Math Grade 2 Curriculum Map - St Cyril Elementary School Maps/Math 2nd Grade.pdf · · 2012-08-17Grade 2 Math Curriculum Map Katie Moore 2012-2013 . ... Curriculum) Timeline Goal

Unit 1: Addition and Subtraction (Topics 1, 2, 3) Performance Assessment: SWBAT color balloons 2 colors, then write number sentences about it. Topic 1

Mastery? Vocabulary Objective Resources Assessments Common Core Standards

Unit Concept (Diocese Curriculum)

Timeline Goal

1‐1

Teach Part Whole Add Sum Addition Sentence Plus (+) Equals (=)

SWBAT join two groups and write addition number sentences to tell how many in all.

1. enVision Math book (student and teacher editions) 2. Pearson interactive learning videos 3. Math Manipulatives 4. Interactive Center activities 5. BrainPopJr

Formative: Teacher observation Student Responses

White Boards Exit card

Oral exit question Homework Summative: Unit test Performance assessment

NBT 5, NBT 6, NBT 7, NBT 8, NBT 9

1‐ Number Sense and Place Value

9 days (Term 1)

1‐2 Teach Join SWBAT model joining stories and write an addition number sentence.

1‐3 Teach Subtract Difference Subtraction Sentence Minus (‐)

SWBAT solve problems by writing subtraction number sentences.

1‐4 Teach Separate SWBAT write subtraction sentences to solve stories about separating groups.

1‐5 Check More Fewer

SWBAT write subtraction sentences to solve stories about comparing groups.

1‐6 Teach Related SWBAT write related addition and subtraction facts.

1‐7 Teach n/a SWBAT use counters to model and solve addition and subtraction problems.

SLEs: Lifelong learner,

Responsible Citizen, Effective Communicator

Grade 2 Math Curriculum Map Katie Moore 2012-2013

Unit 1 (cont.): Addition and Subtraction (Topics 1, 2, 3) Performance Assessment: SWBAT color birds three colors, then write number sentences about the picture.

Topic 2



Timeline Goal

2‐1

Master n/a SWBAT master addition facts involving 0, 1, or 2.






1‐ Number Sense and Place Value 2‐Adding and Subtracting Whole Numbers

10 days (Term 1)

2‐2 Master Doubles SWBAT master addition facts where both addends are the same.

2‐3 Check Near doubles SWBAT master addition facts where the addends are 1 apart.

2‐4 Master Addend SWBAT use the commutative property to find sums.

2‐5 Master n/a SWBAT find the sum of three addends using any order.

2‐6 Check n/a SWBAT find sums by making 10 when adding 9.

2‐7 Check n/a SWBAT find sums by making 10 when adding 8.

2‐8 Teach Number sentence

SWBAT draw a picture and write a number sentence to solve a story problem.

Unit 1 (cont.): Addition and Subtraction (Topics 1, 2, 3) Performance Assessment: SWBAT color some fruit, then write number sentences about their picture.

Topic 3



Timeline Goal

3‐1

Master n/a SWBAT subtract 0, 1, and 2 from a number by applying the concepts of 0‐less than, 1‐less than, and 2‐less than a number.







8 days (Term 1)

3‐2 Master n/a SWBAT use addition doubles facts to subtract.

3‐3 Teach n/a SWBAT find differences by using related addition facts to 10.

3‐4 Teach n/a SWBAT find differences by using related addition facts to 18.

3‐5 Teach n/a SWBAT subtract by finding missing addends.

3‐6 Teach n/a SWBAT solve two‐question problems by using the answer to the first question to answer the second question.

Unit 2: Place Value to 100 (Topic 4) Performance Assessment: SWBAT select even and odd numbers, then represent them as tens and ones, and finally order them from least to greatest. Topic 4



Timeline Goal

4‐1

Teach Ones Tens

SWBAT represent numbers as groups of 10.





NBT 1, NBT 2, NBT 3, NBT 4

1‐ Number Sense and Place Value

12 days (Term 1) 4‐2 Teach n/a SWBAT group objects into tens

and ones to show two‐digit numbers.

4‐3 Teach Digits Number Word

SWBAT read and write number words from 0‐99.

4‐4 Teach Greater than Less than

SWBAT compare two‐digit numbers using models.

