EAST ALLEN COUNTY SCHOOLS
Bundle 1
Grade 2
Math
Number Sense
Big Idea: Community
Enduring Understandings
Essential Questions
-The position of a digit in a number determines its value.
-Numbers can be compared and ordered according to their values.
-Knowing basic facts will help build and expand our math skills.
-Numbers can be represented and communicated in many different forms.
-Some numbers can be divided into two equal parts (even numbers), and
some cannot (odd numbers).
-Number patterns can grow and repeat.
CC/Learning Targets
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.7
2.2.6
2.5.12a
2.6.1 – 2.6.5
2.B.1
2.NBT.3
-How does the place of a digit affect its value?
-How do numbers relate to each other?
-Why do we need to master our basic math facts?
-In what ways can numbers be represented?
-How do we determine whether a number is odd or even?
-How do patterns help us make sense of our world?
Core Vocabulary
approach
dollars
even
half-dollar
odd
place value (ones,
tens, hundreds)
quarters
Links to Technology
A Number Math (app) (Compare,Order,Round)
My Math Flashcards (app)
Flash to Pass (app) (all operations)
Rocket Math (app)
Will's Calculator (app)
Pattern Game (app)
NABBI Beads (Color Patterns App)
Bundle Performance Task(s)
Using math manipulatives or paper cutouts of cubes (ones), rods (tens), and flats (hundreds), the students will arrange any combination of the manipulatives, to
create a picture. After they design their picture, they will count the hundreds, tens, and ones used to make the picture and record the value on their performance
sheet. They will then show the value in both word and expanded form.
Using the enVision MATH eTools (under the “Start” menu), the teacher will show five different combinations of flats, rods, and cubes on the SmartBoard. The
students will record the value of each combination on the recording sheet. They will then arrange the number values in order from least to greatest and then
determine whether the number is odd or even.
As an extension, the students could work together in a small group and compare the values of their pictures to the other students in the group by arranging the
totals in order from least to greatest on the performance sheet. The group of students could also create a 3D object using the block manipulatives of cubes (ones),
rods (tens), flats (hundreds), and/or blocks (thousands) and then find the total value of the object. See performance task template at the end of the bundle.
Grade 2
Math Bundle 1
Quarter 1
Aug-Sept
Recommended Read-Alouds
G2 - Bundle 1
Big Idea: Community
Title
More or Less
100 Days of Cool
Missing Mittens
Zoo Fair Shares
How High Can a Dinosaur Count?
Subtraction with Sebastion Pig and Friends: On a Camping Trip
Earth Day-Hooray
Sir Cumference and All the King’s Tens
The Warlord’s Beads
Place Value
The Sundae Scoop
Spunky Monkeys on Parade
Arctic Fives Arrive
The M&Ms Count to One Hundred Book
Math for All Seasons
Author
Stuart J. Murphy
Stuart J. Murphy
Stuart Murphy
Patricia Whitehouse
Valorie Fisher
Jill Anderson
Stuart Murphy
Cindy Neuschwander
Virginia Walton Pilegard
Danielle Carroll
Stuart Murphy
Stuart J. Murphy
Elinor J. Pinczes
Barbara B. McGrath
Greg Tang
Relates to…
Comparing Numbers
Comparing Numbers
Even and Odd
Even and Odd
Mental Arithmetic
Mental Arithmetic
Place Value
Place Value
Place Value
Place Value
Problem Solving (Make a Picture)
Skip Counting
Skip Counting
Skip Counting
Skip Counting
Math
2.1.1
G2 - Bundle 1
CC/Learning Targets
Count by ones, twos, fives, and tens to
1000.
Resource of Ideas
- Five Easy Steps to a Balanced Math Program for Primary Grades pp. 323, 141-144, 162-166, 209-211
a. Count orally forward or backward for
10 consecutive numbers from any given
number up to 1000.
- Spunky Monkeys on Parade by Stuart J. Murphy
- Arctic Fives Arrive by Elinor J. Pinczes
- The M&Ms Count to One Hundred Book by Barbara B. McGrath
- Math for All Seasons by Greg Tang
b. Count orally and write numbers by 2's
to 1000.
c. Count orally and write numbers by 5's
to 1000.
d. Count orally and write numbers by
10's to 1000.
(2.OA.3)
(2.NBT.2)
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.
