Grade 2 - New York City Department of Education

New York City

®

The University of Chicago School Mathematics Project

Planning Guide Grade

2 NEW YORK CITY DEPARTMENT OF EDUCATION

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The University of Chicago School Mathematics Project (UCSMP) Max Bell, Director, UCSMP Elementary Materials Component; Director, Everyday Mathematics First Edition James McBride, Director, Everyday Mathematics Second Edition Andy Isaacs, Director, Everyday Mathematics Third Edition Amy Dillard, Associate Director, Everyday Mathematics Third Edition Authors Jean Bell, Max Bell, John Bretzlauf, Amy Dillard, Robert Hartfield, Andy Isaacs, James McBride, Cheryl G. Moran*, Kathleen Pitvorec, Peter Saecker *Third Edition only Teachers in Residence Kathleen Clark, Patti Satz

www.WrightGroup.com

Technical Art Diana Barrie

Mathematics and Technology Advisor James Flanders

Editorial Assistant John Wray

ELL Consultant Kathryn B. Chval

Contributors Karina Block, Jan Haake

Copyright © 2010 by Wright Group/McGraw-Hill. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission from the publisher, unless otherwise indicated.

New York City Department of Education Joel I. Klein, Chancellor Dr. Marsha Lyles, Deputy Chancellor, Teaching and Learning Linda Curtis-Bey, Director of Mathematics and Science Lisa Emond, Elementary Mathematics Specialist Ilene Weiskopf, Math Coach Send inquiries to: NYC Department of Mathematics and Science 52 Chambers Street, Room 208 New York, New York 10007 212-374-0703

Printed in the United States of America. Send all inquiries to: Wright Group/McGraw-Hill P.O. Box 812960 Chicago, IL 60681 R00007655 1 2 3 4 5 6 7 8 9 RRDM 15 14 13 12 11 10 09

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Grade: 2

FINAL

Grade 2

Contents

Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Unit 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Unit 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Unit 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Unit 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

New York Grade 2 Everyday Mathematics ® Planning Guide

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Introduction 1 Teaching the Lesson and 3 Differentiation Options

This planning guide is designed to help you plan and pace instruction. It outlines the performance indicators, as laid out in the New York State Mathematics Standard 3, that are addressed in each lesson, and it includes notes to help you prepare your students for May testing.

The columns titled “1 Teaching the Lesson” and “3 Differentiation Options” are shaded to emphasize the connection between Part 1 and Part 3 of each lesson. The activities in Part 3 build ® Everyday Mathematics Planning Guide on the Key Concepts and Skills highlighted in Part 1. The link between specific Key Concepts Pyramids and Skills and their corresponding Part 3 activity Teacher Objectives To guide children as they construct pyramids and explore the relationship among the number of faces, edges, andorvertices in pyramids. activities is indicated by use of the See also… statements.

For each lesson, there is a table similar to the one shown here.

Grade 2 Pacing

5◆7

➊ Teaching the Lesson

➋ Ongoing Learning

Playing Beat the Calculator (Math Journal 1, p. 24; My Reference Book, pp. 124 and 125)

Key Concepts and Skills

DECEMBER (Lessons 4-10–5-9) DEC

• Construct 2-dimensional shapes using straws and twist-ties. [Geometry Goal 2] See also Readiness

Pacing

➌ Differentiation Options

& Practice

[Operations and Computation Goal 1]

• Construct pyramids using straws and twist-ties.

Math Boxes (Math Journal 1, p. 127)

[Geometry Goal 2]

Homework:

See also Enrichment • Describe different pyramids. [Geometry Goal 2]

See also Enrichment, ELL Support

Home Link 5-7 (Consumable Home Links, p. 97 or Math as e s, pp. pp 145 5 and a d Masters, 146)

READINESS Constructing Polygons out of Straws and Twist-Ties (Math Masters, pp. 147 and 148) [Geometry Goal 2] ENRICHMENT Discussing Pyramid Construction [Geometry Goal 2] ELL SUPPORT Discussing the Shapes Museum [Geometry Goal 2]

1 Teaching the Lesson

• Identify patterns and p among ong pyramids. relationships [Patterns, [Patte [Pa tterns tte rns,, Functions, rns Fu ns, and Part Algebra Goal Goa 1]

1 of each Everyday Mathematics ® lesson is called “Teaching the Lesson.” The Key Concepts and Skills listed in this column of the chart highlight the variety of mathematics that students may access in the lesson and show that each lesson has significant mathematics content for every student. The Key Concepts and Skills are linked to specific Grade-Level Goals.

The pacing column is aligned with the New York City school calendar. It can help you monitor your progress through the program, and it can serve as a reference as you develop weekly lesson plans.

N t Notes

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.G.2

Identify and appropriately name two-dimensional shapes: circle, square, rectangle, and triangle (both regular and irregular)

Working toward Grade 3 Standards: 3.G.1, 3.G.3, 3.G.4

➋ Ongoing Learning & Practice 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related ddition facts, inverse operations, addition doubles, and doubles plus one)

2.N.20 Develop readiness for multiplication by using repeated addition (For additional practice) Math Boxes: Extend Problem 5. Have children identify and share other counts they can use to find the total number of dots in the array.

2 Ongoing Learning & Practice

o solve 2.N.16 Use a variety of strategies to Part 2 of each Everyday Mathematics ® lesson oblems addition and subtraction problems mbers using one- and two-digit numbers is called “Ongoing Learning and Practice.” The with and without regrouping activities in Part 2 of the lesson provide essential pply review and practice for maintaining skills. Games 2.N.17 Demonstrate fluency and apply ts up addition and subtraction facts appropriate for revisiting mathematics skills, as to and including 18

well as Math Boxes and Home/Study Links, are included in this part of the lesson. Each activity is linked to a specific Grade-Level Goal.

Copyright © Wright Group/McGraw-Hill

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FINAL


Grade 2 Pacing

5◆4

Everyday Mathematics ® Planning Guide

Exploring Polygons, Arrays, and Attributes Teacher Objectives To review names and classify polygons; to develop readiness for multiplication; and to provide opportunities to explore similarities and differences of attribute blocks.




& Practice Key Concepts and Skills • Count the total number of cubes. [Number and Numeration Goal 1]

• Create and record cube arrays..

DECEMBER (Lessons 4-10–5-9)

[Operations and Computation 3 Differentiation Options Goal 4] ® • Name, compare, andisconstruct Part 3 of each Everyday Mathematics lesson called t polygons. [Geometry Goal 2] “Differentiation Options.” This section of the lesson See also Readiness, is designed to further address the individual needs of Enrichment, Extra Practice students; it includes additional beyond the • Sort resources attributes according to a scope of what is included inrule. Part[Patterns, 1. Part 3Functions, activities,and Algebra Goal 1] be used linked to specific Grade-Level Goals, can to supplement, modify, or adapt the lesson to meet students’ needs. The following types of activities can be found in Part 3 of the lessons: Readiness activities introduce or develop the lesson content to support students as they work with the Key Concepts and Skills in Part 1. The Readiness activities are highlighted in bold in this document to emphasize that these activities may be used before teaching Part 1 of the lesson to preview the content so that students are better prepared to engage in lesson activities. Enrichment activities provide ways for students to apply or further explore Key Concepts and Skills. Extra Practice activities provide students with additional practice opportunities with the Key Concepts and Skills. ELL Support activities are designed to promote development of language related to the Key Concepts and Skills.

Playing Dollar Rummy (Math Journal 1, p. 65; Math Masters, pp. 454 and 455 [Operations and Computation Goal 2]

M Math Boxes (Math Journal 1, p. 121) Jo

READINESS Identifying Pattern-Block Template Shapes (Math Master, pp. 137 and 138 [Geometry Goal 2] ENRICHMENT Investigating Polygons with Geoboards (Math Masters, p. 429 or 430)

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.20 Develop readiness for multiplication by using repeated addition 2.G.2


Notes

2.G.1 Experiment with slides, flips, and turns to compare two-dimensional shapes (For additional practice)

Before completing Naming Polygons by the [Number [N N and Numeration Number of Their Sides or EXTRA PRACTICE Finding G Goal 4] Angles, Math Journal 1, 2.G.3 Compose and decompose Shapes Around the Room page 120, draw large Homework: H two-dimensional shapes [Geometry Goal 2] polygons on cardstock (e.g., triangle, Home Link 5-4 2.G.4 Group objects by like properties quadrangle, pentagon, (Consumable Home (C ➋ Ongoing Learning & Practice and so on). Show Li Links, p. 91 or Math children a polygon. M Masters, p. 136) 2.N.14 Use concrete materials to justify Count the angles and num a number as odd or even the sides. Turn the 2.M.6 Know and recognize coins (penny, shape a different way. Count the angles and nickel, dime,, quarter) and bills sides. Flip the shape a The specific performance indicators from the New different way. Count the angles and sides. Ask York State Mathematics Standard 3 that link to the As of spring, 2010, the New York State Grades 1 and 2 Testing children whether turning mathematical content of Part 1 and Part 3 of each or flipping theinshape Program for mathematics will be May. All the mathematics lesson are shown at the top of this column. The changes the number test-related content performance indicators at each grade level of angles or sides. performance indicators are listed in the order in which W Writing/Reasoning

[Geometry Goal 2]

New York State Mathematics Standards

Notes

they appear in the NYS Mathematics Core Curriculum. The performance indicators that link to the mathematical content of Part 2 of each lesson are shown at the bottom of this column and are listed in the order in which the corresponding activities in the lesson appear. The process standards are infrequently highlighted because they are “integrated throughout all the concepts taught during the school year.”

are now categorized as September-April or May-June.

Using the suggestions in this column will help ensure preparation for these important mathematics assessments. All suggestions at Grades 1 and 2 appear prior to the following lessons: Grade 1: Lesson 9-8 Grade 2: Lesson 11-5 These suggestions provide additional practice for specific New York State Mathematics Standard 3 performance indicators at these grade levels.

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FINAL


Grade 2

SEPTEMBER (Lessons 1-1–2-1)

Pacing

1◆1


Math Message and Number Sequences Teacher Objectives To introduce the Math Message routine; and to review number sequences and number lines.




& Practice Key Concepts and Skills

Homework:

• Count on by ones. [Number and

Home Link 1-1 Family Letter (Consumable Home Links, pp. 1–4 or Math Masters, pp. 3–6)

Numeration Goal 1]

• Read and write numbers to 10s, 100s, and 1,000s. [Number and Numeration Goal 2]

See also ELL Support • Compare and order numbers on a number line. [Number and Numeration Goal 7]

See also Readiness, Enrichment

READINESS Playing NumberLine Squeeze (Math Masters, p. 464) [Number and Numeration Goal 7] ENRICHMENT Counting with Roman Numerals [Number and

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.5

Compare and order numbers to 100

2.N.9

Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or hundreds chart)

2.A.2

Describe and extend increasing or decreasing (⫹, ⫺) sequences and patterns (numbers or objects up to 100)

Numeration Goal 7]

ELL SUPPORT Discussing the Mathematics All Around Bulletin Board [Number and Numeration Goal 2]

Notes

2.N.10 Use and understand verbal ordinal terms (For additional practice) Number of School Day Routine: To elicit ordinal numbers, pose questions such as the following: If today is the first day of school, what will tomorrow be? If tomorrow will be the second day of school, what will the next day be?

➋ Ongoing Learning & Practice


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Grade 2 Pacing


Tools and Coins

1◆2

Teacher Objectives To introduce the tool kits; and to guide children as they find the values of coin combinations.






p. 2

• Count by 1s, 5s, and 10s using coins. [Number and Numeration

Exploring the PatternBlock Template [Geometry Goal 2]

Goal 1]

See also Extra Practice • Use a counting-up strategy to calculate the total value of coin combinations. [Operations and Computation Goal 2]

• Calculate the values of coin combinations. [Operations and Computation Goal 2]

READINESS Sorting and Counting Coins (Math Masters, p. 7) [Operations and Computation Goal 2]

ENRICHMENT Finding Equivalent Coins (Math Journal 1, p. 2) [Operations and Computation Goal 2]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.N.1

Skip count to 100 by 2’s, 5’s, 10’s

2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20) 2.M.8 Identify equivalent combinations to make one dollar

EXTRA PRACTICE Counting by Fives in Literature [Number and


Numeration Goal 1]

2.G.2




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Grade 2 Calendars and Clocks

1◆3 Pacing


Teacher Objectives To review months, weeks, and days; and to review telling time.






• Use probability terms to describe events. [Data and Chance Goal 3]

Telling Time on Clocks (Math Journal 1, p. 4) [Measurement and Reference Frames 6]

• Name days in a week. [Measurement and Reference Frames Goal 3]

• Tell and show time to the nearest half-hour. [Measurement and Reference Frames Goal 6]

See also Enrichment, ELL Support • Describe calendar patterns and use them to solve problems. [Patterns, Functions, and Algebra Goal 1]



READINESS Listening for Your Number [Number and Numeration Goal 7] ENRICHMENT Listing My Activities (Math Masters, p. 8) [Measurement and Reference Frames Goal 6]

ELL SUPPORT Using the Language of Time and Events [Measurement and Reference Frames Goal 6]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.10 Use and understand verbal ordinal terms 2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks

➋ Ongoing Learning & Practice 2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks

Notes

2.N.11 Read written ordinal terms (first through ninth) and use them to represent ordinal relations (To additional practice) Readiness: Write the instructions for the Readiness activity in the Teacher’s Lesson Guide, page 32, on a blank transparency or on the board. Underline the ordinal number. Show children the instructions one at a time, and have them read and follow the directions.

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Grade 2 Pacing


Partner Study Routines

1◆4

Teacher Objectives To provide practice with addition facts; and to establish partnership principles.






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• Compare numbers in Addition Top-It. [Number and Numeration Goal 7]

See also Readiness

Exploring Number-Grid Patterns (Math Masters, p. 416) [Number and Numeration Goals 1 and 7; Patterns, Functions, & Algebra Goal 1]

• Use Addition Top-It to practice addition facts. [Operations and Computation Goal 1]

See also Readiness • Write number sentences. [Patterns, Functions, and Algebra Goal 2]


READINESS Playing Addition Top-It with Pennies [Number and

➊ Teaching the Lesson and ➌ Differentiation Options

Numeration Goal 7; Operations and Computation Goal 1]

2.N.8

ENRICHMENT Playing Coin Top-It (Math Masters, p. 452 or 453) [Operations and Computation Goal 2]

Understand and use the commutative property of addition

2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18

➋ Ongoing Learning & Practice 2.A.2

Notes

2.N.2 Count back from 100 by 1’s, 5’s, 10’s using a number chart (For additional practice) Exploring Number-Grid Patterns: Using the number grid chart, identify 100 and count back from 100 to 1 by 1s. Identify 100 and count back from 100 to 0 by 5s. Identify 100 and count back from 100 to 0 by 10s.

Describe and extend increasing or decreasing (⫹,⫺) sequences and patterns (numbers or objects up to 100)



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Grade 2

Grouping by Tens—$1, $10, $100

Pacing

1◆5

Teacher Objectives To provide review for grouping by tens; and to provide practice exchanging $1, $10, and $100 bills.




& Practice Key Concepts and Skills • Count on by 1s, 10s, and 100s. [Number and Numeration Goal 1]

• Use counting up to calculate the value of bill combinations.




See also Enrichment

Playing the Money Exchange Game or Addition Top-It (Math Masters, pp. 449 and 458–461) [Measurement and Reference Frames Goal 4; Number and Numeration Goals 1 and 7; Operations and Computation Goal 1]

• Make exchanges among bills. [Measurement and Reference Frames Goal 4]

See also Readiness

READINESS Playing PennyNickel Exchange [Measurement and Reference Frames Goal 4] ENRICHMENT Finding Number Grid Number Combinations to 100 (Math Masters, p. 417)



2.N.6

Develop an understanding of the base ten system: 10 ones ⫽ 1 ten 10 tens ⫽ 1 hundred 10 hundreds ⫽ 1 thousand


2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20)

Notes

2.N.2 Count back from 100 by 1’s, 5’s, 10’s using a number chart (For additional practice) Mental Math and Reflexes: Using the number grid chart, identify 100 and count back from 100 to 1 by 1s. Identify 100 and count back from 100 to 0 by 10s.

2.M.7 Recognize the whole dollar notations as $1, etc.

➋ Ongoing Learning & Practice 2.N.1


2.N.6


2.N.5


2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18



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Grade 2 Pacing


Math Boxes

1◆6

Teacher Objectives To introduce My Reference Book; and to introduce the Math Boxes routine.






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• Count objects. [Number and Numeration Goal 1]

• Explore money equivalencies. [Measurement and Reference Frames Goal 4]

Playing Penny Plate (Math Masters, p. 468; My Reference Book, pp. 146 and 147) [Number and Numeration Goal 1; Operations and Computation Goal 1]

• Explore analog and digital time pieces. [Measurement and Reference Frames Goal 6]

READINESS Playing TwoFisted Penny Addition [Operations and Computation Goal 1]

EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 9, 23, 32, and 33) [Operations and Computation Goals 1 and 2]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10 and $20) 2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks

➋ Ongoing Learning & Practice 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one)



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Grade 2

Working in Small Groups

1◆7 Pacing


Teacher Objectives To establish rules for working in small groups; and to review number patterns and sequences.



& Practice Key Concepts and Skills • Count on by 2s, 5s, and 10s on the number grid. [Number and Numeration Goal 1]

See also Readiness • Write numbers to 1,000s.



[Number and Numeration Goal 2]

• Identify odd and even numbers on the number grid. [Number and Numeration Goal 4]

See also ELL Support • Use the number grid to find 1 more, 1 less, 10 more, or 10 less. [Patterns, Functions,

Playing Addition Top-It (Math Masters, p. 449; My Reference Book, pp. 122 and 123) [Number and Numeration Goals 1 and 7; Operations and Computation Goal 1]

Math Boxes (Math Journal 1, p. 8) Writing/Reasoning [Number and Numeration Goal 1; Patterns, Functions, and Algebra Goal 1]

and Algebra Goal 1]

See also Readiness, Enrichment, Extra Practice

READINESS Counting on the Number Grid (Math Masters, p. 11) [Patterns, Functions, and Algebra Goal 1]



2.N.9

Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart)

ENRICHMENT Making Individual Number Scrolls in the Thousands (Math Masters, p. 10) [Patterns, Functions, and Algebra Goal 1] EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 3, 5, 7, 27, 29, and 31) [Patterns, Functions, and Algebra Goal 1]

2.N.13 Recognize the meaning of zero in the place value system (0–100) 2.A.2

ELL SUPPORT Building a Math Word Bank—odd, even [Number and Numeration Goal 4]

Describe and extend increasing and decreasing (⫹,⫺) sequences and patterns (numbers or objects up to 100)

Notes

2.N.2 Count back from 100 by 1’s, 5’s, 10’s using a number chart (For additional practice) Exploring Counting Patterns on the NumberGrid Poster: Using the number grid chart, identify 100 and count back from 100 to 1 by 1s. Identify 100 and count back from 100 to 0 by 5s. Identify 100 and count back from 100 to 0 by 10s.



2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18 2.A.2




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Grade 2 Pacing


Number Grids

1◆8

Teacher Objective To guide children as they explore place-value patterns on number grids.




