COMMON CORE

ENVISIONS

VOCABULARY

ESSENTIAL QUESTIONS

UNIT 1: SOLVE PROBLEMS WITH ADDITION AND SUBTRACTION

2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

1-1 How can word sentences be used to show parts and the whole?

1-2 How can you represent a joining story with an addition number sentence?

1-3 How can subtraction sentences be used to find the missing part of the whole?

1-4 How can you solve a story about separating using connecting cubes and writing a number sentence?

1-5 How can you solve a story about comparing using models and writing subtraction sentences?

1-6 How can you write related addition and subtraction facts?

1-7 How can using objects help you decide whether to add or subtract to find the correct answer?

Newpartwholeaddsumplus (+)equals (=)addition sentencejoin

subtractdifferenceminus (-)subtraction sentencemore fewerrelated

Reviewin alladdendmissing partdifferencecompare

Traditional Calendar

1-2 Addition: Stories About Joining1-3 Subtraction: Writing Subtraction1-4 Subtraction: Stories About Separating1-5 Subtraction: Stories About Comparing1-6 Subtraction: Connecting Addition and Subtraction1-7 Problem Solving: Using Objects 2-1 Addition: Adding 0,1,22-2 Addition: Doubles2-3 Addition: Near Doubles2-4 Addition: Adding in Any Order2-5 Addition: Adding Three Numbers2-7 Addition: Making 10 to Add 82-8 Problem Solving: Draw a Picture and Write a Number Sentence3-0 Topic Opener and Interactive Story3-1 Subtraction: Subtracting 0,1,23-2 Subtraction: Thinking Addition to Subtract Doubles3-3 Subtraction: Thinking Addition to 10 to Subtract3-6 Problem Solving: Two-Question Problems6-1 Addition: Adding Tens6-2 Addition: Adding Ones6-3 Addition: Adding Tens and Ones6-4 Addition: Adding on a Hundred Chart 7-3 Subtraction: Subtracting on a Hundred Chart7-4 Subtraction: Adding On to Subtract7-5 Problem Solving: Missing or Missing Information

 

Continuation of Envisions:8-1 Addition: Regrouping 10 Ones for 1 8-7 Problem Solving: Draw a Picture and Write a Number Sentence9-7 Problem Solving: Two-Question Problems10.7 Problem Solving: Try, Check, and Revise15.6 Problem Solving: Multiple-Step Problems

Review What You Know!

1. Order numbers through 12. (item 1) Intervention System: A12

2. Tell and act out separating stories to find how many are left. (item 2) Intervention System: B17

3. Tell and act out joining stories to find how many in all. (item 3)Intervention System: B7

Centers:

1-1 Matching Addition Sentences, Play a Game

1-2 Fishy Addition, Try Together1-3 Missing Numbers, Helping Hands1-4 How Many Books Are Left?,

Look and See1-5 Comparing Trains, Try Together1-6 Number Card Sentences, Play

a Game1-7 Looking for Clues, Try Together

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CONTINUATION OF UNIT 1UNDERSTANDING ADDITION AND SUBTRACTIONDuration: (8 Days)

Traditional Calendar

Minute MathProblem of the Day

Base Blocks Addition Click on Instructions to learn how to use this tool. Base Blocks Subtraction Click on Instructions to learn how to use this tool. Number Line Tool Click on Instructions to learn how to use this tool. Interactive Number Line Living Math - a collection of children’s books Math Readers – a list of books about math Thinking Blocks – Part Whole 1 Step Word Problems Matching Number Sentences to PicturesMy Backpack Sum Sense (addition)Number Bond Machines

