Q3 2nd Grade Math Pacing Guides SY 2017-18

Updated 12/22/17

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Overview

Module 5: Addition and Subtraction Within 1,000 with Word Problems to 100

Students use place value strategies, manipulatives, and math drawings to extend their conceptual understanding of the addition and subtraction algorithms to numbers within 1000. Topic A: Strategies for Adding and Subtracting Within 1,000.

Topic B: Strategies for Composing Tens and Hundreds Within 1,000

Topic C: Strategies for Decomposing Tens and Hundreds Within 1,000

Topic D: Student Explanations for Choice of Solution Methods

Advanced Preparation:

- Place Value Disks
- Linking Cubes

Module 6: Foundations of Multiplication and Division

Students extend their understanding of a unit to build the foundation for multiplication and division wherein any number, not just powers of ten, can be a unit.

Topic A: Formation of Equal Groups

Topic B: Arrays and Equal Groups

Topic C: Rectangular Arrays as a Foundation for Multiplication and Division

Topic D: The Meaning of Even and Odd Numbers

Advanced Preparation:

- Counters
- 1-inch Square Tiles
- Rulers
- Grid Paper

2017-2018 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: February 5

Notes:

Lesson 1

MP.8, look for and express regularity in repeated reasoning, is highlighted in the Concept Development. Support students as they use place value language to relate 10 more, 10 less, 100 more, and 100 less to addition and subtraction.

Lesson 2

MP.8, look for and express regularity in repeated reasoning, is highlighted in the Concept Development. Support students in recognizing how the digits in the ones and tens place stay the same when adding and subtracting multiples of 100 and can be proven true using mental math, the arrow way or number bonds.

Lessons 3 & 4 Combine

Lessons have similar objectives and share focus standards and have been combined as a pacing consideration. Prioritize the Sprint from Lesson 3 and Subtracting Multiples of Hundreds and Tens fluency activity from Lesson 4 as both prepare students for the work of the lessons. Combine the Concept Development and complete problems 1, 2, and 3 from both lessons. Then assign the first page of the Problem Set from both lessons.

Lesson 5

MP.7, look for and make use of structure, is highlighted in the Concept Development as students use the associative property to make a hundred in one addend in order to make a simpler expression. Support students with recognizing which addend in a given problem is closest to the next hundred and decomposing the other addend precisely.

Week 2: February 12

Assessment:

Biweekly #1

*Lesson 10/11 Exit Ticket

Standards Addressed in Week's Lessons

Topic A:

2.NBT.7

2.NBT.8

2.NBT.9

Topic B:

2.NBT.7

2.NBT.9

Notes:

Lesson 6

MP.7, look for and make use of structure, is highlighted in the Concept Development. Guide students in recognizing that when the same amount is added to both numbers in a subtraction problem (compensation), it makes an equivalent, but easier, problem to solve. Use think alouds to model thinking about which addend could be converted to an easier number.

Lesson 7

MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Concept Development as students share and critique solution strategies. It may be beneficial to have students solve the problems and then share their solution strategy with a partner before analyzing the student work samples. Additionally, for students working below grade level, assign a buddy who can clarify processes and comfortably evaluate student work samples.

Lessons 8 & 9 Combine

Lessons 8 and 9 share an objective and focus standards and have been combined as a pacing consideration. Teach all components of Lesson 8. Include several problems from the Concept Development of Lesson 9 so that students experience new compositions in the tens and hundreds place. Add one problem from Lesson 9 Exit Ticket to Lesson 8 Exit Ticket.

Lessons 10 & 11 Combine

Lessons 10 and 11 share an objective and focus standards and have been combined as a pacing consideration. Teach all components of Lesson 10. Include several problems from the Concept Development of Lesson 11 so that students have additional practice drawing chip models and number bonds to represent addition within 1,000 where new groups are formed in the tens and hundreds place. Add one problem from Lesson 11 Exit Ticket to Lesson 10 Exit Ticket. Use this combined Exit Ticket to assess students' proficiency with solving addition with math drawings and the vertical method.

Week 3: February 19

Assessment:

Mid-Module Assessment

Administer after Lesson 12

Standards Addressed in Week's Lessons

Topic B:

2.NBT.7

2.NBT.9

Topic C:

2.NBT.7

2.NBT.9

Standards Addressed in Assessments

Mid-Module

2.NBT.7

2.NBT.8

2.NBT.9

Notes:

Lesson 12

MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Concept Development as students are presented with a variety of problems for which they must choose an appropriate strategy to solve. It may be helpful to have a visual reminder of problem solving strategies including number bonds, the arrow way, place value disks, or chip models. Support students as they defend their reasoning using place value language.

Lesson 13

MP.6, attend to precision, is highlighted in the Concept Development as students model decompositions with place value disks on their place value charts. Guide students to be accurate as they record what's done to the place value disks in the vertical form.

