Grade+2

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || and apply addition and subtraction concepts. || * MA 2.1.2.a Use objects, drawings, words, and symbols to explain the relationship between addition and subtraction (e.g., if 2 + 3 = 5 then 5 – 3 = 2) number lines, number cubes, construction paper, number cards 1-10 and 1-20 || Use the Commutative Property and the Identity Property to find sums; use a number line to count on when adding; use doubles and near doubles to find sums; make a 10 to solve addition problems; group addends differently to make the same sum; write a number sentence to solve problems; count back to find the difference using a number line; subtract all or zero to find the difference; use doubles facts to find the difference; use addition facts to subtract; use subtraction facts to help find missing addends; use related facts to write fact families; solve word problems that involve two steps. || Chapter Test, Vocabulary Test ||
 * Teachers: Melody Snelley **
 * Textbook: ** MyMath, McGraw Hill, 2013
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * 1 || Chapter 1 || Understand
 * MA 2.1.2.b Use objects, drawings, words, and symbols to explain the use of subtraction to find a missing addend (e.g., if 3 + __= 7, then 7- 3 =__ .)
 * MA 2.1.3.a Fluently add whole number facts with sums to 20
 * MA 2.1.3.b Fluently subtract whole number facts with differences from 20 || 22 || add, addend, sum, count on, doubles, near doubles, count back, subtract, difference, related facts, missing addend, fact family || P.O.D. (problem of the day); two colored counters,
 * 2 || Chapter 2 || Learn to recognize and create number patterns to solve problems. || ** MA 2.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. **


 * MA 2.1.1 Number System: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system. **

equal groups, repeated addition, array, even, odd || P.O.D., counters, connecting cubes, number cubes, || skip counting using a number line; skip count to find the total in equal groups; find a pattern to solve the word problems; use repeated addition to add equal groups; use arrays with repeated addition; find even and odd numbers in number patterns; find sums of equal numbers; || Chapter Test, Vocabulary Test || > > > ** MA 2.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools. ** > > > ** MA 2.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools. ** > > >
 * MA 2.1.1.a Read and write numbers 0 – 1,000 (e.g., count numbers from 400 – 500; write numbers from 400 – 500)
 * MA 2.1.1.b Count by multiples of 2 up to 100
 * MA 2.1.1.c Count backwards from 20 – 0
 * MA 2.1.1.d Connect number words to the quantities they represent 0 – 100
 * MA 2.1.1.f Compare and order whole numbers 0 – 1,000
 * MA 2.1.1.g Demonstrate relative position of whole numbers 0 – 1,000 (e.g., 624 is between 600 and 700; 593 is greater than 539)
 * || 13 || skip count,
 * 3 || Chapter 3 || Students will be able to add two digit numbers with regrouping || * ** MA 2.1.2 Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers. **
 * MA 2.1.2.a Use objects, drawings, words, and symbols to explain the relationship between addition and subtraction (e.g., if 2 + 3 = 5 then 5 – 3 = 2)
 * MA 2.1.2.b Use objects, drawings, words, and symbols to explain the use of subtraction to find a missing addend (e.g., if 3 + __= 7, then 7- 3 =__ .)
 * MA 2.1.3.a Fluently add whole number facts with sums to 20
 * MA 2.1.3.d Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper–pencil)
 * MA 2.1.3.d Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper–pencil)
 * MA 2.1.4.a Estimate the results of two-digit whole number sums and differences and check the reasonableness of such results
 * MA 2.1.4 b Estimate the number of objects in a group
 * || 13 days || regroup || P.O.D., base ten blocks; work mat 6; number cubes, connecting cubes, white boards || take apart an addend to make a ten to add; use models to regroup ones as tens to add; add one-digit numbers and two-digit numbers; Add two-digit numbers; rewrite horizontal addition problems vertically to add; Add three and four-digit numbers; make a model to solve a word problems, || Chapter test, Vocabulary test ||
 * 4 || Chapter 4 || Students will be able to subtract two-digit numbers with regrouping || ** MA 2.1.2 Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers. **


 * MA 2.1.2.a Use objects, drawings, words, and symbols to explain the relationship between addition and subtraction (e.g., if 2 + 3 = 5 then 5 – 3 = 2)
 * MA 2.1.2.b Use objects, drawings, words, and symbols to explain the use of subtraction to find a missing addend (e.g., if 3 + __= 7, then 7- 3 =__ .)