& Practice Key Concepts and Skills • Count on the number grid. [Number and Numeration Goal 1]


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• Use place-value skills to complete number-grid puzzles. [Number and Numeration Goal 2]

Playing the Number-Grid Game (Math Masters, p. 418; My Reference Book, pp. 142 and 143) [Patterns, Functions, and Algebra Goal 1]


• Use patterns to complete number-grid puzzles. [Patterns,

READINESS Filling In Pieces of a Number Grid (Math Masters, pp. 12 and 417) [Patterns, Functions, and Algebra Goal 1]

ENRICHMENT Making NumberGrid Puzzle Pieces (Math Masters, p. 13) [Patterns,



2.N.2

Count back from 100 by 1’s, 5’s, 10’s, using a number chart

2.N.9


Functions, and Algebra Goal 1]


See also Readiness, Enrichment • Identify patterns on the number grid. [Patterns, Functions, and

Notes


Algebra Goal 1]





2.N.13 Recognize the meaning of zero in the place value system (0–100)



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Grade 2

Equivalent Names for Numbers

1◆9 Pacing


Teacher Objectives To provide experiences with giving equivalent names for numbers; and to review calculator use.



& Practice Key Concepts and Skills • Count on by 2s and 10s on the calculator. [Number and Numeration Goal 1]



• Write equivalent names for numbers. [Number and Numeration Goal 5]


Solving Hundreds-Tensand-Ones Problems (Math Journal 1, p. 12) [Number and Numeration Goal 2; Operations and Computation Goal 2]


• Write equivalent names for numbers using facts; use facts to solve Broken Calculator problems. [Operations and Computation Goal 1]

READINESS Illustrating Equivalencies Using Pan Balance and Identical Objects [Number and Numeration Goal 5] ENRICHMENT Solving Calculator Place-Value Puzzles [Number and Numeration Goal 5]


Notes



2.N.2

Count back from 100 by 1’s, 5’s, and 10’s using a number chart

2.N.7

Use a variety of strategies to compose and decompose two-digit numbers

2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one)






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Grade 2 Pacing

1◆10


Counting Patterns Teacher Objective To guide children as they count and look for patterns on the calculator.






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• Count by 6s, 7s, and 4s on the calculator. [Number and Numeration Goal 1]

See also Enrichment • Identify the ones digit in numbers. [Number and

Solving Broken Calculator Problems (Math Journal 1, p. 15) [Operations and Computation Goal 1]

Math Boxes (Math Journal 1, p. 16) Writing/Reasoning

Numeration Goal 2]

• Identify patterns in counts and use the patterns to answer questions. [Patterns, Functions,

READINESS Counting by 2s, 5s, and 10s [Number and Numeration Goal 1]

ENRICHMENT Solving Calculator-Count Problems (Math Masters, pp. 14 and 416) [Number and Numeration Goal 1]



2.N.2

Count back from 100 by 1’s, 5’s, 10’s using a number chart

2.A.2



and Algebra Goal 1]



Notes




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Grade 2 Pacing

1◆11


Relations (⬍, ⬎, ⫽) and Home Links

Teacher Objectives To provide experiences with comparing numbers using the relation symbols ⬍, ⬎, and ⫽; and to introduce Home Links.



& Practice Key Concepts and Skills • Compare numbers. [Number



and Numeration Goal 7]

See also Readiness, Enrichment • Calculate and compare the values of combinations of coins. [Operations and Computation Goal 2]

• Read, write, and explain ⬍, ⬎, and ⫽ symbols. [Patterns, Functions, and Algebra Goal 2]

Playing Addition Top-It (Math Masters, p. 449; My Reference Book, pp. 122 and 123) [Number and Numeration Goals 1 and 7; Operations and Computation Goal 1]

Math Boxes (Math Journal 1, p. 18) Homework: Home Link 1-11 (Consumable Home Links, pp. 5 and 6 or Math Masters, pp. 15 and 16; My Reference Book)



READINESS Showing Equalities and Inequalities with a Pan Balance [Number and Numeration Goal 7] ENRICHMENT Playing Number Top-It (5-Digit Numbers) (Math Masters, pp. 465 and 466)


Notes



2.A.1

Use the symbols ⬍, ⬎, or ⫽ (with and without the use of a number line) to compare whole numbers up to 100


2.M.5 Compare and order objects, using lighter than and heavier than




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8/3/07

5:11:18 PM


Grade 2 1 12 ◆


Exploring Temperatures, Base-10 Structures, and Dominoes Teacher Objectives To guide children as they read and display temperatures, combine values of ones, tens, and hundreds using base-10 blocks, and explore

Pacing

additions facts on dominoes.



& Practice Key Concepts and Skills • Count by 1s, 10s, and 100s with base-10 blocks. [Number and Numeration Goal 1]



• Use dominoes to identify equivalent names for numbers. [Number and Numeration Goal 5]

• Practice addition facts with dominoes. [Operations and Computation Goal 1]

• Read a thermometer and record the temperature. [Measurement and Reference Frames Goal 5]

Playing Addition Top-It (Math Masters, p. 449; My Reference Book, pp. 122 and 123) [Number and Numeration Goal 7; Operations and Computation Goal 1]

Math Boxes (Math Journal 1, p. 19) Homework: Home Link 1-12 (Consumable Home Links, p. 7 or Math Masters, p. 20)

See also Readiness, ELL Support

READINESS Making a Base-10 Blocks Thermometer [Measurement and Reference Frames Goal 5] EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 10, 41, 97, and 136) [Operations and Computation Goal 1; Measurement and Reference Frames Goal 5] ELL SUPPORT Labeling the Thermometer—hot, cold, warm, cool, freezing, boiling [Measurement and Reference Frames Goal 5]



2.N. 7 Use a variety of strategies to compose and decompose two-digit numbers 2.N.8



Notes

2.N.3 Skip count by 3’s to 36 for multiplication readiness 2.N.4 Skip count by 4’s to 48 for multiplication readiness (For additional practice) Mental Math and Reflexes: Count by 3s. Start at 3; Count by 4s. Start at 4


➋ Ongoing Learning & Practice 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18



p. 13

7/31/07 2:54:32 PM


Grade 2 Pacing

2◆1


Addition Number Stories Teacher Objective To guide children as they make up, represent, and solve addition number stories.




& Practice Key Concepts and Skills • Solve number stories involving addition. [Operations and


p. 14

Computation Goal 1]

See also Readiness, Enrichment • Write number stories that involve parts-and-total and change situations. [Operations and Computation Goal 4]

• Write number models to summarize number stories. [Patterns, Functions, and Algebra Goal 2]

Completing Number-Grid Puzzles (Math Journal 1, p. 22) [Number and Numeration Goal 1; Patterns, Functions, and Algebra Goal 1]


READINESS Joining Objects [Operations and Computation Goal 1] ENRICHMENT Making a Number Stories Bulletin Board or Book (Math Masters, p. 419) [Operations and Computation Goal 1]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18

Notes

2.N.14 Use concrete materials to justify a number as odd or even (For additional practice) Math Boxes: Add the following Writing/ Reasoning prompt: Have children write a response to the following: For Problem 1, use counters to determine whether the sum is odd or even. Justify (explain) your answer in writing.



2.N.2




8/3/07 3:13:06 PM


Addition Number Stories (continued) Teacher Objective To guide children as they make up, represent, and solve addition number stories.




Pacing

2◆1




New York State Mathematics Standards 2.N.9

Notes




p. 15

7/31/07 2:54:36 PM


Grade 2 Pacing

2◆2


Review “Easy” Addition Facts Teacher Objectives 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.




& Practice Key Concepts and Skills • Discuss ⫹0 and ⫹1 facts shortcuts. [Operations and Computation Goal 1]

See also Enrichment

OCTOBER (Lessons 2-2–3-4)

p. 16

• Use Beat the Calculator to practice facts. [Operations and Computation Goal 1]

Finding Distances on a Number Grid (Math Journal 1, p. 25) [Number and Numeration Goal 1; Operations and Computation Goal 2]

Math Boxes (Math Journal 1, p. 26) Homework:

See also Readiness • Identify patterns in addition facts. [Patterns, Functions, and Algebra Goal 1]

• Identify patterns for ⫹0 and ⫹1 facts. [Patterns, Functions, and

Home Link 2-2 (Consumable Home Links, p. 15 or Math Masters, p. 26)

Algebra Goal 1]

READINESS Domino Top-It (My Reference Book, pp. 122 and 123) [Operations and Computation Goal 1]

ENRICHMENT Writing ⫹0 and ⫹1 Number Stories (Math Masters, p. 419) [Operations and Computation Goal 1]



2.N.12 Use zero as the identify element for addition 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18



Notes

2.N.14 Use concrete materials to justify a number as odd or even (For additional practice) Readiness: Have children turn over a domino, and ask them to place each domino in one of two groups, odd or even. 2.N.12 Use zero as the identity element for addition (For additional practice) After reviewing ⫹0 shortcuts, have children make up ⫹0 number sentences and trade them with a partner to solve.



8/3/07 3:13:07 PM


Grade 2 Pacing

2◆3

Doubles Facts Teacher Objective To review and provide practice for doubles facts.




& Practice Key Concepts and Skills • Use the Addition/Subtraction Fact Table to practice facts. [Operations and Computation Goal 1]

See also ELL Support



• Solve facts involving doubles.

Playing Doubles or Nothing (Math Masters, p. 456) [Operations and Computation Goal 1]



[Patterns, Functions, and Algebra Goal 2]

See also Readiness, Extra Practice, ELL Support

Homework:

• Identify patterns in Addition/ Subtraction Facts Table. [Patterns, Functions, and Algebra Goal 1]

READINESS Representing Doubles [Operations and Computation Goal 1]


See also Enrichment

ENRICHMENT Finding Patterns in the Facts Table (Math Masters, p. 421) [Patterns, Functions, and Algebra Goal 1] EXTRA PRACTICE Finding Doubles in Literature [Operations and Computation Goal 1]

ELL SUPPORT Building a Math Word Bank—sum [Operations and Computation Goal 1]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.12 Use zero as the identify element for addition 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18


2.N.12 Use zero as the identity element for addition (For additional practice) At the bottom of Math Journal 1, page 28, have children draw two examples of a ⫹0 domino and write a number model to represent the domino dots.

➋ Ongoing Learning & Practice 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.A.1


Notes

Use the symbols ⬍, ⬎, ⫽ (with and without the use of a number line) to compare whole numbers up to 100

p. 17

7/31/07 2:54:37 PM


Grade 2 Pacing

2◆4


Turn-Around Facts and the ⫹9 Shortcut Teacher Objectives 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.




& Practice Key Concepts and Skills • Identify and use patterns to solve ⫹9 facts. [Patterns, Functions, and Algebra Goal 1]

See also Readiness • Identify and use patterns on a number grid. [Patterns,


p. 18


See also Extra Practice • Explore the turn-around rule for facts. [Patterns, Functions, and Algebra Goal 3]

Playing Beat the Calculator (Math Journal 1, p. 24) [Operations and Computation Goal 1; Number and Numeration Goal 1]

Math Boxes (Math Journal 1, p. 32) Writing/Reasoning [Operations and Computation Goal 4; Patterns, Functions, and Algebra Goal 1]

Homework: Home Link 2-4 (Consumable Home Links, p. 19 or Math Masters, p. 28)

READINESS Demonstrating the ⫹9 Shortcut with Frames and Counters (Math Masters, p. 422) [Patterns, Functions, and


Algebra Goal 1]

EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 24 and 80) [Patterns, Functions, and Algebra Goal 1] ELL SUPPORT Building a Math Word Bank—turn-around facts [Operations and Computation Goal 1]



Notes

2.N.19 Use compensation to add 2-digit numbers (For additional practice) Introducing the ⫹9 Shortcut: Using the number grid as a tool, have children use the ⫹9 shortcut with two-digit numbers.

➋ Ongoing Learning & Practice 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18 2.A.2




8/3/07 3:13:09 PM


Grade 2 Pacing

2◆5

Addition Strategies That Use Doubles Facts Teacher Objective To provide opportunities for children to explore and practice doubles-plus-1 and doubles-plus-2 facts.




& Practice Key Concepts and Skills • Practice doubles facts. [Operations and Computation Goal 1]



See also Readiness, Enrichment • Develop and practice strategies for addition that use doubles facts. [Operations and Computation Goal 1]

• Use doubles patterns to practice facts. [Patterns, Functions, and Algebra Goal 1]

Playing Domino Top-It [Operations and Computation Goal 1; Number and Numeration Goal 1]

Cutting Out Fact Triangles (Math Journal 1, Activity Sheets 1 and 2) Math Boxes (Math Journal 1, p. 34) Homework: Home Link 2-5 (Consumable Home Links, p. 21 or Math Masters, p. 29)

READINESS Designing a Doubles Facts Book [Operations and Computation Goal 1] ENRICHMENT Exploring Calculator Doubles (Math Masters, p. 30) [Operations and Computation Goal 1]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18

➋ Ongoing Learning & Practice 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18



p. 19

7/31/07 2:54:39 PM


Grade 2 Pacing

2◆6


Subtraction from Addition Teacher Objectives To review the ⫺0 and ⫺1 shortcuts; and to guide children to identify the subtraction facts related to given addition facts.




& Practice Key Concepts and Skills • Practice subtraction facts. [Operations and Computation Goal 1]



p. 20

• Use dominoes to model related addition and subtraction facts. [Operations and Computation Goal 1]

See also Readiness • Identify and use patterns to solve subtraction facts.

Practicing Addition Facts (Math Journal 1, p. 24) [Operations and Computation Goal 1; Number and Numeration Goal 1]



See also Readiness • Use symbols to write number sentences for fact families. [Patterns, Functions, and Algebra Goal 2]


READINESS Exploring Domino Facts (Math Masters, p. 32)



2.N.8

ENRICHMENT Exploring Dice Subtraction with Negative Differences (Math Masters, p. 33) [Operations and Computation Goal 1]



2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18

Notes

2.N.14 Use concrete materials to justify a number as odd or even (For additional practice) Math Boxes: Add the following Writing/ Reasoning prompt: Have children write a response to the following: For Problem 3, use counters to determine whether the sums are odd or even. Justify (explain) your answer in writing. Explain the pattern.




8/3/07 3:13:11 PM


Grade 2 27 ◆


Fact Families Teacher Objectives To demonstrate the inverse relationship between addition and subtraction; and to provide practice for addition and subtraction facts for sums

Pacing

up to and including 10.



& Practice Key Concepts and Skills • Practice basic facts in the context of Fact Triangles. [Operations and Computation Goal 1]



See also Readiness, Enrichment • Use symbols to write number sentences for fact families. [Patterns, Functions, and Algebra Goal 2]

• Construct fact families (using the turn-around rule for addition). [Patterns, Functions, and Algebra Goal 3]


Solving Subtraction Number Stories (Math Journal 1, p. 37) [Operations and Computation Goal 1]

Math Boxes (Math Journal 1, p. 38) Writing/Reasoning [Patterns, Functions, and Algebra Goal 2]

Homework: Home Link 2-7 (Consumable Home Links, pp. 25 and 26 or Math Masters, pp. 34 and 35)

READINESS Solving Subtraction Facts with Counters [Operations and Computation Goal 1] ENRICHMENT Finding Subtraction Mystery Numbers (Math Masters, p. 36) [Operations and Computation Goal 1]

ELL SUPPORT Making a Fact Family Chain [Patterns, Functions, and Algebra Goal 3]




2.G.1 Experiment with slides, flips, and turns to compare two-dimensional shapes


2.G.5 Explore and predict the outcome of slides, flips, and turns of twodimensional shapes


(For additional pratice)



Notes

Math Boxes: Explain to children what it means to “flip” a shape. Add the following Writing/ Reasoning prompt: Have children write a response to the following: Explain what the shape that you drew in Problem 1 would look like if you flipped it. How is it similar to the shape you drew in Problem 1? How is it different?

p. 21

7/31/07 2:54:41 PM


Grade 2 28 ◆

p. 22


Exploring Weights, Scales, Equal Groups Teacher Objectives To guide children as they use a pan balance and spring scale, to experience the ounce/pound relationship, and find the total number of

Pacing

objects in equal groups.



& Practice Key Concepts and Skills • Use repeated addition to solve equal groups problems. [Operations and Computations Goal 4]



• Use a spring scale to weigh objects that are about 1 pound. [Measurement and Reference Frames Goal 1]

See also Readiness, Enrichment, Extra Practice • Model the relationship between two objects. [Patterns, Functions, and Algebra Goal 2]

Playing Beat the Calculator (Math Journal 1, p. 24; My Reference Book, pp. 124 and 125) [Operations and Computation Goal 1; Number and Numeration Goal 1]

READINESS Comparing Weight [Measurement and Reference Frames Goal 1]

ENRICHMENT Estimating Weight [Measurement and Reference Frames Goal 1]


EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 61 and 62) [Measurement and

Writing/Reasoning

Reference Frames Goal 1]

[Number and Numeration Goal 1; Patterns, Functions, and Algebra Goal 1]


New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.20 Develop readiness for multiplication by using repeated addition 2.M.4 Recognize mass as a qualitative measure (e.g., Which is heavier? Which is lighter?) 2.M.5 Compare and order objects, using lighter than and heavier than


Notes

2.M.5 Compare and order objects, using lighter than and heavier than (For additional practice) Exploration A: Have children record their findings on a sheet of paper, using the words heavier than and lighter than. is heavier than is lighter than

. .




8/3/07 3:13:13 PM


Grade 2 Pacing

2◆9


Name Collections Teacher Objective To review the concept that a number can be named in many ways.



& Practice Key Concepts and Skills • Generate equivalent names for numbers in a name-collection box. [Number and Numeration Goal 5]




• Use addition and subtraction facts in the Name That Number game. [Operations and Computation Goal 1]

• Use symbols to write number sentences for Name That Number. [Patterns, Function,

Solving Pan-Balance Problems (Math Journal 1, pp. 42 and 43) [Measurement and Reference Frames Goal 1]

Math Boxes (Math Journal 1, p. 44) Homework: Home Link 2-9 (Consumable Home Links, pp. 29 and 30 or Math Masters, pp. 40 and 41)

and Algebra Goal 2]

READINESS Playing TwoFisted Penny Addition [Number and Numeration Goal 5] ENRICHMENT Exploring NameCollection Boxes (Math Masters, pp. 42 and 422) [Number and Numeration Goal 5]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping

Notes

2.M.5 Compare and order objects, using lighter than and heavier than (For additional practice) Using Math Journal 1, page 42, have children name the objects in order from the lightest to the heaviest. List objects on the board.

2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18 2.R.1

Use multiple representations, including verbal and written language, acting out or modeling a situation, drawing, and/or symbols as representations

➋ Ongoing Learning & Practice 2.M.4 Recognize mass as a qualitative measure (e.g., Which is heavier? Which is lighter?) 2.M.5 Compare and order objects, using lighter than and heavier than



p. 23

7/31/07 2:54:42 PM


Grade 2 2 10 ◆

p. 24


Frames-and-Arrows Routines Teacher Objective 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

Pacing

number sequence.



