Shelby County Schools’ mathematics instructional maps … 2 Q4 16 - 17... · Web viewThey...

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter: 4 Grade: 2

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

Shelby County Schools 2016/2017Revised 1/2/17

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In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


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The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready


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https://www.tn.gov/education/article/mathematics-standards



learning at reach respective grade level.Mathematical Practice Standards

Mathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.

The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with


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https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view



longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.


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Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:


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Purpose of Mathematics Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers


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will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective


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instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades K-5 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards, therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council


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of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., engageny), have been evaluated by district staff to ensure that they meet the IMET criteria.


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How to Use the MapsOverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide specific examples of student work.

Tennessee State StandardsShelby County Schools 2016/2017

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TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP,


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performance in the major work of the grade) . Support for the development of these lesson objectives can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

Instructional Resources


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District and web-based resources have been provided in the Instructional Resources column. At the end of each module you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

Vocabulary and FluencyThe inclusion of vocabulary serves as a resource for teacher planning, and for building a common language across K-12 mathematics. One of the goals for CCSS is to create a common language, and the expectation is that teachers will embed this language throughout their daily lessons.


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In order to aid your planning we have included a list of fluency activities for each lesson. It is expected that fluency practice will be a part of your daily instruction. (Note: Fluency practice is NOT intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual understanding MUST underpin the work of fluency.)

Grade 2 Quarter 4 Overview

Topics addressed in QuarterShelby County Schools 2016/2017




Module 7: Problem Solving with Length, Money, and DataModule 8: Time, Shapes, and Fractions as Equal Parts of Shapes

Overview

Module 7 presents an opportunity for students to practice addition and subtraction strategies within 100 and problem-solving skills as they learn to work with various types of units within the contexts of length, money, and data. Students represent categorical and measurement data using picture graphs, bar graphs, and line plots. They revisit measuring and estimating length from Module 2 but now use both metric and customary units.


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https://www.engageny.org/resource/grade-2-mathematics-module-8




Module 7 opens with students representing and interpreting categorical data. In Grade 1, students learned to organize and represent data with up to three categories. Now, in Grade 2, students build upon this understanding by drawing both picture and bar graphs (2. MD.10). Topic A- First, they record category counts in a table, solving problems based on the information in the table. Next, they draw picture graphs in which each picture represents one object. Finally, they represent the same data set in the form of a bar graph, where one axis names the categories and the other shows a single-unit count scale. Students use the information to solve put together, take apart, and compare problems (2. MD.10), making connections to finding sums and differences on a number line diagram. In the final lesson of Topic A, students display money data in the form of a bar graph, thus establishing a connection to word problems with coins in Topic B.

In Topic B, students work with the most popular units of all: bills and coins. Students apply their knowledge of coin values, place value strategies, and the properties of operations to solve addition and subtraction word problems (2.NBT.5, 2. MD.8) to find the total value of a group of coins or bills. Next, they use coins to find multiple ways to represent the same quantity, sometimes using the


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fewest number of coins. Students then focus on the decomposition of a dollar, where they see that this unit behaves like all others they have seen before (e.g., 100 ones = 1 hundred, 100 cm = 1 m). Students learn how to make change from one dollar using counting on, simplifying strategies (e.g., number bonds), and the relationship between addition and subtraction. As students use coins or


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bills to solve addition and subtraction word problems within 100,1 they use drawings and equations to represent the unknown in various situations. The Application Problems throughout this module include solving two-step word problems involving two-digit money amounts (e.g., $28 + $47 or 28¢ + 47¢), as students use this new context to increase fluency with addition and subtraction within 100 (2.NBT.5).

After the Mid-Module Assessment, Topic C reviews the measurement concepts and skills presented in Module 2, now with a focus on customary units. Students deepen their understanding of a length unit as they lay one-inch square tiles end-to-end to create simple inch rulers, just as they created centimeter rulers in Module 2. They see again that the smaller the unit, the more iterations are necessary to cover a given distance. Students measure the length of various objects with their new unit rulers (2. MD.1), applying


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important concepts such as the understanding that the zero point on a ruler is the beginning of the total length and the number on a ruler means the distance covered by that number of length units.

