Everyday
Mathematics
®
Common Core Instructional Planning and Pacing Guide 2
Grade Introduction The Everyday Mathematics® Common Core Instructional Planning and Pacing Guide provides in‐depth information supporting the lesson objectives, the Common Core State Standards (CCSS)—both content and practices—and the need to review and maintain skills and concepts. This guide also provides instruction necessary to develop prerequisite skills that will impact future instruction. This guide may be used as a complement to the pacing recommended in your Teacher’s Lesson Guide Unit Organizers and on the grade‐level specific Content by Strand Poster. The needs of your students will dictate the pace of your lessons as will the amount of time for mathematics instruction allocated by your school or district. The information provided also reflects the depth to which the CCSS are covered, while maintaining the integrity of the instructional focus of Everyday Mathematics. When utilizing this guide, note that only specific portions of a lesson are labeled with the CCSS Content Standards. While all portions of the three‐part lesson are important, the intent is to provide you, the teacher, with important information on: 1) the alignment of various portions of the lesson to specific content standards 2) the Math Box problems and Games where important review opportunities are presented, as described by the label Maintain 3) the Math Box problems and Games where essential prerequisite skills are presented that will impact instruction both within your grade and in subsequent grade levels, as described by the label Foundation The detailed information provided in this guide is yet another step in communicating with Everyday Mathematics educators and supporting instruction, planning and delivery of the Common Core State Standards within Everyday Mathematics curriculum. We hope you will find this chart to be a relevant tool in the planning and pacing of your lessons as well as a valuable tool in delivering all that you need to meet and exceed the Common Core State Standards. Copyright © 2012 by The McGraw‐Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced for use with Everyday Mathematics, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw‐Hill Companies, Inc., including, but not limited to network storage or transmission, or broadcast for distance learning. Send all inquiries to: McGraw‐Hill Education STEM Learning Solutions Center P.O. Box 812960 Chicago, IL 60681 Grade 2 Contents Unit 1 ………………………………………………………………………………………………………………………………………………………………. 1 Unit 2 ………………………………………………………………………………………………………………………………………………………………. 4 Unit 3 ………………………………………………………………………………………………………………………………………………………………. 8 Unit 4 ………………………………………………………………………………………………………………………………………………………………. 11 Unit 5 ………………………………………………………………………………………………………………………………………………………………. 14 Unit 6 ………………………………………………………………………………………………………………………………………………………………. 17 Unit 7 ………………………………………………………………………………………………………………………………………………………………. 21 Unit 8 ………………………………………………………………………………………………………………………………………………………………. 24 Unit 9 ………………………………………………………………………………………………………………………………………………………………. 26 Unit 10 ………………………………………………………………………………………………………………………………………………………….… 29 Unit 11 ………………………………………………………………………………………………………………………………………………………….… 32 Unit 12 ………………………………………………………………………………………………………………………………………………………….… 35 Common Core Content Standards for Grade 2 ………………………………………………………………………………………….….… 37 Standards for Mathematical Practice ………………………………………………………………………………………………….…………… 40 Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. iii Unit 1 Copyright © The McGraw‐Hill Companies, Inc. Numbers and Routines Weeks 1–4 (Lessons 11–113) CCSS
Lesson 11 12 13 14 15 Title/Objective Focus Math Message and Number
Sequences

To introduce the Math Message routine; and to
review number sequences and number lines.

Tools and Coins


To introduce the tool kits; and to guide children
as they find the values of coin combinations.

Calendars and Clocks

To review months, weeks, and days; and to
review telling time.

Partner Study Routines

To provide practice with addition facts; and to
establish partnership principles.

Grouping by Tens—$1, $10, $100

To provide review for grouping by tens; and to
provide practice for exchanging $1, $10, and
$100 bills.



Common Core State Standards* Part 1: Introduces the Math Message routine and reviews
writing number sequences on a number line. [2.NBT.1,
2.NBT.1a, 2.NBT.2, 2.NBT.3, 2.MD.6]
Part 3: Readiness Playing Number-Line Squeeze [2.NBT.4]
SMP1, 2, 4, 6, 7;
2.NBT.1, 2.NBT.1a,
2.NBT.2, 2.NBT.3,
2.MD.6
Getting Started: Mental Math and Reflexes [2.NBT.2]
Part 1: Introduces tools used throughout the entire year and
focuses on finding the total value of coins. [2.NBT.2]
Part 3: Extra Practice [2.NBT.2]
SMP2–4, 6, 7;
2.NBT.2
Part 1: Reviews months, weeks, and days, and provides
practice telling and writing time to the nearest 5 minutes.
[2.MD.7]
Part 3: Enrichment and ELL Support [2.MD.7]
SMP2–7;
2.MD.7
Part 1: Focuses on modeling partnership principles and
practicing addition facts by playing Addition Top-It. [2.OA.2]
Part 3: Readiness Playing Addition Top-It [2.OA.2];
Enrichment Playing Coin Top-It [2.MD.8]
SMP2, 5–7;
2.OA.2
Getting Started: Mental Math and Reflexes [2.NBT.2]; Math
Message [2.MD.8]
Part 1: Focuses on grouping by tens using money. [2.NBT.1,
2.NBT.2, 2.MD.8]
Part 2:
Game: Money Exchange Game [2.MD.8] or Addition Top-It
[2.OA.2]
Part 3: Readiness Playing Penny-Nickel Exchange [2.MD.8]
SMP2, 4, 6, 7;
2.NBT.1, 2.NBT.2,
2.MD.8
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 1 Copyright © The McGraw‐Hill Companies, Inc. 
Math Boxes
16 To introduce My Reference Book; and to
introduce the Math Boxes routine.


Working in Small Groups
To establish rules for working in small groups;
and to review number patterns and sequences.



17 

Number Grids
To guide children as they explore place-value
patterns on number grids.
18 
Equivalent Names for Numbers
19 
To provide experiences with giving equivalent
names for numbers; and to review calculator
use.




Part 1: Introduces the Math Boxes routine and My Reference
Book which will be used in future lessons. [2.MD.8]
Math Boxes: [ 1-6]; 1 [2.NBT.2, 2.NBT.8]; 2 [2.NBT.5];
3 [Foundation]; 4 [2.OA.2]; 5 [2.G.1]; 6 [2.OA.3]
Part 2:
Game: Penny Plate [2.OA.2]
Part 3: Readiness Playing Two-Fisted Penny Addition
[2.OA.2]; Extra Practice [2.OA.2]
Getting Started: Math Message [2.NBT.2]
Part 1: Focuses on modeling small group principles and
reading and writing numbers within 1,000. [2.NBT.2, 2.NBT.3]
Part 2:
Game: Addition Top-It [2.OA.2]
Math Boxes: [ 1-7↔1-9↔1-11]; 1 [2.MD.8];
2 [Foundation]; 3 [2.NBT.4]; 4 [2.MD.7]; 5 [2.NBT.7,
2.NBT.9]; 6 [2.NBT.2]
Writing/Reasoning: [2.NBT.2]
Part 3: Readiness and Extra Practice [2.NBT.2]
Getting Started: Mental Math and Reflexes [2.OA.2, 2.NBT.2];
Math Message [2.NBT.2]
Part 1: Focuses on how place value is displayed on number
grids and on solving number grid puzzles. [2.NBT.2, 2.NBT.8]
Part 2:
Game: Number-Grid Game [2.NBT.2]
Math Boxes: [ 1-8↔1-10↔1-12]; 1, 2 [2.NBT.2, 2.NBT.8];
3 [2.MD.8]; 4 [2.OA.3]; 5 [2.NBT.2]; 6 [2.OA.2]
Part 3: Readiness and Enrichment [2.NBT.2]
Part 1: Focuses on how to use a calculator and provides
practice finding equivalent names for numbers. [2.NBT.2]
Part 2:
Solving Hundreds-Tens-and-Ones Problems: [2.NBT.1,
2.MD.8]
Math Boxes: [ 1-9↔1-7↔1-11]; 1 [2.MD.8];
2, 6; 3 [2.NBT.4]; 4 [2.MD.7]; 5 [2.NBT.7, 2.NBT.9]
Part 3 Enrichment [2.NBT.1]
SMP2, 4, 6, 7;
2.OA.2, 2.MD.8
SMP2, 3, 5–7;
2.NBT.2, 2.NBT.3
SMP1, 5–7;
2.OA.2; 2.NBT.2,
2.NBT.8
SMP1, 2, 4–7;
2.NBT.1, 2.NBT.2,
2.MD.8
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 2 110 Copyright © The McGraw‐Hill Companies, Inc. 
Getting Started: Mental Math and Reflexes [2.NBT.1] Math
Counting Patterns
To guide children as they count and look for
patterns on the calculator.


Relations (<, >, =) and Home Links
To provide experiences with comparing numbers
using the relation symbols <, >, and =; and to
introduce Home Links.
111 




112 113 EXPLORATIONS: Exploring
Temperatures, Base-10 Structures,
and Dominoes


To guide children as they read and display
temperatures; combine values of ones, tens, and
hundreds using base-10 blocks; and explore
addition facts on dominoes.

Progress Check 1


To assess children’s progress on mathematical
content through the end of Unit 1.
Message [2.NBT.2]
Part 1: Focuses on finding patterns while counting on a
calculator. [2.OA.3, 2.NBT.2]
Part 2:
Math Boxes: [ 1-10↔1-8↔1-12]; 1 [2.NBT.2, 2.NBT.8];
2 [2.NBT.4]; 3 [2.MD.8]; 4 [2.OA.3]; 5 [2.NBT.2]; 6 [2.OA.2]
Part 3: Readiness [2.OA.3]; Enrichment [2.NBT.2]
Getting Started: Mental Math and Reflexes [2.NBT.4]; Math
Message [2.NBT.4]
Part 1: Reviews relation symbols and provides practice using
them to compare numbers; introduces Home links. [2.NBT.4]
Part 2:
Game: Addition Top-It [2.OA.2]
Math Boxes: [ 1-11↔1-7↔1-9]; 1 [2.MD.8]; 2 [Foundation];
3 [2.NBT.4]; 4 [2.MD.7]; 5 [2.NBT.8]; 6 [2.NBT.7]
Home Link: [2.OA.4]
Part 3: Enrichment Playing Number Top-It (5-Digit Numbers)
[2.NBT.4]
Getting Started: Mental Math and Reflexes [2.NBT.2]
Part 1: Focuses on understanding temperature; understanding
place value with 3-digit numbers; and developing fluency with
addition facts. [2.OA.3, 2.NBT.1a, 2.NBT.3]
Part 2:
Game: Addition Top-It [2.OA.2]
Math Boxes: [ 1-12↔1-8↔1-10]; 1 [2.NBT.2, 2.NBT.8]; 2
[2.NBT.4]; 3 [2.MD.8]; 4 [2.OA.3]; 5 [2.OA.2]; 6 [2.OA.2]
Writing/Reasoning: [2.OA.3]
SMP1, 3, 5–7;
2.OA.3, 2.NBT.1,
2.NBT.2
SMP2, 5–7;
2.OA.2, 2.NBT.4
SMP1–6;
2.OA.3, 2.NBT.1a,
2.NBT.2, 2.NBT.3
Part 1: Checks children’s progress at the end of Unit 1.
Part 2:
Math Boxes: [ 1-13↔Unit 2]; 1 [2.NBT.3]; 2 [2.OA.2];
3 [2.NBT.2]; 4 [2.NBT.7]; 5 [2.NBT.2]; 6 [2.OA.2]
* Visit www.everydaymath.com for Guiding Questions that support Standards for Mathematical Practice (SMPs). Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 3 Unit 2 Copyright © The McGraw‐Hill Companies, Inc. Addition and Subtraction Facts Weeks 4–7 (Lessons 21–214) CCSS
Lesson Title/Objective Addition Number Stories
To guide children as they make up, represent,
and solve addition number stories.
21 Review “Easy” Addition Facts
22 To review +0 and +1 addition facts; and to
provide practice with addition facts in which one
of the addends is 0, 1, 2, or 3.
Focus 






Doubles Facts


To review and provide practice for doubles facts.


