSS
Resources
Assessment
Jan. 20th - Jan. 23rd

CCSS
Lesson 10-1
2.NBT.1.b The numbers 100, 200, 300, 400, 500,600, 700, 800, 900, refer to one, two, three, four, five, six, seven,
eight, or nine hundreds (and 0 tens and 0 ones).
Also, 2.NBT.1.a 100 can be thought of as a bundle of ten tens- called a hundred.
Also, 2.NBT.2
Count within 1000; skip-count by 5s, 10s, and 100s.
Lesson 10-2
2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones;
e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Also, 2.NBT.1.b The numbers 100, 200, 300, 400, 500,600, 700, 800, 900, refer to one, two, three, four, five, six, seven,
Also, 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Lesson 10-3
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form
Also, 2.NBT.1.a 100 can be thought of as a bundle of ten tens- called a hundred.
Also, 2.NBT.1.b The numbers 100, 200, 300, 400, 500,600, 700, 800, 900, refer to one, two, three, four, five, six, seven,
Lesson 10-4
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 10-5
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
100-900
Topic 10 Place Value to 1,000
10-1 Building 1,000
1. Using number cards 1-9, have student pull a number transform it into 100 then state what number is 100 less and
what number is 100 more. Example: If student pull 6. Then, 6 is 600; 100 less will be 500 and 100 more will be 700.
10-2 Counting Hundreds, Tens and Ones
1. Using number cards (1-9) and base ten blocks.[Take turns] Have student pull two and three numbers and create a
number; while the other student will use base ten blocks to create the same number the first student creates.
10.3
Reading and Writing Numbers to 1,000
1. Allow students to work in pairs or groups. Give each group or pair a set of number cards 0-9. The teacher will call out
three and four digit numbers. The group or pair will be responsible to pull out the number then create the three numbers
and write them in two different ways.
10-4 Changing Numbers by Hundreds and Tens
1. Model changing numbers
hundreds = 40 tens then go to IXL and allow students to practice.
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
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://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

Week of Jan. 26h - Jan. 30th
Mini Bite
CCSS
Lesson 10-5
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
100-900
Lesson 10-6
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s
Lesson 10-7
2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digit, using >, =,
and < symbols to record the results of comparisons.
Lesson 10-8
2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digit, using >, =,
and < symbols to record the results of comparisons
Topic 10 Place Value to 1,000
Example: With your blue crayon
10-6 Skip Counting by 5, 10, 100 to 1,000
1. First, practice skip counting with students. Then use Math is Fun website: http://www.mathsisfun.com/numbers/skipcounting-game.html to explore and interactive number line with skip counting.
10-7 Comparing Numbers
1. Have students working in pairs with white boards. Each student will write a three digit number then they will compare
the numbers. Next, on paper they will record the results of comparison by writing greater than, less than, or equal to
between the numbers. Each pair will be responsible for creating 10 numbers to compare. ( use may also decide to use
the symbols)
10-8 Ordering Numbers
1. Using white boards or index cards, have each student write a two to three digit number down, pull three students at a
time have them display their numbers then stand in order from least to greatest. Topic 10 Place Value to 1,000
Example: With your blue crayon
10-6 Skip Counting by 5, 10, 100 to 1,000
1. First, practice skip counting with students. Then use Math is Fun website: http://www.mathsisfun.com/numbers/skipcounting-game.html to explore and interactive number line with skip counting.
10-7 Comparing Numbers
1. Have students working in pairs with white boards. Each student will write a three digit number then they will compare
the numbers. Next, on paper they will record the results of comparison by writing greater than, less than, or equal to
between the numbers. Each pair will be responsible for creating 10 numbers to compare. ( use may also decide to use
the symbols)
10-8 Ordering Numbers
1. Using white boards or index cards, have each student write a two to three digit number down, pull three students at a
time have them display their numbers then stand in order from least to greatest.
Resources
Materials
Place Value Blocks
Teacher-made number cards
Web Site
http://www.ixl.com/math/grade-2/comparing-numbers-up-to-1000
http://www.ixl.com/math/grade-2/order-numbers-up-to-100
http://www.ixl.com/math/grade-2/order-numbers-up-to-1000t
Assessment
in EnVision Topic 10 Test page 335