4‐5 Teach Greater than > Less than < Equal to =

SWBAT compare two‐digit numbers using symbols.

4‐6 Teach Before After Between

SWBAT identify and write numbers that are one before, one after, or between given numbers.

4‐7 Teach Least Greatest

SWBAT order 3 two‐digit numbers from least to greatest and greatest to least.

4‐8 Teach Pattern Skip counting

SWBAT identify and extend number patterns on a hundred chart.

4‐9 Master Even Odd

SWBAT identify even and odd numbers.

4‐10 Teach n/a SWBAT use data from a chart to solve problems.

Unit 3: Money (Topic 5) Performance Assessment: SWBAT select items to “buy”, then draw the coins needed to make that amount.

Topic 5



Timeline Goal

5‐1

Master Dime Nickel Penny Coins Cents (₡)

SWBAT identify the value of a group of dimes, nickels, and pennies through 99 cents.





MD 8 4‐ Money 8 days (Term 1)

5‐2 Master Quarter Half‐Dollar

SWBAT count a collection of coins that include half‐dollars, quarters, dimes, nickels, and pennies.

5‐3 Master Greatest value Least value

SWBAT count collections of coins that include half‐dollars, quarters, dimes, nickels, and pennies.

5‐4 Master Dollar bill Dollar coin Dollar sign $ Decimal point .

SWBAT show the same amount of money using different sets of coins.

5‐5 Master n/a SWBAT count money amounts greater than one dollar and write the amount with a dollar sign and a decimal point.

5‐6 Teach Tally mark SWBAT make an organized list to find different combinations of coins.

Unit 4: Mental Math (Topic 6, 7) Performance Assessment: SWBAT look at a chart and answer questions about it, then justify their answers.

Topic 6



Timeline Goal

6‐1

Master Mental math Tens digit

SWBAT mentally add multiples of 10 to a two‐digit number.





OA 1, OA 2, NBT 8, NBT 9


7 days (Term 1)

6‐2 Master Next ten SWBAT mentally add a two‐digit number and a one‐digit number.

6‐3 Master n/a SWBAT add a two‐digit number using mental math.

6‐4 Teach n/a SWBAT use a hundred chart to add 2 two‐digit numbers.

6‐5 Teach n/a SWBAT use number patterns to solve problems.

Unit 4 (cont.): Mental Math (Topic 6, 7) Performance Assessment: SWBAT select two-digit numbers, then find the missing part to make 100.

Topic 7



Timeline Goal

7‐1 Master n/a SWBAT subtract multiples of 10 from two‐digit numbers using mental math.





OA 1, OA 2, NBT 8, NBT 9


7 days (Term 1)

7‐2 Master n/a SWBAT find the missing part of 100 by counting up from the given part.

7‐3 Master n/a SWBAT find the difference between two‐digit numbers less than 100.

7‐4 Master n/a SWBAT subtract a two‐digit number from a two‐digit number mentally or with models.

7‐5 Teach n/a SWBAT determine whether they can solve problems with missing information or extra information.

Unit 5: Addition and Subtraction with Regrouping (Topics 8, 9, 10) Performance Assessment: SWBAT select two-digit numbers, draw them as tens and ones, then add and subtract, regrouping if necessary.

Topic 8



Timeline Goal

8‐1 Master Regroup SWBAT use models to add a one‐digit number to a two‐digit number.





OA 1, NBT 5, NBT 6, NBT 7, NBT 8, NBT 9

2‐Adding and Subtracting Whole Numbers

9 days (Term 2)

8‐2 Master n/a SWBAT use concrete models to add a one‐digit number.

8‐3 Master n/a SWBAT add a one‐digit number to a two‐digit number, and regroup if necessary.

8‐4 Master n/a SWBAT use place‐value models and the standard algorithm to add 2‐digit numbers.

8‐5 Master n/a SWBAT use the standard algorithm symbolically to add two‐digit numbers with and without regrouping.

8‐6 Master n/a SWBAT use paper and pencil to add 3 two‐digit numbers.

8‐7 Teach n/a SWBAT draw pictures and write number sentences to solve addition problems.

