Overview

Module 1: Sums and Differences to 20

In this first topic of Grade 2, students set the stage for fluency with sums and differences within 100 (2.OA.2) by focusing on three essential skills:

1. Knowing the decompositions of any number within 10 (K.OA.3, 1.OA.6),

2. Knowing partners to 10 (K.OA.4),

3. Knowing teen numbers as 10 + n (K.NBT.1, 1.NBT.2b).

Topic A: Foundations for Addition and Subtraction Within 20

Topic B: Mental Strategies for Addition and Subtraction Within 20

Advanced Preparation:

- Personal White Boards

Materials Needed for Personal White Boards-per student

1 heavy duty clear sheet protector

1 piece of stiff red tag board 11" × 8 ¼"

1 piece of stiff white tag board 11" × 8 ¼"

1 3" × 3" piece of dark synthetic cloth for an eraser (e.g., felt)

1 low odor blue dry erase marker, fine

- Templates such as place value charts, number bond mats, hundreds boards, number lines and more are included in the relevant lesson and will be used throughout the Module as inserts for the personal Additional templates for use by students are included in the relevant lessons. Consider creating the templates on cardstock and possibly laminating for durability.
- Rekenrek
- Linking Cubes

Module 2: Addition and Subtraction of Length Units

Students engage in activities designed to deepen their conceptual understanding of measurement and to relate addition and subtraction to length.

Topic A: Understand Concepts About a Ruler

Topic B: Measure and Estimate Length Using Different Measurement Tools

Topic C: Measure and Compare Lengths Using Different Length Units

Topic D: Relate Addition and Subtraction to Length

Advanced Preparation:

- Centimeter cubes
- Centimeter rulers
- Large and small paper clips
- Meter sticks

- 2 lengths of string in two different colors (3 meters red and 5 meters blue)
- 1 50 cm piece of string per student

Module 3: Place Value, Counting, and Comparison of Numbers to 1,000

Topic A: Forming Base Ten Units of Ten, a Hundred, and a Thousand

Topic B: Understanding Place Value Units of One, Ten, and a Hundred

Topic C: Three-Digit Numbers in Unit, Standard, Expanded, and Word Forms

Topic D: Modeling Base Ten Numbers Within 1,000 with Money

Topic E: Modeling Numbers Within 1,000 with Place Value Disks

Advance Preparation:

- 2 boxes of 1,000 straws or craft sticks per class of 25
- Clock number line (details in Lesson 1 Fluency Practice)
- Dice, 1 per pair
- Dienes blocks (Base 10 Blocks)
- Place value cards to 1,000, 1 large teacher set
- Place value disks: suggested minimum of one set
- per pair (18 ones, 18 tens, 18 hundreds, and
- 1 one thousand)
- Play money: $1, $5, $10, and $100 bills (10 ones,
- 1 five, 12 tens, and 10 hundreds per pair), and a
- single set of 16 pennies, 13 dimes
- Rubber bands, 16 per pair
- Small plastic bags (small resealable bags)

2016-2017 Math Schedule of Assessed Standards (SAS)

Module Tip Sheet for Parents

These documents provide parents an opportunity to see what their children are learning in the current module including:

- Standards
- Key vocabulary
- Example Problems
- Pictorial Models
- Ideas for how to can help children at home
- Coherence of learning with past and future modules

For guides in Spanish, go here (Modules 5 & 6 are currently unavailable)

Week 1: September 5

Standards Addressed in Week's Lessons

Topic A

2.OA.2

Notes:

Topic A

This lesson reviews many of the fluency activities and experiences working within 20 from 1st grade. These are foundational skills needed to master the required fluency for second grade. Share the importance and relevance of each activity, and connect it to previous/upcoming learning.

Lesson 1

The fluency activities in this lesson are foundational skills needed to master the required fluency for second grade and are a review of many of the fluency activities and experiences from first grade. Share the importance and relevance of each activity, and connect it to previous/upcoming learning.