& Practice Key Concepts and Skills • Practice facts in Frames-andArrows problems. [Operations and Computation Goal 1]

See also Enrichment



• Use patterns to find rules for Frames-and-Arrows problems. [Patterns, Functions, and Algebra Goal 1]


Playing Name That Number (Math Masters, p. 462) [Number and Numeration Goal 5; Operations and Computation Goal 1; Patterns, Functions, and Algebra Goal 2]

Algebra Goal 1]



Homework:

• Find missing numbers and rules for Frames-and-Arrows problems. [Patterns, Functions, and Algebra Goal 1]

See also Enrichment

READINESS Counting on a Number Line (Math Masters, p. 46) [Patterns, Functions, and

Home Link 2-10 (Consumable Home Links, pp. 31 and 32 or Math Masters, pp. 44 and 45)

• Count on and back by 1s, 2s, 3s, 5s, and 10s. [Number and Numeration Goal 1]

ENRICHMENT Making Up Frames-and-Arrows Problems (Math Masters, p. 424) [Patterns,

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.A.2



Notes

2.N.10 Use and understand verbal ordinal terms (For additional practice) Use the Frames-andArrows problems on Math Masters, p. 43 to review ordinal numbers. Ask children to describe the location of the frames that have a numeral already written in them. For example: In Problem 2, in which frame does the number 20 appear? [third]




8/3/07 3:13:15 PM


Grade 2 2 11 ◆


“What’s My Rule?” Routines Teacher Objective To provide experiences with identifying missing numbers in number pairs that are generated by a rule, and determining the rule used to

Pacing

generate number pairs



& Practice Key Concepts and Skills • Practice facts in “What’s My Rule?” problems. [Operations and Computation Goal 1]

• Use patterns to find rules for “What’s My Rule?” problems.




See also Readiness, Enrichment • Find missing numbers and rules for “What’s My Rule?” problems. [Patterns, Functions, and Algebra Goal 1]

See also Enrichment

Practicing with ⫹, ⫺ Fact Triangles [Operations and Computation Goal 1; Patterns, Functions, and Algebra Goals 2 and 3]


READINESS Fishing For The Rule [Patterns, Functions, and Algebra Goal 1] ENRICHMENT Creating “What’s My Rule?” Tables (Math Masters, p. 426) [Patterns, Functions, and Algebra Goal 1]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one)



Homework:

2.A.2


Notes





p. 25

7/31/07 2:54:44 PM


Grade 2 Pacing

2◆12


Counting Strategies For Subtraction Teacher Objective To review, develop, and provide practice for subtraction strategies.




& Practice Key Concepts and Skills • Count up and back by 1s. [Number and Numeration Goal 1]


p. 26

• Use addition and subtraction facts to solve subtraction problems. [Operations and Computation Goal 1]

See also Extra Practice, ELL Support • Use Fact Triangles to practice facts. [Operations and Computation Goal 1]

See also Extra Practice • Use counting-up and countingback strategies for subtraction. [Operations and Computation Goal 2]

See also Enrichment

Playing Beat the Calculator (Math Journal 1, p. 24) [Operations and Computation Goal 1; Number and Numeration Goal 1]

Cutting Out ⫹, ⫺ Fact Triangles (Math Journal 1, Activity Sheets 3 and 4) Math Boxes (Math Journal 1, p. 49) Writing/Reasoning [Operations and Computation Goal 1]

READINESS Playing the Difference Game (My Reference Book, pp. 130 and 131) [Operations and Computation Goal 1]

ENRICHMENT Playing the Number-Grid Difference Game (Math Masters, p. 463; My Reference Book, pp. 140 and 141) [Operations and Computation Goals 1 and 2] EXTRA PRACTICE Math Minute⫹ (Math Minute⫹, p. 39)

Homework:



ELL SUPPORT Building a Math Word Bank—difference [Operations and Computation Goal 1]




Notes

2.N.2 Count back from 100 by 1’s, 5’s, 10’s using a number chart (For additional practice) Before reviewing the Counting-Back Strategy for Subtraction, have chidren orally count back from 100, using a number chart.




8/3/07 3:13:16 PM


Grade 2 Pacing

2◆13


Shortcuts for “Harder” Subtraction Facts Teacher Objective To guide children as they discover and practice shortcuts for subtracting 9 or 8 from any number.



& Practice Key Concepts and Skills • Solve ⫺8 and ⫺9 subtraction facts. [Operations and Computation Goal 1]

See also Readiness



• Use ⫺8 and ⫺9 facts to solve 2-digit by 1-digit subtraction problems. [Operations and Computation Goal 2]

• Use patterns in subtraction facts to solve ⫺8 and ⫺9 facts. [Patterns, Functions, and Algebra Goal 1]

Practicing with ⫹, ⫺ Fact Triangles [Operations and Computation Goal 1; Patterns, Functions, and Algebra Goals 2 and 3]


READINESS Using a TenFrame Card to Demonstrate the ⫺9 and ⫺8 Shortcuts (Math Masters, p. 422) [Operations and Computation Goal 1] EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 24, 41, and 42) [Operations and Computation Goal 1]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18






p. 27

7/31/07 2:54:46 PM


Grade 2 Pacing

3◆1


Numeration and Place Value Teacher Objective To review place value in 2-digit and 3-digit numbers.




& Practice Key Concepts and Skills • Count by 1s, 10s, and 100s with base-10 blocks. [Number and Numeration Goal 1]


p. 28

• Explore place-value concepts with base-10 blocks; read and write 2- and 3-digit numbers. [Number and Numeration Goal 2]

See also Readiness, Enrichment • Build numbers with base-10 blocks in preparation for modeling addition strategies.

Playing the Digit Game (My Reference Book, pp. 132 and 133) [Number and Numeration Goal 2]


READINESS Counting Practice [Number and Numeration Goal 2] ENRICHMENT Creating 3-Digit Numbers [Number and Numeration Goal 2]



Homework:

2.N.7







2.N.6


Notes

2.N.14 Use concrete materials to justify a number as odd or even (For additional practice) Math Boxes: Add the following Writing/ Reasoning prompt: Have children write a response to the following: For Problem 6, use counters to determine whether the sums are odd or even. Justify (explain) your answer in writing.



8/3/07 3:13:20 PM


Grade 2 Pacing

3◆2


Using Coins to Buy Things Teacher Objectives To review coin values and exchanges among coins; and to provide experiences with finding coin combinations needed to pay for items.



& Practice Key Concepts and Skills • Count by 5s, 10s, and 25s.




• Use dollars-and-cents notation. [Number and Numeration Goal 2]

• Calculate coin combinations. [Operations and Computation Goal 2]

See also Enrichment • Exchange coins and dollar bills. [Measurement and

Playing Spinning for Money (Math Journal 1, p. 55, Math Masters, p. 472) [Measurement and Reference Frames Goal 4]






READINESS Playing PennyNickel Exchange or PennyDime-Dollar Exchange (Math Masters, p. 428) [Measurement and Reference Frames Goal 4] ENRICHMENT Writing Fruit and Vegetables Stand Number Stories (Math Journal 1, p. 56; Math Masters, p. 419) [Operations and Computation Goal 2] ELL SUPPORT Building a Math Word Bank—penny, nickel, dime, and quarter [Measurement and Reference Frames Goal 4]


Skip count to 100 by 2’s, 5’s, and 10’s



Notes

2.S.3 Display data in pictographs and bar graphs using concrete objects or a representation of the object (For additional practice) Math Boxes: Use My Reference Book, page 43 and the data in Problem 4 to create a pictograph with the class.


p. 29

7/31/07 2:54:49 PM


Grade 2 Pacing

3◆3


Telling Time Teacher Objectives To review telling time; and to provide experiences with writing time in digital-clock notation.




& Practice Key Concepts and Skills • Count by 5s. [Number and Numeration Goal 1]


p. 30

• Distinguish between analog and digital clocks. [Measurement and Reference Frames Goal 6]

Computation Goal 1; Patterns, Functions, and Algebra Goal 2]


• Tell and write times. [Measurement and References Frames Goal 6]


Practicing with ⫹, ⫺ Fact Triangles [Operations and

[Operations and Computation Goal 1; Patterns, Functions and Algebra Goal 1]



READINESS Illustrating Daily Activities (Math Masters, p. 64)


[Measurement and Reference Frames Goal 6]

2.N.1

ENRICHMENT Calculating Elapsed Time (Math Journal 1, p. 59) [Measurement and Reference Frames Goal 6] ELL SUPPORT Building a Math Word Bank—almost, between [Measurement and Reference Frames Goal 6]

Notes


2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks

➋ Ongoing Learning & Practice 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.13 Recognize the meaning of zero in the place value system (0–100) 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18



8/3/07 3:13:22 PM


Grade 2 34 ◆


Exploring Numbers, Time, and Geoboards Teacher Objectives To provide experiences with representing and renaming numbers with base-10 blocks; reviewing time; and making, describing, and

Pacing

comparing geoboard shapes.



& Practice Key Concepts and Skills • Model 2-digit numbers with base-10 blocks. [Number and Numeration Goal 2]

See also Readiness



• Write and tell time to the nearest hour, half-hour, and quarter-hour. [Measurement and Reference Frames Goal 6]

See also Extra Practice • Model, describe, and compare shapes on a geoboard. [Geometry Goal 2]

See also Extra Practice

Completing Magic Squares (Math Journal 1, p. 63) [Operations and Computation Goal 1]

Math Boxes (Math Journal 1, p. 64) Writing/Reasoning [Number and Numeration Goal 7; Data and Chance Goal 2]


READINESS Playing Base-10 Exchange (Math Masters, p. 428) [Number and Numeration Goal 2]


EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 33, 36, 53, 60, 71, and 73) [Number and Numeration Goal 2; Measurement and Reference Frames Goal 6; Geometry Goal 2]


2.N.13 Recognize the meaning of zero in the place value system (0–100) 2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks 2.G.2


2.G.3

Compose (put together) and decompose (break apart) two-dimensional shapes

Notes

2.N.10 Use and understand verbal ordinal terms (For additional practice) As children work on Completing Magic Squares (Math Journal 1, p. 63), ask them to share their answers to Problem 1, using ordinal numbers (e.g., What is the answer to the first number sentence, 6 ⫹ 5 ⫹ 4? [15]; What is the answer to the second number sentence, 2 ⫹ 9 ⫹ 4? [15], and so on.).





p. 31

7/31/07 2:54:51 PM


Grade 2 35 ◆

p. 32


Data Day: Pockets Teacher Objectives To provide experiences with gathering data, entering data in a table, and drawing a bar graph; and to demonstrate a strategy for finding the

Pacing

middle value in a data set.



& Practice Key Concepts and Skills • Compare and order numbers. [Number and Numeration Goal 7]

NOVEMBER (Lessons 3-5–4-9)


• Use parts-and-total diagrams to find totals. [Operations and Computation Goal 4]

• Make a tally chart and bar graph to represent data. [Data

Practicing Complements of 100 by Playing Dollar Rummy (Math Journal 1, p. 65; Math Masters, pp. 454 and 455) [Measurement and Reference Frames Goal 4; Operations and Computation Goal 2]

READINESS Recording Tally Marks [Data and Chance Goal 1] ENRICHMENT Comparing Data [Data and Chance Goal 2] ELL SUPPORT Building a Math Word Bank—middle number

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.S.2

Collect and record data (using tallies) related to the question

2.S.3

Display data in pictographs and bar graphs using concrete objects or a representation of the object

2.S.4

Compare and interpret data in terms of describing quantity (similarity or differences) Discuss conclusions and make predictions from graphs

[Data and Chance Goal 2]

and Chance Goal 1]


See also Readiness

Homework:

2.S.5



• Discuss data in a tally chart and bar graph. [Data and Chance Goal 2]


Notes

2.S.1 Formulate questions about themselves and their surroundings (For additional practice) Making a Bar Graph of the Pockets Data: After discussing the graph on Math Journal 1, page 67, ask volunteers to pose other questions from the data, and have children answer the questions.

2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.M.8 Identify equivalent combinations to make one dollar



8/3/07 3:13:24 PM


Grade 2 Pacing

3◆6


Frames and Arrows Having Two Rules Teacher Objective To guide children as they solve Frames-and-Arrows problems having two rules.



& Practice Key Concepts and Skills • Use dollars-and-cents notation.




• Calculate values of coin and bill combinations. [Operations and Computation Goal 2]

• Identify and use rules for a function involving addition and subtraction of coins. [Patterns,

Reading a Bar Graph (Math Journal 1, p. 71) [Data and Chance Goal 2]






READINESS Counting Up and Back on a Number Line (Math Masters, p. 79) [Patterns, Functions, and Algebra Goal 1] ENRICHMENT Solving Framesand-Arrows Puzzles (Math Masters, p. 80) [Patterns,


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.A.2



➋ Ongoing Learning & Practice 2.S.4

Compare and interpret data in terms of describing quantity (similarity or differences)

2.S.5

Discuss conclusions and make predictions from graphs

p. 33

7/31/07 2:54:52 PM


Grade 2 Pacing

3◆7


Making Change by Counting Up Teacher Objective To guide children as they make change by counting up from the cost of an item to the amount tendered.




& Practice Key Concepts and Skills • Count by 1s, 5s, 10s, and 25s. [Number and Numeration Goal 1]

• Write money amounts using cents notation. [Number and


p. 34

Numeration Goal 2]

• Make change by counting up. [Operations and Computation Goal 2]

• Show coin combinations for an amount. [Operations and Computation Goal 2]


Playing the Digit Game (My Reference Book, pp. 132 and 133) [Number and Numeration Goal 2]

Math Boxes (Math Journal 1, p. 74) Writing/Reasoning [Operations and Computation Goal 1; Patterns, Functions and Algebra Goal 1]


READINESS Playing High Roller [Operations and Computation Goal 2]

ENRICHMENT Solving a Coin Puzzle (Math Masters, p. 83) [Operations and Computation Goal 2]


Notes



2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20) 2.M.8 Identify equivalent combinations to make one dollar



2.N.6





8/3/07 3:13:26 PM


Grade 2 38 ◆


Coin Exchanges Teacher Objectives To guide children as they solve multistep problems for amounts under $1.00 and as they practice making change using nickels, dimes,

Pacing

and quarters.



& Practice Key Concepts and Skills • Count by 5s, 10s, and 25s. [Number and Numeration Goal 1]

See also Readiness



• Write amounts in dollars-andcents notation. [Number and Numeration Goal 2]

• Use strategies to make change. [Operations and Computation Goal 2]

• Calculate coin amounts. [Operations and Computation Goal 2]

See also Enrichment, Extra Practice

Practice Making Change (Math Journal 1, p. 75) [Operations and Computation Goals 1 and 2; Measurement and Reference Frames Goal 4]

Math Boxes (Math Journal 1, p. 78) Writing/Reasoning [Operations and Computation Goal 2; Data and Chance Goal 2]


READINESS Counting on the Number Grid with Coins (Math Masters, p. 418) [Number and Numeration Goal 1]


Skip count by 2’s, 5’s, 10’s

ENRICHMENT Calculating the Value of a Name [Operations and Computation Goal 2]

2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping

EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 22, 35, 67, 69, and 70) [Operations and


Computation Goal 2]

Notes

2.M.8 Identify equivalent combinations to make one dollar

➋ Ongoing Learning & Practice 2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20) 2.M.8 Identify equivalent combinations to make one dollar 2.S.4




p. 35

7/31/07 2:54:54 PM


Grade 2 Pacing

4◆1


Change-to-More Number Stories Teacher Objective To guide children as they solve change-to-more number stories.




& Practice Key Concepts and Skills • Use basic addition and subtraction facts to compute extended facts. [Operations and Computation Goal 1]


p. 36

• Use simple addition facts. [Operations and Computation Goal 1]

• Create and solve change-tomore number stories. [Operations and Computation Goal 4]


Finding Distances on a Number Grid (Math Journal 1, p. 83) [Number and Numeration Goal 1; Operations and Computation Goal 2]


• Use a parts-and-total diagram. [Operations and Computation Goal 4]

READINESS Using a Scale to Show More (or Less) [Operations and Computation Goal 4]

ENRICHMENT Writing Changeto-More Stories (Math Journal 1, p. 80; Math Masters, p. 419) [Operations and Computation Goal 4]



2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping

Notes

2.N.2 Count back from 100 by 1’s, 5’s, 10’s using a number chart (For additional practice) Finding Distances on a Number Grid: Prior to completing Math Journal 1, page 83, have children count back by 10s from different numbers on the number grid.






8/3/07 3:13:29 PM


Grade 2 Pacing

4◆2


Parts-and-Total Number Stories Teacher Objective To guide children as they solve parts-and-total number stories.



& Practice Key Concepts and Skills • Count up by 5s and 10s to solve money number stories. [Number and Numeration Goal 1]



• Solve 2-digit by 2-digit addition number stories in the context of money. [Operations and Computation Goal 2]

• Solve parts-and-total number stories. [Operations and Computation Goal 4]


Playing Addition Spin (Math Masters, pp. 447 and 448; My Reference Book, pp. 120 and 121) [Number and Numeration Goals 1 and 2; Operations and Computation Goal 2]


READINESS Solving Partsand-Total Problems (Math Masters, p. 94) [Operations and Computation Goal 4] ENRICHMENT Creating MissingPart Number Stories (Math Masters, pp. 419 and 433; Math Journal 1, p. 85) [Operations and Computation Goal 4]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20) 2.M.7 Recognize the whole dollar notation as $1, etc.

➋ Ongoing Learning & Practice 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping



p. 37

7/31/07 2:54:57 PM


Grade 2 43 ◆

p. 38


Exploring Temperature, Money, and Shapes Teacher Objectives To guide children as they explore reading temperatures on a thermometer, practice finding the total value of a group of coins, and develop

Pacing

readiness for classifying geometric shapes.



& Practice Key Concepts and Skills • Calculate and write the value of coin combinations. [Operations and Computation Goal 2]



• Explore equivalent temperatures between °F and °C. [Measurement and

Playing Addition Spin (Math Masters, pp. 447 and 448) [Number and Numeration Goals 1 and 2; Operations and Computation Goal 2]


READINESS Reading and Setting Temperatures (Math Masters, p. 98) [Measurement and Reference Frames Goal 5]

ENRICHMENT Finding PatternBlock Attributes [Patterns, Functions, and Algebra Goal 1]


Writing/Reasoning

See also Readiness


ELL SUPPORT Building a Math Word Bank—temperature, thermometer, degrees

Homework:


• Read and record temperatures. [Measurement and Reference Frames Goal 5]

See also Readiness, ELL Support • Sort attribute blocks by three different attributes. [Patterns,



See also Enrichment


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.G.2


2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20) 2.M.7 Recognize the whole dollar notation as $1, etc. 2.M.8 Identify equivalent combinations to make one dollar




8/3/07 3:13:31 PM


Grade 2 Pacing

4◆4

Temperature Changes Teacher Objective To guide children as they read and show temperatures and solve number stories about temperature changes.