Performance Assessment page 336Winter
Feb. 2nd - Feb. 6th
CCSS
Lesson 11-1
2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies and/or the
relationship between addition and subtraction; relate the strategy to a written method. Understand that in
adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens,
ones and ones.
100-900.
Lesson 11-2B
ones and ones.
100-900.
Lesson 11-3
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of
operations.
Also, 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies and/or the relationship
between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting
three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones.
Lesson 11-4
ones and ones.
Lesson 11-5
ones and ones.
Topic 11 Three-Digit Addition and Subtraction
11-1 Exploring Adding Three-Digit Numbers
1. Teacher will create an addition two three digit problem. Have students answer the problem in two different ways.
Facilitate a discussion with students to share in the process in which they used to solve the problem.
11-2 Mental Math
1. Have students pretend to put on their thinking caps for mental math activity. Divide the class into two groups (then
form a line). One group will call out a three digit number and the second group will call out a three digit hundred number.
They will then together add the two numbers mentally and state their answer. Example: child ones, 345 and child two,
200 working together they will say, 545. NEXT Win
11-3 Models for Adding with Three-Digit Numbers
1. Have students display two three digit numbers using base ten blocks and model how to add using manipulatives.
11-4 Adding Three-Digit Numbers
1. Call on students to state a three digit number. After two three digit numbers are write on the board or display by
lumens, have students use scrap paper or white boards (Chin it) to solve the problem.
11-5 Exploring Subtracting Three-Digit Numbers
1. Teacher will create a two three digit subtraction problem. Have student divide up into three groups. Assign each group
a different strategy to solve the problem the same problem. Then allow each group to share their strategy used to solve
the problem.
Resources
Materials
Index Cards
Coyotes All Around by Stuart J. Murphy

Shark Swimathon by Stuart J. Murphy
Place Value Blocks
Place-Value Mat B
Web Site
https://www.teachingchannel.org/videos/second-grade-math-lesson
http://www.abcteach.com/search.php?
category=0&q=place+value&search_type=1&match_words=2&limit_search=1&_form_action=&search_form1_for
m_visited=1
http://www.abcteach.com/documents/place-values-powerpoint-common-core-math-standards-place-valuelesson-activity-53246
http://www.funbrain.com/tens/index.html
Assessment
Week of Feb. 9th - Feb. 13th

Feb. 9th - Feb. 13th
CCSS
Lesson 11-6
ones and ones.
100-900.
Lesson 11-7
2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of
operations.
Also, 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies and/or the relationship
between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting
three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones.
Lesson 11-8
ones and ones.
Lesson 11-9
ones and ones.
Topic 11 Three-Digit Addition and Subtraction
11-6 Mental Math: Ways to Find Missing Parts
1. Also 2.NBT.7, Example:
1. Ben and Jack worked on some addition problems. Ben added 347 + 232. a) What is the sum of Ben's problem? b)
Jack added 232 + 347. Explain why he found the same answer as Ben. Who is correct? Explain how you know.
http://www.k-5mathteachingresources.com/support-files/finding-sums.pdf
11-7 Models for Subtracting with Three-Digit Numbers
1. Referring back to Ben and Jack three digit addition: reverse the problems into subtraction equations. Use base-ten
blocks to model.
11-8 Subtracting Three-Digit Numbers
1. Use different strategies to subtract three digit numbers; create a pile of subtraction problems. Examples:
Solve the problem on the card by decomposing the numbers into hundreds, tens and ones before subtracting.
Show your work. 259 - 125
200 + 50 + 9
- 100 + 20 + 5 100
Sometimes you have to split the larger number so that each part is larger than each part of the smaller number.
764 - 436
700 + 50 + 14
- 400 + 30 + 6
11-9 Problem Solving: Use Logical Reasoning
Resources
Materials
Place Value Blocks
Place-Value Mat B
Web Site
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
Resources
Assessment
Feb. 17th Feb. 20th

