2nd Grade Mathematics Curriculum
How to use this document:
This curriculum is designed to guide instruction in mathematics in the 2nd grade. A Unit
Sequence and Timeline is provided as part of this overview section. The unit lengths provided
are approximate and allow for some flexibility in instruction. However, the order of the units
should be followed.
For each unit, the state as well as local standards are provided.
Table of Contents:
2nd Grade Math Overview .......................................................................................................1
Unit 1 Number Sense .........................................................................................................7
Unit 2 Graphing ...............................................................................................................10
Unit 3 Adding and Subtracting Whole Numbers (0-18) ....................................................14
Unit 4 Measurement .........................................................................................................19
Unit 5 Place Value and Patterns........................................................................................23
Unit 6 Adding and Subtracting 2 Digit Numbers ..............................................................26
Unit 7 Geometry...............................................................................................................29
Unit 8 Extended Number Sense ........................................................................................32
2nd Grade Math Overview
Course Description:
The 2nd Grade Mathematics course continues the development of addition and
subtraction understanding and skill. Number sense and place value concepts are continued to the
thousands place. Two-dimensional shapes, time, money, and graphs are also studied.
Course Essential Questions:
How are addition and subtraction related to each other?
Additional Information:
2nd Grade Mathematical Language:
Problem Solving
compare
formulate
examine
identify the problem
explain
interpret
explore
justify
Reasoning and Proof
develop an argument
explore guesses
Communication
formulate questions
organize
AECSD Grade 2 Math Curr.doc
make observations
model using manipulatives
investigate
justify claims
true/false
use trial and error
share ideas
use the language of
mathematics
1
Connections
apply mathematics
compare similarities and
differences
recognize patterns
understand meaning of
operations
understand relationships
Representation
multiple representations
nonstandard representation
standard representation
Number Sense and Operation
collection
commutative property of
addition
compensation
compose
decompose
division
doubles
doubles minus one
doubles plus one
estimate
even number
fact family (related facts)
fair share
hundred chart
identity element for
addition
label
multiplication
odd number
place value
regroup
repeated addition
repeated subtraction
two-digit number
zero as the identify
element in addition
Algebra
decreasing sequences
equal to
greater than (>)
increasing sequences
less than (<)
whole numbers
Geometry
compose shapes
decompose shapes
flip (reflection)
irregular shape
line symmetry
properties
rectangle
regular shapes
slide (translation)
square
triangle
turn (rotation)
Measurement
dollar ($)
equivalent
estimate
feet
half hour
heavier
lighter
nonstandard units
standard units
Statistics and Probability
compare
data
predict
similarities/differences
tallies
tally mark
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2nd Grade Local Math Standards
Numbering Key: Local.Grade level.Mathematics strand*.standard #
e.g. L.3.N.5 (L = local; 3 = 3rd Grade; N = Number Sense and Operations; 5 = 5th standard)
*Math Strands: N = Number Sense and Operations, A = Algebra, G = Geometry, M =
Measurement, S = Statistics and Probability, PS = Problem Solving, CM =
Communication, CN = Connections, Rep = Representations, RP = Reasoning and
Proof
Number and Operations
L.2.N.1
Representation
and Notation
L.2.N.2
Place Value
L.2.N.3
Number Order
L.2.N.4
Addition and
Subtraction
L.2.N.5
Estimation
L.2.N.6
Number Theory
L.2.N.7
Properties and
Laws
Computation and
Facts
Multiplication
and Division
Fractions
Decimals
L.2.N.8
L.2.N.9
L.2.N.10
L.2.N.11
Algebra
L.2.A.1
L.2.A.2
Geometry
L.2.G.1
L.2.G.2
Patterns and
Representations
Solving
Equations and
Inequalities
Shapes and
Figures
Transformations
and Symmetry
Read, write, and represent whole numbers from 0 to 100; explore numbers to 1,000.
Recognize and use the place value structure of the base ten number system: 10 ones
= 1 ten, 10 tens = 1 hundred; recognize that 10 hundreds = 1 thousand; recognize
the meaning of zero in the place value system (0 - 100).
Compare (including use of symbols <, >, and =), order and place on a number line
whole numbers (0 – 100) (including identifying the number before or after a given
number or between two given numbers); use ordinal numbers (1st to 31st), read
written ordinal terms (first through ninth), and use words that imply order such as
first, last, before, after, between, and middle.
Add and subtract one and two-digit whole numbers (with and without regrouping)
using a variety of strategies including fact families, related facts, inverse operations,
addition doubles, doubles plus one, and compensation (e.g. 18 + 24 = 18 + 2 + 22 =
20 + 22 = 42).
Develop estimation strategies and skills (e.g. estimate answers before solving
problems and compare estimates with results to determine reasonableness, estimate
the number of items in a collection up to 100 and compare to actual).
Count by 5's and 10's to 100, 2's to 50, by 3's to 36, and by 4's to 48 (starting with 0
or other multiple of the number); count backwards (using a number chart) from 100
by 1's, 5's, and 10's; identify even and odd numbers and use manipulatives to
justify.
Explain and use the commutative property of addition (e.g. 3 + 2 = 2 + 3); use 0 as
the identity element for addition.
Master addition facts with sums 0 – 18 and subtraction facts with differences 0 – 9.
Use repeated addition and subtraction to develop the concepts of multiplication and
division; divide sets of objects into equal groups to develop the concept of division.
No work in this area at this grade level.
No work in this area at this grade level.
Recognize, describe, extend, and create a wide variety of sequences and patterns
(pictorial, increasing or decreasing numeric (0 to 100), geometric, etc.); sort,
classify and order objects using likenesses and differences in multiple attributes
(color, shape, size, etc.) and explain reasoning.
No work in this area at this grade level.
Name, describe, compare, and sort two-dimensional geometric shapes (circle,
square, rectangle, triangle); compose (put together) and decompose (take apart)
two-dimensional shapes.
Informally perform and describe slides (translations), flips (reflections), and turns
(rotations) of two-dimensional shapes; investigate line symmetry.
