GRADE 2 MATH GUIDE
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
Cluster
Represent and solve problems involving
addition and subtraction.
Operations and Algebraic Thinking
CCSS
Strand
Standard
Essential Questions
2.OA.1. Use addition
and subtraction within
100 to solve one- and
two-step word problems.
• What strategy did you
use to solve the word
problems? Why does it
work?
NC DPI
Unpacking
Document
Unpacked
content
pp. 6-8
Materials Correlation
SF Chapter 1 Lessons 2, 3, 6, 7,
12
SF Chapter 2 Lesson 7
SF Chapter 4 Lessons 11, 12
SF Chapter 5 Lessons 7, 11
SF Chapter 6 Lessons 5, 10, 11
SF Chapter 9 Lesson 16
Investigations
(See SF Joint Usage Plan p. 88
and 89)
Coins, Coupons, and
Combinations
Putting Together and Taking
Apart
Vocabulary
• equation
• sum
• difference
• add
• subtract
• symbol
• addend
• subtrahend
• minuend
Resources
& Additional Website
Resources
Investigations and the
CCSS
www.k5mathteachingresources.c
om
U1, U2, U3, U5, U8
Word Problems
Two Step Word
Problems
Word Problems 1 Math Playground
Word Problems 2 Math Playground
Second Grade Math Guide
Page 1 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
*Standard is introduced,
but not mastered until
end of year. (Strategies
and fluency of facts to
and from 10, working on
strategies to and from
20.)
Add and Subtract Within 20.
Operations and Algebraic Thinking
2.OA.2. Fluently add and
subtract within 20 using
mental strategies.*
• What strategy did you
use to find the sum?
Differences? And why
does it work?
Unpacked
content
pp.9-10
SF Chapter 1 Lessons 8, 9,
10,11
SF Chapter 2 Lessons 1, 2, 3, 4,
5, 6, 8, 9, 10,
Investigations
(See SF Joint Usage Plan p. 88)
Coins, Coupons, and
Combinations
• addition
• subtraction
• mental
strategies:
counting on,
making ten,
decompose,
relationship
between addition
and subtraction,
doubles and
neighbors
• sum
• difference
• digit
Investigations and the
CCSS
U1, U2, U3, U4, U5,
U6, U8, U9
Near 20
Magic Star Puzzle
Magic Triangles
Magic Squares
Nine Plus
Fact Family House
Doubles Plus One
Doubles Minus One
Eleven More
Four in a Row with
Near Doubles Version
#1
Four in a Row with
Near Doubles Version
#2
Number Relationship
Map
Math Lines
Math Bingo
Sheppard Software
Math Fact Practice
Knowledge Adventure
"The Addingtons"
Ride and Solve Horse
Race
Second Grade Math Guide
Page 2 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Work with Equal Groups of Objects to
Gain Foundations for Multiplication.
Understand Place Value
Numbers and Operations in
Base Ten
Operations and Algebraic Thinking
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
2.OA.3. Determine
whether a group of
objects (up to 20) has an
odd or even number of
members
• How do you
determine if a number is
even or odd?• How can
you model numbers in
several ways?
Unpacked
SF Chapter 3 Lesson
content pp. 11 9Investigations (See SF Joint
Usage Plan p. 88) Coins,
Coupons, and Combinations
2.NBT.1 Understand that
the three digits of a
three-digit number
representamounts of
hundreds, tens, and ones;
e.g., 706 equals 7
hundreds, 0tens, 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).
• How do you
Unpacked
differentiate between
content pp.
ones, tens, ad hundreds? 13-14
• How would you
express a three- digit
number?
SF Chapter 3 Lessons 1, 2
SF Chapter 10 Lessons 1, 2, 3,
• odd• even•
array• equal
addends• pair
Investigations and the
CCSS
U3, U5, U6, U8
Even Odd Pattern Block
Grab
Even Odd Grab
Even Odd Song
• place value
• models
• expanded from
• hundreds
• tens
• ones
• bundle
• digits
Investigations and the
CCSS
U6 & U8
Representing 1, 2, and
3 Digit Numbers with
Base 10 Blocks
Order Up
Base Ten
Concentration (3 Digit)
Learning Box Base Ten
Dog Bone
Base Ten Bingo
Base Ten Fun
Second Grade Math Guide
Page 3 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Understand Place Value.