Unit 5: Addition and Subtraction with Regrouping (Topics 8, 9, 10) Performance Assessment: SWBAT select 2 two-digit numbers, subtract them, and explain their answer. Topic 9



Timeline Goal

9‐1 Master n/a SWBAT regroup 1 ten as 10 ones when subtracting.







8 days (Term 2)

9‐2 Master n/a SWBAT use models to subtract a one‐digit number from a two‐digit number with or without regrouping.

9‐3 Master n/a SWBAT subtract a one‐digit number from a two‐digit number with and without regrouping using the standard algorithm.

9‐4 Master n/a SWBAT use models to subtract two‐digit numbers, with and without regrouping.

9‐5 Master n/a SWBAT use the standard subtraction algorithm to subtract a two‐digit number from another two‐digit number .

9‐6 Teach n/a SWBAT relate addition to subtraction by using one operation to check the other.

9‐7 Teach n/a SWBAT solve two‐question problems. They will select the operation to solve each question.

Unit 5: Addition and Subtraction with Regrouping (Topics 8, 9, 10) Performance Assessment: SWBAT use estimation to determine how much money they will need to buy selected items. Topic 10



Timeline Goal

10‐1 Master n/a SWBAT complete and record addition problems using two‐digit coin amounts.







9 days (Term 2)

10‐2 Teach Estimate SWBAT estimate the sum of 2 two‐digit numbers.

10‐3 Teach n/a SWBAT use different methods to help them solve addition problems.

10‐4 Master n/a SWBAT subtract using two‐digit coin amounts.

10‐5 Teach n/a SWBAT tell if the difference between two numbers is more or less than a given multiple of ten.

10‐6 Teach n/a SWBAT use different methods to solve two0digit subtraction problems.

10‐7 Teach n/a SWBAT solve problems involving adding and subtraction money by using the try, check, and revise strategy.

Unit 6: Geometry and Fractions (Topics 11, 12) Performance Assessment: SWBAT select a solid figure and tell about the flat surfaces, veritcies, and edges. They will also be able to show how a shape has been moved, and draw a line of symmetry as well as congruent shapes.

Topic 11



Timeline Goal

11‐1 Teach Sphere Pyramid Cylinder Cone Cube Rectangular Prism Solid Figure Flat Surface Face Edge Vertex (vertecies)

SWBAT identify solid figures by theie faces or flat surfaces, edges, and verticies.





G 1, G 2, G 3

3‐ Reason with shapes and their attributes

10 days (Term 2)

11‐2 Teach Plane Shapes Circle Square Triamgle Rectangle Polygon

SWBAT identify the plane shapes that form the flat surfaces of solid figures.

11‐3 Teach Trapezoid Parallelogram Hexagon Side

SWBAT recognize and name trapezoids, parallelograms, and hexagons and identify the number of sides and verticies in each shape.

11‐4 Teach SWBAT cut shapes apart to make new shapes.

11‐5 Teach Congruent SWBAT identify and create figures that are the same size and the same shape.

11‐6 Check Translation Reflection Rotation

SWBAT recognize and apply translations, reflections, and rotations to geometric shapes.

11‐7 Teach Symmetry Line of Symmetry

SWBAT identify objects that have symmetry and draw lines of symmetry.

11‐8 Teach n/a SWBAT use clues to solve riddles about plane shapes.

Unit 6 (cont.): Geometry and Fractions (Topics 11, 12) Performance Assessment: SWBAT separate a shape into equal parts, and write fractions about the picture.

Topic 12



Timeline Goal

12‐1 Master Equal Unequal Halves Thirds Fourths

SWBAT determine whether a shape has been divided into equal or unequal parts. If the parts are equal, children will count the number of parts.





G 1, G 2, G 3

3‐ Reason with shapes and their attributes

8 days (Term 2)

12‐2 Master Fraction SWBAT identify and show a unit fraction of a region.

12‐3 Master n/a SWBAT identify and show any fraction of a region.

12‐4 Teach n/a SWBAT estimate the fraction for a given part of a region.

12‐5 Teach Set SWBAT identify and show fractions of a set.

12‐6 Teach n/a SWBAT use objects to solve problems finding fractions of a group.

Unit 7: Measurement (Topics 13, 14, 15) Performance Assessment: SWBAT estimate lengths and measure items around the classroom. They will also determine the area and perimeter of given shapes.

