2013-2014Math
COURSE CODE: 5012040
UNIT TITLE: Chapter 1-Number Concepts
SEMESTER: 1
Grading Period: 1
COURSE NAME: Mathematics-2nd Grade
UNIT ESSENTIAL QUESTION:
How do you use place value to find the values of numbers and
describe numbers in different ways?
CONCEPT
Even and Odd Numbers
STANDARD(S)
MACC.2.OA.3.3
LESSON ESSENTIAL QUESTION
How are even numbers and odd numbers
different?
VOCABULARY
even, odd
CONCEPT
Represent Even Numbers
STANDARD(S)
MACC.2.OA.3.3
LESSON ESSENTIAL QUESTION
Why can an even number be shown as the
sum of two equal addends?
VOCABULARY
addition sentence
RESOURCES
CONCEPT
Understand Place Value
STANDARD(S)
MACC.2.NBT.1.3
LESSON ESSENTIAL QUESTION
How do you know the value of a digit?
MathBoard, connecting cubes, and Counting Tape
Bears Odd Bears Even , Let's Group It
Spider Can Count
MathBoard, connecting cubes, and Counting Tape
Odds and Evens Dodge ball
Complaints from Every Other Cabin: Even and Odd
Numbers ,
MathBoard and Counting Tape
Popsicle Place Value
Discovering the Source of the Odd Passengers'
Odd Behavior
The Living Numbers: Odd and Even up to Twenty
VOCABULARY
digits
Song: Two and Four, Six and Eight
Finding Odd and Even Numbers in Daily Life
Odd and Even on the Number Line
Additional Information
HMH Mega Math:
Country Countdown, Block Busters,
Level V
Numberopolis, Cross Town Number Line,
Level O, Level J, Level S
Shapes Ahoy! Sea Cave Sorting, Level M
Shapes Ahoy! Ship Shapes, Level A, Level B, Level
C
.
2013-2014Math
CONCEPT
Solve problems by finding different
combinations of tens and ones to represent
2-digit numbers using strategy find a
pattern.
STANDARD(S)
MACC.2.NBT.1.3
Read and write numbers to 1000 using
base-ten numerals, number names, and
expanded form.
LESSON ESSENTIAL QUESTION
How does finding a pattern help you find all
the ways to show a number with tens and
ones?
VOCABULARY
CONCEPT
Extend counting sequences within 100,
counting 1s, 5s, and 10s.
CONCEPT
Extend counting sequences within 1,000,
counting by 1s, 5s, 10s, and 100s.
STANDARD(S)
MACC.2.NBT.1.2
Count within 1000; skip-count by 5s, 10s,
and 100s.
STANDARD(S)
MACC.2.NBT.1.2
Count within 1000; skip-count by 5s, 10s,
and 100s.
LESSON ESSENTIAL QUESTION
How do you count by 1s, 5s, and 10s with
numbers less than 100?
LESSON ESSENTIAL QUESTION
How do you count by 1s, 5s, 10s, and 100s
with numbers less than 1,000?
VOCABULARY
patterns, skip-count
VOCABULARY
MathBoard and Counting Tape
RESOURCES
MathBoard and Counting Tape
MathBoard and Counting Tape
Place Value Activities
Skip to my Lou Ten Frame
Skip to my Lou
Five Frame
Additional Information
2013-2014Math
CONCEPT
Expanded Form
STANDARD(S)
MACC.2.NBT.1.3
Read and write numbers to 1000 using
base-ten numerals, number names, and
expanded form
CONCEPT
Different Ways to Write Numbers
STANDARD(S)
MACC.2.NBT.1.3
Read and write numbers to 1000 using
base-ten numerals, number names, and
expanded form
CONCEPT
Different Names for Numbers
STANDARD(S)
MACC.2.NBT.1.3
Read and write numbers to 1000 using
base-ten numerals, number names, and
expanded form
LESSON ESSENTIAL QUESTION
How do you describe a 2-digit number as
tens and ones?
LESSON ESSENTIAL QUESTION
What are different ways to write a 2-digit
number?
LESSON ESSENTIAL QUESTION
How can you show the value of a number in
different ways?
VOCABULARY
VOCABULARY
VOCABULARY
tens, ones
MathBoard, base-ten blocks, and Counting
Tape

Understand Place Value: Using Place Value
to Write Three-Digit Numbers
RESOURCES
MathBoard and Counting Tape
Place Value: Three-Digit Numbers: Number Puzzles
Place Value: Three-Digit Numbers

Understand Place Value: Vocabulary Review
of Place Value
Place Value: Three-Digit Numbers: Determining
Value
Additional Information
MathBoard, base-ten blocks, and Counting
Tape
2013-2014Math
COURSE CODE: 5012040
UNIT TITLE: Chapter 2-Numbers to 1,000
SEMESTER: 1
COURSE NAME: Mathematics-Grade 2
UNIT ESSENTIAL QUESTION:
How can you use place value to model, write, and compare 3-digit
numbers?
Grading Period: 1
CONCEPT
Understand that each group of 10 tens is
equivalent to 1 hundred.
STANDARD(S)
MACC.2.NBT.1.1a
MACC.2.NBT.1.1b
LESSON ESSENTIAL QUESTION
How do you group tens as hundreds?
CONCEPT
Write 3-digit numbers that are represented by
groups of tens.
STANDARD(S)
MACC.2.NBT.1.1
CONCEPT
Use concrete and pictorial models to represent
3-digit numbers.
STANDARD(S)
MACC.2.NBT.1.1
LESSON ESSENTIAL QUESTION
How do you write a 3-digit number for a group of
tens?
LESSON ESSENTIAL QUESTION
How do you show a 3-digit number using
blocks?
hundred, tens
VOCABULARY
hundred
VOCABULARY
digit, hundreds, tens, ones
MathBoard, Counting Tape
RESOURCES
MathBoard, Counting Tape
MathBoard, base-ten blocks, Counting Tape
Popcorn Math
And the Number is?
Place Value Activities
Smart Board Lesson Link
Smart Board Lesson On Place Value Link 2
Tens Jingle
Grouping and Grazing
VOCABULARY
Smart Board Lesson On Place Value
Additional Information
2013-2014Math
CONCEPT
Apply place value concepts to write 3-digit
numbers that are represented by pictorial
models.
STANDARD(S)
MACC.2.NBT.1.1
CONCEPT
Use place value to describe the values of digits
in numbers to 1,000.
CONCEPT
Read and write 3-digit numbers in word form.
STANDARD(S)
MACC.2.NBT.1.1
STANDARD(S)
MACC.2.NBT.1.3
LESSON ESSENTIAL QUESTION
How do you write the 3-digit number that is
shown by a set of blocks?