& Practice Key Concepts and Skills • Count by 10s and 2s from a multiple of 10. [Number and Numeration Goal 1]



• Solve temperature-change problems. [Operations and Computation Goal 2]

See also Enrichment • Demonstrate and explain temperature-change stories. [Operations and Computation Goal 4]

• Compare Fahrenheit and Celsius thermometers. Read and show temperatures on a Fahrenheit thermometer. [Measurement and Reference Frames Goal 5]

Solving Parts-and-Total Number Stories (Math Journal 1, p. 89) [Operations and Computation Goals 2 and 4]

Math Boxes (Math Journal 1, p. 92) Writing/Reasoning [Operations and Computation Goal 2]


READINESS Comparing Thermometers (Math Masters, pp. 101–103) [Measurement and Reference Frames Goal 5] ENRICHMENT Writing Number Stories about Thermometer Experiments (Math Masters, p. 419) [Operations and Computation Goal 2; Measurement and Reference Frames Goal 5]




➋ Ongoing Learning & Practice 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping

Notes

2.N.14 Use concrete materials to justify a number as odd or even (For additional practice) Math Boxes: Add the following Writing/ Reasoning prompt: Have children write a response to the following: For Problem 2, use counters to determine whether the answer is odd or even. Justify (explain) your answer in writing.




p. 39

7/31/07 2:54:59 PM


Grade 2 Pacing

4◆5


Estimating Costs Teacher Objective To guide children as they use estimation to solve problems for which an exact answer is not necessary.




& Practice Key Concepts and Skills • Compare money amounts. [Operations and Computation Goal 2]

See also Readiness • Estimate money amounts to solve problems. [Operations


p. 40

and Computation Goal 3]

• Share strategies for estimating total money amounts. [Operations and Computation Goal 3]

Playing Name That Number (Math Masters, p. 462; My Reference Book, pp. 138 and 139) [Operations and Computation Goal 1; Number and Numeration Goal 5]


READINESS Making Coin Combinations [Operations and Computation Goal 2]

ENRICHMENT Using Estimation to Compare Sums of Weights (Math Journal 1, p. 80; Math Masters, p. 419) [Operations and Computation Goal 3]





Notes

2.N.22 Estimate the number in a collection to 100 and then compare by counting the actual items in the collection (For additional practice) Give pairs of children a container full of pennies or counters. Ask them to estimate the total number of items in the container. Have them count the pennies or counters and compare the total with their estimates.




8/3/07 3:13:33 PM


Estimating Costs (continued) Teacher Objective To guide children as they use estimation to solve problems for which an exact answer is not necessary.




Pacing

4◆5





Notes

2.G.3 Compose (put together) and decompose (break apart) two-dimensional shapes Math Boxes: Have children use two trapezoid pattern blocks and/or their Pattern Block Templates to compose one or more shapes. Have them record their shape(s) on a half-sheet of paper.

p. 41

7/31/07 2:55:01 PM


Grade 2 46 ◆

p. 42


A Shopping Activity Teacher Objectives To guide children as they develop strategies for adding 2-digit numbers mentally; to provide experiences with calculating the total cost of two

Pacing

items; and to demonstrate making change for whole-dollar amounts up to $100.



& Practice Key Concepts and Skills • Identify the place value in twodigit numbers. [Number and Numeration Goal 2]



• Calculate money amounts. [Operations and Computation Goal 2]

See also Extra Practice • Use parts-and-total diagrams to solve multidigit addition problems. [Operations and Computation Goal 4]

See also Readiness • Write number models for partsand-total problems. [Patterns,

Playing Addition Spin (Math Masters, pp. 447 and 448; My Reference Book, pp. 120 and 121) [Number and Numeration Goals 1 and 2; Operations and Computation Goal 2]




READINESS Adding Multiples of 10 (Math Masters, p. 433)



2.N.7

EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 141, 144, and 145) [Operations and Computation Goal 2]


2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.19 Use compensation to add 2-digit numbers


Notes

2.N.19 Use compensation to add 2-digit numbers (For additional practice) Discussing Strategies for Adding 2-Digit Numbers: Have children model compensation (strategy 3) with money. Have them select two items to purchase and take $10 bills and $1 bills to represent the cost of each item. Put the bills for one item in one pile and the bills for the second item in a second pile.




8/3/07 3:13:34 PM


46 ◆

A Shopping Activity (continued) Teacher Objectives To guide children as they develop strategies for adding 2-digit numbers mentally; to provide experiences with calculating the total cost of two




Pacing

items; and to demonstrate making change for whole-dollar amounts up to $100.





Notes

Add the $1 bills from the first pile to the $1 bills in the second pile. Find the new total of bills for the second pile. From this new total, have children count up the number of $10 bills in the first pile to find the total cost of the two items. For example, I select a toaster for $29 and an iron for $32. I put two $10 bills and nine $1 bills in one pile and three $10 bills and two $1 bills in a second pile. I then take the nine $1 bills from my first pile and add them to the second pile. The total of my second pile is now $41. I then count up the two $10 bills from the first pile for a total of $61.

p. 43

7/31/07 2:55:02 PM


Grade 2 47 ◆

p. 44


Exploring Length, Area, and Attributes Teacher Objectives To guide children as they measure lengths and distances to the nearest inch and centimeter, explore area by tiling surfaces, and sort attribute

Pacing

blocks according to rules.



& Practice Key Concepts and Skills • Distinguish between centimeter and inch. [Measurement and Reference Frames Goal 1]




• Compare lengths in centimeters and inches. [Measurement and Reference Frames Goal 1]

See also ELL Support • Measure to the nearest in. and cm. [Measurement and Reference Frames Goal 1]


Practicing with ⫹, ⫺ Fact Triangles [Operations and Computation Goal 1]

Math Boxes (Math Journal 1, p. 104) Writing/Reasoning [Number and Numeration Goal 4]


ENRICHMENT Finding More Than One Way (Math Journal 1, pp. 99 and 100) [Measurement and Reference Frames Goal 1]

ELL SUPPORT Building a Math Word Bank—inch, centimeter [Measurement and Reference Frames Goal 1]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.M.2 Use a ruler to measure standard units (including whole inches and whole feet) 2.G.4

Group objects by like properties

➋ Ongoing Learning & Practice 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18

• Find area by tiling with pattern blocks and counting shapes. [Measurement and Reference Frames Goal 2]

• Use rules to sort attribute blocks. [Patterns, Functions, and Algebra Goal 1]



8/3/07 3:13:36 PM


Grade 2 48 ◆


Paper-and-Pencil Addition Strategies Teacher Objectives To guide children as they develop paper-and-pencil strategies for adding 2- and 3-digit numbers; and to demonstrate using estimation to

Pacing

check if answers are reasonable.



& Practice Key Concepts and Skills • Share solution strategies for finding the sum of 2-digit numbers mentally. [Operations




See also Readiness, Enrichment • Use base-10 blocks to add two 2-digit numbers. [Operations and Computation Goal 2]

See also Enrichment • Practice addition fact extensions. [Operations and Computation Goal 2]

• Estimate sums by changing the addends to “close but easier” numbers. [Operations and

Playing the Fact Extension Game (My Reference Book, pp. 134 and 135) [Operations and Math Boxes (Math Journal 1, p. 106) Writing/Reasoning [Operations and Computation Goal 2]


Computation Goal 3]


ENRICHMENT Finding New Methods to Solve Multidigit Addition Problems [Operations and Computation Goal 2]

ELL SUPPORT Building a Math Word Bank—ballpark estimate [Operations and Computation Goal 3]

Notes


Computation Goal 2]



READINESS Modeling Addition and Subtraction Properties of 10s [Operations and Computation Goal 2]



2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.RP.3 Investigate the use of knowledgeable guessing as a mathematical tool




p. 45

7/31/07 2:55:03 PM


Grade 2 Pacing

4◆9


The Partial-Sums Addition Algorithm Teacher Objective To introduce and practice the partial-sums addition algorithm.




& Practice Key Concepts and Skills • Identify the value of digits in multidigit numbers. [Number and Numeration Goal 2]

See also Readiness • Use base-10 blocks and fact extensions to add two 2-digit whole numbers. [Operations


p. 46


• Use ballpark estimates. [Operations and Computations Goal 3]

• Show understanding of addition and subtraction symbols. [Patterns, Functions, and Algebra Goal 2]

Reviewing Telling Time (Math Journal 1, p. 109) [Measurement and Reference Frames Goal 6]

Playing the Fact Extension Game (My Reference Book, pp. 134 and 135) [Operations and

READINESS Reviewing PlaceValue Concepts (Math Masters, pp. 114 and 428) [Number and Numeration Goal 2]

Computation Goal 2]


EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, p. 42) [Operations




ENRICHMENT Using Addition Strategies (Math Masters, p. 115) [Operations and Computation Goal 2]

Writing/Reasoning



2.N.7

Develop an understanding of the base ten system: 10 ones ⫽ 1 ten 10 tens ⫽ 1 hundred 10 hundreds ⫽ 1 thousand Use a variety of strategies to compose and decompose two-digit numbers


Notes

2.G.3 Compose (put together) and decompose (break apart) two-dimensional shapes (For additional practice) Math Boxes: Extend Problem 6. Have children use triangle pattern blocks to compose other pattern block shapes. Have them record their shapes on a half-sheet of paper.

2.RP.3 Investigate the use of knowledgeable guessing as a mathematical tool

➋ Ongoing Learning & Practice 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18 2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks



8/3/07 3:13:38 PM


Grade 2 Pacing

5◆1

Exploring Rules, Sharing, and Time Teacher Objectives To demonstrate rules used to classify shapes; to develop readiness for division; and to demonstrate telling time using digital and analog notation.




& Practice Key Concepts and Skills • Count a collection of objects.




• Match the time on a clock face with the digital notation. [Measurement and Reference Frames Goal 6]

See also Readiness, Extra Practice • Find the rules for a group of sorted attribute blocks. [Patterns, Functions, and Algebra Goal 1]

Playing Addition Spin (Math Masters, p. 447 or 448; My Reference Book, pp. 120 and 121) [Operations and Computation Goal 2]


READINESS Showing the Time [Measurement and Reference Frames Goal 6] EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, p. 71) [Measurement and Reference Frames Goal 6]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) 2.G.4


2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks






p. 47

8/6/07 8:44:47 AM


Grade 2


Pacing

5◆2

p. 48


Points and Line Segments Teacher Objective To guide children as they define, name, and draw line segments.




& Practice Key Concepts and Skills • Solve number stories using addition facts. [Operations and Computation Goal 1]


• Connect points in a sequence. [Geometry Goal 1]


Goal 1]


• Use a straightedge to draw a line segment. [Geometry See also Readiness, Enrichment

Doing a Clock Concentration Activity (Math Masters, pp. 123– 125) [Measurement and


READINESS Making Geoboard Designs (Math Masters, p. 128) [Geometry Goal 1]

ENRICHMENT Creating a Line Segment Design (Math Masters, p. 129) [Geometry Goal 1]


Notes






8/6/07 8:44:48 AM


Grade 2 Pacing

5◆3


Parallel Line Segments Teacher Objective To introduce the concepts of parallel and parallel line segments.



& Practice Key Concepts and Skills • Use a straightedge to draw a line segment. [Geometry Goal 1]



See also Readiness, ELL Support • Identify parallel line segments. [Geometry Goal 1]

See also Enrichment, ELL Support • Draw a quadrangle. [Geometry Goal 2]

Solving “What’s My Rule?” and Frames-andArrows Problems (Math Journal 1, p. 118) [Patterns, Functions, and Algebra Goals 1 and 2]

Math Boxes (Math Journal 1, p. 119) Writing/Reasoning [Number and Numeration Goals 2 and 7]

READINESS Drawing Line Segments (Math Masters, p. 131) [Geometry Goal 1]


ENRICHMENT Solving PatternBlock Puzzles (Math Masters, p. 132) [Geometry Goal 1] ELL SUPPORT Building a Math Word Bank—parallel [Geometry Goal 1]

2.G.3

Identify and appropriately name two-dimensional shapes: circle, square, rectangle, and triangle (both regular and irregular) Compose (put together) and decompose (break apart) two-dimensional shapes


Homework:

2.N.1



2.N.5





Notes

2.G.1 Experiment with slides, flips, and turns to compare two-dimensional shapes (For additional practice) Enrichment: When working with Solving Pattern-Block Puzzles, Math Masters, page 132, have the children share their pattern block designs from Problems 1, 2, and 3. Have them slide, flip and turn their pattern block designs to see if it changes the original shape. Discuss any similarities and differences from their original pattern block design.

p. 49

8/6/07 8:44:49 AM


Grade 2 54 Pacing

◆


Exploring Polygons, Arrays, and Attributes Teacher Objectives To review names and classify polygons; to develop readiness for multiplication; and to provide opportunities to explore similarities and differences of attribute blocks.




& Practice Key Concepts and Skills • Count the total number of cubes. [Number and Numeration Goal 1] [Operations and Computation Goal 4]

• Name, compare, and construct polygons. [Geometry Goal 2] See also Readiness, Enrichment, Extra Practice • Sort attributes according to a rule. [Patterns, Functions, and Algebra Goal 1]

Playing Dollar Rummy (Math Journal 1, p. 65; Math Masters, pp. 454 and 455 [Operations and Computation Goal 2]

• Create and record cube arrays.


p. 50

Math Boxes (Math Journal 1, p. 121) Writing/Reasoning [Number and Numeration Goal 4]


READINESS Identifying Pattern-Block Template Shapes (Math Master, pp. 137 and 138 [Geometry Goal 2] ENRICHMENT Investigating Polygons with Geoboards (Math Masters, p. 429 or 430)

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.20 Develop readiness for multiplication by using repeated addition 2.G.2


2.G.3

Compose and decompose two-dimensional shapes

2.G.4


[Geometry Goal 2]

EXTRA PRACTICE Finding Shapes Around the Room [Geometry Goal 2]

➋ Ongoing Learning & Practice 2.N.14 Use concrete materials to justify a number as odd or even 2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills

Notes

2.G.1 Experiment with slides, flips, and turns to compare two-dimensional shapes (For additional practice) Before completing Naming Polygons by the Number of Their Sides or Angles, Math Journal 1, page 120, draw large polygons on cardstock (e.g., triangle, quadrangle, pentagon, and so on). Show children a polygon. Count the angles and the sides. Turn the shape a different way. Count the angles and sides. Flip the shape a different way. Count the angles and sides. Ask children whether turning or flipping the shape changes the number of angles or sides.



8/6/07 8:44:50 AM


Grade 2 55 Pacing

◆


Quadrangles Teacher Objectives To guide children as they identify the names and the characteristics of various quadrangles, and as they explore similarities and differences among quadrangles.



& Practice Key Concepts and Skills • Create shapes out of triangles and rectangles. [Geometry Goal 2]




• Identify characteristics of quadrangles. [Geometry Goal 2] See also Readiness, Enrichment, ELL Support • Compare quadrangles. [Geometry Goal 2]

See also Readiness, Enrichment, ELL Support

Playing Name That Number (Math Masters, p. 462; My Reference Book, pp. 138 and 139 [Operations and Computation Goal 1; Number and Numeration Goal 5]

Math Boxes (Math Journal 1, p. 122) Writing/Reasoning [Operations and Computation Goal 1]; [Patterns, Functions, and Algebra Goal 1]

READINESS Sorting Pattern Blocks [Geometry Goal 2] ENRICHMENT Exploring Tangrams (Math Masters, p. 142) [Geometry Goal 2] ELL SUPPORT Using a Venn Diagram [Geometry Goal 2]


2.G.3

Identify and appropriately name two-dimensional shapes: circle, square, rectangle, and triangle (both regular and irregular) Compose (put together) and decompose (break apart) two-dimensional shapes


Homework:



2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18 2.A.2



Notes

2.G.5 Explore and predict the outcome of slides, flips, and turns of twodimensional shapes (For additional practice) As children are exploring constructions in Making Shapes out of Triangles and Rectangles, Math Masters, pages 139 and 140, have them explore and predict the outcome of slides, flips, and turns of the two-dimensional shapes they are creating. Have each child select one construction and predict how it will look after a flip, slide, or turn. Have each child then show the flip, slide, or turn.


p. 51

8/6/07 8:44:51 AM


Grade 2 Pacing

5◆6


3-Dimensional Shapes Teacher Objective To guide children as they compare and contrast the characteristics of 3-dimensional shapes.




& Practice Key Concepts and Skills • Identify cones, pyramids, prisms, cubes, and cylinders. [Geometry Goal 2]



p. 52

• Compare cones, pyramids, prisms, cubes, and cylinders. [Geometry Goal 2]

See also Enrichment • Describe 3-dimensional shapes. [Geometry Goal 2] See also Enrichment, Extra Practice

Drawing and Counting Line Segments (Math Journal 1, p. 123) [Geometry Goals 1 and 2]



ENRICHMENT Solving Shape Riddles [Geometry Goal 2]


EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 18 and 56) [Geometry Goal 2]

2.G.4


Working toward Grade 3 Standards: 3.G.1, 3.G.3


Writing/Reasoning [Operations and Computation Goals 1 and 2]

2.G.2

Homework:




2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18 2.S.4


Notes

2.S.3 Display data in pictographs and bar graphs using concrete objects or a representation of the object (For additional practice) Math Boxes: Read about pictographs in My Reference Book, page 43. Use the data in Problem 3 to create a pictograph. 2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) (For additional practice) Math Boxes: Pose several problems like Problem 6. Have children use counters to solve.



8/28/09 1:04:36 PM

Program: EM3 NYC

Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 Pacing

5◆7


Pyramids Teacher Objectives To guide children as they construct pyramids and explore the relationship among the number of faces, edges, and vertices in pyramids.



& Practice Key Concepts and Skills • Construct 2-dimensional shapes using straws and twist-ties. [Geometry Goal 2] See also Readiness



• Construct pyramids using straws and twist-ties. [Geometry Goal 2]

See also Enrichment • Describe different pyramids. [Geometry Goal 2]

See also Enrichment, ELL Support • Identify patterns and relationships among pyramids.

Playing Beat the Calculator (Math Journal 1, p. 24; My Reference Book, pp. 124 and 125) [Operations and Computation Goal 1]

Math Boxes (Math Journal 1, p. 127) Homework: Home Link 5-7 (Consumable Home Links, p. 97 or Math Masters, pp. 145 and 146)

READINESS Constructing Polygons out of Straws and Twist-Ties (Math Masters, pp. 147 and 148) [Geometry Goal 2] ENRICHMENT Discussing Pyramid Construction [Geometry Goal 2] ELL SUPPORT Discussing the Shapes Museum [Geometry Goal 2]



Working toward Grade 3 Standards: 3.G.1, 3.G.3, 3.G.4


Notes

2.N.20 Develop readiness for multiplication by using repeated addition (For additional practice) Math Boxes: Extend Problem 5. Have children identify and share other counts they can use to find the total number of dots in the array.





p. 53


8/28/09 2:44:30 PM

Program: EM3 NYC

Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 Pacing

5◆8


Line Symmetry Teacher Objectives To guide children as they find lines of symmetry in objects and complete drawings to create symmetrical shapes.




& Practice Key Concepts and Skills • Divide shapes into equal parts. [Number and Numeration Goal 3]

• Locate the line of symmetry in 2-dimensional shapes.


p. 54

[Geometry Goal 3]





READINESS Exploring Line Symmetry with Pattern Blocks [Geometry Goal 3]


ENRICHMENT Making a Symmetry Booklet [Geometry Goal 3]



2.G.3

Compose (put together) and decompose (break apart) two dimensional shapes

2.G.5

Explore and predict the outcome of slides, flips, and turns of twodimensional shapes

2.G.6

Explore line symmetry

Homework:

• Create symmetric shapes. [Geometry Goal 3]

Playing the Fact Extension Game (My Reference Book, pp. 134 and 135)




Notes

2.G.5 Explore and predict the outcome of slides, flips, and turns of twodimensional shapes (For additional practice) Use Math Journal 1, page 128 as a guide to create additional symmetrical shapes for children to complete. For example, flip or turn the circle in Problem 1 so that the line of symmetry is going in a different direction. Ask children to complete the other half of the shape. Repeat with the other shapes.