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Similarity and
Congruence
Points, Lines,
and Angles
Perimeter, Area,
and Volume
Triangles
Coordinate
Geometry
Measurement
L.2.M.1
Time
L.2.M.2
Length
L.2.M.3
Money
L.2.M.4
Mass
Volume
Statistics and Probability
L.2.S.1
Collect and
Display Data
L.2.S.2
Analyze Data
Problem Solving
L.2.PS.1
Organization
L.2.PS.2
Strategies
L.2.PS.3
Reflection
Reasoning and Proof
L.4.RP.1
Communication
L.4.CM.1
Connections
L.4.CN.1
Representations
L.4.Rep.1
Review.
No work in this area at this grade level.
No work in this area at this grade level.
No work in this area at this grade level. See L.G.2.1
No work in this area at this grade level.
Tell time to half-hour and nearest 5-minute increment in analog and digital format;
understand a calendar.
Estimate, measure using standard units (whole inch and foot) and non-standard
units; compare and order the lengths (heights) of objects.
Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and
$20) and their values; be able to group coins to make a set amount up to $1.00.
Recognize mass (weight) as a qualitative measure (i.e. Which is heavier? Which is
lighter?); compare and order objects using expressions such as: heavier than, lighter
than.
No work in this area at this grade level.
Formulate real-world questions; collect and record data (e.g. with
tallies); display data using tables, pictographs, and bar graphs.
Read and interpret data (similarities or differences in quantity) from
pictographs and bar graphs; make simple conclusions and predictions
from graphs.
Analyze situations (identify the problem, identify needed information, and generate
possible strategies) and organize work to solve problems (e.g. use Auburn Problem
Solving Process).
Solve problems using variety of strategies such as counting, use of manipulatives
(i.e., tiles or blocks), drawing pictures, or responding to teacher questioning.
Estimate answer; examine answer to see if it makes sense.
Make conjectures; support (or refute) a mathematical statement or conjecture as
true or false including the use of (counter)examples and explain reasoning; support
mathematical ideas verbally, numerically, algebraically, pictorally, and in writing.
Decode and comprehend mathematics expressed verbally and in writing; clearly
and coherently communicate mathematical thinking verbally, pictorally,
numerically and in writing using appropriate mathematical vocabulary and
symbols; organize and accurately label work.
Recognize and use connections among branches of mathematics and real life (e.g.
estimate and represent the number of apples in a tree, determine the number of
buses required for a field trip, use a multiplication grid to solve odd and even
number problems)
Represent mathematical ideas in a variety of ways (verbally, in writing, pictorally,
numerically, algebraically, or with physical objects); switch among different
representations; investigate similarities and differences between representations.
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L.2.RP.1
L.2.CM.1
L.2.CN.1
L.2.Rep.1
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Math 2 Unit Sequence and Timeline:
Unit 1
Length:
Timeframe:
Introduction to Number Sense
~ 5 weeks
Early September to Mid-October (ongoing throughout year)
Unit 2
Length:
Timeframe:
Graphing
~ 3 weeks
Mid-October to Early November
Unit 3
Length:
Timeframe:
Adding and Subtracting Whole Numbers (0-18)
~ 5 weeks
Early November to Mid-December
Unit 4
Length:
Timeframe:
Measurement
~ 5 weeks
Mid-December to Late January
Unit 5
Length:
Timeframe:
Place Value and Patterns
~ 5 weeks
Late January to Mid-March
Unit 6
Length:
Timeframe:
Adding and Subtracting 2 Digit Numbers
~ 6 weeks
Mid-March to Late April
Unit 7
Length:
Timeframe:
Geometry
~ 4 weeks
May
Unit 8
Length:
Timeframe:
Extended Number Sense
~ 5 week
Late May to End of Year
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Unit 1
Number Sense
Length:
~ 5 weeks
Timeframe: Early September to Mid-October
State Standards (Shaded statements are identified as Post-March Indicators):
2.N.1
Skip count to 100 by 2’s, 5’s, 10’s
2.N.2
Count back from 100 by 1’s, 5’s, 10’s using a number chart
2.N.3
Skip count by 3’s to 36 for multiplication readiness
2.N.4
Skip count by 4’s to 48 for multiplication readiness
2.N.5
Compare and order numbers to 100
2.N.9
Name the number before and the number after a given number, and name the
number(s) between two given numbers up to 100 (with and without the use of a
number line or a hundreds chart)
2.N.10 Use and understand verbal ordinal terms
2.N.11 Read written ordinal terms (first through ninth) and use them to represent ordinal
relations
2.N.14 Use concrete materials to justify a number as odd or even
2.A.1
Use the symbols <, >, = (with and without the use of a number line) to compare whole
numbers up to 100
Local Standards (Stricken text is covered in a different unit):
L.2.N.1 Read, write, and represent whole numbers from 0 to 100; explore numbers to 1,000.
L.2.N.3 Compare (including use of symbols <, >, and =), order and place on a number line
whole numbers (0 – 100) (including identifying the number before or after a given
number or between two given numbers); use ordinal numbers (1st to 31st), read written
ordinal terms (first through ninth), and use words that imply order such as first, last,
before, after, between, and middle.
L.2.N.6 Count by 5's and 10's to 100, by 2’s to 50, by 3's to 36, and by 4's to 48 (starting with 0
or other multiple of the number); count backwards (using a number chart) from 100 by
1's, 5's, and 10's; identify even and odd numbers and use manipulatives to justify.
Big Ideas:
Numbers allow us to show or represent amounts that can be compared and put in order.
It is often easier to count in groups.
Essential Questions:
Why do we use numbers?
Why count by anything other than 1’s?
Prior Knowledge:
to read, write, and represent whole numbers 0-20
to count to 100 by 1’s
to count by 2’s, 5’s and 10’s to 20, 50, and 100 respectively
to compare whole numbers 0-20
to place whole numbers 0-20 on a number line
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Unit Objectives:
to read whole numbers 0-100
to write whole numbers 0-100
to use manipulatives or drawings to represent numbers 0-100
to count by 5’s and 10’s to 100
to count by 2’s to 50
to count backwards (using a number chart) from 100 by 1’s, 5’s, and 10’s
to compare whole numbers 0-100 using symbols <, >, and =
to order whole numbers 0-100
to identify the number before or after a given number or between two numbers
to place on a number line whole numbers 0-100
Resources:
Review Template:
Day 1
1)
Circle the greater number.
5 or 9
10 or 6
7 or 3
2)
Given a number line 0 through 20 (mark off 0, 5,10,15 20), place the following numbers
on the number line.