LESSON ESSENTIAL QUESTION
How do you know the values of the digits in
numbers?
LESSON ESSENTIAL QUESTION
How do you write 3-digit numbers using words?
VOCABULARY
hundreds ,tens, ones
thousand, digit
MathBoard, Counting Tape
RESOURCES
MathBoard, Counting Tape
VOCABULARY
Place Value Activities
Smart Board Lesson Link 3
Place Value to the Thousands Place
Counting by 1000's
Smart Board Place Value Practice
Place Value to the Thousands--Stadium Seats
Additional Information
Understanding Place Value & Face Value
(above
grade level)
Deciphering Number Representation
level)
(above grade
VOCABULARY
MathBoard, Counting Tape

Abracad-abacus!
2013-2014Math
CONCEPT
Write 3-digit numbers in expanded form and in
standard form.
STANDARD(S)
MACC.2.NBT.1.3
CONCEPT
Apply place value concepts to find equivalent
representations of numbers.
STANDARD(S)
MACC.2.NBT.1.3
CONCEPT
Identify 10 more, 10 less, 100 more, or 100
less than a given number.
STANDARD(S)
MACC.2.NBT.2.8
LESSON ESSENTIAL QUESTION
What are three ways to write a 3-digit number?
LESSON ESSENTIAL QUESTION
How can you use blocks or quick pictures to
show the value of a number in different ways?
VOCABULARY
hundreds, tens, ones
VOCABULARY
hundreds, tens, ones
RESOURCES
MathBoard, Counting tape
LESSON ESSENTIAL QUESTION
How do you use place value to find 10 more,
10 less,100 more, or 100 less than a 3-digit
number?
VOCABULARY
less than, more than
MathBoard, Counting Tape
MathBoard, Counting Tape
Counting by 10's
Counting by 100's
Additional Information
2013-2014Math
CONCEPT
Extend number patterns by counting on by tens
or hundreds.
STANDARD(S)
MACC.2.NBT.2.8
LESSON ESSENTIAL QUESTION
How does place value help you identify and
extend counting patterns?
VOCABULARY
pattern
MathBoard, Counting Tape
Technology:
Estimating and Finding Sums Less Than
1,000
Country Countdown, Block Busters, Level
V, Level W
Base-Ten Blocks Add
CONCEPT
Solve problems involving number comparisons
by using
the strategy “make a model”.
STANDARD(S)
MACC.2.NBT.1.4
CONCEPT
Compare 3-digit numbers using the >, =, <
symbols
LESSON ESSENTIAL QUESTION
How can you make a model to solve a problem
about
comparing numbers?
VOCABULARY
more, fewer
LESSON ESSENTIAL QUESTION
How do you compare 3-digit numbers?
RESOURCES
MathBoard, base-ten blocks, Counting Tape
Smart Board Lesson Comparing Numbers 2
Smart Board Lesson On Comparing Numbers 3
Additional Information
STANDARD(S)
MACC.2.NBT.1.4
VOCABULARY
compare, = is equal to, > is greater than,< is
less than
MathBoard, Counting Tape
PreeAssessment Comparing Numbers
Word Problems
Smart Board Lesson on Comparing and Ordering
Numbers
2013-2014Math
COURSE CODE: 5012040
UNIT TITLE: Chapter 3-Basic Facts and
Relationships
SEMESTER:
1
Grading Period:
1
CONCEPT
Use doubles facts as a strategy for
finding sums for near doubles facts.
STANDARD(S)
MACC.2.OA.2.2
LESSON ESSENTIAL QUESTION
How can you use doubles facts to find
sums for near doubles facts?
VOCABULARY
doubles, sums
MathBoard, Counting Tape
Block Pounds
Balancing Act
Some Special Sums


Country Countdown, Counting
Critters, Level F, Level G, Level J,
Level L, Level S, Level U, Level T,
Level R, Level V
Numberopolis, Carnival Stories, Level
B, Level D, Level G, Level J
COURSE NAME: Math
UNIT ESSENTIAL QUESTION:
How can you use patterns and strategies to find sums and
differences for basic facts?
CONCEPT
Recall sums for basic facts using
properties and strategies.
STANDARD(S)
MACC.2.OA.2.2
LESSON ESSENTIAL QUESTION
What are some ways to remember sums?
VOCABULARY
addends, count on, number sentence
RESOURCES
MathBoard, play coins, Counting Tape
Smart Board Lesson on Addition Facts
Fact of the Day
Additional Information
Country Countdown, Block Busters, Level
D
Country Countdown, Harrison’s
Comparisons, Levels A , Level D
CONCEPT
Recall sums for addition facts using the
make a ten strategy.
STANDARD(S)
MACC.2.OA.2.2
LESSON ESSENTIAL QUESTION
How is the make a ten strategy used to find
sums?
VOCABULARY
MathBoard, Counting Tape
2013-2014Math
CONCEPT
Find sums of three addends by applying
the
Commutative and Associative Properties of
Addition.
STANDARD(S)
MACC.2.OA.2.2
LESSON ESSENTIAL QUESTION
How do you add three numbers?
CONCEPT
Use the inverse relationship of addition and
subtraction to recall basic facts.
CONCEPT
Recall differences for basic facts using
mental strategies.
STANDARD(S)
MACC.2.OA.2.2
LESSON ESSENTIAL QUESTION
How are addition and subtraction related?
STANDARD(S)
MACC.2.OA.2.2
LESSON ESSENTIAL QUESTION
What are some ways to remember
differences?
VOCABULARY
sums, addends
VOCABULARY
differences, related facts
count back
MathBoard, Counting Tape
RESOURCES
MathBoard, Counting Tape
MathBoard, Counting Tape
Finding Addition Patterns
Diffy Virtual Manipulative
Math Magic
VOCABULARY
Addend Pairs to 12
Additional Information
2013-2014Math
CONCEPT
CONCEPT
CONCEPT
Find differences on a number line to
develop the mental strategy of
decomposing to simplify facts.
STANDARD(S)
Use bar models to represent a variety of
addition and subtraction situations.
STANDARD(S)
Write equations to represent and solve a
variety of addition and subtraction
situations.
STANDARD(S)
MACC.2.OA.2.2
MACC.2.OA.1.1
MACC.2.OA.1.1
LESSON ESSENTIAL QUESTION
LESSON ESSENTIAL QUESTION
LESSON ESSENTIAL QUESTION
How does getting to 10 in subtraction help
when finding differences?
VOCABULARY
How are bar models used to show addition
and subtraction problems?
VOCABULARY
How are number sentences used to show
addition and subtraction situations?