In Topic D, students apply their measurement skills and knowledge of the ruler to measure a variety of objects using the appropriate measurement tools, such as inch rulers and yardsticks, just as they measured with centimeter rulers, meter sticks, and meter tapes in Module 2 (2. MD.1). Students thereby add to their bank of benchmark lengths, such as an inch being the distance across a quarter. By doing so, students develop mental images of an inch, a foot, or a yard, which empowers them to estimate a given length (2. MD.3).

In addition, in Topic D, students measure objects using both metric and customary length units, thereby developing an understanding of how the number of units needed depends upon the size of the unit chosen (2. MD.2). As in Topic C, students recognize, for example, that the smaller the length unit, the more iterations are necessary to cover a given distance. Topic D concludes with students measuring to determine how much longer one object is than another (2. MD.4). Students use addition and subtraction to compare two lengths, subtracting the length of the shorter object from the 1Totals are limited to within 100 cents, or 1 dollar, when working with coins, and 100 dollars when working with bills. Shelby County Schools 2016/2017




length of the longer object to determine the difference (e.g., 40 in – 35 in = 5 in, or 35 in + _____ = 40 in).

Whereas in Topic D students used rulers to compare lengths, in Topic E, students use drawings (e.g., tape diagrams and number bonds) and equations with an unknown to represent addition and subtraction word problems (2. MD.5). Once they have a solid conceptual understanding of length, students are ready to represent whole numbers as lengths on a number line (2. MD.6) and apply their knowledge of the ruler to a number line diagram. In Topic E, they are asked to identify unknown numbers on a number line by using place value, reference points (e.g., 5, 10, 25, and 50), and the distance between points. Students are also asked to represent two-digit sums and differences using the number line as a measurement model for combining and comparing lengths.

Topic F follows naturally, with students generating measurement data and representing it with a line plot (2. MD.9). Students position data along a horizontal scale with whole number markings, drawn as a number line diagram (2. MD.6). Since students are working with length, the scale on their line plots corresponds to the scale on their rulers. After generating measurement data, students


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create line plots from different data sets, and then they discuss and interpret the results.

The Mid-Module Assessment follows Topic B, and the End-of-Module Assessment follows Topic F.

In Module 8, the final module of the year, students extend their understanding of part–whole relationships through the lens of geometry. As students compose and decompose shapes, they begin to develop an understanding of unit fractions as equal parts of a whole.

In Topic A, students build on their prior knowledge of a shape’s defining attributes (1.G.1) to recognize and draw categories of polygons with specified attributes: the number of sides, corners, and angles (2.G.1). For example, students see that a rectangle has four straight sides, four right angles, and opposite sides with equal length. Students then relate the square, a special rectangle, to the cube by building a cube from six congruent squares. They describe the cube in terms of its attributes, counting the number of edges, faces, and corners (2.G.1). Once students are able to describe


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and analyze polygons and the cube according to their attributes in Topic A, they are ready to combine shapes and build composite shapes in Topic B.

Topic B opens with students using a tangram, a set of seven shapes that compose a square, to create a new shape. Students see that they can arrange two-dimensional shapes to create a new whole, or composite, shape, which can become part of an even larger whole. As students progress through the topic, they build and partition shapes by combining two or more smaller shapes and relating the parts to the whole. For example, they use different pattern blocks to show that a regular hexagon might be composed of two trapezoids or three rhombuses. One might say, “This hexagon is made from two identical trapezoids, or two equal parts.” This allows for interpreting equal shares of a whole as a fraction as students name the equal parts halves, thirds, or fourths (2.G.3).

Next, in Topic C, students decompose circles and rectangles into equal parts and describe them as halves


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(a half of), thirds (a third of), and fourths (a fourth of) or quarters (2.G.3). For example, students see that a circle can be partitioned into four quarter-circles, or parts, which can be described as fourths. They learn to describe the whole by the number of equal parts. For example, one whole circle is composed of 4 fourths. Finally, students decompose a rectangle into four parts that have equal areas but different shapes (2.G.3).

The module closes with Topic D, where students apply their understanding of partitioning the whole into halves and fourths to tell time to the nearest five minutes (2.G.3, 2. MD.7) using both analog and digital clocks. They construct simple clocks and see the relationship to partitioning a circle into quarters and halves, thereby decomposing 60 minutes. For example, 3 fourths of the circle can be interpreted as 3 intervals of 15 minutes; that is, 15 + 15 + 15 = 45 (2.NBT.5, 2.NBT.6), or 45 minutes. They also use their understanding of skip-counting by fives and tens to tell time on an analog clock (2.NBT.2). Finally,


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students apply their learning by calculating time intervals of hours and half hours and close the year by determining the time interval in days until they become third graders.