CCSS
Lesson 12-1, 12-2, 12-3, 12-4
2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given
number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Topic 12 Geometry
12-1 Flat Surfaces, Vertices, and Edges
1. Have students search through magazines and newspaper ads for examples of solid figures. Label each shapes then
identify how many flat surfaces, faces, edges and vertices the shape have.
12-2 Relating Plane Shapes to Solid Figures
1. Locate different solid shapes in the classroom; identify the solid figure. Next, the student will identify the plans shape or
shapes located on the solid shape.
12-3 Polygons and Angles
1. Allow student to use a rubber band to make a polygon on your geoboard. Read Aloud: If You Were a Polygon by
Marcie Aboff. Or If You Were a Quadrilateral by Molly Blaisdell
12-4 Making New Shapes
1. Give students pattern blocks to create new shapes; using smaller shapes to create larger shapes.
Resources
Materials
Geometric solids
Straws
Pipe cleaners
Pattern Blocks
Mosaic Pictures
The Greedy Triangle by Marilyn Burns
If You Were a Quadrilateral by Molly Blaisdell
If You Were a Polygon by Marcie Aboff
Web Site
http://www.k-5mathteachingresources.com/2nd-grade-geometry.html
Assessment
Week of Feb. 23rd - Feb. 27th

Feb. 23rd- Feb. 27th
Benchmark #3 Testing Window: February 25th-March 5th
CCSS
Lesson 12-5
2.G.1 Recognize and draw shapes having specified attributes, such as a given number of equal faces. Identify
triangles, quadrilaterals, pentagons, hexagons, and cubes.
Lesson 12-6
2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of
them.
Lesson 12-7
2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words
halves, thirds, half of, a third of, etc. , and describe the whole as two halves, three thirds, four fourths.
Recognize that equal shares of identical wholes need not have the same shape.
Lesson 12-8 B
2.G.1 Recognize and draw shapes having specified attributes, such as a given number of equal faces. Identify
triangles, quadrilaterals, pentagons, hexagons, and cubes.
Topic 12 Geometry
12-5 Cutting Shapes Apart
1. Give students a piece of construction paper, card stock or plain copy paper. Have students draw a medium triangle,
square, and rectangle. With a pencil have them draw lines to make new shapes.
12-6 Dividing Rectangles into Equal Squares
1. Choose two rectangles. Fill each rectangle with color tiles.
2. Sketch and write about each rectangle. You can use words from the
Word Bank to help you.
3. Write an addition equation to represent the total number of color tiles
needed to fill each rectangle. http://www.k-5mathteachingresources.com/support-files/fill-a-rectangle.pdf
12-7 Wholes and Equal Parts
1. Make a rectangle on your geo-board.
2. How many different ways can you divide your rectangle in two
equal parts?
3. How many different ways can you divide your rectangle in three
equal parts?
4. How many different ways can you divide your rectangle in four
equal parts?
5. Record each way you find and label the parts.
http://www.k-5mathteachingresources.com/support-files/dividingrectanglein2.pdfG
12-8 Use Reasoning Activity
Resources
Materials
Pattern Blocks
3-inch square pieces of paper
Red and Blue crayons
Rulers
Construction paper
Marker
Web Site
http://www.k-5mathteachingresources.com/support-files/fill-a-rectangle.pdf
http://www.k-5mathteachingresources.com/support-files/dividingrectanglein2.pdfWinte//www.k5thteachingresources.com/2nd-grade-number-activities.htmltp://www.k-5mathteachingresources.com/2nd-gradenumber-activities.htmlWinter Break
Assessment
Performance Assessment page 416ter Break
Week of Mar. 2nd - Mar. 6th

Mar. 2nd - Mar. 6th
Benchmark #3 Testing Window: February 25th-March 5th
CCSS
Review Topics 9-12
See January 5th thru February 23rd Lesson Plans to Review
Resources
Materials
Web Sites
Assessment
Envision Benchmark Test Topics 9-12
Review All:
OCSD 5 Benchmarks
Week of Mar. 9th - Mar. 13th

Mar. 9th - Mar. 13th
CCSS
Lesson 13-1, 13-2, 13-3
2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols
appropriately.
Topic 13 Counting Money
13.1
Coins
Coin Counting Cup Give each group of students a paper cup containing coins. Tip out the coins in your cup and
arrange them from greatest to least value. Figure out how much money is in the cup altogether. Using pictures, numbers,
or words record the type of coins and the total value.
13.2
Counting Collections of Coins
Build an Animal Piggy Bank Using milk cartons or soda cans, students can create piggy banks that look like animals.
Students can use any animal such as a pig, lion, zebra, etc. Teacher lays coins on the table. Point to a coin and have
students say its name. If correct, students may feed the animal bank. Students should say its value and feed your animal.
Keep feeding your animal to save your money for something special! This could be an activity to last through the entire
money unit.
13.3
Ways to Show the Same Amount
Make $1.00 Find as many different ways as you can to make exactly $1.00 with coins. Use pictures, numbers, or words
to show each way you find. Have students answer questions like: How many different ways did you find to make $1.00?
Which way used the least number of coins? Which way used the most coins?
Resources
Materials
Coins(half-dollars, quarters, dimes, nickels, pennies)
A Chair for My Mother by Vera B. Williams
A Quarter from the Tooth Fairy by Caren Holtzman
Arthurs Funny Money by Lillian Hoban
Web Site
http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.htmlinter Break
Assessment
EnVision Quiz Topics 13 lessons 1-3
Week of Mar. 16th - Mar. 20th
Mar. 16th - Mar. 20th