Lesson 2

This lesson extends the same fluencies from the previous lesson to numbers within 100. These are foundational skills needed to master the required fluency for second grade. Share the importance and relevance of each activity, and connect it to previous/upcoming learning.

Week 2: September 11

Assessment

Biweekly #1

*Lesson 4 Exit Ticket

Standards Addressed in Week's Lessons

Topic B

2.OA.1

2.OA.2

2.NBT.5

Notes:

Lesson 3

Consider supporting students with recognizing and describing the pattern in the equations on Sprints A & B. Prompt students to talk about the changes in place value in the addends/minuends and sums/differences. Later in the Concept Development MP.7, look for and make use of structure, is highlighted. Guide students to talk about the process of adding and subtracting like units.

Lesson 4

During the Concept Development, guide students to recognize how many were needed to make ten when adding to 9, 8, or 7 then circulate and support partnerships as they talk about the patterns they've observed. Encourage students to show how they made ten with their drawings and/or decompositions on the problem set and exit ticket.

*Use this exit ticket as the biweekly to see how well students can decompose numbers to make a ten when adding within 20.

Lesson 5

Students make ten to add within 100. Use the data gathered from Lesson 4 Exit Ticket to plan for supporting students who struggled with decomposing to make ten. Help students recall the patterns they observed when adding to 9, 8, or 7 and apply it to making a ten when dealing with 2-digit numbers. Encourage students to show how they made ten with drawings and/or decompositions on the problem set and exit ticket.

Lesson 6

Students are given the option to use drawings to model decomposing to make a ten and to subtract, however the use of just the number bond is encouraged as the numbers get larger. MP.7, look for and make use of structure, is highlighted in the Student Debrief. Facilitate a reflective conversation about how using number bonds helped to subtract single digits from multiples of ten.

Week 3: September 18

AUSL Video

Assessment

End of Module Assessment

Administer after Lesson 8

Notes:

Lesson 7

Similar to lesson 6, students use drawings and number bonds to subtract single digit numbers from teen numbers. As the lesson progresses, continue to offer students the option to use quick drawings but encourage students to use just the number bond. The Application Problem highlights MP.5, use appropriate tools strategically. Support students by reminding them of the visual representations they could use to solve.

Lesson 8

Similar to lesson 7, students continue working with the take from ten strategy using number bonds. However, they are given the opportunity to use and share additional strategies to solve subtraction situations/equations. The T/S dialogue in the Concept Development highlights MP.8, look for and express regularity in repeated reasoning. Support students in realizing that the action of taking from ten and adding the parts can be a pattern of repeated actions.

Lesson 1

Prior to the start of the lesson gather two pencil boxes and used crayons of varying lengths (organized into small Ziploc bags) for measuring. Some alternative items to measure are scissors, each other’s pencils, and erasers. During the Concept Development, support struggling students with understanding how to measure with physical units (starting from an endpoint and with no gaps between). MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Student Debrief. Circulate and ask questions that require students to justify their solutions and encourage them to use mathematical understandings to support their reasoning.

Standards Addressed in Week's Lessons

Topic B

2.OA.1

2.OA.2

2.NBT.5

Topic A

2.MD.1

Standards in Mid or End of Module Assessment

End of Module Assessment

2.OA.1

2.OA.2

2.NBT.5

Week 4: September 25

Notes:

Combine Lessons 2 & 3

Lessons 2 & 3 share focus standard 2.MD.1 and have been combined as pacing consideration. Follow the T/S dialogue in Concept Development from lesson 2, then have students apply the “mark and move forward” strategy to making a ruler as described in lesson 3. Assign lesson 3 problem set and exit ticket. Additionally, MP.6, attend to precision, is highlighted in both lessons. Emphasize the importance of accuracy when measuring.

Combine Lessons 4 & 5

Lessons 4 & 5 share focus standard 2.MD.1 and have been combined as a pacing consideration. Consider creating a chart of benchmarks (see lesson 5) in addition to providing students practice measuring the lengths of various objects using rulers and meter sticks as detailed in the Concept Development of lesson 4. Additionally, MP.5, use appropriate tools strategically, is highlighted in this lesson. Support students in identifying and explaining which tools are the best at measuring based on the length of the objects.