The Mid-Module Assessment follows Topic B. The End-of-Module Assessment follows Topic D.

Focus Grade Level Standard Type of Rigor Foundational Standards

2.NBT.5 Procedural Skill and Fluency 1.NBT.4, 1.NBT.5, 1.NBT.6, 2.OA.2


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2.MD.1 Procedural Skill and Fluency 1.MD.1, 1. MD.2

2.MD.2 Procedural Skill and Fluency, Conceptual Understanding 1.MD.2, 2.MD.1, 2.MD.3

2.MD.3 Conceptual Understanding 1.MD.2, 2.MD.1

2.MD.4 Procedural Skill and Fluency 2.MD.1, 2.MD.3


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2.MD.5 Application 2.MD.3, 2.MD.4

2.MD.6 Conceptual Understanding Introductory

2.MD.7 Procedural Skill and Fluency, Conceptual Understanding 1.MD.3

2.MD.8 Application Introductory


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2.MD.9 Procedural Skill and Fluency Introductory

2.MD.10 Procedural Skill and Fluency 1.MD.4

2.G.1 Conceptual Understanding 1.G.1

2.G.3 Procedural Skill and Fluency, Conceptual Understanding 1.G.3, 2.G.2


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Fluency NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar


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procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.

Fluency is designed to promote automaticity by engaging students in daily practice. Automaticity is critical so that students avoid using lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore, it is recommended that students participate in fluency practice daily using the resources provided in the curriculum maps. Special care should be taken


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so that it is not seen as punitive for students that might need more time to master fluency.

The fluency standard for 2nd grade listed below should be incorporated throughout your instruction over the course of the school year. The engage ny lessons include fluency exercises that can be used in conjunction with building conceptual understanding.

2.OA.B.2 Fluently add and subtract within 20 using mental strategies. 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Note: Fluency is only one of the three required aspects of rigor. Each of these components have equal importance in a mathematics curriculum. Shelby County Schools 2016/2017


http://www.corestandards.org/Math/Content/2/NBT/

http://www.corestandards.org/Math/Content/2/OA/



References:

https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/


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http://achievethecore.org/

http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/

http://www.corestandards.org/

https://www.engageny.org/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCY

Module 7- Problem Solving with Length, Money, and Data (Allow 5-weeks for instruction, review and assessment)

Suggestions for Consolidations or Omissions:

If pacing is a challenge, consider consolidating Lessons 1 and 2, Lessons 3 and 4, Lessons 11 and 12, and Lessons 14 and 15. Omit Lesson 26, or consolidate it with Lesson 25.

Domain: Number and Operations in Base Ten Enduring Understandings Vocabulary


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYCluster: Use place value understanding and properties of operations to add and subtract.

2.NBT.5- Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction

Domain: Measurement and Data

Money amounts can be counted in different ways.

Different combinations of coins can make the same amounts.

Attributes are measurable. The length of objects is measurable in

different units. Data can be organized in different ways.

Bar, category, data, degree, foot, inch, legend, line plot, picture graph, scale, survey, symbol, table, yard

Familiar Terms and SymbolsBenchmark number, centimeter, cents, coins, compare, compose, decompose, difference. Dollars, endpoint


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http://www.corestandards.org/Math/Content/2/NBT/B/5/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYCluster: Measure and estimate lengths in standard units.

2.MD.1- Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2- Measure the length of an object

Each type of graph is most appropriate for certain types of data.

Essential Questions What is the easiest way to count a group

of coins? Is there more than one way to make the

same amount of money?

Module 7

Topic A- Problem Solving with Categorical DataLesson 1

Topic ALesson 1- Count by 10 or 5 with Dimes and Nickels, Grade 2 Core Fluency Differentiated Practice SetsLesson 2- Grade 2 Core Fluency Differentiated Practice Sets, Coin Drop


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https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-lesson-1

https://www.engageny.org/resource/grade-2-mathematics-module-7-topic


http://www.corestandards.org/Math/Content/2/MD/A/2/




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYtwice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3- Estimate lengths using inches, feet, centimeters, and meters. 2.MD.4- Measure to determine how much

How can you tell which attributes of an object can be measured?