4
6
11
3)
Count by 2’s, 5’s, and 10’s. Fill in the blanks with the missing numbers.
5,__,15, 20, 25
2,4,__,8,__,12
10, 20, __,40, 50, __
Day 2
1)
Circle the greater number.
7 or 1
5 or 9
7 or 9
2)
Given a number line 0 through 20 (mark off 0, 5,10,15 20), place the following numbers
on the number line.
7
13
19
3)
Count by 2’s, 5’s, and 10’s. Fill in the blanks with the missing numbers.
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5.10,__, 20, 25
2,4,6,__,10,12,__
10, 20, 30,__, 50, 60,__
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Unit 2
Graphing
Length:
~ 3 weeks
Timeframe: Mid-October to Early November
State Standards (Shaded statements are identified as Post-March Indicators):
2.S.1
Formulate questions about themselves and their surroundings
2.S.2
Collect and record data (using tallies) related to the question
2.S.3
Display data in pictographs and bar graphs using concrete objects or a representation of
the object
2.S.4
Compare and interpret data in terms of describing quantity (similarity or differences)
2.S.5
Discuss conclusions and make predictions from graphs
Local Standards (Stricken text is covered in a different unit):
L.2.S.1 Formulate real-world questions; collect and record data (e.g. with tallies); display data
using tables, pictographs, and bar graphs.
L.2.S.2 Read and interpret data (similarities or differences in quantity) from pictographs and
bar graphs; make simple conclusions and predictions from graphs.
Big Ideas:
A graph is a visual representation of data.
Displaying data in graph form allows you to easily visualize and compare data.
Essential Questions:
What is a graph?
Why do we graph data?
Prior Knowledge:
to compare numbers and quantities (0-20)
to count tallies and symbols (0-20)
Unit Objectives:
to identify the parts of a table, pictograph and bar graph
to read data from a table, pictograph and bar graph
to interpret data by comparing similarities and differences in quantity
to draw simple conclusions from a table, pictograph and bar graph
to make predictions from a table, pictograph and bar graph
to formulate questions that lead to comparison of data
to collect and record data (e.g. with tallies, numbers)
to create a table using recorded data
to create pictograph using recorded data
to create a bar graph using recorded data
Resources:
Note: All “Material” listed in italics is available through First Class. Log into First Class
and find 2nd Grade Unit 2 Graphing in 2nd Grade Mathematics in the Math Resources
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folder on your desktop. The files titled Chap 1 Teacher Resources.pdf and Chap 3 Teacher
Resources.pdf contains the following resources materials from the SFAW 2nd Grade
textbook:
Practice
Another Look
Extend Your Thinking
Problem Solving
Assessment
Lesson 1: Graphs (2 – 3 days)
Objective:
to analyze graphs
Materials:
SFAW Textbook: Lesson 1-5 (pgs 15 – 16)
Practice 1-5 (see Chap 1 Teacher Resources)
Another Look 1-5 (see Chap 1 Teacher Resources)
Problem Solving 1-5 (see Chap 1 Teacher Resources)
Extend your Thinking 1-5 (see Chap 1 Teacher Resources)
Daily Cumulative Review 1-5
Problem of the Day 1-5
Unit 2-Chp 1-5-graphs
Vocabulary:
Graphs, More, Fewer, Equal
Lesson 2: Pictographs (2 –3 days)
Objective:
to create and analyze pictographs
Materials:
SFAW Textbook: Lesson 1-6 (pgs 17 – 18)
Practice 1-6 (see Chap 1 Teacher Resources)
Another Look 1-6 (see Chap 1 Teacher Resources)
Problem Solving 1-6 (see Chap 1 Teacher Resources)
Extend your Thinking 1-6 (see Chap 1 Teacher Resources)
Daily Cumulative Review 1-6
Problem of the Day 1-6
Unit 2-Chp 1-6 Pictographs
Unit 2–read a Pictograph
Vocabulary:
Pictograph, More, Fewer, Compare, Key, Symbol
Lesson 3: Experiment and Tally (2 –3 days)
Objective:
to collect data for an experiment
Materials:
SFAW Textbook Lesson 1-7 (pgs 19 –20)
Practice 1-7 (see Chap 1 Teacher Resources)
Another Look 1-7 (see Chap 1 Teacher Resources)
Problem Solving 1-7 (see Chap 1 Teacher Resources)
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Extend your Thinking 1-7 (see Chap 1 Teacher Resources)
Daily Cumulative Review 1-7
Problem of the Day 1-7
Unit 2-Family Members
Unit 2-Classroom Pets
Unit 2-Favorite Foods
Unit 2-Make and Read Bar Graphs
Unit 2-Practice
Unit 2-Favorite Days of the Week
Unit 2-Chp 1-7 Experiment and Tally
Vocabulary:
Tally Marks, Experiment, More, Fewer, In all
Lesson 4: Bar Graphs (2 –3 days)
Objective:
to tally, create, and analyze bar graphs
Materials:
SFAW Textbook Lesson 1-8 (pgs 21 – 22)
Practice 1-8 (see Chap 1 Teacher Resources)
Another Look 1-8 (see Chap 1 Teacher Resources)
Problem Solving 1-8 (see Chap 1 Teacher Resources)
Extend your Thinking 1-8 (see Chap 1 Teacher Resources)
Daily Cumulative Review 1-8
Problem of the Day 1-8
Unit 2 – blank bar graph
Unit 2-chp1-8-bar graphs (SFAW Textbook pages 21-22)
Unit 2-chp1-8-practice game (SFAW Textbook page 23-24)
Vocabulary:
Bar Graphs, Tally Marks, Experiment
Lesson 5: Problem Solving
Objective:
to work in a group to make and analyze a bar graph
Materials:
SFAW Textbook Lesson 3-10 (pgs 105 – 106
Practice 3-10 (see Chap 3 Teacher Resources)
Another Look 3-10 (see Chap 3 Teacher Resources)
Problem Solving 3-10 (see Chap 3 Teacher Resources)
Extend your Thinking 3-10 (see Chap 3 Teacher Resources)
Daily Cumulative Review 3-10
Problem of the Day 3-10
Unit 2-chp 3-10-problem solving (SFAW Textbook pages 103 –104)
Vocabulary:
Choice, Most, Fewest, Favorite
Assessment:
Unit 2 - Quiz
Unit 2 - Test
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Review Template:
Day 1
1)
Write the number that comes before, after, or between.