2.N.13 Recognize the meaning of zero in the place value system (0–100) 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one)



8/6/07 8:44:54 AM


Line Symmetry (continued) Teacher Objectives To guide children as they find lines of symmetry in objects and complete drawings to create symmetrical shapes.




Pacing

5◆8




New York State Mathematics Standards 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18

Notes

2.N.19 Use compensation to add 2-digit numbers (For additional practice) When playing the Fact Extension Game, have each child record on a half-sheet of paper one of the addition problems they made. Have children record the strategies they used to find the sum of the numbers.

p. 55

8/6/07 8:44:54 AM


Grade 2 Pacing

6◆1


Addition of Three or More Numbers Teacher Objective To review strategies for solving addition problems, with emphasis on problems having three addends.




& Practice Key Concepts and Skills • Use and explain strategies for adding three or more numbers. [Operations and Computation Goal 2]

• Write number models with three or more numbers.

JANUARY (Lessons 6-1–7-5)

p. 56


See also Enrichment • Describe and apply the associative property of addition. [Patterns, Functions, and Algebra Goal 3]

Practicing Estimation and the Partial-Sums Algorithm (Math Journal 1, p. 132) [Operations and Computation Goals 2 and 3]


READINESS Finding Sums of 10 Using a Ten Frame Card (Math Masters, p. 422) [Operations and Computation Goal 1]

ENRICHMENT Adding with Four or More Addends (Math Masters, p. 158) [Patterns, Functions, and Algebra Goal 2]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18


Develop an understanding of the base ten system 10 ones ⫽ 1 ten 10 tens ⫽ 1 hundred 10 hundreds ⫽ 1 thousand




8/6/07 8:44:57 AM


Grade 2 Pacing

6◆2

Comparison Number Stories Teacher Objective To introduce comparison number stories by using comparison diagrams.




& Practice Key Concepts and Skills • Share number story solution strategies. [Operations and Computation Goal 2]



• Describe and solve comparison number stories. [Operations and Computation Goal 4]

See also Enrichment • Write number models to summarize addition and subtraction number stories. [Patterns, Functions, and Algebra Goal 2]

Playing Addition Top-It (My Reference Book, pp. 122 and 123; Math Masters, p. 449) [Number and Numeration Goal 7; Operations and Computation Goal 2; Patterns, Functions and Algebra Goal 3]



READINESS Doing a Penny Grab Activity [Number and Numeration Goal 7] ENRICHMENT Comparing Number Stories (Math Masters, p. 161) [Operations and Computation Goal 4]


➋ Ongoing Learning & Practice 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18

Notes

2.N.11 Read written ordinal terms (first through ninth) and use them to represent ordinal relations Math Boxes: Write the ordinal numbers (first through eighth) on index cards. After children complete the frames and arrows in Problem 1, hold up a card and have children share the answer in that frame; for example, hold up the index card with “third” written on it. Children share the number in the third frame. [14]




p. 57

8/6/07 8:44:58 AM


Grade 2 Pacing

6◆3


Data Day: The Four Food Groups Teacher Objective To provide experiences with collecting, sorting, tallying, and graphing data.




& Practice Key Concepts and Skills • Generate whole numbers from sets of tally marks. [Number and Numeration Goal 5]


p. 58

• Collect data and tabulate it in a tally chart. [Data and Chance Goal 1]

See also Enrichment, Extra Practice • Use data in a tally chart to draw and interpret a bar graph. [Data and Chance Goal 1]

See also Enrichment • Draw conclusions and answer questions from tally-chart and bar-graph data. [Data and Chance Goal 2]

Comparing Lengths of Fish on the Fish Poster (Math Journal 1, pp. 138 and 139) [Operations and Computation Goals 2 and 4]

Math Boxes (Math Journal 1, p. 140) Writing/Reasoning [Operations and Computation Goal 1; Measurement and Reference Frames Goal 1]


ENRICHMENT Collecting Favorite-Food Data (Math Masters, p. 166) [Data and

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options

Chance Goal 1]

2.S.2

EXTRA PRACTICE Making a Listening Tally [Data and Chance


2.S.3


Goal 1]

2.S.4


2.S.5



Notes

2.S.3 Display data in pictographs and bar graphs using concrete objects or a representation of the object (For additional practice) Math Journal: Extend Problem 1 on Math Journal 1, page 137. Have children create a pictograph, using the data in the tally chart. Compare the bar graph and the pictograph.




8/6/07 8:44:58 AM


Grade 2 Pacing

6◆4

Mixed Addition and Subtraction Stories Teacher Objective To guide children in selecting and completing an appropriate diagram to help solve an addition or subtraction problem.




& Practice Key Concepts and Skills • Explain solution strategies. [Operations and Computation Goal 2]



• Solve 2-digit addition and subtraction problems within number stories. [Operations and Computation Goal 2]

• Identify change, parts-andtotal, and comparison number stories. [Operations and Computation Goal 4]

See also Readiness, Enrichment, Extra Practice

Reviewing Ballpark Estimation (Math Journal 1, p. 142) [Operations and Computation Goals 2 and 3]


READINESS Solving a Partner’s Number Story [Operations and Computation Goal 4] ENRICHMENT Using Different Diagrams to Write Number Stories (Math Masters, pp. 437 and 419) [Operations and Computation Goal 4]

EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, p. 16) [Operations and Computation Goal 4]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping

➋ Ongoing Learning & Practice 2.RP.3 Investigate the use of knowledgeable guessing as a mathematical tool 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping



p. 59

8/6/07 8:45:00 AM


Grade 2 Pacing

6◆5


Subtraction Strategies Teacher Objective To review solution strategies for subtraction of 2-digit numbers.




& Practice Key Concepts and Skills • Count up and back by 1s and 10s. [Number and Numeration Goal 1]


p. 60

• Model 2-digit numbers using base-10 blocks. [Number and Numeration Goal 2]

• Develop counting up and back strategies for subtraction. [Operations and Computation Goal 2]

See also Readiness, Enrichment • Use and explain strategies for solving 2-digit-by-2-digit subtraction problems.

Playing the Number-Grid Difference Game (Math Masters, pp. 418 and 463; My Reference Book, pp. 140 and 141) [Operations and Computation Goal 2]




READINESS Playing the Base-10 Trading Game (Math Masters, p. 427) [Operations and Computation Goal 2]

ENRICHMENT Analyzing a Subtraction Strategy (Math Masters, p. 171) [Operations and Computation Goal 2]



2.N.2


2.N.6



Notes

2.N.19 Use compensation to add 2-digit numbers (For additional practice) Enrichment: Extend this activity by discussing the compensation strategy that Meredith used. Pose additional problems for children to solve by using the compensation strategy.




8/6/07 8:45:00 AM


Subtraction Strategies (continued) Teacher Objective To review solution strategies for subtraction of 2-digit numbers.




Pacing

6◆5





Notes


p. 61

8/6/07 8:45:01 AM


Grade 2 66 Pacing

◆


Exploring Arrays, Coins, and Division Teacher Objectives To develop readiness for multiplication; to guide children in finding coin combinations equivalent to $1.00; and to explore one meaning of division.




& Practice

Key Concepts and Skills • Count dots in an array. [Number and Numeration Goal 1]

• Create equal-size groupings.


p. 62


• Use geoboards to create arrays. [Operations and Computation Goal 4]

Playing Three Addends (Math Journal 1, p. 131; Math Masters, p. 473) [Operations and Computation Goal 2; Patterns, Functions and Algebra Goal 3]

Math Boxes (Math Journal 1, p. 147) Writing/Reasoning [Geometry Goal 3]

• Create complements of $1.00 using nickels, dimes, and quarters. [Measurement and Reference Frames Goal 4]



ENRICHMENT Solving Dollar Riddles (Math Masters, p. 178) [Measurement and Reference Frames Goal 4]

EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 64–67) [Measurement and Reference Frames Goal 4]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.20 Develop readiness for multiplication by using repeated addition 2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) 2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20)


Notes

2.N.3 Skip count by 3’s to 36 for multiplication readiness 2.N.4 Skip count by 4’s to 48 for multiplication readiness (For additional practice) Math Message Followup: Extend the Math Message Follow-up by creating several arrays with rows of 3 and 4 on the board. Have children count by 3s and 4s to find the total number of dots in each array

2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.G.6

Explore line symmetry



8/6/07 8:45:02 AM


Exploring Arrays, Coins, and Division (continued) Teacher Objectives To develop readiness for multiplication; to guide children in finding coin combinations equivalent to $1.00; and to explore one meaning of division.




Pacing

6◆6





Notes

2.N.22 Estimate the number in a collection to 100 and then compare by counting the actual items in the collection (For additional practice) Exploration C: In step 1 on Math Masters, page 176, have children estimate the number of counters that are in the pile and then check their estimates by counting the actual number of counters.

p. 63

8/6/07 8:45:03 AM


Grade 2 Pacing

6◆7


Multiples of Equal Groups Teacher Objective To introduce multiplication as a way to find the total number of things in several equal groups.






p. 64

• Count the total number of objects in several groups. [Number and Numeration Goal 1]

• Make arrays to represent equal groups. [Operations and Computation Goal 4]

See also Readiness, Enrichment, ELL Support • Use various strategies to solve equal-groups number stories. [Operations and Computation Goal 4]

See also Readiness, Enrichment, Extra Practice, ELL Support

Practicing with Addition/ Subtraction Fact Triangles [Operations and Computation Goal 1]

Math Boxes (Math Journal 1, p. 149) Writing/Reasoning [Measurement and Reference Frames Goal 3]


READINESS Finding Totals for Equal Groups (Math Masters, p. 180) [Operations and Computation Goal 4]

ENRICHMENT Solving EqualGroups Riddles (Math Masters, p. 181) [Operations and Computation Goal 4]

EXTRA PRACTICE Equal Groups in Literature [Operations and Computation Goal 4] ELL SUPPORT Building a Math Word Bank—multiplication [Operations and Computation Goal 4]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.20 Develop readiness for multiplication by using repeated addition


Notes

2.N.3 Skip count by 3’s to 36 for multiplication readiness 2.N.4 Skip count by 4’s to 48 for multiplication readiness (For additional practice) Prior to doing the Math Message, have children use the number grid or calculators to skip count by 3s to 36 and by 4s to 48.



8/6/07 8:45:04 AM


Grade 2 68 Pacing

◆

Multiplication-Array Number Stories Teacher Objectives To introduce everyday examples of rectangular arrays; and to provide experiences with solving multiplication problems using multiplication diagrams and array models.




& Practice Key Concepts and Skills • Solve multiplication number stories using rectangular arrays. [Operations and Computation Goal 4]




• Create multiplication number stories using rectangular arrays. [Operations and Computation Goal 4]


Playing the Fact Extension Game (My Reference Book, pp. 134 and 135) [Operations and Computation Goal 2]


• Write a number model that represents a rectangular array. [Patterns, Functions, and Algebra Goal 2]

READINESS Playing Simon Says [Number and Numeration Goal 1] ENRICHMENT Creating Array Number Stories (Math Masters, p. 419) [Operations and Computation Goal 4]

ELL SUPPORT Building a Math Word Bank—array [Operations and Computation Goal 4]



Notes

2.N.20 Develop readiness for multiplication by using repeated addition (For additional practice) Creating and Solving Number Stories about Arrays: Have children use repeated addition to solve at least two of the number stories. 2.G.5 Explore and predict the outcome of slides, flips, and turns of two-dimensional shapes (For additional practice) Math Boxes: Have children share their strategies for Problem 6. If no one mentions turning the shape as a strategy, model it by creating the shape with pattern-block squares and triangles.



p. 65

8/6/07 8:45:05 AM


Grade 2 69 Pacing

◆


Multiplication with Arrays Teacher Objectives To introduce everyday examples of arrays; and to provide experiences with solving multiplication problems using multiplication diagrams and array models.






p. 66

• Count objects in an array. [Number and Numeration Goal 1]

• Create rectangular arrays using concrete objects. [Operations and Computation Goal 4]


Playing Array Bingo (Math Masters, p. 450; Math Journal 1, pp. 154 and 155) [Number and Numeration Goal 1; Operations and Computation Goal 4]


READINESS Building Arrays (Math Masters, pp. 186 and 187) [Operations and Computation Goal 4; Patterns, Functions, and Algebra Goal 2]

ENRICHMENT Finding Arrays (Math Masters, p. 420) [Operations and Computation Goal 4]


Notes


2.N.3 Skip count by 3’s to 36 for multiplication

2.N.20 Develop readiness for multiplication by using repeated addition

(For additional practice)

➋ Ongoing Learning & Practice 2.N.20 Develop readiness for multiplication by using repeated addition

Math Message FollowUp: Model repeated addition as a strategy for solving the Math Message. Write the number model 3 ⫹ 3 ⫹ 3 ⫹ 3 ⫹ 3 ⫽ 15. Discuss how five 3s is the same as 5 ⫻ 3.



8/6/07 8:45:06 AM


Multiplication with Arrays (continued) Teacher Objectives To introduce everyday examples of arrays; and to provide experiences with solving multiplication problems using multiplication diagrams and array models.




Pacing

6◆9





Notes

2.N.22 Estimate the number in a collection to 100 and then compare by counting the actual items in the collection (For additional practice) Before completing Finding Arrays, the Enrichment activity, (Math Masters, p. 420) have children estimate the number of squares in the grid. Then have children count the actual number of squares and compare the two numbers.

p. 67

8/6/07 8:45:06 AM


Grade 2 Pacing

6◆10


Division Stories Teacher Objective To guide children as they explore situations that require equal sharing or making equal groups of things.




& Practice Key Concepts and Skills • Explore the concept of equal sharing and equal grouping. [Operations and Computation Goal 4]



p. 68

• Create rectangular arrays. [Operations and Computation Goal 4]

• Solve division number stories using concrete objects. [Operations and Computation Goal 4]




READINESS Sharing Cookies Equally (Math Masters, p. 189) [Operations and Computation Goal 4]

ENRICHMENT Using a Multiplication Diagram for Division (Math Masters, p. 190)

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) 2.R.7


ELL SUPPORT Writing Multiplication and Division Phrases [Operations and Computation Goal 4]

Use mathematics to show and understand mathematical phenomena (e.g., draw pictures to show a story problem or show number value using fingers on your hand)


Notes

2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) (For additional practice) Readiness: Have children use the calculator to subtract 3s from 100. Suggest that they tally each time they subtract 3.





8/6/07 8:45:07 AM


Grade 2 71 Pacing

◆


Patterns in Counting Teacher Objectives To review counting by 2s, 5s, and 10s; to extend this counting by any number n; and to provide experiences with describing patterns that result from counting.



& Practice Key Concepts and Skills • Count up and back by 2s, 5s, and 10s. [Number and Numeration Goal 1]




• Skip count on a calculator. [Number and Numeration Goal 1]

See also Readiness, ELL Support • Record and discuss skipcounting patterns on a number grid. [Patterns, Functions, and Algebra Goal 1]


Practicing with ⫹, ⫺ Fact Triangles [Operations and Computation Goal 1]

Math Boxes (Math Journal 2, p. 162) Writing/Reasoning [Patterns, Functions, and Algebra Goal 1; Operations and Computation Goal 2]


READINESS Counting by 2s, 5s, and 10s [Number and Numeration Goal 1] ENRICHMENT Exploring Patterns on a Number Chart (Math Masters, p. 197) [Patterns, Functions, and Algebra Goal 1] EXTRA PRACTICE Making Patterns by Coloring Grids (Math Masters, p. 439) [Patterns, Functions, and Algebra Goal 1] ELL SUPPORT Finding Patterns in Multiples of 2, 5, and 10 (Math Masters, p. 197) [Number and Numeration Goal 1]



2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.A.2


➋ Ongoing Learning & Practice 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18 2.A.2



Notes

2.N.3 Skip count by 3’s to 36 for multiplication readiness. 2.N.4 Skip count by 4’s to 48 for multiplication readiness. (For additional practice) Using a Calculator to Find Patterns on a Number Grid: Extend using the calculator to find patterns on the Number-Grid activity by having children use their calculators and Math Masters, page 418. On the calculator, start at 0 and count up by 3s. Record the counts on Math Masters, page 418. Repeat with counts by 4s.


p. 69

8/6/07 8:45:10 AM


Grade 2 Pacing

7◆2


Extending Complements of 10 Teacher Objectives To provide experiences with finding complements of 10 and differences between 2-digit numbers and higher multiples of 10.




& Practice Key Concepts and Skills • Count by 1s to find differences. [Number and Numeration Goal 1]


p. 70

• Use a number grid and calculator to find differences between 2-digit numbers and multiples of 10. [Operations and Computation Goal 2]

See also Extra Practice • Find the complements of multiples of 10. [Operations

Solving Subtraction Problems (Math Journal 2, p. 164) [Operations

READINESS Making Multiples of 10 (Math Masters, pp. 199 and 422) [Operations and Computation

and Computation Goals 2 and 3]

Goal 1]


EXTRA PRACTICE Finding the Next Multiple of 10 (Math Masters, p. 418) [Operations and Computation Goal 2]








Notes

2.N.20 Develop readiness for multiplication by using repeated addition (For additional practice) Math Boxes: Add the following Writing/ Reasoning prompt— Explain how you figured out how many groups of 6 you could make with 24 in Problem 1. [Sample answer: I counted 6 dots in a row. I kept making rows of 6 until I counted 24 dots in all.] Have

children share their strategy. If no one mentions it, model repeated addition.




8/6/07 8:45:11 AM


Grade 2 Pacing

7◆3


Mental Arithmetic: A Basketball Game Teacher Objective To guide children as they build mental arithmetic skills for adding three or more 1- and 2-digit numbers.



& Practice Key Concepts and Skills • Compare numbers. [Number and Numeration Goal 7]



• Solve addition problems with 3 or more numbers. [Operations and Computation Goal 2]

See also Readiness, Enrichment • Use the Associative Property of Addition to solve addition facts. [Patterns, Functions, and Algebra Goal 3]

Creating and Solving Number Stories about Equal Groups (Math Journal 2, p. 168) [Operations and Computation Goal 4]


READINESS Using Base-10 Blocks to Add (Math Masters, p. 435) [Operations and Computation Goal 2] ENRICHMENT Solving Addition and Subtraction Puzzles (Math Masters, p. 202) [Operations and Computation Goal 2]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.18 Use doubling to add 2-digit numbers

Notes

2.N.12 Use zero as the identity element for addition (For additional practice) Playing Basketball Addition: Have children calculate their first-half score and then add 0 to it. Have them explain why the first-half score and the score with the 0 added to it are the same.

2.N.19 Use compensation to add 2-digit numbers




p. 71

8/6/07 8:45:12 AM


Grade 2 Pacing

7◆4


Patterns in Doubles and Halves Teacher Objective To guide children as they practice repeated doubling and halving.