Lesson 14

MP.7, look for and make use of structure, is highlighted in the Concept Development as students transition into creating math drawings to model subtraction. Students who are confident with the chip model from work in Module 4 may choose to use it when they work independently. Likewise, some students may benefit from continuing to use the concrete place value disks.

Week 4: February 26

Notes:

Lesson 15

Guide students to think about the numbers before choosing a strategy to solve, as some of the problems presented throughout the lesson can be solved using a mental strategy. Invite students to use place value disk drawings or the chip model depending on their needs, to model their decompositions. Additionally, MP.7, look for and make use of structure, is highlighted in the Concept Development as students use addition to check their subtraction solutions.

Lesson 16

MP.8, look for and express regularity in repeated reasoning, is highlighted in the Concept Development as students subtract from multiples of 100 and numbers with zero in the tens or ones place. Support students as they model unbundling hundreds to make tens and/or ones using the chip and vertical methods.

Lesson 17

Similar to Lesson 16, MP.8, look for and express regularity in repeated reasoning, is highlighted in the Concept Development as students subtract from multiples of 100 and from numbers with zero in the tens place. Continue to guide them as they use math drawings to model decompositions of numbers and relate them to the vertical form, step-by-step.

Lesson 18

Guide students to use previously taught strategies, including compensation and use of related addition sentence and the arrow way, with the first few problems. MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Concept Development as students are invited to suggest strategies for solving subtraction with three-digit subtraction problems.

*Use this exit ticket to assess students ability to apply and explain alternate methods of subtracting from multiples of 100.

Standards Addressed in Week's Lessons

2.NBT.7

2.NBT.9

Week 5: March 5

Notes:

Lesson 19

MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Concept Development as students are invited to choose and explain which strategies to apply to addition and subtraction problems. Prior to the start of the lesson, remind students of any habits of discussion or accountable talk stems that should be used during the discussion. The Problem Set and Exit Ticket ask students to include written explanations of their work. If students struggle with generating written responses, model creating a written explanation during the Concept Development.

Lesson 20

Similar to Lesson 19, MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Concept Development as students are again invited to choose and explain which strategies to apply to a variety of problems. Consider introducing the steps listed on Problem 3 earlier in the lesson to guide students' conversation with their partners.

Lesson 1

MP.8, look for and express regularity in repeated reasoning, is highlighted in the Concept Development as students manipulate counters to create equal groups. Make note of the strategies that students use to create equal groups, like using addition facts, starting with the number of groups and sharing fairly one at a time. During the Problem Set, encourage students who struggle with creating equal groups from the drawing to continue to use manipulatives or model a written strategy.

Lesson 2

MP.8, look for and express regularity in repeated reasoning, is highlighted in the Concept Development after students represent equal groups and relate finding the total to repeated addition. Allow students who need to continue with a concrete model to use manipulatives in place of the pictorial representation until they are ready to progress to using math drawings.

Standards Addressed in Week's Lessons

Topic D

2.NBT.7

2.NBT.8

2.NBT.9

Topic A

2.OA.4

2.NBT.2

2.NBT.6

Standards Addressed in Assessments

End-of-Module

2.NBT.7

2.NBT.8

2.NBT.9

Week 6: March 12

Module

Notes:

Lesson 3 Omit

This lesson has been omitted as a pacing consideration. It extends students' understanding of determining the total number and writing a repeated addition number sentence from lesson 2 and invites students to look for and practice a more efficient way to add. Consider using the Problem Set and Homework as a center activity for early finishers.

Lesson 4

MP.4, model with mathematics, is highlighted in the Concept Development as students represent equal groups with tape diagrams. Help students understand: 1) the boxes of the tape diagram represent the groups and that the counters inside are the number, or amount, in each group 2) changing the model to show numbers instead of counters makes it easy to relate to repeated addition. Invite students to use efficient ways to add (refer to lesson 3). *Use this exit ticket to assess students' ability to accurately represent equal groups and use repeated addition to find the totals.

Lesson 5

MP.7, look for and make use of structure is highlighted in the Concept Development as students learn to identify rows and columns and work from scattered sets to compose arrays either one row or one column at a time. Support students with distinguishing between rows and columns by using descriptive language (rows are straight horizontal lines; columns are arranged vertically, or up and down) with the visual model throughout the lesson.

Lesson 6

MP.4, model with mathematics, is highlighted in the Concept Development as students use counters to show either rows or columns as equal groups then relate to repeated addition. It may be beneficial to direct students to record the number, or amount at the end of the row or bottom of the column as they grow more proficient with discerning the rows and columns, especially as objects in the arrays move closer together.

