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KNOTT COUNTY PUBLIC SCHOOLSCURRICULUM FRAMEWORK FOR Mathematics GRADE 2

(Chapter 1 Numbers to 1,000)

Duration: 12 daysMap: 1.1 – 1.3Big Idea: count and compare numbers to 1,000.Essential Vocabulary:Lesson 1: hundred, hundreds, thousandLesson 2: standard form, expanded form, word formLesson 3: greater than (>), less than (<)Lesson 4: greatest, least, more than, less than

Common Core Standard Learning Targets Suggested ActivitiesHow will we teach this

content?

AssessmentHow will students be formatively and summatively assessed to find out what they already know, and

what they’ve learned?

2.NBT.1.aUnderstand place value.Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:a) 100 can be thought of as a bundle of ten tens — called a “hundred.”2.NBT.1.bUnderstand place valueUnderstand that the three digits of a three-digit number represent amounts

1. I can tell the value of each digit in a 3-digit number.

2. I can identify a bundle of 10 tens as a “hundred”.

3. I can make numbers to 1,000.

4. I can read numbers to 1,000.

5. I can write numbers to 1,000.

6. I can count within 1,000.

Lesson 1, pp 6-10 Counting

Game: Numbers to 1,000

5 Minute Warm Up-show show numbers with base ten blocks.

Problem of the Lesson(formative assessment)

Formative Assessment:1. Give students base ten blocks in groups of three, and have them stand under the hundreds chart in the appropriate place. Students have to tell the class what number they stand for(2 tens = 20)

2. Give students a hand out with pictures of base ten blocks, have them circle a bundle of hundred.

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of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:b) The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer toone, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.2Understand place valueCount within 1000; skip-count by 5s, 10s, and 100s.2.NBT.3Understand place valueRead and write numbers to 1000 using base-ten numerals, number names, and expanded form.

7. I can skip count by 5’s.



3-5. Give students base ten blocks and have them build, read, and write the number given by the teacher.

6-9. Students will write the skip counting numbers on whiteboards.

2.NBT.1.aUnderstand place value.Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:a) 100 can be thought of as a bundle of ten tens — called a “hundred.”2.NBT.1.bUnderstand place valueUnderstand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706

1. I can read numbers to 1,000 in standard form.

2. I can read numbers to 1,000 in expanded form.

3. I can read numbers to 1,000 in word form.

4. I can write numbers to 1,000 in standard form.

5. I can write numbers to 1,000 in expanded form.

Lesson 2, pp 11-17 Place Value

Game: Show the number

5 Minute Warm Up-Place value charts and base ten blocks

Formative Assessment1. Orally give students some numbers to 1000 in standards form. Have students orally read the numbers.2. Orally give students some numbers to 1000 in expanded form. Have students orally read the numbers.3. Orally give students some numbers to 1000 in word form. Have students orally read the numbers.

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equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:b) The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.3Understand place valueRead and write numbers to 1000 using base-ten numerals, number names, and expanded form.

6. I can write numbers to 1,000 in word form.

4. Orally give students a number and have them write the number in standards for.5. Orally give students numbers to 1000 and have them write the numbers in expanded form.6. Orally give students number to 1000 and have them write the numbers in word form.

2.NBT.1.aUnderstand place value.Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:a) 100 can be thought of as a bundle of ten tens — called a “hundred.”2.NBT.4Understand place value.Compare two three-digit numbers based on meanings of the hundreds,tens, and ones digits, using >, =, and < symbols to record the results ofcomparisons.

1. I can tell the value of each digit in a three digit number.

2. I can compare numbers.

3. I can compare numbers using the words greater than and less than.

4. I can compare numbers using symbols > , =, <.

Lesson 3, pp. 18-23 Comparing Numbers

IXL.com-place value games

5 Minute Warm Up-place value(formative assessment)

Problem of the Lesson

Game: Roll & Show game

Formative Assessment:1. Whiteboard/notebook: Give student a number and have them write the value of a specific digit.

2. Exit Slip: Give students an exit slip with two numbers and have them circle the larger number/smaller number.

3 and 4. Let’s Practice problems 1-11 on page 23 in student book.

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2.NBT.2Understand place valueCount within 1000; skip-count by 5s, 10s, and 100s.2.MD.6Relate addition and subtraction to length.Represent whole numbers as lengths from 0 on a number line diagramwith equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

1. I can order three-digit numbers.

2. I can identify the greatest number.

3. I can identify the least number.

4. I can identify number patterns.

Lesson 4, pp. 24-31 Order and Pattern

5 Minute Warm Up-Place Value

Math Journal


Game: Roll & Count

Formative Assessment:1. Give student numbers and have them put themselves in order.

2-3. Exit Slip: Give students numbers and have them choose the greatest or least number.

4. Project a number patter on the board and have students write on whiteboards/notebooks the number patter.

2.NBT.2Understand place valueCount within 1000; skip-count by 5s, 10s, and 100s. (Note: patterns in numbers)

5. I can identify number patterns.

6. I can complete number patterns.

Problem Solving p. 32 Put on Your Thinking Cap!

Formative Assessment:5-6. Put on Your Thinking Cap on page 32 in student book.

Summative Assessments:Chapter Review/Test-21-24Assessment-pg. 4-6.

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(Chapter 2 Addition up to 1,000)

Duration: 13 daysMap: 1.3-1.4Big Idea: Three-digit numbers can be added with and without regrouping.Essential Vocabulary:Lesson 1: add, place-valueLesson 2: regroup

Common Core Standard Learning Targets Suggested Activities

How will we teach this content?

AssessmentHow will students be formatively and

summatively assessed to find out what they already know, and what

they’ve learned?

2.NBT.1.aUnderstand place value.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0tens, and 6 ones. Understand the following as special cases:a) 100 can be thought of as a bundle of ten tens — called a “hundred.”2.NBT.3Understand place value.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.5Use place value understanding and properties of operations to add and subtract.Fluently add and subtract within 100 using strategies based on place value, properties of

1. I can use base-ten blocks to add numbers without regrouping.2. I can add up to three-digit numbers without regrouping.3. I can choose (ways) strategies to add.

Lesson 1, pp. 38-41 Addition Without Regrouping

Chapter Opener-poem (addition up to 1,000)

5 Minute Warm Up-addition practice


Formative Assessments:1. Extra Practice page 27 problem 2. 2. Extra Practice 35 problems 16-19.3. Problem of the Lesson teacher manual pg. 39. Students will explain the strategy they used to solve.

Pre-Test-pages 7-8 (assessment book)

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operations, and/or the relationship betweenaddition and subtraction.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/orthe relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tensand tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.2.NBT.1.aUnderstand place value.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0tens, and 6 ones. Understand the following as special cases:a) 100 can be thought of as a bundle of ten tens — called a “hundred.”

1. I can use base-ten blocks to add numbers with regrouping.2. I can add up to three-digit numbers with regrouping.3. I can use ways (strategies) to add.

