Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 1
Day
Lesson
1
No
Lesson
2
3
4
5
1.1
1.2
1.3
1.4
Numbers and Routines
Title/Objective
Weeks 1–4 (Lessons 1.1–1.13)
Focus
CCSS
Math Message and Number
Sequences
To introduce the Math Message
routine; and to review number
sequences and number lines.
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
Tools and Coins
To introduce the tool kits; and to
guide children as they find the values
of coin combinations.
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]
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]
Part 1: Focuses on modeling
partnership principles and practicing
addition facts by playing Addition TopIt. [2.OA.2]
Part 3: Readiness Playing Addition TopIt [2.OA.2]; Enrichment
Playing Coin Top-It [2.MD.8]
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.
SMP2–4, 6, 7;
2.NBT.2
2.MD.8
2.OA.1
SMP2–7;
2.MD.7
SMP2, 5–7;
2.OA.2
Guiding Questions


When might you use a number line?
What are some tools that have markings similar to
number lines?



Explain why Q, D, N, and P are used to represent coins.
What does the cents symbol mean?
Why is it important to be able to explain what numbers
and symbols mean?


Describe how you show the time on your tool-kit clock.
Why is it important to use mathematical tools correctly?


What are some of the patterns you see on the number grid?
How do patterns on the number grid help you count up and
count back?
Where can you find patterns in math?

Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 1
Day
Lesson
Numbers and Routines
Title/Objective
Weeks 1–4 (Lessons 1.1–1.13)
Focus
CCSS
Guiding Questions
 Labor Day, No School
6
1.5
Grouping by Tens—
$1, $10, $100
To provide review for
grouping by tens; and to
provide practice for
exchanging $1, $10,
and $100 bills.
Math Boxes
To introduce My
Reference Book; and to
introduce the Math
Boxes routine.
7
8
9
1.6
1.7
Working in Small
Groups
To establish rules for
working in small groups;
and to review number
patterns and
sequences.
 Math Lab
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]
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]


SMP2, 4, 6, 7;
2.NBT.1,
2.NBT.2,
2.MD.8
2.OA.1




SMP2, 4, 6, 7;
2.OA.2, 2.MD.8


SMP2, 3, 5–7;
2.NBT.2,
2.NBT.3


How do you know when to make an exchange?
What is the relationship between $1 bills, $10 bills, and
$100 bills?
When is the relationship between ones, tens, and
hundreds important in math?
How did you know how many pennies were under the
plate?
How can you check whether your answer is correct?
Why is it important to count, add, and subtract
correctly?
How did your group work together to complete the grid?
How did your group decide what number to write in each
box?
What did you do to understand the mathematical reasoning
of others in your group?
Why is it important to make sense of others’
mathematical reasoning?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 1
Day
10
11
12
13
14
Lesson
1.8
1.9
1.10
1.11
Numbers and Routines
Title/Objective
Number Grids
To guide children
as they explore
place-value
patterns on number
grids.
Equivalent Names
for Numbers
To provide
experiences with
giving equivalent
names for
numbers; and to
review calculator
use.
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.
 Math Lab
Weeks 1–4 (Lessons 1.1–1.13)
Focus
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]
Getting Started: Mental Math and Reflexes [2.NBT.1] Math
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]
CCSS
Guiding Questions

SMP1, 5–
7;
2.OA.2;
2.NBT.2,
2.NBT.8



SMP1, 2,
4–7;
2.NBT.1,
2.NBT.2,
2.NBT.5
2.MD.8

SMP1, 3,
5–7;
2.OA.3,
2.NBT.1,
2.NBT.2
2.OA.1
2.MD.8





SMP2, 5–
7;
2.OA.2,
2.NBT.4



What are some of the patterns you see on the number
grid?
How do the patterns of the number grid help you fill in
missing numbers on the grid?
Where can you find patterns in mathematics?
How are equivalent names for numbers similar? How
are they different?
How might you use one equivalent name for a number
to help you find a different equivalent name for the same
number?
Why is it important to write names for numbers in more
than one way?
When might it be helpful to solve a problem in more
than one way? Explain your thinking.
What do you do to determine whether a 2-digit number
is odd or even? How do you know your strategy works?
Why is it important to explain your strategies and be
able to say why they work?
When would you use the symbols < and >? What do
the symbols mean? Explain your thinking.
When would you use the symbol =? What does it
mean? Explain your thinking.
When comparing numbers, how do you know which
symbols to use?
Why is it important to be able to explain what
numbers and symbols mean?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 1
Day
15
16
Lesson
1.12
1.12
Numbers and Routines
Title/Objective
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.
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.
Progress Check 1
To assess children’s progress
on mathematical content
through the end of Unit 1.
Weeks 1–4 (Lessons 1.1–1.13)
Focus
CCSS
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]
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]
SMP1–6;
2.OA.3,
2.NBT.1a,
2.NBT.2,
2.NBT.3
SMP1–6;
2.OA.3,
2.NBT.1a,
2.NBT.2,
2.NBT.3


What information does a thermometer
provide?
Describe how you use a thermometer.
Why is it important to use a
thermometer or any other tool
correctly?
What information does a thermometer
provide?
Describe how you use a thermometer.
Why is it important to use a
thermometer or any other tool
correctly?
Part 1: Checks children’s progress at the end of Unit 1.
Oral/Slate: 1-4 {2.NBT.2]; 6 [2.NBT.7]
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]
Part 1: Checks children’s progress at the end of Unit 1.
Written: 1 [2.NBT.2], 2 [2.MD.8] 3 [ 2.NBT.2, 2.MD.6]4 [2.NBT.7]
5. [2.MD.7] 6. [2.NBT.2] 7-9 [2.OA.2] 10. [2.MD.8] 11. [2.NBT.8]
Open Response [2.NBT.2, 2.NBT.9]
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]
1.13
18
1.13
Day
Lesson
Title/Objective
Focus
CCSS
2.1
Addition Number Stories
To guide children as they make
up, represent, and solve
addition number stories.
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]
SMP1–5,
7;
2.OA.1,
2.NBT.8,
2.MD.6
19



17
Unit 2
Guiding Questions

Addition and Subtraction Facts
Weeks 4–7 (Lessons 2.1–2.14)
Guiding Questions



What patterns do you see on the number
grid?
How do patterns help you fill in the missing
numbers on the grid?
Where else can you find patterns in
mathematics?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 2
Day
20
Lesson
2.2
Addition and Subtraction Facts
Title/Objective
Focus
Review “Easy” Addition
Facts
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]
Getting Started: Math Message [2.OA.2] Home Link Follow-Up [2.OA.3]
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]
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.
Doubles Facts
To review and provide
practice for doubles facts.
21
22
23
24
2.3
2.4
2.5
2.6
Weeks 4–7 (Lessons 2.1–2.14)
Turn-Around Facts and
the +9 Shortcut
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
To provide opportunities
for children to explore
and practice doublesplus-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.
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]
CCSS
SMP2, 3,
5–8;
2.OA.1,
2.OA.2,
2.NBT.9
SMP5–7;
2.OA.2,
2.OA.3,
2.NBT.9
2.NBT.2
Guiding Questions







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
2.NBT.5





Give examples of the +0 and +1 shortcuts. How might you
explain them to someone?
How can these and other shortcuts help you in
mathematics?
What patterns do you notice on the Facts Table?
Give an example of one of the patterns on the Facts Table.
How might this pattern help you learn your addition facts?
Why is it important to know how to find patterns in
mathematics?
How might you describe the +9 patterns on the Facts Table?
Give an example of a +9 fact. How might you use the +9
shortcut to find the sum?
What other shortcuts in mathematics do you know?
Give an example of a doubles-plus-1 fact. How would you use
this strategy to find the sum?
Give an example of a doubles-plus-2 fact. How would you use
this strategy to find the sum?
How does knowing doubles facts help you to learn other facts?
How can these and other shortcuts help you in
mathematics?
How can you use the number of dots on a domino to make
two addition and two subtractions facts?
How does using dominoes and other mathematical models
help you in mathematics?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 2
Day
25
26
27
28
Lesson
2.7
2.8
2.8
2.9
Addition and Subtraction Facts
Weeks 4–7 (Lessons 2.1–2.14)
Title/Objective
Focus
Fact Families
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.
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]
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]
EXPLORATIONS: Exploring
Weights and Scales, Odd and
Even Patterns, and Equal
Groups
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.
EXPLORATIONS: Exploring
Weights and Scales, Odd and
Even Patterns, and Equal
Groups
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.
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]
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]
CCSS
Guiding Questions