23 
Common Core State Standards* Getting Started: Math Message [2.OA.1]
Part 1: Focuses on using addition strategies to solve number
stories. [2.OA.1, 2.MD.6]
Part 2:
Completing Number-Grid Puzzles: [2.NBT.8]
Math Boxes: [ 2-1↔2-3]; 1 [2.OA.1]; 2 [2.NBT.7, 2.NBT.9];
3 [2.NBT.2]; 4 [2.OA.2]; 5 [2.MD.7]; 6 [2.MD.8]
Home Link: [2.OA.1]
Part 3: Readiness and Enrichment [2.OA.1]
Getting Started: Mental Math and Reflexes [2.OA.1]; Math
Message [2.NBT.9]; Home Link 2-1 Follow-Up [2.OA.1]
Part 1: Reviews and practices addition strategies for adding
quickly within 20. [2.OA.1, 2.OA.2, 2.NBT.9]
Part 2:
Math Boxes: [ 2-2↔2-4]; 1, 2 [2.NBT.2]; 3 [2.OA.2];
4 [2.MD.8]; 5 [2.MD.10]; 6 [2.NBT.5]
Home Link: [2.OA.2]
Part 3: Readiness Domino Top-It [2.OA.2]; Enrichment [2.OA.1]
Getting Started: Mental Math and Reflexes [2.OA.2]; Math
Message [2.OA.3]
Part 1: Reviews and practices the doubles strategy for adding
quickly within 20. [2.OA.2, 2.OA.3, 2.NBT.9]
Part 2:
Game: Doubles or Nothing [2.OA.2]
Math Boxes: [ 2-3↔2-1]; 1 [2.OA.1]; 2 [2.NBT.7, 2.NBT.9];
3 [2.NBT.2]; 4 [2.OA.2]; 5 [2.MD.7]; 6 [2.MD.8]
Home Link: [2.OA.2]
Part 3: Readiness and Extra Practice [2.OA.2]
SMP1–5, 7;
2.OA.1, 2.NBT.8,
2.MD.6
SMP2, 3, 5–8;
2.OA.1, 2.OA.2,
2.NBT.9
SMP5–7;
2.OA.2, 2.OA.3,
2.NBT.9
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 4 Copyright © The McGraw‐Hill Companies, Inc. 
Getting Started: Math Message [2.OA.2] Home Link Follow-Up
Turn-Around Facts and the +9
[2.OA.3]
Shortcut

24 To review the turn-around shortcut for addition;
and to discover and provide practice for a
shortcut for addition facts that have 9 as an
addend.
Addition Strategies That Use
Doubles Facts
25 


To provide opportunities for children to explore
and practice doubles-plus-1 and doubles-plus-2
facts.

Subtraction from Addition


To review the –0 and –1 shortcuts; and to guide
children to identify the subtraction facts related to
given addition facts.


26 
Part 1: Focuses on reviewing addition strategies for basic
addition facts. [2.OA.2, 2.OA.3]
Part 2:
Game: Beat the Calculator [2.OA.2]
Math Boxes: [ 2-4↔2-2]; 1 [2.NBT.2]; 2 [2.NBT.8];
3, 6 [2.NBT.5]; 4 [2.MD.8]; 5 [2.MD.10]
Home Link: [2.OA.2]
Part 3: Readiness and Extra Practice [2.OA.2]
Getting Started: Mental Math and Reflexes [2.OA.2]; Math
Message [2.OA.2]
Part 1: Focuses on practicing addition strategies using
doubles facts to add quickly within 20. [2.OA.2, 2.OA.3,
2.NBT.9]
Part 2:
Game: Domino Top-It [2.OA.2]
Math Boxes: [ 2-5↔2-7]; 1 [2.G.1]; 2 [2.MD.7]; 3 [2.OA.2];
4 [Foundation]; 5 [2.NBT.4]; 6 [2.MD.7]
Home Link: [2.OA.2]
Part 3: Readiness [2.OA.2, 2.OA.3]; Enrichment [2.OA.2]
Getting Started: Mental Math and Reflexes [2.OA.2];Math
Message [2.OA.1]
Part 1: Focuses on understanding how subtraction is related
to addition and discusses subtraction shortcuts. [2.OA.1,
2.OA.2, 2.NBT.9, 2.MD.6]
Part 2:
Game: Addition Top-It [2.OA.2], Subtraction Top-It [2.OA.2]
Math Boxes: [ 2-6↔2-8]; 1 [2.NBT.2, 2.NBT.8]; 2 [Maintain];
3 [2.OA.2]; 4 [2.NBT.4]; 5 [2.NBT.5]; 6 [2.MD.7]
Home Link: [2.OA.2]
Part 3: Readiness and Enrichment [2.OA.2; 2.NBT.9]
SMP5–8;
2.OA.2, 2.OA.3
SMP2, 5, 6, 8;
2.OA.2, 2.OA.3,
2.NBT.9
SMP2, 4–6, 8;
2.OA.1, 2.OA.2,
2.NBT.9, 2.MD.6
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 5 Copyright © The McGraw‐Hill Companies, Inc. Fact Families
27 To demonstrate the inverse relationship between
addition and subtraction; and to provide practice
for addition and subtraction facts for sums up to
and including 10.
EXPLORATIONS: Exploring Weights
and Scales, Odd and Even Patterns,
and Equal Groups
28 29 



To guide children as they explore weight using a
pan balance and spring scale, investigate odd
and even patterns, and find the total number of
objects in equal groups.
Name Collections

To review the concept that a number can be
named in many ways.

Frames-and-Arrows Routines
210 

To guide children as they use a given addition or
subtraction rule to generate a number sequence,
and as they identify the rule for a given number
sequence.



Getting Started: Mental Math and Reflexes [2.OA.2]
Part 1: Discusses how subtraction relates to addition and uses
fact triangles to demonstrate fact families. [2.OA.2, 2.NBT.9]
Part 2:
Math Boxes: [ 2-7↔2-5]; 1 [2.G.1]; 2 [2.MD.7]; 3 [2.OA.2];
4 [Foundation]; 5 [2.NBT.4]; 6 [2.MD.7]
Writing/Reasoning: [2.OA.2, 2.NBT.9]
Home Link: [2.OA.2]
Part 3: Readiness, Enrichment, and ELL Support [2.OA.2]
SMP2, 3, 5, 6, 8;
2.OA.2, 2.NBT.9
Getting Started: Mental Math and Reflexes [2.OA.2]
Part 1: Focuses on using tools to explore weight, adding odd
and even numbers, and making equal groups. [2.OA.3]
Part 2:
Game: Beat the Calculator [2.OA.2]
Math Boxes: [ 2-8↔2-6]; 1 [2.NBT.2]; 2 [Maintain];
3 [2.NBT.8]; 4 [2.NBT.4]; 5 [2.NBT.5]; 6 [2.MD.7]
SMP1, 2, 4–8;
Part 1: Reviews how numbers can be named many different
ways; introduces the facts-practice game Name That Number.
[2.NBT.3]
Part 2:
Math Boxes: [ 2-9↔2-11↔2-13]; 1 [2.MD.8]; 2 [2.MD.7];
3 [2.OA.2]; 4 [2.NBT.4]; 5 [2.G.1]; 6 [2.MD.10]
SMP1, 2, 5–7
2.OA.2, 2.OA.3
Getting Started: Mental Math and Reflexes [2.NBT.2]
Part 1: Review and practice Frame-and-Arrow problems to
practice addition and subtraction. [2.NBT.2]
Part 2:
Game: Name That Number [2.NBT.3]
Math Boxes: [ 2-10↔2-12]; 1, 2, 3, 4 [2.OA.2]; 5 [2.MD.8];
6 [2.NBT.5]
Home Link: [2.NBT.2]
Part 3: Readiness and Enrichment [2.NBT.2]
SMP1, 2, 5–8;
2.NBT.2
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 6 211 Copyright © The McGraw‐Hill Companies, Inc. 
Getting Started: Mental Math and Reflexes [2.NBT.8]; Math
“What’s My Rule?” Routines
To provide experiences with identifying missing
numbers in number pairs that are generated by a
rule, and determining the rule used to generate
number pairs.

Counting Strategies for Subtraction


To review, develop, and provide practice for
subtraction strategies.


212 
213 Shortcuts for “Harder” Subtraction
Facts


To guide children as they discover and practice
shortcuts for subtracting 9 or 8 from any number.

Progress Check 2
214 To assess children’s progress on mathematical
content through the end of Unit 2.



Message [2.OA.1]
Part 1: Reviews “What’s My Rule?” routines to practice
addition and subtraction. [2.OA.1, 2.OA.2]
Part 2:
Math Boxes: [ 2-11↔2-9↔2-13]; 1 [2.MD.8]; 2 [2.MD.7];
3 [2.OA.2]; 4 [2.NBT.4]; 5 [2.G.1]; 6 [2.MD.10]
Home Link: [2.OA.2]
SMP1, 2, 4–8;
2.OA.1, 2.OA.2,
2.NBT.8
Getting Started: Mental Math and Reflexes [2.NBT.2, 2.NBT.8]
Part 1: Focuses on reviewing and practicing strategies to
subtract quickly within 100. [2.OA.2, 2.NBT.9]
Part 2:
Game: Beat the Calculator [2.OA.2]
Math Boxes: [ 2-12↔2-10]; 1 [2.NBT.7, 2.NBT.9]; 2,
3 [2.OA.2]; 4 [2.NBT.7]; 5 [2.MD.8]; 6 [2.NBT.5]
Writing/Reasoning: [2.NBT.9]
Home Link: [2.OA.2]
Part 3: Readiness Playing the Difference Game and
Enrichment Playing the Number-Grid Difference Game
[2.NBT.5]; Extra Practice [2.OA.2]
Getting Started: Mental Math and Reflexes [2.OA.2]
Part 1: Introduces strategies and shortcuts for subtracting
within 100. [2.OA.2, 2.NBT.9]
Part 2:
Math Boxes: [ 2-13↔2-9↔2-11]; 1 [2.MD.8]; 2 [2.MD.7];
3 [2.OA.2]; 4 [2.NBT.4]; 5 [2.G.1]; 6 [2.MD.10]
Home Link: [2.OA.2]
Part 3: Readiness and Extra Practice [2.OA.2]
Part 1: Checks children’s progress at the end of Unit 2.
Part 2:
Math Boxes: [ 2-14↔Unit 3]; 1 [2.MD.10]; 2 [Maintain];
3 [2.NBT.5]; 4 [2.MD.7]; 5 [2.MD.8]; 6 [2.NBT.5]
SMP1, 2, 4–7;
2.OA.2, 2.NBT.2,
2.NBT.8, 2.NBT.9
SMP2, 4–8;
2.OA.2, 2.NBT.9
* Visit www.everydaymath.com for Guiding Questions that support Standards for Mathematical Practice (SMPs). Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 7 Unit 3 Copyright © The McGraw‐Hill Companies, Inc. Place Value, Money, and Time Weeks 7–9 (Lessons 31–39) CCSS
Lesson Title/Objective Numeration and Place Value
To review place value in 2-digit and 3-digit
numbers.
31 Using Coins to Buy Things
To review coin values and exchanges among
coins; and to provide experiences with finding
coin combinations needed to pay for items.
32 Focus 







Telling Time
33 To review telling time; and to provide
experiences with writing time in digital-clock
notation.