Investigations- 2.OA.1Unit 1: 1.1, 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8,4.1, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9Unit 2: 1.1, 1.2, 2.1, 2.4, 2.7Unit 3: 1.1, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5A, 2.5,2.6, 2.7, 4.4Unit 5: 1.5Unit 8: 1.1, 1.2, 3.1, 3.2,3.3, 3.4, 3.5, 4.1,4.2, 4.3, 4.4Investigations- 2.NBT.5Unit 1: 3.5, 4.3, 4.4, 4.5Unit 3: 1.1, 2.1, 2.2, 2.3, 2.4, 2.5A,2.5, 2.6, 2.7, 4.3, 4.4, 4.5, 4.6Unit 4: 1.1, 1.2, 1.7, 2.3, 2.6, 2.7Unit 5: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.2,2.3Unit 6: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3,2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6,4.1, 4.4Unit 7: 1.2, 1.4, 2.2, 2.4, 2.5Unit 8: 1.1, 1.2, 1.3, 1.4, 2.1, 3.1, 3.2,3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4Unit 9: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1,2.2, 3.1, 3.2, 3.3, 3.5

Investigations- 2.MD.5Unit 9: 1.5, 1.6, 2.2, 2.3, 3.2, 3.5

3

COMMON CORE

ENVISIONS

CONTINUATION OF UNIT 1

1-7 Problem Solving: Using Objects 2-1 Addition: Adding 0,1,22-2 Addition: Doubles2-3 Addition: Near Doubles2-4 Addition: Adding in Any Order2-5 Addition: Adding Three Numbers2-7 Addition: Making 10 to Add 82-8 Problem Solving: Draw a Picture and Write a Number Sentence3-1 Subtraction: Subtracting 0,1,23-2 Subtraction: Thinking Addition to Subtract Doubles3-3 Subtraction: Thinking Addition to 10 to Subtract3-5 Subtraction: Finding the Missing Part

VOCABULARY

ESSENTIAL QUESTIONS2-1 How are the number relationships of 0-more-than, 1-more-than, and 2-more-than the basis for adding

with 0, 1, and 2?

2-2 What are different ways to learn and remember doubles facts?

2-3 How can double facts be used to learn near double facts?

2-4 What happens to the sum of two numbers when the order of the numbers being added is changed?

2-5 When you add three numbers, how do you decide which two numbers to add first?

2-6 How can you make 10 when adding with 9?

2-7 How can you make a 10 when adding 8?

2-8 How can drawing a picture and writing a number sentence help you solve a math story problem?

Newdoublesnear doublesaddendnumber sentence

Reviewaddaddition sentenceequalsjoin

moreplus (+)sumwhole

Traditional Calendar

2.NBT.5 – Fluently add and subtract within 100 using strategiesbased on place value, properties of operations, and/or therelationships between addition and subtraction

2.MD.5 – Use addition and subtraction within 100 to solve wordproblems involving lengths that are given in the same units, e.g. byusing drawings (such as drawings of rulers) and equations with asymbol for the unknown number to represent the problem

5-6: Problem Solving: Make an Organized List6-1 Addition: Adding Tens6-2 Addition: Adding Ones6-3 Addition: Adding Tens and Ones6-4 Addition: Adding on a Hundred Chart CC-1 Adding Multiples of 106-5 Problem Solving: Look for a Pattern

4

Review What You Know!

1. Join two groups together and write an addition sentence to tell how many in all. (item 1)Intervention System: B3

2. Show ways that the number 10 can be divided into two parts. (items 2-3)Intervention System: B15

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INVESTIGATIONS STRATEGIC SUPPORT

Centers:

2-1 Connecting Cube Addition, Try Together

2-2 Doubling Crayons, Cover Three2-3 Clap-Clap-Stomp Near Doubles,

Cover Three2-4 Turn Around Children, Math in Motion2-5 What’s Your Strategy?, Try Together2-6 Adding 9, Helping Hands2-7 Stacking and Making 10, Helping

Hands2-8 Working Backwards, Try Together

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CONTINUATION OF UNIT 1Traditional Calendar

Minute MathProblem of the Day

Saxon Math Study the word problem and picture to decide the number sentence. Thinking Blocks – Part/Whole Models Thinking Blocks – Let’s Compare Dinosaur Dentist Practice math facts Speed Grid Challenge Set your challenge number and rate Matching Addition Count on Me! (intro to Commutative Property) Commutative and Associative Properties (rap for properties) Commutative Property

