Red = Prior Learning from CCGPS NBT = Numbers Base Ten Yellow = State change/rewording Troup County School System OA = Operations & Algebraic Purple = Footnote from CCGPS CCGPS Math Curriculum Map Thinking Teaching Guide MD = Measurement & Data Second – First Quarter G =Geometry

Quarter 1: NY Modules/ Eureka Whole Group Resources Quarter 1 covers standards OA.1, OA.2, NBT.5, MD.1, MD.2, MD.3, MD.4, MD.5, MD.6, NBT.1, NBT.2, NBT. 3, NBT.4 Use New York Modules 1, 2, and 3 to cover these standards for whole group. Include in whole group lesson: WMPWMV, Fluency Practice, Concept Development, Problem Set, Student Debrief (Use Application Problem as an Activator & Exit Ticket for Formative Assessment as needed or as time allows.) Modules 1, 2, and 3 Q1 Whole Group Resources Q1 Parent Resources Pacing Calendar- Click here for links to individual whole group lessons Module 1 Resources Parent Letters: Module 1-Tips for Parents Module 1 Overview – lists lessons, standards, and materials needed Math News Topic A: (Lessons 1-2) Teacher Manual (updated 8-11-16) Math News Topic B: (Lessons 3-5) Student Blackline Masters Math News Topic C: (Lessons 6-8) Mid/End Module Assessment Module 2 Resources Module 2 Overview – lists lessons, standards, and materials needed Parent Letters: Module 2 -Tips for Parents Teacher Manual (updated 8-21-16) Math News Topic A: (Lessons 1-3) Student Blackline Masters Math News Topic B: (Lessons 4-5) Mid/End Module Assessment Math News Topic C: (Lessons 6-7) Module 3 Resources Math News Topic D: (Lessons 8-10) Module 3 Overview – lists lessons, standards, and materials needed Teacher Manual (updated 8-21-16) Parent Letters: Module 3 -Tips for Parents Student Blackline Masters Math News Topic A: (Lesson 1) Mid/End Module Assessment Math News Topic B: (Lessons 2-3) Promethean Planet Flipcharts by Jennifer Hartley for Math News Topic C: (Lessons 4-7) ALL NY Modules (GREAT!!) Math News Topic D: (Lessons 8-10) Math News Topic E: (Lessons 11-15) WMPWMV- Daily for 10 to 15 Minutes Math News Topic F: (Lessons 16-18) WMPWMV Questions Math News Topic G: (Lessons 19-21) WMPWMV Blank Graphic Organizer WMPWMV (Examples of how to use the pieces for each standard in Q1) Second Grade Parent Homework Help Link