7,___
3, ___, 5
___,10
2)
3)
Add or Subtract
7 + 2 = ___
6 + 3 = ____
4 + 3 = _____
10 – 1 = ___
8 – 3 = ____
9 – 6 = ______
Write the fact families for:
(given templates)
___ + ____ = ___
2+3=
4+4=
___ + ___ = ____
or
___- ___ = ____
____ - ____ = _____
5+4=
___ + ___ = ____
___ - ____ = ____
Day 2
1)
Write the number that comes before, after, or between.
6,___
4, ___, 6
___,8
2)
3)
Add or Subtract
6 + 2 = ___
7 + 3 = ____
5 + 3 = _____
8 – 1 = ___
5 – 3 = ____
8 – 6 = ______
Write the fact families for:
(given templates)
___ + ____ = ___
3+ 3 =
2+ 4 =
___ + ___ = ____
or
___- ___ = ____
____ - ____ = _____
1+4=
___ + ___ = ____
___ - ____ = ____
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Unit 3
Adding and Subtracting Whole Numbers (0-18)
Length:
~ 5 weeks
Timeframe: Early November to Mid-December
State Standards (Shaded statements are identified as Post-March Indicators):
2.N.8
Understand and use the commutative property of addition
2.N.12 Use zero as the identity element for addition
2.N.15 Determine sums and differences of number sentences by various means (i.e., families,
related facts, inverse operations, addition doubles, and doubles plus one)
2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and
two-digit numbers with and without regrouping
2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18
2.N.18 Use doubling to add 2-digit numbers
2.N.19 Use compensation to add 2-digit numbers
Local Standards (Stricken text is covered in a different unit):
L.2.N.4 Add and subtract one and two-digit whole numbers (with and without regrouping)
using a variety of strategies including fact families, related facts, inverse operations,
addition doubles, doubles plus one, and compensation (e.g. 18 + 24 = 18 + 2 + 22 = 20
+ 22 = 42).
L.2.N.7 Explain and use the commutative property of addition (e.g. 3 + 2 = 2 + 3); use 0 as the
identity element for addition.
L.2.N.8 Master addition facts with sums 0 – 18 and subtraction facts with differences 0 – 9.
Big Ideas:
Numbers can be combined in different ways and orders to find a total amount.
The order of the numbers makes a difference when subtracting.
Addition and subtraction are inverse operations.
Essential Questions:
When, why, and how do we add or subtract numbers?
What is the difference between 2 + 3 and 3 + 2?
How are addition and subtraction related?
Prior Knowledge:
Add and subtract whole numbers (0-10)
Fact families
Unit Objectives:
to add whole numbers with sums of 0-18 using manipulatives and symbolic
representation
to use 0 as the identity element for addition
to use doubles and doubles plus one as strategies
to explain and use the commutative property of addition (e.g. 3 + 2 = 2 + 3)
to subtract whole numbers with differences of 0-9 using manipulatives and symbolic
representation
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to explain and use fact families, related facts, and inverse operations
Resources:
Note: All “Material” listed in italics is available through First Class. Log into First Class
and find 2nd Grade Unit 3 Adding & Subtracting in 2nd Grade Mathematics in the Math
Resources folder on your desktop. The files titled Chap 1 Teacher Resources.pdf and Chap
3 Teacher Resources.pdf contains the following resources materials from the SFAW 2nd
Grade textbook:
Practice
Another Look
Extend Your Thinking
Problem Solving
Assessment
Lesson 1: Adding Whole Numbers
Objectives: to add whole numbers with sums of 0-18 using manipulatives and symbolic
representation
Materials:
SFAW Text Lesson 2-1 Explore Addition Stories
SFAW Text Lesson 2-2 Join Groups to Add
SFAW Text Lesson 2-5 Ways to Make Numbers
SFAW Text Lesson 2-6 Write a Number Sentence
SFAW Teacher Resources for above lessons (see Chap 2 Teacher Resources.pdf)
Lesson 2: Count On
Objectives: to use 0 as the identity element for addition
Materials:
SFAW Text Lesson 2-3 Count On and Add 0
SFAW Teacher Resources for above lesson (see Chap 2 Teacher Resources.pdf)
Lesson 3: Doubles
Objectives: to use doubles and doubles plus one as strategies
Materials:
SFAW Text Lesson 3-1 Explore Doubles
SFAW Text Lesson 3-2 Use Doubles Plus One
SFAW Teacher Resources for above lessons (see Chap 3 Teacher Resources.pdf)
Lesson 4: Turnaround Facts
Objectives: to explain and use the commutative property of addition (e.g. 3 + 2 = 2 + 3)
Materials:
SFAW Text Lesson 2-4 Turnaround Facts
SFAW Teacher Resources for above lessons (see Chap 2 Teacher Resources.pdf)
Lesson 5: Subtracting Whole Numbers
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Objectives: to subtract whole numbers with differences of 0-9 using manipulatives and
symbolic representation
Materials:
SFAW Text Lesson 2-7 Separate Groups to Subtract
SFAW Text Lesson 2-8 Count Back and Subtract Zero
SFAW Text Lesson 2-9 Explore How Many More
SFAW Text Lesson 2-10 Find How Many More
SFAW Teacher Resources for above lessons (see Chap 2 Teacher Resources.pdf)
Lesson 6: Relating Addition and Subtraction
Objectives: to explain and use fact families, related facts, and inverse operations
Materials:
SFAW Text Lesson 2-11 Relate Addition and Subtraction
SFAW Text Lesson 2-12 Problem Solving: Choosing an Operation
SFAW Teacher Resources for above lessons (see Chap 2 Teacher Resources.pdf)
Unit Vocabulary:
Sum
Turnaround facts
Count on
Difference
Count back
Vertically
Horizontally
How many more
Related
Fact family
Doubles
Doubles plus one
Joined together
Taken away
Join
More
In all
Assessment:
SFAW Text Chapter 2 Form C Assessment (see Chap 2 Teacher Resources.pdf)
Review Template:
Day 1
1)
Count the number of tally marks.
= ______
= ______
= _____
2) Fill in the blanks with the sign for greater than, less than, or equal to.