CCSS
Lesson 13-4, 13-5
Topic 13 Counting Money
13.4
Coins
Coin Counting Cup Give each group of students a paper cup containing coins. Tip out the coins in your cup and
arrange them from greatest to least value. Figure out how much money is in the cup altogether. Using pictures, numbers,
or words record the type of coins and the total value.
13.5
Counting Collections of Coins
Build an Animal Piggy Bank Using milk cartons or soda cans, students can create piggy banks that look like animals.
Students can use any animal such as a pig, lion, zebra, etc. Teacher lays coins on the table. Point to a coin and have
students say its name. If correct, students may feed the animal bank. Students should say its value and feed your animal.
Keep feeding your animal to save your money for something special! This could be an activity to last through the entire
money unit.
13.6
Ways to Show the Same Amount (Optional)
Make $1.00 Find as many different ways as you can to make exactly $1.00 with coins. Use pictures, numbers, or words
to show each way you find. Have students answer questions like: How many different ways did you find to make $1.00?
Which way used the least number of coins? Which way used the most coins?
Resources
Materials
Number cubes
Bills
Alexander, Who Used to Be Rich Last Sunday by Judith Viorst
The Penny Pot by Stuart Murphy
Bennys Pennies by Pat Brisson
Web Site
http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html
Assessment
Week of Mar. 23rd - Mar. 26th

Mar. 23rd - Mar. 26th
CCSS
Lesson 14-1, 14-2, 14-3
appropriately. Break
Topic 14 Money
14-1 Adding Money Mystery Hat Have students draw items from a mystery hat that has a value on them. Students may
add those values to get a total.
14-2 Subtracting Money A Chair for My Mother After listening to the story A Chair for my Mother, decide on a chore
that you could do and the amount you might earn for doing that chore.
1. Write about what you will do and how much you will earn.
2. Draw coins to show how much you will be paid.
3. Divide the money in half half for spending and half for saving. How much will you spend? How much will you save?
14-3 Estimating Sums and Differences Do I Have Enough? Distribute play money to students. Give students
scenarios and let them determine if they have enough to purchase different items. Ex. Student has 75 cents. A piece of
candy costs 36 cents and a pencil cost 41 cents. Students need to determine if they have enough money to purchase
these items. Can be used with menus from restaurants as well.
Resources
Materials
Connecting Cubes
Follow the Money by Loreen Leedy
You Cant Buy Dinosaur with a Dime by Harriet Ziefert
Pigs Go to Market by Amy Axelrod
Web Site
Winter Break
Assessment
Mar. 27th
CCSS
Parent Conference Day
Resources
Assessment
Week of Mar. 30th Apr. 3rd
Mar. 30th - Apr. 2nd

CCSS
Lesson 14-4
appropriately.int Break
Topic 14 Money
14-4 Problem Solving: Try, Check, and Revise Students will add coins to reach a target amount, finding the difference
along the way. Add coins, pausing to check 'how much so far?' every so often, so that students must find the difference.
Look for other coin combinations to reach the total.
Review all lessons to ensure mastery of money.
Resources
Materials
Connecting Cubes
Follow the Money by Loreen Leedy
You Cant Buy Dinosaur with a Dime by Harriet Ziefert
Pigs Go to Market by Amy Axelrod
Web Site
http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.htmlWinter Break
Assessment
Winter Break
Apr. 3rd
CCSS
Spring Break (Holiday)
Resources
Assessment
Week of Apr. 6th Apr. 10th
Apr. 6th Apr. 10th
CCSS
Resources
Assessment
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
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
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.k-5mathteachingresources.com/support-files/measuringpaths.pdf
Winter Break
Assessment
Week of Apr. 20th - Apr. 24th