VOCABULARY
difference
difference
bar model
number sentences
MathBoard, Counting Tape
RESOURCES
MathBoard, Counting Tape
Additional Information
MathBoard, Counting Tape
2013-2014Math
CONCEPT
Solve problems involving equal groups by
using the strategy act it out.
CONCEPT
Write equations using repeated addition to
find the total number of objects in arrays.
CONCEPT
STANDARD(S)
MACC.2.OA.3.4
LESSON ESSENTIAL QUESTION
How can acting it out help when solving a
problem about equal groups?
STANDARD(S)
MACC.2.OA.3.4
LESSON ESSENTIAL QUESTION
How can you write an addition sentence for
problems with equal groups?
STANDARD(S)
VOCABULARY
MathBoard, Counting Tape, Two Colored
Counters
VOCABULARY
row, addition sentence
RESOURCES
MathBoard, Counting Tape, Two Colored
Counters
 Sums within 20
 Differences within 20
 Sums within 20, with 10 as one addend
 Repeated Addition and Arrays
Additional Information
LESSON ESSENTIAL QUESTION
VOCABULARY
2013-2014Math
COURSE CODE:
UNIT TITLE: Chapter 4- 2 Digit Addition
SEMESTER: 1
Grading Period: 1
CONCEPT
Find a sum by breaking apart a 1-digit
addend to make a 2-digit addend a
multiple of 10.
STANDARD(S)
MACC.2.NBT.2.6
LESSON ESSENTIAL QUESTION
How does breaking apart a number make
it easier to add?
VOCABULARY
sum
MathBoard, base-ten blocks, and Counting
Tape
The Problem of Adding Large Numbers
Finding the Pattern in Addition Problems
Song: Small Sums Help You with the Big
Ones
. Destination Math:
 Sums less than 100
2. HMH Mega Math:
 Country Countdown, Counting Critters,
Level Q
COURSE NAME:
UNIT ESSENTIAL QUESTION:
How do you use place value to add 2-digit numbers, and what are
some different ways to add 2-digit numbers?
CONCEPT
Use compensation to develop flexible
thinking for 2-digit addition.
CONCEPT
Apply place-value concepts when using a
break-apart strategy for 2-digit addends.
STANDARD(S)
MACC.2.NBT.2.6
LESSON ESSENTIAL QUESTION
How can you make an addend a ten to help
solve an addition problem?
VOCABULARY
addend
RESOURCES
MathBoard and Counting Tape
Bradley Faces Another Addition Problem
The Living Numbers: Small Sums Help You
with the Big Ones
Game: Test Your Skill
Addition Using 100s, 10s, and 1s
Additional Information
 Country Countdown, Block Busters,
Level L, Level M
STANDARD(S)
MACC.2.NBT.2.6
LESSON ESSENTIAL QUESTION
How do you break apart addends to add
tens and then add ones?
VOCABULARY
tens, ones
MathBoard and Counting Tape
Base Ten Blocks

Numberpolis, Carnival Stories, Level P
2013-2014Math
CONCEPT
Model 2-digit addition with regrouping.
STANDARD(S)
MACC.2.NBT.2.6,
MACC.2.NBT.2.9
LESSON ESSENTIAL QUESTION
When do you regroup in addition?
CONCEPT
Draw quick pictures and record 2-digit
addition using the standard algorithm.
STANDARD(S)
MACC.2.NBT.2.6
CONCEPT
Record 2-digit addition using the standard
algorithm.
STANDARD(S)
MACC.2.NBT.2.5
LESSON ESSENTIAL QUESTION
How do you record 2-digit addition?
LESSON ESSENTIAL QUESTION
How do you record the steps when adding
2-digit numbers?
VOCABULARY
VOCABULARY
VOCABULARY
regroup
sum
regroup
MathBoard, Counting Tape, and base-ten
blocks
RESOURCES
MathBoard, base-ten blocks, and Counting
Tape
MathBoard and Counting Tape
Additional Information
2013-2014Math
CONCEPT
Practice 2-digit addition with and without
regrouping.
STANDARD(S)
MACC.2.NBT.2.5
LESSON ESSENTIAL QUESTION
How do you record the steps when adding
2-digit numbers?
VOCABULARY
hundred
CONCEPT
Rewrite horizontal addition problems
vertically in the standard algorithm format.
STANDARD(S)
MACC.2.NBT.2.5
LESSON ESSENTIAL QUESTION
What are two different ways to write
addition problems?
VOCABULARY
digit
CONCEPT
Solve problems involving 2-digit addition
using the strategy draw a diagram.
STANDARD(S)
MACC.2.OA.1.1
LESSON ESSENTIAL QUESTION
How can drawing a diagram help when
solving addition problems?
VOCABULARY
number sentence, bar model
MathBoard and Counting Tape
RESOURCES
MathBoard and Counting Tape
MathBoard and Counting Tape
Number Fact Bingo
Number Fact Bingo
Additional Information
2013-2014Math
CONCEPT
Represent addition situations with number
sentences using a symbol for the unknown
number.
STANDARD(S)
MACC.2.OA.1.1
CONCEPT
Find sums of three 2-digit numbers.
CONCEPT
Find sums of four 2-digit numbers.
STANDARD(S)
MACC.2.NBT.2.6
STANDARD(S)
MACC.2.NBT.2.6
LESSON ESSENTIAL QUESTION
How do you write a number sentence to
represent a problem?
VOCABULARY
equation, symbol
LESSON ESSENTIAL QUESTION
What are some ways to add 3 numbers?
LESSON ESSENTIAL QUESTION
What are some ways to add 4 numbers?
MathBoard and Counting Tape
Block Pounds
VOCABULARY
sum, addends
column
RESOURCES
MathBoard and Counting Tape
MathBoard and Counting Tape
Additional Information
VOCABULARY
2013-2014Math
COURSE CODE:
UNIT TITLE: Chapter 5-2- Digit Subtraction
SEMESTER: 1
COURSE NAME:
UNIT ESSENTIAL QUESTION:
How do you use place value to subtract 2-digit numbers with and
without regrouping?
Grading Period: 2
CONCEPT
Break apart a 1-digit subtrahend to subtract
it from a 2-digit number.
CONCEPT
Break apart a 2-digit subtrahend to subtract it
from a 2-digit number.
STANDARD(S)
CONCEPT
Model 2-digit subtraction with regrouping.
STANDARD(S)
STANDARD(S)
MACC.2.NBT.2.5
MACC.2.NBT.2.5
MACC.2.NBT.2.9
MACC.2.NBT.2.5
LESSON ESSENTIAL QUESTION
When do you regroup in subtraction?
LESSON ESSENTIAL QUESTION
How does breaking apart a number make
subtracting easier?
LESSON ESSENTIAL QUESTION
How does breaking apart a number make
subtracting easier?