What are some ways data can be organized?

How can you decide what type of graph to use once you have collected data?

Learning Targets/Objectives

Lesson 2Lesson 3Lesson 4Lesson 5

enVision Resources: (enVision may be used

Lesson 3- Sprint: Addition and Subtraction by 5, Coin DropLesson 4- Coin Drop, Skip-Counting by 5Lesson 5- Grade 2 Core Fluency Differentiated Practice Sets, Coin Drop


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYlonger one object is than another, expressing the length difference in terms of a standard length unit.

Domain: Measurement and DataCluster: Relate addition and subtraction to length.

Topic A

Lesson 1: I can sort and record data into a table using up to four categories; use category counts to solve word problems. (2. MD.10, 2. MD.6)Lesson 2: I can draw and label a picture graph to represent data with up to four

to support the needs of your students, but should not be used independently.)16-1 Organizing Data16-2 Pictographs16-3 Bar Graphs16-7 Problem Solving: Use a Graph


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCY 2.MD.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.6- Represent whole numbers as lengths from 0 on a number line diagram with

categories. (2. MD.10, 2. MD.6)Lesson 3: I can draw and label a bar graph to represent data; relate the count scale to the number line. (2. MD.10, 2. MD.6)Lesson 4: I can draw a bar graph to represent a given data set. (2. MD.10, 2. MD.6)Lesson 5: I can solve word problems using data presented in a bar graph. (2. MD.10, 2.

18-9 Problem Solving: Make a Graph


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http://www.corestandards.org/Math/Content/2/MD/B/6/

http://www.corestandards.org/Math/Content/2/MD/B/5/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYequally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

Domain: Measurement and DataCluster: Work with time and money

2.MD.8 - Solve word problems involving

MD.6)Topic B

Lesson 6: I can recognize the value of coins and count up to find their total value. (2.NBT.5, 2. MD.8, 2.NBT.2, 2.NBT.6)Lesson 7: I can solve word problems involving the total value of a group of coins. (2.NBT.5, 2.

Topic B- Problem solving with Coins and BillsLesson 6Lesson 7Lesson 8Lesson 9

Topic BLesson 6- Decomposition Tree, Grade 2 Core Fluency Differentiated Practice SetsLesson 7- Skip-Count by $5 and $10 Between 85 and 205, Sprint: Subtraction Across a Ten


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https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-b-lesson-9




https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-b

http://www.corestandards.org/Math/Content/2/MD/C/8/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYdollar 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?

Domain: Measurement and DataCluster: Represent and interpret data

MD.8, 2.NBT.2, 2.NBT.6)Lesson 8: I can solve word problems involving the total value of a group of bills. (2.NBT.5, 2. MD.8, 2.NBT.2, 2.NBT.6)Lesson 9: I can solve word problems involving different combinations of coins with the same total value. (2.NBT.5, 2. MD.8, 2.NBT.2, 2.NBT.6)


Mid-Module Assessment

Lesson 8- Sprint: Adding Across a TenLesson 9- Decomposition Tree, Grade 2 Core Fluency Differentiated Practice SetsLesson 10- Decomposition Tree, Grade 2 Core Fluency Differentiated Practice SetsLesson 11- Sprint: Subtraction from Teens, Coin ExchangeLesson 12- Sprint: Adding Across a Ten,


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2.MD.9 - 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

Lesson 10: I can use the fewest number of coins to make a given value. (2.NBT.5, 2. MD.8, 2.NBT.2, 2.NBT.6)Lesson 11: I can use different strategies to make $1 or make change from $1. (2.NBT.5, 2. MD.8, 2.NBT.2, 2.NBT.6)Lesson 12: I can solve word problems involving different ways to make change from

enVision Resources: (enVision may be used to support the needs of your students, but should not be used independently.)5-1 Dime, Nickel, Penny5-2 Quarter and Half-Dollar

Making $1Lesson 13- Grade 2 Core Fluency Differentiated Practice sheets


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http://www.corestandards.org/Math/Content/2/MD/D/9/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYunits.

