Longrangeplansteddi

CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)
2014-2015
First Nine Weeks
Pa
ci
ng
1st 9 Weeks
Big Ideas/Essential
Questions
1
0
D
a
ys
Mental strategies
and fact fluency help
solve addition and
subtraction problems
easily.
Standards
2.OA.2. 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.
What are some

strategies you use to
solve addition and
subtraction
problems?
Why do we need to
be able to add or
subtract
quickly?
SMP
Resources
Assessment
Bolded standards indicate Power Standards.

Italicized standards indicate support
standards.
2.OA.1. Use addition and

subtraction within 100 to solve oneand 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.8. Mentally add 10 to a given
number mentally subtract 10 from a
given number.
2.NBT.9. Explain why addition and
subtraction strategies work, using
place value and the properties of
operations.
2, 7, 8
My Math Chapter(s): 1, 2
www.georgiastandards.org/Common
-Core/Pages/Math-K-5.aspx
Unit 2 and Unit 4
4, 5
2, 7, 8
www.illustrativemathematics.org/2
Building Toward Fluency
Hitting the Target
Common Assessment
(2.OA.1)
Student score will be

calculated as part of nine
weeks average.
www.engageny.org/resource/grade2-mathematics
Module 1 and Module 5
www.helpingwithmath.com
2, 3
Teacher-selected
assessments should be
administered throughout
the nine weeks.
Issued at conclusion of
nine weeks.
Assessment will be given

in lieu of instruction.
http://nlvm.usu.edu/en/nav/grade_g_
2.html
http://www.k5mathteachingresources.com
Teacher may read the test

to the students.

2014-2015
Pa
ci
ng
1st 9 Weeks
Big Ideas/Essential
Questions
1
0
D
a
ys
Skip counting follows

a number pattern
based on place value.
What do you notice
when you skip count
by 5s? By 10s? By
100s?
How can I prove that
a number is odd or
even?
5
D
a
ys
How can equal

groups help me add?
Standards
SMP
Resources

standards.
2.NBT.2. Count within 1000; skip-count
by 5s, 10s, and 100s to record the results of
comparisons.
2.OA.3. 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.4. 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, 7, 8
Unit 1 and Unit 6
Red and Blue Tiles
Buttons Odd and Even
*possibly Saving Money 2
4 , 7, 8
My Math Chapter(s): 2
Counting Dots in Arrays
Assessment

2014-2015
Pa
ci
ng
1st 9 Weeks
Big Ideas/Essential
Questions
1
5
D
a
ys
Models can show

ones, tens, and
hundreds.
How many ways can
you show a three
digit number?
Standards
SMP
Resources

standards.
2.NBT.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 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.
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.4. Compare two three-digit
numbers based on meanings of the
hundreds, tens, and ones digits,
using >, =, and < symbols to
record the results of comparisons.
2, 4, 8
2, 4, 8
(2.NBT.1 and 2.NBT.4)

Regrouping
Three composing/decomposing
problems
Bundling and Unbundling
Boxes and Cartons of Pencils
Party Favors
Etc.
2, 7
Unit 1
Module 3
Assessment

2014-2015
Pa
ci
ng
5
D
a
ys
1st 9 Weeks
Big Ideas/Essential
Questions
Models, numbers,
and number
sentences can show
numbers to 1,000.
The value of a digit
depends on its
position.
How many ways can
you show numbers to
1,000?
Why isnt a digit
always worth the
same?
Standards
SMP
Resources

standards.
2.NBT.3. Read and write numbers to 1000
using base-ten numerals, number names,
and expanded form
2.NBT.1a. 100 can be thought of as
a bundle of ten tens called a
hundred.
2.NBT.1b The numbers 100, 200,
300, 400, 500, 600, 700, 800, 900
refer to one, two, three, four, five,
six, seven, eight, or nine hundreds
(and 0 tens and 0 ones)
2.NBT.4. Compare two three-digit
numbers based on meanings of the
hundreds, tens, and ones digits,
using >, =, and < symbols to
record the results of comparisons.
2, 4
2, 4, 8
Unit 1
2, 7
Module 3
Looking at Numbers Every Which
Way
*See others listed above for previous
standard.
Second Nine Weeks
Assessment

2014-2015
Pa
cin
g
2nd 9 Weeks
Standards
Big Ideas/Essential
Questions

standards.
SMP
Resources
Assessment

2014-2015
2
0
D
a
ys
Adding and
subtracting
sometimes requires
regrouping.
What are the steps to
add or subtract a 2
digit number?
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.
How do you know

when you will need
to regroup?

to represent the problem
2.NBT.6. Add up to four two-digit
numbers using strategies based on
place value and properties of
operations.
2.NBT.8. Mentally add 10 or 100 to
a given number 100900, and
mentally subtract 10 or 100 from a
given number 100900.
2.NBT.9. Explain why addition
and subtraction strategies work,
using place value and the properties
of operations.1
2, 7
Unit 2 and Unit 4
4, 5
(2NBT.5 and 2.OA.1)

Saving Money 1, 2
Jamirs Penny Jar
(2.OA.1)
A Pencil and a Sticker
(2NBT.6)
Toll Bridge Puzzle
2, 7
2, 7
3, 5, 7
Unit 2
Teacher-selected
assessments should be
administered throughout
the nine weeks.
Common Assessment
Issued at
conclusion of nine
weeks
Student score will
be calculated as
part of nine weeks
average
Assessment will be
given in lieu of
instruction
Teacher will NOT
read assessment
UNLESS it is an
accommodation
for specific
students