& Practice Key Concepts and Skills • Find halves of even numbers. [Number and Numeration Goal 6]

See also Readiness


p. 72

• Find and record patterns for doubling and halving. [Patterns,

Playing Hit the Target (Math Masters, p. 457; My Reference Book, pp. 136 and 137) [Operations Math Boxes (Math Journal 2, p. 171)


Writing/Reasoning [Operations and Computation Goal 4]



Goal 6]


See also Enrichment, ELL Support • Solve “What’s My Rule?” problems involving doubling and halving. [Patterns,

READINESS Exploring Halves and Doubles (Math Masters, p. 205) [Number and Numeration


New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.18 Use doubling to add 2-digit numbers Describe and extend increasing or decreasing (⫹, ⫺) sequences and patterns (numbers or objects up to 100)

ENRICHMENT Quadrupling and Quartering Numbers (Math Journal 2, p. 170; Math Masters, p. 206) [Patterns, Functions, and

2.A.2

Algebra Goal 1]


ELL SUPPORT Building a Math Word Bank—double, half [Patterns, Functions, and Algebra Goal 1]

Notes

2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share)



8/6/07 8:45:12 AM


Grade 2 Pacing

7◆5


Exploring Weights, Equal Sharing, and Patterns Teacher Objectives To provide experiences with exploring weights in pounds on a bath scale, developing readiness for division, and exploring area and patterns.



& Practice Key Concepts and Skills • Read numbers on a bath scale. [Measurement and Reference Frames Goal 1]

See also Enrichment • Calculate dollar and coin amounts. [Operations and Computation Goal 2]



See also Readiness • Solve and record solution strategies for equal sharing problems in the context of money. [Operations and

Playing Hit the Target (Math Masters, p. 457; My Reference Book, pp. 136 and 137) [Operations and Computation Goal 2]


Computation Goal 4]

• Create and record visual patterns using pattern blocks. [Patterns, Functions, and Algebra Goal 1]

READINESS Counting Coins to $1.00 [Operations and Computation Goal 2; Measurement and Reference Frames Goal 4] ENRICHMENT Estimating Weight (Math Masters, p. 211) [Measurement and Reference Frames Goal 1] EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, p. 129) [Measurement and Reference Frames Goal 1]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) 2.A.2


2.M.4 Recognize mass as a qualitative measure (e.g., Which is heavier? Which is lighter?) 2.M.10 Select and use standard (customary) and non-standard units to estimate measurements

➋ Ongoing Learning & Practice 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one-and two-digit numbers with and without regrouping



Notes

2.M.5 Compare and order objects, using lighter than and heavier than (For additional practice) Exploration A: Extend the activity by having the children find two other items in the classroom. Have the children estimate the weight and then check their estimates by weighing each item. Ask the children, Which item is heavier? Which item is lighter? 2.N.20 Develop readiness for multiplication by using repeated addition (For additional practice) Math Boxes: Extend Problem 3. Have the children write one multiplication and one addition number sentence to represent the array.

p. 73

8/6/07 8:45:13 AM


Grade 2 Pacing

7◆6


Data Day: Standing Jumps and Arm Spans Teacher Objective To guide children as they measure length to the nearest centimeter and to the nearest inch.




& Practice Key Concepts and Skills • Compare numbers. [Number

FEBRUARY (Lessons 7-6–8-8)

p. 74


• Collect and record data. [Data and Chance Goal 1]

See also Enrichment • Compare inches and centimeters. [Measurement and Reference Frames Goal 1]

See also Readiness, ELL Support • Measure length and distances to the nearest inch and centimeter. [Measurement and

Playing Array Bingo (Math Journal 1, pp. 154 and 155; Math Masters, p. 450) [Number and Numeration Goal 1; Operations and Computation Goal 4]



READINESS Measuring Objects (Math Masters, p. 213)



2.N.5

ENRICHMENT Making Up and Solving Number Stories (Math Masters, pp. 214 and 419) [Data

2.M.2 Use a ruler to measure standard units (including whole inches and whole feet)

and Chance Goal 1]


ELL SUPPORT Discussing Meanings of the Word Span [Measurement and Reference Frames Goal 1]

Notes




See also Readiness



8/6/07 8:45:14 AM


Grade 2 77 Pacing

◆


Middle Value (Median) of a Set of Data Teacher Objectives 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.



& Practice Key Concepts and Skills • Order and compare numbers. [Number and Numeration Goal 7]



See also Readiness • Collect and organize data. [Data and Chance Goal 1]

• Find the median of a data set using concrete materials. [Data and Chance Goal 2]


Measuring Objects (Math Journal 2, pp. 176 and 177) [Measurement and Reference Frames Goal 1]



READINESS Ordering Numbers (Math Masters, p. 217) [Number and Numeration Goal 7]



ENRICHMENT Finding the Median (Math Masters, p. 218) [Data and Chance Goal 2]


ELL SUPPORT Discussing the Word Median [Data and Chance

2.M.3 Compare and order objects according to the attribute of length

Goal 2]


Notes

2.S.1 Formulate questions about themselves and their surroundings (For additional practice) Math Boxes: Extend Problem 2. Have children generate questions from the line plot to ask classmates.

2.M.2 Use a ruler to measure standard units (including whole inches and whole feet) 2.M.3 Compare and order objects according to the attribute of length 2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks



p. 75

8/6/07 8:45:15 AM


Grade 2 Pacing

7◆8


Frequency Distributions Teacher Objectives 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.




& Practice Key Concepts and Skills • Order and compare numbers. [Number and Numeration Goal 7]



p. 76

• Collect data and create frequency tables, line plots, and bar graphs. [Data and Chance Goal 1]

See also Enrichment • Use concrete materials to find the median of a data set. [Data and Chance Goal 2]

• Use graphs to answer questions and draw conclusions. [Data and

Playing Soccer Spin (Math Journal 2, p. 179; Math Masters, pp. 470 and 471) [Data and Chance Goal 3]


ENRICHMENT Graphing Data Side by Side (Math Journal 2, p. 181; Math Masters, p. 222) [Data and Chance Goal 1]

EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, p. 27) [Number and Numeration Goal 7]





2.M.3 Compare and order objects according to the attribute of length

Homework:

2.S.2


2.S.3



Chance Goal 2]

Notes

2.S.1 Formulate questions about themselves and their surroundings (For additional practice) Making a Line Plot of Arm Spans: Extend this activity by having children generate questions from the line plot to ask their classmates.






8/6/07 8:45:16 AM


Grade 2 Pacing

8◆1

Equal Parts of ONE Teacher Objective To review basic fraction concepts.







• Use manipulatives to model 1 _ 1 1 _ , , and _8 . [Number and 2 4

Dressing for School (Math Journal 2, p. 185)

Numeration Goal 3]


See also Enrichment

Writing/Reasoning

• Divide shapes into equal parts. [Number and Numeration Goal 3]

See also Readiness, Enrichment, Extra Practice • Write fractions to name equal parts. [Number and Numeration Goal 3]

READINESS Finding the Relationships among Pattern Blocks (Math Masters, p. 228) [Number and Numeration Goal 3]


ENRICHMENT Dividing Shapes into Equal Parts (Math Masters, p. 229) [Number and Numeration

Homework:

Goal 3]


EXTRA PRACTICE Naming Equal Parts Situations Found in Literature [Number and


Numeration Goal 3]

ELL SUPPORT Illustrating Numerator and Denominator






Notes

2.G.3 Compose (put together) and decompose (break apart) two-dimensional shapes (For additional practice) Math Journal 1, page 184: Have children identify the shapes that compose the hexagon and trapezoid.




p. 77

8/6/07 8:45:18 AM


Grade 2 82 Pacing

◆


Exploring Fractions, Multiplication and Division, and Volume Teacher Objectives 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.






p. 78

• Compare fractional parts using pattern blocks. [Number and Numeration Goal 7]

• Make reasonable estimates for the total amount. [Operations and Computation Goal 3]

• Make arrays on geoboards to model multiplication. [Operations and Computation Goal 4]

Practicing with ⫹, ⫺ Fact Triangles (Math Journal 1, Activity Sheets 1 and 2) [Operations and Computation Goal 1]

Math Boxes (Math Journal 2, p. 190) Writing/Reasoning [Number and Numeration Goals 3 and 6]

READINESS Naming Fractional Parts of a Region [Number and Numeration Goal 3]

ENRICHMENT Solving Fraction Puzzles (Math Masters, p. 234) [Number and Numeration Goal 3]

EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, p. 40) [Number and Numeration Goal 3]

Homework:



2.N.20 Develop readiness for multiplication by using repeated addition 2.N.22 Estimate the number in a collection to 100 and then compare by counting the actual items in the collection Working toward Grade 3 Standard: 3.N.11



Notes

2.G.1 Experiment with slides, flips, and turns to compare two-dimensional shapes (For additional practice) Exploration A: To extend this activity, have children experiment with slides, flips, and turns with pattern blocks. Have them record their results on paper, using the Pattern Block Template.

2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition double, and doubles plus one) 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18 Working toward Grade 3 Standard: 3.N.11



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Component: PG

Vendor: settingPace

Grade: 2

FINAL


Exploring Fractions, Multiplication and Division, and Volume (continued) Teacher Objectives 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.




Pacing

8◆2





Notes

2.N.22 Estimate the number in a collection to 100 and then compare by counting the actual items in the collection Exploration C: After children have formed the rectangles on their geoboards, have them estimate the total number of pegs within the fence. Then have children find the total number of pegs within each fence and compare that number with their estimates.

p. 79

8/6/07 8:45:20 AM


Grade 2


Pacing

8◆3

p. 80


Collections of Things Teacher Objective To guide children as they use fractions to name parts of collections.




& Practice Key Concepts and Skills • Describe and name fractional parts of a collection of objects. [Number and Numeration Goal 3]

See also Readiness, Enrichment, Extra Practice • Use manipulatives to model fractions as equal parts of a collection of things. [Number and Numeration Goal 3]


Writing Fractions for Parts of Regions (Math Journal 2, p. 193) [Number and Numeration Goal 3]


READINESS Exploring Fractions (Math Masters, p. 236) [Number and Numeration Goal 3]

ENRICHMENT Find All the Marbles (Math Masters, p. 237) [Number and Numeration Goal 3]

EXTRA PRACTICE Using Fractions to Name Parts of Regions and Sets (Math Masters, p. 238) [Number and Numeration Goal 3]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) Working toward Grade 3 Standards: 3.N.10, 3.N.11, 3.N.12

➋ Ongoing Learning & Practice Working toward Grade 3 Standards: 3.N.10, 3.N.11, 3.N.12

Notes

2.M.5 Compare and order objects, using lighter than and heavier than (For additional practice) Math Boxes: Extend Problem 6. Provide several different cans for children to hold and compare their weight. Have children order the cans from lightest to heaviest.



8/28/09 2:45:50 PM

Program: EM3 NYC

Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 Pacing

8◆4


Equivalent Fractions Teacher Objective To provide experiences with the idea that many different fractions can name the same fractional part of a whole.



& Practice Key Concepts and Skills • Count equal parts of a circle. [Number and Numeration Goal 1]



• Label fractional parts of a circle. [Number and Numeration Goal 3]

See also Readiness • Identify and write equivalent fractions. [Number and Numeration Goal 6]

See also Enrichment, Extra Practice, ELL Support

Playing Name That Number (Math Masters, p. 462; My Reference Book, pp. 138 and 139) [Number and Numeration Goal 5]


READINESS Sorting Circles (Math Masters, p. 241) [Number and Numeration Goal 3]


Compose and decompose two-dimensional objects

ENRICHMENT Covering Hexagons Activity (Math Masters, p. 242) [Number and Numeration Goal 6]

Working toward Grade 3 Standards: 3.N.10, 3.N.12, 3.N.14

EXTRA PRACTICE Making Fraction Name-Collection Boxes [Number and Numeration Goal 6]

2.N.7

ELL SUPPORT Building a Math Word Bank—equivalent fractions [Number and Numeration Goal 6]

➋ Ongoing Learning & Practice Use a variety of strategies to compose and decompose two-digit numbers

Notes

2.N.12 Use zero as the identity element for addition (For additional practice) Math Boxes: For Problem 3, have children find the sum of each number plus 0. Ask them what they notice about the sums.

2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition double, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18


p. 81


8/28/09 2:46:08 PM

Program: EM3 NYC

Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 Pacing

8◆5


Equivalent Fractions Using Fraction Cards Teacher Objective To guide children as they find pairs of equivalent fractions by using region models.




& Practice Key Concepts and Skills • Use fraction cards to find equivalencies. [Number and Numeration Goal 6]


p. 82

See also Enrichment

Finding Fractions of Collections (Math Journal 2, pp. 200 and 201; My Reference Book, p. 14) [Number and Numeration Goal 3]

• Read and record equivalent fractions. [Number and Numeration Goal 6]


ENRICHMENT Showing 1 Equivalent Fractions for _2 (Math Masters, p. 244) [Number and Numeration Goal 6]

EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 75 and 142) [Number and Numeration Goal 3]

Writing/Reasoning

See also Enrichment • Compare fractions. [Number and Numeration Goal 7]


New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options Working toward Grade 3 Standards: 3.N.10, 3.N.11, 3.N.12, 3.N.14

➋ Ongoing Learning & Practice 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share)


Notes

2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) (For additional practice) Finding Fractions of Collections: For each problem on Math Journal 2, page 200, have children share their strategies for the first question. If no one mentions it, model repeated subtraction. Pose additional problems for children to solve by using repeated subtraction.



8/28/09 2:46:21 PM

Program: EM3 NYC

Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 Pacing

8◆6

Comparing Fractions Teacher Objective To guide children as they compare fractions by using region models.







• Find equivalent fractions. [Number and Numeration Goal 6]

• Discuss strategies for comparing fractions. [Number and Numeration Goal 7]

See also Readiness, Extra Practice • Identify and compare fractions using shaded fraction cards. [Number and Numeration Goal 7]

Playing the Equivalent Fractions Game (Math Journal 2, pp. 198 and 199) [Number and Numeration Goals 6 and 7]


See also Readiness

READINESS Sorting Fraction Cards [Number and Numeration Goal 7] ENRICHMENT Figuring Who Has More (Math Masters, p. 246) [Number and Numeration Goal 3]

EXTRA PRACTICE Estimating 1 Regions That Are Less Than _2 , 1 1 Greater Than _2 , or About _2 [Number and Numeration Goal 7]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options Working toward Grade 3 Standards: 3.N.10, 3.N.11, 3.N.12, 3.N.14

➋ Ongoing Learning & Practice Working toward Grade 3 Standards: 3.N.11, 3.N.14

ELL SUPPORT Building a Math Word Bank—unit fraction [Number and Numeration Goal 3]


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8/28/09 2:46:33 PM

Program: EM3 NYC

Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 Pacing

8◆7


Fraction Number Stories Teacher Objective To provide experiences with number stories involving fractions.






p. 84

• Make up and solve number stories involving fractions of collections. [Number and Numeration Goal 3]

See also Readiness, Enrichment, Extra Practice • Use manipulatives to represent fractions of collections. [Number and Numeration Goal 3]

See also Readiness

Playing Fraction Top-It (Math Journal 2, pp. 203 and 204) [Number and

READINESS Acting Out Number Stories [Number and Numeration Goal 3]

Numeration Goal 7]


ENRICHMENT Making Books of Fraction Number Stories (Math Masters, p. 419) [Number and Numeration Goal 3]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options Working toward Grade 3 Standards: 3.N.10, 3.N.11, 3.N.14


EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 112, 113, and 117) [Number and Numeration Goal 3]

Notes

2.N.10 Use and understand verbal ordinal terms (For additional practice) Math Boxes: For Problem 3, ask questions such as the following: What number did you put in the second frame? What number did you put in the fifth frame?

• Share strategies for comparing fractions. [Number and Numeration Goal 7]



8/28/09 2:46:48 PM

Program: EM3 NYC

Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 Pacing

9◆1

Measuring with Yards and Meters Teacher Objectives To provide review for the concept of nonstandard units of measure; and to introduce yard and meter.




& Practice Key Concepts and Skills • Estimate and measure using nonstandard measurement units. [Measurement and Reference Frames Goal 1]

MARCH (Lessons 9-1–10-5)


See also Readiness, Enrichment • Develop an understanding of the importance of standard units. [Measurement and Reference Frames Goal 1]

See also Readiness, ELL Support • Measuring using a yardstick.

Finding All Possible Outcomes (Math Journal 2, p. 210) [Data and Chance Goal 3]

Math Boxes (Math Journal 2, p. 211) Writing/Reasoning [Data and Chance Goal 2]




READINESS Measuring Length with a Nonstandard Unit (Math Masters, p. 253) [Measurement and Reference Frames Goal 1] ENRICHMENT Comparing Crooked Paths (Math Masters, p. 254) [Measurement and Reference Frames Goal 1]

ELL SUPPORT Building a Math Word Bank—yard, meter [Measurement and Reference Frames Goal 1]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.M.1 Use non-standard and standard units to measure both vertical and horizontal lengths 2.M.2 Use a ruler to measure standard units (including whole inches and whole feet) 2.M.10 Select and use standard (customary) and non-standard units to estimate measurements

➋ Ongoing Learning & Practice 2.PS.4 Formulate problems and solutions from everyday situations (e.g., counting the number of children in the class, using the calendar to teach counting) 2.S.4



Notes

2.N.22 Estimate the number in a collection to 100 and then compare by counting the actual items in the collection (For additional practice) Prior to the Math Message, have each child estimate the number of counters in a clear jar and jot the estimate on a self-stick note. Count the actual number of counters in the jar. Have children compare their estimates with the actual number.


p. 85

8/20/07 9:31:33 AM


Grade 2 92 ◆

p. 86


Linear Measures Teacher Objectives To provide review for measuring with inches, feet, centimeters, and decimeters; and to guide children as they begin a table of equivalent

Pacing

linear measures.



& Practice Key Concepts and Skills • Explore fractional parts of units of measurement. [Number and Numeration Goal 3]



• Compare U.S. customary and metric units. [Number and Numeration Goal 7]

• Measure objects to the nearest inch, foot, centimeter, and decimeter. [Measurement and Reference Frames Goal 1]

See also Readiness, Extra Practice, ELL Support

Playing Name That Number (My Reference Book, pp. 138 and 139) [Number and Numeration Goal 5; Operations and Computation Goal 1]


READINESS Measuring More or Less than One Foot (Math Masters, p. 258) [Measurement and Reference Frames Goal 1]

EXTRA PRACTICE Constructing a Display of Fish Lengths (Math Masters, p. 259) [Measurement and Reference Frames Goal 1]

ELL SUPPORT Comparing Units of Measure (Math Masters, p. 258) [Measurement and Reference Frames Goal 1]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.M.1 Use non-standard and standard units to measure both vertical and horizontal lengths 2.M.2 Use a ruler to measure standard units (including whole inches and whole feet)

➋ Ongoing Learning & Practice 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18

Notes

2.N.11 Read written ordinal terms (first through ninth) and use them to represent ordinal relations (For additional practice) Extra Practice: Use Math Masters, p. 259, Constructing a Display of Fish Lengths. Prior to this activity, prepare individual cards with ordinal terms (first through ninth). After completing the activity, have one child display his/her string models in the classroom from longest to shortest. Have the class select the appropriate ordinal number card for each of the first nine longest fish.