Common Core State Standards* Getting Started: Math Message [2.NBT.1]
Part 1: Focuses on understanding place value in 2- and 3-digit
numbers. [2.NBT.1, 2.NBT.1a, 2.NBT.3, 2.NBT.4]
Part 2:
Game: Digit Game [2.NBT.3]
Math Boxes: [ 3-1↔3-3]; 1, 2 [2.NBT.5]; 3 [2.NBT.8];
4, 5 [2.MD.8]; 6 [2.NBT.5]
Home Link: [2.NBT.1, 2.NBT.1a, 2.NBT.3]
Part 3: Readiness [2.NBT.2]; Enrichment [2.NBT.1, 2.NBT.3]
Getting Started: Mental Math and Reflexes [2.NBT.2]; Math
Message [2.MD.8]
Part 1: Focuses on solving problems involving exchanging
coins. [2.MD.8]
Part 2:
Game: Spinning for Money [2.MD.8]
Math Boxes: [ 3-2↔3-4]; 1 [2.MD.7]; 2 [2.OA.3];
3 [2.NBT.4]; 4 [2.MD.10]; 5 [Maintain]; 6 [2.MD.8]
Home Link: [2.MD.8]
Part 3: Readiness Playing Penny-Nickel Exchange or PennyNickel-Dime Exchange [2.MD.8]; Enrichment [2.MD.5]
Getting Started: Math Message [2.MD.7]
Part 1: Focuses on telling and writing time in analog and
digital notation. [2.MD.7]
Part 2:
Practicing with +, – Fact Triangles: [2.OA.2]
Math Boxes: [ 3-3↔3-1]; 1 [2.NBT.5]; 2 [2.OA.2];
3 [2.NBT.8]; 4 [2.MD.8]; 5 [2.OA.1]; 6 [2.NBT.6]
Home Link: [2.MD.7]
Part 3: Readiness and Enrichment [2.MD.7]
SMP1–3, 5–7;
2.NBT.1, 2.NBT.1a,
2.NBT.2, 2.NBT.3,
2.NBT.4
SMP1–7;
2.NBT.2, 2.MD.8
SMP2, 4, 5, 6;
2.OA.2, 2.MD.7
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 8 Copyright © The McGraw‐Hill Companies, Inc. 
Getting Started: Math Message [2.NBT.3]
EXPLORATIONS: Exploring

Part 1: Focuses on understanding place value, telling and
Numbers, Time, and Geoboards
34 To provide experiences with representing and
renaming numbers with base-10 blocks;
reviewing time; and making, describing, and
comparing geoboard shapes.

Data Day: Pockets

To provide experiences with gathering data,
entering data in a table, and drawing a bar graph
and picture graph; and to demonstrate a strategy
for finding the middle value in a data set.

35 Frames-and-Arrows Having Two
Rules
36 



To guide children as they solve Frames-andArrows problems having two rules.

Making Change by Counting Up


To guide children as they make change by
counting up from the cost of an item to the
amount tendered.


37 
writing time, and making shapes. [2.NBT.3, 2.G.1]
Part 2:
Math Boxes: [ 3-4↔3-2]; 1 [2.MD.7]; 2 [2.OA.3];
3 [2.NBT.4]; 4 [2.MD.10]; 5 [Maintain]; 6 [2.MD.8]
Part 3: Readiness Playing Base-10 Exchange [2.NBT.5]
SMP1–3, 5–7;
2.NBT.3, 2.G.1
Part 1: Focuses on representing and interpreting data on a bar
graph and picture graph. [2.MD.10]
Part 2:
Math Boxes: [ 3-5↔3-7]; 1 [2.NBT.4]; 2 [2.MD.8];
3 [2.OA.2]; 4 [2.NBT.8]; 5 [2.OA.1]; 6 [Maintain]
Home Link: [2.MD.10]
Part 3: Enrichment [2.MD.10]
Getting Started: Mental Math and Reflexes [2.OA.1]; Math
Message [2.OA.1]
Part 1: Focuses on using addition and subtraction to solve
Frames-and-Arrows problems having two rules. [2.OA.1]
Part 2:
Game: Dollar Rummy [2.MD.8]
Math Boxes: [ 3-6↔3-8]; 1 [2.MD.8]; 2 [2.NBT.5];
3 [2.MD.10]; 4 [Foundation]; 5 [2.OA.1]; 6 [2.NBT.8]
Part 3: Readiness [2.MD.6]
Getting Started: Mental Math and Reflexes [2.NBT.2]; Math
Message [2.MD.8]
Part 1: Focuses on counting up as a strategy for subtraction.
[2.OA.1, 2.MD.8]
Part 2:
Game: Digit Game [2.NBT.1, 2.NBT.1a, 2.NBT.3]
Math Boxes: [ 3-7↔3-5]; 1 [2.NBT.4]; 2 [2.MD.8];
3 [2.NBT.5]; 4 [2.NBT.8]; 5 [2.OA.1]; 6 [Maintain]
Writing/Reasoning: [2.NBT.1]
Home Link: [2.OA.1, 2.MD.8]
Part 3: Readiness Playing High Roller [2.NBT.2, 2.NBT.4];
Enrichment [2.MD.8]
SMP1, 2, 4, 6–8;
2.MD.10
SMP1, 3, 6–8;
2.OA.1, 2.MD.6
SMP1–7;
2.OA.1, 2.NBT.1,
2.NBT.1a, 2.NBT.2,
2.MD.8
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 9 38 Copyright © The McGraw‐Hill Companies, Inc. Coin Exchanges

To guide children as they solve multistep
problems for amounts under $1.00; and as they
practice making change using nickels, dimes,
and quarters.



Progress Check 3
39 To assess children’s progress on mathematical
content through the end of Unit 3.


Getting Started: Mental Math and Reflexes [2.MD.8]; Home
Link Follow-Up [2.MD.8]
Part 1: Focuses on extending understanding of coin
exchanges and making change. [2.OA.1, 2.MD.8]
Part 2:
Practice Making Change [2.OA.1, 2.MD.8]
Math Boxes: [ 3-8↔3-6]; 1 [2.MD.8]; 2 [2.NBT.5];
3 [2.MD.10]; 4 [Foundation]; 5 [2.OA.1]; 6 [2.NBT.8]
Writing/Reasoning: [2.OA.1]
Home Link: [2.MD.8]
Part 3: Enrichment [2.MD.8]; Extra Practice [2.MD.8]
SMP2, 4, 6;
2.OA.1, 2.MD.8
Part 1: Checks children’s progress at the end of Unit 3.
Part 2:
Math Boxes: [ 3-9↔Unit 4]; 1, 2 [2.OA.1]; 3 [2.MD.8];
4 [Maintain]; 5 [2.NBT.5]; 6 [2.NBT.8]
* Visit www.everydaymath.com for Guiding Questions that support Standards for Mathematical Practice (SMPs). Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 10 Unit 4 Copyright © The McGraw‐Hill Companies, Inc. Addition and Subtraction Weeks 10–12 (Lessons 41–410) CCSS
Lesson 41 Title/Objective Focus Change-to-More Number Stories

To guide children as they solve change-to-more
number stories.

Parts-and Total Number Stories
To guide children as they solve parts-and-total
number stories.




42 
43 EXPLORATIONS: Exploring
Temperature, Money, and Shapes

To guide children as they explore reading
temperatures on a thermometer, practice finding
the total value of a group of coins, and develop
readiness for classifying geometric shapes.

Temperature Changes
44 To guide children as they read and show
temperatures and solve number stories about
temperature changes.



Common Core State Standards* Part 1: Focuses on practicing addition strategies to solve
number stories. [2.OA.1]
Part 2:
Math Boxes: [ 4-1↔4-3]; 1 [2.OA.2]; 2 [2.MD.7];
3 [2.NBT.8]; 4 [2.MD.8]; 5 [2.NBT.4]; 6 [2.G.1]
Home Link: [2.OA.1]
Part 3: Enrichment [2.OA.1]
Getting Started: Mental Math and Reflexes [2.MD.8]; Math
Message [2.OA.1, 2.MD.8]
Part 1: Focuses on practicing addition strategies to solve
number stories. [2.OA.1, 2.NBT.5, 2.MD.6, 2.MD.8]
Part 2:
Game: Addition Spin [2.NBT.5]
Math Boxes: [ 4-2↔4-4]; 1 [2.NBT.8]; 2, 4 [2.MD.8];
3 [2.NBT.4]; 5 [2.OA.2]; 6 [2.G.1]
Home Link: [2.OA.1, 2.NBT.5]
Part 3: Readiness [2.OA.1, 2.NBT.5, 2.MD.8]; Enrichment
[2.OA.1, 2.NBT.5]
Part 1: Focuses on reading temperatures, solving money
number stories, and recognizing attributes of shapes. [2.MD.8,
2.G.1]
Part 2:
Practicing with +, – Fact Triangles: [2.OA.2]
Math Boxes: [ 4-3↔4-1]; 1 [2.OA.2]; 2 [2.MD.7]; 3 [2.NBT.2,
2.NBT.8]; 4 [2.MD.8]; 5 [2.NBT.4]; 6 [2.G.1]
Part 3: Enrichment [2.G.1]
Part 1: Focuses on solving problems where the unknown
quantity is changing factor. [2.OA.1, 2.MD.6]
Part 2:
Math Boxes: [ 4-4↔4-2]; 1 [2.NBT.8]; 2, 4 [2.MD.8];
3 [2.NBT.4]; 5 [2.OA.2]; 6 [2.G.1]
Writing/Reasoning: [2.OA.1]
SMP1, 2, 4–6;
2.OA.1
SMP1, 6;
2.OA.1, 2.NBT.5,
2.MD.6, 2.MD.8
SMP2–8;
2.OA.2, 2.MD.8,
2.G.1
SMP1, 2, 4–7;
2.OA.1, 2.MD.6
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 11 45 Copyright © The McGraw‐Hill Companies, Inc. 
Getting Started: Mental Math and Reflexes [2.NBT.2]; Math
Estimating Costs
To guide children as they use estimation to solve
problems for which an exact answer is not
necessary.
A Shopping Activity
46 To guide children as they develop strategies for
adding multidigit numbers mentally; to provide
experiences with calculating the total cost of two
items; and to demonstrate making change for
whole-dollar amounts up to $100.
EXPLORATIONS: Exploring Length,
Area, and Attributes
47 To guide children as they measure lengths and
distances to the nearest inch and centimeter,
explore area by tiling surfaces, and sort attribute
blocks according to rules.











Message [2.MD.8]
Part 1: Focuses on using estimation as a strategy to add and
subtract numbers. [2.MD.8]
Part 2:
Game: Name That Number [2.OA.2, 2.NBT.3]
Math Boxes: [ 4-5↔4-7↔4-9]; 1 [2.MD.8]; 2 [Maintain]; 3
[2.OA.3]; 4 [2.MD.7]; 5 [2.NBT.5]; 6 [1.G.1]
Home Link: [2.MD.8]
Part 3: Readiness [2.MD.8]
Getting Started: Mental Math and Reflexes [2.NBT.5, 2.NBT.6];
Math Message [2.OA.1, 2.NBT.9, 2.MD.8]
Part 1: Focuses on strategies for adding and subtracting
multidigit numbers. [2.OA.1, 2.NBT.5, 2.NBT.6, 2.NBT.9,
2.MD.6, 2.MD.8]
Part 2:
Game: Addition Spin [2.NBT.5]
Math Boxes: [ 4-6↔4-8]; 1 [2.MD.8]; 2, 3 [2.OA.1];
4 [2.MD.7]; 5 [2.MD.3]; 6 [2.G.1]
Home Link: [2.OA.1, 2.NBT.5, 2.NBT.6]
Part 3: Readiness and Extra Practice [2.NBT.5]
Getting Started: Math Message [2.MD.1]
Part 1: Provides practice measuring lengths, finding area by
tiling, and sorting blocks according to their attributes. [2.MD.1,
2.MD.2, 2.G.2]
Part 2:
Game: Beat the Calculator [2.OA.2]
Math Boxes: [ 4-7↔4-5↔4-9]; 1 [2.MD.8]; 2 [Maintain];
3 [2.OA.3]; 4 [2.MD.7]; 5 [2.OA.2]; 6 [1.G.1]
Home Link: [2.MD.1]
Part 3: Enrichment [2.MD.1]
SMP1, 3–7;
2.OA.2, 2.NBT.2,
2.MD.8
SMP1–7;
2.OA.1, 2.NBT.5,
2.NBT.6, 2.NBT.9,
2.MD.6, 2.MD.8
SMP1, 4–8;
2.OA.2, 2.MD.1,
2.MD.2, 2.G.2
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 12 48 Copyright © The McGraw‐Hill Companies, Inc. 
Getting Started: Mental Math and Reflexes [2.NBT.5, 2.NBT.6]
Paper-and-Pencil Addition Strategies
To guide children as they develop paper-andpencil strategies for adding multidigit numbers;
and to demonstrate using estimation to check if
answers are reasonable.



The Partial-Sums Addition Algorithm

To introduce and practice the partial-sums
addition algorithm.