Lesson 2, pp. 42-45 Addition with Regrouping in Ones

5 Minute Warm Up(formative assessment)

Formative Assessments:1. Teacher will give students problems 182 + 209=, 354 + 27=, and 136+59= and they will solve using base ten blocks and a place value mat.2. Students will do problems Let’s Practice 2-5, page 45.3. 236+655= students explain

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2.NBT.3Understand place value.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/orthe relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tensand tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.


Game-Make a Hundred

to class how they solved problem.

2.NBT.1.aUnderstand place value.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0tens, and 6 ones. Understand the following as special cases:

1. I can use base-ten blocks to add numbers with regrouping.2. I can add up to three-digit numbers with regrouping.

Lesson 3, pp. 46-48 Addition with Regrouping in Tens

5 Minute Warm Up

Formative Assessments1. Problem of the Lesson page 47 in teacher’s manual.2. Exit Slip: 295+633=, 462+456=, and 869+50= (wb 35)

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a) 100 can be thought of as a bundle of ten tens — called a “hundred.”2.NBT.3Understand place value.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/orthe relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tensand tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.2.NBT.1.aUnderstand place value.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0

1. I can use base-ten blocks to add numbers with regrouping.2. I can add three-digit numbers with regrouping.3. I can choose ways (strategies) to

Lesson 4, pp. 49-54 Addition with Regrouping in Ones and Tens

Formative Assessment: 1. Game: Break a Hundred2. Exit Slip 167+533=, 533+291=, and 653 + 289= (wb 42 and 43.)

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tens, and 6 ones. Understand the following as special cases:a) 100 can be thought of as a bundle of ten tens — called a “hundred.”2.NBT.3Understand place value.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/orthe relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tensand tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.

add. 5 Minute Warm Up


Game: go for the greatest

Critical Thinking-page 54 (Student book)

Chapter Review/Test-45-48Assessment-page 9-11

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2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.

4. I can choose a strategy for solving an addition problem.

Problem Solving p. 54

4. Problem Solving Page 54.


(Chapter 3 Subtraction up to 1,000)

Duration: 16 days Map: 1.4-1.5

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Big Idea: Subtract up to three-digit numbers with and without regrouping.Essential Vocabulary:Lesson 1: subtract



AssessmentHow will students be

formatively and summatively assessed to find out what they

already know, and what they’ve learned?

2.NBT.1.aUnderstand place value.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0tens, and 6 ones. Understand the following as special cases:a) 100 can be thought of as a bundle of ten tens — called a “hundred.”2.NBT.3Understand place value.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.5Use place value understanding and properties of operations to add and subtract.Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship betweenaddition and subtraction.2.NBT.7Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models

1. I can use base-ten blocks to subtract numbers without regrouping.2. I can subtract from three-digit numbers without regrouping.3. I can explain how properties of operations are used to solve subtraction problems.4. I can solve real-world subtractions problems.

Lesson 1, pp. 61-66Subtraction Without Regrouping

Poem-subtraction up to 1,000

5 Minute Warm Up


Math Journal-65

Formative Assessments:1. Students will subtract 655-40=, 408-6=, and 348-27= using base ten blocks and a place value mat.2. Students will use dry erase board and markers to solve problems; 324-3=, 327-15=, and 999-693=3. Teacher will put subtraction problems on board-436-123 and students will write inverse operation on dry erase board 313 + 123=4364. Student Book Page 86 Problem #4.

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or drawings and strategies based on place value, properties of operations, and/orthe relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.1.aUnderstand place value.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0tens, and 6 ones. Understand the following as special cases:a) 100 can be thought of as a bundle of ten tens — called a “hundred.”2.NBT.3Understand place value.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/orthe relationship between addition and subtraction;

1. I can use base-ten blocks to subtract with regrouping.2. I can subtract from three-digit numbers with regrouping.3. I can explain how properties of operations are used to solve subtraction problems.4. I can solve real-world subtraction problems.5. I can take apart numbers to subtract.

Lesson 2, pp. 67-71Subtraction with Regrouping in Tens and Ones

5 Minute Warm Up-fill in tens and ones

Math Journal-70

Formative Assessments1. Teacher will give students subtraction problems on teacher board (WB page 55) Students will use base ten blocks and place value mat to show problem and solve. 2. Teacher will give student subtraction problems (WB page 56) and students will solve problems on dry erase board with markers. 3. Teacher will show students subtraction problem 861-312=, students will show inverse operation on dry erase boards. 549+312=861.4. Exit Slip with problems from page 70-real world problems with regrouping. 5. Number 1 Workbook

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relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.

page 53

2.NBT.1.aUnderstand place value.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0tens, and 6 ones. Understand the following as special cases:a) 100 can be thought of as a bundle of ten tens — called a “hundred.”2.NBT.3Understand place value.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value,

1. I can use base-ten blocks to subtract with regrouping.2. I can subtract from a three-digit number with regrouping.3. I can explain how properties of operations are used to solve subtraction problems.4. I can solve real-world subtraction problems.5. I can take apart numbers to subtract.

Lesson 3, pp. 72-77Subtraction with Regrouping in Hundreds and Tens

5 Minute Warm Up


Game-Break a hundred

Formative Assessment1. Problem of the Lesson page 75-Teacher Book.2. Exit Slip: 348-282=3. & 4. Teacher will give students real world problems from WB page 59, students will use inverse operation to check subtraction problems.5. Use document camera/write on dry erase board to solve WB 57 #1.

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properties of operations, and/orthe relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.2.NBT.1.aUnderstand place value.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0tens, and 6 ones. Understand the following as special cases:a) 100 can be thought of as a bundle of ten tens — called a “hundred.”2.NBT.3Understand place value.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to add and subtract.


Lesson 4, pp. 78-83Subtraction with Regrouping in Hundreds, Tens, and Ones

5 Minute Warm Up


Formative Assessment:1. Students will solve 432-178 using base ten blocks on the place value mats.2. Teacher will use problems 824-568=, 812-238=, and 673-498 and students will solve on dry erase boards. 3.& 4. The students will solve page 83 in student book 9, 10, and 11 and use inverse operation to check their work. 5. Let’s Practice problems 3 and 4 on page 82 in student book.

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Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/orthe relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.2.NBT.1.aUnderstand place value.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0tens, and 6 ones. Understand the following as special cases:a) 100 can be thought of as a bundle of ten tens — called a “hundred.”2.NBT.3Understand place value.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7


Lesson 5, pp. 84-87Subtraction Across Zeros

5 Minute Warm Up(formative assessment)


Critical Thinking-88-89

Formative Assessments:1. Students will solve 400-99=, 800-779=, and 600-216= using base ten blocks and a place value mat.2. Students will solve 300-254=, 900-734=, and 600-345= on an exit slip.3-5. Students will complete Let’s Practice problems 1-10 on page 87 in student book.Summative Assessments:Chapter Review/Test-69-72Assessment-pg. 14-16

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Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/orthe relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.2.NBT.3Understand place value.Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.MD.6Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

6. I can use the strategy “work backward” to solve problems.

Problem Solving, pp. 88-89

6. Problem Solving page 88-89.


(Chapter 4 Using Bar Models: Addition and Subtraction)

Duration: 15 days Map: 1.5-1.7

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Big Idea: Addition and subtraction can be shown with bar models.Essential Vocabulary:Lesson 2: join, set, take away, Lesson 3: compare

Common Core Standard Learning Targets Suggested ActivitiesHow will we teach this content?