Understand Place Value.
Understand Place Value.
Numbers and Operations in
Base Ten
Numbers and Operations in Base Ten
Numbers and Operations in
Base Ten
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
SF Chapter 3 Lesson 8
SF Chapter 10 Lesson 1
• skip count
• addition
• subtraction
• count
• sequence
• What strategy did you
use to find the sum and
difference? Why does it
work?
Unpacked
content
pp. 15-16
2.NBT.3. Read and write
numbers to 1000 using
base-ten numerals,
number names, and
expanded form.
• How do I represent
numbers to 1,000 using
a variety of models?
Unpacked
SF Chapter 3 Lesson 3SF
content pp. 16 Chapter 10 Lessons 3, 7SF
Chapter 11 Lesson 1
Investigations (See SF Joint
Usage Plan p. 88) Coins,
Coupons, and Combinations
• base ten•
models• tens
(rods)• ones
(units)• hundreds
(flats)• expanded
form• standard
form• place value
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.
• How can place value
help you compare and
order numbers?
Unpacked
SF Chapter 3 Lessons 5, 11
content pp. 16 SF Chapter 10 Lessons 5,9
• compare
• greater than
• less than
• equal
• symbols
• place value
2.NBT.2. Count within
1000; skip-count by 5s,
10s, and 100s.
Investigations
(See SF Joint Usage Plan p. 88)
Coins, Coupons, and
Combinations
Investigations and the
CCSS
U1, U2, U3, U4, U5,
U6, U8
Skip Counting Cards
Count by 5's
Count by 10's
Counting Collections
Investigations and the
CCSS
U1, U5,U6
Number Word
Concentration
Representing Numbers
in 4 Ways
Number Writing Barrier
Game
Roll 3 Digits
Place Value Genie
Investigations and the
CCSS
U6
Comparing 3 Digit
Numbers
Place Value Challenge
(3Digits)
Fruit Shoot Compare
Second Grade Math Guide
Page 4 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Relate Addition and Subtraction to
Length
Measurement and Data
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
2.MD.6. Represent
whole numbers as lengths
from 0 on a number line
diagram with equally
spaced points.
Work with Time and Money
Unpacked
content
pp. 27-28
SF Chapter 3 Lesson 6
SF Chapter 5 Lesson 8
SF Chapter 6 Lesson 8
• number line
• equal
• points
Investigations and the
CCSS
U1, U3, U6, U8
Number Line Addition
and Subtraction
Interactive Number
Line
2.MD.7. Tell and write
time from analog and
digital clocks to the
nearest five minutes,
using a.m. and p.m.*
Measurement and Data
• How would you
demonstrate a sum or
difference on a number
line?
*Standard is introduced,
but not mastered until
end of year. (Provide
opportunities to reference
time to hour and half
hour on analog and
digital clock.)
• How would you
express a time to the
nearest five minutes?
• What strategies are
used to measure and
record time?
SF Chapter 8 Lessons 1, 2, 3, 6
Unpacked
content pp. 28
Investigations
(See SF Joint Usage Plan p. 91)
Does It Walk, Crawl, or Swim
• analog
• digital
• a.m.
• p.m.
• time
• hour
• minute
• second
• clock
• half past
• quarter past
Investigations and the
CCSS
U1, U2, U3, U4, U5,
U6, U7, U8, U9
Time Barrier Game and
Grid
One Hour Earlier/Later
Time Travel
Stop the Clock
Smarty Games Telling
Time
Bang on Time
Second Grade Math Guide
Page 5 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Work with Time and Money
Measurement and Data
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
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?*
• How can I use a
variety of strategies to
solve word problems
involving money using
dollar and cent signs
correctly?
Unpacked
content pp.
29-30
SF Chapter 3 Lessons 12, 13,
14, 15, 16, 17, 18, 19
SF Chapter 5 Lesson 10
Investigations
(See SF Joint Usage Plan p. 88)
Coins, Coupons, and
Combinations
• cent
• coin
• symbols
• quarter
• dime
• nickel
• penny
• money
• dollar bill
*Standard is introduced,
but not mastered until
end of year. (Provide
opportunities to identify
names and values of
coins.)