*Assign and use Lesson 4 Exit Ticket as the biweekly to assess students' ability to determine and reason about the the best unit to measure.

Lesson 6

Consider making meter sticks in advance of the lesson rather than with students during the lesson to save time. The T/S dialogue in the Concept Development highlights MP.2, reason abstractly and quantitatively. As students work in partnerships to compare the lengths of objects, invite students with different approaches to share strategies with the class.

Lesson 7

Prior to the start of the lesson gather and organize enough small resealable bags per partnership (containing 1 straw, 1 new crayon, 1 wedge eraser, 1 square sticky note, 30 paper clips. *Prepare half of the bags with small paper clips and half the bags with large paper clips.) The T/S dialogue in the Concept Development highlights MP.3, construct viable arguments and critique the reasoning of others. Prompt students to respectfully evaluate each others' responses to the difference in measurements prior to them making the discovery about the difference in size of the units.

Week 5: October 2

Notes:

Omit Lesson 8

If students demonstrate a need to use the number line to solve addition and subtraction problems, consider revisiting this lesson on the flex day this week.

Lesson 9

The T/S dialogue in the Concept Development highlights MP.5, use appropriate tools strategically. Support students with explaining their mathematical thinking while using a tape diagram. Guide them in understanding that a tape diagram allows you to draw a small picture to represent and compare quantities.

Lesson 10

In this lesson, students solve two step word problems involving measurement using like units. Support students in understanding that there are multiple steps needed in order to solve each problem. Guide students to continue to use the Read Draw Write strategy as used when solving the Application Problems and include a visual model, number sentence and a written statement.

Lesson 1

At the start of the lesson, support students in explaining why a particular strategy is the most efficient for counting large amounts. Draw students' attention to the pattern of numbers as you move from ones to tens to hundreds and consider recording the unit equivalences (10 single ones = 1 bundle of ten...) on an anchor chart as students make those discoveries. Choose one number to model using the drawing of tens, ones and hundreds as a class prior to releasing students to work on the Problem Set.

Standards Addressed in Week's Lessons

Topic D

2.MD.5

2.MD.6

2.MD.1

2.MD.3

2.MD.4

Topic A

2.NBT.1

Standards in Mid or End of Module Assessment

End of Module Assessment

2.MD.1

2.MD.2

2.MD.3

2.MD.4

2.MD.5

2.MD.6

Week 6: October 10

Module

Notes:

Lesson 2

As in lesson 1, guide students to notice whether ones, tens, or hundreds are the appropriate unit to count efficiently. MP.7, look for and make use of structure, is highlighted in the Student Debrief. Look for students to describe how they used a benchmark number to make their counting easier and formally introduce benchmark numbers. Guide students to look for and use benchmark numbers in their counting.

*Use Lesson 2 Exit Ticket as the Biweekly to assess students' conceptual understanding of place value as well as their ability to count within 1000.

Lesson 3

If students struggled with Lesson 2 Problem Set and/or Exit Ticket, consider starting the Concept Development with #4 from Lesson 2 Homework as review before engaging students in counts with ones, tens, and hundreds from 0 to 1000. Consider completing only Parts A and B. The rest can be practiced during fluency in later lessons or offered as a challenge for students working above grade level.

Lesson 4

Prior to the start of this lesson, gather 3 shoe box lids and join them together to create a place value 'box' labeled hundreds, tens, and ones, or use a reasonable alternative for use in this and the next few lessons. The T/S dialogue in the Concept Development highlights MP.6, attend to precision. Encourage students to identify the units clearly as they analyze the number 476 and as they work with their partners to count up from 476 to 600. Listen and prompt for students to use benchmark numbers as they count.

Week 7: October 16

Module

Notes:

Lesson 5

The focus standard for this lesson, 2.NBT.3, is a conceptual standard. Guide students through the suggested sequence of activities, modeling numbers in the place value box, representing them with Hide Zero cards and saying the number in word form and unit form, to help students make connections and see the relationship between the physical model, the abstract numbers, and the word form. As in lesson 4, MP.6 is highlighted in the Debrief. Support students with identifying and naming the units as they count.