2.OA.1Represent and solve problems involving addition and subtraction.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 unknownnumber to represent the problem.2.NBT.5Use place value understanding and properties of operations to addand subtract.Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.2.NBT.6Use place value understanding and properties of operations to addand subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.

1. I can solve addition problems.

2. I can solve subtraction problems.

3. I can apply the inverse operations of addition. (I can do turn around facts)

4. I can apply the inverse operations of subtraction. (I can do turn around facts)

Lesson 1, pp. 96-102Using Part-Part-Whole in Addition and Subtraction

5 Minute Warm Up


Hands on Activity-100-101

Formative Assessments1. Let’s Practice page 102, problem #1.

2. Let’s Practice page 102, problem #6

3. Exit Slip: Students will write inverse of addition fact given.

4. Exit Slip: Write inverse of subtraction fact given.

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2.NBT.7Use place value understanding and properties of operations to addand subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to addand subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.2.MD.5Relate addition and subtraction to length.Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol forthe unknown number to represent the problem.2.MD.6Relate addition and subtraction to length.Represent whole numbers as lengths from 0 on a number line diagramwith equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number

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line diagram.2.OA.1Represent and solve problems involving addition and subtraction.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 unknownnumber to represent the problem.2.NBT.5Use place value understanding and properties of operations to addand subtract.Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.2.MD.6Relate addition and subtraction to length.Represent whole numbers as lengths from 0 on a number line diagramwith equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.2.NBT.7Use place value understanding and properties of operations to addand subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction;

1. I can model addition as joining sets.

2. I can model subtraction as taking away.



Lesson 2, pp. 103-108Adding On and Taking Away Sets

5 Minute Warm Up(formative Assessment)


Hands on Activity-page 105

Math Journal-page 107

Formative Assessment1. Let’s Practice page 108, problem # 1

2. Problem of Lesson page 110.

3. Math Partner: Student A writes addition sentence and Student B writes the inverse. Students switch roles and repeats activity.

4. Math Partner: Student A writes subtraction sentence and Student B writes the inverse. Students switch roles and repeats activity.

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relate the strategy to a written method. Understand that in adding or subtracting three digitnumbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to addand subtract.Explain why addition and subtraction strategies work, using place valueand the properties of operations.2.MD.5Relate addition and subtraction to length.5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.2.MD.6Relate addition and subtraction to length.Represent whole numbers as lengths from 0 on a number line diagramwith equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.2.OA.1Represent and solve problems involving addition and subtraction.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from,

1. I can model addition as comparing sets.

2. I can model subtraction as comparing sets.

Lesson 3, pp. 109-114Comparing Two Sets

5 Minute Warm Up


Summative AssessmentsWorkbook 81-84

Formative Assessments1. Problem of Lesson page 110.

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putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknownnumber to represent the problem.2.NBT.5Use place value understanding and properties of operations to addand subtract.Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.2.NBT.6Use place value understanding and properties of operations to addand subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to addand subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, Properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digitnumbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9



(formative assessment)

Hands on Activity-1122. Let’s Practice page 114, problem #1.

3. Let’s Practice page 114, problem #2 – write inverse.

4. Let’s Practice page 114, problem #6 – apply inverse.

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Use place value understanding and properties of operations to addand subtract.Explain why addition and subtraction strategies work, using place valueand the properties of operations.2.MD.5Relate addition and subtraction to length.Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol forthe unknown number to represent the problem.2.MD.6Relate addition and subtraction to length.Represent whole numbers as lengths from 0 on a number line diagramwith equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.2.OA.1Represent and solve problems involving addition and subtraction.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 unknownnumber to represent the problem.2.NBT.5Use place value understanding and properties of operations to add

1. I can solve two-step addition problems.

2. I can solve two-step subtraction problems.



Lesson 4, pp. 115-121Real-World Problems: Two-Step Problems5 Minute Warm Up

Math Journal-120

Critical Thinking-121

Summative AssessmentsWorkbook-85-92Chapter Review/Test-95-98Assessment-19-24Cumulative Review-pg. 99-106

Formative Assessments1. Problem of Lesson page 116 in Teacher’s Edition.

2. Student Book Page 120,

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and subtract.Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.2.NBT.6Use place value understanding and properties of operations to addand subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to addand subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, Properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digitnumbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to addand subtract.Explain why addition and subtraction strategies work, using place valueand the properties of operations.2.MD.5Relate addition and subtraction to length.

Problem #1.

3 and 4. Put on Your Thinking Cap page 121 in student book.

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Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.2.MD.6Relate addition and subtraction to length.Represent whole numbers as lengths from 0 on a number line diagramwith equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.2.OA.1Represent and solve problems involving addition and subtraction.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 unknownnumber to represent the problem.2.NBT.6Use place value understanding and properties of operations to addand subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.9Use place value understanding and properties of operations to addand subtract.

1. I can answer multi-step problems.

Problem Solving, p. 121 Summative AssessmentWorkbook-93-94

Formative Assessment1. Workbook A page 93, Put On Your Thinking Cap.

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Explain why addition and subtraction strategies work, using place valueand the properties of operations.


(Chapter 5 Multiplication and Division)

Duration: 8 days Map: 1.7 – 1.8Big Idea: Multiplication and division use equal groups.Essential Vocabulary:Lesson 1: times, equal group, multiply, repeated addition, multiplication sentence, multiplication storyLesson 2: share, divide equal groups division sentence repeated subtraction

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content?




2.OA.3Work with equal groups of objects to gain foundations for multiplication.Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.2.OA.4Work with equal groups of objects to gain foundations for multiplication.Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write anequation to express the total as a sum of equal addends.

1. I can tell if a group of objects is even.

2. I can tell if a group of objects is odd.

3. I can use equal groups to multiply.

4. I can use repeated addition to multiply.

5. I can create multiplication stories about pictures.

6. I can make multiplication sentences.

7. I can use arrays to write facts as repeated addition problems.

Lesson 1, pp. 127-133How to Multiply1. Use unifix cubes to divide numbers by two.2. Use unifix cubes to divide umbers by two with one left over.3. Circles/Stars dice game.4. Sets with blocks.5. Choose two pictures of sets and place them in two brown bags and make up stories by multiplying. (Ch. 4 pg. 100)6. Use activity 5 to make the sentence.7. Game: matching arrays to the correct multiplication problem.

5 Minute Warm Up


Pre-Assessment-25-261. Place number 10 on the board and students will use white boards to write odd or even.2. Place number 7 on the board and students will use white boards to write odd or even.3. Students will complete Let’s Practice problems 1 and 2 on page 129 in student book.4. Orally give students a multiplication problem and have the students write the repeated addition sentence for the multiplication problem. 5. Students will complete Let’s Practice problems 1-3 on page 133 in student book.6. Students will complete activity 5 and write the sentences on paper.7. Checklist.

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Let’s Explore-131

Math Journal-132


1. I can divide equally to share.2. I can divide equal groups by repeated subtraction.3. I can write facts using repeated subtraction.