2.MD.10 - 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. (2.NBT.5, 2. MD.8, 2.NBT.2, 2.NBT.6)Lesson 13: I can solve two-step word problems involving dollars or cents with totals within $100 or $1. (2.NBT.5, 2. MD.8, 2.NBT.2, 2.NBT.6)

5-3 Counting Collections of Coins5-4 Ways to Show the Same Amount5-5 One Dollar

Topic C Topic C- Creating an Inch Ruler Topic C


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https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-c

http://www.corestandards.org/Math/Content/2/MD/D/10/




Lesson 14: I can connect measurement with physical units by using iteration with an inch tile to measure. (2. MD.1)Lesson 15: I can apply concepts to create inch rulers; measure lengths using inch rulers. (2. MD.1)

Lesson 14Lesson 15

enVision Resources: (enVision may be used to support the needs of your students, but

Lesson 14- Subtraction Fact Flash Cards, Grade 2 Core Fluency Differentiated Practice SetsLesson 15- Sprint: Adding and Subtracting by 2, Round to Different Place Values


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https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-c-lesson-15





should not be used independently.)13-4 Inches, Feet, and Yards13-5 Centimeters and Meters

Topic D

Lesson 16: I can measure various objects

Topic D- Measuring and Estimating Length Using Customary and Metric Units

Topic DLesson 16- Sprint: Adding and Subtracting by 3, Subtraction Fact Flash Cards


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https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-d



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYusing inch rulers and yardsticks. (2. MD.1, 2. MD.2, 2. MD.3, 2. MD.4)Lesson 17: I can develop estimation strategies by applying prior knowledge of length and using mental benchmarks. (2. MD.1, 2. MD.2, 2. MD.3, 2. MD.4)Lesson 18: I can measure an object twice using different length units and compare;



Lesson 17- Subtraction Fact Flash Cards, Grade 2 Core Fluency Differentiated Practice SetsLesson 18- Decomposition Tree, Grade 2 Core Fluency Differentiated Practice SetsLesson 19- Subtraction from Tens, Sprint: Subtraction Patterns


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https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-d-lesson-19






TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYrelate measurement to unit size. (2. MD.1, 2. MD.2, 2. MD.3, 2. MD.4)Lesson 19: I can measure to compare the differences in lengths using inches, feet, and yards. (2. MD.1, 2. MD.2, 2. MD.3, 2. MD.4)

to support the needs of your students, but should not be used independently.)13-3 Measuring Length using Non-Standard Units13-4 Inches, Feet, and Yards13-5 Centimeters and Meters


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Topic E

Lesson 20: I can solve two-digit addition and subtraction word problems involving length by using tape diagrams and writing equations to represent the problem. (2. MD.5, 2. MD.6, 2. NBT.2, 2. NBT.4, 2. NBT.5)

Topic E- Problem Solving with Customary and Metric Units

Lesson 20Lesson 21Lesson 22

Topic ELesson 20- Compensation, Sprint: Subtraction PatternsLesson 21- Roll and Follow the Rule, Grade 2 Core Fluency Differentiated Practice SetsLesson 22- Compensation, Grade 2 Core Fluency Differentiated Practice Sets


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https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-e




Lesson 21: I can identify unknown numbers on a number line diagram by using the distance between numbers and reference points. (2. MD.5, 2. MD.6, 2. NBT.2, 2. NBT.4, 2. NBT.5)Lesson 22: I can represent two-digit sums and differences involving length by using the ruler

enVision Resources: (enVision may be used to support the needs of your students, but should not be used independently.)8-5 Adding Two-Digit Numbers9-5 Subtracting Two-Digit Numbers


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as a number line. (2. MD.5, 2. MD.6, 2. NBT.2, 2. NBT.4, 2. NBT.5)

Topic F

Lesson 23: I can collect and record measurement data in a table; answer

Topic F

Lesson 23Lesson 24

Topic FLesson 23- How many more hundreds? Sprint: Adding across a tenLesson 24- Find the difference, Sprint:


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https://www.engageny.org/resource/grade-2-mathematics-module-7-topic-f




questions and summarize the data set. (2. MD.6, 2. MD. 9, 2. MD.1, 2. MD.5)Lesson 24: I can draw a line plot to represent the measurement data; relate the measurement scale to the number line. (2. MD.6, 2. MD. 9, 2. MD.1, 2. MD.5)Lesson 25: I can draw a line plot to represent

Lesson 25Lesson 26

End-of-Module Assessment


Subtraction patternsLesson 25- Decomposition trees, Grade 2 core fluency, differentiated practice setsLesson 26- Making the next hundred, making the next hundred to add, Grade 2 Core Fluency differentiated practice sets