Count within 1000; skip-count by
5s, 10s, and 100s.
- Study Zone Activities
- PowerPoint Presentations
- Math Songs
- Math Activities Based on State Standards
- Counting by 5s-1
- Counting by 5s- 2
- Counting by 5s- 3
- Counting by 2s- 1
- Counting by 10s- 1
- Counting by 10s- 2
- Counting by 2s, 5s, 10s
- Skip counting by 2s, 5s, and 10s
- Skip Counting videos
- Skip Count by 10's
- Printable interactive 100 number chart
- Printable interactive blank 100 number chart
- Counting - up to 100
- The Counting Game App
- A Number Math App
- enVisionMATH
Lessons 5.4, 5.6
Lesson 6.6
Evidence of Learning
- enVisionMATH pp. 153-154
- Houghton Mifflin Math pp.
139-140, 161-162
- Oral Demonstration
- Student Created Pattern
Math
G2 - Bundle 1
- Houghton Mifflin Math
Lesson 5.1
Lesson 6.2
2.1.2
Identify the pattern of numbers in each
group of ten, from tens through nineties.
- Five Easy Steps to a Balanced Math Program for Primary Grades pp. 323, 141-144, 162-166, 209-211
a. Describe the pattern of digits in the
ones place for each group of ten, from
tens through nineties.
Ex: 40, 41, 42, 43, 44, 45, 46, 47, 48, 49
- Number Patterns- 1
- Number Patterns- 2
- Number Patterns- 3
- Number Patterns- 4
- BBC Number Sequencing
- Math Songs
b. Explain that the tens digit does not
change in any grouping of ten (i.e.,
teens, twenties, thirties, forties, etc.)
Ex: 20, 21, 22, 23, 24, 25, 26, 27, 28, 29
all have a 2 in the tens place.
- Houghton Mifflin Math pp.
139-140, 285-286
- Model Using 100 Chart
- Daily Math Review
- Houghton Mifflin Math
Lesson 5.4
Lesson 10.2
c. Describe the patterns in the tens and
ones places as you increase or decrease
a given number by ten, for any number
up to 100.
Ex: Increasing or decreasing 69 by ten
results in the ones place digit remaining
the same and the tens place digit
increasing or decreasing by one digit.
2.1.3
Identify numbers up to 1000 in various
combinations of hundreds, tens and
ones.
a. Show numbers up to 1000 in various
combinations of hundreds, tens and
ones using place value drawings.
- Five Easy Steps to a Balanced Math Program for Primary Grades pp. 323, 141-144, 162-166, 209-211
- Earth Day-Hooray by Stuart Murphy
- Sir Cumference and All the King’s Tens by Cindy Neuschwander
- The Warlord’s Beads by Virginia Walton Pilegard
- Place Value by Danielle Carroll
- enVisionMATH
Topic 5 Test pp. 153-154
- Houghton Mifflin Math pp. 139140, 161-162
- Daily Math Review
- Model using Base Ten Blocks
- Class Game of I Have, Who
Math
G2 - Bundle 1
Has?
b. Show numbers up to 1000 in various
combinations of hundreds, tens and
ones using place value models.
(2.NBT.1)
c. Write numbers up to 1000 in various
combinations of hundreds, tens and
ones.
Ex: 4 hundreds + 6 tens + 3 ones = 463
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:
a. 100 can be thought of as a
bundle of ten tens—called a
―hundred.‖
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).
2.1.4
Name the number that is ten more or ten
less than any number 10 through 900.
Use a hundreds chart to locate the
number that is ten more or ten less than
a given number.
- Place Value- 1
- Place Value- 2
- Place Value- 3
- Place Value- 4
- Virtual Manipulatives
- Study Zone Activities
- PowerPoint Presentations
- Learn Alberta Base Ten Blocks
- Fun Brain Place Value
- Place Value Quiz
- AAA Math Activities
- Number Pieces Basic App
- Math Slide 100 App
- Equal Cards App
- Numbler App
- Numbers Bee App
- enVisionMATH
Lessons 5.1 - 5.2
- Houghton Mifflin Math
Lessons 1.1, 1.4
Lessons 5.1 - 5.3
Lessons 10.1 – 10.5
Lessons 20.1 - 20.3
- Five Easy Steps to a Balanced Math Program for Primary Grades pp. 323, 141-144, 162-166, 209-211
- 10 more/10 Less Game
- 10 More/10 Less- 1
- 10 More/ 10 Less- 2
- enVisionMATH
Topic 5 Test pp. 153-154
- Houghton Mifflin Math pp.