49 
Progress Check 4
410 To assess children’s progress on mathematical
content through the end of Unit 4.


Part 1: Focuses on developing strategies for adding multidigit
numbers. [2.NBT.5. 2.NBT.6, 2.NBT.7, 2.NBT.9]
Part 2:
Game: Fact Extension Game [2.NBT.8]
Math Boxes: [ 4-8↔4-6]; 1 [2.MD.8]; 2, 3 [2.OA.1];
4 [2.MD.7]; 5 [2.MD.3]; 6 [2.G.1]
Writing/Reasoning: [2.NBT.5, 2.NBT.9]
Home Link: [2.NBT.5, 2.NBT.6, 2.NBT.7]
Part 3: Readiness [2.NBT.8]; Enrichment [2.NBT.5, 2.NBT.6,
2.NBT.7, 2.NBT.9]
Getting Started: Mental Math and Reflexes [2.NBT.5, 2.NBT.7];
Home Link 4-8 Follow-Up [2.NBT.7, 2.NBT.9]
Part 1: Focuses on practicing the partial-sums addition
algorithm to solve addition problems. [2.NBT.1, 2.NBT.1a,
2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.9]
Part 2:
Game: Fact Extension Game [2.NBT.8]
Math Boxes: [ 4-9↔4-5↔4-7]; 1 [2.MD.8]; 2 [Maintain];
3 [2.OA.3]; 4 [2.MD.7]; 5 [2.OA.2]; 6 [1.G.1]
Writing/Reasoning: [2.NBT.9]
Home Link: [2.NBT.1, 2.NBT.1a, 2.NBT.5, 2.NBT.6, 2.NBT.7]
Part 3: Readiness [2.NBT.1]; Enrichment [2.NBT.5, 2.NBT.6,
2.NBT.7, 2.NBT.9]
Part 1: Checks children’s progress at the end of Unit 4.
Part 2:
Math Boxes: [ 4-10↔Unit 5]; 1, 4, 6 [2.G.1]; 2 [2.MD.1];
3 [Maintain]; 5 [2.MD.3]
SMP1, 3, 5–8;
2.NBT.5, 2.NBT.6,
2.NBT.7, 2.NBT.8,
2.NBT.9
SMP1–3, 5–8;
2.NBT.1, 2.NBT.1a,
2.NBT.5, 2.NBT.6,
2.NBT.7, 2.NBT.9
* Visit www.everydaymath.com for Guiding Questions that support Standards for Mathematical Practice (SMPs). Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 13 Unit 5 Copyright © The McGraw‐Hill Companies, Inc. 3‐D and 2‐D Shapes Weeks 12–14 (Lessons 51–59) CCSS
Lesson Title/Objective EXPLORATIONS: Exploring Rules,
Sharing, and Time
51 To demonstrate rules used to classify shapes; to
develop readiness for division; and to
demonstrate telling time using digital and analog
notation.
Points and Line Segments
To guide children as they define, name, and
draw line segments.
52 Focus 






Parallel Line Segments
To introduce the concepts of parallel and parallel
line segments.
53 



Common Core State Standards* Getting Started: Mental Math and Reflexes [2.NBT.5]; Math
Message [2.G.1]
Part 1: Provides practice reading and writing time, dividing
counters into groups, and grouping shapes based on
attributes. [2.G.1, 2.MD.7]
Part 2:
Game: Addition Spin [2.NBT.5]
Math Boxes: [ 5-1↔5-3]; 1 [2.NBT.5]; 2, 6 [2.MD.10];
3 [2.NBT.7, 2.NBT.9]; 4 [Foundation]; 5 [2.G.1]
Home Link: [2.G.1]
Part 3: Readiness and Extra Practice [2.MD.7]
Getting Started: Mental Math and Reflexes [2.OA.1]
Part 1: Provides practice identifying the characteristics of
points and line segments and drawing line segments using a
straightedge. Defining and drawing line segments continues in
Lesson 5-3.
Part 2:
Practicing with +, – Fact Triangles: [2.OA.2]
Math Boxes: [ 5-2↔5-4]; 1 [2.NBT.2]; 2 [2.MD.10];
3 [2.NBT.4]; 4 [2.OA.2]; 5 [2.MD.7]; 6 [2.OA.1]
SMP2, 5–8;
2.NBT.5, 2.G.1,
2.MD.7
SMP1–2, 5, 6;
2.OA.1, 2.OA.2
Getting Started: Home Link Follow-Up [2.G.1]
Part 1: Focuses on identifying the characteristics of parallel
line segments. [2.G.1]
Part 2:
Solving Addition Problems Using Open Number Lines:
[2.MD.6]
Math Boxes: [ 5-3↔5-1]; 1 [2.NBT.3]; 2, 6 [2.MD.10];
3 [2.NBT.7, 2.NBT.9]; 4 [Foundation]; 5 [2.G.1]
Part 3: Enrichment [2.G.1]
SMP1–6, 8;
2.MD.6, 2.G.1
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 14 54 Copyright © The McGraw‐Hill Companies, Inc. 
Getting Started: Math Message [2.G.1]
EXPLORATIONS: Exploring

Part 1: Focuses on building shapes that have specific
Polygons, Arrays, and Attributes
To review names and classify polygons; to
develop readiness for multiplication; and to
provide opportunities to explore similarities and
differences of attribute blocks.
Quadrangles
55 To guide children as they identify the names and
characteristics of various quadrangles, and as
they explore similarities and differences among
quadrangles.
3-Dimensional Shapes
To guide children as they compare and contrast
the characteristics of 3-dimensional shapes.
56 







Pyramids
57 
To guide children as they construct pyramids and
explore the relationship among the number of
faces, edges, and vertices in pyramids.





attributes, making arrays, and sorting attribute blocks.
[2.OA.4, 2.G.1]
Part 2:
Game: Dollar Rummy [2.MD.8]
Math Boxes: [ 5-4↔5-2]; 1 [2.NBT.2]; 2 [2.MD.10];
3 [2.NBT.4]; 4 [2.OA.2]; 5 [2.MD.7]; 6 [2.OA.1]
Home Link: [2.G.1]
Part 3: Readiness, Enrichment, and Extra Practice [2.G.1]
Getting Started: Math Message [2.G.1]
Part 1: Focuses on identifying the attributes of quadrangles.
[2.G.1]
Part 2:
Game: Name That Number [2.OA.2, 2.NBT.3]
Math Boxes: [ 5-5↔5-7]; 1 [2.NBT.5]; 2 [Foundation];
3, 4 [2.G.1]; 5 [2.NBT.4]; 6 [2.OA.2]
Home Link: [2.OA.2, 2.G.1]
Part 3: Readiness [2.G.1]
Getting Started: Math Message [2.G.1]; Home Link Follow-Up
[2.G.1]
Part 1: Focuses on identifying the attributes of 3-dimensional
shapes. [2.G.1]
Part 2:
Math Boxes: [ 5-6↔5-8]; 1 [2.NBT.2, 2.NBT.8];
2, 5 [2.MD.8]; 3 [2.MD.10]; 4 [2.NBT.8]; 6 [Foundation]
Home Link: [2.G.1]
Part 3: Enrichment and Extra Practice [2.G.1]
Getting Started: Mental Math and Reflexes [2.OA.2]
Part 1: Focuses on identifying the attributes of pyramids.
[2.G.1]
Part 2:
Game: Beat the Calculator [2.OA.2]
Math Boxes: [ 5-7↔5-5]; 1 [2.NBT.5]; 2 [Foundation];
3, 4 [2.G.1]; 5 [2.NBT.4]; 6 [2.OA.2]
Home Link: [2.G.1]
Part 3: Readiness, Enrichment, and ELL Support [2.G.1]
SMP1, 2, 4–8;
2.OA.4, 2.G.1
SMP1, 2, 5–7;
2.OA.2, 2.G.1
SMP1–7;
2.G.1
SMP1, 2, 5–7;
2.OA.2, 2.G.1
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 15 58 Copyright © The McGraw‐Hill Companies, Inc. Line Symmetry

To guide children as they find lines of symmetry
in objects and complete drawings to create
symmetrical shapes.

Progress Check 5
59 To assess children’s progress on mathematical
content through the end of Unit 5.


Part 1: Introduces the concept of shapes’ lines of symmetry;
provides practice identifying lines of symmetry, partitioning
shapes based on lines of symmetry, and drawing symmetrical
shapes. Partitioning shapes continues in Lesson 8-1.
Part 2:
Game: Fact Extension Game [2.NBT.8]
Math Boxes: [ 5-8↔5-6]; 1 [2.NBT.2, 2.NBT.8];
2, 5 [2.MD.8]; 3 [2.MD.10]; 4 [2.NBT.8]; 6 [2.MD.8]
SMP1–6
Part 1: Checks children’s progress at the end of Unit 5.
Part 2:
Math Boxes: [ 5-9↔Unit 6]; 1, 5 [2.OA.4]; 2, 3 [2.MD.10];
4 [Foundation]; 6 [2.OA.1]
* Visit www.everydaymath.com for Guiding Questions that support Standards for Mathematical Practice (SMPs). Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 16 Unit 6 Copyright © The McGraw‐Hill Companies, Inc. Whole‐Number Operations and Number Stories Weeks 14–17 (Lessons 61–611) CCSS
Lesson Title/Objective Focus Addition of Three or More Numbers

To review strategies for solving addition
problems, with emphasis on problems having
three or more addends.


61 
Comparison Number Stories

To introduce comparison number stories by
using comparison diagrams.


62 
Common Core State Standards* Getting Started: Mental Math and Reflexes [2.NBT.5, 2.NBT.6];
Math Message [2.NBT.5]
Part 1: Focuses on strategies for solving addition problems
with three or more addends. [2.NBT.5, 2.NBT.6, 2.NBT.7,
2.NBT.9, 2.MD.6]
Part 2:
Practicing Estimation and the Partial-Sums Algorithm
[2.NBT.5, 2.NBT.7]
Math Boxes: [ 6-1↔6-3↔6-5]; 1 [Foundation]; 2 [2.MD.3];
3 [2.OA.1]; 4 [2.NBT.4]; 5 [2.OA.4]; 6 [2.NBT.2, 2.NBT.8]
Home Link: [2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.9]
Part 3: Readiness [2.NBT.5, 2.NBT.9]; Enrichment [2.NBT.6,
2.NBT.9]
Getting Started: Mental Math and Reflexes [2.NBT.6]; Math
Message [2.OA.1, 2.MD.5]; Home Link Follow-Up [2.NBT.6]
Part 1: Focuses on solving subtraction word problems.
[2.MD.5]
Part 2:
Game: Addition Top-It [2.OA.2, 2.NBT.6]
Math Boxes: [ 6-2↔6-4]; 1, 3 [2.NBT.5]; 2 [2.MD.8];
4 [2.MD.3]; 5 [2.MD.7]; 6 [2.MD.8]
Home Link: [2.OA.1, 2.NBT.6]
Part 3: Enrichment [2.OA.1]
SMP1–4, 6–8;
2.NBT.5, 2.NBT.6,
2.NBT.7, 2.NBT.9,
2.MD.6
SMP1–6, 8;
2.OA.1, 2.NBT.6,
2.MD.5
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 17 Copyright © The McGraw‐Hill Companies, Inc. 
Getting Started: Mental Math and Reflexes [2.MD.5]
Data Day: The Five Food Groups
To provide experiences with collecting, sorting,
tallying, and graphing data.


63 Mixed Addition and Subtraction
Stories
64 


To guide children in selecting and completing
appropriate diagrams to help solve one-and twostep addition and subtraction problems.

Subtraction Strategies

To review solution strategies for subtraction of
multidigit numbers.


65 
66 EXPLORATIONS: Exploring Arrays,
Coins, and Division


To develop readiness for multiplication; to guide
children in finding coin combinations equivalent
to $1.00; and to explore one meaning of division.