VOCABULARY
ones, subtract, difference
tens, ones
regroup
MathBoard, Counting Tape
RESOURCES
MathBoard, Counting Tape
MathBoard, base-ten blocks, Counting Tape
VOCABULARY
VOCABULARY
Regrouping Practice
Regrouping Video
Additional Information
2013-2014Math
CONCEPT
Draw quick pictures and record 2-digit
subtraction using the standard algorithm.
STANDARD(S)
MACC.2.NBT.2.5
LESSON ESSENTIAL QUESTION
How do you record 2-digit subtraction?
VOCABULARY
MathBoard, base-ten blocks, Counting Tape
CONCEPT
Record 2-digit subtraction using the standard
algorithm.
STANDARD(S)
MACC.2.NBT.2.5
LESSON ESSENTIAL QUESTION
How do you record the steps when
subtracting 2-digit numbers?
VOCABULARY
RESOURCES
MathBoard, Counting Tape
Additional Information
CONCEPT
Practice 2-digit subtraction with and without
regrouping.
STANDARD(S)
MACC.2.NBT.2.5
LESSON ESSENTIAL QUESTION
How do you record the steps when
subtracting 2-digit numbers?
VOCABULARY
MathBoard, Counting Tape
2013-2014Math
CONCEPT
Rewrite horizontal subtraction problems
vertically in the standard algorithm format.
STANDARD(S)
MACC.2.NBT.2.5
CONCEPT
Use addition to find differences.
LESSON ESSENTIAL QUESTION
What are two different ways to write
subtraction problems?
LESSON ESSENTIAL QUESTION
How can you use addition to solve
subtraction
problems?
VOCABULARY
difference
VOCABULARY
digit, tens, ones
MathBoard, Counting Tape
STANDARD(S)
MACC.2.NBT.2.5
RESOURCES
MathBoard, Counting Tape
Additional Information
CONCEPT
Solve problems involving 2-digit subtraction by
using the strategy “draw a diagram”.
STANDARD(S)
MACC.2.OA.1.1
LESSON ESSENTIAL QUESTION
How can drawing a diagram help when
solving subtraction problems?
VOCABULARY
bar model
MathBoard, Counting Tape
2013-2014Math
CONCEPT
Represent subtraction situations with number
sentences using a symbol for the unknown
number.
STANDARD(S)
MACC.2.OA.1.1
LESSON ESSENTIAL QUESTION
How do you write a number sentence to
represent a problem?
VOCABULARY
number sentence
MathBoard, Counting Tape
CONCEPT
Analyze word problems to determine what
operations to use to solve multistep
problems.
STANDARD(S)
MACC.2.OA.1.1
LESSON ESSENTIAL QUESTION
How do you decide what steps to do to solve
a problem?
VOCABULARY
RESOURCES
MathBoard, Counting Tape
Additional Information
CONCEPT
STANDARD(S)
LESSON ESSENTIAL QUESTION
VOCABULARY
2013-2014Math
COURSE CODE: 5012040
UNIT TITLE: Chapter 6-3-Digit Addition and
Subtraction
SEMESTER: 2
COURSE NAME: Mathematics 2nd Grade
UNIT ESSENTIAL QUESTION:
What are some strategies for adding and subtracting 3-digit
numbers?
Grading Period: 3
CONCEPT
Draw quick pictures to represent 3-digit
addition.
STANDARD(S)
MACC.2.NBT.2.7
LESSON ESSENTIAL QUESTION
How do you draw quick pictures to show
adding 3-digit numbers?
CONCEPT
Apply place value concepts when using a
break apart strategy for 3-digit addition.
STANDARD(S)
MACC.2.NBT.2.7
LESSON ESSENTIAL QUESTION
How do you break apart addends to add
hundreds, tens, and then ones?
CONCEPT
Record 3-digit addition using the standard
algorithm with possible regrouping of ones.
STANDARD(S)
MACC.2.NBT.2.7
LESSON ESSENTIAL QUESTION
When do you regroup ones in addition?
VOCABULARY
hundreds, tens, ones
addends, sum
regroup
MathBoard, Counting Tape
RESOURCES
MathBoard, Counting Tape
MathBoard, base-ten blocks, Counting Tape
VOCABULARY
Additional Information
VOCABULARY
2013-2014Math
CONCEPT
Record 3-digit addition using the standard
algorithm with possible regrouping of tens.
STANDARD(S)
MACC.2.NBT.2.7
LESSON ESSENTIAL QUESTION
When do you regroup tens in addition?
VOCABULARY
MathBoard, base-ten blocks, Counting Tape
CONCEPT
Record 3-digit addition using the standard
algorithm with possible regrouping of both
ones and tens.
STANDARD(S)
MACC.2.NBT.2.7
LESSON ESSENTIAL QUESTION
How do you know when to regroup in
addition?
VOCABULARY
RESOURCES
MathBoard, Counting Tape
Additional Information
CONCEPT
Solve problems involving 3-digit subtraction by
using the strategy make a model.
STANDARD(S)
MACC.2.NBT.2.7
LESSON ESSENTIAL QUESTION
How can making a model help when solving
subtraction
problems?
VOCABULARY
MathBoard, base-ten blocks, Counting Tape
2013-2014Math
CONCEPT
Record 3-digit subtraction using the standard
algorithm with possible regrouping of tens.
STANDARD(S)
MACC.2.NBT.2.7
LESSON ESSENTIAL QUESTION
When do you regroup tens in subtraction?
VOCABULARY
regroup, difference
MathBoard, base-ten blocks, Counting Tape
CONCEPT
Record 3-digit subtraction using the standard
algorithm with possible regrouping of
hundreds.
STANDARD(S)
MACC.2.NBT.2.7
LESSON ESSENTIAL QUESTION
When do you regroup hundreds in
subtraction?
VOCABULARY
CONCEPT
Record 3-digit subtraction using the standard
algorithm with possible regrouping of both
hundreds and tens.
STANDARD(S)
MACC.2.NBT.2.7
LESSON ESSENTIAL QUESTION
How do you know when to regroup in
subtraction?
VOCABULARY
RESOURCES
MathBoard, Counting Tape
Additional Information
MathBoard, Counting Tape
2013-2014Math
CONCEPT
Record subtraction using the standard
algorithm when there are zeros in the
minuend.
STANDARD(S)
MACC.2.NBT.2.7
LESSON ESSENTIAL QUESTION
How do you regroup when there are zeros in
the number you start with?