343-344
- Daily Math Review
- Quiz
Math
G2 - Bundle 1
- Math Activities Based on State Standards
(2.NBT.8)
2.1.5
Mentally add 10 or 100 to a
given number 100-900, and
mentally subtract 10 or 100 from
a given number 100-900.
Compare whole numbers up to 1000 and
arrange them in numerical order.
a. Tell if a number is larger or smaller
than a given number, with any two
numbers up to 1000.
b. Arrange a given set of numbers up to
1000 in order from least to greatest.
c. Arrange a given set of numbers up to
1000 in order from greatest to least.
(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.
- enVisionMATH
Lesson 5.5
- Houghton Mifflin Math
Lesson 2.4
Lessons 12.1 - 12.2
- Five Easy Steps to a Balanced Math Program for Primary Grades pp. 323, 141-144, 162-166, 209-211
- More or Less by Stuart J. Murphy
- 100 Days of Cool by Stuart J. Murphy
- Ordering Numbers
- BBC Arranging Numbers
- Fun Brain Arranging Numbers
- Mr. Nussbaum Comparing Numbers
- Virtual Manipulatives
- Study Zone Activities
- Number Flash App
- Number Cruncher App
- enVisionMATH
Lesson 5.3
- Houghton Mifflin Math
Lessons 1.2 - 1.3
Lesson 5.5
Lesson 6.3
Lessons 10.7
- enVisionMATH
Topic 5 Test pp. 153-154
- Houghton Mifflin Math pp. 2324, 139-140, 161-162
- Number Line Using
Manipulatives
Math
2.1.7
G2 - Bundle 1
Identify odd and even numbers up to
100.
- Five Easy Steps to a Balanced Math Program for Primary Grades pp. 323, 141-144, 162-166, 209-211
a. Create models or drawings to
represent odd and even numbers.
- Missing Mittens by Stuart Murphy
- Zoo Fair Shares by Patricia Whitehouse
b. Explain the difference between odd
and even numbers.
- Odd and Even- 1
- Odd and Even- 2
- Odd and Even- 3
- Study Zone Activities
- Primary Games Even and Odd Storybook
- Easy School Even and Odd Game
- Math Stretch App
c. Select odd and even numbers from a
list of numbers up to 100.
(2.OA.3)
2.2.6
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.
Use mental arithmetic to add or subtract
0, 1, 2, 3, 4, 5, or 10 with numbers less
than 100.
a. Use mental arithmetic to add 0, 1, 2,
3, 4, 5, or 10 to numbers less than 100.
b. Use mental arithmetic to subtract 0, 1,
2, 3, 4, 5, or 10 from numbers less than
100.
(2.NBT.8)
Mentally add 10 or 100 to a
given number 100-900, and
mentally subtract 10 or 100 from
- enVisionMATH pp. 153-154
- Houghton Mifflin Math pp.
161-162
- Number Scavenger Hunt in
Newspaper Article
- enVisionMATH
Lesson 5.6
- Houghton Mifflin Math
Lesson 6.1
- Five Easy Steps to a Balanced Math Program for Primary Grades pp.
24-29, 145, 166-170
- How High Can a Dinosaur Count? by Valorie Fisher
- Subtraction with Sebastion Pig and Friends: On a Camping Trip by Jill
Anderson
- Mental Math Activities
- Fact Families
- enVisionMATH
Lesson 7.1
Lesson 10.4
- Houghton Mifflin Math pp. 4748, 343-344
- Daily Math Review
- Math Journal
- Class Game of I Have, Who
Has?
Math
G2 - Bundle 1
a given number 100-900.
2.5.12
Find the value of a collection of pennies,
nickels, dimes, quarters, half-dollars, and
dollars.
a. Tell the value in pennies equal to a
quarter, half-dollar, and dollar.