8/20/07 9:31:34 AM


Grade 2 93 ◆


Fractional Units of Length

Teacher Objectives To guide children as they investigate the idea of accuracy, explore _8 inch, __ inch, and _2 centimeter on a ruler, and explore measuring to the 16 1

1

1

Pacing

nearest half-inch and half-centimeter.



& Practice Key Concepts and Skills • Find fractional parts of an inch and centimeter. [Number and



Numeration Goal 3]

• Estimate to the nearest inch. [Measurement and Reference Frames Goal 1]

See also Readiness • Explore the importance of standard units. [Measurement and Reference Frames Goal 1]

See also Readiness, Enrichment • Measure to the nearest inch and centimeter. [Measurement

Playing the Equivalent Fractions Game (Math Journal 2, pp. 198 and 199) [Number and Numeration Goals 6 and 7]

READINESS Comparing Lengths of Objects (Math Masters, p. 264) [Measurement and Reference Frames Goal 1]


ENRICHMENT Comparing Units of Metric Linear Measure (Math Masters, pp. 265 and 266)

Homework:




Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.M.1 Use non-standard and standard units to measure both vertical and horizontal lengths 2.M.2 Use a ruler to measure standard units (including whole inches and whole feet)


and Reference Frames Goal 1]

See also Enrichment


p. 87


8/28/09 2:47:45 PM

Program: EM3 NYC

Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 Pacing

9◆4


Perimeter Teacher Objective To provide experiences with finding perimeters by measuring to the nearest centimeter or inch.




& Practice Key Concepts and Skills • Compare lengths. [Number and Numeration Goal 7]


p. 88

• Use addition to find the perimeter of polygons. [Operations and Computation Goal 2]

See also Enrichment • Measure to the nearest inch or centimeter. [Measurement and Reference Frames Goal 1]

See also Readiness


Math Boxes (Math Journal 2, p. 217) Writing/Reasoning [Operations and Computation Goal 2; Patterns, Functions, and Algebra Goal 1]


READINESS Measuring Boxes [Measurement and Reference Frames Goal 1] ENRICHMENT Measuring Perimeter in Paces (Math Masters, pp. 270 and 271) [Operations and Computation Goal 2]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.M.1 Use non-standard and standard units to measure both vertical and horizontal lengths 2.M.2 Use a ruler to measure standard units (including whole inches and whole feet)


Count back from 100 by 1’s, 5’s, and 10’s using a number chart


Notes

2.N.20 Develop readiness for multiplication by using repeated addition (For additional practice) Writing/Reasoning: Have children record their answer to the following: Draw a picture that goes with the number story in Problem 5. Write an addition and a multiplication number sentence to go with the picture. If children do not write an addition number sentence that models repeated addition, model the sentence for them.



8/20/07 9:31:36 AM


Grade 2 95 ◆


Measuring Longer Distances Teacher Objectives To provide experiences with identifying the mile and kilometer as standard units for longer distances and solving problems about road-map

Pacing

distances.



& Practice Key Concepts and Skills • Compare measures. [Number




• Solve number stories. [Operations and Computation Goal 2]

See also Enrichment • Estimate Measures. [Measurement and Reference Frames Goal 1]

See also Readiness, Extra Practice

Practicing 2-Digit Addition and Subtraction (Math Journal 2, p. 219) [Operations and Computation Goals 2 and 3]


READINESS Locating Cities on a Map (Math Journal 2, p. 218) [Measurement and Reference Frames Goal 1] ENRICHMENT Driving in the West (Math Journal 2, p. 218; Math Masters, p. 273) [Operations and Computation Goal 2]


EXTRA PRACTICE Choosing the Best Unit of Measure (Math Masters, p. 274) [Measurement and Reference Frames Goal 1]



2.M.10

Select and use standard (customary) and non-standard units to estimate measurements

Working toward Grade 3 Standards: 3.N.18, 3.M.1



Use a variety of strategies to solve addition and subtraction problems using one- and twodigit numbers with and without regrouping

Notes

2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) (For additional practice) Math Boxes: For Problem 3, have children use 17 counters and use repeated subtraction (subtract groups of 3 until there are no more groups of three to subtract) to model the number story.

p. 89


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Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 96 ◆

p. 90


Exploring Capacity, Area, and Measures Teacher Objectives To guide children as they explore the capacities of cylinders, find the areas of shapes by using inch and centimeter grids, and explore

Pacing

measuring tools and units of measure.






• Identify appropriate units (centimeters and inches) used to make measurements. [Measurement and Reference Frames Goal 1]

• Count unit squares to find the area. [Measurement and

Practicing with Fact Triangles (Math Journal 1, Activity Sheets 1 and 2: Math Masters, p. 415) [Operations and Computation Goal 1]



Writing/Reasoning

See also Readiness


• Identify and create models of cylinders. [Geometry Goal 2] See also Enrichment

READINESS Estimating Area (Math Masters, p. 282) [Measurement and Reference Frames Goal 2]

ENRICHMENT Building Equal-Capacity Cylinders (Math Masters, p. 415) [Geometry Goal 2]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.M.10 Select and use standard (customary) and non-standard units to estimate measurements Working toward Grade 3 Standard: 3.M.4 Working toward Grade 4 Standard: 4.G.4


Notes

2.N.12 Use zero as the identity element for addition (For additional practice) Math Boxes: For Problem 1, have children include a name for 90 that includes an addend of 0.






8/28/09 2:48:12 PM

Program: EM3 NYC

Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 97 ◆


Area Teacher Objectives To provide experiences with the concept of area, distinguishing between area and perimeter, and finding areas of rectangular figures by

Pacing

counting squares.



& Practice Key Concepts and Skills • Count square centimeters. [Number and Numeration Goal 1]



• Count unit squares to find the area of rectangular shapes. [Measurement and Reference Frames Goal 2]

See also Readiness, Enrichment, Extra Practice, ELL Support • Make rectangles. [Geometry Goal 2]

Playing the Equivalent Fractions Game or Fraction Top-It (Math Journal 2, pp. 198, 199, 203, and 204) [Number


Notes

ENRICHMENT Finding the Perimeter (Math Masters, p. 434)

2.M.1 Use non-standard and standard units to measure both vertical and horizontal lengths

2.G 5 Explore and predict the outcome of slides, flips, and turns of two-dimensional shapes

Working toward Grade 4 Standard: 4.G.4





Writing/Reasoning

EXTRA PRACTICE Finding the Areas of Block Letters (Math Masters, p. 284) [Measurement


and Numeration Goals 3, 6, and 7]


READINESS Finding the Areas of Geoboard Rectangles [Measurement and Reference Frames Goal 2]



ELL SUPPORT Building a Math Word Bank—area [Measurement and Reference Frames Goal 2]

Working toward Grade 3 Standards: 3.N.13, 3.N.14


Extra Practice: After completing Math Masters, p. 284, have children cut out the grid in problem number 1. Give children centimeter grid paper (Math Masters, p. 434). After exploring outcomes of slides, flips, and turns, have children draw a slide, flip, and turn of Figure 1 on the grid paper.

p. 91


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Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 Pacing

9◆8


Capacity Teacher Objectives To provide experiences with relationships among units of capacity and identifying equivalent measures of capacity.




& Practice Key Concepts and Skills • Explore equivalent measures. [Number and Numeration Goal 5]


p. 92

• Compare numbers. [Number and Numeration Goal 7]

• Solve measurement equivalency problems involving a rule. [Patterns, Functions, and Algebra Goal 1]

Reviewing Line Plot Routine (My Reference Book, pp. 41, 45, and 46)

ENRICHMENT Measuring the Capacity of Irregular Containers (Math Masters, pp. 286 and 287)

[Data and Chance Goals 1 and 2]



EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 131 and 143) [Measurement and Reference Frames Goal 2]

Homework:

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options Working toward Grade 3 Standards: 3.M.4, 3.M.5, 3.M.6




Notes

2.M.5 Compare and order objects, using lighter than and heavier than (For additional practice) Demonstrating Equivalent U.S. Customary Units of Capacity: Have children fill the containers with water; then have children 1 hold _2 gallon in one hand and 1 gallon in the other hand. Have the children tell which amount is heavier and which is lighter. Continue the activity, using 1 quart and 1 pint, 1 pint and 1 cup, and so on.



8/28/09 2:48:35 PM

Program: EM3 NYC

Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 99 ◆


Weight Teacher Objectives To guide children as they compare weights by feel, identify purposes of various scales, explore with units of weight and equivalent measures,

Pacing

and weigh objects.



& Practice Key Concepts and Skills • Compare weights. [Number and Numeration Goal 7]



Playing Name That Number (Math Masters, p. 462; My Reference Book, pp. 138 and 139)


[Number and Numeration Goal 5; Operations and Computation Goal 1]



• Estimate weights.

• Explore standard tools to measure weight. [Measurement and Reference Frames Goal 1]


ENRICHMENT Weighing Small Objects [Measurement and Reference Frames Goal 1]

EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 117 and 129) [Measurement and Reference Frames Goal 1] ELL SUPPORT Building a Math Word Bank—weigh, weight [Measurement and Reference Frames Goal 1]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.M.4 Recognize mass as a qualitative measure (e.g., Which is heavier? Which is lighter?) 2.M.5 Compare and order objects, using lighter than and heavier than Working toward Grade 3 Standard: 3.M.3 Working toward Grade 4 Standard: 4.M.5

➋ Ongoing Learning & Practice 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18


Notes

2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) (For additional practice) Writing/Reasoning: Have children draw, write, or verbalize their answers to the following: Explain how you found your answer in Problem 3. If no one mentions it, model repeated subtraction as a possible strategy.

p. 93


8/28/09 2:48:53 PM

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Component: PG

Vendor: settingPace

Grade: 2

FINAL


Grade 2 Pacing

10◆1


Money Teacher Objective To review notation and equivalencies for money amounts.




& Practice Key Concepts and Skills • Calculate coin and bill combinations. [Operations and Computation Goal 2]

See also Readiness


p. 94

• Compare the values of coins and bills. [Operations and Computation Goal 2]

See also Readiness • Generate equivalent names and make exchanges between coins and bills. [Measurement and Reference Frames Goal 4]

See also Enrichment

Playing Spinning for Money (Math Journal 1, p. 55; Math Masters, p. 472) [Operations and Computation Goal 2; Measurement and Reference Frames Goal 4]


READINESS Finding Ways to Make a Dollar (Math Masters, p. 294) [Operations and Computation Goal 2]

ENRICHMENT Planning a Picnic (Math Masters, p. 295; Math Journal 2, p. 230) [Measurement and Reference Frames Goal 4]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20) 2.M.8 Identify equivalent combinations to make one dollar

➋ Ongoing Learning & Practice 2.M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20) 2.M.8 Identify equivalent combinations to make one dollar



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10◆2

Decimal Notation for Pennies and Dimes Teacher Objectives To review estimation, dollars-and-cents notation, and names for a dollar, a dime, and a penny.







• Read and write money amounts in dollars-and-cents notation. [Number and Numeration Goal 2]

See also ELL Support • Find fractional parts of $1.00. [Number and Numeration Goal 3]

See also Readiness • Estimate the total cost.

Calculating Word Values (Math Journal 2, p. 232) [Operations and Computation Goal 2]



READINESS Exploring Relationships among Pennies, Dimes, and Dollars (Math Masters, p. 299) [Number and Numeration Goal 3] EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, p. 64) [Measurement and Reference Frames Goal 4] ELL SUPPORT Building a Math Word Bank—dollar-and-cents notation [Number and Numeration Goal 2]

• Match equivalent monetary names. [Measurement and


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.M.7 Recognize the whole dollar notation as $1, etc. 2.M.8 Identify equivalent combinations to make one dollar Working toward Grade 4 Standards: 4.N.11, 4.N.12





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Money Amounts with a Calculator Teacher Objective To guide children as they enter money amounts into a calculator and interpret calculator displays.




& Practice Key Concepts and Skills • Count by 1s, 5s, 10s, and 25s. [Number and Numeration Goal 1]


p. 96

• Read and write money amounts in dollars-and-cents notation. [Number and Numeration Goal 2]

See also Enrichment • Calculate the value of coin and bill combinations. [Operations and Computation Goal 2]

See also Readiness • Find equivalent names for money amounts. [Measurement

Finding the Median (Math Journal 2, p. 238)


Notes



READINESS Doing Money Calculator Counts (Math Masters, p. 301; My Reference Book, pp. 162 and 163)




ENRICHMENT Displaying Money on the Calculator (Math Masters, p. 302) [Number and Numeration

2.M.7 Recognize the whole dollar notation as $1, etc.

Homework:

Goal 2]

Working toward Grade 3 Standard: 3.M.7

2.N.1







2.S.4



Working toward Grade 3 Standard: 3.N.23



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Using a Calculator to Solve Problems with Money Teacher Objectives To provide experiences with comparing prices and solving problems about price differences.




& Practice Key Concepts and Skills • Write money amounts using dollars-and-cents notation.




• Compare money amounts. [Operations and Computation Goal 2]

See also Enrichment • Make and solve difference and comparison problems. [Operations and Computation Goal 2]

See also Enrichment

Playing Pick-a-Coin (Math Journal 2, pp. 236 and 237; Math Masters, p. 469) [Operations and

READINESS Solving a Money Problem (Math Masters, p. 305) [Operations and Computation Goal 2]

Computation Goal 2]

Math Boxes (Math Journal 2, p. 242) Writing/Reasoning [Data and Chance Goal 2]

Homework:

ENRICHMENT Solving Problems about Change in Prices over Time (Math Masters, p. 306; Math Journal 2, p. 240) [Operations and Computation Goal 2]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.M.7 Recognize the whole dollar notation as $1, etc. 2.S.4



➋ Ongoing Learning & Practice 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one-and two-digit numbers with and without regrouping


2.S.4



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Estimating and Finding Exact Costs Teacher Objective To provide experiences with estimating costs and then calculating exact costs.






p. 98

• Calculate exact money amounts and share solution strategies. [Operations and Computation Goal 2]

See also Enrichment, ELL Support • Solve money number stories using a calculator. [Operations and Computation Goal 2]

• Estimate money amounts.

Analyzing a Line Plot (My Reference Book, pp. 45 and 46) [Data and Chance Goals 1 and 2]



READINESS Rounding Numbers (Math Masters, pp. 308 and 418) [Operations and Computation Goal 3]

ENRICHMENT Solving Tic-TacToe Addition Problems (Math Masters, p. 309) [Operations and Computation Goals 2 and 3]

ELL SUPPORT Building a Math Word Bank—exact, estimate [Operations and Computation Goal 3]


New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping Working toward Grade 3 Standards: 3.N.18, 3.N.26



2.S.4


Notes

2.S.3 Display data in pictographs and bar graphs using concrete objects or a representation of the object (For additional practice) Math Boxes: As a class or individually, create a bar graph or pictograph, using the data in Problem 2.



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10◆6

Making Change Teacher Objectives To provide experience making change by counting up and estimating totals by rounding to the nearest 10 cents.




& Practice Key Concepts and Skills • Write money amounts in dollars-and-cents notation.

APRIL (Lessons 10-6–11-4)



• Count up to make change. [Operations and Computation Goal 2]

See also Readiness, Enrichment • Estimate and share solution strategies for finding change. [Operations and Computation Goal 3]

Playing Equivalent Fractions or Fraction Top-It (Math Journal 2, pp. 198, 199, 203, and 204) [Number and

READINESS Finding Differences between Pairs of Numbers on the Number Grid [Operations and Computation Goal 2]

Numeration Goal 3]


ENRICHMENT Exploring Money Amounts (Math Masters, p. 312; Math Journal 2, p. 230) [Operations and Computation Goal 2]


Notes



2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping Working toward Grade 3 Standards: 3.N.18, 3.N.26, and 3.M.7


Homework:





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Exploring Area, Polygons, and Geoboard Fractions Teacher Objectives To guide children as they explore finding areas of irregular shapes, make polygons with trapezoids, and form fractions on a geoboard.




& Practice Key Concepts and Skills • Divide shapes to model fractions as equal parts of a region or collection. [Number and Numeration Goal 3]


p. 100

See also Readiness, Enrichment • Find area by counting square centimeters on grid paper. [Measurement and Reference Frames Goal 2]

• Model polygons using pattern blocks and geoboards.

Practicing with ⫹, ⫺ Fact Triangles (Math Masters, p. 415; Math Journal 1, Activity Sheets 1 and 2) [Operations and Computation Goal 1]


READINESS Solving EqualParts Geoboard Problems (Math Masters, p. 318) [Number and Numeration Goal 3]

ENRICHMENT Finding Fractional Parts (Math Masters, p. 319) [Number and Numeration Goal 3]


Notes



Working toward Grade 3 Standards: 3.N.10, 3.N.13, and 3.N.14 Working toward Grade 4 Standard: 4.G.4

Homework:




[Geometry Goal 2]



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Place Value Teacher Objective To develop place-value concepts, and connect place value in money with place value in base-10 blocks.






• Model and write 3- and 4-digit numbers using base-10 blocks and money. [Number and Numeration Goal 2]

See also Readiness, Extra Practice, ELL Support • Make exchanges with base-10 blocks and relate that to exchanges with money.

Reviewing Ballpark Estimation (Math Journal 2, p. 255) [Operations and Computation Goals 2 and 3]


READINESS Building Base-10 Structures [Number and Numeration Goal 2] EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, p. 23) [Number



2.N.6



ELL SUPPORT Using Base-10 Blocks for Place Value [Number and Numeration Goal 2]

Notes

2.N.13 Recognize the meaning of zero in the place value system (0–100) Working toward Grade 3 Standard: 3.N.2 Working toward Grade 4 Standards: 4.N.11, 4.N.12




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Place-Value Tools Teacher Objective To develop place-value concepts by using place-value tools.




& Practice Key Concepts and Skills • Count forward by 10s, 100s, and 1000s. [Number and Numeration Goal 1]


p. 102

• Read, write, and model numbers to the ten-thousands using place-value tools.

Practicing Routines with Place-Value Tools [Number and Numeration Goal 2]





Homework:

• Identify the values of digits in numbers. [Number and Numeration Goal 2]


READINESS Doing Digit Discovery (Math Masters, p. 338) [Number and Numeration Goal 2]


Notes


EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, pp. 23, 24, 33, and 36) [Number and Numeration



Goal 2]





2.A.2



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10◆10

Place-Value Notation for Ten-Thousands Teacher Objective To provide experiences with place-value concepts to ten-thousands.




& Practice Key Concepts and Skills • Count by 1000s. [Number and



Numeration Goal 1]

• Model and write 4-digit numbers using a place-value tool. [Number and Numeration

Displaying and Reading 4- and 5-Digit Numbers [Number and Numeration Goal 2]


READINESS Exploring PlaceValue Transitions [Number and Numeration Goal 2]


ENRICHMENT Ordering 5-Digit Numbers (Math Masters, p. 340) [Number and Numeration Goal 2]


Goal 2]

Writing/Reasoning

See also Readiness



Homework:


• Identify digit values. [Number and Numeration Goal 2]



Notes



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10◆11


Grouping with Parentheses Teacher Objective To introduce the use of parentheses in number models.