SMP2, 3,
5, 6, 8;
2.OA.1
2.OA.2,
2.NBT.9


SMP1, 2,
4–8;
2.OA.2,
2.OA.3
2.NBT.2


SMP1, 2,
4–8;
2.OA.2,
2.OA.3
2.NBT.2


SMP1, 2,
5–7
2.NBT.7
2.OA.1



29
 Math Lab
How does writing an addition fact for a fact family
help you know the related subtraction fact?
Explain how this works.
In math, why is it important to explain what you
did and why it works?
What was your plan for choosing objects that
weighed about 1 pound?
Why is it important to make a plan before
attempting to solve a problem?
What was your plan for choosing objects that
weighed about 1 pound?
Why is it important to make a plan before
attempting to solve a problem?
How are other names for the same number
similar? How are they different?
How might you use one name for a number to help
you find a different name for the same number?
Why is it important to write names for numbers in
more than one way?
When might it be helpful to solve a problem in
more than one way? Explain your thinking.
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 2
Day
30
31
32
33
34
Lesson
2.10
2.11
2.12
2.13
Addition and Subtraction Facts
Title/Objective
Frames-and-Arrows
Routines
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.
“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.
Shortcuts for “Harder”
Subtraction
Facts
To guide children as they
discover and practice
shortcuts for subtracting 9
or 8 from any number.
Weeks 4–7 (Lessons 2.1–2.14)
Focus
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]
Getting Started: Mental Math and Reflexes [2.NBT.8]; Math
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]
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]
 NEOEA Day, No School
CCSS
SMP1, 2, 5–
8;
2.NBT.2
2.NBT.5
SMP1, 2, 4–
8;
2.OA.1,
2.OA.2,
2.NBT.8
2.NBT.5
Guiding Questions








SMP1, 2, 4–
7;
2.OA.2,
2.NBT.5
2.NBT.2,
2.NBT.8,
2.NBT.9


SMP2, 4–8;
2.OA.2,
2.OA.1
2.NBT.9


What is a pattern?
How do you find the pattern in a Framesand-Arrows problem?
How do you know what number to write in
each empty frame?
Why are patterns important in
mathematics?
What is the relationship between the in and
out numbers and the rule in a “What’s My
Rule?” problem?
What information can you use to find a
missing rule?
How are rules used in mathematics?
How did you know whether your differences
were correct?
Why is it important to be accurate when
you calculate?
Give an example of a -9 fact. How would
you use the -9 shortcut to solve a subtraction
problem?
Give an example of a -8 fact. How would
you use the -8 shortcut to solve a subtraction
problem?
How can these and other shortcuts help
you in mathematics?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 2
Day
35
Lesson
2.14
Addition and Subtraction Facts
Title/Objective
Progress Check 2
To assess children’s progress on
mathematical content through the
end of Unit 2.
Progress Check 2
To assess children’s progress on
mathematical content through the
end of Unit 2.
35
2.14
Day
Lesson
Unit 3
36
CCSS
Place Value, Money, and Time
Focus
Numeration and Place
Value
To review place value in
2-digit and 3-digit
numbers.
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]
3.1
3.2
Focus
To review coin values and
exchanges among coins;
and to provide experiences
with finding coin
Guiding Questions
Part 1: Checks children’s progress at the end of
Unit 2.
Oral/Slate 1. [2.NBT.3] 2. [2.NBT.3] 3.
[2.OA.1] 4. [2.OA.1]
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]
Part 1: Checks children’s progress at the end of
Unit 2.
WRITTEN: 1. [2.OA.2] 2. [2.OA.2] 3. [2.OA.2]
4A, B, C. [2.OA.2] 5. [2.NBT.2] 6. [2.NBT.5] 7.
[2.OA.2] 8A, B. [2.OA.2] 9A, B. [2.OA.2] 10.
[2.NBT.1B] 11. [2.MD.8] 12. [2.MD.1] OPEN
RESPONSE [2.NBT.9, 2.OA.1]
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]
Title/Objective
Using Coins to Buy
Things
37
Weeks 4–7 (Lessons 2.1–2.14)
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]
Weeks 7–9 (Lessons 3.1–3.9)
CCSS
Guiding Questions

SMP1–3, 5–
7;
2.NBT.1,
2.NBT.1a
2.NBT.1b,
2.NBT.2,
2.NBT.3,
2.NBT.4
SMP1–7;
2.NBT.2,
2.MD.8

Ask children to explain how they decided which digit names the tens and which
digit names the ones.*
Ask children why they think a long represents ten.*
Ask children why they think a flat represents one hundred.*
How might base-10 blocks be used to show numbers?
What are different ways you can show the number 416?
Why is it helpful to be able to show numbers in different ways?
Is Marta right? Explain your answer.* Use base-10 blocks if it helps you explain
your answer.
Describe a time when you’ve helped someone else in math.




Ask children to share the strategy they used to find the total amount.*
How could it be helpful to solve problems in more than one way?
Could you buy a tomato if you only had a dime? Why or why not?
Describe a time when you had to count coins in real life.






Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
combinations needed to
pay for items.
38
 Math Lab
Unit 3
Day
38
Home Link: [2.MD.8]
Part 3: Readiness Playing Penny-Nickel
Exchange or Penny- Nickel-Dime Exchange
[2.MD.8]; Enrichment [2.MD.5]
Lesson
Place Value, Money, and Time
Title/Objective
Focus
Telling Time
To review telling time; and to
provide experiences with writing
time in digital-clock notation.
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]
3.3
EXPLORATIONS: Exploring
Numbers, Time, and
Geoboards
38
3.4
To provide experiences with
representing and renaming
numbers with base-10 blocks;
reviewing time; and making,
describing, and comparing
geoboard shapes.
EXPLORATIONS: Exploring
Numbers, Time, and
Geoboards
39
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
40
3.5
To provide experiences with
gathering data, entering data in a
table, and drawing a bar graph and
Getting Started: Math Message [2.NBT.3]
Part 1: Focuses on understanding place value,
telling and 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]
Getting Started: Math Message [2.NBT.3]
Part 1: Focuses on understanding place value,
telling and 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]
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
Weeks 7–9 (Lessons 3.1–3.9)
CCSS
SMP2,
4, 5, 6;
2.OA.2,
2.MD.7
2.NBT.2
2.NBT.7
SMP1–
3, 5–7;
2.NBT.3,
2.G.1
2.MD.7
Guiding Questions












SMP1–
3, 5–7;
2.NBT.3,
2.G.1
SMP1,
2, 4, 6–
8;
2.MD.10





Which hand on the clock is the hour hand?
Minute hand?
Could you estimate the time if your clock only had a minute
hand?
What if it had only an hour hand? Why?*
When might you need to know the exact time, not just the
hour?
When do you use a clock during the day?
How do you know your drawings show 36?
How could you get better at explaining how you solve
problems?
Tell—but don’t show—your partner how to make the shape.*
Compare the two shapes. How are they alike? How are they
different? Did you give good directions?*
How do you know your drawings show 36?
How could you get better at explaining how you solve
problems?
Tell—but don’t show—your partner how to make the shape.*
Compare the two shapes. How are they alike? How are they
different? Did you give good directions?*
Is the middle number a good prediction for the new child?*
How do you think the greatest and fewest number of
pockets would change if our school had uniforms?*
What does each face symbol in the picture graph
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
picture graph; and to demonstrate a
strategy for finding the middle value
in a data set.
41
 Math Lab
Day
Lesson
Unit 3
42
43
44
45
3.6
3.7
3.8
3.9
[2.OA.2]; 4 [2.NBT.8]; 5 [2.OA.1]; 6 [Maintain]
Home Link: [2.MD.10]
Part 3: Enrichment [2.MD.10]
2.NBT.5
2.OA.1
Place Value, Money, and Time
Title/Objective
Frames-and-Arrows
Having Two
Rules
To guide children as they
solve Frames-and- Arrows
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.
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
To assess children’s
progress on mathematical
content through the end of
represent?*
Why are graphs helpful for showing data?
Weeks 7–9 (Lessons 3.1–3.9)
Focus
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]
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]
Part 1: Checks children’s progress at the end of Unit 3.
ORAL/SLATE: 1. [2.NBT.3] 2. [2.NBT.2] 3. [2.NBT.3] 4.
[2.NBT.1B]
Part 2:Math Boxes: [ 3-9↔Unit 4]; 1, 2 [2.OA.1]; 3 [2.MD.8]; 4