Lesson 7

MP.4, model with mathematics, is highlighted in the Concept Development, as students continue to use beans or counters to show either rows or columns as equal groups. If necessary, continue to allow students to use counters and personal white boards as the other students begin creating math drawings to represent their arrays. Encourage students to show vertical lines between columns and horizontal lines between rows with either model as the lines help to keep the arrays organized.

Assessment:

Biweekly #3

*Lesson 4 Exit Ticket

Standards Addressed in Week's Lessons

Topic A:

2.OA.4

2.NBT.2

2.NBT.6

Topic B:

2.OA.4

2.NBT.2

Week 7: March 19

Module

Assessment:

Mid-Module Assessment

Administer after Lesson 9

Standards Addressed in Week's Lessons

Topic B

2.OA.4

2.NBT.2

Topic C

2.OA.4

2.G.2

Standards Addressed in Assessments

Mid-Module

2.OA.4

Notes:

Lesson 8 Omit

This lesson has been omitted as a pacing consideration. Students work with square tiles to create arrays with gaps, composing the arrays from parts to whole, either one row or one column at a time. Consider letting students explore creating arrays using tiles as a center activity.

Lesson 9

MP.7, look for and make use of structure, is highlighted in the Concept Development as students work to solve word problems involving repeated addition. Help students to determine how to draw array situations as either rows or columns and as they transition to creating tape diagrams as another way to represent the repeated addition. If necessary, continue to allow students to use concrete materials to create their arrays prior to creating math drawings and tape diagrams.

Lesson 10

MP.4, model with mathematics, is highlighted in the Concept Development as students use square tiles to compose rectangles with no gaps or overlaps. Guide students to discover that an equal number of rows and columns in a rectangular array makes a square. Also, continue to support students with relating repeated addition to their rectangular arrays.

Lesson 11 Omit

This lesson has been omitted as a pacing consideration. It continues the work of lesson 10 with students using square tiles to compose various rectangles and then using repeated addition to find the total number of squares.

Lesson 12

Support students with creating math drawings, first tracing square tiles to make a specified array and then drawing without the tiles. Make sure that students use their understanding of rows and columns to construct their arrays.

Lesson 13

MP.7, look for and make use of structure, is highlighted in the Concept Development as students decompose, or partition, the rectangles they've created using tiles. Help students recognize that when another row or column is added or removed, the total increases or decreases by the number in that row or column.

Week 8: April 2

Module

Assessment:

ANet

Standards Addressed in Week's Lessons

Topic C

2.OA.4

2.G.2

Topic D

2.OA.3

Notes:

Lesson 14

MP. 7, look for and make use of structure, is highlighted in the Concept Development as students discover that they can decompose the same rectangle into rows, columns, or individual square units. Support students with explaining the array concepts using appropriate math vocabulary as they manipulate their paper models and talk with their partners. Throughout the lesson, guide students to recognize that the smaller square units combine to make larger units in preparation for the following lesson.

Lesson 15

MP.8, look for and express regularity in repeated reasoning, is highlighted in the Concept Development as students relate repeated addition to arrays. If necessary, allow students to create arrays with square tiles before creating the math drawing to support the progression of concrete to pictorial reasoning. Support students as they draw in the remaining squares to complete a given array then use their models to relate to repeated addition.

Lesson 16 Omit

This lesson has been omitted as a pacing consideration, but can be used as an art assignment. It guides students through a tessellation project with 1-inch tiles.

Lesson 17

MP.8, look for and express regularity in repeated reasoning, is highlighted in the Concept Development as students are reintroduced to even numbers through doubles facts. Support students with recognizing that when a number is doubled it results in an even number. Prioritize, "In Problem 1, does doubling a number always result in an even number?" during the Student Debrief to help students begin to develop this understanding.

Week 9: April 9

Module

Topic

Assessment:

End-of-Module Assessment

Administer after Lesson 20

Standards Addressed in Week's Lessons

Topic D

2.OA.3

Standards Addressed in Assessments

End-of-Module

2.OA.3

2.OA.4

2.G.2

Notes:

Lesson 18

This lesson invites students to explore even numbers by working with a partner to pair up to 20 objects. As you circulate, ask students to discuss what happens when they pair numbers that are not even. Although students are determining that when objects are paired with none remaining the number is even, they are not introduced to the term odd until the following lesson.

Lesson 19

MP.8, look for and express regularity in repeated reasoning, is highlighted in the Concept Development as students discuss the pattern with even numbers (skip counts by 2s; repeats 0, 2, 4, 6 and 8) and are asked to consider what they notice about odd numbers. Throughout the lesson, support students with discovering then articulating that when 1 is added to or taken away from an even number, the resulting number is odd.

Lesson 20

Guide students to use what they noticed about the patterns of even and odd numbers in Lesson 19 to explain how they determine if a number is even or odd when working with larger numbers.

Use the additional day this week to administer the End of Module Assessment.