VOCABULARY
CONCEPT
CONCEPT
STANDARD(S)
STANDARD(S)
LESSON ESSENTIAL QUESTION
LESSON ESSENTIAL QUESTION
VOCABULARY
VOCABULARY
RESOURCES
MathBoard, Counting Tape
Additional Information
2013-2014Math
COURSE CODE: 5012040
UNIT TITLE: Chapter 7-Money and Time
SEMESTER: 2
COURSE NAME: Mathematics 2nd Grade
UNIT ESSENTIAL QUESTION:
How do you use the values of coins and bills to find the total value of
a group of money, and how do you read times shown on analog and
digital clocks?
Grading Period: 3
CONCEPT
Find the total values of collections of
dimes, nickels, and pennies.
STANDARD(S)
MACC.2.MD.3.8
LESSON 7.1- ESSENTIAL QUESTION
How do you find the value of a group of
dimes, nickels, pennies?
VOCABULARY
dime, nickel, penny, cent sign
CONCEPT
Order coins in a collection by value and
then find the total.
STANDARD(S)
MACC.2.MD.3.8
Lesson 7.3-ESSENTIAL QUESTION
How do you order coins to help find the
total value of a group of coins?
VOCABULARY
cent sign
MathBoard, play coins, Counting Tape
CONCEPT
Find the total values of collections of
quarters, dimes, nickels, and pennies.
STANDARD(S)
MACC.2.MD.3.8
Lesson 7.2 ESSENTIAL QUESTION
How do you find the total value of a group of
coins?
VOCABULARY
quarter, dime, nickel, penny, cent sign
RESOURCES
MathBoard, play coins, Counting Tape
Children’s Books Related to Money
Number Cents
Money Matters
SMART
Counting Money: Introduction
Money Jingle
MathBoard, play coins, Counting Tape
2013-2014Math
Additional Information
Shapes Ahoy! Lulu’s Lunch Counter Level B, Level I,
Level G, Level J, Level O,
Measurement - Money
How Much is a Penny?
How Much is a Dollar?
How Much is a Quarter?
Pennies, Nickels, Dimes, Quarters, and Dollars
How Much is a Dime?
How Much is a Nickel?
Counting Coins
Shopping: How Much Money Do You Have Left?
How Much Is Each Coin Worth?
Two Quarters Equals Five Dimes Equals Ten Nickels Equals Fifty
Pennies
Quarters
Dimes
Nickels
Pennies
2013-2014Math
CONCEPT
Represent money amounts less than a
dollar using two different combinations of
coins.
STANDARD(S)
MACC.2.MD.3.8
Lesson 7.4- ESSENTIAL QUESTION
How do you choose coins to show a money
amount in different ways?
VOCABULARY
MathBoard, play coins, Counting Tape
Cash Out
Number Cents
CONCEPT
Show one dollar in a variety of ways.
CONCEPT
Find and record the total value for money
amounts greater than $1.
STANDARD(S)
MACC.2.MD.3.8
Lesson 7.5- ESSENTIAL QUESTION
How can you show the value of one dollar
with coins?
VOCABULARY
dollar, dollar sign, decimal point
RESOURCES
MathBoard, play coins, Counting Tape
STANDARD(S)
MACC.2.MD.3.8
Lesson 7.6- ESSENTIAL QUESTION
How do you show money amounts greater
than one dollar?
VOCABULARY
dollar, dollar sign, decimal point
Counting Dollars and Coins
How Much More Money Do We Need?
Counting Change
Twenty-five Three Ways
The Dollar Tree
Additional Information
Technology:
1. HMH Mega Math:
Shapes Ahoy! Lulu’s Lunch Counter
Level B, Level I, Level G, Level J,
Level O,
2. iTools:
Measurement - Money
MathBoard, play coins, Counting Tape
A Penny Saved is a Penny Earned
2013-2014Math
CONCEPT
Solve word problems involving money by
using the strategy act it out.
CONCEPT
Tell and write time to the hour and half
hour.
CONCEPT
Tell and write time to the nearest five
minutes.
STANDARD(S)
MACC.2.MD.3.8
Lesson 7.7-ESSENTIAL QUESTION
How does acting it out help when solving
problems about money?
VOCABULARY
quarter, dime, nickel, penny
STANDARD(S)
MACC.2.MD.3.7
Lesson 7.8- ESSENTIAL QUESTION
How do you tell time to the hour and half
hour on a clock?
VOCABULARY
minutes, half past, hour hand,, minute hand
STANDARD(S)
MACC.2.MD.3.7
Lesson 7.9- ESSENTIAL QUESTION
How do you tell and show time to five
minutes?
VOCABULARY
hour hand, minute hand, minutes
RESOURCES
MathBoard, Counting Tape
MathBoard, Counting Tape
Virtual Clock
Check the Clock
MathBoard, play coins, play bills, Counting
Tape
Stop the Clock
Coin Vault
Bang on Time
Lemonade Stand
Stop the Clock
Additional Information
Interactive Resources for Assessing
Students
MegaMath on ThinkCentral
-Country Countdown- Clock-a Doodle-Do
-Items A-K
-specifically G-I
2013-2014Math
CONCEPT
Practice telling time to the nearest five
minutes.
CONCEPT
Tell and write time using A.M. and P.M.
STANDARD(S)
MACC.2.MD.3.7
Lesson 7.10- ESSENTIAL QUESTION
What are the different ways you can read
the time on a clock?
STANDARD(S)
MACC.2.MD.3.7
Lesson 7.11- ESSENTIAL QUESTION
How do you use A.M. and P.M. to describe
times?
VOCABULARY
quarter past, half past
VOCABULARY
noon, midnight, A.M.,P.M.
MathBoard, Counting Tape
RESOURCES
MathBoard, Counting Tape
Math Fact Cafe
Class Clock
Additional Information
CONCEPT
STANDARD(S)
LESSON ESSENTIAL QUESTION
VOCABULARY
2013-2014Math
COURSE CODE: 5012040
UNIT TITLE: Chapter 8-Length in Customary
Units
SEMESTER:
Grading Period:
COURSE NAME: Mathematics 2nd Grade
UNIT ESSENTIAL QUESTION:
CONCEPT
Use concrete models to measure the lengths
of objects in inches.
CONCEPT
Make an inch ruler and use it to measure the
lengths of objects.
What are some of the methods and tools that can be used to
estimate and measure length?
STANDARD(S)
MACC.2.MD.1.1
LESSON ESSENTIAL QUESTION
How can you use inch models to measure
length?
STANDARD(S)
MACC.2.MD.1.1
LESSON ESSENTIAL QUESTION
Why is using a ruler similar to using a row of
color tiles to measure length?
VOCABULARY
1. inch
2. length
MathBoard, color tiles, and Counting Tape
Measurement Jingle
CONCEPT
Estimate the lengths of objects by mentally
partitioning the lengths into inches.
estimate
STANDARD(S)
MACC.2.MD.1.3
LESSON ESSENTIAL QUESTION
How do you estimate the lengths of objects in
inches?