CCSS
Guiding Questions

SMP1, 3,
6–8;
2.OA.1,
2.MD.6
2.NBT.5




SMP1–7;
2.OA.1,
2.NBT.1,
2.NBT.1a
2.NBT.1B
2.NBT.3
2.NBT.4,
2.NBT.2,
2.MD.8





SMP2, 4,
6;
2.OA.1,
2.MD.8



How can patterns help you figure out what numbers
go in empty frames?
Missing rules?
When else have you used growing patterns in
math?
How can you check the answers you wrote in the
empty frames?
Why do we check our answers to see if they
make sense?
What do you need to figure out?
What could you try to do first?
What tools could help you solve the making change
problems on the journal page? How?
How are tools helpful when solving math
problems?
Can you buy something if you don’t have the exact
amount?* Explain.
What does the exact change light mean?*
How are problems that ask for exact change different
from those that do not need exact change?
Describe a time when you might need exact
change to pay for something.
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 3.
Progress Check 3
1
To assess children’s
progress on mathematical
content through the end of
Unit 3.
3.9
Unit 4
Day
2
3
Lesson
4.1
4.2
Addition and Subtraction
5
4.3
4.4
Weeks 10–12 (Lessons 4.1–4.10)
Title/Objective
Focus
Change-to-More Number
Stories
To guide children as they
solve change-to-more
number stories.
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]
Parts-and Total Number
Stories
To guide children as they
solve parts-and-total
number stories.
EXPLORATIONS:
Exploring Temperature,
Money, and Shapes
4
[Maintain]; 5 [2.NBT.5]; 6 [2.NBT.8]
Part 1: Checks children’s progress at the end of Unit 3.
WRITTEN: 1. [2.MD.8] 2A, B. [2.OA.2] 3. [2.NBT.2] 4A, B.
[2.MD.1] 5. [2.OA.1] 6. [2.NBT.5] 7A, B, C, D. [2.NBT.5] 8A,
B. [2.NBT.5] 9. [2.MD.8] 10. [2.NBT.7] 11. [2.MD.1] OPEN
RESPONSE [2.MD.8, 2.NBT.9]
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]
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
Part 1: Focuses on solving problems where the
CCSS
Guiding Questions

SMP1, 2, 4–
6;
2.OA.1




SMP1, 6;
2.OA.1,
2.NBT.5,
2.MD.6,
2.MD.8




How do you decide where the information from the
problem goes in a change diagram?
What does the “?” stand for in your change diagram?
How do you decide where the “?” goes?
What other symbols do you know how to use in
math?
If the same problem is solved in more than one way,
should the answer be the same or different? Explain.
What could you do if you get different answers?
How did you find the correct total costs?
Why wouldn’t it make sense to have a total that is smaller
than one of the parts?
SMP2–8;
2.OA.2,
2.MD.8,
2.NBT.7
2.G.1



What mistakes might someone make when using a
thermometer?
When might you use a thermometer?
How are the blocks in one sort alike? How are they
different?
What helped you sort your blocks?
SMP1, 2, 4–

What do the degree marks between the multiples of 10s
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
To guide children as they
read and show
temperatures and solve
number stories about
temperature changes.
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]
7;
2.OA.1,
2.MD.6



6
 Math Lab
Unit 4
Day
7
Lesson
4.5
Addition and Subtraction
Title/Objective
Estimating Costs
To guide children as they
use estimation to solve
problems for which an
exact answer is not
necessary.
A Shopping Activity
8
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 wholedollar amounts up to $100.
EXPLORATIONS:
Exploring Length, Area,
and Attributes
9
10
stand for?
Why might someone want to know the temperature at
which water freezes in °F or °C?
How does the change diagram help you see whether the
temperature gets warmer or cooler?
How is the change diagram like a number model?
4.7
4.8
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.
Paper-and-Pencil
Addition Strategies
To guide children as they
develop paper-and- pencil
Weeks 10–12 (Lessons 4.1–4.10)
Focus
Getting Started: Mental Math and Reflexes [2.NBT.2]; Math
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]
Getting Started: Mental Math and Reflexes [2.NBT.5, 2.NBT.6]
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]
CCSS
Guiding Questions

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.7
2.MD.8







SMP1, 4–8;
2.OA.2,
2.MD.1,
2.MD.2,
2.G.2
SMP1, 3, 5–
8; 2.NBT.5,
2.NBT.6,





Why didn’t you need to find an exact answer for
the Math Message problem?
What is the difference between an estimate
and an exact answer?
What strategies did you use to estimate?
How can you get better at estimating costs?
Ask children how they might find the cost of these
two items.*
Could some strategies for solving a problem
be better than others? How?
How did you check your partner’s work?
How could you use the parts-and-total diagram to
check your work?
Which tool would be better for measuring around
the wastebasket? Explain.
What could help you decide which tool to use
to solve a problem?
With a partner, find things in the classroom that
can be tiled.*
How did you decide whether something can be
tiled?
What addition number sentences describe these
numbers?*
What subtraction number sentences can you write
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
strategies for adding multidigit
numbers; and to demonstrate
using estimation to check if
answers are reasonable.
11
12
Lesson
4.8
Addition and Subtraction
14


using the three numbers?*
For Problems 7–10 on Math Journal, page 105,
how might you use the first sum to help you find
the other two sums?
How can smaller numbers help you work with
larger numbers?
Weeks 10–12 (Lessons 4.1–4.10)
Title/Objective
Focus
Paper-and-Pencil
Addition Strategies
To guide children as they
develop paper-and- pencil
strategies for adding
multidigit numbers; and to
demonstrate using
estimation to check if
answers are reasonable.
Getting Started: Mental Math and Reflexes [2.NBT.5,
2.NBT.6]
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]
The Partial-Sums
Addition Algorithm
To introduce and practice
the partial-sums addition
algorithm.
13
2.NBT.7,
2.NBT.8,
2.NBT.9
 Math Lab
Unit 4
Day
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]
4.9
 Math Lab
CCSS
Guiding Questions

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



What addition number sentences describe these
numbers?*
What subtraction number sentences can you write
using the three numbers?*
For Problems 7–10 on Math Journal, page 105, how
might you use the first sum to help you find the other
two sums?
How can smaller numbers help you work with
larger numbers?
How do the base-10 blocks represent the two
numbers we are adding?
How do the base-10 blocks help you add two-digit
numbers?
How did you use the partial-sums algorithm to solve
one of the addition problems? Use base-10 blocks or
other tools to help you explain your strategy.
Would you recommend the partial-sums
algorithm to a friend? Why or why not?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
 Thanksgiving Break
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 4
Day
Lesson
Addition and Subtraction
Title/Objective
The Partial-Sums
Addition Algorithm
15
4.9
To introduce and practice
the partial-sums addition
algorithm.
The Partial-Sums
Addition Algorithm
16
4.9
To introduce and practice
the partial-sums addition
algorithm.
Progress Check 4
17
4.10
To assess progress on
mathematical content
through the end of Unit 4.
Unit 5
Day
18
Lesson
Focus
Title/Objective
To demonstrate rules used
to classify shapes; to
develop readiness for
division; and to demonstrate
CCSS
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]
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]
Guiding Questions

SMP1–3, 5–
8;
2.NBT.1,
2.NBT.1a,
2.NBT.5,
2.NBT.6,
2.NBT.7,
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



How do the base-10 blocks represent the two
numbers we are adding?
How do the base-10 blocks help you add two-digit
numbers?
How did you use the partial-sums algorithm to solve
one of the addition problems? Use base-10 blocks or
other tools to help you explain your strategy.
Would you recommend the partial-sums algorithm
to a friend? Why or why not?
How do the base-10 blocks represent the two
numbers we are adding?
How do the base-10 blocks help you add two-digit
numbers?
How did you use the partial-sums algorithm to solve
one of the addition problems? Use base-10 blocks or
other tools to help you explain your strategy.
Would you recommend the partial-sums algorithm
to a friend? Why or why not?
Part 1: Checks children’s progress at the end of Unit 4.
ORAL/SLATE: 4. [2.NBT.5] 5. [2.NBT.5] 6. [2.NBT.5] 7. [2.NBT.5]
WRITTEN: 1. [2.MD.8] 3A, B. [2.NBT.3] 4A, B, C, D. [2.OA.3] 5. [2.NBT.2]
6. [2.MD.8] 7. [2.NBT.5, 2.OA.1] 8A. [2.NBT.7] 8B. [2.NBT.5] 9A. [2.NBT.7]
9B. [2.NBT.5] 10A. [2.NBT.7] 10B. [2.NBT.5] 13A, B, C. [2.NBT.1B] OPEN
RESPONSE [2.NBT.7, 2.NBT.9]
Part 2:
Math Boxes: [ 4-10↔Unit 5]; 1, 4, 6 [2.G.1]; 2 [2.MD.1];
3 [Maintain]; 5 [2.MD.3]
3•D and 2•D Shapes
EXPLORATIONS:
Exploring Rules,
Sharing, and Time
5.1
Weeks 10–12 (Lessons 4.1–4.10)
Weeks 12–14 (Lessons 5.1–5.9)
Focus
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]
CCSS
Guiding Questions