Investigations and the
CCSS
U1, U3, U4, U5, U6,
U9
Coin Counting Cup
Coin Barrier Game
Make 1 Dollar
Money Word Problems
Smarty Games Money
Fish Tank
Pocket Change (use
exact number of coins)
Cash Register (under
$1.00)
Cash Register (over
$1.00)
Compare Money
Add and Subtract Within 20.
Operations and Algebraic Thinking
SECOND TRIMESTER - First Half
2.OA.2. Fluently add and
subtract within 20 using
mental strategies.*
*Standard is practiced,
but not mastered until
end of year. (Strategies
and fluency of facts to
and from 20)
• What strategy did you
use to find the sum?
Differences? And why
does it work?
Unpacked
content
pp.9-10
SF Chapter 1 Lessons 8, 9,
10,11
SF Chapter 2 Lessons 1, 2, 3, 4,
5, 6, 8, 9, 10,
Investigations
(See SF Joint Usage Plan p. 88)
Coins, Coupons, and
Combinations
• addition
• subtraction
• mental
strategies:
counting on,
making ten,
decompose,
relationship
between addition
and subtraction,
doubles and
neighbors
Investigations and the
CCSS
U1, U2, U3, U4, U5,
U6, U8, U9
Near 20
Magic Star Puzzle
Magic Triangles
Magic Squares
Nine Plus
Fact Family House
Doubles Plus One
Second Grade Math Guide
Page 6 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
Use Place Value Understanding and properties
of Operations to Add and Subtract.
Numbers and Operations in
Base Ten
• sum
• difference
• digit
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.
• What strategy did you
use to find the sum?
Why does it work?
• What strategy did you
use to find the
difference?
• Why does it work?
Unpacked
content
pp. 17-18
SF Chapter 3 Lesson 7
SF Chapter 4 Lessons 1, 2, 3, 5,
6, 8, 10
SF Chapter 5 Lessons 1, 2, 3, 4,
9
SF Chapter 6 Lessons 1, 2, 3, 4,
7, 9
Investigations
(See SF Joint Usage Plan p. 88
and 89)
Coins, Coupons, and
Combinations
Putting Together and Taking
Apart
• Associative
property
• Commutative
property
• compose
• decompose
• addition
• subtraction
• place Value
Doubles Minus One
Eleven More
Four in a Row with
Near Doubles Version
#1
Four in a Row with
Near Doubles Version
#2
Number Relationship
Map
Math Lines
Math Bingo
Sheppard Software
Math Fact Practice
Knowledge Adventure
"The Addingtons"
Ride and Solve Horse
Race
Investigations and the
CCSS
U1, U3, U4, U6, U8,
U9
Digital Addition Split
Big Ten Pictures
Near 100
Keep on Doubling
Number Wheel Spin
Add 9
Second Grade Math Guide
Page 7 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Use Place Value Understanding and
properties of Operations to Add and
Subtract.
Work with Time and Money
Measurement and Data
Numbers and Operations in
Base Ten
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
2.NBT.6. Add up to four
two-digit numbers using
strategies based on place
value and properties of
operations.
• What strategy did you
use to find the sum?
Why does it work?
Unpacked
SF Chapter 5 Lesson 6
content pp. 18
Investigations
(See SF Joint Usage Plan p.89)
Putting Together and Taking
Apart
N/A
Investigations and the
CCSS
U3, U5, U6, U8
Make 100
Two Digit Addition
Word Problem
2.MD.7. Tell and write
time from analog and
digital clocks to the
nearest five minutes,
using a.m. and p.m.*
• How would you
express a time to the
nearest five minutes?
• What strategies are
used to measure and
record time?
Unpacked
SF Chapter 8 Lessons 1, 2, 3, 6
content pp. 28
Investigations
(See SF Joint Usage Plan p. 91)
Does It Walk, Crawl, or Swim
• analog
• digital
• a.m.
• p.m.