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a given data set; answer questions and draw conclusions based on measurement data. (2. MD.6, 2. MD. 9, 2. MD.1, 2. MD.5)Lesson 26: I can draw a line plot to represent a given data set; answer questions and draw conclusions based on measurement data. (2. MD.6, 2. MD. 9, 2. MD.1, 2. MD.5)

to support the needs of your students, but should not be used independently.)16-1 Organizing Data

Additional Resources:Zearn Mission 7


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https://www.zearn.org/curriculum/37




Embarc.online.comTasks:Frog and Toad on the Number LineFavorite Ice Cream FlavorSaving Money 1Determining Length


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https://www.illustrativemathematics.org/content-standards/2/MD/A/4/tasks/2069

https://www.illustrativemathematics.org/content-standards/2/NBT/B/5/tasks/1292

https://www.illustrativemathematics.org/content-standards/2/MD/D/10/tasks/506

https://www.illustrativemathematics.org/content-standards/2/MD/B/6/tasks/1081

http://embarc.online/course/view.php?id=39




Coordinating I-Ready Lessons:Relating Addition and Subtraction FactsSubtracting Two-Digit NumbersSubtracting Three-Digit NumbersInches, Feet, Yards


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Centimeters and MetersUsing a Ruler: InchesLength: Using a Benchmark for InchesUsing a Ruler: CentimetersLength: Using a Benchmark for InchesEstimating Length


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Measuring Length in Inches with a RulerCounting Back to Subtract 1, 2, or 3Money Problems: Addition and SubtractionMoney Problems: Addition, Subtraction, and MultiplicationComparing and Ordering Decimal Numbers


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Decimal Notation Using Money


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Module 8- Time, Shapes, and Fractions as Equal Parts of Shapes (Allow 4 weeks for instruction, review and assessment)

Suggestions for Consolidations or Omissions:If pacing is a challenge, consider consolidating Lessons 9 and 10Domain: Measurement and DataCluster: Work with time and money.

Enduring Understandings Vocabularyam/pm, analog clock, angle, parallel,


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

Domain: GeometryCluster: Reason with shapes and their

Two and three-dimensional objects can be described, classified and analyzed by their attributes.

Objects in space can be transformed in an infinite number of ways, and those transformations can be described and analyzed mathematically.

There are a variety of situations when

Module 8 Topic A- Attributes of Geometric Shapes

Lesson 1

parallelogram, partition, pentagon, polygon, quadrilateral, quarter past, quarter to, right angle, third of, whole

Familiar Terms and SymbolsAttribute, cube, digital clock, face, fourth of, half hour, half of, half past, hour, minute, o’clock, quarter, tangram, two-dimensional


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https://www.engageny.org/resource/grade-2-mathematics-module-8-topic


http://www.corestandards.org/Math/Content/2/MD/C/7/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYattributes.

2.G.1- Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or

you need to divide something into equal parts.

Time can be given in more than one way.

Essential Questions How are attributes used to describe

and classify three-dimensional figures?



shapes, circle, half circle, hexagon, quarter-circle, rectangle, rhombus, square, trapezoid, triangle

Topic ALesson 1- Rename for the Larger Unit, Adding Across a TenLesson 2- Rename for the Larger Unit, Make


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http://www.corestandards.org/Math/Content/2/G/A/1/




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYvisually, not compared by measuring.)

2.G.3- 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

Why would you want to divide something into equal parts?

Which clock do you prefer to tell time on, analog or digital?

Learning Targets/ObjectivesTopic A

to support the needs of your students, but should not be used independently.)11-1 Flat Surfaces, Vertices, and Edges11-2 Relating Plane Shapes to Solid Figures11-3 Making New shapes11-4 Cutting Shapes Apart

a Hundred to AddLesson 3- Addition with Renaming, Grade 2 Core Fluency Differentiated Practice SetsLesson 4- Addition with RenamingLesson 5- Rename for the Smaller Unit, Sprint: Subtraction Patterns


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYidentical wholes need not have the same shape

Lesson 1: I can describe two-dimensional shapes based on attributes. (2.G.1, 2.MD. 1)Lesson 2: I can build, identify, and analyze two-dimensional shapes with specified attributes. (2.G.1, 2.MD. 1)Lesson 3: I can use attributes to draw different polygons including triangles, quadrilaterals, pentagons, and hexagons.