4 ___3
6 ___8
9 ___9
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3) Count by2’s, by 5’s or by 10’s. Fill in the blanks.
5, 10, __, 20, 25, ___
10, ___,30, ___, 40, 50
2, 4, __, 8, 10, __
4) Order each from greatest to least.
10, 6, 7
2,9,4,
8,1,6
5) Add or Subtract.
7+1=
8+2=
10 – 2 =
3–1=
9–1=
6+3=
Day 2
1) Count the number of tally marks.
= ______
= ______
= _____
2) Fill in the blanks with the sign for greater than, less than, or equal to.
9 ___3
3 ___8
5 ___9
3) Count by2’s, by 5’s or by 10’s. Fill in the blanks.
5, 10, 15, __, 25, ___
10, 20 ,30, ___, 50
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2, 4, 6, __, 10, __
4) Order each from greatest to least.
10, 2, 7
2,5,4,
8,2,6
5) Add or Subtract.
8+1=
9–3=
6+2=
8+1=
10 – 5 =
3–2=
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Unit 4
Measurement
Length:
~ 5 weeks
Timeframe: Mid-December to Late January
State Standards (Shaded statements are identified as Post-March Indicators):
2.M.1
Use non-standard and standard units to measure both vertical and horizontal lengths
2.M.2
Use a ruler to measure standard units (including whole inches and whole feet)
2.M.3
Compare and order objects according to the attribute of length
2.M.4
Recognize mass as a qualitative measure (i.e., Which is heavier? Which is lighter?)
2.M.5
Compare and order objects, using lighter than and heavier than
2.M.6
Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and
$20)
2.M.7
Recognize the whole dollar notation as $1, etc.
2.M.8
Identify equivalent combinations to make one dollar
2.M.9
Tell time to the half hour and five minutes using both digital and analog clocks
2.M.10
Select and use standard (customary) and non-standard units to estimate measurements
Local Standards (Stricken text is covered in a different unit):
L.2.M.1 Tell time to half-hour and nearest 5-minute increment in analog and digital format;
understand a calendar.
L.2.M.2 Estimate, measure using standard units (whole inch and foot) and non-standard units;
compare and order the lengths (heights) of objects.
L.2.M.3 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and
$20) and their values; be able to group coins to make a set amount up to $1.00.
L.2.M.4 Recognize weight as a qualitative measure (i.e. which is heavier? Which is lighter?);
compare and order objects using expressions such as: heavier than, lighter than.
Big Ideas:
Length and weight can be measured using appropriate tools.
Measurements must be written with appropriate units to have meaning.
Money is measured in dollars ($) and cents (¢).
Measuring time helps us maintain order.
Essential Questions:
What tools and units can you use to measure length? weight?
Why is it necessary to measure time?
Prior Knowledge:
to measure length of objects using non-standard units.
to recognize that objects have different mass (weight)
to recognize that coins and bills represent monetary values
to tell time to the hour
to state the days of the week
Unit Objectives:
to measure objects using non-standard units
AECSD Grade 2 Math Curr.doc
19
to measure objects using standard units (whole inch and foot)
to compare and order the lengths (heights) of objects
to estimate lengths of objects prior to measuring
to recognize weight as a qualitative measure (i.e. Which is heavier? Which is lighter?)
to compare and order objects using expressions such as: heavier than, lighter than.
to know and recognize coins (penny, nickel, dime, quarter) and their values
to count combinations of coins with amounts up to $1
to group coins to make a set amount up to $1.00.
to know and recognize bills ($1, $5, $10, and $20) and their values
to tell time to half-hour in analog and digital format
to tell time to 5-minute increments in analog and digital format
to use a calendar to determine the day of the week (today, tomorrow, yesterday)
to use a calendar to determine the date
to know the months of the year
Resources:
Objective:
to measure objects using non-standard units
*SFAW Lesson 11-1 Explore Nonstandard Units
Objective:
to measure objects using standard units (whole inch and foot)
to compare and order the lengths (heights) of objects (additional resources needed)
to estimate lengths of objects prior to measuring.
*SFAW Lesson 11-2 Inches and Feet and
*SFAW Lesson 11-3 Inches, Feet and Yards
Objective:
to recognize weight as a qualitative measure (i.e. Which is heavier? Which is lighter?)
to compare and order objects using expressions such as: heavier than, lighter than.
*SFAW Lesson 11-8 Exploring One Pound
Objective:
to know and recognize coins (penny, nickel, dime, quarter) and their values
*SFAW Lesson 6-1 Explore Counting Dimes, Nickels, and Pennies
*SFAW Lesson 6-2 Quarters
*SFAW Lesson 6-3 Half dollars
Objective:
to count combinations of coins with amounts up to $1
*SFAW Lesson 6-4 Make a List
*SFAW Lesson 6-5 Coin Combinations
(additional resources needed)
Objective:
AECSD Grade 2 Math Curr.doc
20
to group coins to make a set amount up to $1.00
*SFAW Lesson 6-4 Make a List
*SFAW Lesson 6-5 Coin Combinations
(additional resources needed)
Objective:
to know and recognize bills ($1, $5, $10, and $20) and their values
*SFAW Lesson 6-6 Dollars
(additional resources needed)
Objective:
to tell time to half-hour in analog and digital format
*SFAW Lesson 7-3 Time to the Hour
*SFAW Lesson 7-7 Tell time to the Half Hour
Objective:
to tell time to 5-minute increments in analog and digital format
* SFAW Lesson 7-6 Tell time to 5 Minutes
Objective:
to use the calendar to determine the day of the week (today, tomorrow, yesterday)
(additional resources needed)
Objective:
to use the calendar to determine the date
(additional resources needed)
Objective:
to know the months of the year
(additional resources needed)
Review Template:
Day 1
1) Add or Subtract.
3+3=
3+4=
6+6=
6+7=
8+0=
2) Count by 2’s, 5’s or 10’s. Fill in the blanks.
2,4,__,8,10,12,__,16,18,20,22,__
5,10,15, __,25,30,___
10, 20, ___, 40, __, 60, 70
AECSD Grade 2 Math Curr.doc
21
3) Write the number that comes before, after or between.
8,___
10, __, 12
___,15
4) Compare. Use the signs for greater than, less than, or equal to.
71 ___33
18 ___49
67 ___84
5) Order the numbers from least to greatest.