2014-2015
Pa
cin
g
2nd 9 Weeks
Standards
Big Ideas/Essential
Questions

standards.
SMP
Resources
Assessment

2014-2015
1
5
D
a
ys
Determine how and

when to use addition
or subtraction to
solve word problems.
What strategy did
you use to solve the
word problem?
Why does it work?
2.OA.1 Represent and solve problems

involving addition and subtraction.

to represent the problem.
4, 5
My Math Chapter(s): 1-4 and

throughout text
Unit 2
Module 4
A Pencil and a Sticker
Saving Money 2

2014-2015
1
0
D
a
ys
Students use a
variety of addition
and subtraction
strategies to solve a
number sentence.
Can you solve an
addition or
subtraction math
sentence using at
least two different
ways?
2.NBT.7. 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, 4, 7
Units 2 and 4
Module 5
2.OA.2. 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.9. Explain why addition and
subtraction strategies work, using
place value and the properties of
operations.1
2, 7, 8
How Many Days Until Summer

Vacation?
Many Ways to do Addition 2
2, 7, 8
Useful Links:
www.helpingwithmath.com
http://nlvm.usu.edu/en/nav/grade_g_
2.html
http://www.k5mathteachingresources.com

2014-2015
Mathematics 1st Nine Weeks:
Days:
Day 1-Day 10
Objectives:
Students will use mental strategies and fact fluency to help them
solve addition and subtraction problems easily. (2.OA.2)
Essential Questions: What are some strategies you use to solve
addition and subtraction problems? Why do we need to be able
to add or subtract quickly?
Day 11-Day 21
Students will use skip counting to follow a number pattern based

on place value. (2.NBT.2)
Essential Questions: What do you notice when you skip count by
5s? By 10s? By 100s? How can I prove that a number is odd or
even?
Day 22-26
Students will use equal groups to help them add. (2.OA.4)

Essential Questions: How can equal groups help me add?

2014-2015
Day 27-42
Students will use models to show ones, tens, and hundreds.

(2.NBT.1)
Essential Questions: How many ways can you show a three-digit
number?
Day 43-47
Students will use models, numbers, and number sentences to

demonstrate numbers to 1,000 showing that the value of a digit
depends on its position. (2.NBT.3)
Essential Questions: How many ways can you show numbers to
1,000? Why isnt a digit always worth the same?
Reflection: (Scope and Sequence)

During the first nine weeks, I decided to introduce Numbers and Operations in Base Ten. I chose to introduce this topic first because
it gives the students a strong foundation before they begin other chapters. In numbers and operations, students work on sums and
differences with whole numbers, skip counting, and place value. These topics are mandatory for mastering upcoming topics later
introduced in math. During the first nine weeks, students need a review from the previous year, so its important to put the review
chapters at the beginning of the unit. During the second nine weeks students are focusing on Operations and Algebraic Thinking. Its
very important that students have mastered the earlier math concepts in order for them to fully understand the new concepts.
Students are working more on regrouping when adding and subtracting during the second nine weeks, whereas during the first nine
weeks students were still adding and subtracting using basic strategies such as number lines, ten frames, etc. During the third nine
weeks students are introduced to Geometry. In Geometry, students are focusing on reasoning with shapes and their attributes.
During the fourth nine weeks, students are introduced to Measurement and Data. In Measurement and Data, students are focusing
on measuring and estimating lengths in standard units, relating addition and subtraction to length, working with time and money,

2014-2015
and representing and interpreting data. In my opinion, measurement and data skills come much easier to students than numbers
and operations do. I chose to teach these concepts at the end of the year, since students will begin becoming very anxious for
summer vacation. The four performance goals were taught in a sequential order because they each build on one another.

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CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)

2.OA.2. Fluently add and subtract within

What are some

Bolded standards indicate Power Standards.

2.OA.1. Use addition and

Student score will be

Assessment will be given

Teacher may read the test

CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)

Skip counting follows

How can equal

Bolded standards indicate Power Standards.

2.OA.3. Determine whether a group

2.OA.4. Use addition to find the total

CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)

Models can show

Bolded standards indicate Power Standards.

(2.NBT.1 and 2.NBT.4)

CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)

Bolded standards indicate Power Standards.

Second Nine Weeks

CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)

Bolded standards indicate Power Standards.

CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)

2.NBT.5. Fluently add and subtract within

How do you know

2.OA.1. Use addition and

(2NBT.5 and 2.OA.1)

Toll Bridge Puzzle

CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)

Bolded standards indicate Power Standards.

CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)

Determine how and

2.OA.1 Represent and solve problems

2.OA.1. Use addition and

My Math Chapter(s): 1-4 and

CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)

2.NBT.7. Add and subtract within 1000,

2.OA.2. Fluently add and subtract

How Many Days Until Summer

CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)

Students will use skip counting to follow a number pattern based

Students will use equal groups to help them add. (2.OA.4)

CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)

Students will use models to show ones, tens, and hundreds.

Students will use models, numbers, and number sentences to

Reflection: (Scope and Sequence)

CCSS Mathematics Implementation Guide- Grade 2 (DRAFT)

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