Part 1: Focuses on collecting, representing, and interpreting
data in a bar graph. [2.MD.10]
Part 2:
Comparing Lengths of Fish on the Fish Poster: [2.MD.5]
Math Boxes: [ 6-3↔6-1↔6-5]; 1 [Foundation]; 2 [2.MD.3];
3 [2.OA.1]; 4 [2.NBT.4]; 5 [Foundation]; 6 [2.NBT.2, 2.NBT.8]
Writing/Reasoning: [2.MD.5]
Home Link: [2.MD.10]
Part 3: Readiness [2.MD.10]
Getting Started: Mental Math and Reflexes [2.NBT.6]; Math
Message [2.OA.1]
Part 1: Focuses on solving number stories involving addition
and subtraction. [2.OA.1]
Part 2:
Math Boxes: [ 6-4↔6-2]; 1 [2.NBT.8]; 2 [2.MD.8];
3 [2.NBT.5]; 4 [2.MD.3]; 5 [2.MD.7]; 6 [2.MD.8]
Home Link: [2.OA.1]
Part 3: Readiness and Enrichment [2.OA.1]
SMP1, 2, 4, 6;
2.MD.5, 2.MD.10
SMP1, 2, 4–6, 8;
2.OA.1, 2.NBT.6
Getting Started: Mental Math and Reflexes [2.NBT.5, 2.NBT.7];
Math Message [2.NBT.5, 2.NBT.9]
Part 1: Focuses on reviewing strategies to solve subtraction
problems. [2.NBT.2, 2.NBT.5, 2.NBT.7, 2.NBT.9, 2.MD.6]
Part 2:
Game: Number Grid Difference Game [2.NBT.5]
Math Boxes: [ 6-5↔6-1↔6-3]; 1 [Foundation]; 2 [2.MD.3];
3 [2.OA.1]; 4 [2.NBT.4]; 5 [Foundation]; 6 [2.NBT.2, 2.NBT.8]
Home Link: [2.NBT.5, 2.NBT.7]
Part 3: Readiness Playing the Base-10 Trading Game [2.NBT.7,
2.NBT.9]; Enrichment [2.NBT.5, 2.NBT.9]
Getting Started: Math Message [2.OA.4]
Part 1: Focuses on making arrays, working with coins, and
equal sharing. [2.OA.4, 2.MD.8]
Part 2:
Making a Picture Graph: [2.MD.10]
Math Boxes: [ 6-6↔6-8↔6-10]; 1 [2.NBT.5];
2, 3 [Foundation]; 4 [2.OA.4]; 5 [Maintain]; 6 [Foundation]
Home Link: [2.OA.4]
Part 3: Enrichment and Extra Practice [2.MD.8]
SMP1–6;
2.NBT.2, 2.NBT.5,
2.NBT.7, 2.NBT.9,
2.MD.6
SMP1, 2, 5–7;
2.OA.4, 2.MD.8,
2.MD.10
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 18 Copyright © The McGraw‐Hill Companies, Inc. 
Getting Started: Mental Math and Reflexes [2.MD.5]; Math
Multiples of Equal Groups
To introduce multiplication as a way to find the
total number of things in several equal groups.

67 Array Number Stories
68 69 To introduce everyday examples of rectangular
arrays; and to provide experiences with solving
multiplication problems using multiplication
diagrams and array models.




Multiplication with Arrays

To introduce everyday examples of arrays; and
to provide experiences with solving multiplication
problems using multiplication diagrams and array
models.




Division Stories
610 
To guide children as they explore situations that
require equal sharing or making equal groups of
things.

Message [2.OA.4]
Part 1: Focuses on solving problems involving equal groups
of objects. [2.OA.4]
Part 2:
Practicing with +/– Fact Triangles: [2.OA.2]
Math Boxes: [ 6-7↔6-9]; 1 [2.NBT.7, 2.NBT.9];
2 [Foundation]; 3 [2.MD.1]; 4 [2.NBT.5]; 5 [Maintain];
6 [2.OA.2]
Home Link: [2.OA.4]
Part 3: Readiness and Enrichment [2.OA.4]
Getting Started: Math Message [2.OA.4]
Part 1: Focuses on using strategies to solve problems
involving rectangular arrays. [2.OA.4]
Part 2:
Game: Fact Extension Game [2.NBT.8]
Math Boxes: [ 6-8↔6-6↔6-10]; 1 [2.NBT.5];
2, 3 [Foundation]; 4 [2.OA.4]; 5 [2.NBT.5]; 6 [Foundation]
Home Link: [2.OA.4]
SMP1–6;
2.OA.2, 2.OA.4,
2.MD.5
SMP1, 2, 4–6;
2.OA.4
Getting Started: Math Message [2.OA.4]; Home Link Follow-Up
[2.OA.4]
Part 1: Focuses on strategies to find the total number of
objects in a rectangular array. [2.OA.4]
Part 2:
Game: Array Bingo [2.OA.4]
Math Boxes: [ 6-9↔6-7]; 1, 4 [2.NBT.7, 2.NBT.9];
2 [Foundation]; 3 [2.MD.1]; 5 [Maintain]; 6 [2.OA.2]
Home Link: [2.OA.4]
Part 3: Readiness [2.OA.4]
Part 1: Begins developing the concept of division through
equal-sharing and equal-grouping situations. Division is
addressed again in Lesson 11-5.
Part 2:
Game: Number-Grid Difference Game [2.NBT.5]
Math Boxes: [ 6-10↔6-6↔6-8]; 1 [2.NBT.3];
2, 3 [Foundation]; 4 [2.OA.4]; 5 [2.NBT.5]; 6 [Foundation]
SMP1, 2, 4–7;
2.OA.4
SMP1, 2, 4–6, 8
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 19 611 Copyright © The McGraw‐Hill Companies, Inc. 
Part 1: Checks children’s progress at the end of Unit 6.
Progress Check 6
To assess children’s progress on mathematical
content through the end of Unit 6.

Part 2:
Math Boxes: [ 6-11↔Unit 7]; 1 [2.OA.2]; 2 [2.MD.10];
3 [2.MD.8]; 4 [2.MD.8]; 5 [Foundation]; 6 [2.G.3]
* Visit www.everydaymath.com for Guiding Questions that support Standards for Mathematical Practice (SMPs). Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 20 Unit 7 Copyright © The McGraw‐Hill Companies, Inc. Patterns and Rules Weeks 17–19 (Lessons 71–79) CCSS
Lesson Title/Objective Patterns in Counting
71 To review counting by 2s, 5s, and 10s; to extend
this to counting by any number n; and to provide
experiences with describing patterns that result
from counting.
Focus 



Extending Complements of 10
72 To provide experiences with finding
complements of 10 and differences between
multidigit numbers and higher multiples of 10.
Mental Arithmetic: A Basketball
Game
73 To guide children as they build mental arithmetic
skills for adding three or more 1-digit and
multidigit numbers.








Common Core State Standards* Getting Started: Math Message [2.NBT.2]
Part 1: Focuses on skip-counting and describing the patterns
that develop. [2.NBT.2]
Part 2:
Math Boxes: [ 7-1↔7-3]; 1 [Foundation]; 2 [2.NBT.5];
3 [2.OA.4]; 4 [2.MD.8]; 5 [Foundation]; 6 [2.G.3]
Home Link: [2.NBT.2]
Part 3: Readiness, Enrichment, Extra Practice, and ELL
Support [2.NBT.2]
Getting Started: Math Message [2.NBT.5]
Part 1: Focuses on using a calculator to practice skip counting
by 10 and introduces the game Hit the Target. [2.NBT.5]
Part 2:
Solving Subtraction Problems: [2.NBT.7]
Math Boxes: [ 7-2↔7-4]; 1 [2.OA.4]; 2 [2.NBT.6];
3 [Foundation]; 4 [Foundation]; 5 [2.NBT.7]; 6 [2.G.3]
Home Link: [2.NBT.5, 2.NBT.7]
Part 3: Readiness and Extra Practice [2.NBT.5]
Getting Started: Math Message [2.NBT.6]
Part 1: Introduces the game Basketball Addition to practice
solving addition problems. [2.NBT.6, 2.MD.6]
Part 2:
Math Boxes: [ 7-3↔7-1]; 1 [Foundation]; 2 [2.NBT.5];
3 [2.OA.4]; 4 [2.NBT.3]; 5 [Foundation]; 6 [2.G.3]
Home Link: [2.NBT.6]
Part 3: Readiness [2.NBT.6]
SMP5–7;
2.NBT.2
SMP1, 3, 5–8;
2.NBT.5, 2.NBT.7
SMP1, 2, 4–8;
2.NBT.6, 2.MD.6
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 21 74 75 Copyright © The McGraw‐Hill Companies, Inc. 
Part 1: Provides practice with repeated doubling and halving
Patterns in Doubles and Halves
To guide children as they practice repeated
doubling and halving.

EXPLORATIONS: Exploring Weights,
Equal Sharing, and Patterns


To provide experiences with exploring weights in
pounds on a bath scale, developing readiness for
division, and exploring area and patterns.

Data Day: Standing Jumps and Arm
Spans
76 77 


To guide children as they measure length to the
dearest centimeter and to the nearest inch.

Middle Value (Median) of a Set of
Data


To guide children as they sort numerical data
and arrange data in ascending or descending
order, and as they find the middle value (median)
for a set of numerical data.


and with developing strategies for multiplying and dividing by
2. Work with multiplication and division continues in Lessons
11-4 through 11-9.
Part 2:
Game: Hit the Target [2.NBT.5]
Math Boxes: [ 7-4↔7-2]; 1 [2.OA.4]; 2 [2.NBT.6]; 3
[Foundation]; 4 [Foundation]; 5 [2.OA.2]; 6 [2.G.3]
SMP1, 2, 5–8
Getting Started: Mental Math and Reflexes [2.MD.8]
Part 1: Focuses on exploring weights, solving problems
involving sharing money, and making patterns related to area.
[2.MD.8]
Part 2:
Game: Hit the Target [2.NBT.5]
Math Boxes: [ 7-5↔7-7]; 1 [2.MD.7]; 2 [2.MD.10];
3 [2.OA.4]; 4 [Foundation]; 5 [2.G.1]; 6 [2.G.3]
Part 3: Readiness [2.MD.8]
Getting Started: Math Message [2.MD.2]
Part 1: Focuses on measuring length and recording the data.
[2.MD.1, 2.MD.2, 2.MD.4, 2.MD.9]
Part 2:
Game: Array Bingo [2.OA.4]
Math Boxes: [ 7-6↔7-8]; 1 [2.MD.8]; 2 [Foundation];
3 [Maintain]; 4 [2.NBT.3]; 5 [Foundation]; 6 [2.G.3]
Home Link: [2.MD.1, 2.MD.4]
SMP1–8;
2.MD.8
SMP2, 3, 5, 6;
2.MD.1, 2.MD.2,
2.MD.4, 2.MD.9
Getting Started: Mental Math and Reflexes [2.NBT.4]
Part 1: Focuses on sorting data and finding the median.
[2.MD.5]
Part 2:
Measuring Objects: [2.MD.4, 2.MD.5]
Math Boxes: [ 7-7↔7-5]; 1 [2.MD.7]; 2 [2.MD.10];
3 [2.OA.4]; 4 [Foundation]; 5 [2.G.1]; 6 [2.G.3]
Home Link: [2.NBT.4]
Part 3: Readiness [2.NBT.4]
SMP1–7;
2.NBT.4, 2.MD.4,
2.MD.5
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 22 78 Copyright © The McGraw‐Hill Companies, Inc. 
Part 1: Focuses on organizing and interpreting data in a line
Frequency Distributions
To guide children as they make a frequency
table, line plot, and bar graph for a set of data;
and as they find the median of a set of data.
Progress Check 7
79 To assess children’s progress on mathematical
content through the end of Unit 7.




plot and bar graph. [2.MD.4, 2.MD.5, 2.MD.9, 2.MD.10]
Part 2:
Game: Soccer Spin [Foundation]
Math Boxes: [ 7-8↔7-6]; 1 [2.MD.8]; 2 [Foundation];
3 [Maintain]; 4 [2.NBT.3]; 5 [Foundation]; 6 [2.G.3]
Part 3: Enrichment [2.MD.10]
Part 1: Checks children’s progress at the end of Unit 7.
Part 2:
Math Boxes: [ 7-9↔Unit 8]; 1, 2, 4, 6 [2.G.3]; 3 [2.NBT.7,
2.NBT.9]; 5 [Foundation]
SMP1, 2, 4, 6;
2.MD.4, 2.MD.5,
2.MD.9, 2.MD.10
* Visit www.everydaymath.com for Guiding Questions that support Standards for Mathematical Practice (SMPs). Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 23 Unit 8 Copyright © The McGraw‐Hill Companies, Inc. Fractions Weeks 19–21 (Lessons 81–88) CCSS
Lesson Title/Objective Equal Parts of ONE

To review basic fraction concepts.