71, 31, 41,
20, 40, 10
33, 55, 22
Day 2
1) Add or Subtract.
4+4=
4+5=
5+5=
5+6=
4+0=
2) Count by 2’s, 5’s or 10’s. Fill in the blanks.
2,4,6,__,10,__,14,__,18,20,22,__
5,10,15, 20,__,30,35,__
10, 20, 30, __, 50, __, 70
3) Write the number that comes before, after or between.
6,___
11, __, 13
___,17
4) Compare. Use the signs for greater than, less than, or equal to.
61 ___63
17 ___49
12 ___84
5) Order the numbers from least to greatest.
74, 34, 44,
20, 80, 20
44, 66, 22
AECSD Grade 2 Math Curr.doc
22
Unit 5
Place Value and Patterns
Length:
~ 5 weeks
Timeframe: Late January to Mid-March
State Standards (Shaded statements are identified as Post-March Indicators):
2.N.1
Skip count to 100 by 2’s, 5’s, 10’s
2.N.2
Count back from 100 by 1’s, 5’s, 10’s using a number chart
2.N.3
Skip count by 3’s to 36 for multiplication readiness
2.N.4
Skip count by 4’s to 48 for multiplication readiness
2.N.5
Compare and order numbers to 100
2.N.6
Develop an understanding of the base ten system: 10 ones = 1 ten, 10 tens = 1
hundred, 10 hundreds = 1 thousand
2.N.7
Use a variety of strategies to compose and decompose two-digit numbers
2.N.9
Name the number before and the number after a given number, and name the
number(s) between two given numbers up to 100 (with and without the use of a
number line or a hundreds chart)
2.N.10
Use and understand verbal ordinal terms
2.N.11
Read written ordinal terms (first through ninth) and use them to represent ordinal
relations
2.N.13
Recognize the meaning of zero in the place value system (0-100)
2.N.14
Use concrete materials to justify a number as odd or even
2.N.22
Estimate the number in a collection to 100 and then compare by counting the actual
items in the collection
2.A.1
Use the symbols <, >, = (with and without the use of a number line) to compare
whole numbers up to 100
2.A.2
Describe and extend increasing or decreasing (+, -) sequences and patterns (numbers
or objects up to 100)
2.G.4
Group objects by like properties
Local Standards (Stricken text is covered in a different unit):
L.2.N.2 Recognize and use the place value structure of the base ten number system: 10 ones =
1 ten, 10 tens = 1 hundred; recognize that 10 hundreds = 1 thousand; recognize the
meaning of zero in the place value system (0 - 100).
L.2.N.3 Compare, order (including use of symbols <, >, and =) and place on a number line
whole numbers (0 – 100) (including identifying the number before or after a given
number or between two given numbers); use ordinal numbers (1st to 31st); read
written ordinal terms (first through ninth), and use words that imply order such as
first, last, before, after, between, and middle.
L.2.N.5 Develop estimation strategies and skills (e.g. estimate answers before solving
problems and compare estimates with results to determine reasonableness, estimate
the number of items in a collection up to 100 and compare to actual).
L.2.N.6 Count by 2's, 5's, and 10's to 100, by 3's to 36, and by 4's to 48 (starting with 0 or
other multiple of the number); count backwards (using a number chart) from 100 by
1's, 5's, and 10's; identify even and odd numbers and use manipulatives to justify.
L.2.A.1 Recognize, describe, extend, and create a wide variety of sequences and patterns
(pictorial, increasing or decreasing numeric (0 to 100), geometric, etc.); sort, classify
AECSD Grade 2 Math Curr.doc
23
and order objects using likenesses and differences in multiple attributes (color, shape,
size, etc.) and explain reasoning.
Big Ideas:
There are only 10 digits (0, 1, 2, 3, 4, 5, 6, 7, 8, 9) in our number system.
Our place value system gives meaning to digits.
Ten ones equals one ten and ten tens equals one hundred.
Ordinal numbers represent order while counting numbers represent quantity.
Essential Questions:
What is the difference between the meaning of the 1’s in the number 11? What about the
2’s in 22?
What is the difference between an ordinal number and a counting number?
Prior Knowledge:
Ten ones = 1 ten
Count by 10’s (0-100)
Simple order words (eg. first, last)
Number order (0-100)
Compare whole numbers (0-100)
Recognize that 0 – 9 are digits
Unit Objectives:
to demonstrate the place value structure of the base ten number system using
manipulatives and symbolic representation (10 ones = 1 ten, 10 tens = 1 hundred)
to recognize the meaning of zero in the place value system (0 - 100) and its use as a place
value holder
to estimate the number of items in a collection up to 100 and compare to actual
to demonstrate odd and even numbers using manipulatives and symbolic representation
to use ordinal numbers (1st to 31st)
to read written ordinal terms (first through ninth)
to use words that imply order such as first, last, before, after, between, and middle
to use skip counting to increase or decrease a number sequence or pattern
to recognize and describe increasing (+) or decreasing (-) number sequences and patterns
of numbers or objects up to100
to extend an increasing (+) or decreasing (-) number sequence or pattern
to create an increasing (+) or decreasing (-) number sequence or pattern
Resources:
Scott Forseman Addison Wesley
to demonstrate the place value structure of the base ten number system using
manipulatives and symbolic representation (10 ones = 1 ten, 10 tens = 1 hundred)
*SFAW Lesson 5-2 Record Numbers, 5-4 Tell About 100
to recognize the meaning of zero in the place value system (0 - 100) and its use as a place
value holder
to estimate the number of items in a collection up to 100 and compare to actual
AECSD Grade 2 Math Curr.doc
24
to demonstrate odd and even numbers using manipulatives and symbolic representation
to use ordinal numbers (1st to 31st)
to read written ordinal terms (first through ninth)
to use words that imply order such as first, last, before, after, between, and middle
to use skip counting to increase or decrease a number sequence or pattern
to recognize and describe increasing (+) or decreasing (-) number sequences and patterns
of numbers or objects up to100
to extend an increasing (+) or decreasing (-) number sequence or pattern
to create an increasing (+) or decreasing (-) number sequence or pattern
Review Template:
Day 1
1) Write the turn around fact for:
3+4=
10 + 2 =
4+1=
2) Subtract or Add.