InvestigationsUnit 1: 1.1, 1.4, 1.5, 2.2, 2.4, 2.6, 2.7, 2.8,3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4,4.6, 4.7Unit 2: 1.1A, 1.1, 1.2, 1.4, 2.1, 2.4, 2.5,2.6, 2.7,2.10AUnit 3: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2,2.4, 2.5A, 4.3, 4.4Unit 4: 1.1, 1.4A, 2.1, 2.2Unit 5: 1.1Unit 6: 1.1, 1.2, 1.3, 1.4, 2.2, 2.4, 2.5Unit 8: 1.4, 2.1, 2.2Unit 9: 1.1A

5

COMMON CORE

ENVISIONS

UNIT 2PLACE VALUE WITH GROUPS OF NUMBERS

VOCABULARY

ESSENTIAL QUESTIONS

Reviewcomparerownumber chartcolumn

Traditional Calendar

4-9 Patterns: Even and Odd Numbers 2.OA.3 – Determine whether a

group of objects (up to 20) has an odd oreven number of members, write an equation to express an even number as a sum of 2 equal addends

2.NBT.2 – Count within 1000; skip by 5s, 10s, and 100s

17-1 Number: Building 1,00017-5 Number: Patterns with Numbers on Hundreds ChartCC-13 Skip counting by 5, 10, 100,

4-1 How can you use ones to make tens?4-2 In a two-digit number, what do the first and

second digits tell you?4-3 How are numbers through 99 written as words?4-4 How can you compare two-digit numbers?4-5 How can you use the symbols >, < and = to

compare two-digit numbers?4-6 How can you find the number that is one before

or one after another number, or the number between two other numbers?

4-7 How is the skill of comparing numbers used to order numbers?

4-8 How can a number chart be used to show visual and numerical patterns?4-9 How can you compare and order numbers on a

number line?4-10 How can you use data from a chart to help you

solve problems?

Newonestens digitsnumber wordgreater than (>)less than (<)equal to (=)before

afterbetween leastgreatestpatternskip countingnumber line

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UNIT 2

Centers:

4-1 Cube Count, Helping Hands4-2 Cube Chart, Math in Motion4-3 Writing Numbers, Look and See4-4 Graphing Numbers, Cover Three4-5 Comparison Kids, Look and See4-6 Hidden Numbers, Play a Game4-7 Putting Things in Order, Helping

Hands4-8 Patterns on a Hundred Chart,

Listen and Learn4-9 Number Jersey Sort, Helping

Hands4-10 What’s my Number?, Try

Together

Investigations-2.OA.3Unit 3: 3.1, 3.2, 3.3Unit 5: 2.2Unit 6: 3.1Unit 8: 1.1, 1.2, 1.3, 1.4

Traditional Calendar

Numberline Skip Counting Game Counting Machine Super Sequencer Numbers to Words 1-50 Numbers to Words 50-100 Estimate Lifeguards Place Value Charts Group the Blocks and Identify Abacus Place Value Cards –. Greater Than or Less Than Crocodile Comparing NumbersOne False Move Comparing Big NumbersWriting Big Numbers

Investigations-2NBT.2Unit 1: 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3,2.5, 2.6, 2.7, 2.8Unit 2: 1.3, 2.8Unit 3: 1.4, 3.1, 3.3, 3.4, 3.5, 3.6, 3.7,4.1, 4.2, 4.3, 4.5Unit 4: 1.2, 2.1, 2.4Unit 5: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1,2.2, 2.3, 2.4, 2.5Unit 6: 1.3, 3.5, 4.1, 4.2, 4.3, 5A.1,5A.4Unit 7: 1.1, 2.1Unit 8: 5A.1

7

COMMON CORE

ENVISIONS

CONTINUATION OF UNIT 2PLACE VALUE WITH GROUPS OF NUMBERS:

17-1 Number: Building 1,00017-5 Number: Patterns with Numbers on

Hundreds ChartCC-13 Skip counting by 5, 10, 100,

2.NBT.2 – Count within 1000; skip by 5s, 10s, and 100s

VOCABULARY

ESSENTIAL QUESTIONS17-1 How can you use mental math to add multiples of

100 to a three-digit number?17-2 How can you estimate sums of three-digit

numbers?17-3 How can you model and record adding 2 three-

digit numbers?17-4 How do you add two three-digit numbers using

paper and pencil?17-5 How can you count on or count back to find a

missing part?17-6 How can you estimate differences of three-digit

numbers?17-7 How can you regroup a hundred when you need

to subtract more tens than are present in the tens place?