Lesson 2, pp. 134-141How to Divide

5 Minute Warm Up


Hands on Activity-139

1. Students will complete Let’s Practice problems 1-4 on page 140-141 in student book.2. Students will complete Let’s Practice problems 5-6 on page 141 in student book.3. Students will use white boards to write problems for repeated subtraction problems give by the teacher.

2.OA.3Work with equal groups of objects to gain foundations for multiplication.Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.2.OA.4Work with equal groups of objects to gain foundations for multiplication.Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write anequation to express the total as a sum of equal

1. I can solve word problems using multiplication.2. I can solve word problems using division.

Lesson 3, pp. 142-147Real-World Problems:Multiplication and Division

5 Minute Warm Up


1. Students will complete Let’s Practice problems 1-3 on page 145 of the student book.2. Students will complete Let’s Practice problems 4-6 on page 146 of student book.

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addends.2.OA.3Work with equal groups of objects to gain foundations for multiplication.Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.2.OA.4Work with equal groups of objects to gain foundations for multiplication.Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write anequation to express the total as a sum of equal addends.

3. can use addition strategies to solve problems.4. I can use multiplication strategies to solve problems.

Problem Solving, p. 147

Let’s Explore

3. Students will complete problem #2 on page 115 in workbook.4. Students will complete problem # 3 on page 116 in workbook.

Summative Assessment:Chapter Review/Test-121-126

Assessment-27-31


(Chapter 6 Multiplication Tables of 2, 5, and 10)

Duration: 12 days Map: 1.8-2.1Big Idea: Known multiplication fact can be used to find other multiplication and division facts.Essential Vocabulary:Lesson 1: skip-countLesson 2: dot paper, related multiplication facts

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content?


formatively and summatively assessed to

find out what they already know, and what they’ve

learned?2.OA.3Work with equal groups of objects to gain foundations for multiplication.Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.2.OA.4Work with equal groups of objects to gain foundations for multiplication.Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write anequation to express the total as a sum of equal addends.

1. I can skip-count by 2’s.2. I can solve multiplication word problems.

Lesson 1, pp. 153-155Multiplying 2: Skip-counting

Poem-Skip Counting5 Minute Warm Up


1. Students will complete quick check # 1 and # 4, on page 151 of the student book.2. Students will write the problem of the lesson and the answers to the problem of the lesson on paper.

2.OA.4Work with equal groups of objects to gain foundations for multiplication.Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

1. I can use dot paper to multiply by 2.2. I can find new multiplication facts by using the multiplication facts I already know.3. I can identify related multiplication facts.4. I can solve multiplication word problems.

Lesson 2, pp. 156-161Multiplying 2: Using Dot Paper.

5 Minute Warm Up


1. Students will complet Guided Practice problem 5 on page 160 in student book.2. Students will complete guided practice activity # 4 on page 159 on whiteboards.3. Students will work through page 132 in student workbook.4. Students will

29

complete word problem # 1 in the student workbook.

2.NBT.2Understand place value.Count within 1000; skip-count by 5s, 10s, and 100s.

1. I can skip-count by 5s.2. I can solve multiplication word problems

Lesson 3, pp. 162-167Multiplying 5’s: Skip Counting

5 Minute Warm Up

Game-Skip 5’sProblem of the LessonGame: Coin and Number Cube

1. Students will complete Let’s Practice problems 5 and 6 on page 167 in student book.2.Students will complete Let’s Practice problems 11-13 on page 167 in student book.


1. I can use dot paper to multiply by 5.2. I can find new multiplication facts by using the facts I already know.3. I can identify related multiplication facts.4. I can solve multiplication word problems.

Lesson 4, pp. 168-172Multiplying 5: Using Dot Paper

5 Minute Warm Up

Math Journal


Game: Spin and Multiply game

1. Students will complete Lets Practice page 172 in student workbook. 2. Students will complete Guided practice # 2 on page 170.3. Students will complete guided practice # 3 on page 171.4. Exit Slip: There are 5 apples in each bag. If you have 6 bags, how many apples do you have in all?

2.OA.4Work with equal groups of objects to gain foundations

1. I can skip-count to multiply by 10.

Lesson 5, pp. 173-178Multiplying 10: Skip-

1. Students will complete p. 173

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for multiplication.Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.2.NBT.2Understand place value.Count within 1000; skip-count by 5s, 10s, and 100s.

2. I can use dot paper to multiply by 10.3. I can find new multiplication facts by using the facts I already know.4. I can identify related multiplication facts.5. I can solve multiplication word problems.

counting and Using Dot Paper

5 Minute Warm Up

Math Journal


2. Students will complete Gided Practice problems 4 and 5 on page 177 in student book.3. Students can problem solve using student workbook p. 1524. Students will do p. 132 in student workbook5. Students will complete problems 7 and 8 on page 178 in student book.

2.OA.3Work with equal groups of objects to gain foundations for multiplication.Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.2.OA.4Work with equal groups of objects to gain foundations for multiplication.Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

1. I can use related multiplication facts to find related division facts.2. I can write a multiplication sentence and a related division sentence.3. I can solve division word problems.

Lesson 6, pp. 179-185Divide Using Related Multiplication Facts.

5 Minute Warm Up


Let’s Explore-183

1. Complete problems 5-7 on page 184 in student book.2. Complete problems 8 and 9 on page 184 in student book.3. Complete problems 14 and 15 on page 185 in student book.

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2.NBT.2Understand place value.Count within 1000; skip-count by 5s, 10s, and 100s.

4. I can solve problems using the rule “multiply by 2”


Put on your thinking cap-186

4. Problem Solving activity on page 186 in student book.

Summative Assessment: Chapter Review/Test-153-156Assessment-35-37Cumulative Review 157-164Benchmark Assessment- 38-45

Modifications:*frequent checks for understanding during instruction and practice, *peer tutor for guidance and paraphrasing as needed, and for reading of any text, peer to scribe any answers required; *extended time to complete at home/ study;


(Chapter 7 Metric Measurement of Length)

Duration: 4 days Map: 2.1 – 2.3Big Idea: Centimeter ruler and meter sticks can be used to measure and compare how long and how tall things are.Essential Vocabulary:Lesson 1: meter stick, meter (m), width, length, unit, heightLesson 2: taller, tallest, shorter, shortest, longer, longest

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Lesson 3: centimeter (cm)


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2.MD.1Measure and estimate lengths in standard units.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.3Measure and estimate lengths in standard units.Estimate lengths using units of inches, feet, centimeters, and meters.

1. I can choose a tool measure length.

2. I can decide if an estimate is reasonable.

3. I can identify the unit of length for the tool used.

Lesson 1, pp. 192-195Measuring in Meters

5 Minute Warm Up

Hands on Activity

Formative Assessment:1. Students will be given several objects such as a book, pencil, desk, door and metric ruler and meter stick. Students will choose which tool to use to measure objects.

2. Students will use page 165 in student workbook estimate length.

2.MD.4Measure and estimate lengths in standard units.Measure to determine how much longer one object is than another,expressing the length difference in terms of a standard length unit.