 * MA 2.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools. **


 * MA 2.1.3.b Fluently subtract whole number facts with differences from 20
 * MA 2.1.3.d Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper–pencil)


 * MA 2.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools. **


 * MA 2.1.4.a Estimate the results of two-digit whole number sums and differences and check the reasonableness of such results || 15 ||  || P.O.D., base ten blocks, connecting cubes, work mat 6, number cubes, || Use related facts to make two-digit number families; Take apart numbers to make a ten to subtract; Use models to regroup and find differences; subtract one-digit numbers from two-digit numbers; Subtract two-digit numbers; Take two digit subtraction and write it in a different way; Rewrite a horizontal two-digit subtraction problem vertically before subtracting; use addition to check subtraction; Write a number sentence strategy to solve word problems; Read and solve two-step word problems; || Chapter Test, Vocabulary Test ||
 * 5 || Chapter 5 || Students will be able to read and write numbers to the 1,000 place || ** MA 2.1.1 Number System: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system. **


 * MA 2.1.1.a Read and write numbers 0 – 1,000 (e.g., count numbers from 400 – 500; write numbers from 400 – 500)
 * MA 2.1.1.d Connect number words to the quantities they represent 0 – 100
 * MA 2.1.1.e Demonstrate multiple equivalent representations for numbers 1 – 1,000 (e.g., 423 is 4 hundreds, 2 tens and 3 ones; 423 is 3 hundreds 12 tens and 3 ones)
 * MA 2.1.1.f Compare and order whole numbers 0 – 1,000
 * MA 2.1.1.g Demonstrate relative position of whole numbers 0 – 1,000 (e.g., 624 is between 600 and 700; 593 is greater than 539) || 14 || hundreds, place value, digit, expanded form, thousand, compare, greater than, less than, equal to || P.O.D., ten- frames; base ten blocks, work mat 7, number cards || Relate hundreds, tens, and ones; read, write, and model numbers to 999; id and use words, models, and expanded form to represent numbers to 999; use logical reasoning to solve word problems, read and write numbers to 1,000; find counting patterns, compare three-digit numbers using >,<, and = ||  ||
 * 6 || Chapter 6 || Students will be able to add three-digit numbers. || * MA 2.1.3.c Add and subtract three-digit whole numbers with regrouping
 * MA 2.1.3.d Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper–pencil)


 * MA 2.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools. **


 * MA 2.1.3.c Add and subtract three-digit whole numbers with regrouping
 * MA 2.1.3.d Use a variety of methods and
 * MA 2.1.4 b Estimate the number of objects in a group || 14 || base ten || P.O.D., work mat 7 || Make a hundred to add a three- digit number; Add numbers in the hundreds; add 10 or 100 mentally; regroup ones to add three-digit numbers; regroup tens to add three-digit numbers; given a three-digit addition problem written horizontally, rewrite it vertically before adding; guess, check, and revise strategy to solve problems || Chapter Test, Vocabulary Test ||
 * 7 || Chapter 7 || Students will be able to subtract three-digit numbers || * MA 2.1.3.c Add and subtract three-digit whole numbers with regrouping
 * MA 2.1.3.d Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper–pencil)


 * MA 2.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools. **


 * MA 2.1.3.c Add and subtract three-digit whole numbers with regrouping
 * MA 2.1.3.d Use a variety of methods and
 * MA 2.1.4 b Estimate the number of objects in a group || 15 || base ten blocks; || P.O.D., spinner and work mat 7 || Make a hundred to subtract a three-digit number; subtract numbers in the hundreds; subtract 10 or 100 mentally; regroup tens to subtract three-digit numbers; regroup hundreds to subtract three-digit numbers;subtract three-digit numbers; rewrite horizontal three-digit subtraction as vertical three-digit subtraction; write a number sentence to solve problems; subtract from numbers ending in zero || Chapter Test, Vocabulary Test ||
 * 8 || Chapter 8 || Students will be able to count money up to $1.00 || ** MA 2.2.5 Measurement: Students will measure using standard units, time and money. **