• time
• hour
• minute
• second
• clock
• half past
• quarter past
Investigations and the
CCSS
U1, U2, U3, U4, U5,
U6, U7, U8, U9
Time Barrier Game and
Grid
One Hour Earlier/Later
*Standard is introduced,
but not mastered until
end of year. (Provide
opportunities to reference
time to the nearest five
minute on analog and
digital clocks.)
Time Travel
Stop the Clock
Smarty Games Telling
Time
Bang on Time
Second Grade Math Guide
Page 8 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Work with Time and Money
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?*
*Standard is introduced,
but not mastered until end
of year. (Provide
opportunities to skip count
coins.)
Reason with Shapes and
Their Attributes
Geometry
Measurement and Data
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
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.*(Continue to
SF Chapter 3 Lessons 12, 13,
14, 15, 16, 17, 18, 19
SF Chapter 5 Lesson 10
• How can I use a
variety of strategies to
solve word problems
involving money using
dollar and cent signs
correctly?
Unpacked
content pp.
29-30
• What attributes do
you use to identify the
shapes?
Unpacked
SF Chapter 7 Lessons 1, 2, 3,
content pp. 33 4Investigations (See SF Joint
Usage Plan p. 90) Shapes,
Halves, and Symmetry
Investigations
(See SF Joint Usage Plan p. 88)
Coins, Coupons, and
Combinations
• cent
• coin
• symbols
• quarter
• dime
• nickel
• penny
• money
dollar bill
• attribute
• polygon
• side
• angle
• triangle
• quadrilateral
• pentagon
• hexagon
• square
Investigations and the
CCSS
U1, U3, U4, U5, U6,
U9
Coin Counting Cup
Coin Barrier Game
Make 1 Dollar
Money Word Problems
Smarty Games Money
Fish Tank
Pocket Change (use
exact number of coins)
Cash Register (under
$1.00)
Cash Register (over
$1.00)
Compare Money
Investigations and the
CCSS
U1, U2, U4, U5, U6,
U9
Second Grade Math Guide
Page 9 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
expose students to threedimensional shapes
mentioned in 1.G.2)
• rectangle
• trapezoid
• circle
• cube
• cone
• cylinder
• sphere
• rectangular
prism
• threedimensional
• two-dimensional
• vertex
• face
Polygon Memory
• addition
• subtraction
• mental
strategies:
counting on,
making ten,
decompose,
relationship
between addition
and subtraction,
doubles and
neighbors
• sum
• difference
• digit
Investigations and the
CCSS
U1, U2, U3, U4, U5,
U6, U8, U9
Near 20
Magic Star Puzzle
Magic Triangles
Magic Squares
Nine Plus
Fact Family House
Doubles Plus One
Doubles Minus One
Eleven More
Four in a Row with
Near Doubles Version
#1
2.OA.2. Fluently add and
subtract within 20 using
mental strategies.*
Add and Subtract Within 20.
Operations and Algebraic Thinking
SECOND TRIMESTER - Second Half
*Standard is introduced,
but not mastered until
end of year. (Strategies
and fluency of facts to
and from 20)
• What strategy did you
use to find the sum?
Differences? And why
does it work?
Unpacked
content
pp.9-10
SF Chapter 1 Lessons 8, 9,
10,11
SF Chapter 2 Lessons 1, 2, 3, 4,
5, 6, 8, 9, 10,
Investigations
(See SF Joint Usage Plan p. 88)
Coins, Coupons, and
Combinations
Second Grade Math Guide
Page 10 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Use Place Value and Properties of Operations to Add and
Subtract
Numbers and Operations in
Base Ten
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
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;
sometimes it is necessary to
compose or decompose
tens or hundreds.*
• What strategy did you
use to find the sum?
Why does it work?
• What strategy did you
use to find the
difference? Why does it
work?
Unpacked
content pp.
19-21
SF Chapter 10 Lessons 6, 7
SF Chapter 11 Lessons 3, 4, 5,
7, 9, 10, 11, 13
• open number
line
• compose
• decompose
• hundreds
• tens
• ones
• addition
• subtraction
• digit
• base ten models
• expanded form
• associative
property
• commutative
property
Four in a Row with
Near Doubles Version
#2
Number Relationship
Map
Math Lines
Math Bingo
Sheppard Software
Math Fact Practice
Knowledge Adventure
"The Addingtons"
Ride and Solve Horse
Race
Investigations and the
CCSS
U1 & U8
*Standard is introduced,
but not mastered until end
of year.