VOCABULARY
VOCABULARY
inch
estimate
RESOURCES
MathBoard, color tiles, color pencils or
crayons, paper strips, and Counting Tape
MathBoard, rulers children made in Lesson
8.2, and Counting Tape
Length Strength
Additional Information
CONCEPT
CONCEPT
CONCEPT
2013-2014Math
Measure the lengths of objects to the nearest
inch using an inch ruler.
Solve addition and subtraction problems
involving the lengths of objects by using the
strategy draw a diagram.
STANDARD(S)
MACC.2.MD.1.1
LESSON ESSENTIAL QUESTION
How do you use an inch ruler to measure
lengths?
STANDARD(S)
MACC.2.MD.2.5
MACC.2.MD.2.6
LESSON ESSENTIAL QUESTION
How can drawing a diagram help when
solving problems about length?
VOCABULARY
nearest
MathBoard, rulers children made in Lesson
8.2, inch rulers, and Counting Tape
Measure the lengths of objects in both inches and
feet to explore the inverse relationship between
size and number.
STANDARD(S)
MACC.2.MD.1.2
LESSON ESSENTIAL QUESTION
Why is measuring in feet different from
measuring in inches?
VOCABULARY
diagram
VOCABULARY
foot, inches
RESOURCES
MathBoard and Counting Tape
Length Strength in Inches
Additional Information
MathBoard, sheets of paper, large paper
clips, inch rulers and Counting Tape
2013-2014Math
CONCEPT
Estimate the lengths of objects in feet.
STANDARD(S)
MACC.2.MD.1.3
LESSON ESSENTIAL QUESTION
How do you estimate the lengths of objects in
feet?
VOCABULARY
feet
MathBoard and Counting Tape
CONCEPT
Select appropriate tools for measuring
lengths.
STANDARD(S)
MACC.2.MD.1.1
LESSON ESSENTIAL QUESTION
How do you choose a measuring tool to use
when measuring lengths?
CONCEPT
Measure the lengths of objects and use a line
plot to
display the measurement of data.
STANDARD(S)
MACC.2.MD.4.9
LESSON ESSENTIAL QUESTION
How can a line plot be used to show
measurement data?
VOCABULARY
1. measuring tape
2. yardstick
3. inch ruler
1. line plot
2. lengths
RESOURCES
MathBoard, 1-yard of pieces of yarn, inch
rulers, yardsticks, and Counting Tape
MathBoard, inch rulers, and Counting Tape
Additional Information
VOCABULARY
2013-2014Math
COURSE CODE: 5012040
UNIT TITLE: Chapter 9-Length in Metric Units
SEMESTER: 2
Grading Period: 3
CONCEPT
Use a concrete model to measure the
lengths of objects in centimeters.
STANDARD(S)
MACC.2.MD.1.1
LESSON ESSENTIAL QUESTION
How do you use a centimeter model to
measure the lengths of objects?
VOCABULARY
centimeter
MathBoard, base-ten unit cubes, Counting
Length Strength in Centimeters
How Big am I
1. HMH Mega Math:
 Shapes Ahoy! Made to Measure Level D, Level E, Level
F, Level G, Level H, Level I, Level J,
 Shapes Ahoy! Ship Shapes Level W
COURSE NAME: Mathematics 2nd Grade
UNIT ESSENTIAL QUESTION:
What are some of the methods and tools that can be used to
estimate and measure length in metric units?
CONCEPT
Estimate lengths of objects in centimeters by
comparing them to known lengths.
STANDARD(S)
MACC.2.MD.1.3
LESSON ESSENTIAL QUESTION
How do you use known lengths to estimate
unknown lengths?
VOCABULARY
centimeters
RESOURCES
MathBoard, classroom objects, 10-centimeter
strips of paper, Counting Tape
Soooooo Tall
Additional Information
 Measuring Length: Introduction
 Example 1: Measuring Length in Inches
 Example 2: Measuring a Pool--Two
Systems
 Example 3: Measuring Race Tracks
 Measuring Length
 Calculating the Sides of a Square
CONCEPT
Measure lengths of objects to the nearest
centimeter using a centimeter ruler.
STANDARD(S)
MACC.2.MD.1.1
LESSON ESSENTIAL QUESTION
How do you use a centimeter ruler to
measure lengths?
VOCABULARY
MathBoard, small classroom objects, baseten unit cubes, centimeter ruler, Counting
Tape
How Long? How Wide? How Tall?
2013-2014Math
CONCEPT
Solve problems involving adding and
subtracting lengths by using the strategy
“draw a diagram”.
STANDARD(S)
MACC.2.MD.2.6
MACC.2.MD.2.5
LESSON ESSENTIAL QUESTION
How can drawing a diagram help when
solving problems about lengths?
CONCEPT
Measure the lengths of objects in both
centimeters and meters to explore the
inverse relationship between size and
number of units.
STANDARD(S)
MACC.2.MD.1.2
CONCEPT
Estimate the lengths of objects in meters.
LESSON ESSENTIAL QUESTION
How is measuring in meters different from
measuring in centimeters?
LESSON ESSENTIAL QUESTION
How do you estimate the lengths of objects in
meters?
VOCABULARY
VOCABULARY
STANDARD(S)
MACC.2.MD.1.3
VOCABULARY
meter
MathBoard, Counting Tape
Comparing Connection Cubes
RESOURCES
MathBoard, 1-meter pieces of yarn, sheets of
paper, centimeter rulers, meter sticks,
masking tape, Counting Tape
Additional Information
MathBoard, centimeter rulers, Counting Tape
Makeshift Measurements
2013-2014Math
CONCEPT
Measure and then find the difference in the
lengths of two objects.
STANDARD(S)
MACC.2.MD.1.4
LESSON ESSENTIAL QUESTION
How do you find the difference between the
lengths of two objects?
VOCABULARY
CONCEPT
CONCEPT
STANDARD(S)
STANDARD(S)
LESSON ESSENTIAL QUESTION
LESSON ESSENTIAL QUESTION
VOCABULARY
VOCABULARY
RESOURCES
MathBoard, centimeter rulers, Counting Tape
Comparing By Inch
Additional Information
2013-2014Math
COURSE CODE: : 5012040
UNIT TITLE: Chapter 10-Measurement and
Data
SEMESTER: 2
COURSE NAME: Mathematics 2nd Grade
UNIT ESSENTIAL QUESTION:
How do tally charts, picture graphs, and bar graphs help solve
problems?
Grading Period: 4
CONCEPT
Collect data in a survey and record that data in
a tally chart, Interpret data in picture graphs
and use that information to solve problems.