Lesson 6

Similar to lesson 5, standard 2.NBT.3 is the focus of this lesson. Recording the counts by unit, recounting with addition, and adding the total value of each unit makes the concept of expanded form clear. Demonstrating the expanded form out of unit order has students revisit the Commutative Property of addition from Grade 1 and deepens their understanding of noticing the value of each place.

Lesson 7

During the Concept Development, students record the standard form (number) as the teacher calls them out alternating between word form and unit form. Avoid using "and" when calling out the numbers (ex. one hundred forty-seven instead of one hundred and forty-seven). During the lesson and debrief, emphasize the importance of understanding the units when reading numbers in standard form to promote students' accuracy.

Lesson 8

Topic D continues to build students' place value understanding while making the connection to money ($1, $10, and $100 bills). MP.2, reason abstractly and quantitatively, is highlighted in the Application Problem and provides a nice transition into the Concept Development. Support students in making the connection of place value and money and how they can use prior learning on unit form, expanded form, and exchanging units to help them solve the problem.

Week 8: October 23

Module

Notes:

Lesson 9

MP.2, reason abstractly and quantitatively, is highlighted in the T/S dialogue of the Concept Development. The number line offers an additional way for students to represent counting on by ones, tens, and hundreds and may need to be modeled or completed with students more than once prior to students working on the Problem Set independently.

Omit Lesson 10

Lesson 10 has been omitted as a pacing consideration. Instead this lesson can serve as an extension for early finishers or as a center activity during a different time of day (e.g., RTI time, morning work, or problem of the week).

Topic E

The following lessons introduce students to place value disks as a way to model numbers. These disks are used through Grade 5 for modeling very large and very small numbers.

Lesson 11

Consider reducing Lesson 11 by omitting the use of Dienes blocks in the Concept Development. Distribute bills instead. Omit the discussion about the difference between modeling with the blocks and the bills. Have students only model with bills and place value disks in the Problem Set.

Lesson 12

Omit, or move to morning work, the Application Problem to allow more time for the Concept Development. MP.7, look for and make use of structure, is highlighted in the Student Debrief. Support students in recognizing how placing disks on the place value chart using the ten-frame format is helpful in visualizing how many are needed to make a ten, hundred, or even thousand.

Assessment

Mid-Module Assessment

Administer after Lesson 9

Standards Addressed in Week's Lessons

Topic D

2.NBT.2

2.NBT.1

2.NBT.3

2.MD.8

Topic E

2.NBT.A

Standards in Mid or End of Module Assessment

Mid-Module Assessment

2.NBT.1

2.NBT.2

2.NBT.3

Week 9: October 30

Assessment

ANet

Standards Addressed in Week's Lessons

Topic E

2.NBT.A

Standards in Mid or End of Module Assessment

2.MD.1

2.MD.3

2.MD.4

2.MD.5

2.NBT.1

2.NBT.1a

2.NBT.1b

2.NBT.3

Notes:

Lesson 13

Similar to the lesson12, students are directed to represent numbers by drawing place value disks the ten-frame way. In the second part of the lesson, students represent the same numbers from the problem set on an empty number line (similar to work done in lesson 9). During the debrief help students analyze the accuracy of their representations, MP.6.

Lesson 14

Omit, or move to morning work, the Application Problem to allow more time for the Concept Development. Both focus standards 2.NBT.1 and 2.NBT.3 are conceptual standards. Representing numbers two ways, with the fewest place value disks and with more than 9 ones or 9 tens, deepens students place value understanding.

Lesson 15

MP.1, make sense of problems and persevere in solving them, is highlighted during the Concept Development. Allow students to work in partnerships in this problem-solving exploration and make observations of what counting strategies they use to solve the problems. While circulating, use questioning to help students choose tools/strategies appropriately (MP.5) and check the accuracy of their work (M.P.6).