Topic 13



Timeline Goal

13‐1 Teach Attribute Length Weight Capacity

SWBAT describe attributes of objects and ways to measure objects.





MD 1, MD 2, MD 3, MD 4, MD 5, MD 6, MD 7

5 – Measurement Attributes and Data

10 days (Term 2)

13‐2 Teach Unit SWBAT measure the lengths of objects using nonstandard units.

13‐3 Check Height SWBAT estimate and measure the lengths and heights of objects using non standard units.

13‐4 Master Inch (in.) Foot (ft.) Yard (yd.)

SWBAT estimate and measure items that are about an inch, foot, yard.

13‐5 Master Centimeter (cm) Meter (m)

SWBAT estimate and emasure the lengths and heights of objects in centimeters and meters.

13‐6 Master Perimeter SWBAT count units around shapes to find perimeter.

13‐7 Master Area Square units

SWBATfind the area of closed figures using same‐sized objects to cover the space inside the figure.

13‐8 Teach SWBAT use objects to find the distance around shapes.

Unit 7 (cont.): Measurement (Topics 13, 14, 15) Performance Assessment: SWBAT estimate the size, capacities, and weights of given objects.

Topic 14



Timeline Goal

14‐1 Teach n/a SWBAT compare the capacities of containers.





MD 1, MD 2, MD 3, MD 4, MD 5, MD 6, MD 7


10 days (Term 2)

14‐2 Check n/a SWBAT estimate and measure capacity using nonstandard units.

14‐3 Teach Cup (c) Pint (pt) Quart (qt)

SWBAT estimate capacity in cups, pints, and quarts.

14‐4 Teach Liter (L) SWBAT estimate and measure capacity in liters.

14‐5 Teach Heavier Lighter

SWBAT compare the weights of two objects.

14‐6 Teach Pound (lb) Ounce (oz)

SWBAT compare and estimate the weights of objects in ounces and pounds.

14‐7 Teach Gram (g) Kilogram (kg)

SWBAT measure objects that are more than, less than, or about one gram and one kilogram.

14‐8 Teach n/a SWBAT use different tools to measure the length, capacity, and weight of objects.

Unit 7 (cont.): Measurement (Topics 13, 14, 15) Performance Assessment: SWBAT show a time in three ways, read a thermometer, and answer question about a calendar.

Topic 15



Timeline Goal

15‐1 Master Minute hand Minute Hour hand Hour Half hour

SWBAT learn to associate numerals on an analog clock face with increments of five minutes.





MD 1, MD 2, MD 3, MD 4, MD 5, MD 6, MD 7


8 days (Term 3)

15‐2 Teach Quarter past Half past Quarter to

SWBAT read and express time in terms of quarter and half past and before an hour.

15‐3 Teach Second Day

SWBAT develop a sense of comparative time durations and the kinds of estimations they can make with them.

15‐4 Master Calendar SWBAT complete, read, and use a calendar.

15‐5 Teach Temperature Drgrees Fahrenheit (˚F) Celsius (˚C)

SWBAT show, read, and write temperatures shown on Ferenheit and Celcius thermometers.

15‐6 Teach n/a SWBAT find and use the answers to hidden questions to solve story problems.

Unit 8: Graphs and Probability (Topic 16) Performance Assessment: SWBAT use tally marks to create a bar graph, then answer questions using certain, likely, unlikely, or impossible.

Topic 16



Timeline Goal

16‐1 Master Bar graph Data

SWBAT represent a set of data in a tally chart and in a bar graph.





MD 9, MD 10


9 days (Term 3)

16‐2 Master Symbol Pictograph

SWBAT make and use a pictograph to solve problems.

16‐3 Master n/a SWBAT use data in a tally chart to make a bar graph and answer questions about the data represented in the bar graph.

16‐4 Teach Coordinate graph Located Ordered pair Grid

SWBAT locate and name points on a coordinate grid.

16‐5 Check Predict More Likely Less Likely Equally Likely

SWBAT use data to describe events as more likely or less likely.

16‐6 Check Certain Probable Impossible

SWBAT record and analyze data to determine if an event is certain, probable, or impossible.

16‐7 Teach SWBAT use picture graphs and bar graphs to solve problems.