Second Grade Math Guide
Page 11 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Use Place Value and Properties of Operations to Use Place Value and Properties of Operations to
Add and Subtract
Add and Subtract
Numbers and Operations in Base Ten
Numbers and Operations in
Base Ten
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
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.
• What strategy did you
use to find the sum?
Why does it work?
• What strategy did you
use to find the
difference? Why does it
work?
• What strategy did you
use to find the sum?
Why does it work?•
What strategy did you
use to find the
difference? Why does it
work?• Why can you
trade a ten for ten ones?
• Why can you trade a
hundred for ten tens?
Unpacked
content pp.
21-22
Unpacked
content
pp.22-23
SF Chapter 10 Lessons 4, 10
• compose
• decompose
• hundreds
• tens
• ones
• addition
• subtraction
• digit
• models
• associative
property
• commutative
property
Investigations and the
CCSS
U6
Ten More
Subtract 10
• compose•
decompose•
hundreds• tens•
ones• addition•
subtraction • fact
family• related
addition and
subtraction facts•
digit• models•
associative
property•
commutative
property
Investigations and the
CCSS
U1, U3, U6, U8
100 Hunt Plus 10
Second Grade Math Guide
Page 12 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Work with Time and Money
Work with Time and Money
Measurement and Data
Measurement and Data
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
2.MD.7. Tell and write
time from analog and
digital clocks to the
nearest five minutes,
using a.m. and p.m.*
*Standard is introduced,
but not mastered until
end of year. (Provide
opportunities for students
to say and write the time
to 5 minutes on an
analog and digital clock.)
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?*
*Standard is introduced,
but not mastered until
end of year. (Provide
opportunities to count
combinations of coins.)
• How would you
express a time to the
nearest five minutes?
• What strategies are
used to measure and
record time?
Unpacked
SF Chapter 8 Lessons 1, 2, 3, 6
content pp. 28
Investigations
(See SF Joint Usage Plan p. 91)
Does It Walk, Crawl, or Swim
• analog
• digital
• a.m.
• p.m.
• time
• hour
• minute
• second
• clock
• half past
• quarter past
Investigations and the
CCSS
U1, U2, U3, U4, U5,
U6, U7, U8, U9
Time Barrier Game and
Grid
One Hour Earlier/Later
Time Travel
Stop the Clock
Smarty Games Telling
Time
Bang on Time
• How can I use a
variety of strategies to
solve word problems
involving money using
dollar and cent signs
correctly?
Unpacked
content pp.
29-30
SF Chapter 3 Lessons 12, 13,
14, 15, 16, 17, 18, 19
SF Chapter 5 Lesson 10
Investigations
(See SF Joint Usage Plan p. 88)
Coins, Coupons, and
Combinations
• cent
• coin
• symbols
• quarter
• dime
• nickel
• penny
• money
dollar bill
Investigations and the
CCSS
U1, U3, U4, U5, U6,
U9
Coin Counting Cup
Coin Barrier Game
Make 1 Dollar
Money Word Problems
Smarty Games Money
Fish Tank
Pocket Change (use
exact number of coins)
Cash Register (under
$1.00)
Cash Register (over
$1.00)
Compare Money
Second Grade Math Guide
Page 13 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Represent and Interpret Data
Represent and Interpret Data
Measurement and Data
Measurement and Data
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
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. *
• How do you express
data measuring the
length on a line point?
Unpacked
SF Chapter 8 Lesson 14
content pp. 30
• line plot
• horizontal
• data
• measure
• length
Investigations and the
CCSS
U9
Measurement Line Plot
*Standard is introduced,
but not mastered until
end of year.
(Teach line plot only as a
way to represent a data
set without
measurement.)
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 puttogether, take-apart, and
compare problems using
information presented in
a bar graph.
• What data was used
to create picture graph
or bar graph?• What
strategy did you use to
interpret and analyze?