81 EXPLORATIONS: Exploring
Fractions, Multiplication and
Division, and Volume
82 To guide children as they explore the link of a
fraction amount to the size of the ONE, or whole;
to prepare for multiplication and division; and to
introduce the concept of volume.
Collections of Things
83 84 Focus To guide children as they use fractions to name
parts of collections.







Equivalent Fractions

To provide experiences with the idea that many
different fractions can name the same fractional
part of a whole.


Common Core State Standards* Getting Started: Mental Math and Reflexes [2.OA.2]; Math
Message [2.G.3]
Part 1: Focuses on dividing shapes into equal parts and
writing fractions. [2.G.3]
Part 2:
Bamboo Plant Number Stories: [2.MD.5]
Math Boxes: [ 8-1↔8-3]; 1, 3, 5, 6 [Foundation]; 2 [2.G.1];
4 [2.MD.8]
Home Link: [2.G.3]
Part 3: Enrichment and Extra Practice [2G.3]
Part 1: Provides practice describing shares of objects, making
arrays, and finding volumes. [2.G.3]
Part 2:
Game: Beat the Calculator [2.OA.2]
Math Boxes: [ 8-2↔8-4↔8-6]; 1, 4 [Foundation];
2 [Maintain]; 3 [2.NBT.1b]; 5 [2.MD.1]; 6 [2.G.2]
Home Link: [2.G.3]
Part 3: Enrichment [2.G.3]
SMP1–4, 6;
2.OA.2, 2.MD.5,
2.G.3
SMP2, 4–6;
2.OA.2, 2.G.3
Getting Started: Home Link Follow-Up [2.G.3]
Part 1: Provides practice describing shares of collections.
Part 2:
Counting Equal Parts: [2.G.3]
Math Boxes: [ 8-3↔8-1]; 1 [2.G.3]; 2 [2.G.1];
3, 5, 6 [Foundation]; 4 [2.MD.8]
SMP1, 2, 4–6;
2.G.3
Part 1: Introduces the concept that different fractions can
describe equal amounts in preparation for Lesson 8-5. [2.G.3]
Part 2:
Game: Name That Number [2.NBT.3]
Math Boxes: [ 8-4↔8-2↔8-6]; 1 [Foundation];
2 [Maintain]; 3 [2.NBT.5]; 4 [2.G.3]; 5 [2.MD.1]; 6 [2.G.2]
Home Link: [2.G.3]
Part 3: Readiness [2.G.3]
SMP1, 2, 5–7;
2.G.3
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 24 Copyright © The McGraw‐Hill Companies, Inc. 
Part 1: Introduces Fraction Cards and the Equivalent Fractions
Equivalent Fractions Using Fraction
Game. [2.G.3]
Cards
85 To guide children as they find pairs of equivalent
fractions by using region models.

Comparing Fractions
86 87 88 To guide children as they compare fractions by
using region models.



Fraction Number Stories

To provide experiences with number stories
involving fractions.

Progress Check 8


To assess children’s progress on mathematical
content through the end of Unit 8.
SMP1–7;
Part 2:
Math Boxes: [ 8-5↔8-7]; 1 [2.MD.10]; 2 [Foundation];
3 [2.NBT.7]; 4 [2.NBT.5]; 5, 6 [2.MD.1]
Home Link: [2.G.3]
Part 3: Enrichment [2.G.3]
Part 1: Focuses on comparing fractions. [2.G.3]
Part 2:
Game: Equivalent Fractions Game [Foundation]
Math Boxes: [ 8-6↔8-2↔8-4]; 1, 4 [Foundation];
2 [Maintain]; 3 [2.NBT.1b]; 5 [2.MD.1]; 6 [2.G.2]
2.G.3
SMP1, 2, 5–8;
2.G.3
Part 1: Focuses on solving word problems involving fractions.
[2.G.3]
Part 2:
Game: Fraction Top-It [Foundation]
Math Boxes: [ 8-7↔8-5]; 1 [2.MD.10]; 2 [Foundation];
3, 4 [2.NBT.5]; 5, 6 [2.MD.1]
SMP1, 2, 4–6;
2.G.3
Part 1: Checks children’s progress at the end of Unit 8.
Part 2:
Math Boxes: [ 8-8↔Unit 9]; 1, 5 [Foundation];
2, 4 [2.MD.1]; 3, 6 [2.G.2]
* Visit www.everydaymath.com for Guiding Questions that support Standards for Mathematical Practice (SMPs). Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 25 Unit 9 Copyright © The McGraw‐Hill Companies, Inc. Measurement Weeks 21–24 (Lessons 91–910) CCSS
Lesson 91 Title/Objective Measuring with Yards and Meters

To provide review for the concept of nonstandard
units of measure; and to introduce yard and
meter.

Linear Measures
92 To provide review for measuring with inches,
feet, centimeters, and decimeters; and to guide
children as they begin a table of equivalent linear
measures.
Fractional Units of Length
93 Focus To guide children as they investigate the idea of
accuracy, explore 1/8 inch, 1/16 inch, and 1/2
centimeter on a ruler, and explore measuring to
the nearest half-inch and half-centimeter.









Common Core State Standards* Part 1: Focuses on measuring length with yardsticks and
metersticks to whole units. [2.MD.1, 2.MD.3]
Part 2:
Comparing Measurements: [2.MD.4, 2.MD.9]
Math Boxes: [ 9-1↔9-3]; 1 [2.OA.4]; 2 [2.NBT.5];
3 [Foundation]; 4 [2.NBT.3]; 5 [2.MD.3]; 6 [2.MD.8]
Home Link: [2.MD.1]
Part 3: Enrichment [2.MD.3, 2.MD.4]
Getting Started: Mental Math and Reflexes [2.OA.2]
Part 1: Focuses on measuring lengths of objects to whole
units. [2.MD.1, 2.MD.2, 2.MD.3]
Part 2:
Game: Name That Number [2.NBT.3]
Math Boxes: [ 9-2↔9-4]; 1, 4, 5 [Foundation]; 2 [2.MD.1];
3 [2.OA.1]; 6 [2.MD.8]
Home Link: [2.MD.1, 2.MD.2]
Part 3: Extra Practice [2.MD.4]
Getting Started: Math Message [2.MD.1, 2.MD.3]
Part 1: Focuses on measuring lengths of objects to fractions
of the unit. [2.MD.1, 2.MD.2, 2.MD.3, 2.MD.4]
Part 2:
Practicing with +, – Fact Triangles: [2.OA.2]
Math Boxes: [ 9-3↔9-1]; 1 [2.OA.4]; 2 [2.NBT.4];
3 [2.MD.1]; 4 [2.NBT.3]; 5 [2.MD.3]; 6 [2.MD.8]
Home Link: [2.MD.1]
Part 3: Readiness [2.MD.3]; Enrichment [2.MD.1, 2.MD.2]
SMP1, 2, 4–6;
2.MD.1, 2.MD.3,
2.MD.4, 2.MD.9
SMP1, 2, 5–7;
2.OA.2, 2.MD.1,
2.MD.2, 2.MD.3,
2.MD.4
SMP2–6;
2.OA.2, 2.MD.1,
2.MD.2, 2.MD.3,
2.MD.4
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 26 Copyright © The McGraw‐Hill Companies, Inc. Perimeter
94 95 To provide experiences with finding perimeters
by measuring to the nearest centimeter or inch.
97 
To provide experiences with identifying the mile
and kilometer as standard units for longer
distances and solving problems about road-map
distances.



To guide children as they explore the capacities
of cylinders, find the areas of shapes by using
inch and centimeter grids, and explore
measuring tools and units of measure.

Area

To provide experiences with the concept of area,
distinguishing between area and perimeter, and
finding areas of rectangular figures by
partitioning and counting squares.

Capacity
98 
Measuring Longer Distances
EXPLORATIONS: Exploring Capacity,
Area, and Measures
96 

To provide experiences with relationships among
units of capacity and identifying equivalent
measures of capacity.



Getting Started: Math Message [2.MD.1]
Part 1: Focuses on measuring the length to find the perimeter
of an object. [2.MD.1, 2.MD.9]
Part 2:
Game: Number Grid Difference Game [2.NBT.5]
Math Boxes: [ 9-4↔9-2]; 1, 4, 5 [Foundation]; 2 [2.MD.1];
3 [2.OA.1]; 6 [2.MD.8]
Home Link: [2.MD.1]
SMP1, 3–6;
2.MD.1, 2.MD.9
Part 1: Focuses on using addition strategies to calculate total
distance. [2.NBT.7]
Part 2:
Practicing 2-Digit Addition and Subtraction: [2.NBT.5]
Math Boxes: [ 9-5↔9-7↔9-9]; 1 [2.G.3]; 2 [2.OA.3];
3 [Foundation]; 4 [Foundation]; 5, 6 [2.NBT.5]
Writing/Reasoning: [2.NBT.5]
Part 3: Enrichment [2.NBT.7]
Part 1: Focuses on the characteristics of cylinders, finding
areas of shapes by counting squares, and exploring
measuring tools. [2.G.2]
Part 2:
Game: Beat the Calculator [2.OA.2]
Math Boxes: [ 9-6↔9-8]; 1 [2.NBT.4]; 2 [2.NBT.5];
3 [2.NBT.5]; 4 [2.MD.1]; 5 [Foundation]; 6 [2.MD.8]
Home Link: [2.G.2]
SMP2, 4–7;
2.NBT.5, 2.NBT.7
SMP1, 2, 4–6, 8;
2.OA.2, 2.G.2
Part 1: Focuses on finding area by partitioning and counting
the equal parts. [2.G.2]
Part 2:
Game: Equivalent Fractions Game or Fraction Top-It
[Foundation]
Math Boxes: [ 9-7↔9-5↔9-9]; 1, 3 [Foundation];
2 [2.OA.3]; 4 [Foundation]; 5, 6 [2.NBT.5]
Home Link: [2.G.2]
Part 3: Readiness and Extra Practice [2.G.2]
Part 1: Focuses on U.S. customary units of capacity.
Part 2:
Reviewing Line Plot Routine: [2.MD.9]
Math Boxes: [ 9-8↔9-6]; 1 [2.NBT.4]; 2 [2.NBT.5];
3 [2.NBT.5]; 4 [2.MD.1]; 5 [Foundation]; 6 [2.MD.8]
SMP1–3, 5, 6;
2.G.2
SMP1, 2, 4–6, 8;
2.MD.9
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 27 Copyright © The McGraw‐Hill Companies, Inc. Weight
99 To guide children as they compare weights by
feel, identify purposes of various scales, explore
with units of weight and equivalent measures,
and weigh objects.
Progress Check 9
910 To assess children’s progress on mathematical
content through the end of Unit 9.