7–2=
7+3=
8–1=
2+2=
6–3=
8+2=
3) Draw a clock on the board and have the students tell the time.
Answers: 3:00
4:05
3:30
4) Write the fact families for:
4+3=
5 + 5=
9+1=
Day 2
1) Write the turn around fact for:
5+4=
6+2=
7+1=
2) Subtract or Add.
3–2=
5+3=
6–1=
4+4=
7–3=
4+2=
3) Draw a clock on the board and have the students tell the time.
Answers: 4:30
6:05
2) Write the fact families for:
6+3=
3 + 3=
AECSD Grade 2 Math Curr.doc
9:25
7+2=
25
Unit 6
Adding and Subtracting 2 Digit Numbers
Length:
~ 6 weeks
Timeframe: Mid-March to Late April
State Standards (Shaded statements are identified as Post-March Indicators):
2.N.15
Determine sums and differences of number sentences by various means (i.e., families,
related facts, inverse operations, addition doubles, and doubles plus one)
2.N.16
Use a variety of strategies to solve addition and subtraction problems using one- and
two-digit numbers with and without regrouping
2.N.17
Demonstrate fluency and apply addition and subtraction facts up to and including 18
2.N.18
Use doubling to add 2-digit numbers
2.N.19
Use compensation to add 2-digit numbers
Local Standards (Stricken text is covered in a different unit):
L.2.N.4 Add and subtract one and two-digit whole numbers (with and without regrouping)
using a variety of strategies including fact families, related facts, inverse operations,
addition doubles, doubles plus one, and compensation (e.g. 18 + 24 = 18 + 2 + 22 =
20 + 22 = 42).
L.2.N.8 Master addition facts with sums 0 – 18 and subtraction facts with differences 0 – 9.
Big Ideas:
Numbers can be combined in different ways and orders to find a total amount.
The order of the numbers makes a difference when subtracting.
Addition and subtraction are inverse operations.
When you have a sum greater than 9 in any number place, you must regroup to the next
place.
When you want to take away more than you have in a number place, you must regroup
from a greater place.
Estimation allows us to approximate answers and make sure answers make sense.
Essential Questions:
When, why, and how do we add or subtract numbers?
How do you know when you need to regroup?
Can two numbers be added in any order? Why?
Can two numbers be subtracted in any order? Why?
How are addition and subtraction related?
Why do we estimate?
Why is it important to know your basic addition and subtraction facts?
Prior Knowledge:
Addition facts with sums of 0 –18
Subtraction facts with differences of 0 – 9
Use 0 as the identity element for addition
Commutative property of addition
Place value (0-100)
AECSD Grade 2 Math Curr.doc
26
Unit Objectives:
to master addition facts with sums 0 – 18 and subtraction facts with differences 0 – 9
to add a one digit whole number to a two-digit whole number without regrouping
to add a one digit whole number to a two-digit whole number with regrouping
to add a two digit whole number to a two-digit whole number without regrouping
to add a two digit whole number to a two-digit whole number with regrouping
to subtract a one digit whole number from a two-digit whole number without regrouping
to subtract a one digit whole number from a two-digit whole number with regrouping
to subtract a two digit whole number from a two-digit whole number without regrouping
to subtract a two digit whole number from a two-digit whole number with regrouping
to round a one or two digit whole number to the nearest 10
to estimate the sum of two whole numbers (0-100) by rounding the addends
to estimate the difference of two whole numbers (0-100) by rounding the minuend and
the subtrahend
Review Template:
Day 1
1)
If today is Monday, what day of the week will it be tomorrow?
If today is Monday, what day of the week was it yesterday?
2)
What is heavier a dog or a pencil?
What is lighter a book or a crayon?
What is taller a building or a desk?
Find the total amount for each of the following: ( show a picture or draw a
picture)
dime + dime + dime = _____
3)
nickel + nickel + penny =_____
dime + penny + penny = _____
4)
Tell whether the numbers is even or odd.
15
22
30
5)
Put a circle around the first picture X X X X
Put a circle around the last picture
XXXX
Put a circle around the middle picture X X X
Day 2
1) If today isTuesday, what day of the week will it be tomorrow?
If today is Tuesday, what day of the week was it yesterday?
AECSD Grade 2 Math Curr.doc
27
2) What is heavier a shoe or a dime?
What is lighter a coat or a button?
What is taller a flag pole or a desk?
3) Find the total amount for each of the following: ( show a picture or draw a picture)
dime + dime + penny = _____
nickel + penny + penny =_____
dime +dime + penny + penny = _____
4) Tell whether the numbers is even or odd.
16
28
44
5)
Put a circle around the second picture
Put a circle around the last picture
Put a circle around the middle picture
AECSD Grade 2 Math Curr.doc
28
Unit 7
Geometry
Length:
~ 4 weeks
Timeframe: May
State Standards (Shaded statements are identified as Post-March Indicators):
2.A.2
Describe and extend increasing or decreasing (+, -) sequences and patterns (numbers or
objects up to 100)
2.G.1
Experiment with slides, flips, and turns to compare two-dimensional shapes
2.G.2
Identify and appropriately name two-dimensional shapes: circle, square, rectangle, and
triangle (both regular and irregular)
2.G.3
Compose (put together) and decompose (break apart) two-dimensional shapes
2.G.4
Group objects by like properties
2.G.5
Explore and predict the outcome of slides, flips, and turns of two-dimensional shapes
2.G.6
Explore line symmetry
Local Standards (Stricken text is covered in a different unit):
L.2.A.1 Recognize, describe, extend, and create a wide variety of sequences and patterns
(pictorial, increasing or decreasing numeric (0 to 100), geometric, etc.); sort, classify
and order objects using likenesses and differences in multiple attributes (color, shape,
size, etc.) and explain reasoning.
L.2.G.1 Name, describe, compare, and sort two-dimensional geometric shapes (circle, square,
rectangle, triangle); compose (put together) and decompose (take apart) twodimensional shapes.
L.2.G.2 Informally perform and describe slides (translations), flips (reflections), and turns
(rotations) of two-dimensional shapes; investigate line symmetry.
Big Ideas:
Geometric shapes appear all around us.
A geometric shape can be classified based on its attributes.
Geometric shapes can be combined or separated to form new shapes.
Essential Questions:
Where can you find specific geometric shapes?