• Find equivalent names for whole numbers. [Number and Numeration Goal 5]

• Solve basic facts. [Operations and Computation Goal 1]

• Solve problems involving three or more addends. [Operations and Computation Goal 2]

See also Readiness • Solve number sentences. [Patterns, Functions, and Algebra Goal 2]

Playing Soccer Spin (Math Journal 2, p. 179; Math Masters, pp. 470 and 471) [Data and

READINESS Exploring the Order of Operations (Math Masters, p. 342) [Operations and Computation Goal 2]

Chance Goal 3]


ENRICHMENT Recording Number Sentences with Parentheses (Math Masters, p. 343) [Patterns, Functions, and Algebra Goal 2]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) Working toward Grade 3 Standard: 3.N.9 Working toward Grade 5 Standard: 5.N.18


See also Enrichment


Working toward Grade 4 Standards: 4.S.5, 4.S.6


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11◆1


Addition Number Stories with Dollars and Cents Teacher Objective To guide children as they review finding estimates for sums of money, and calculate values of coin and bill combinations in number stories.




& Practice Key Concepts and Skills • Write money amounts in dollars-and-cents notation. [Number and Numeration Goal 2]


p. 106

• Solve and share solution strategies for addition problems in the context of money. [Operations and

• Use strategies to estimate total cost. [Operations and See also Readiness


READINESS Using Ten Frames to Estimate Money Amounts (Math Masters, pp. 349 and 422) [Operations and Computation Goal 3]


ENRICHMENT Completing Magic Squares (Math Masters, p. 350)

Writing/Reasoning


Notes



Homework:





Computation Goal 2]

See also Enrichment

Computation Goal 3]

Playing Hit the Target (Math Masters, pp. 418 and 457; My Reference Book, pp. 136 and 137)


2.M.7 Recognize the whole dollar notation as $1.00, etc. Working toward Grade 3 Standards: 3.N.18, 3.M.7


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Addition Number Stories with Dollars and Cents (continued) Teacher Objective To guide children as they review finding estimates for sums of money, and calculate values of coin and bill combinations in number stories.




Pacing

11◆1





Notes

➋ Ongoing Learning & Practice 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.M.7 Recognize the whole dollar notation as $1.00, etc.

p. 107

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Grade 2 Pacing

11◆2


Subtraction Number Stories with Dollars and Cents Teacher Objectives To guide children as they review making change by counting up, and solve comparison number stories with money.






p. 108

• Compare money amounts. [Operations and Computation Goal 2]

See also Enrichment • Solve and share solution strategies for addition problems in the context of money. [Operations and

Analyzing Data (Math Journal 2, p. 267) [Data and Chance Goals 1 and 2]

READINESS Finding Differences between Numbers on a Number Grid (Math Masters, pp. 352 and 417)



Homework:

ENRICHMENT Making Up and Solving Number Stories (Math Journal 2, p. 264; Math Masters, p. 419) [Operations and


Computation Goal 2]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.N.15 Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) 2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping Working toward Grade 3 Standard: 3.M.7

Computation Goal 2]



2.S.4

• Find differences by counting up. [Operations and


Computation Goal 2]

See also Readiness


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The Trade-First Subtraction Algorithm Teacher Objective To introduce and provide practice with the trade-first subtraction algorithm.



& Practice Key Concepts and Skills • Make equivalent numbers using base-10 blocks. [Number and Numeration Goal 5]

• Use and explain strategies for solving subtraction problems. [Operations and Computation Goal 2]



See also Readiness, Enrichment • Make ballpark estimates for subtraction problems. [Operations and Computation Goal 3]

Describing a Data Set on a Line Plot (My Reference Book, pp. 45 and 46) [Data and Chance Goals 1, 2, and 3]


READINESS Modeling Subtraction with Base-10 Blocks (Math Masters, p. 355) [Operations and Computation Goal 2] ENRICHMENT Exploring Subtraction Strategies (Math Masters, p. 418) [Operations and


2.N.7

Computation Goal 2]

Develop an understanding of the base ten system: 10 ones ⫽ 1 ten 10 tens ⫽ 1 hundred 10 hundreds ⫽ 1 thousand Use a variety of strategies to compose and decompose two-digit numbers


Notes

2.S.3 Display data in pictographs and bar graphs using concrete objects or a representation of the object (For additional practice) Describing a Data Set on a Line Plot: Have children use the data collected on the line plot to create a bar graph.





2.S.3


2.S.4


2.S.5

Discuss conclusions and make predictions from graphs p. 109

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Grade 2 Pacing

11◆4


Multiples of Equal Groups Teacher Objective To provide experiences with finding the total number of items in several equal groups by multiplying.






p. 110

• Use repeated addition, arrays, and skip counting to model multiplication. [Operations and Computation Goal 4]

See also Readiness, Enrichment, Extra Practice, ELL Support • Identify corners on a 2-dimensional shape. [Geometry Goal 2]

Playing Array Bingo (Math Journal 1, p. 154; Math Masters, p. 450) [Number and Numeration Goal 1; Operations and Computation Goal 4]



READINESS Skip-Counting on a Number Line (Math Masters, p. 358) [Operations and Computation Goal 4]

ENRICHMENT Solving Multiples Problems (Math Masters, p. 359) [Operations and Computation Goal 4]

EXTRA PRACTICE Connecting Equal Groups to Literature (Math Masters, p. 419) [Operations and Computation Goal 4]



Notes

2.N.3 Skip count by 3’s to 36 for multiplication readiness 2.N.4 Skip count by 4’s to 48 for multiplication readiness (For additional practice) Readiness: Prior to completing Math Masters, p. 358, have children skip count orally by 3s and 4s.

ELL SUPPORT Building a Math Word Bank—known, unknown, equal groups [Operations and Computation Goal 4]



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11◆5

Division Number Models Teacher Objectives To provide experiences with solving division number stories; and to introduce models for division stories.




& Practice Key Concepts and Skills • Use equal groups and equal shares to model division.

MAY (Lessons 11-5–12-6)



See also Readiness, Extra Practice 1, Extra Practice 2, ELL Support • Write number sentences to model number stories. [Patterns, Functions, and Algebra Goal 2]

Playing Soccer Spin (Math Journal 2, p. 179; Math Masters, pp. 470 and 471) [Data and

READINESS Exploring Equal Shares (Math Masters, p. 361) [Operations and Computation Goal 4]

Chance Goal 3]


EXTRA PRACTICE 1 Sharing Eggs Equally (Math Masters, p. 122)

Homework:



EXTRA PRACTICE 2 Connecting Division with Remainders to Literature [Operations and Computation Goal 4] ELL SUPPORT Building a Math Word Bank—division, remainder, left over [Operations and


Notes

2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share)

2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share)





Working toward Grade 4 Standards: 4.S.5, 4.S.6

Computation Goal 4]


After children have completed Problem 3 on Math Journal 2, page 274, have them explain (draw, write, or verbalize) how they shared the tennis balls equally. Model repeated subtraction if children do not mention it as a strategy.

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Multiplication Facts Teacher Objectives To introduce multiplication facts; and to provide review and practice with multiplying by 2, 5, and 10.




& Practice Key Concepts and Skills • Use skip counting to model multiplication. [Operations and Computation Goal 4]

• Create arrays to model multiplication. [Operations


p. 112


See also Enrichment • Write number sentences to model number stories. [Patterns, Functions, and Algebra Goal 2]

Playing Name That Number (Math Masters, p. 462; My Reference Book, pp. 138 and 139) [Number and Numeration Goal 5; Operations and Computation Goal 1]


READINESS Counting on the Calculator (Math Masters, p. 363) [Number and Numeration Goal 1]

ENRICHMENT Creating Arrays (Math Masters, p. 434) [Operations and Computation Goal 4]

Writing/Reasoning


Notes


Skip count to 100 by 2’s, 5’s and 10’s


➋ Ongoing Learning & Practice 2.N.15 Determine sums and differences of number sentences by various means, (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one)



2.N.16 Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping 2.N.17 Demonstrate fluency and apply addition and subtraction facts up to and including 18 Working toward Grade 3 Standard: 3.N.11


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Products Table Teacher Objectives To introduce 1s and 0s multiplication facts; and to guide children as they discover patterns in multiplication facts.







• Use equal shares to model division in the context of number stories. [Operations and Computation Goal 4]

• Use arrays to model multiplication. [Operations and Computation Goal 4]


Cutting Out Fact Triangles (Math Journal 2, Activity Sheets 7 and 8)


• Find number patterns.

ENRICHMENT Investigating Square Numbers (Math Masters, pp. 365, 366, and 434) [Operations and Computation Goal 4]

EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, p. 15) [Operations and Computation Goal 4] ELL SUPPORT Building a Math Word Bank—factor, product [Operations and Computation Goal 4]


New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.A.2


2.N.20 Develop readiness for multiplication by using repeated addition Working toward Grade 3 Standards: 3.N.6, 3.N.7, 3.N.8

Notes

2.N.19 Use compensation to add 2-digit numbers (For additional practice) For Math Boxes Problem 3, have children use the compensation strategy to solve. Have children share how they compensated to add.



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11◆8


Multiplication/Division Fact Families Teacher Objectives To introduce multiplication and division fact families; and to provide practice with multiplication and division facts.






p. 114

• Use skip counting to model multiplication. [Operations and Computation Goal 4]

See also Enrichment, Extra Practice • Draw arrays to model multiplication in the context of number stories. [Operations and Computation Goal 4]

See also Enrichment, Extra Practice • Write number sentences to model number stories.

Multiplying and Dividing by 2, 5, and 10 (Math Journal 2, p. 283) [Operations and Computation Goal 4]


ENRICHMENT Exploring Fact Triangles (Math Masters, p. 369) [Operations and Computation Goal 4]

EXTRA PRACTICE Minute Math⫹ (Minute Math⫹, p. 41) [Operations and Computation Goal 4]



Notes


Skip count to 100 by 2’s, 5’s, 10s

2.N.20 Develop readiness for multiplication by using repeated addition 2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share)




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Multiplication/Division Fact Practice Teacher Objective To provide practice with multiplication and division facts.



& Practice Key Concepts and Skills • Use equal sharing to model division in the context of number stories. [Operations




• Use arrays, skip counting, and repeated addition to model multiplication. [Operations and Computation Goal 4]

See also Readiness, Enrichment • Write number sentences to model number stories. [Patterns, Functions, and Algebra Goal 2]

Practicing Multiplication with Fact Triangles (Math Journal 2, Activity Sheets 7–10) [Operations and

READINESS Doubling to Multiply by 2 (Math Masters, p. 371) [Operations and Computation Goal 4]

Computation Goal 4]



ENRICHMENT Solving a Paper-Folding Problem (Math Masters, p. 372) [Operations and Computation Goal 4]

EXTRA PRACTICE Writing Fact Families (Math Journal 2, Activity Sheets 7–10) [Operations and Computation Goal 4]


Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.N.20 Develop readiness for multiplication by using repeated addition 2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) Working toward Grade 3 Standards: 3.N.19, 3.N.20

➋ Ongoing Learning & Practice 2.N.20 Develop readiness for multiplication by using repeated addition Working toward Grade 3 Standards: 3.N.19, 3.N.20


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Review: The Calendar Teacher Objective To guide children as they review time equivalencies and calendar facts.





MAY/JUNE (Lessons 11-5–12-8)

p. 116

• Describe relationships among units of time. [Measurement and Reference Frames Goal 3]

See also Enrichment, Extra Practice • Write and tell time to the nearest five-minute interval. [Measurement and Reference Frames Goal 6]

See also Readiness

Practicing Multiplication Facts Using Fact Triangles (Math Journal 2, Activity Sheets 7–10) [Operations and Computation Goal 4]



READINESS Telling Time to the Nearest Five Minutes (Math Masters, p. 379) [Measurement and Reference Frames Goal 6]

ENRICHMENT Finding Leap Years (Math Masters, p. 380) [Measurement and Reference Frames Goal 3]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks


EXTRA PRACTICE Finding the Number of Days of Vacation (Math Masters, p. 414) [Measurement and Reference Frames Goal 3]

Notes

2.N.10 Use and understand verbal ordinal terms (For additional practice) Using page 84 in My Reference Book, pose the following questions: What day of the week does the third fall on? The eighteenth? What is the date on the fourth Tuesday of the month?


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Review: Clock Skills Teacher Objectives 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

Pacing

relative to a given time.






• Use manipulatives to solve multidigit addition and subtraction problems. [Operations and Computation Goal 2]

• Describe relationships between units of time. [Measurement and Reference Frames Goal 3]

• Show and tell time to the nearest five minutes. [Measurement and Reference Frames Goal 6]


Practicing with ⫹, ⫺ Fact Triangles [Operations and

ENRICHMENT Finding Military Time (Math Masters, p. 382)

Computation Goal 1]


Solving Multidigit Addition and Subtraction Problems (Math Journal 2, p. 293) [Operations and

EXTRA PRACTICE Telling Time to Five Minutes (Math Masters, p. 383) [Measurement and

Computation Goal 2]


New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks


Homework:





Notes




p. 117

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Grade 2 Pacing

12◆3


Timelines Teacher Objective To provide experiences with events on a timeline.




& Practice Key Concepts and Skills • Order numbers in the context of timelines. [Number and


p. 118

Numeration Goal 7]

See also Readiness • Make reasonable estimates for whole number addition and subtraction. [Operations and Computation Goal 3]

• Organize data on a timeline. [Data and Chance Goal 1]

• Answer questions and draw conclusions from a timeline.

Matching Clocks to Digital Notation (Math Masters, pp. 123–125)

READINESS Placing Numbers on a Number Line (Math Masters, p. 385) [Number and


Numeration Goal 7]


ENRICHMENT Calculating Elapsed Time Using a Timeline (Math Journal 2, p. 295; Math Masters, p. 386) [Measurement




Notes

➊ Teaching the Lesson and ➌ Differentiation Options 2.R.1

Use multiple representations, including verbal and written language, acting out or modeling a situation, drawings, and/or symbols as representations

2.R.6

Use mathematics to show and understand social phenomena (e.g., count and represent sharing cookies between friends)

2.S.4






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Grade 2 Pacing

12◆4


Practice Multiplication Facts Teacher Objectives To provide review and extend shortcuts and strategies for learning multiplication facts; and to provide practice for multiplication facts.



& Practice Key Concepts and Skills • Use strategies to solve multiplication facts. [Operations and Computation Goal 4]




• Find and discuss patterns in the Products Table. [Patterns, Functions, and Algebra Goal 1]

• Develop an understanding of the turn-around rule. [Patterns, Functions, and Algebra Goal 3]

Practicing Estimation and the Trade-First Algorithm (Math Journal 2, p. 297) [Operations and Computation Goals 2 and 3]

Playing Name That Number (Math Masters, p. 462; My Reference Book, pp. 138 and 139) [Number and Numeration Goal 5; Operations and Computation Goals 1 and 4]

READINESS Drawing Multiplication Arrays (Math Masters, p. 389) [Operations and Computation Goal 4] ENRICHMENT Analyzing a Multiplication Strategy (Math Masters, p. 390) [Operations and Computation Goal 4] ELL SUPPORT Discussing Factors and Product [Operations and Computation Goal 4]


Notes



Working toward Grade 3 Standards: 3.N.8, 3.N.19, 3.N.20, 3.N.21


Math Boxes (Math Journal 2, p. 298) Writing/Reasoning [Number and Numeration Goal 3; Operations and Computation Goal 2]


Homework:




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Division from Multiplication Teacher Objective To guide children as they review multiplication/division fact families, and investigate the relationship between multiplication and division.






p. 120

• Use manipulatives to solve equal-shares number stories.

Playing Addition Card Draw (Math Journal 2, p. 300; Math Masters, p. 446) [Operations and


Computation Goal 2]



• Investigate the connections between equal groups and equal shares. [Operations and Computation Goal 4]


Homework:

See also Readiness, ELL Support • Use the commutative property (turn-around rule) to write number models. [Patterns, Functions, and Algebra Goal 3]


READINESS Building Arrays with Equal Shares (Math Masters, p. 393) [Operations and Computation Goal 4]

EXTRA PRACTICE Completing “What’s My Rule?” Tables (Math Masters, p. 394) [Patterns, Functions, and Algebra Goal 1]

ELL SUPPORT Building a Math Word Bank—equal groups, equal shares, division [Operations and Computation Goal 4]

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.N.20 Develop readiness for multiplication by using repeated addition 2.N.21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) Working toward Grade 3 Standards: 3.N.20, 3.N.22, 3.N.23


Notes

2.N.4 Skip count by 4’s to 48 for multiplication readiness (For additional practice) Readiness: Using Math Masters, page 393, have children complete Problem 4, as follows: Use 48 counters. Build an array that has 12 rows. Ask: How many are in each row? [4] Have partners skip count by 4s to 48.



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Grade 2 12 6 ◆


Graphs: Comparing Speeds of Animals and People Teacher Objectives To provide experience with reading, creating, and interpreting bar graphs; and to guide children as they find the range and middle value

Pacing

(median) of a data set.



& Practice Key Concepts and Skills • Order numbers. [Number and



Numeration Goal 7]

• Use given data to create a bar graph. [Data and Chance Goal 1]

See also Enrichment • Use a bar graph to ask and answer questions and draw conclusions. [Data and Chance Goal 2]

See also Extra Practice 1 • Find the median of a data set.

Practicing Division Facts with Fact Triangles (Math Journal 2, Activity Sheets 7–10) [Operations and Computation Goal 4]


READINESS Counting on Calculators [Data and Chance Goal 1] ENRICHMENT Comparing Distances Covered by Various Modes of Travel (Math Masters, pp. 397 and 398) [Data and

New York State Mathematics Standards ➊ Teaching the Lesson and ➌ Differentiation Options 2.S.3


2.S.4


Chance Goal 1]


EXTRA PRACTICE 1 Observing the Sleeping Hours of Animals (Math Masters, p. 399) [Data and Chance Goals 1 and 2]

EXTRA PRACTICE 2 Connecting Comparisons of Animal Speeds to Literature (Math Masters, p. 419) [Number and Numeration


See also Extra Practice 1

2.S.5


➋ Ongoing Learning & Practice Working toward Grade 3 Standard: 3.N.22

Notes

2.S.3 Display data in pictographs and bar graphs using concrete objects or a representation of the object (For additional practice) After completing the Extra Practice, have children ask the other children in their table group the number of hours that they sleep. Have children graph their findings.

Goal 7]


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The Mode of a Set of Data Teacher Objective 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

Pacing

median and mode.



& Practice Key Concepts and Skills • Find the difference between two sets of numbers.




• Create a frequency table, line plot, and bar graph. [Data and

Playing Addition Card Draw (Math Journal 2, p. 300; Math Masters, p. 446) [Operations and Computation Goal 2]


Chance Goal 1]

See also Extra Practice • Find the mode and median of a data set. [Data and Chance Goal 2]


See also Enrichment, Extra Practice, ELL Support • Answer questions regarding data on a graph. [Data and

ENRICHMENT Explaining Landmarks of a Data Set (Math Masters, p. 401) [Data and


Chance Goal 2]

2.S.2

EXTRA PRACTICE Collecting and Displaying Class Height Data


2.S.3


2.S.4



ELL SUPPORT Building a Math Word Bank—median, mode [Data and Chance Goal 2]

Notes


Chance Goal 2]

See also Enrichment, Extra Practice, ELL Support



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