1. I can compare lengths.

2. I can find the difference in lengths of objects.

Lesson 2, pp. 196-200Comparing Lengths in Meters

5 Minute Warm Up


Hands on Activity

Formative Assessment1. Let’s Practice problems 1 and 2 on page 199 in student book.

2. Let’s Pratice problem #4 on page 200 in student book.

2.MD.1Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriatetools such as rulers, yardsticks, meter sticks, and

1. I can use a centimeter ruler to measure length.

2. I can draw a line of given length.

Lesson 3, pp. 201-210Measuring in Centimeters

5 Minute Warm Up

1. Let’s Practice problems 1 and 2 on page 209 in student book.

2. Let’s Practice problem

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measuring tapes.2.MD.3Measure and estimate lengths in standard units.Estimate lengths using units of inches, feet, centimeters, and meters.

(Formative assessment)


Hands on Activity

Math Journal-206

#6 on page 210 in student book.

2.MD.1Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriatetools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.4Measure and estimate lengths in standard units.Measure to determine how much longer one object is than another,expressing the length difference in terms of a standard length unit.

1. I can use a centimeter ruler to measure lengths of objects.

2. I can use a centimeter ruler to compare lengths of objects.

3. I can find the difference in lengths of objects using centimeters.

Lesson 4, pp. 211-215Comparing Lengths in Centimeters.

5 Minute Warm Up

Hands on Activity

1. Students will be given a centimeter ruler and objects to measure.2. Let’s Practice problem #7 on page 215 in student book. 3. Students will complete an exit slip to solve a real-world problem to find the difference in the lengths of objects using centimeters.

2.MD.5Relate addition and subtraction to length.Use addition and subtraction within 100 to solve word problemsinvolving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.2.MD.6Relate addition and subtraction to length.Represent whole numbers as lengths from 0 on a number line diagramwith equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

1. I can solve one-step problems involving length.

2. I can solve two-step problems involving length.

3. I can draw models to solve real-world problems.

Lesson 5, pp. 216-220Real-World Problems: Metric Length

5 Minute Warm Up


Put on your thinking cap


3. Students will draw bar models to solve real-world problems such as Reteach page 154

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2.MD.5Relate addition and subtraction to length.Use addition and subtraction within 100 to solve word problemsinvolving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

4. I can use problem solving skills to answer measurement problems.


4. Complet Put on Your Thinking Cap on page 221 in student book.Summative Assessment: Chapter Review/Test-185-190Pre-Assessment 46-47Workbook-165-168Assessment-48-53


(Chapter 8 Mass)

Duration: 8 days Map: 2.3 – 2.5Big Idea: A scale can be used to measure and compare masses in kilograms and grams.Essential Vocabulary:Lesson 1: meterstick, meter (m), width, length, unit, height

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(Common Core Standard for 3rd Grade)3.MD.2 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

1. I can use a measuring scale to measure mass in kilograms.

Lesson 1, pp. 228-234Measuring in Kilograms

5 Minute Warm Up

Hands on Activity


Pre Assessment-54-55Workbook-191-192

1. Students will observe an object being measured in kilograms. Student will write the mass of the object in kilograms (exit slip or sticky note).


1. I can compare masses.

2. I can order masses.

Lesson 2, pp. 235-39Comparing Masses in Kilograms.

5 Minute Warm Up


1. Lets Practice problem 6 and 7 on page 237. 2. Let’s Practice problem 8 on page 237.

(Common Core Standard for 3rd Grade)3.MD.2

1. I can use a measuring scale to measure mass in grams.

Lesson 3, pp. 240-244

1. Let’s Practice problems 3 and 4 on page 243.

36

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Measuring in Grams

5 Minute Warm Up




1. I can compare masses in grams.

2. I can order masses in grams.

Lesson 4, pp. 245-252Comparing Masses in Grams.

5 Minute Warm Up




1. Let’s Practice problem # 5 on page 250.

2. Let’s Practice problem # 6 on page 250.

(Common Core Standard for 3rd Grade)3.MD.2 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by

1. I can solve problems about mass.

Lesson 5, pp. 253-258Real-World Problems: Mass

5 Minute Warm Up


1. Extra practice p. 125

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using drawings (such as a beaker with a measurement scale) to represent the problem. Hands on Activity-

245(Common Core Standard for 3rd Grade)3.MD.2 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

2. I can infer the mass of objects. This means I can use given information to make a decision.


Modifications:*frequent checks for understanding during instruction and practice, *peer tutor for guidance and paraphrasing as needed, and for reading of any text, peer to scribe any answers required; *extended time to complete at home/ study;

2. Put on Your Thinking Cap on page 259.

Chapter Review/Test-211-216

Assessment- 56-60


(Chapter 9 Volume)

Duration: 9 days Map: 2.5-2.6Big Idea: Volume is the amount of liquid in a container. Liters can be used to measure volume.Essential Vocabulary:Lesson 1: volume, less than, most, more than, as much as, leastLesson 2: liter (L), measuring cup

38


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1. I can explore volume.2. I can compare volume.

Lesson 1, pp. 266-272Getting to Know Volume

5 Minute warm up




Formative Assessments:1. Hands-On Activity on page 270.2. Let’s Practice problem 1-3 on page 272.


1. I can use liters to estimate volume.2. I can use liters to measure volume.3. I can use liters to compare volume.

Lesson 2, pp. 273-277Measuring in Liters

5 Minute Warm Up


Formative Assessment:1. Let’s Practice problems 1 and 2 on page 276.2. Let’s Practice problem 4 on page 276.3. Let’s Practice problem 6 on page 276.

(Common Core Standard for 3rd Grade)3.MD.2

1. I can solve real-world problems about volume.

Lesson 3, pp. 278-281Real-World Problems:

Formative Assessment:1. Any of the Let’s Practice

39

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

2. I can use subtraction to solve real-world problems about volume.3. I can use addition to solve real-world problems about volume.

Volume

5 Minute Warm Up


problems on page 281.2. Let’s Practice problem # 1 on page 281.3. Let’s Practice problem 2 on page 281.



Summative Assessment:Chapter Review/Test-233-236Assessment-63-67Cumulative Review-237-256Mid Year Exam-68-82


(Chapter 10 Mental Math and Estimation)

Duration: 12 daysMap: 2.7-2.8Big Idea: Mental math can be used when an exact answer is needed. Estimation can be used when an exact answer is not needed.Essential Vocabulary:Lesson 1: sumLesson 2: add mentallyLesson 3: differenceLesson 4: subtract mentallyLesson 5: number line, about, round, nearest ten, estimate, reasonable

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AssessmentHow will students be formatively and summatively assessed to find out what they already know, and what they’ve

learned?

2.OA.1Represent and solve problems involving addition and subtraction.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.2.NBT.5Use place value understanding and properties of operations to add and subtract.Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship betweenaddition and subtraction.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers,

1. I can relate the word sum to addition.

Lesson 1, pp. 6-7Meaning of Sum

5 Minute Warm Up


Formative assessment:1. Let’s Practice problem #2 on page 7 in Student Book B.

