Second+Grade+Curriculum+2

Second Grade Curriculum

 * Second Grade: ** Second graders continue with more sophisticated work in addition and subtraction of whole numbers, and begin conceptual development of multiplication and division, grounded in contexts and modeled using concrete objects. Teachers can emphasize the inverse relationships between addition and subtraction, and multiplication and division. Children will be using strategies and algorithms, to compute using whole numbers. Students should be fluent with addition and subtraction facts up to 10 + 10 by the end of second grade. Simple ideas about fractions are introduced. In geometry, children continue to learn about geometric shapes and their elements.

** Year long instructional strategies, processes, skill development, or content expectations **

 * ** Communication ** || ** Reasoning ** || ** Connections ** || ** Problem Solving ** || ** Data Analysis ** ||
 * Discuss, write, or draw to show depth of mathematical ideas and relationships

Develop math vocabulary and symbols

Reflect on or clarify thinking about mathematical ideas and situations

Restate math concepts

Explain and justify answers

Explain methods of solving a problem

Describe what extra information is needed to solve a problem || Verify and justify answers

Use logical spatial and proportional reasoning

Generalize from a set of observations

Evaluate accuracy of a solution to a problem

Solve a variety of non-routine, real world problems

Make and test conjectures

Develop rules and procedures

|| Recognize mathematical connections that occur in everyday experience

Recognize relationships using number lines, calendars, graphing, and money

Recognize mathematical relationships that occur between various mathematical topics

Identify mathematical concepts that occur in other disciplines

Recognize the need for math in order to pursue various careers

Use mathematics to describe the physical world

Utilize technology to enhance mathematical understanding || Use students’ prior knowledge of mathematical content and process

Solve a simpler problem to suggest a solution for a more complex problem

Solve multi-step problems

Formulate problems for real world situations

Use manipulatives

Draw a figure

Guess and check

Look for a pattern

Retell a story problem

Explain a problem solution

Make a list

Simplify

Draw a diagram or table

Work backwards || Collect, organize, interpret and describe data from tables

Analyze data

Analyze patterns

Formulate and solve problems using given data

Construct and interpret graphs

Utilize a variety of graphic displays using appropriate scales with given sets of numerical data:

||


 * ==1st Quarterly focused instructional strategies, processes, skill development, or content expectations ==

Units: Place Value (6 weeks), starting Addition and Subtraction (3 weeks)
|| Notes |||||||| = Curriculum = // What do we want students to learn? // || ** Resources ** // What materials will we use // ? |||| ** Instructional Strategies ** // How will we deliver the curriculum? // || ** Assessment ** How will we know if students learn? ||
 * ** Integration ** Teacher
 * ** Integration ** Teacher
 * |||||||| N.ME.02.01 Count to 1,000 by ones, tens, and hundreds starting from any number in the sequence

N.ME.02.02 Read and write numbers to 1,000 in numerals and words, and relate them to the quantities they represent.

N.M.E.02.05 Express numbers up to 1,000 using place value, e.g. 137 is 1 hundred, 3 tens, and 7 ones; use concrete materials.

N.M.E.02.03 Compare and order numbers to 1,000; use the symbols <, =, and >.

N.M.E.02.04 Count orally by 3s and 4s starting with 0, and by 2s, 5s, and 10s starting from any whole number. || Harcourt Math Chapters 1, 27

Chapters 1, 27

Chapters 1, 2

Chapters 3, 28

Chapter 28 |||| · Use concrete objects to explore and discuss groups of tens and ones, the value of a digit in 2-digit and 3-digit numbers, and read and write numbers · Use concrete objects to explore and discuss ordinal positions to twentieth, and compare and order 2-digit numbers · Use the problem-solving strategy. Make a model to show money amounts. · Use hundreds charts to explore numbers up to 1,000, including place value, counting by multiples of 2, 3, 4, 5, 10, and 100, etc. · Also see year-long content. || Effective Questioning (see appendix)
 * Specific Resources – See Wiki **

Classroom observation and discussion

Student reasoning and justification

Student math journals (writing and reflection)

Harcourt Math · Chapter tests · End-of-chapter review pages · Assessment guide · MEAP resource book unit tests

Investigations unit: · Teacher Checkpoints · Assessment Activities ||
 * === === |||||||| N.F.L.02.10 Add fluently two numbers through 99, using strategies including formal algorithms; subtract fluently two numbers through 99