Make picture graphs to represent data
CONCEPT
CONCEPT
STANDARD(S)
STANDARD(S)
STANDARD(S)
MACC.2.MD.4.10
MACC.2.MD.4.10
MACC.2.MD.4.10
LESSON ESSENTIAL QUESTION
How do you use a tally chart to record data from a
survey?
VOCABULARY
survey, data, tally chart, tally marks
LESSON ESSENTIAL QUESTION
How do you use a tally chart to record data from a
survey?
VOCABULARY
survey, data, tally chart, tally marks
LESSON ESSENTIAL QUESTION
How do you use a tally chart to record data from a
survey?
VOCABULARY
survey, data, tally chart, tally marks
2013-2014Math
MathBoard, connecting cubes, bags, Counting
Tape
HYPERLINK
"http://www.brainpopjr.com/math/data/tallychar
tsandbargraphs/writeaboutit/" Write About It
RESOURCES
MathBoard, connecting cubes, bags, Counting Tape
HYPERLINK
"http://www.brainpopjr.com/math/data/tallycharts
andbargraphs/" BrainPop Jr.- Tally Marks and Bar
Graphs
MathBoard, connecting cubes, bags, Counting Tape
HYPERLINK
"http://www.superteacherworksheets.com/bargraphs.html" Superteacher Worksheets
MathBoard, connecting cubes, bags, Counting Tape
HYPERLINK
"http://www.brainpopjr.com/math/data/tallychart
sandbargraphs/activity/" BrainPop Junior Follow
Up Activity
Interactive Resources for Assessing Students
MegaMath on ThinkCentral
-Fraction Action –White Water Graphing
-Items A-F
-The Number Games- ArahnaGraph
-Items:A-C
Additional Information
Interactive Resources for Assessing Students
MegaMath on ThinkCentral
-Fraction Action –White Water Graphing
-Items A-F
-The Number Games- ArahnaGraph
-Items:A-C
Interactive Resources for Assessing Students
MegaMath on ThinkCentral
-Fraction Action –White Water Graphing
-Items A-F
-The Number Games- ArahnaGraph
-Items:A-C
2013-2014Math
COURSE CODE: 5012040
UNIT TITLE: Chapter 11-Geometry and
Fraction Concepts
SEMESTER: 2
Grading Period: 4
CONCEPT
Identify three-dimensional shapes.
STANDARD(S)
MACC.2.G.1.1
LESSON 11.1 ESSENTIAL QUESTION
What objects match three-dimensional
shapes?
VOCABULARY
cube, rectangular prism, sphere, cylinder,
cone
MathBoard, set of three-dimensional
shapes, and Counting Tape
Shapes Jingle
Loading Shapes
2. HMH Mega Math:
 Shapes Ahoy! Sea Cave Sorting Level K
 Shapes Ahoy! Ship Shapes Level D, Level E, Level F,
Level K
COURSE NAME: Mathematics 2nd
UNIT ESSENTIAL QUESTION:
What are some two-dimensional shapes and three-dimensional
shapes, and how can you show equal parts of shapes?
CONCEPT
Identify and describe three-dimensional
shapes according to the numbers of faces,
edges, and vertices.
STANDARD(S)
MACC.2.G.1.1
LESSON 11.2 ESSENTIAL QUESTION
How would you describe the faces of a
rectangular prism and the faces of a cube?
CONCEPT
Name 3-, 4-, 5-, and 6- sided shapes according
to the number of sides and vertices.
VOCABULARY
face, edge, vertex, vertices
VOCABULARY
side, vertex, vertices, quadrilaterals,
pentagon, hexagon
RESOURCES
MathBoard, straightedge (e.g., ruler), Dot
Paper (see eTeacher Resources), threedimensional shapes (cube and rectangular
prism), and Counting Tape.
Solid Figure Factory
Additional Information
STANDARD(S)
MACC.2.G.1.1
LESSON 11.3 ESSENTIAL QUESTION
What shapes can you name just by knowing
the number of sides and vertices?
MathBoard, rulers, and Counting Tape
Polygons and Shapely Lines
2013-2014Math
CONCEPT
Identify angles in two-dimensional shapes.
STANDARD(S)
MACC.2.G.1.1
LESSON 11.4 ESSENTIAL QUESTION
How do you find and count angles in twodimensional shapes?
VOCABULARY
1. angle
2. quadrilateral
3. pentagon
4. triangle
5. rectangle
MathBoard, straightedge (e.g., ruler), and
Counting Tape
CONCEPT
Sort two-dimensional shapes according to
their attributes.
STANDARD(S)
MACC.2.G.1.1
LESSON 11.5 ESSENTIAL QUESTION
How do you use the number of sides and
angles to sort two-dimensional shapes?
VOCABULARY
1. sides
2. angles
RESOURCES
MathBoard, pattern blocks, red, blue, and
green crayons, and Counting Tape
Additional Information
CONCEPT
Partition rectangles into equal-size squares
and find the total number of these squares.
STANDARD(S)
MACC.2.G.1.2
LESSON 11.6 ESSENTIAL QUESTION
How do you find the total number of samesize squares that will cover a rectangle?
VOCABULARY
1. rectangle
2. rows
3. columns
MathBoard, color tiles, and Counting Tape
2013-2014Math
CONCEPT
Identify and name equal parts of circles and
rectangles as halves, thirds, or fourths.
CONCEPT
Partition shapes to show halves, thirds, or
fourths.
CONCEPT
Identify and describe one equal part as a half
of, a third of, or a fourth of a whole.
STANDARD(S)
STANDARD(S)
STANDARD(S)
MACC.2.G.1.3
MACC.2.G.1.3
MACC.2.G.1.3
LESSON 11.7 ESSENTIAL QUESTION
LESSON 11.8 ESSENTIAL QUESTION
LESSON 11.9 ESSENTIAL QUESTION
What are halves, thirds, and fourths of a
whole?
How do you know if a shape shows halves,
thirds, or fourths?
How do you find a half of, a third of, or a
fourth of a whole?
VOCABULARY
VOCABULARY
VOCABULARY
1. halves
2. thirds
3. fourths
4. equal parts
5. whole
1. equal parts
2. whole
3. halves
4. thirds
5. fourths
1. half of
2. third of
3. fourth of
4. quarter of
MathBoard, pattern blocks, red and blue
crayons, and Counting Tape
RESOURCES
MathBoard and Counting Tape
MathBoard, green and red crayons, and
Counting Tape
Thirds
Introduction to Fractions
Fractions
Equal Parts Jingle
Books about Fractions
Halves and Wholes
SuperTeacher Worksheets
Additional Information
2013-2014Math
CONCEPT
Solve problems involving wholes divided into
equal shares by using the strategy draw a
diagram.