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one adds or subtracts hundreds and hundreds, tensand tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.2.OA.2Add and subtract within 20.Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.2.NBT.5Use place value understanding and properties of operations to add and subtract.Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship betweenaddition and subtraction.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers,

1. I can add numbers up to three digits mentally with regrouping.2. I can add numbers up to three digits mentally without regrouping.

Lesson 2, pp. 8-16Mental Addition

5 Minute Warm Up

Game-Add Mentally


Math Journal-16

Formative Assessments:1. Let’s Practice problem # 9 on page 15.2. Let’s Practice problem # 18 on page 15.

42

one adds or subtracts hundreds and hundreds, tensand tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.8Use place value understanding and properties of operations to add and subtract.Mentally add 10 or 100 to a given number 100 –900, and mentally subtract 10 or 100 from a given number 100–900.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.2.OA.1Represent and solve problems involving addition and subtraction.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.2.NBT.5Use place value understanding and properties of operations to add and subtract.Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship betweenaddition and subtraction.2.NBT.6Use place value understanding and properties of operations to add and subtract.

1. I can relate the word difference to subtraction.

Lesson 3, pp. 17-19Meaning of Difference5 Minute Warm Up


Formative Assessment:1. Let’s Practice problem # 2 on page 19.

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Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tensand tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.8Use place value understanding and properties of operations to add and subtract.Mentally add 10 or 100 to a given number 100 –900, and mentally subtract 10 or 100 from a given number 100–900.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.2.OA.2Add and subtract within 20.Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.2.NBT.5Use place value understanding and properties of operations to add and subtract.Fluently add and subtract within 100 using

1. I can subtract up to 3-digit numbers mentally with regrouping.2. I can subtract up to 3-digit numbers mentally without regrouping.

Lesson 4, pp. 20-27Mental Subtraction

5 Minute Warm Up


1. Let’s Practice problem # 5 on page 26.2. Let’s Practice problem # 15 on page 26.

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strategies based on place value, properties of operations, and/or the relationship betweenaddition and subtraction.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tensand tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.2.NBT.8Use place value understanding and properties of operations to add and subtract.Mentally add 10 or 100 to a given number 100 –900, and mentally subtract 10 or 100 from a given number 100–900.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.

Math Journal-27

2.NBT.5Use place value understanding and properties of operations to add and subtract.

1. I can use a number line to round numbers to the nearest ten.

Lesson 5, pp. 28-38Rounding Numbers to Estimate

1. Give student a number line. Provide students with a number and have them round the given number

45

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship betweenaddition and subtraction.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.2.MD.6Relate addition and subtraction to length.Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2... and represent whole-number sums and differences within 100 on a number line diagram.

2. I can use rounding to estimate sums.3. I can use rounding to estimate differences.4. I can use estimation to check answers.

5 Minute Warm Up


Let’s Explore-33

Math Journal

to the nearest ten.2. Let’s Practice problem # 8 on page 37 in student book.3. Let’s Practice problem # 9on page 37 in student book.4. Let’s Practice problem # 12 on page 37 in student book.

2.NBT.5Use place value understanding and properties of operations to add and subtract.Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship betweenaddition and subtraction.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.9Use place value understanding and properties of

Problem Solving, p 39

Workbook 21-22


Assessment- 85-87

46

operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.


(Chapter 11 Money)

Duration: 10 days Map: 2.8-3.1Big Idea: Money amounts can be shown and counted using bills and coins.Essential Vocabulary:Lesson 1: $1 bill, $5 bill, $10 bill, $20 bill, cent sign, dollar sign, decimal pointLesson 2: table

47




learned?

2.MD.8Work with time and money.Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

1. I can recognize coins.2. I can recognize the value of coins.3. I can recognize $1 bills.4. I can recognize $5 bills.5. I can recognize $10 bills.6. I can recognize $20 bills.7. I can show money using coins and bills to $20.8. I can count money using coins and bills to $20.9. I can write money amounts using money signs.10. I can write dollars as cents.11. I can write cents as dollars.

Lesson 1, pp. 46-61Coins and Bills

5 Minute Warm Up


Let’s Explore-51

Let’s Explore-53


1-6. Show students money and have them identify and tell the value of each coin and bill shown.

7-11. Let’s Practice page 60 and 61 in student book.


1. I can compare amounts of money.

Lesson 2, pp. 62-65Comparing Amounts of Money

5 Minute Warm Up


1. Let’s Practice page 64-65 in student book.

2.MD.8Work with time and money.

1. I can solve real-world money problems.

Lesson 3, pp. 66-70Real-World

1. Let’s Practice problems 6 and 7 on page 69 in student book.

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Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Problems: Money

5 Minute Warm Up



2. I can use the strategy make a list to solve money problems.3. I can use the strategy guess and check to solve money problems.


2 and 3. Put on Your Thinking Cap on page 70 in student book.

Chapter Review/Test-43-44Assessment-90-94


(Chapter 12 Fractions)

Duration: 5 days Map: 3.1-3.2Big Idea: Fractions can be used to describe how equal parts are related to a whole.Essential Vocabulary:Lesson 1:


content?


learned?

2.G.3 1. I can identify shapes that Lesson 1, pp. 75-82 1. Let’s Practice problem 1 on

49

Reason with shapes and their attributes.Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

are divided into equal fractional parts.

Understanding Fractions

5 Minute Warm Up



page 81 in student book.2-3. Let’s Practice problems 2-4 on page 81 and 82 in student book.

2.G.2Reason with shapes and their attributes.Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.2.G.3Reason with shapes and their attributes.Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

4. I can compare fractions using models of the same size.5. I can decide how to cut (divide) a rectangle into same-size squares.

Hands on Activity-pg. 80

Lesson 2, pp. 83-89Comparing Fractions

5 Minute Warm Up


4 and 5. Let’s Practice problems 2-4 on page 81 and 82 in student book.

2.G.2Reason with shapes and their attributes.Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.2.G.3Reason with shapes and their attributes.Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical

1. I can identify fractions that are equal.2. I can use models to add fractions.3. I can use models to subtract fractions.4. I can add like fractions.5. I can subtract like fractions.

Lesson 3, pp. 90-96Adding and Subtracting Like Fractions

5 Minute Warm Up


Game:-Fix and Win

1-5 Let’s Practice problems 1-6 on page 96 in student book.

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wholes need not have the same shape.2.G.3Reason with shapes and their attributes.Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

6. I can compare fractions using models of the same size.


6. Put on Your Thinking Cap on page 97 in student book.

Chapter Review/Test-59-62Assessment- 97-100Cumulative Review-63-72


(Chapter 13 Customary Measurement of Lengths)

Duration: 5 days Map: 3.2-3.4Big Idea: Rulers can be used to measure and compare how long and how tall things are.Essential Vocabulary:Lesson 1: foot/feet(ft), length, ruler, unit, width, heightLesson 2: longest, shortestLesson 3: inch (in)

51




learned?

2.MD.1Measure and estimate lengths in standard units.Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.3Measure and estimate lengths in standard units.Estimate lengths using units of inches, feet, centimeters, and meters.2.MD.9Represent and interpret data.Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

1. I can use a ruler to estimate length.2. I can use a ruler to measure length.3. I can choose which tool to measure the length.