SMP2, 5–8;
2.NBT.5,
2.G.1,
2.MD.7


How did you use the attribute blocks labeled “These fit the
rule” to figure out the rule?
How did you use the attribute blocks labeled “These do NOT
fit the rule” to figure out the rule?
What would you do if someone in your group says a clock
that shows 2:30 matches a time card that says 6:10? What
mistake has he/she made?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED

telling time using digital and
analog notation.
Why do you need to learn how to read time on different
kinds of clocks (digital and analog)?
 Math Lab
19
Unit 5
Day
20
21
22
23
Lesson
5.1
5.2
5.3
5.4
3•D and 2•D Shapes
Title/Objective
EXPLORATIONS:
Exploring Rules,
Sharing, and Time
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.
Parallel Line Segments
To introduce the concepts
of parallel and parallel line
segments.
EXPLORATIONS:
Exploring 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
Weeks 12–14 (Lessons 5.1–5.9)
Focus
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]
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]
Getting Started: Math Message [2.G.1]
Part 1: Focuses on building shapes that have specific 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]
CCSS
Guiding Questions

SMP2, 5–
8;
2.NBT.5,
2.G.1,
2.MD.7



SMP1–2,
5, 6;
2.OA.1,
2.OA.2





SMP1–6,
8;
2.MD.6,
2.G.1




SMP1, 2,
4–8;
2.OA.4,
2.G.1


How did you use the attribute blocks labeled “These fit the rule” to
figure out the rule?
How did you use the attribute blocks labeled “These do NOT fit the
rule” to figure out the rule?
What would you do if someone in your group says a clock that
shows 2:30 matches a time card that says 6:10? What mistake has
he/she made?
Why do you need to learn how to read time on different kinds of
clocks (digital and analog)?
What is a line segment?
Why do we write the name of a line segment as AB?
What geometric figures could you draw using line segments?
What other geometric figures could you use a straightedge to
draw?
Ask children to suggest other examples of parallel line segments in
our classroom and the hallway?*
Where might you see examples of parallel lines outside of
school?
How did you use what you know about parallel lines to draw each
shape?
What other geometric figures could have parallel lines?
How is drawing polygons different from making them on a
geoboard?
What did you notice when you compared your drawings with
classmates’ drawings of polygons?
What could you do first to solve these problems?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
blocks.
24
 Math Lab
Unit 5
Day
Lesson
3•D and 2•D Shapes
Title/Objective
EXPLORATIONS:
Exploring Polygons,
Arrays, and Attributes
25
5.4
To review names and classify
polygons; to develop
readiness for multiplication;
and to provide opportunities to
explore similarities and
differences of attribute blocks.
Quadrangles
26
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
27
5.6
To guide children as they
compare and contrast the
characteristics of 3dimensional shapes.
Pyramids
28
5.7
To guide children as they
construct pyramids and
explore the relationship
among the number of faces,
edges, and vertices in
pyramids.
Weeks 12–14 (Lessons 5.1–5.9)
Focus
Getting Started: Math Message [2.G.1]
Part 1: Focuses on building shapes that have specific
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 FollowUp [2.G.1]
Part 1: Focuses on identifying the attributes of 3dimensional 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]
CCSS
Guiding Questions

SMP1, 2,
4–8;
2.OA.4,
2.G.1
SMP1, 2,
5–7;
2.OA.2,
2.G.1
2.NBT.5







SMP1–7;
2.G.1
2.NBT.7




SMP1, 2,
5–7;
2.OA.2,
2.G.1
2.NBT.7



How is drawing polygons different from making them on a
geoboard?
What did you notice when you compared your drawings with
classmates’ drawings of polygons?
What could you do first to solve these problems?
How are a square and rectangle alike?*
Is a square a rectangle? Is a rectangle a square? Why or
why not?
What shapes can you make using triangles and rectangles?
What shapes can you make using only triangles?
How are a cylinder and rectangular prism similar? How are
they different?
How are a rectangular prism and cube similar? How are
they different?
Why do you think we compare 3-D shapes? How could
these comparisons help you?
Why might someone need to know the geometric name
of a 3-D shape in the real world?
How are 3-dimensional models different from 2-dimensional
drawings of cones and pyramids?
What patterns do you notice in the table?
Based on the patterns, if a heptagonal pyramid has 7 sides
in its base, how many edges, faces, and vertices does it
have?
Why do we look for patterns in math?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
29
 Math Lab
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 5
Day
30
Lesson
3•D and 2•D Shapes
Title/Objective
Focus
Line Symmetry
To guide children as they find lines of
symmetry in objects and complete
drawings to create symmetrical
shapes.
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]
Part 1: Checks children’s progress at
the end of Unit 5.
ORAL/SLATE: 1. [2.NBT.5] 2.
[2.NBT.5, 2.NBT.7] 3. [2.MD.7] 4.
[2.OA.2]
WRITTEN: 1. [2.OA.2] 2. [2.NBT.2] 3.
[2.NBT.4] 5. [2.G.1] 6. [2.G.1] 7.
[2.G.1] 8. [2.G.1] 9. [2.G.1] OPEN
RESPONSE [2.G.1]
Part 2:
Math Boxes: [ 5-9↔Unit 6]; 1, 5 [2.OA.4];
2, 3 [2.MD.10]; 4 [Foundation]; 6
[2.OA.1]
5.8
Progress Check 5
To assess children’s progress on
mathematical content through the end
of Unit 5.
31
5.9
32
Weeks 12–14 (Lessons 5.1–5.9)
 Math Lab
 Winter Break
CCSS
Guiding Questions


SMP1–6
2.G.1


Ask the class to give other examples of things that look
symmetrical?*
What are some ways to find out whether an object has a
line of symmetry?
How did you figure out how many lines of symmetry a shape
has?
Why does this work?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 6
Day
Lesson
Whole•Number Operations and Number Stories
Title/Objective
Focus
Weeks 14–17 (Lessons 6.1–6.11)
CCSS
Guiding Questions
 Winter Break
33
34
35
6.1
6.2
6.3
Unit 6
Addition of Three or
More Numbers
To review strategies
for solving addition
problems, with
emphasis on
problems having three
or more addends.
Comparison Number
Stories
To introduce
comparison number
stories by using
comparison diagrams.
Data Day: The Five
Food Groups
To provide
experiences with
collecting, sorting,
tallying, and graphing
data.
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]
Getting Started: Mental Math and Reflexes [2.MD.5]
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]
Whole•Number Operations and Number Stories


SMP1–4, 6–
8;
2.OA.1
2.NBT.5,
2.NBT.6,
2.NBT.7,
2.NBT.9,
2.MD.6




SMP1–6, 8;
2.OA.1
2.MD.6,
2.NBT.6,
2.MD.5



SMP1, 2, 4,
6;
2.MD.1
2.MD.5,
2.MD.10



What do the numbers 13, 6, and 7 represent?
Why is it important to understand what
numbers mean in math problems?
Which order makes it easiest to find the sum?*
What addition shortcuts do you know that could
help you find the easiest ways to add three
numbers?
What does quantity mean in the diagram?
What does it mean to find the difference between
the two quantities?
Will the difference be greater or less than the
larger quantity? Explain.
Why do problem solvers check whether their
answers make sense?
Which questions could you answer using the data
table?
What questions could you not answer using this
data table?
Why might someone want to show data in a bar
graph instead of in a table?
What other types of data could you show in a
bar graph?
Weeks 14–17 (Lessons 6.1–6.11)
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Day
Lesson
Title/Objective
Mixed Addition and
Subtraction Stories
36
6.4
To guide children in selecting
and completing appropriate
diagrams to help solve oneand two- step addition and
subtraction problems.
Subtraction Strategies
To review solution
strategies for subtraction of
multidigit numbers.
37
6.5
EXPLORATIONS:
Exploring Arrays, Coins,
and Division
38
6.6
To develop readiness for
multiplication; to guide
children in finding coin
combinations equivalent
to $1.00; and to explore one
meaning of division.
EXPLORATIONS:
Exploring Arrays, Coins,
and Division
39
40
6.6
6.7
To develop readiness for
multiplication; to guide
children in finding coin
combinations equivalent
to $1.00; and to explore one
meaning of division.
Multiples of Equal
Groups
To introduce multiplication
as a way to find the total
number of things in several
equal groups.
Focus
CCSS
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]
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,
2, 4–6,
8;
2.OA.1
2.MD.6
2.NBT.5,
2.NBT.6
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]
Getting Started: Mental Math and Reflexes [2.MD.5]; Math
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]
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
SMP1,
2, 5–7;
2.OA.4,
2.MD.8,
2.MD.10
SMP1–
6;
2.OA.2,
2.OA.1
2.OA.4,
2.MD.5
Guiding Questions





