N.M.R.02.09 Given a contextual situation that involves addition and subtraction using numbers through 99; model using objects or pictures; explain in words; record using numbers and symbols; solve. || Chapters 5 (one-digit addition and subtraction) |||| · Use concrete objects and drawing pictures to explore and discuss addition and subtraction strategies. · Use the strategies counting on, doubles, and doubles plus one, and make a ten to solve addition sentences. · Explore and discuss finding the sum of 3 addends. · Count back to solve subtraction sentences. · Use inverse operations and fact families to relate addition and subtraction. · Explore and discuss identifying missing numbers, number expressions, and writing number sentences. · Model and discuss adding and subtracting 1-digit numbers · Utilize math websites for practice and exploration ||
 * Specific Resources – See Wiki **

|| Notes || = Curriculum = // What do we want students to learn? // |||||| ** Resources ** What materials will we use? || ** Instructional Strategies ** // How will we deliver the curriculum? // || ** Assessment ** // How will we know if students learn? // ||
 * ** Integration ** Teacher
 * || N.FL.02.10 Add fluently two numbers through 99, using strategies including formal algorithms; subtract fluently two numbers through 99

N.MR.02.09 Given a contextual situation that involves addition and subtraction using numbers through 99; model using objects or pictures; explain in words; record using numbers and symbols; solve.

N.MR.2.07 Find the distance between numbers on the number line, e.g. how far is 79 from 26?

N.MR.02.08 Find missing values in open sentences, e.g. 42 + ⁯ = 57; use relationship between addition and subtraction

N.FL.02.11 Estimate the sum of two numbers with three digits.

N.FL.02.12 Calculate mentally sums and differences involving three-digit numbers and ones; three-digit numbers and tens; three-digit numbers and hundreds.

N.FL.2.06 Decompose 100 into addition pairs, e.g. 99 + 1, 98 + 2… |||||| Harcourt Brace Chapter 6 (one-digit addition and subtraction) Chapters 7-9 (two-digit addition and subtraction) || · Use concrete objects and drawing pictures to explore and discuss addition and subtraction strategies. · Use the strategies counting on, doubles, and doubles plus one, and make a ten to solve addition sentences. · Explore and discuss finding the sum of 3 addends. · Count back to solve subtraction sentences. · Use inverse operations and fact families to relate addition and subtraction. · Explore and discuss identifying missing numbers, number expressions, and writing number sentences. · Model and discuss adding and subtracting 2-digit numbers · Use count back and regroup to subtract 2-digit numbers · Utilize math websites for practice and exploration || Effective Questioning (see appendix)
 * Specific Resources – see wiki **

Classroom observation and discussion

Student reasoning and justification

Student math journals (writing and reflection)

Harcourt Math Investigations unit: || Notes |||| = Curriculum = // What do we want students to learn? // |||||| ** Resources ** // What materials/resources will we need to ensure mastery //. || ** Instructional Strategies ** // How will we deliver the curriculum? // || ** Assessment ** How will we know if students learn? ||
 * Chapter tests
 * End-of-chapter review pages
 * Assessment guide
 * MEAP resource book unit tests
 * Teacher Checkpoints
 * Assessment Activities
 * ** Integration ** Teacher
 * |||| N.FL.02.10 Add fluently two numbers through 99, using strategies including formal algorithms; subtract fluently two numbers through 99

N.MR.02.09 Given a contextual situation that involves addition and subtraction using numbers through 99; model using objects or pictures; explain in words; record using numbers and symbols; solve.

N.MR.2.07 Find the distance between numbers on the number line, e.g. how far is 79 from 26?

N.MR.02.08 Find missing values in open sentences, e.g. 42 + ⁯ = 57; use relationship between addition and subtraction

N.FL.02.11 Estimate the sum of two numbers with three digits.

N.FL.02.12 Calculate mentally sums and differences involving three-digit numbers and ones; three-digit numbers and tens; three-digit numbers and hundreds.

N.FL.2.06 Decompose 100 into addition pairs, e.g. 99 + 1, 98 + 2… |||||| Harcourt Math Chapters 10, 11 (two-digit addition and subtraction) || · Use concrete objects and drawing pictures to explore and discuss addition and subtraction strategies. · Use the strategies counting on, doubles, and doubles plus one, and make a ten to solve addition sentences. · Explore and discuss finding the sum of 3 addends. · Count back to solve subtraction sentences. · Use inverse operations and fact families to relate addition and subtraction. · Explore and discuss identifying missing numbers, number expressions, and writing number sentences. · Model and discuss adding and subtracting 2-digit numbers · Use count back and regroup to subtract 2-digit numbers · Utilize math websites for practice and exploration || Effective Questioning (see appendix)
 * Specific Resources – see wiki **

Classroom observation and discussion

Student reasoning and justification

Student math journals (writing and reflection)

Harcourt Math Investigations unit: ||
 * Chapter tests
 * End-of-chapter review pages
 * Assessment guide
 * MEAP resource book unit tests
 * Teacher Checkpoints
 * Assessment Activities
 * |||| N.ME.02.22 Recognize that fractions such as 2/2, 3/3, and 4/4 are equal to the whole (one).