Lesson 1, pp. 103-106Measuring Feet

5 Minute Warm Up



Formative Assessment:1. Let’s Practice page 1062. Hands on activity page 105.3. Let’s Practice page 116.

2.MD.1Measure and estimate lengths in standard units.Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.4Measure and estimate lengths in standard units.Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

1. I can compare lengths.2. I can find the difference in lengths of objects.

Lesson 2, pp. 107-110Comparing Lengths in Feet

5 Minute Warm Up

Problem of the

1. Let’s practice page 1212. Hands on activity page 120

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2.MD.9Represent and interpret data.Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Lesson


2.MD.1Measure and estimate lengths in standard units.Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.3Measure and estimate lengths in standard units.Estimate lengths using units of inches, feet, centimeters, and meters.2.MD.9Represent and interpret data.Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

1. I can use a ruler to measure length to the nearest inch.2. I can draw parts of lines of given lengths.

Lesson 3, pp. 111-117Measuring in Inches

5 Minute Warm Up


1. Let’s practice page 121 question a2. Use dry erase to draw parts of lines that are various lengths.

2.MD.1Measure and estimate lengths in standard units.Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.4Measure and estimate lengths in standard units.Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

1. I can use an inch ruler to measure lengths.2. I can use an inch ruler to compare lengths.3. I can find the difference in lengths of objects in inches.

Lesson 4, pp. 118-121Comparing Lengths in Inches

5 Minute Warm Up


1. Hands on activity page 120 and Let’s practice page 1212. Hands on activity page 120 and Let’s practice page 121.3. Problem of the lesson teacher book page 108.

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2.OA.1Represent and solve problems involving addition and subtraction.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.12.NBT.5Use place value understanding and properties of operations to add and subtract.Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.2.NBT.6Use place value understanding and properties of operations to add and subtract.Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7Use place value understanding and properties of operations to add and subtract.Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategyto a written method. Understand that in adding or subtracting three digit numbers, one adds or

1. I can solve one step problems involving length.2. I can solve two step problems involving length.3. I can solve real-world problems.

Lesson 5, pp. 122-126Real-World Problems: Customary Length

5 Minute Warm Up


1. Problem of the lesson teacher page 123.2. Let’s practice numbers 5 a and b page 126.3. Put on your thinking cap page 127.

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subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose ordecompose tens or hundreds.2.NBT.9Use place value understanding and properties of operations to add and subtract.Explain why addition and subtraction strategies work, using place value and the properties of operations.2.MD.5Relate addition and subtraction to length.Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.2.MD.6Relate addition and subtraction to length.Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2... and represent whole-number sums and differences within 100 on a number line diagram.2.MD.6Relate addition and subtraction to length.Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

4. I can use the strategy “Use a Diagram” to solve story problems.


4. Put On Your Thinking Cap on page 127 in student book.


Assessment-104-107

55


(Chapter 14 Time)

Duration: 10 days Map: 3.4-3.5Big Idea: Time of day can be shown in different ways.Essential Vocabulary:Lesson 1: hour hand, minute hand, minute, hour, o’clock, after, clock faceLesson 3: A.M., P.M.

Common Core Standard Learning Targets Suggested ActivitiesHow will we teach this content?




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2.MD.7Work with time and money.Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

1. I can use the minute hand to show the number for every five minutes after the hour.2. I can use the minute hand to tell the number for every five minutes after the hour.

Lesson 1, pp. 133-136The Minute Hand

5 Minute Warm Up



1. Problem of the lesson page 134.2. Hands on activity page 135.


1. I can show time in hours.2. I can show time in minutes.3. I can tell time in hours.4. I can tell time in minutes.

Lesson 2, pp. 137-141Reading and Writing Time

5 Minute Warm Up


1. Let’s practice page 136.2. Let’s practice page 136.3. Hands on practice page 135.4. Hands on practice page 135.


1. I can use A.M. and P.M. to show morning, afternoon, and night.2. I can order events by time.

Lesson 3, pp. 142-149Using A.M. and P.M.

5 Minute Warm Up


Math Journal-146

1. Problem of the lesson teacher’s page 143.2. Math Journal page 146.


1. I can determine how much time has passed.

Lesson 4, pp. 150-156 Elapsed Time

1. Hands on activity page 154.


1. I can look at pictures and tell if the events match the time indicated on the clock.2. I can explain my thinking.

Critical Thinking Skill

5 Minute Warm UpProblem of the LessonHands on Activity-154

1 and 2. Put on Your Thinking Cap!


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Problem Solving, p.157 Assessment-111-114Cumulative Review-123-132Benchmark Assessment-115-121


(Chapter 15 Multiplication Tables of 3 and 4)

Duration: 6 days Map: 3.5-3.7Big Idea: Known multiplication facts can be used to find other multiplication and division facts.Essential Vocabulary:Lesson 1: skip-countLesson 2: dot paper, related multiplication facts


content?


learned?

2.OA.4 1. I can skip-count by 3s. Lesson 1, pp. 166-169 1 and 2. Let’s Practice page 169

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Work with equal groups of objects to gain foundations for multiplication.Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

2. I can solve multiplication word problems.

Multiplying 3: Skip-counting


in student book.

Pre Assesment-122-123Workbook 133-134


1. I can use dot paper to multiply by 3.2. I can use the multiplication facts I already know to find new multiplication facts. 3. I can solve multiplication word problems.4. I can use an array to write a multiplication problem.


5 Minute Warm Up

Let’s Explore

1. Let’s Practice problems 3 and 4 on page 174 in student book.2. Let’s Practice problems 1 and 2 on page 174 in student book.3. Problem of the Lesson in teacher edition on page 171.4. Give students the following problems 9x3 and 8x3. Have students use the array method to solve the problems.


1. I can skip-count by 4s.2. I can solve multiplication word problems.3. I can use an array to solve a multiplication problem.

Lesson 3, pp. 175-178Multiplying 4: Skip-counting

5 Minute Warm UpProblem of the LessonGame: Number Cube

1. Let’s Practice problems 1 and 2 on page 178 in student book.2. Exit Slip: There are 6 boxes of crayons. There are 4 cars in each box. How many caryons are there in all?3. Let’s Practice problems 5 and 6 on page 178 in student book.


1. I can use dot paper to multiply by 4.2. I can use the multiplication facts I already know to find new multiplication facts. 3. I can identify related



1. Let’s Practice problems 3 and 4 on page 183 in student book.2-3 Lets Practice problems 3-6 on page 183 in student book.4. Exit Slip: Sheri put the chairs in her classroom in 7 rows. If she put 4 chairs in each row, how

59

multiplication facts.4. I can solve multiplication word problems.

many total chairs were there?


1. I can find division facts using related multiplication facts.2. I can write a multiplication sentence and a related division sentence.

Lesson 5, pp 184-189Divide Using Related Multiplication Facts5 Minute Warm UpProblem of the Lesson(formative assessment)Hands on Activity-185Game: Number

1. Let’s Practice problems 1 and 2 on page 188 in student book.2. Lets Practice problems 7 and 8 on page 188 in student book.


3. I can find a number patter using multiplication.

Problem Solving, p. 190 3. Put on Your Thinking Cap on page 190 in student book.