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCY(2.G.1, 2.MD. 1)Lesson 4: I can use attributes to identify and draw different quadrilaterals including rectangles, rhombuses, parallelograms, and trapezoids. (2.G.1, 2.MD. 1)Lesson 5: I can relate the square to the cube, and describe the cube based on attributes. (2.G.1, 2.MD. 1)


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYTopic B

Lesson 6: I can combine shapes to create a composite shape; create a new shape from composite shapes. (2.G.3, 2.G.1)Lesson 7: I can interpret equal shares in composite shapes as halves, thirds, and

Topic B- Composite Shapes and Fraction Concepts

Lesson 6Lesson 7Lesson 8

Topic BLesson 6- Rename for the Smaller Unit, Sprint: Addition and Subtraction PatternsLesson 7- Subtraction with Renaming, Grade 2 Core Fluency differentiated Practice SetsLesson 8- Rename for the Smaller Unit, Subtraction with Renaming, Grade 2 Core


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https://www.engageny.org/resource/grade-2-mathematics-module-8-topic-b



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYfourths. (2.G.3, 2.G.1)Lesson 8: I can interpret equal shares in composite shapes as halves, thirds, and fourths. (2.G.3, 2.G.1)

Mid-Module Assessment

enVision Resources: (enVision may be used to support the needs of your students, but should not be used independently.)12-1 Wholes and Equal Parts

Fluency differentiated Practice sets


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12-5 Fractions of a Set

Topic C

Lesson 9: I can partition circles and rectangles into equal parts, and describe those parts as halves, thirds, or fourths. (2.G.3,

Topic C- Halves, Thirds, and Fourths of Circles and Rectangles

Lesson 9Lesson 10

Topic C

Lesson 9- Rename for the larger Unit, Sprint: Subtraction PatternsLesson 10- Rename for the Larger Unit, Sprint: Addition Patterns


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https://www.engageny.org/resource/grade-2-mathematics-module-8-topic-c



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCY2.G.1)Lesson 10: I can partition circles and rectangles into equal parts, and describe those parts as halves, thirds, or fourths. (2.G.3, 2.G.1)Lesson 11: I can describe a whole by the number of equal parts including 2 halves, 3 thirds, and 4 fourths. (2.G.3, 2.G.1)

Lesson 11Lesson 12

enVision Resources: (enVision may be used to support the needs of your students, but should not be used independently.)

Lesson 11- Addition with renaming, Grade 2 Core Fluency differentiated Practice setsLesson 12- Addition with renaming, Grade 2 Core Fluency differentiated Practice sets


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYLesson 12: I can recognize that equal parts of an identical rectangle can have different shapes. (2.G.3, 2.G.1)

12-1 Wholes and Equal Parts12-5 Fractions of a Set

Topic D

Lesson 13: I can construct a paper clock by partitioning a circle into halves and quarters,

Topic D- Application of Fractions to Tell Time

Lesson 13Lesson 14

Topic D

Lesson 13- Rename for the Smaller Unit, Subtraction with RenamingLesson 14- Subtraction with Renaming,


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https://www.engageny.org/resource/grade-2-mathematics-module-8-topic-d



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYand tell time to the half hour or quarter hour. (2. MD.7, 2.G.3, 2.NBT.2, 2.NBT.5, 2.NBT.6)Lesson 14: I can tell time to the nearest five minutes. (2. MD.7, 2.G.3, 2.NBT.2, 2.NBT.5, 2.NBT.6)Lesson 15: I can tell time to the nearest five minutes; relate a.m. and p.m. to time of day. (2. MD.7, 2.G.3, 2.NBT.2, 2.NBT.5, 2.NBT.6)

Lesson 15Lesson 16

End-of-Module Assessment


Happy Counting by Fives, Sprint: Adding and Subtracting by 5Lesson 15- Subtraction with Renaming, Grade 2 Core Fluency differentiated Practice SetsLesson 16- Subtraction with Renaming, Grade 2 Core Fluency differentiated Practice Sets


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY & FLUENCYLesson 16: I can solve elapsed time problems involving whole hours and a half hour. (2. MD.7, 2.G.3, 2.NBT.2, 2.NBT.5, 2.NBT.6)

to support the needs of your students, but should not be used independently.)15-1 Telling Time to Five Minutes15-2 Telling Time Before and After the Hour