17-8 How do you subtract two three-digit numbers using paper and pencil

17-9 How can you use data from a table to create a bar graph?

Traditional Calendar

Reviewaboutaddclosest tendifferencedigitsestimategreater than

less thanminusonespartregroupsubtractSumTensAnd ten digits

Newhundreds digitthree-digit number

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CONTINUATION OF UNIT 2

Centers:

17-1 Add a Hundred, Play a Game17-2 Estimating Sums, Play a Game17-3 Regroup to Add, Try Together17-4 Let’s Regroup, Play a Game17-5 Counting On and Counting

Back, Listen and Learn17-6 What’s the Difference?, Try

Together17-7 Changing Hundreds to Tens,

Try Together17-8 Subtraction Partners, Play a

Game17-9 One Bar at a Time, Try

Together

Traditional Calendar

Pattern Detective Complete a Numerical Sequence Number Crackers Missing Numbers Rhino Raider Missing Numbers Division as Repeated Subtraction Super Sequencer

Minute MathProblem of the Day Investigations

Unit 6: 5A.3(a) Unit 6: 2.4Unit 8: 5A.3, 5A.4(b) Unit 6: 5A.2, 5A.3, 5A.4, 5A.5

InvestigationsUnit 1: 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3,2.5, 2.6, 2.7, 2.8Unit 2: 1.3, 2.8Unit 3: 1.4, 3.1, 3.3, 3.4, 3.5, 3.6, 3.7,4.1, 4.2, 4.3, 4.5Unit 4: 1.2, 2.1, 2.4Unit 5: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1,2.2, 2.3, 2.4, 2.5Unit 6: 1.3, 3.5, 4.1, 4.2, 4.3, 5A.1,5A.4Unit 7: 1.1, 2.1Unit 8: 5A.1

9

COMMON CORE

ENVISIONS

UNIT 3UNDERSTANDING PLACE VALUE OF NUMBERS

4-2 Number: Models for Tens and Ones4-3 Number: Reading and Writing Numbers

2.NBT.1 – Understand that 3 digits of a 3 digit number represent amounts of 100s, 10s, and 1s 2.NBT.1a – 100 can be thought of as a bundle of 10 tens – called a “hundred” 2.NBT.1b – The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four,five, six, seven, eight, nine hundreds (and 0 tens, 0 ones)2.NBT.2 – Count within 1000; skip by 5s, 10s, and 100s 2.NBT.3 – Read and write numbers to 1000 using base ten numerals, number names, expandedform

VOCABULARY

ESSENTIAL QUESTIONS

4-2 In a two-digit number, what do the first and second digits tell you?

4-3 How are numbers through 99 written as words?solve problems?

Please reference Unit 2 for Vocabulary Words

Traditional Calendar

17-1 How can you use mental math to add multiples of 100 to a three-digit number?

17-2 How can you estimate sums of three-digit numbers?

17-3 How can you model and record adding 2 three- digit numbers?

17-5 How can you count on or count back to find a missing part?

17-1 Number: Building 1,00017-2 Number: Counting Hundreds, Tens, and Ones17-3 Number: Reading and Writing Numbers to 1,00017-5 Number: Patterns with Numbers on Hundreds ChartCC-13 Skip counting by 5, 10, 100,17-6 Number: Comparing Numbers17-8 Number: Ordering Numbers