How do you know what name to give to a geometric shape?
How can you form new shapes from shapes you already have?
Prior Knowledge:
Identify circle, square, rectangle, and triangle
Lines of symmetry
Identify basic patterns
Unit Objectives:
to name, describe, compare, and sort two-dimensional geometric shapes (circle, square,
rectangle, triangle)
to sort, classify and order objects using likenesses and differences in multiple attributes
(color, shape, size, etc.) and explain reasoning.
AECSD Grade 2 Math Curr.doc
29
to compose (put together) to form new shape and decompose (take apart) to form separate
two-dimensional shapes.
to informally perform and describe slides (translations), flips (reflections), and turns
(rotations) of two-dimensional shapes
to investigate lines of symmetry of two dimensional shapes
to recognize, describe, extend, and create a wide variety of sequences and patterns using
pictures or shapes
Review Template:
Day 1
1) Complete the pattern
4,6,8,____,___,___
10, 8, 6, ___.___.___
5, 10, 15, ____,___
25, 20, 15, ___,___
2) Add or Subract.( Basic Facts)
9+7=
4+7=
8 + 3=
10 – 4=
6 – 5=
7–4=
41 + 3 = ____
22 + 3 =_____
16 + 1 = ______
23 – 1 = ____
16 – 3 = _____
17 – 3 = ______
3) Add or Subtract.
Day 2
1) Complete the pattern
6,8,10,____,___,___
12, 10, 8, ___.___.___
15, 20, 25, ____,___
20, 15, 10, ___
AECSD Grade 2 Math Curr.doc
30
2) Add or Subract.( Basic Facts)
9+3=
4+9=
9 + 3=
10 – 6=
6 – 3=
7–1=
41 + 4 = ____
23 + 3 =_____
18 + 1 = ______
23 – 2 = ____
17 – 3 = _____
18 – 3 = ______
3) Add or Subtract.
AECSD Grade 2 Math Curr.doc
31
Unit 8
Extended Number Sense
Length:
~5 weeks
Timeframe: Late May to End of the Year
State Standards (Shaded statements are identified as Post-March Indicators):
2.N.1
Skip count to 100 by 2’s, 5’s, 10’s
2.N.2
Count back from 100 by 1’s, 5’s, 10’s using a number chart
2.N.3
Skip count by 3’s to 36 for multiplication readiness
2.N.4
Skip count by 4’s to 48 for multiplication readiness
2.N.6
Develop an understanding of the base ten system: 10 ones = 1 ten, 10 tens = 1
hundred, 10 hundreds = 1 thousand
2.N.7
Use a variety of strategies to compose and decompose two-digit numbers
2.N.13
Recognize the meaning of zero in the place value system (0-100)
2.N.14
Use concrete materials to justify a number as odd or even
2.N.15
Determine sums and differences of number sentences by various means (i.e., families,
related facts, inverse operations, addition doubles, and doubles plus one)
2.N.16
Use a variety of strategies to solve addition and subtraction problems using one- and
two-digit numbers with and without regrouping
2.N.17
Demonstrate fluency and apply addition and subtraction facts up to and including 18
2.N.18
Use doubling to add 2-digit numbers
2.N.19
Use compensation to add 2-digit numbers
Local Standards (Stricken text is covered in a different unit):
L.2.N.2 Recognize and use the place value structure of the base ten number system: 10 ones =
1 ten, 10 tens = 1 hundred; recognize that 10 hundreds = 1 thousand; recognize the
meaning of zero in the place value system (0 - 100).
L.2.N.4 Add and subtract one and two-digit whole numbers (with and without regrouping)
using a variety of strategies including fact families, related facts, inverse operations,
addition doubles, doubles plus one, and compensation (e.g. 18 + 24 = 18 + 2 + 22 =
20 + 22 = 42).
L.2.N.6 Count by 2's, 5's, and 10's to 100, by 3's to 36, and b); y 4's to 48 (starting with 0 or
other multiple of the number, count backwards (using a number chart) from 100 by
1's, 5's, and 10's; identify even and odd numbers and use manipulatives to justify.
L.2.N.9 Use repeated addition and subtraction to develop the concepts of multiplication and
division; divide sets of objects into equal groups to develop the concept of division.
Big Ideas:
Number sense involves recognizing relationships and patterns among numbers.
Ten ones equals one ten, ten tens equals one hundred, and ten hundreds equals one
thousand.
Essential Questions:
How can recognizing relationships and patterns among numbers make math easier?
What do you do when you have ten hundreds?
Why count by anything other than 1’s?
AECSD Grade 2 Math Curr.doc
32
Prior Knowledge:
Place value 0-100
Counting by 1’s, 2’s, 5’s and 10’s to 100
Counting backward from 100 using a number chart
Unit Objectives:
to demonstrate the place value structure of the base ten number system using
manipulatives and symbolic representation of 0-1000 (10 hundreds = 1 thousand)
to count by 3's to 36, and by 4's to 48 (starting with 0 or other multiple of the number)
to use repeated addition (1-5) to develop the concepts of multiplication
to use repeated subtraction (1-5) to develop the concepts of division
to divide sets of objects into equal groups to develop the concept of division.
to add multiples of 10 to any whole number using a number chart
to add and subract whole numbers (0-100) using compensation (e.g. 6 + 24 = 6 + 4 + 20
= 10 + 20 = 30 )
Resources:
Review Template:
Day 1
1)
Round each to the nearest 10.
8
11
27
2)
What is the difference between the 2’s in each of the following numbers:
24
3)
4)
and 42
Add or Subtract
12 + 3 = ____
16 + 2 = _____
43 + 5 = _____
26 – 3 = ___
12 – 4 = _____
18 - 5 =______
Draw clocks on the board that show the following times:
The students will write the times shown.
4:10
6:40
2:15
Day 2
1) Round each to the nearest 10.
AECSD Grade 2 Math Curr.doc
33
25
46
37
2) What is the difference between the 6’s in each of the following numbers:
64 and 46
3) Add or Subtract
13 + 3 = ____
25 – 3 = ___
17 + 2 = _____
44 + 5 = _____
11 – 4 = _____
16 - 5 =______
4) Draw clocks on the board that show the following times:
The students will write the times shown.
4:50
6:45
AECSD Grade 2 Math Curr.doc
2:55
34