N.ME.02.18 Recognize, name, and represent commonly used unit fractions with denominators 12 or less; model ½, 1/3, and ¼ by folding strips.

N.ME.02.19 Recognize, name, and write commonly used fractions: 1/2., 1/3, 2/3, ¼, 2/4, ¾.

N.ME.02.20 Place 0 and halves, e.g. ½, 1 ½,2 1/2, on the number line; relate to a ruler.

N.ME.02.21 For unit fractions from 1/12 to ½, understand the inverse relationship between the size of the unit fraction and the size of the denominator; compare unit fractions from 1/12 to ½. |||||| Harcourt Math Chapter 26 || · Use concrete objects to explore and discuss commonly used unit fractions (equal parts). · Use concrete objects to explore and discuss fractions other than unit fractions and fractions equal to 1. · Use fractions to identify parts of a group. · Utilize math websites for practice and exploration || // See above // || Notes || = Curriculum = // What do we want students to learn? // |||||| ** Resources ** // What materials will we use // ? || ** Instructional Strategies ** // How will we deliver the curriculum? // || ** Assessment ** How will we know if students learn? ||
 * Specific Resources – see wiki **
 * Integration ** Teacher
 * || M.UN.02.01 Measure lengths in meters, centimeters, inches, feet, and yards approximating to the nearest whole unit and using abbreviations; cm, m, in, ft, yd.

M.PS.02.02 Compare lengths; add and subtract lengths (no conversion of units).

M.UN.02.03 Measure area using non-standard units to the nearest whole unit.

M.TE.02.04 Find the area of a rectangle with whole number side lengths by covering with unit squares and counting, or by using a grid of unit squares; write the area as a product.

M.TE.02.11 Determine perimeters of rectangles and triangles by adding lengths of sides, recognizing the meaning of perimeter.

G.GS.02.01 Identify, describe, and compare familiar two-dimensional and three-dimensional shapes, such as triangles, rectangles, squares, circles, semi-circles, spheres, and rectangular prisms.

G.GS. 02.02 Explore and predict the results of putting together and taking apart two-dimensional and three-dimensional shapes.

G.GS.02.04 Distinguish between curves and straight lines and between curved surfaces and flat surfaces.

G.SR.02.05 Classify familiar plane and solid objects, e.g., square, rectangle, rhombus, cube, pyramid, prism, cone, cylinder, and sphere, by common attributes such as shape, size, color, roundness, or number of corners and explain which attributes are being used for classification.

G.TR.02.06 Recognize that shapes that have been slid, turned, or flipped are the same shape, e.g., a square rotated 45 degrees. |||||| Harcourt Math Chapters 22.1-22.4,24.1

Not in Text

Chapter 25.2

Not in Text

Chapter 25.1

Chapters 18, 19

Chapters 18, 19

Chapters 18, 19

Chapters 18, 19

Chapter 20.3 · Use concrete objects and real-life situations to explore and discuss perimeter and area · Use nonstandard units to explore and discuss measuring length · Use concrete objects to explore and discuss measuring length || Classroom Observation and Discussion
 * Specific Resources – see wiki ** || · Use inches, feet, yards, centimeters and meters to explore and discuss measuring length

Student Reasoning and Justification

Student Math journals (Writing & Reflection)

Harcourt Math: · Chapter tests · End-of-the chapter review pages · Assessment guide · MEAP Resource Book unit tests

Investigations Unit: · Teacher Checkpoints · Assessment Activities || N. MR.02.14 Represent multiplication using area and array models. N.MR.02.15 Understand division (÷) as another way of expressing multiplication, using fact families within the 5 x 5 multiplication table; emphasize that division “undoes” multiplication, e.g., 2 x 3 = 6 can be rewritten as 6 ÷ 2 = 3 or 6 ÷ 3 = 2. N. MR.02.16 Given a situation involving groups of equal size or of sharing equally, represent with objects, words, and symbols; solve.* N. MR.02.17 Develop strategies for fluently multiplying numbers up to 5 x 5.* |||||| Harcourt Math Chapter 30
 * || N.MR.02.13 Understand multiplication as the result of counting the total number of objects in a set of equal groups, e.g., 3 x 5 gives the number of objects in 3 groups of 5 objects, or 3 x 5 = 5 + 5 + 5 = 15.

Chapter 30

Chapter 30

Chapter 30

Chapter 30 · Model and discuss arrays to show multiplication · Explore and discuss multiplying numbers in order · Explore and discuss the division concept of equal groups, and making equal groups || // See above // ||
 * Specific Resources – see wiki ** || · Model and discuss equal groups and use repeated addition and multiplication sentences to find how many in all

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