Unit 9: Numbers and Patterns to 1,000 (Topic 17) Performance Assessment: SWBAT select three-digit numbers, write them in terms of hundreds, tens, and ones, and compare and order them.

Topic 17



Timeline Goal

17‐1 Teach Hundreds Thousand

SWBAT count by hundreds to 1,000.





NBT 1, NBT 2, NBT 3, NBT 4

1 – Number Sense and Place Value

11 days (Term 3) 17‐2 Master n/a SWBAT use place‐value models

to show numbers up to 1,000. 17‐3 Master Expanded form

Standard form Number word

SWBAT identify and record three‐digit numbers in expanded form, standard form, and number word form.

17‐4 Master n/a SWBAT add and subtract multiples of 10 or 100 to and from a three‐digit number without regrouping.

17‐5 Teach n/a SWBAT find, identify, and apply number patterns to numbers on a hundred chart.

17‐6 Teach Compare SWBAT compare three‐digit numbers using the symbols <, >, =.

17‐7 Teach n/a SWBAT identify and write numbers that are one before, one after, or between given three‐digit numbers.

17‐8 Teach Order SWBAT order 3 three‐digit numbers from least to greatest and greatest to least.

17‐9 Check n/a SWBAT solve problems by finding number patterns.

Unit 10: Three-digit Addition and Subtraction (Topic 18) Performance Assessment: SWBAT find the estimate and exact sum and difference of 2 three-digit numbers.

Topic 18

Mastery? Vocabulary Objective Resources Assessments

Common Core Standards


Timeline Goal

18‐1 Check Three‐digit Hundreds digit

SWBAT add three‐digit numbers mentally without regrouping.







11 days (Term 3)

18‐2 Check n/a SWBAT choose a method to see if the sum of 2 three‐digit numbers is enough to equal or exceed a given number.

18‐3 Master n/a SWBAT use place‐value blocks to add 2 three‐digit numbers with regrouping.

18‐4 Master n/a SWBAT use paper and pencil to add 2 three‐digit numbers with regrouping.

18‐5 Teach n/a SWBAT be given a quantity and one of its parts and then will find the missing part by counting on or counting back.

18‐6 Check n/a SWBAT use estimation to select two numbers that have a given difference.

18‐7 Master n/a SWBAT use models to subtract three‐digit numbers with regrouping.

18‐8 Master n/a SWBAT subtract three‐digit numbers using a standard algorithm.

18‐9 Teach n/a SWBAT make a bar graph using data from a table.

Unit 11: Multiplication and Division (Topic 19) Performance Assessment: SWBAT select objects and draw an array and use repeated addition to represent the multiplication problem.

Topic 19



Timeline Goal

19‐1 Teach Multiply Times (x) Product

SWBAT model multiplication by repeated addition of concrete objects.





OA 3, OA 4, G 2, G 3


8 days (Term 3)

19‐2 Teach Array Multiplication sentence

SWBAT build arrays to model multiplication situations.

19‐3 Teach n/a SWBAT use multiplication number sentences to write and solve story problems.

19‐4 Master Horizontal Vertical

SWBAT write multiplication problems in both horizontal and vertical forms.

19‐5 Master Factors SWBAT use arrays to investigate multiplying in any order.

19‐6 Teach n/a SWBAT draw pictures and write number sentences to solve multiplication problems.

Unit 11 (cont.): Multiplication and Division (Topic 20) Performance Assessment: SWBAT draw flowers in pots and represent the picture using a division number sentence and a related multiplication sentence.

Topic 20



Timeline Goal

20‐1 Teach Equal share SWBAT solve division problems by sharing objects equally among groups.





OA 3, OA 4, G 2, G 3


7 days (Term 3)

20‐2 Teach n/a SWBAT solve division problems by using repeated subtraction.

20‐3 Check Divide Divided by (÷) Division sentence

SWBAT use division number sentences to solve story problems.

20‐4 Check n/a SWBAT use multiplication to solve related division problems.

20‐5 Check Input Output

SWBAT use tables to solve problems involving number patterns.

Documents

Math Grade 2 Curriculum Map - St Cyril Elementary School Maps/Math 2nd Grade.pdf · · 2012-08-17Grade 2 Math Curriculum Map Katie Moore 2012-2013 . ... Curriculum) Timeline Goal