 * MA 2.2.5.a Count mixed coins to $1.00 || 9 || penny, cent, nickel, dime, quarter, dollar sign. || P.O.D., pennies, nickels, dimes in play money, work mat 7; quarters, hundreds chart, classroom items, dollar bills, || Count to find the value of pennies, nickels, dimes, and quarters; skip count and count on to determine the value of a group of coins; act it out to solve problems; use coins to make one dollar. || Chapter Test, Vocabulary Test ||
 * 9 || Chapter 9 || Students will be able to take data, organize it and create and read different kinds of graphs || ** MA 2.4.1 Display and Analysis: Students will organize, display, compare, and interpret data. **


 * MA 2.4.1.a Represent data using pictographs
 * MA 2.4.1.b Interpret data using pictographs (e.g., 7 more; 2 less; 12 all together)
 * || 13 || data, survey, tally marks, picture graph, symbol, bar graph, line plot || P.O.D., example of a picture graph; picture graph, one inch graph paper; number cube || Take a survey and organize data using tally marks; use data to create picture graphs; make a bar graph to show data; draw conclusions and answer questions based on bar graphs; make a table to solve problems; use data to create line plots; analyze data contained in line plots || Chapter Test, Vocabulary Test ||
 * 10 || Chapter 10 || Students will be able to tell time to the hour, half hour, and five minutes || ** MA 2.2.5 Measurement: Students will measure using standard units, time and money. **


 * MA 2.2.5.b Identify time to 5 minute intervals
 * MA 2.2.5.c Identify and use appropriate tools for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler) || 11 || analog clock, hour hand, hour, digital clock, minute hand, minute, half hour, half past, quarter hour, A.M., P.M. || manipulative clocks, number cubes, number blocks, connecting cubes, || Read and write time to the nearest hour and half hour; find a pattern to solve problems, use a clock to tell time to the quarter hour, skip count by fives to tell time; use A.M. and P.M. when telling time. || Chapter Test, Vocabulary Test ||
 * 11 || Chapter 11 || Students will be able to measure objects and find the relationship between inch, foot, and yard || ** MA 2.2.5 Measurement: Students will measure using standard units, time and money. **
 * 11 || Chapter 11 || Students will be able to measure objects and find the relationship between inch, foot, and yard || ** MA 2.2.5 Measurement: Students will measure using standard units, time and money. **


 * MA 2.2.5.c Identify and use appropriate tools for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler)
 * MA 2.2.5.d Measure length using feet and yards
 * MA 2.2.5.e Compare and order objects using inches, feet and yards || 18 || length, inch, estimate, measure, foot, yard, centimeters, meters || P.O.D., ruler, yardstick, pencils, shoes, tape measure, string, meterstick, various objects for comparisons, || use an inch ruler to measure objects; measure objects to find the relationship between inch, foot, and yard; choose the appropriate tool and measure length; measure to compare customary lengths; use measurement to relate inches, feet, and yards; use logical reasoning strategy to solve problems; use a centimeter ruler to measure objects || Chapter Test, Vocabulary Test ||
 * 12 || Chapter 12 || Students will be able to recognize two and three dimensional shapes || ** MA 2.2.1 Characteristics: Students will describe characteristics of two-dimensional shapes and identify three-dimensional objects. **


 * MA 2.2.1.a Describe attributes of two-dimensional shapes (e.g., trapezoid, parallelogram)
 * MA 2.2.1.b Determine if two shapes are congruent
 * MA 2.2.1.c Compare two-dimensional shapes (e.g., trapezoid, parallelogram)
 * MA 2.2.1.d Identify solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)


 * MA 2.2.4 Spatial Modeling: Students will create two-dimensional shapes. **


 * MA 2.2.4.a Sketch two-dimensional shapes (e.g., trapezoid, parallelogram) || 13 || two- dimensional shape, parallelogram, trapezoid, pentagon, hexagon, side, angle, quadrilateral, three-dimensional shape, cube, sphere, cone, cylinder, pyramid, rectangular prism || P.O.D., pattern blocks, attribute blocks, classroom objects, three- dimensional objects || Identify two-dimensional geometric shapes; recognize attributes of shapes, draw a diagram to solve problems; identify three-dimensional geometric shapes; describe the faces, edges, and vertices of three-dimensional shapes; discuss the relationship between shapes and solids; partition two-dimensional shapes into two, three, or four equal shares; determine the area of a rectangle. || Chapter Test, Vocabulary Test ||