What do we want to find out from the story?*
Do we know how many shells Mary had to begin with?*
How can you make sure you understand a problem before solving
it?
How did you chose which diagram to use for the problems?
What are different strategies to solve subtraction problems?
How are the different strategies different? How are they alike?
How can you use base-10 blocks to represent the top and bottom
numbers (the minuend and subtrahend) in a subtraction problem?
What are other ways to represent numbers?
In an array, what is a row?
How are the arrays you make on the geoboard like the arrays you
drew?
What is an array?
How could it help you to have a plan before starting to solve a
problem?
In an array, what is a row?
How are the arrays you make on the geoboard like the arrays you
drew?
What is an array?
How could it help you to have a plan before starting to solve a
problem?
Ask children to name things that come in equal groups.*
Ask children to name things that do not come in equal groups.*
When might you use equal groups in your life?
How is the multiplication diagram and the multiplication number
model alike?
Why can you represent this problem with a multiplication and
addition number model?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 6
Day
41
42
43
44
45
Lesson
6.8
6.9
6.10
6.11
Whole•Number Operations and Number Stories
Title/Objective
Focus
Array Number Stories
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
To guide children as
they explore situations
that require equal
sharing or making equal
groups of things.
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]
Progress Check 6
To assess children’s
progress on
mathematical content
through the end of Unit
6.
 Math Lab
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]
Part 1: Checks children’s progress at the end of Unit
6.
ORAL/SLATE: 1. [2.OA.1] 2. [2.OA.1] 3. [2.NBT.5]
4. [2.NBT.5] 5. [2.NBT.5] 6. [2.NBT.5]
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]
Weeks 14–17 (Lessons 6.1–6.11)
CCSS
Guiding Questions


SMP1, 2, 4–6;
2.OA.1
2.OA.4




SMP1, 2, 4–7;
2.OA.4
2.MD.1
2.MD.4
2.MD.5



SMP1, 2, 4–6,
8
2.OA.1



How did you solve the Math Message problem on your
calculator?*
When would you use a calculator to solve problems
about equal groups? When wouldn’t you?
How can arrays help you understand multiplication?
How are the array and the Multiplication Diagram alike?
How do arrays help you solve multiplication problems?
How do multiplication diagrams help you solve multiplication
problems?
How could it be helpful to show problems in different
ways?
What patterns do you see in the array bingo cards?
How does drawing or using counters help you solve equalsharing problems?
What does it mean for an answer to “make sense?”
How could you check whether your answers to division
problems make sense?
Is it the same thing to check whether your answer makes
sense and is correct?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 6
Day
Whole•Number Operations and Number Stories
Lesson
Title/Objective
Focus
Weeks 14–17 (Lessons 6.1–6.11)
CCSS
Guiding Questions
 MLK Jr. Day, No School
Progress Check 6
To assess children’s progress on
mathematical content through the
end of Unit 6.
1
6.11
Unit 7
Day
2
3
Lesson
7.1
7.2
Part 1: Checks children’s progress at
the end of Unit 6.
WRITTEN: 1. [2.MD.7] 2. [2.OA.1] 3.
[2.OA.2] 4. [2.NBT.4] 5. [2.NBT.7] 6.
[2.OA.4] 7. [2.NBT.5, 2.OA.1] 8.
[2.NBT.5] 9. [2.NBT.5] 10. [2.NBT.7]
OPEN RESPONSE [2.NBT.9, 2.OA.1]
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]
Patterns and Rules
Weeks 17–19 (Lessons 7.1–7.9)
Title/Objective
Focus
Patterns in Counting
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.
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]
Extending Complements of 10
To provide experiences with finding
complements of 10 and differences
between multidigit numbers and
higher multiples of 10.
CCSS
Guiding Questions

SMP5–7;
2.NBT.2
2.NBT.8




SMP1, 3, 5–8;
2.NBT.5
2.NBT.8
, 2.NBT.7



Ask volunteers to describe the pattern in
counts by 2s.*
What patterns do you notice in counts by
5s? 10s?
How could you continue the pattern you
created on a larger number grid?
Why do we look for patterns in math?
How does knowing the complements of
10 make it easier to solve problems with
bigger numbers?
What are other problems that
complements of 10 could help you
solve?
Could you hit the target number in fewer
steps if you tried again? How?
How could you get better at Hit the
Target?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
4
 Math Lab
Unit 7
Day
5
6
7
8
Lesson
7.3
7.4
7.5
7.6
Patterns and Rules
Weeks 17–19 (Lessons 7.1–7.9)
Title/Objective
Focus
Mental Arithmetic: A
Basketball
Game
To guide children as they
build mental arithmetic
skills for adding three or
more 1-digit and
multidigit numbers.
Patterns in Doubles
and Halves
To guide children as they
practice repeated
doubling and halving.
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]
Part 1: Provides practice with repeated doubling and
halving 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]
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
To guide children as they
measure length to the
dearest centimeter and to
the nearest inch.
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]
CCSS
Guiding Questions


SMP1, 2, 4–8;
2.NBT.6,
2.MD.6



SMP1, 2, 5–8
2.NBT.7





SMP1–8;
2.MD.8
2.OA.4



SMP2, 3, 5, 6;
2.MD.1,
2.MD.2,
2.MD.3
2.MD.4,
2.MD.9




What are ways to add the team members’ points?
What mistakes could someone make when adding
three or more numbers?
What could you do to make sure you add multiple
numbers accurately?
What does it mean to be accurate?
How could you use this “What’s My Rule?” table to
explain what double and half mean?
What happens to a number when you keep doubling it?
What happens to a number when you keep dividing it
in half?
When might you need to double or divide
something in half?
How did you estimate the weight of your stack(s) of
books?
How did weighing books in Problems 1–3 help you
estimate the weight of your stack(s)?
How could you get better at estimating weight?
How did you divide $5 among 4 children? Why does
this work? Is it fair?
How could it be helpful to show all your work on
problems like this?
How do you use the tape measure to measure the
jumps to the nearest inch and centimeter?
What mistakes might someone make when measuring
the jumps?
What does it mean to measure to the nearest inch or
centimeter?
What does it mean to be precise when measuring?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
9
 Math Lab
Unit 7
Day
10
11
12
13
14
Lesson
Patterns and Rules
Title/Objective
Weeks 17–19 (Lessons 7.1–7.9)
Focus
CCSS
Guiding Questions
 Project 6
7.7
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.
7.8
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.
7.8
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.
 Math Lab
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]
Part 1: Focuses on organizing and
interpreting data in a line 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: Focuses on organizing and
interpreting data in a line 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]
SMP1–7;
2.NBT.4,
2.MD.4,
2.MD.5
2.MD.7
SMP1, 2, 4, 6;
2.MD.4,
2.MD.5,
2.MD.9,
2.MD.10
SMP1, 2, 4, 6;
2.MD.4,
2.MD.5,
2.MD.9,
2.MD.10



How did you determine where to stand on the line?
Why is it useful to find the median of a set of data?
What could help you remember new math vocabulary
such as median?


What do the numbers on the line plot represent?
What other types of data could you represent on a line
plot?
How did you use the line plot to find the median arm span?
What other questions could you answer with line plot?






What do the numbers on the line plot represent?
What other types of data could you represent on a line
plot?
How did you use the line plot to find the median arm span?
What other questions could you answer with line plot?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 7
Day
15
Lesson
Patterns and Rules
Title/Objective
Progress Check 7
To assess children’s progress on
mathematical content through the
end of Unit 7.
16
7.9
Day
Lesson
Unit 8
18
8.1
8.2
EXPLORATIONS:
Exploring Fractions,
Multiplication and
Division, and Volume
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.
CCSS
Guiding Questions
Part 1: Checks children’s progress at the end of Unit 7.
ORAL/SLATE: 1. [2.OA.1] 2. [2.OA.1] 3. [2.OA.1] 4.
[2.NBT.5] 5. [2.NBT.5] 6. [2.NBT.5]
Part 2: Math Boxes: [ 7-9↔Unit 8]; 1, 2, 4, 6 [2.G.3]; 3
[2.NBT.7, 2.NBT.9]; 5 [Foundation]
Part 1: Checks children’s progress at the end of Unit 7.
WRITTEN: 1a, b. [2.OA.1] 2. [2.MD.1] 3. [2.NBT.5] 4.
[2.G.1] 5. [2.G.1] 6. [2.G.1] 7A [2.NBT.5] 7B, C, D
[2.NBT.5, 2.NBT.6] 9. [2.NBT.4] 10. [2.NBT.4] 11.
[2.NBT.8] OPEN RESPONSE [2.MD.8]
Part 2: Math Boxes: [ 7-9↔Unit 8]; 1, 2, 4, 6 [2.G.3]; 3
[2.NBT.7, 2.NBT.9]; 5 [Foundation]
Fractions
Title/Objective
Equal Parts of ONE
To review basic fraction
concepts.
17
Focus
Progress Check 7
To assess children’s progress on
mathematical content through the
end of Unit 7.
7.9
Weeks 17–19 (Lessons 7.1–7.9)
Weeks 19–21 (Lessons 8.1–8.8)
Focus
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]
CCSS
Guiding Questions