Unpacked
content
pp.30-32
SF Chapter 8 Lessons 12, 13,
16SF Chapter 11 Lesson 6
• bar graph•
picture graph•
tallies• data•
collect• analyze
Investigations and the
CCSS
U4 &U5
Button Bar Graph
Button Pictograph
Collecting and
Representing Data
Create a Graph
Second Grade Math Guide
Page 14 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Reason with Shapes and Their Attributes
Geometry
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
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. *
• How would you
identify and describe a
shape by equal sized
shares?
Unpacked
SF Chapter 7 Lesson 9
content pp. 34
Investigations
(See SF Joint Usage Plan p. 90)
Shapes, Halves, and Symmetry
• partition
• equal share
• halves
• thirds
• fourths
• fraction
• identical wholes
Investigations and the
CCSS
• addition
• subtraction
• mental
strategies:
counting on,
making ten,
decompose,
relationship
between addition
and subtraction,
doubles and
neighbors
Investigations and the
CCSS
U1, U2, U3, U4, U5,
U6, U8, U9
Near 20
Magic Star Puzzle
Magic Triangles
Magic Squares
Nine Plus
Fact Family House
Doubles Plus One
U7
Fraction Pizza
*The emphasis of
fractions at this grade
level is equal shares of a
whole and understanding
that all of those equal
shares make a whole.
Add and Subtract Within 20.
Operations and Algebraic Thinking
THIRD TRIMESTER
2.OA.2. Fluently add and
subtract within 20 using
mental strategies.
• What strategy did you
use to find the sum?
Differences? And why
does it work?
Unpacked
content
pp.9-10
SF Chapter 1 Lessons 8, 9,
10,11
SF Chapter 2 Lessons 1, 2, 3, 4,
5, 6, 8, 9, 10,
Investigations
(See SF Joint Usage Plan p. 88)
Coins, Coupons, and
Combinations
Second Grade Math Guide
Page 15 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
Work with Equal Groups of Objects to
Gain Foundations for Multiplication.
Operations and Algebraic Thinking
• sum
• difference
• digit
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.
• How do you
determine if a number is
even or odd?
• How can you model
numbers in several ways?
Unpacked
SF Chapter 12 Lesson 1, 2, 3
content pp. 12
• column
• row
• array
• equation
Doubles Minus One
Eleven More
Four in a Row with
Near Doubles Version
#1
Four in a Row with
Near Doubles Version
#2
Number Relationship
Map
Math Lines
Math Bingo
Sheppard Software
Math Fact Practice
Knowledge Adventure
"The Addingtons"
Ride and Solve Horse
Race
Investigations and the
CCSS
U1, U2, U3, U5
Making Arrays
Making Different Sized
Squares
Space Array
Multiplication.com
Second Grade Math Guide
Page 16 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Use Place Value and Properties of Operations to Add and
Subtract
Measure and Estimate Lengths
In Standard Units
Measurement and Data
Numbers and Operations in
Base Ten
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
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; sometimes it is
necessary to compose or
decompose tens or
hundreds.
• What strategy did you
use to find the sum?
Why does it work?
• What strategy did you
use to find the
difference? Why does it
work?
Unpacked
content pp.
19-21
SF Chapter 10 Lessons 6, 7
SF Chapter 11 Lessons 3, 4, 5,
7, 9, 10, 11, 13
• compose
• decompose
• hundreds
• tens
• ones
• addition
• subtraction
• digit
• models
• associative
property
• commutative
property
Investigations and the
CCSS
U1 & U8
2.MD.1Measure the
length of an object by
selecting and using
appropriate tools such as
rulers, yardsticks, meter
sticks, and measuring
tapes.
• What standard tools
are used to measure
length?
Unpacked
content
pp. 24-25
SF Chapter 9 Lessons 2, 3, 4, 5
• measure
• meter
• centimeter
• inch, foot
• yard, length
• measuring tape
• shorter, longer
• estimate
Investigations and the
CCSS
U9
Path 1, Path 2, Path 3
Measuring Strips
Measure It!
Second Grade Math Guide
Page 17 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Measure and Estimate Lengths
In Standard Units
Measure and Estimate Lengths Measure and Estimate Lengths
In Standard Units
In Standard Units
Measurement and Data
Measurement and Data
Measurement and Data
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
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.