Apr. 20th - Apr. 24th
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
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
Materials
Centimeter ruler
Pattern Blocks
Crayons
Large paper clips
Erasers
Books
Rulers
Centimeter ruler
Measuring Penny by Loreen Leedy
Web Site
http://www.k-5mathteachingresources.com/support-files/Measuring-with-a-meter-stick.pdf
http://www.k-5mathteachingresources.com/support-files/measuringwithtwounitst.pdf
Assessment
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
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
Materials
Inch Rulers
String
Connecting Cubes
Paper clips
Game Time by Stuart J. Murphy
Clock Face
Geared
Demonstration Clock
Scissors
Web Site
http://www.k-5mathteachingresources.com/support-files/onehourearlieronehourlater.pdf
http://www.k-5mathteachingresources.com/support-files/collectingandrepresentingdata.pdf
Assessment
Week of May 4th - May 8th

May 4th May 8th
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.
. 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
Materials
Inch ruler
Classroom object
Cup
Connecting Cubes
Unit Cubes
Two-color counters
Web Site
Assessment
Winter Break

May 11th - May 15th
CCSS
Review Topics 13-16
See March 9 May 9, 2014 Lesson Plans to Review
Resources
Materials
Web Sites
Assessment
Envision Benchmark Test Topics 13-16 page 252A
Review All:
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
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
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
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
See All Lesson Plans to ensure mastery in all math Domain, Cluster and Standards.
Resources
Materials
Web Sites
Assessment
Review All:
EnVision Topic Assessments,
OCSD 5 Benchmarks
Week of Jun. 1st -5th

Jun. 5th
CCSS
Teacher Workday
Teacher Workday
Resources
Teacher Workday
Assessment
Teacher Workday

2nd Grade Math Pacing Guide 2014-2015

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OCSD5 Curriculum Pacing Guide

2nd GRADE MATHEMATICS

Reminder: This document is in draft

Are aligned with college and work expectations;

Orangeburg Consolidated School District 5 Assessment Schedule

South Carolina Assessments Schedule

Elementary and Middle School

Testing Dates for 2014-2015

Day 1: March 17, 2015

ELA Reading and Research

Science or Social Studies Grade 3

Science (Grades 4-8)

All Content Areas - Make-up Testing

Through May 16th

Common Core Instructional Shifts

Students read a true balance of informational and literary texts.

Knowledge in the Disciplines

Students engage in rich and rigorous evidence based

Writing from Sources

Writing emphasizes use of evidence from sources to inform or

Students build knowledge about the world (domains/ content

Students constantly build the transferable vocabulary they need to

Teachers significantly narrow and deepen the scope of how

Common Core Best Practices

Source: Burke, Beth; A Close Look at Close Reading

Mathematical Practice Three

Mathematical Practice Seven

Mathematical Practice Eight

The Importance of Using the Problem Solving Mat

http://www.exemplars.com/blog/education/mathematical-practice-and-problem-solving-preparing-yourteachers-for-common-core Principles and Standards of School Mathematics (NCTM, 2000)

PROBLEM SOLVING STRATEGIES

Use or look for a

Logical Reasoning is really used in all the problem solving strategies.

Making It Simpler is useful when solving a complex problem because it allows

PROBLEM SOLVING MAT K-2

Choose a strategy to solve your problem.

Guess and check

Act It Out or use objects

Show your strategy.

PROBLEM SOLVING MAT 3-12

Problem of the Day (Daily Oral Math)

Act out or use objects

Make a picture or diagram

Use or make a table

Make an organized list

Guess and check

Use or look for a pattern

Use logical reasoning

Final Answer (In a complete sentence restate what you

(Complete the following sentence)

Week of Aug. 20th - Aug. 22nd

Aug. 20th - Aug. 22nd

Benchmark #1 Testing Window: August 20th-28th Diagnostic

Week of Aug. 25th - Aug. 29th

Sept. 2nd - Sept.5th

the grid. http://www.oswego.org/ocsd-web/games/SpeedGrid/Addition/urikaadd2res.html

Week of Sept. 8th - Sept. 12th

Week of Sept. 15th - Sept. 19th

Week of Sept. 22nd - Sept. 26th

Week of Sept. 29th - Oct. 3rd

Week of Oct. 6th - Oct. 10th

Week of Oct. 13th - Oct. 17th

_ tens _ ones