- Houghton Mifflin Math
Lessons 2.4 - 2.5
Lesson 10.1
Lessons 12.1 - 12.2
- The Penny Pot by Stuart Murphy
- Pigs Will Be Pigs by Amy Axelrod
- Alexander, Who Use to be Rich Last Sunday by Judith Viorst
- Tightwad Tod: Math Matters by Daphne Skinner
- Money Games
- Virtual Manipulatives
- Study Zone Activities
- Jefferson County Powerpoint Presentations
- That Quiz Money Practice
- Mr. Nussbaum Counting Coins
- Number Nut Money Activities
- Longwood SMART Board Money Activities
- Money: SMART Board
- Amazing Coin(USD) Free App
- Money Bingo App
- enVisionMATH pp. 441-442,
463-464
- Houghton Mifflin Math pp.
403-404, 429-430, 619-620,
641-642
- Counting Demonstration
- Daily Math Review
- enVisionMATH
Lessons 13.1 - 13.5
Lessons 14.1 - 14.4
- Houghton Mifflin Math
Lessons 14.1 - 14.6
Lessons 15.1 - 15.5
Lesson 21.4
Lesson 22.5
2.6.1 –
2.6.5
Problem Solving
- Five Easy Steps to a Balanced Math Program for Primary Grades pp.
31-57, 146-147, 170-174, 212-214
- Problem Solver Activities
- Group Problem Solving
Math
Problem Solving Strategies
- Act it Our or Use Objects
- Make a Picture or Diagram
- Use or Make a Table
- Make an Organized List
- Guess and Check
G2 - Bundle 1
- The Problem Solver 2: Activities for Learning Problem Solving
Strategies
- Think-Pair-Share
- See Problem Solving Template
in Appendix
- The Sundae Scoop by Stuart Murphy (Make Picture)
- Study Zone Problem Solving
- Problem Solving Ideas
- Education Place Problem Solving
- Houghton Mifflin Math
Lesson 1.5
Lesson 2.7
2.B.1
Demonstrate fluency with addition and
subtraction facts.
-Customized Math Fact Time Tests
- BBC Addition Game
- BBC Subtraction Game
- Math Magician Fact Game
- Fun Brain Math Facts
- Fact Monster Interactive Flashcards
- Mr. Nussbaum Speed Games
- Scholastic Math Facts
- Scholastic Math Facts 2
- Math 'n Me App
- Math Adventure with Fast Facts App
- Classroom Dice App
- Math Sprint App
- enVisionMATH
Lesson 2.6
Lesson 3.5
- Houghton Mifflin Math
- Flash Cards with Partner
- See Math Facts Timed Tests in
Appendix
Math
G2 - Bundle 1
Lesson 3.6
2.NBT.3
Read and write numbers to 1000 using
base-ten numerals, number names, and
expanded form.
- Five Easy Steps to a Balanced Math Program for Primary Grades pp. 323, 141-144, 162-166, 209-211
- Place Value- 1
- Place Value- 2
- Place Value- 3
- Place Value- 4
- Virtual Manipulatives
- Place Value Quiz
- Learn Alberta Base Ten Blocks
- Fun Brain Place Value
- Daily Math Review
- Model using Base Ten Blocks
- Class Game of I Have, Who
Has?
- enVisionMATH
Lesson 5.2
Lessons 10.1 - 10.5
Correlating Learning Targets
Teacher Notes
- Five Easy Steps to a Balanced Math Program for Primary Grades pp. 141-153, 157-161
(Math Set-Up)
- Five Easy Steps to a Balanced Math Program for Primary Grades pp. 59-84, 148-150, 174-179
- IDOE Resources
To access enVisionMATH materials for 2006 Indiana State Standards:
www.pearsonsuccessnet.com
username: envisionindiana
password: 123456
Name: ___________________________________
Bundle 1 Performance Task
Number Relationships
Using manipulative flats (hundreds), rods (tens), and cubes (ones), create a picture on your desk or a piece of paper.
Record the value used to make your picture and show the value in both expanded and word form.
Total Value
Expanded Form
Word Form (number name)
_____hundreds _____tens _____ones
Record the value of each combination from the SmartBoard.
___H + ___T + ___O=
___H + ___T + ___O=
_______
_______
___H + ___T + ___O=
___H + ___T + ___O=
___H + ___T + ___O=
_______
_______
_______
Arrange the numbers in order from least to greatest. Circle whether each number is even or odd.
__________
__________
__________
__________
__________
even
even
even
even
even
odd
odd
odd
odd
odd