Additional Resources:


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Zearn Mission 8Embarc.online.com

Tasks:Ordering TimePolygons


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https://www.illustrativemathematics.org/content-standards/2/G/A/1/tasks/1506

https://www.illustrativemathematics.org/content-standards/2/MD/C/7/tasks/1069

http://embarc.online/course/view.php?id=41

https://www.zearn.org/curriculum/38




Representing half of a CircleWhich Pictures Represent One Half

Coordinating I-Ready Lessons:Measuring TimeTelling Time to 15 Minutes


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Telling Time to the MinuteSolve Problems about TimeAttributes of Three- Dimensional ShapesQuadrilateralsClassifying TrianglesFraction of a Set: Halves and Fourths


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Fraction of a Whole: Halves and FourthsFraction of a Whole: Denominators Through 12

RESOURCE TOOLBOXThe Resource Toolbox provides additional support for comprehension and mastery of grade-level skills and concepts. These resources were chosen as an accompaniment to modules taught within

this quarter. Incorporated materials may assist educators with grouping, enrichment, remediation, and differentiation.


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NWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook ResourcesEngage NY/Eureka Math Teacher SupportenVision MathenVision Common Core Addendum Lessons

TN/CCSSTNReady Math StandardsAchieve the CoreTN Edutoolbox

VideosMaking math fun with place value gamesKids Math TVLearnZillionTN Early Grades Math Toolkit


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http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx

https://learnzillion.com/resources/57218-second-grade

http://www.kidsmathtv.com/2nd-grade-videos/

https://www.teachingchannel.org/videos/second-grade-math-lesson

http://www.edutoolbox.org/

http://achievethecore.org/dashboard/300/search/1/2/0

http://tn.gov/education/article/mathematics-standards

http://media.pearsoncmg.com/curriculum/math/envision2012/cc_support/G2/enVisionMATH_G2.html

https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true

http://greatminds.net/support/teachers

https://support.nwea.org/khanrit

https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm



OtherUse this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)Parent Roadmap: Supporting Your Child in Grade 2

Interactive ManipulativesBase TenBase Ten BlocksAddition Chart

Additional SitesMath DictionaryInverse relationship of addition and subtractionAddition MachineAlien AdditionAdd three or more one-digit numbers


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http://www.ixl.com/math/grade-2/add-three-or-more-one-digit-numbers

http://www.arcademicskillbuilders.com/games/alien/alien.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/additiontest.html

http://www.aaamath.com/B/g210a_x1.htm

http://www.amathsdictionaryforkids.com/dictionary.html

http://www.eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/mw/manip/mn_popup.thtml&filename=tables_add&title=Addition%20Table&grade=2

http://www.eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/mw/manip/mn_popup.thtml&filename=b10b_prim&title=Base%20Ten%20Blocks&grade=2

http://www.learningbox.com/Base10/BaseTen.html

http://www.cgcs.org/site/default.aspx?PageType=3&ModuleInstanceID=429&ViewID=7B97F7ED-8E5E-4120-848F-A8B4987D588F&RenderLoc=0&FlexDataID=739&PageID=366



Mathematics Balance addition equations one-digitPopup Addition GamePopup Subtraction GameRead and Write NumbersIllustrative Mathematics 2nd GradeZearnEmbarc.online


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http://embarc.online/course/index.php?categoryid=4

https://www.zearn.org/curriculum

https://www.illustrativemathematics.org/content-standards/2

http://www.funbrain.com/numwords/index.html

http://www.sheppardsoftware.com/mathgames/popup/popup_subtraction.htm

http://www.sheppardsoftware.com/mathgames/popup/popup_addition.htm

http://www.ixl.com/math/grade-2/balance-addition-equations-one-digit





Children’s LiteratureChildren's Literature on Number SenseChildren's Literature on Addition and SubtractionChildren's Literature on MoneyChildren's Literature on Counting Higher than 10Marilyn Burns Math Literature List 2nd Grade


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http://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_grade2.pdf

http://letsreadmath.com/math-and-childrens-literature/counting-higher-than-10/

http://letsreadmath.com/math-and-childrens-literature/money/

http://letsreadmath.com/math-and-childrens-literature/addition-and-subtraction/

http://letsreadmath.com/math-and-childrens-literature/number-sense/




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