Assessment-124-127

60


(Chapter 16 Using Bar Models: Multiplication and Division)

Duration: 7 days Map: 3.7-3.9Big Idea: Bar models can be used to solve multiplication and division problems.Essential Vocabulary:


content?


learned?2.OA.3Work with equal groups of objects to gain foundations for multiplication.Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal

1. I can solve real-world multiplication problems.2. I can write multiplication sentences to solve real-world problems.

Lesson 1, pp. 198-200Real-World Problems: Multiplication

5 Minute Warm Up



Pre-Assessment-128-129Workbook 155-160

61

addends.2.OA.4Work with equal groups of objects to gain foundations for multiplication.Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write anequation to express the total as a sum of equal addends.


Math Journal-200


1. I can solve division word problems.2. I can write division sentences to solve word problems.

Lesson 2, pp. 201-205Real-World Problems: Division

5 Minute Warm Up



Math Journal-204


2.OA.3Work with equal groups of objects to gain foundations for multiplication.Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.2.OA.4Work with equal groups of objects to gain foundations for multiplication.

1. I can solve real-world problems on measurement.2. I can solve real-world problems on money.

Lesson 3, pp. 206-216Real-World Problems: Measurement and Money

5 Minute Warm Up


1 and 2. Let’s practice page 215 and 216 in student book.

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Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write anequation to express the total as a sum of equal addends.2.OA.3Work with equal groups of objects to gain foundations for multiplication.Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.2.OA.4Work with equal groups of objects to gain foundations for multiplication.Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write anequation to express the total as a sum of equal addends.

1. I can solve division story problems.


1. Put on Your Thinking Cap on page 217 in student book.

Workbook 173-174


Assessment-130-134

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(Chapter 17 Picture Graphs)

Duration: 10 days Map: 3.9-4.1Big Idea: Picture graphs use pictures to show data about things you can count.Essential Vocabulary:Lesson 1: picture graph, key, symbolLesson 2: record, tally chart


content?



2.MD.10Represent and interpret data.Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph.

1. I can read picture graphs.2. I can think about picture graphs.3. I can explain picture graphs.

Lesson 1, pp. 224-231Reading Picture Graphs with Scales

5 Minute Warm Up


Formative Assessment1-3 Let’s Practice problems 5-7 on page 231 in student book.

2.MD.10Represent and interpret data.

1. I can make picture graphs.2. I can read picture graphs.

Lesson 2, pp. 232-237Making Picture Graphs.

Formative Assessment1-3 Let’s Practice page 237

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Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

3. I can explain picture graphs.4. I can complete picture graphs. 5 Minute Warm Up

Problem of the LessonHands on Activity-235

in student book.4. Hands-On Activity on page 235 in student book.


1. I can solve real-world problems using picture graphs.

Lesson 3, pp. 238-242Real-World Problems: Picture Graphs

5 Minute Warm Up


Formative Assessment1. Let’s Practice page 241 in student book.


1. I can read picture graphs.2. I can explain picture graphs.3. I can draw a picture graph.4. I can read a bar graph.5. I can draw a bar graph.6. I can compare graphs.7. I can use data to solve addition problems.8. I can use data to solve subtraction problems.

Problem Solving, p. 243-244

Formative Assessment1. Put On Your Thinking Cap on page 243 and 244 in student book.

Workbook 195-196Chapter Review/Test-197-200Assessment-138-142Cumulative Review-201-208

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(Chapter 18 Lines and Surfaces)

Duration: 5 daysMap: 4.1-4.2Big Idea: Properties of parts of lines, curves, and surfaces can be seen and felt.Essential Vocabulary:Lesson 1: part of a line, curveLesson 2: flat surface, curved surface, slide, stack, roll

Angles have to be incorporated in this chapter! Common Core Standard Learning Targets Suggested

ActivitiesHow will we teach

this content?

AssessmentHow will students be formatively and

summatively assessed to find out what they already know, and what

they’ve learned?

2.G.1Reason with shapes and their attributes.Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Pentagons and quadrilaterals are fully covered in Grade 3)

1. I can recognize parts of lines and curves.2. I can identify parts of lines and curves.3. I can describe parts of lines and curves.

Lesson 1, pp. 253-257Parts of Lines and Curves

5 Minute Warm Up


1-3. Let’s Practice page 257 in student book.

Pre-Assessment-143-144Workbook 209-214

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Hands on activity-256


1. I can identify flat and curved surfaces.2. I can put flat and curved surfaces into groups.3. I can count flat and curved surfaces.4. I can break down shapes by their sides and angles.

* When talking about flat surfaces bring in angles.

Lesson 2, pp. 258-264Flat and Curved Surfaces

5 Minute Warm Up



Formative Assessment1-4 Let’s Practice page 264 in student book.


1. I can look at a picture and tell how many straight and curved lines are in the picture.


Formative Assessment1. Put On Your Thinking Cap on page 265 in student book.


Assessment-145-148

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(Chapter 19 Shapes and Patterns)

Duration: 5 days Map: 4.2-4.4Big Idea: Planes and solid shapes can be identified and classified. They can be separated and combined to make other shapes.Essential Vocabulary:Lesson 1: plane shape, hexagon, trapezoid, figure

Pull in Quadrilaterals, Pentagons, and Cubes.Common Core Standard Learning Targets Suggested Activities




2.G.1Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

1. I can recognize plane shapes.2. I can identify plane shapes.3. I can combine smaller plane shapes to make larger plane shapes.4. I can separate larger plane shapes into smaller plane shapes.5. I can combine plane shapes in figures.6. I can separate plane shapes in figures.7. I can draw plane shapes on dot paper.8. I can draw plane shapes on square grid paper.

Lesson 1, pp. 271-286Plane Shapes

5 Minute Warm Up






Formative Assessment1-3. Lets Practice problem 1 on page 284 in student book.4. Let’s Practice problem 2 on page 285 in student book.5. Let’s Practice problem 5 on page 286 in student book.6. Let’s Practice problem 6 on page 286 in student book.7. Let’s Practice problem 7 on page 286 in student book.8. Let’s Practice problem 8 on page 286 in student book.

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1. I can recognize solid shapes.2. I can identify solid shapes.3. I can build models using solid shapes.4. I can combine solid shapes.5. I can separate solid shapes.

Lesson 2, pp. 287-291Solid Shapes

5 Minute Warm Up



Formative Assessment1-2. Let’s Practice page 291 in student book.3-5. Let’s Practice page 290 in student book.

No Common Core Standards for 2nd Grade.

1. I can identify patterns using different attributes. (color, size, shape, position)2. I can extend patterns.3. I can create patterns.

Lesson 3, pp. 292-302Making Patterns

5 Minute Warm Up



Formative Assessment1. Let’s Practice problem 1,2, and 3 on page 301 in student book.2. Let’s Practice problem 6 and 7 on page 302 in student book.3. Give students shapes and let them create a pattern.


4. I can combine smaller plane shapes to create larger plane shapes.

Problem Solving, p 303

Formative Assessment4. Put On Your Thinking Cap on page 303 in student book.

Chapter Review/Test-245-248Assessment-151-155Cumulative Review-249-252End of the Year Review-253-264End of the Year Test-156-169

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