Part 1: Focuses on U.S. customary units of weight.
Part 2:
Game: Name That Number [2.OA.2, 2.NBT.3]
Math Boxes: [ 9-9↔9-5↔9-7]; 1 [2.G.3]; 2 [2.OA.3];
3 [Foundation]; 4 [2.MD.8]; 5, 6 [2.NBT.5]
SMP1, 4–6, 8;
2.OA.2
Part 1: Checks children’s progress at the end of Unit 9.
Part 2:
Math Boxes: [ 9-10↔Unit 10]; 1, 3, 4, 5, 6 [2.MD.8];
2 [2.NBT.5]
* Visit www.everydaymath.com for Guiding Questions that support Standards for Mathematical Practice (SMPs). Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 28 Unit 10 Copyright © The McGraw‐Hill Companies, Inc. Decimals and Place Value Weeks 24–27 (Lessons 101–1012) CCSS
Lesson Title/Objective Money
To review notation and equivalencies for money
amounts.
101 Decimal Notation for Pennies and
Dimes
102 To review estimation, dollars-and-cents notation,
and names for a dollar, a dime, and a penny.
Money Amounts with a Calculator
To guide children as they enter money amounts
into a calculator and interpret calculator displays.
Focus 








103 
Common Core State Standards* Getting Started: Math Message [2.MD.8]
Part 1: Focuses on written notation for money and equivalent
money amounts. [2.MD.8]
Part 2:
Game: Spinning for Money [2.MD.8]
Math Boxes: [ 10-1↔10-3↔10-5]; 1 [2.NBT.2, 2.NBT.8];
2, 3 [Foundation]; 4 [2.NBT.8]; 5 [2.G.1]; 6 [2.OA.4]
Home Link: [2.MD.8]
Part 3: Readiness, Enrichment, and Enrichment [2.MD.8]
Part 1: Provides practice writing decimal notation for money
amounts and representing the values of coins using different
names. Using decimal notation for money amounts continues
in Lesson 10-4.
Part 2:
Math Boxes: [ 10-2↔10-4]; 1 [2.NBT.4]; 2, 6 [Foundation];
3 [2.NBT.3]; 5 [2.MD.7]
SMP1, 2, 4, 6, 7;
2.MD.8
SMP1–4, 6
Getting Started: Mental Math and Reflexes [2.MD.8]
Part 1: Focuses on how to display money amounts on a
calculator and introduces the game Pick-a-Coin. [2.MD.8]
Part 2:
Using Square Units to Find Area: [2.G.2]
Math Boxes: [ 10-3↔10-1↔10-5]; 1 [2.MD.8];
2 [Foundation]; 3 [2.NBT.8]; 4 [2.NBT.8]; 5 [Maintain];
6 [2.OA.4]
Writing/Reasoning: [2.MD.8]
Home Link: [2.MD.8]
Part 3: Enrichment [2.OA.1, 2.MD.8]
SMP1, 2, 5–8;
2.OA.1, 2.MD.8,
2.G.2
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 29 104 Copyright © The McGraw‐Hill Companies, Inc. Using a Calculator to Solve Problems  Getting Started: Mental Math and Reflexes [2.MD.8]

Part 1: Focuses on solving problems involving money on a
with Money
To provide experiences with comparing prices
and solving problems about price differences.
Estimating and Finding Exact Costs
To provide experiences with estimating costs
and then calculating exact costs.
Making Change
To provide experience making change by
counting up and estimating totals by rounding to
the nearest 10 cents.
EXPLORATIONS: Exploring Area,
Polygons, and Geoboard Fractions
107 



105 106 
To guide children as they explore finding areas
of irregular shapes, make polygons with
trapezoids, and form fractions on a geoboard.







calculator. [2.OA.1, 2.MD.8]
Part 2:
Game: Pick-a-Coin [2.MD.8]
Math Boxes: [ 10-4↔10-2]; 1 [2.NBT.4]; 2, 6 [Foundation];
3 [2.NBT.3]; 5 [2.MD.7]
Home Link: [2.MD.8]
Part 3: Readiness and Enrichment [2.OA.1, 2.MD.8]
Getting Started: Mental Math and Reflexes [2.MD.8]; Math
Message [2.MD.8]
Part 1: Focuses on estimating costs to quickly calculate an
approximate value. [2.MD.8]
Part 2:
Displaying Shoe Length Data on a Line Plot: [2.MD.9]
Math Boxes: [ 10-5↔10-1↔10-3]; 1, 2 [2.MD.8];
3 [Foundation]; 4 [2.NBT.8]; 5 [Maintain]; 6 [2.OA.4]
Home Link: [2.MD.8]
SMP1, 3–7;
2.OA.1, 2.MD.8
SMP1–7;
2.MD.8, 2.MD.9
Getting Started: Mental Math and Reflexes [2.MD.8]
Part 1: Provides practice using the subtraction strategy of
counting up. [2.OA.1, 2.MD.8]
Part 2:
Game: Equivalent Fractions or Fraction Top-It [Foundation]
Math Boxes: [ 10-6↔10-8↔10-10]; 1 [2.NBT.5];
2, 4 [2.MD.8]; 3 [Maintain]; 5 [2.G.1]; 6 [Foundation]
Writing/Reasoning: [2.OA.1]
Home Link: [2.MD.8]
Part 3: Readiness [2.OA.1]; Enrichment [2.MD.8]
Part 1: Provides practice estimating area of irregular shapes,
making polygons, and partitioning shapes into equal parts.
[2.G.3]
Part 2:
Game: Beat the Calculator [2.OA.2]
Math Boxes: [ 10-7↔10-9↔10-11]; 1 [2.G.3]; 2, 3 [2.MD.8];
4 [2.NBT.5]; 5 [Maintain]; 6 [Foundation]
Part 3: Readiness and Enrichment [2.G.3]
SMP1, 3–7;
2.OA.1, 2.MD.8
SMP1, 2, 5–8;
2.OA.2, 2.G.3
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 30 Copyright © The McGraw‐Hill Companies, Inc. Place Value
108 To develop place-value concepts and connect
place value in money with place value in base-10
blocks.




Place-Value Tools
To develop place-value concepts by using placevalue tools.



109 
1010 Place-Value Notation for TenThousands


To provide experiences with place-value
concepts to ten-thousands.

Grouping with Parentheses
1011 To introduce the use of parentheses in number
models.
Progress Check 10
1012 To assess children’s progress on mathematical
content through the end of Unit 10.






Getting Started: Math Message [2.NBT.1, 2.NBT.1a]
Part 1: Focuses on understanding place value. [2.NBT.1,
2.NBT.1a, 2.NBT.1b, 2.NBT.2, 2.NBT.3, 2.NBT.8]
Part 2:
Math Boxes: [ 10-8↔10-6↔10-10]; 1 [2.NBT.5];
2, 4 [2.MD.8]; 3 [2.OA.1]; 5 [2.G.1]; 6 [Foundation]
Home Link: [2.NBT.1, 2.NBT.1a, 2.NBT.1b, 2.NBT.3]
Part 3: Readiness [2.NBT.1, 2.NBT.1b]; Extra Practice
[2.NBT.4]
Getting Started: Math Message [2.NBT.1, 2.NBT.1b. 2.NBT.3]
Part 1: Focuses on making and using the Place-Value tool.
[2.NBT.1, 2.NBT.1a, 2.NBT.1b, 2.NBT.2, 2.NBT.3, 2.NBT.8]
Part 2:
Practicing Routines with Place Value Tools: [2.NBT.1,
1.NBT.1a, 2.NBT.1b, 2.NBT.3]
Math Boxes: [ 10-9↔10-7↔10-11]; 1, 6 [Foundation];
2 [2.G.3]; 3 [2.MD.8]; 4 [2.NBT.5]; 5 [Maintain]
Home Link: [2.NBT.8]
Part 3: Readiness [2.NBT.1, 2.NBt.1a, 2.NBT.1b, 2.NBT.3];
Extra Practice [2.NBT.1]
Getting Started: Mental Math and Reflexes [2.NBT.1, 2.NBT.1b]
Part 1: Focuses on extending understanding of place value to
the ten-thousands place. [2.NBT.1, 2.NBT.1a, 2.NBT.1b,
2.NBT.2, 2.NBT.3, 2.NBT.8]
Part 2:
Math Boxes: [ 10-10↔10-6↔10-8]; 1 [2.NBT.5];
2, 4 [2.MD.8]; 3 [Maintain]; 5 [2.G.1]; 6 [Foundation]
Home Link: [2.NBT.1, 2.NBT.1a, 2.NBT.1b, 2.NBT.3,
2.NBT.8]
Part 3: Enrichment [2.NBT.4]
Getting Started: Mental Math and Reflexes [2.NBT.3]
Part 1: Focuses on the using parentheses in number models.
[2.NBT.6]
Part 2:
Game: Soccer Spin [Foundation]
Math Boxes: [ 10-11↔10-7↔10-9]; 1, 6 [Foundation]; 2
[2.G.3]; 3 [2.MD.8]; 4 [2.MD.8]; 5 [Maintain]
SMP1, 2, 5–7;
2.NBT.1, 2.NBT.1a,
2.NBT.1b, 2.NBT.2,
2.NBT.3, 2.NBT.4,
2.NBT.8
SMP1, 2, 5–8;
2.NBT.1, 2.NBT.1a,
2.NBT.1b, 2.NBT.2,
2.NBT.3, 2.NBT.8
SMP1, 2, 5–7;
2.NBT.1, 2.NBT.1a,
2.NBT.1b, 2.NBT.2,
2.NBT.3, 2.NBT.4,
2.NBT.8
SMP1, 2, 5–8;
2.NBT.3, 2.NBT.6
Part 1: Checks children’s progress at the end of Unit 10.
Part 2:
Math Boxes: [ 10-12↔Unit 11]; 1, 3, 4, 6 [Foundation]; 2, 5
[2.OA.4]
* Visit www.everydaymath.com for Guiding Questions that support Standards for Mathematical Practice (SMPs). Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 31 Unit 11 Copyright © The McGraw‐Hill Companies, Inc. Whole‐Number Operations Revisited Weeks 27–29 (Lessons 111–1110) CCSS
Lesson 111 Title/Objective Addition Number Stories with Dollars
and Cents


To guide children as they review finding
estimates for sums of money, and calculate
values of coin and bill combinations in number
stories.

Subtraction Number Stories with
Dollars and Cents
112 113 Focus To guide children as they review making change
by counting up, and solve comparison number
stories with money.




The Trade-First Subtraction
Algorithm



To introduce and provide practice with the tradefirst subtraction algorithm.


Common Core State Standards* Getting Started: Math Message [2.MD.8]
Part 1: Provides practice solving addition word problems
involving money. [2.NBT.5, 2.NBT.7, 2.NBT.9, 2.MD.6, 2.MD.8]
Part 2:
Game: Hit the Target [2.NBT.5]
Math Boxes: [ 11-1↔11-3]; 1 [2.MD.3]; 2, 6 [Foundation];
3 [2.NBT.5]; 4 [2.OA.4]; 5 [2.MD.8]
Writing/Reasoning: [2.MD.8]
Home Link: [2.MD.8]
Part 3: Readiness [2.MD.8]
Getting Started: Math Message [2.MD.8]; Home Link Follow-Up
[2.MD.8]
Part 1: Provides practice solving subtraction word problems
involving money. [2.NBT.5, 2.NBT.7, 2.NBT.9, 2.MD.8]
Part 2:
Math Boxes: [ 11-2↔11-4]; 1 [2.NBT.5]; 2 [2.NBT.3];
3 [2.G.1]; 4 [Foundation]; 5 [Foundation]; 6 [2.NBT.7]
Home Link: [2.MD.8]
Part 3: Readiness [2.NBT.5, 2.NBT.7]; Enrichment [2.MD.8]
Getting Started: Mental Math and Reflexes [2.NBT.5]
Part 1: Introduces the trade-first subtraction algorithm as a
strategy for solving problems with multidigit numbers.
[2.NBT.1, 2.NBT.1a, 2.NBT.5, 2.NBT.7, 2.NBT.9]
Part 2:
Displaying Head Size Data on a Line Plot: [2.MD.9]
Math Boxes: [ 11-3↔11-1]; 1 [2.MD.3]; 2 [2.G.3];
3 [2.NBT.5]; 4 [2.OA.4]; 5 [2.MD.8]; 6 [Foundation]
Home Link: [2.NBT.1, 2.NBT.1a, 2.NBT.5, 2.NBT.7]
Part 3: Readiness [2.NBT.1, 2.NBT.1a]; Enrichment [2.NBT.5,
2.NBT.7]
SMP1, 4–7;
2.NBT.5, 2.NBT.7,
2.NBT.9, 2.MD.6,
2.MD.8
SMP1, 2, 4–7;
2.NBT.5, 2.NBT.7,
2.NBT.9, 2.MD.8
SMP1–7;
2.NBT.1, 2.NBT.1a,
2.NBT.5, 2.NBT.7,
2.NBT.9, 2.MD.9
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 32 114 115 Copyright © The McGraw‐Hill Companies, Inc. 
Part 1: Focuses on solving number stories involving equal
Multiples of Equal Groups
To provide experiences with finding the total
number of items in several equal groups by
multiplying.

Division Number Models

To provide experiences with solving division
number stories; and to introduce number models
for division stories.

Multiplication Facts
116 To introduce multiplication facts; and to provide
review and practice with multiplying by 2, 5,
and 10.
118 


Products Table
117 

To introduce 1s and 0s multiplication facts; and
to guide children as they discover patterns in
multiplication facts.