SMP1–4, 6;
2.OA.2, 2.MD.5,
2.G.3





SMP2, 4–6;
2.OA.2, 2.G.3


Is there more than one way to do this?* (fold
square into two halves)
What does the denominator of 3/4 tell you?*
What does the numerator of 3/4 tell you?*
What is a fraction?
What does the ONE mean when working with
fractions?
How did you estimate the number of centimeter
cubes in your structure?
Did your estimates get closer as you and your group
built more structures? Why or why not?
When might you estimate the volume of
something?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
19
 Math Lab
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 8
Day
Lesson
Fractions
Title/Objective
Weeks 19–21 (Lessons 8.1–8.8)
Focus
CCSS
Guiding Questions
 President’s Day, No School
20
21
22
23
8.3
8.4
8.5
8.6
Collections of Things
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.
Equivalent Fractions
Using Fraction
Cards
To guide children as they
find pairs of equivalent
fractions by using region
models.
Comparing Fractions
To guide children as they
compare fractions by using
region models.
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]
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]
Part 1: Introduces Fraction Cards and the
Equivalent Fractions
Game. [2.G.3]
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]
SMP1, 2, 4–6;
2.G.3
2.MD.8
2.NBT.5





SMP1, 2, 5–7;
2.G.3
2.NBT.1A, B



SMP1–7;
2.G.3





SMP1, 2, 5–8;
2.G.3


What do you know from the problem?
Do you know how many marbles he gave to Ling and Mike?
How could you figure out the number of marbles Ling and
Mike have?
Is 1/2 of a collection of objects always the same? Why or
why not?
How could you use your picture in Problem 1 to explain why
1/2 and 2/4 are equivalent fractions?
Do all numbers have many names? Give examples.
How might a picture help you see that 1/2 and 3/6 are the
same amount of a granola bar?
How can pictures help you understand fractions?
What do you notice about the all the fractions equivalent to
1/2? (1/2, 2/4, 3/6, 4/8)
How would this pattern continue with a fraction card divided
into 10 equal parts?
What was your strategy for sorting your cards?
Are there any fractions you knew were less than, equal to, or
greater than 1/2 without looking at the picture? How did you
know?
Would you sort your cards using the same strategy if
you had to do it again? Why or why not?
How do you use the fraction cards to see whose fraction is
greater?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 8
Day
Lesson
Fractions
Title/Objective
Fraction Number Stories
To provide experiences with number
stories involving fractions.
24
25
26
8.7
8.8
8.8
Progress Check 8
To assess children’s progress on
mathematical content through the end
of Unit 8.
Progress Check 8
To assess children’s progress on
mathematical content through the end
of Unit 8.
Unit 9
Day
27
28
Lesson
Weeks 19–21 (Lessons 8.1–8.8)
Focus
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]
Measurement
SMP1, 2, 4–6;
2.G.3



What strategy did you use to decide whether you’d like to
play for 1/2 or 1/3 of an hour?
How might it help you to hear different strategies for
solving problems?
What are other real life fraction number stories that we might
solve? *
When might you use fractions in your life?
Weeks 21–24 (Lessons 9.1–9.10)
Title/Objective
Focus
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]
 Math Lab
Guiding Questions

Part 1: Checks children’s progress at
the end of Unit 8.
ORAL/SLATE: 4. [2.G.3]
Part 2: Math Boxes: [ 8-8↔Unit 9]; 1, 5
[Foundation]; 2, 4 [2.MD.1]; 3, 6 [2.G.2]
Part 1: Checks children’s progress at
the end of Unit 8.
WRITTEN: 1. [2.G.3] 3. [2.G.3] 10.
[2.G.2] 11A [2.G.3] OPEN RESPONSE
[2.OA.3]
Part 2: Math Boxes: [ 8-8↔Unit 9]; 1, 5
[Foundation]; 2, 4 [2.MD.1]; 3, 6 [2.G.2]
Measuring with Yards and Meters
To provide review for the concept of
nonstandard units of measure; and to
introduce yard and meter.
9.1
CCSS
CCSS
Guiding Questions



SMP1, 2, 4–6;
2.MD.1,
2.MD.3,
2.MD.4, 2.MD.9

What are the advantages of using standard units?
What are examples of standard units?
How did you make your estimates of length before
measuring?
How can you get better at estimating length?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 9
Day
29
30
31
32
33
Lesson
9.2
9.3
9.4
9.5
Measurement
Weeks 21–24 (Lessons 9.1–9.10)
Title/Objective
Focus
Linear Measures
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
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 halfcentimeter.
Perimeter
To provide experiences
with finding perimeters by
measuring to the nearest
centimeter or inch.
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]
Measuring Longer
Distances
To provide experiences
with identifying the mile
and kilometer as standard
units for longer distances
and solving problems
about road-map
distances.
 Math Lab
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]
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]
CCSS
Guiding Questions

SMP1, 2, 5–7;
2.OA.2, 2.MD.1,
2.MD.2, 2.MD.3,
2.MD.4
2.MD.9
SMP2–6;
2.OA.2, 2.MD.1,
2.MD.2, 2.MD.3,
2.MD.4, 2.MD.9
SMP1, 3–6;
2.MD.1, 2.MD.5,
2.MD.9












SMP2, 4–7;
2.NBT.5,
2.NBT.7



Ask children to describe how to measure to the nearest inch or
centimeter.*
How could you measure something that’s longer than your ruler?
Why are units important when you report measurements?
How might knowing the number of inches in a foot help you figure out
the number of inches in two feet?
Which situations call for very accurate measurements?*
What does it mean to be accurate when you measure?
How could you still measure accurately with a broken ruler that starts
at the 1-inch mark?
What mistakes could someone make when measuring to the nearest
1/2-inch or 1/2-centimeter?
Why did you choose the measuring tool(s) that you used?
Are some tools better for measuring certain things than others?
Explain.
Ask children to explain how they found the distance around their box
(perimeter).*
Did anyone do so without measuring all four sides?*
Would it make sense to measure the distance to [name a nearby city
or place] in inches?* Why or why not? Can someone name a better
unit?*
When might you use miles or kilometers to measure something? Why?
How do you think people figured out the distances between places?
Why do we talk about how math is important in your life?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 9
Day
Lesson
Measurement
Title/Objective
EXPLORATIONS:
Exploring Capacity,
Area, and Measures
34
9.6
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.
EXPLORATIONS:
Exploring Capacity,
Area, and Measures
35
36
37
38
9.6
9.7
9.8
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.
Weeks 21–24 (Lessons 9.1–9.10)
Focus
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]
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]
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.
Part 1: Focuses on finding area by partitioning and
counting the equal parts. [2.G.2]
Part 2:
Game: Equivalent Fractions Game or Fraction TopIt [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]
Capacity
To provide experiences
with relationships among
units of capacity and
identifying equivalent
measures of capacity.
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]
 Math Lab
CCSS
Guiding Questions