STANDARD(S)
MACC.2.G.1.3
LESSON 11.10 ESSENTIAL QUESTION
How can drawing a diagram help when
solving problems about equal shares?
VOCABULARY
CONCEPT
CONCEPT
STANDARD(S)
STANDARD(S)
LESSON ESSENTIAL QUESTION
LESSON ESSENTIAL QUESTION
VOCABULARY
VOCABULARY
1. halves
2. thirds
3. fourths
RESOURCES
MathBoard and Counting Tape
Fraction Bars
Fractions Naming
Fractions Parts of a Whole
Fractions Visualizing
Additional Information
2013-2014Math
COURSE CODE: 5012040
UNIT TITLE: Getting Ready for 3rd Grade
SEMESTER: 2
COURSE NAME: Mathematics 2nd
UNIT ESSENTIAL QUESTION:
How do you find sums?
Grading Period: 4
CONCEPT
Find sums to 20 on an addition table.
CONCEPT
Estimate sums of two-digit numbers.
STANDARD(S)
CONCEPT
Estimate sums of 3-digit numbers.
STANDARD(S)
STANDARD(S)
MACC.2.OA.2.2
MACC.3.OA.4.9
MACC.3.NBT.1.1
MACC.2.NBT.2.5
MACC.NBT.2.7
MACC.NBT.1.1
LESSON 1 ESSENTIAL QUESTION
How do you find sums on an addition table?
LESSON 2 ESSENTIAL QUESTION
How can you estimate the sum of two-digit
numbers?
VOCABULARY
LESSON 3 ESSENTIAL QUESTION
How can you estimate the sum of two 3-digit
numbers?
VOCABULARY
RESOURCES
Standards Practice Book, p. P263
Planning Guide, p. PG78
Standards Practice Book, p. 265
Planning Guide, p. PG80
Additional Information
iTools, Animated Math Models, HMH Mega
Math
iTools, Animated Math Models, HMH Mega
Math
VOCABULARY
Sum
Standards Practice Book p. P261
Planning Guide, p. PG76
iTools
2013-2014Math
CONCEPT
Estimate differences of 2-digit numbers.
CONCEPT
Estimate differences of 3-digit numbers.
STANDARD(S)
CONCEPT
Order three 3-digit numbers from least to
greatest.
STANDARD(S)
STANDARD(S)
MACC.2.NBT.2.5
MACC.2.NBT.1.1
MACC.2.NBT.2.7
MACC.3.NBT.1.1
MACC.2.NBT.1.4
MACC.3.NF.1.3d
LESSON ESSENTIAL QUESTION
How can you estimate the differences of twodigit numbers?
LESSON ESSENTIAL QUESTION
How can you estimate the difference of two
three-digit numbers?
LESSON ESSENTIAL QUESTION
How does place value help you order 3-digit
numbers?
VOCABULARY
Standards Practice Book, p. 267
Planning Guide, p. PG 82
Animated Math Models, HMH Mega Math
VOCABULARY
RESOURCES
Standards Practice Book, p. P269
Planning Guide, p. PG84
Additional Information
iTools, Animated Math Models, HMH Mega
Math
VOCABULARY
Standards Practice Book, p. P271
Planning Guide, p. PG86
Animated Math Models, HMH Mega Math
2013-2014Math
CONCEPT
Find the total number of objects in equal
groups of two.
CONCEPT
Find the total number of objects in equal
groups of five.
STANDARD(S)
CONCEPT
Find the total number of objects in equal
groups of ten.
STANDARD(S)
STANDARD(S)
MACC.2.0A.3.4
MACC.3.0A.1.1
MACC.2.0A.3.4
MACC.3.0A.1.1
MACC.2.0A.3.4
MACC.3.0A.1.1
LESSON ESSENTIAL QUESTION
How can you find the total number in equal
groups of two?
LESSON ESSENTIAL QUESTION
How can you find the total number in equal
groups of five?
LESSON ESSENTIAL QUESTION
How can you find the total number in equal
groups of ten?
VOCABULARY
VOCABULARY
Standards Practice Book, p. 275
Planning Guide, p. PG 88
RESOURCES
Standards Practice Book, p. 277
Planning Guide, p. PG 90
iTools
iTools
VOCABULARY
Standards Practice Book, p. 279
Planning Guide, p. PG 92
Additional Information
iTools, HMH Mega Math
2013-2014Math
CONCEPT
Make equal groups and find the number in
each group.
STANDARD(S)
LESSON ESSENTIAL QUESTION
How can you place items in equal groups?
VOCABULARY
CONCEPT
Make equal groups and find the number of
groups.
STANDARD(S)
LESSON ESSENTIAL QUESTION
How can you find the number of equal groups
that items can be placed into?
VOCABULARY
RESOURCES
Additional Information
CONCEPT
Solve problems that involve equal shares.
STANDARD(S)
LESSON ESSENTIAL QUESTION
How can you solve word problems that
involve equal shares?
VOCABULARY
2013-2014Math
CONCEPT
Use clock numbers to find the time one hour
before and one hour after a given time.
STANDARD(S)
LESSON ESSENTIAL QUESTION
How do you tell the time one hour before and
one hour after a given time?
VOCABULARY
CONCEPT
Use a timeline to determine elapsed time in
hours.
STANDARD(S)
LESSON ESSENTIAL QUESTION
How do you find the number of hours
between 2 times?
VOCABULARY
RESOURCES
Additional Information
CONCEPT
Use subtraction to find the number of elapsed
minutes.
STANDARD(S)
LESSON ESSENTIAL QUESTION
How do you find the number of minutes
between 2 times?
VOCABULARY
2013-2014Math
CONCEPT
Use a nonstandard unit to measure capacity.
STANDARD(S)
LESSON ESSENTIAL QUESTION
How can you measure how much a container
holds?
VOCABULARY
CONCEPT
Interpret measurement data displayed on a
line plot.
STANDARD(S)
LESSON ESSENTIAL QUESTION
What measurement data can a line plot
show?
VOCABULARY
RESOURCES
Additional Information
CONCEPT
Identify thirds and sixths, using fraction
models.
STANDARD(S)
LESSON ESSENTIAL QUESTION
How can you identify thirds and sixths?
VOCABULARY
2013-2014Math
CONCEPT
Identify fourths and eighths, using fraction
models .
STANDARD(S)
LESSON ESSENTIAL QUESTION
How can you identify fourths and eighths?
VOCABULARY
CONCEPT
Compare fractions with the use of fraction
models.
STANDARD(S)
LESSON ESSENTIAL QUESTION
How can you use fraction models to make
comparisons?
VOCABULARY
RESOURCES
Additional Information
CONCEPT
STANDARD(S)
LESSON ESSENTIAL QUESTION
VOCABULARY