• How do you express
the length of a given
object using two
different standard
measurement tools?
2.MD.3 Estimate lengths
using units of inches,
feet, centimeters, and
meters.
• How do I use
estimation strategies to
solve measurement
problems?
Unpacked
content pp. 25
• measure
• meter
• centimeter
• inch, foot
• yard, length
• measuring tape
• shorter, longer
• estimate
Investigations and the
CCSS
U9
Measuring with 2 Units
Unpacked
SF Chapter 9 Lessons 2, 3, 4, 5
content pp. 25
• estimate
• length
• compare
• guess, predict
• measure
• measurement
Investigations and the
CCSS
U9
Estimating Length
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.
• How can I find the
difference in lengths
based on standard
measurement?
Unpacked
content pp.
25-26
• difference
• length, longer
• shorter
• unit
Investigations and the
CCSS
U9
Gummy Worm Stretch
Are You a Square or a
Rectangle
Second Grade Math Guide
Page 18 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Relate Addition and Subtraction to
Length.
Work with Time and Money
Measurement and Data
Measurement and Data
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
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.
• How do I use
estimation strategies to
solve measurement
problems?
2.MD.7. Tell and write
time from analog and
digital clocks to the
nearest five minutes,
using a.m. and p.m.
• How would you
express a time to the
nearest five minutes?
• What strategies are
used to measure and
record time?
Unpacked
content pp. 26
• units•
numbers• addition
• subtraction•
unknown number
Investigations and the
CCSS
U9
Linear Measurement
Problems
More Length Problems
SF Chapter 8 Lessons 1, 2, 3, 6
Unpacked
content pp. 28
Investigations
(See SF Joint Usage Plan p. 91)
Does It Walk, Crawl, or Swim
• analog
• digital
• a.m.
• p.m.
• time
• hour
• minute
• second
• clock
• half past
• quarter past
Investigations and the
CCSS
U1, U2, U3, U4, U5,
U6, U7, U8, U9
Time Barrier Game and
Grid
One Hour Earlier/Later
Time Travel
Stop the Clock
Smarty Games Telling
Time
Bang on Time
Second Grade Math Guide
Page 19 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Work with Time and Money
Represent and Interpret Data
Measurement and Data
Measurement and Data
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
SF Chapter 3 Lessons 12, 13,
14, 15, 16, 17, 18, 19
SF Chapter 5 Lesson 10
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?
• How can I use a
variety of strategies to
solve word problems
involving money using
dollar and cent signs
correctly?
Unpacked
content pp.
29-30
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.
• How do you express
data measuring the
length on a line point?
Unpacked
SF Chapter 8 Lesson 14
content pp. 30
Investigations
(See SF Joint Usage Plan p. 88)
Coins, Coupons, and
Combinations
• cent
• coin
• symbols
• quarter
• dime
• nickel
• penny
• money
dollar bill
Investigations and the
CCSS
• line plot
• horizontal
• data
• measure
• length
Investigations and the
CCSS
U1, U3, U4, U5, U6,
U9
Coin Counting Cup
Coin Barrier Game
Make 1 Dollar
Money Word Problems
Smarty Games Money
Fish Tank
Pocket Change (use
exact number of coins)
Cash Register (under
$1.00)
Cash Register (over
$1.00)
Compare Money
U9
Measurement Line Plot
Second Grade Math Guide
Page 20 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee. GRADE 2 MATH GUIDE
Reason with Shapes and Their
Attributes
Geometry
Approved for Course(s): XXX
Curriculum Approved by Board of Trustees on: XXX-XXX
2.G.2 Partition a
rectangle into rows and
columns of same-size
squares and count to find
the total number of them.
• How do you partition
a shape into equal sized
shares?
Unpacked
content pp. 33
• columns
• rows
• square
• total
• count
• partition
• same size
squares
• rectangle
Investigations and the
CCSS
U2
Second Grade Math Guide
Page 21 of 21
Date Last Modified: 5/30/2013
Adaptation of approved district curricula may be made only with approval of the Associate Superintendent of SD271 or designee.