SMP1, 2, 4–6,
8;
2.OA.2, 2.G.2




SMP1, 2, 4–6,
8;
2.OA.2, 2.G.2





SMP1–3, 5, 6;
2.G.2



SMP1, 2, 4–6,
8;
2.MD.9


Which holds more macaroni—the tall and narrow cylinder or
the short and wide cylinder?*
Why do we make predictions before solving a problem?
What could you measure with a ruler, a tape measure, a
meterstick, or a yardstick?
Which of these measuring tools have you used in your
life? How did you use them?
Which holds more macaroni—the tall and narrow cylinder or
the short and wide cylinder?*
Why do we make predictions before solving a problem?
What could you measure with a ruler, a tape measure, a
meterstick, or a yardstick?
Which of these measuring tools have you used in your
life? How did you use them?
Because 32 is half of 64, does it make sense to say that the
perimeter of the checkerboard is half its area?*
How are the units used for measuring area different from the
units used for measuring perimeter?*
What do you notice about the perimeter for the rectangles
with an area of 12 square cm?
Give an example of two rectangles with an area of 12 square
cm but different perimeters. Explain why there are different
perimeters.
When do people need to measure liquids in daily life?
For what types of jobs?
If someone spills a pint of milk at lunch, how many cups were
spilled?
When might you need to know equivalent measures of
capacity?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 9
Day
39
40
41
Title/Objective
9.9
Weight
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.
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]
Progress Check 9
To assess children’s progress
on mathematical content
through the end of Unit 9.
Part 1: Checks children’s progress at the end
of Unit 9.
ORAL/SLATE: 1. [2.MD.8] 2. [2.MD.8] 3.
[2.MD.8] 4. [2.NBT.7] 5. [2.NBT.7]
Part 2: Math Boxes: [ 9-10↔Unit 10]; 1, 3, 4, 5,
6 [2.MD.8]; 2 [2.NBT.5]
Part 1: Checks children’s progress at the end
of Unit 9.
WRITTEN: 1. [2.MD.2] 2. [2.MD.2] 3. [2.G.2]
4. [2.G.2] 6. [2.NBT.5] 9. [2.NBT.5] 10.
[2.NBT.7] 11. [2.NBT.5] 12. [2.NBT.7] 13.
[2.MD.1] OPEN RESPONSE [2.MD.5]
Part 2: Math Boxes: [ 9-10↔Unit 10]; 1, 3, 4, 5,
6 [2.MD.8]; 2 [2.NBT.5]
9.10
Progress Check 9
To assess children’s progress
on mathematical content
through the end of Unit 9.
9.10
Lesson
Title/Objective
43
10.1
 Math Lab
Focus
Decimals and Place Value
Money
To review notation and
equivalencies for money
amounts.
42
Weeks 21–24 (Lessons 9.1–9.10)
Lesson
Unit 10
Day
Measurement
CCSS
Guiding Questions

SMP1, 4–6, 8;
2.OA.2
2.NBT.7



What are some things you might weigh with a spring scale?
*
What are some things you might weigh with a bath scale? *
How much was the weight difference before it was easy to
feel that one object weighed more than others?*
Could you estimate the weight of something by only
looking at it? Why or why not?
Weeks 24–27 (Lessons 10.1–10.12)
Focus
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]
CCSS
Guiding Questions



SMP1, 2, 4, 6,
7;
2.MD.8

What helps you remember the values of coins in daily life?
How have you used coins recently?
Are there more ways to pay for these items, in addition to the
two ways you thought of?
When could it be helpful to know how to pay for something in
more than one way?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 10
Day
Lesson
Decimals and Place Value
Title/Objective
Weeks 24–27 (Lessons 10.1–10.12)
Focus
CCSS
Guiding Questions
 Spring Break
44
45
1
2
10.2
10.3
10.4
Decimal Notation for
Pennies and
Dimes
To review estimation, dollarsand-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.
Using a Calculator to Solve
Problems with Money
To provide experiences with
comparing prices and solving
problems about price
differences.
 Math Lab
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]
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]
Getting Started: Mental Math and Reflexes
[2.MD.8]
Part 1: Focuses on solving problems involving
money on a 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]


SMP1–4, 6
2.MD.8




SMP1, 2, 5–8;
2.OA.1,
2.MD.8,
2.G.2




SMP1, 3–7;
2.OA.1, 2.MD.8


Do you have to find an exact answer to buy two items for
less than $2.00?
Why do we sometimes estimate the cost of things in
daily life?
What are different names for $1.00?
What are different names for a dime?
What mistakes might someone make when using a
calculator to work with money?
What other functions do you know how to use on a
calculator?
What was your strategy when playing Pick-a-Coin?
If you roll a large number first, where might you put it? Why?
Why did most things cost so much less then?*
Can you think of things that cost less now than they did 5 or
10 years ago? Why might they cost less now?*
What did you do if you weren’t sure how to solve one of these
problems?
What makes a problem hard?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 10
Day
3
4
5
6
7
Lesson
10.5
10.6
10.6
10.7
Decimals and Place Value
Title/Objective
Focus
Estimating and Finding
Exact Costs
To provide experiences with
estimating costs and then
calculating exact costs.
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]
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]
Making Change
To provide experience
making change by counting
up and estimating totals by
rounding to the nearest 10
cents.
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
To guide children as they
explore finding areas of
irregular shapes, make
polygons with trapezoids,
and form fractions on a
geoboard.
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]
Weeks 24–27 (Lessons 10.1–10.12)
CCSS
SMP1–7;
2.MD.8,
2.MD.9
2.NBT.7
Guiding Questions





SMP1, 3–7;
2.OA.1,
2.MD.8




SMP1, 3–7;
2.OA.1,
2.MD.8





SMP1, 2, 5–
8;
2.OA.2,
2.G.3


Why is it useful to estimate total cost when shopping in the store?*
How can you get better at estimating costs?
How do your estimates and exact costs compare?
How can estimates help you check exact answers?
Ask children to find the exact amount of change. Have children
share their strategies.*
Explain how you estimated the change you would receive after
paying for your items.
What could you do if your estimated change was very different from
the exact change?
How can you make sure someone else can understand your
explanation?
Ask children to find the exact amount of change. Have children
share their strategies.*
Explain how you estimated the change you would receive after
paying for your items.
What could you do if your estimated change was very different from
the exact change?
How can you make sure someone else can understand your
explanation?
How did you use trapezoids to make the new worktables?
How would you describe the shapes of the other worktables you
made?
What do you notice about all the shapes that can be divided
equally?
What other shapes could be divided into equal parts?
 Math Lab
Unit 10
Decimals and Place Value
Weeks 24–27 (Lessons 10.1–10.12)
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Day
Lesson
Title/Objective
EXPLORATIONS:
Exploring Area,
Polygons, and
Geoboard Fractions
8
10.7
To guide children as they
explore finding areas of
irregular shapes, make
polygons with trapezoids,
and form fractions on a
geoboard.
Place Value
9
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
10.9
Place-Value Notation
for Ten- Thousands
11
12
10.10
To provide experiences with
place-value concepts to tenthousands.
Focus
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]
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]
CCSS
Guiding Questions


SMP1, 2, 5–8;
2.OA.2, 2.G.3
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
2.MD.8






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]
SMP1, 2, 5–8;
2.NBT.1,
2.NBT.1a,
2.NBT.1b,
2.NBT.2,
2.NBT.3,
2.NBT.8
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]
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








How did you use trapezoids to make the new worktables?
How would you describe the shapes of the other
worktables you made?
What do you notice about all the shapes that can be
divided equally?
What other shapes could be divided into equal parts?
What are different ways to represent numbers in the
thousands?
How can base-10 blocks and money represent the same
numbers?
Why do you think we use base-10 blocks in math
class?
Why do we describe the relationship between digits as
the ten-for-one relationship? How did you show this with
your Place-Value book?
Why do you think our number system is called the
base-10 place-value system?
Call out a 3-digit number . . . Which digit shows the ones?
Tens? Hundreds?*
How could you use your Place-Value Book to compare
numbers?
What is a digit? How many digits are there? Name them.*
What is the difference between a digit and a number?
Why is it necessary to write zeros to show 1,001? Discuss
what would happen if the zeros were not there.*
Would our number system work without 0? Why or
why not?
 Math Lab
Unit 10
Decimals and Place Value
Weeks 24–27 (Lessons 10.1–10.12)
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Day
Lesson
Title/Objective
Grouping with Parentheses
To introduce the use of parentheses
in number models.
13
14
10.11
10.12
Progress Check 10
To assess children’s progress on
mathematical content through the end
of Unit 10.
Progress Check 10
To assess children’s progress on
mathematical content through the end
of Unit 10.
Focus
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]
Part 1: Checks children’s progress at
the end of Unit 10.
ORAL/SLATE: 1. [2.NBT.1A, 2.NBT.1B]
2. [2.MD.8] 3. [2.NBT.1A, 2.NBT.1B] 4.
[2.MD.8]
Part 2: Math Boxes: [ 10-12↔Unit 11]; 1,
3, 4, 6 [Foundation]; 2, 5 [2.OA.4]
Part 1: Checks children’s progress at
the end of Unit 10.
WRITTEN: 2. [2.NBT.2] 5. [2.NBT.7] 6.
[2.MD.8] 7. [2.MD.8] 8-10. [2.NBT.1A,
2.NBT.1B] 11A. [2.MD.8] 11B. [2.MD.8]
12. [2.MD.8] OPEN RESPONSE
[2.MD.8]
Part 2: Math Boxes: [ 10-12↔Unit 11]; 1,
3, 4, 6 [Foundation]; 2, 5 [2.OA.4]
15
10.12
Day
Lesson
Title/Objective
Focus
11.1
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.
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]
Unit 11
16
Whole•Number Operations Revisited
CCSS
SMP1, 2, 5–8;
2.NBT.3,
2.NBT.6
Guiding Questions