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CONTINUATION OF UNIT 3

SEE UNIT 2 STRATEGIC SUPPORT

Traditional Calendar

SEE NOTES FOR UNIT 2

Minute MathProblem of the Day

Investigations-2NBT.1.A.BUnit 6: 5A.3(a) Unit 6: 2.4Unit 8: 5A.3, 5A.4(b) Unit 6: 5A.2, 5A.3, 5A.4, 5A.5 Investigations-2NBT.2Unit 1: 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3,2.5, 2.6, 2.7, 2.8Unit 2: 1.3, 2.8Unit 3: 1.4, 3.1, 3.3, 3.4, 3.5, 3.6, 3.7,4.1, 4.2, 4.3, 4.5Unit 4: 1.2, 2.1, 2.4Unit 5: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1,2.2, 2.3, 2.4, 2.5Unit 6: 1.3, 3.5, 4.1, 4.2, 4.3, 5A.1,5A.4Unit 7: 1.1, 2.1Unit 8: 5A.1 Investigations-2NBT.3Unit 1: 2.3Unit 5: 1.2, 1.5Unit 6: 5A.2, 5A.3, 5A.4, 5A.5

11

COMMON COREENVISIONS

UNIT 4 SOLVE PROBLEMS INVOLVING TIME

15-1 (MG 1.4)Telling Time to Five Minutes

15-2 (MG 1.4)Telling Time to the Quarter Hour

15-3 (MG 1.4)Telling Time Before and After the

Hour

15-4 (MG 1.4)Estimating Time

15-5 (MG 1.5)Elapsed Time

15-6 (MG 1.4)Using a Calendar

15-7 (MG 1.4)Equivalent Times

15-8 (MR 3.0, MG 1.4)Problem Solving: Multiple Step

Problems

2.MD.7 – Tell and write time from analog and digital clocks to thenearest 5 minutes, using AM and PM

VOCABULARY

ESSENTIAL QUESTIONS

Traditional Calendar

15-1 How can the hands on an analog clock be arranged to show time?15-2 How can you tell time to the quarter hour?15-3 What are different ways to say the times before and after the hour?15-4 What units of time can you use to estimate how long it will take to do something?15-5 What is elapsed time?15-6 How can you use a calendar to keep track of days, weeks, months, and years?15-7 How are units of time related to each other?15-8 How do you solve multiple-step word problems?

ReviewAboutAfterBeforeestimate

Newminute handminutehour handhourhalf hourquarter past

quarter to half pastseconddaycalendarequivalent

12

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CONTINUATION OF UNIT 4SOLVE PROBLEMS INVOLVING TIME

Centers:

15-1 Time in Order, Helping Hands15-2 Another Way to Say It, Try

Together15-3 To One Side, Try Together15-4 How Long Around the Room?,

Play a Game15-5 The Finish Time Is…, Listen and Learn15-6 We’re a Week!, Try Together15-7 Our Schedule, Play a Game15-8 Time to Read, Try Together

Traditional Calendar

Minute MathProblem of the Day

InvestigationsUnit 1: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.3,2.4, 2.5, 2.7,3.1, 3.5, 4.2, 4.3Unit 2: 1.4, 2.2, 2.5, 2.9Unit 3: 1.5, 2.3, 2.5, 2.7, 3.2, 3.6, 4.2Unit 4: 1.3A, 2.2, 2.5, 2.8Unit 5: 1.3, 2.1, 2.4Unit 6: 2.2, 2.5, 3.2, 3.6, 4.3, 5A.5Unit 7: 1.3, 2.3, 2.6Unit 8: 1.3, 3.2, 3.4, 4.4Unit 9: 1.6, 2.3, 3.4, 3.6A

Harcourt Telling Time – 5 MinutesTime Quiz -5 minutes (ten problems)Bedtime BanditsAnalog Clock - Telling time with the hands on a clockStop the Clock 3 Time TravelSmiley Clock Has a colorful clock and three choices to pick from to name the time on the clock.Clockworks – You are timed. It gives a time to set. Click on the hour and minute to set.

ABCYa TimeCambridge Clock Good visual, you can set it for hour, half, or quarter hours. Drag the words or numbers to show the time. Use the Show Panel to set the clock.Read Clocks : Free Printables Create your own clock worksheetTrain TimesElapsed TimeClockworksInteractive Elapsed TimeTime - What Time Will It Be? – Answer questions asking you to indicate what time it will be before or after a given time period.Elapsed Time Calculator