Multiplication/Division Fact Families

To introduce multiplication and division fact
families; and to provide practice with
multiplication and division facts.

groups of objects. [2.OA.4]
Part 2:
Game: Array Bingo [2.OA.4]
Math Boxes: [ 11-4↔11-2]; 1 [2.NBT.5]; 2 [2.NBT.3];
3 [2.G.1]; 4 [Foundation]; 5 [Foundation]; 6 [2.NBT.7]
SMP1, 2, 4–6;
2.OA.4
Part 1: Provides practice using equal groups and equal shares
to model division and writing number sentences to model
number stories. Work with division continues in Lessons 11-8
and 11-9.
Part 2:
Game: Soccer Spin [Foundation]
Math Boxes: [ 11-5↔11-7↔11-9]; 1 [2.NBT.2, 2.NBT.8];
2 [2.OA.4]; 3 [2.NBT.5]; 4 [2.NBT.2]; 5 [2.MD.1];
6 [Foundation]
SMP1, 2, 4–6
Getting Started: Math Message [2.OA.4]
Part 1: Focuses on multiplication and its relation to arrays and
skip counting. [2.OA.4]
Part 2:
Game: Name That Number [2.NBT.3]
Math Boxes: [ 11-6↔11-8]; 1 [2.NBT.5]; 2, 6 [2.NBT.3];
3 [2.MD.1]; 4 [2.G.3]; 5 [2.NBT.5]
Part 3: Enrichment [2.OA.4]
Part 1: Focuses on the completing a Products Table and
finding patterns in it. [2.OA.4]
Part 2:
Math Boxes: [ 11-7↔11-5↔11-9]; 1 [2.NBT.2, 2.NBT.8];
2 [2.OA.4]; 3 [2.NBT.5]; 4 [2.NBT.2]; 5 [2.MD.1];
6 [Foundation]
SMP1, 2, 5–7;
2.OA.4
SMP1, 2, 4, 6–8;
2.OA.4
Part 1: Introduces multiplication and division fact families,
focusing on the relationship between multiplication and
division. Practice with multiplication and division facts
continues in Lesson 11-9.
Part 2:
Math Boxes: [ 11-8↔11-6]; 1 [2.NBT.5]; 2, 6 [2.NBT.3];
3 [2.MD.1]; 4 [2.G.3]; 5 [2.NBT.8]
SMP1–4, 7, 8
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 33 119 Copyright © The McGraw‐Hill Companies, Inc. Multiplication/Division Facts Practice  Part 1: Provides practice with multiplication and division facts.
To provide practice with multiplication and
division facts.
Progress Check 11
1110 To assess children’s progress on mathematical
content through the end of Unit 11.



Work with multiplication and division continues in Lessons 124 and 12-5.
Part 2:
Math Boxes: [ 11-9↔11-5↔11-7]; 1 [2.NBT.2, 2.NBT.8];
2 [Foundation]; 3 [2.NBT.5]; 4, 6 [2.NBT.2]; 5 [2.MD.1]
SMP1–6
Part 1: Checks children’s progress at the end of Unit 11.
Part 2:
Math Boxes: [ 11-10↔Unit 12]; 1, 2, 4 [2.NBT.3];
3, 5, 6 [Foundation]
* Visit www.everydaymath.com for Guiding Questions that support Standards for Mathematical Practice (SMPs). Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 34 Unit 12 Copyright © The McGraw‐Hill Companies, Inc. Year‐End Reviews and Extensions Weeks 29–31 (Lessons 121–128) CCSS
Lesson 121 122 Title/Objective Review: The Calendar

To guide children as they review time
equivalencies and calendar facts.

Review: Clock Skills



To guide children as they review reading times in
different ways, show time to the nearest five
minutes on a clock face, and calculate times
relative to a given time.
Timelines
123 To provide experiences with events on a
timeline.
Practice Multiplication Facts
124 Focus To provide review and extend shortcuts and
strategies for learning multiplication facts; and to
provide practice for multiplication facts.







Common Core State Standards* Part 1: Focuses on reviewing time equivalencies and
practicing reading and writing time. [2.MD.7]
Part 2:
Math Boxes: [ 12-1↔12-3]; 1, 4 [2.MD.8]; 2 [Maintain];
3 [2.G.3]; 5 [2.NBT.3]; 6 [2.G.1]
Part 3: Readiness [2.MD.7]
Getting Started: Math Message [2.MD.7]
Part 1: Focuses on reviewing reading and writing time on
digital and analog clock. [2.MD.7]
Part 2:
Game: Beat the Calculator [2.OA.2]
Solving Multidigit Addition and Subtraction Problems:
[2.NBT.5, 2.NBT.7]
Math Boxes: [ 12-2↔12-4↔12-6]; 1 [2.MD.10]; 2 [2.NBT.5];
3 [2.NBT.4]; 4 [2.G.1]; 5 [2.G.2]; 6 [Foundation]
Home Link: [2.MD.7]
Part 3: Extra Practice [2.MD.7]
Part 1: Focuses on ordering dates on a number line. [2.MD.6]
Part 2:
Math Boxes: [ 12-3↔12-1]; 1, 4 [2.MD.8]; 2 [Maintain];
3 [2.G.3]; 5 [2.NBT.3]; 6 [2.G.1]
Part 3: Readiness [2.MD.6]; Enrichment [2.MD.6]
Part 1: Focuses on practicing multiplication facts.
Part 2:
Game: Name That Number [2.NBT.3]
Practicing Estimation and the Trade-First Algorithm:
[2.NBT.5, 2.NBT.7]
Math Boxes: [ 12-4↔12-2↔12-6]; 1 [2.MD.10]; 2 [2.NBT.5];
3 [2.NBT.4]; 4 [2.G.1]; 5 [2.G.2]; 6 [Foundation]
SMP1, 4–7;
2.MD.7
SMP1, 2, 4–6;
2.OA.2, 2.NBT.5,
2.NBT.7, 2.MD.7
SMP2, 4, 6, 7;
2.MD.6
SMP1, 3–8;
2.NBT.5, 2.NBT.7
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 35 125 Copyright © The McGraw‐Hill Companies, Inc. 
Getting Started: Mental Math and Reflexes [2.OA.2]
Division from Multiplication
To guide children as they review
multiplication/division fact families, and
investigate the relationship between
multiplication and division.
Graphs: Comparing Speeds of
Animals and People
126 127 


To provide experience with reading, creating,
and interpreting bar graphs; and to guide
children as they find the range and middle value
(median) of a data set.

The Mode of a Set of Data

To guide children as they organize a set of data
with a line plot and frequency table, display a set
of data with a bar graph, and identify the median
and mode.

Progress Check 12
128 
To assess children’s progress on mathematical
content through the end of Unit 12.



Part 1: Focuses on the relationship between multiplication and
division.
Part 2:
Game: Addition Card Draw [2.NBT.6]
Math Boxes: [ 12-5↔12-7↔12-8]; 1 [2.NBT.8];
2 [Maintain]; 3 [2.G.3]; 4 [Foundation]; 5 [2.MD.7];
6 [2.NBT.5]
SMP1, 2, 4–6, 8;
2.OA.2
Part 1: Focuses on organizing and interpreting data on a bar
graph. [2.MD.10]
Part 2:
Math Boxes: [ 12-6↔12-2↔12-4]; 1 [2.MD.10]; 2 [2.NBT.5];
3 [2.NBT.4]; 4 [2.G.1]; 5 [2.G.2]; 6 [Foundation]
Home Link: [2.MD.10]
Part 3: Enrichment and Extra Practice [2.MD.10]
SMP2, 4–7;
2.MD.10
Part 1: Focuses on displaying data in line plots and bar graphs
and on finding the mode and median. [2.MD.9, 2.MD.10]
Part 2:
Game: Addition Card Draw [2.NBT.6]
Math Boxes: [ 12-7↔12-5↔12-8]; 1 [2.NBT.8];
2 [Maintain]; 3 [2.G.3]; 4 [Foundation]; 5 [2.MD.7];
6 [2.NBT.5]
Home Link: [2.MD.10]
Part 3: Extra Practice [2.MD.9]
Part 1: Checks children’s progress at the end of Unit 12.
Part 2:
Math Boxes: [ 12-8↔12-5↔12-7]; 1 [2.NBT.8];
2 [Maintain]; 3 [2.G.3]; 4 [Foundation]; 5 [2.MD.7];
6 [2.NBT.7, 2.NBT.9]
SMP2, 4–6;
2.MD.9, 2.MD.10
* Visit www.everydaymath.com for Guiding Questions that support Standards for Mathematical Practice (SMPs). Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 36 Common Core State Standards for Grade 2**
OPERATIONS AND ALGEBRAIC THINKING 2.OA
Represent and solve problems involving addition and subtraction.
2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem.
Add and subtract within 20.
2.OA.2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two onedigit numbers.
Work with equal groups of objects to gain foundations for multiplication.
2.OA.3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or
counting them by 2s; write an equation to express an even number as a sum of two equal addends.
2.OA.4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns;
write an equation to express the total as a sum of equal addends.
NUMBER AND OPERATIONS IN BASE TEN 2.NBT
Understand place value.
2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals
7 hundreds, 0 tens, and 6 ones. Understand the following as special cases.
2.NBT.1a. 100 can be thought of as a bundle of ten tens ---- called a ‘‘hundred.’’
2.NBT.1b. 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.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
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.
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 37 Use place value understanding and properties of operations to add and subtract.
2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction.
2.NBT.6. Add up to four two-digit numbers using strategies based on place value and properties of operations.
2.NBT.7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in
adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and
sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.8. Mentally add 10 or 100 to a given number 100--900, and mentally subtract 10 or 100 from a given number 100--900.
2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations.
MEASUREMENT AND DATA 2.MD
Measure and estimate lengths in standard units.
2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and
measuring tapes.
2.MD.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the
two measurements relate to the size of the unit chosen.
2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters.
2.MD.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a
standard length unit.
Relate addition and subtraction to length.
2.MD.5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g.,
by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the
numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
Work with time and money.
2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 38 Represent and interpret data.
2.MD.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated
measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in
whole-number units.
2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve
simple put together, take-apart, and compare problems using information presented in a bar graph.
GEOMETRY 2.G
Reason with shapes and their attributes.
2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal
faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
2.G.2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
2.G.3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half
of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes
need not have the same shape.
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 39 Standards for Mathematical Practice**
1 Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its
solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the
solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and
try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their
progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic
expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient
students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important
features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects
or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a
different method, and they continually ask themselves, ‘‘Does this make sense?’’ They can understand the approaches of others to
solving complex problems and identify correspondences between different approaches.
2 Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two
complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize----to abstract a given
situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without
necessarily attending to their referents----and the ability to contextualize, to pause as needed during the manipulation process in
order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent
representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to
compute them; and knowing and flexibly using different properties of operations and objects.
3 Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in
constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their
conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They
justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about
data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient
students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that
which is flawed, and----if there is a flaw in an argument----explain what it is. Elementary students can construct arguments using
concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even
though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an
argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask
useful questions to clarify or improve the arguments.
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 40 4 Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and
the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a
student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a
student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on
another. Mathematically proficient students who can apply what they know are comfortable making assumptions and
approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important
quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts
and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their
mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if
it has not served its purpose.
5 Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include
pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical
package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or
course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and
their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated
using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge.
When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions,
explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to
identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve
problems. They are able to use technological tools to explore and deepen their understanding of concepts.
6 Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with
others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently
and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with
quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision
appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By
the time they reach high school they have learned to examine claims and make explicit use of definitions.
7 Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that
three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how
many sides the shapes have. Later, students will see 7 × 8 equals the well-remembered 7 × 5 + 7 × 3, in preparation for learning
about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They
recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving
problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some
algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 -- 3(x -- y)2 as 5
minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 41 8 Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper
elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and
conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points
are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y -- 2)/(x -- 1) = 3. Noticing the
regularity in the way terms cancel when expanding (x -- 1)(x + 1), (x -- 1)(x2 + x + 1), and (x -- 1)(x3 + x2 + x + 1) might lead them
to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students
maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their
intermediate results.
**© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School
Officers. All rights reserved.
Grade 2 Everyday Mathematics® Common Core Instructional Planning and Pacing Guide p. 42