What do parentheses tell you to do in a problem?
What other symbols do you know how to use in math?
How can parentheses change the meaning of a problem?
Why do you get the same answer to some problems no
matter where you put the parentheses?
Weeks 27–29 (Lessons 11.1–11.10)
CCSS
Guiding Questions


SMP1, 4–7;
2.NBT.5,
2.NBT.7,
2.NBT.9,
2.MD.6,
2.MD.8


Is it necessary to find the exact total costs? Why or why not?
What estimation strategies could you use to solve these
problems?
What are strategies for solving these problems?
What can you learn from sharing different problemsolving strategies?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Part 3: Readiness [2.MD.8]
17
 Math Lab
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 11
Day
18
19
20
21
22
Lesson
11.2
11.3
11.3
11.4
Whole•Number Operations Revisited
Weeks 27–29 (Lessons 11.1–11.10)
Title/Objective
Focus
Subtraction Number
Stories with Dollars and
Cents
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.
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]
The Trade-First
Subtraction
Algorithm
To introduce and provide
practice with the tradefirst subtraction algorithm.
Multiples of Equal
Groups
To provide experiences
with finding the total
number of items in
several equal groups by
multiplying.
 Math Lab
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]
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]
Part 1: Focuses on solving number stories involving equal 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]
CCSS
SMP1, 2, 4–7;
2.NBT.5,
2.NBT.7,
2.NBT.9,
2.MD.7
2.MD.8
SMP1–7;
2.NBT.1,
2.NBT.1a,
2.NBT.5,
2.NBT.7,
2.NBT.9,
2.MD.9
SMP1–7;
2.NBT.1,
2.NBT.1a,
2.NBT.5,
2.NBT.7,
2.NBT.9,
2.MD.9
Guiding Questions













SMP1, 2, 4–6;
2.OA.4



When might you solve a similar problem in your life?
How could it help you to know how to make
change in your head?
How did you decide which item costs more?
Which digit(s) helped you figure out which item cost
more?
How are counting up and trade-first both methods
for subtraction?
Which method do you prefer? Why?
How can you check whether your answers make
sense?
How could you use your ballpark estimate to check
your answers?
How are counting up and trade-first both methods
for subtraction?
Which method do you prefer? Why?
How can you check whether your answers make
sense?
How could you use your ballpark estimate to check
your answers?
Why can’t the number model for this problem be 4 +
3?
What does 4 × 3 mean in this problem?
How did you use the multiplication diagram to solve
these problems?
What are other ways to model multiplication
problems?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 11
Day
23
24
25
26
27
Lesson
11.5
11.6
11.7
11.8
Whole•Number Operations Revisited
Title/Objective
Division Number Models
To provide experiences with
solving division number
stories; and to introduce
number models for division
stories.
Multiplication Facts
To introduce multiplication
facts; and to provide review
and practice with multiplying
by 2, 5,
and 10.
Focus
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]
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]
Products Table
To introduce 1s and 0s
multiplication facts; and to
guide children as they
discover patterns in
multiplication facts.
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]
Multiplication/Division Fact
Families
To introduce multiplication
and division fact families; and
to provide practice with
multiplication and division
facts.
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]
 Math Lab
Weeks 27–29 (Lessons 11.1–11.10)
CCSS
Guiding Questions



SMP1, 2, 4–6



SMP1, 2, 5–7;
2.OA.4


SMP1, 2, 4, 6–
8;
2.OA.4
2.G.1
2.MD.1
2.MD.5





SMP1–4, 7, 8

Why do we sometimes call remainders leftovers?
What does it mean to divide?
How do you know which units to write in each part of the
diagram?
Why are the units important when solving number story
problems?
How does it help you to “think nickels” when multiplying by
5s?
What patterns do you see in your list of multiplication
problems?
How could you use a pattern to figure out your number times
11?
How can patterns help you with mathematics?
What pattern helps you answer the times-1 problems?
What pattern helps you answer the times-0 problems?
Is there a turn-around rule for multiplication?* How can you
tell from the table? Give examples.
How does the turn-around rule help you build fact
power?*
How might arrays and multiplication diagrams help you
solve multiplication and division problems?
How could you help your partner if they do not know a
product?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 11
Day
28
29
Lesson
Whole•Number Operations Revisited
Title/Objective
Focus
Multiplication/Division Facts
Practice
To provide practice with multiplication
and division facts.
Part 1: Provides practice with
multiplication and division facts. 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]
Part 1: Checks children’s progress at
the end of Unit 11.
ORAL/SLATE: 1. [2.MD.8] 2. [2.MD.8]
3. [2.OA.1] 4. [2.OA.1]
Part 2:
Math Boxes: [ 11-10↔Unit 12]; 1, 2, 4
[2.NBT.3]; 3, 5, 6 [Foundation]
Part 1: Checks children’s progress at
the end of Unit 11.
WRITTEN: 1. [2.MD.8] 2. [2.MD.8] 4.
[2.OA.4] 5. [2.OA.4] 6. [2.OA.4] 11.
[2.NBT.5] 12. [2.NBT.7] 13. [2.NBT.5]
14. [2.NBT.7] 15. [2.MD.8] 16. [2.MD.8]
17. [2.OA.4] OPEN RESPONSE
[2.OA.1]
Part 2:
Math Boxes: [ 11-10↔Unit 12]; 1, 2, 4
[2.NBT.3]; 3, 5, 6 [Foundation]
11.9
11.10
Progress Check 11
To assess children’s progress on
mathematical content through the end
of Unit 11.
Progress Check 11
To assess children’s progress on
mathematical content through the end
of Unit 11.
30
31
32
11.10
 Project 8
 Math Lab
Weeks 27–29 (Lessons 11.1–11.10)
CCSS
Guiding Questions


SMP1–6
2.MD.8


What division number models represent this fact family?
Do these division number models mean the same thing? Why
or why not?
Will the Calculator always beat the Brain? Why or why not?
When is a calculator less efficient than solving a problem
in your head?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 12
Day
Lesson
Year•End Reviews and Extensions
Title/Objective
Review: Clock Skills
33
12.2
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
34
12.3
To provide experiences with
events on a timeline.
Practice Multiplication
Facts
35
12.4
To provide review and extend
shortcuts and strategies for
learning multiplication facts;
and to provide practice for
multiplication facts.
Division from
Multiplication
36
12.5
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
37
12.6
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.
Focus
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]
Getting Started: Mental Math and Reflexes [2.OA.2]
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]
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]
Weeks 29–31 (Lessons 12.1–12.8)
CCSS
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
2.OA.4
SMP1, 2, 4–
6, 8;
2.OA.2
2.OA.4
Guiding Questions





What do A.M. and P.M. mean when telling time?
Are 12:00 P.M. and 12:00 A.M. the same time of day?
Why is “half-past 8” a good name for 8:30?*
Why is “quarter-past 3” the same as 3:15?*
Why is “quarter-to 2”a good name for 1:45?*
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What other kinds of information could you represent on a
timeline?
When might you use a timeline in your life?
How does a timeline help you organize information?
What are other ways to represent data?
What other patterns do you notice in the Products Table?
How can you explain the 1-shortcut using examples from the
Products Table?
How can you explain the 0-shortcut using examples from the
Products Table?
Why are some math rules called shortcuts?
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SMP2, 4–7;
2.MD.10
2.MD.1
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Why do turn-around facts work for multiplication?
Why don’t turn-around facts work for division?
In addition to your fact triangles, what tools could you use to
help you solve these multiplication problems?
How do you decide which tools to use?
Why can you still answer questions about the distances
animals traveled without looking at the numbers?
What other types of data could you represent in a bar
graph?
How could you approximate the distances that fell between
two grid lines?
How can you get better at reading graphs?
Everyday Math Common Core Pacing Guide – Grade 2 Assessments in RED
Unit 12
Day
Lesson
Year•End Reviews and Extensions
Title/Objective
Focus
Weeks 29–31 (Lessons 12.1–12.8)
CCSS
Guiding Questions
 Memorial Day, No School
38
12.7
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
To assess children’s progress on
mathematical content through the
end of Unit 12.
39
40
41
12.8
 End of Year Test
 Math Lab
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.
ORAL/SLATE: 3, 4. [2.OA.1]
WRITTEN: 1-6. [2.MD.1] 7. [2.MD.8]
12. [2.G.2] 13. [2.NBT.1A, 2.NBT.1B]
21-22. [2.MD.7] OPEN RESPONSE:
[2.MD.1]
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]
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
SMP2, 4–6;
2.MD.9,
2.MD.10
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How do you find the mode on a line plot?
How could knowing the mode of a set of data be
helpful?
When would a tally chart be a better way to represent data?
When would a line-plot or bar graph be a better way to
represent data?