CCGPS Example/ Vocabulary Differentiation/ Supplemental Remember: The scripts included in the modules should be used as Resources a guide. It is important to read the lessons and think about the intended learner outcome. Revise the scripts to fit the needs of your Troup County Schools 2016 1 students and your teaching style. As long as the learner outcome is 2nd Grade Math met, the standard will be addressed as well. CCGPS Curriculum Map First Quarter This standard shows up again in Q2 with MCC2.OA.1 *Refer to beginning of map for all whole group increased rigor (add/subtract larger Module resources. Refer to Pacing Guide for numbers). This standard calls for students to add and subtract numbers individual lessons. MCC2.OA.1 Use addition and within 100 in the context of one and two step word problems. Students should have ample experiences working on various subtraction within 100 to solve Differentiation/Supplemental Activities types of problems that have unknowns in all positions, one and two step word problems including: MCC2.OA.1 by using drawings and equations with a symbol for the unknown BBY Dots/Grids – explains how to use dots/and number to represent the problem. Result Unknown: There are 29 students on the playground. grids with OA.1 Problems include contexts that Then 18 more students showed up. How many students are there now? (29 + 18 =__) Activities for Differentiation involve adding to, taking from, Antelope Addend putting together/taking apart Story Problem 1 (part/part/whole) and comparing Change Unknown: There are 29 students on the playground. Story Problem 2 with unknowns in all positions. Some more students show up. There are now 47 students. Story Problem 3 (See Table 1 at end of map) How many students came? (29+ _ = 47) Story Problem 4 Story Problem 5 Addition and subtraction within 5, 10, 20, 100, or 1000. Addition or Start Unknown: There are some students on the playground. Then 18 more students came. There are now 47 students. subtraction of two whole numbers How many students were on the playground at the beginning? Additional Assessments with whole number answers, and (___ + 18 = 47) with sum or minuend in the range 0- assessment 1 See Table 1 at the end of this document for more addition assessment 2 5, 0-10, 0-20, or 0-100 respectively. examples as well as subtraction examples. This standard also Example: 8 + 2 = 10 is an addition calls for students to solve one- and two-step problems using within 10, 14 – 5 = 9 is a subtraction drawings, objects and equations. Students can use place within 20, and 55 – 18 = 37 is a value blocks or hundreds charts, or create drawings of place subtraction within 100. value blocks or number lines to support their work. Examples of one-step problems with unknowns in different places are In first grade, students used addition and provided in Table 1. Two step-problems include situations subtraction within 20 to solve word where students have to add and subtract within the same problems. They also used objects, problem. drawings, and equations with a symbol for One- Step Example: Some students were in the cafeteria. 24 the unknown number to represent the more students came in. Now there are 60 students in the problem. cafeteria. How many were in the cafeteria to start with? Continued from page 2 See page 2 Continued from page 2 Essential Questions MCC2.OA.1 How do I know which operation to  Student A: I thought, “What and 24 makes 60?” So, my use in a one-step word problem? equation for the problem is □ + 24 = 60. I used a Troup County Schools 2016 2 2nd Grade Math CCGPS Curriculum Map First Quarter number line to solve it. I started with 24. Then I took What are some different situations in jumps of 10 until I got close to 60. I landed on 54. Then, which we would subtract? I took a jump of 6 to get to 60. So, 10 + 10 + 10 + 6 = 36. What are some different situations in which we would add?

Click on the standard to view the assessment page.

Vocabulary  Student B: I thought, “There are 60 total. I know about the 24. So, what is 60 – 24?” add adding to putting together My equation for the problem is 60 – 24 = □. subtract taking from I used place value blocks to solve it. I taking apart started with 60 and took 2 tens away. comparing I needed to take 4 more away. So, I broke up one-step a ten into ten ones. Then, I took 4 away. That two-step left me with 36. So, 36 students were in the equation cafeteria at the beginning. 60 – 24 = 36 unknown symbol solve

CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources MCC2.OA.2 MCC2.OA.2 Fluently add and In this standard fluently means accurately (correct answer), efficiently *Refer to beginning of map for all subtract within 20 using mental (within 4 – 5 seconds), and with flexibility (using strategies such as whole group Module resources. Refer strategies. By end of Grade 2, making 10 or breaking apart numbers). Research indicates that teachers to Pacing Guide for individual lessons. know from memory all sums of can best support students’ memorization of sums and differences through Troup County Schools 2016 3 2nd Grade Math CCGPS Curriculum Map First Quarter two one -digit numbers. varied experience making ten, breaking numbers apart and working on Differentiation/ Supplemental In first grade students learned to add and mental strategies rather than repetitive timed tests. It is appropriate to Activities MCC2.OA.2 subtract within 20 using strategies such as assess these facts with a timed test. counting on, making ten, decomposing a Mental strategies help students make sense of number BBY Dots/Grids -explains how to use number leading to a ten, using the relationships as they are adding and subtracting within 20. Some dots/and grids with OA.2 relationship between addition and strategies are as follows: subtraction, and creating equivalent but Examples of Addition Strategies: Fluency Kit easier of known sums. Students had to  Doubles: Adding two of the same number together, such as 5+5 or 7+7. demonstrate fluency for addition and  Doubles plus one: Finding hidden doubles in expressions where one Nine Plus subtraction within 10. addend is one more than the other, such as 5 + 6 (thinking 5 + 5 + 1). Fact Family House  Doubles plus two: Finding hidden doubles in expressions where one Eleven More Essential Questions addend is two more than the other, such as 5 + 7 (thinking 5 + 5 + 2). 4 In a Row – Game 1 What mental math strategies can I  Doubles minus one: Locating doubles in expressions where one addend 4 In a Row – Game 2 use to help me add quickly and is one more than the other, such as 5 + 6 (but thinking 6 + 6 – 1). Doubles Bump Near 20 accurately?  Doubles minus two: Locating doubles in expressions where one addend Fact Family Sheet (thanks Jennifer is two more than the other, such as 5 + 7 (but thinking 7 + 7 – 2). Snellgrove) What mental math strategies can I  Combinations of Ten: Students learn to recognize expressions equaling Fact Family Unifix Trains ten such as 6 + 4 and 7 + 3 for use in other strategies. use to help me subtract quickly and Addition Snap accurately?  Counting Up: This is only used when adding 1 or 2 to a given number; 9 Go Fish For Doubles + 2 would be “9….10, 11”. What are some strategies for  Making Tens: (9 + 7 = 10 + 6) Additional Assessments learning my addition facts? Assessment1 Directions for assessment 1 Continued from page 4 What are some strategies for Assessment 2 learning my subtraction facts? Assessment 4 MCC2.OA.2 Open Ended Examples of Subtraction Strategies Click on the standard to view the  Counting Back: Beginning with the minuend, count back the assessment page. number you are subtracting. Continued from page 4 See page 4  Counting Up: Begin with the number you are subtracting and count up to the other number; 12 – 9 could be, “9….10, 11, 12”. Technology The answer would be three because we counted up three BrainPOP, Jr. numbers. Doubles  Think Addition/Fact Families: Think of related addition problems Making Ten when confronted with subtraction facts; if you see 7 – 5 you would Basic Adding think 5 + 2 = 7. Basic Subtraction  Decomposing a Number Leading to a Ten: (14 – 6 = 14 – 4 – 2 = Counting On 10 – 2 = 8) Developing Fluency for Addition & Subtraction within 20: LearnZillion Lessons Troup County Schools 2016 4 2nd Grade Math CCGPS Curriculum Map First Quarter Example: 9 + 5= __ This site requires you to create an account. Account access is FREE. COMING SOON!!!

YouTube What Makes Ten?

CBeebies: The Numtums - Ways to Make Example: 13 – 9 Ten

Teacher Tube DoubleDoubles

Games

Math Shoot Out Vocabulary mental strategies fact families

CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources This standard shows up again in Q2 and MCC2.NBT.5 *Refer to beginning of map for all Q4 with increased rigor (add/subtract The standard algorithm for addition and subtraction is not taught in whole group Module resources. Refer larger numbers). second grade. This standard calls for students to use pictorial to Pacing Guide for individual lessons. MCC2.NBT.5 Fluently add and representations or strategies to find the solution. Students are able subtract within 100 using to demonstrate fluency when they are accurate (answer correctly), Differentiation/Supplemental strategies based on place value, efficient (basic facts computed within 4-5 seconds) and flexible Activities MCC2.NBT.5 BBY Dots/Grids: explains how to use properties of operations, and/or (use strategies such as decomposing numbers to make ten, using dots/and grids with NBT.5 the relationship between addition properties of operations, etc.). and subtraction. Close to 100 Examples of Addition Strategies for 67 + 25: Keep on Doubling In first grade, students had to add  Place Value Strategy: I broke both 67 and 25 into tens and Number Wheel Spin within 100, including adding a two- ones. 6 tens plus 2 tens equals 8 tens. Then I added the ones. It’s All Commutative digit number and a one-digit number, 7 ones plus 5 ones equals 12 ones. I then combined my tens Activities for Differentiation and addition a two-digit number and a and ones. 8 tens plus 12 ones equals 92. multiple of 10, using concrete models  Commutative Property: I broke 67 and 25 into tens and Additional Assessments Assessment 1 or drawings and strategies based on ones so I had to add 60 + 7 + 20 + 5. I added 60 and 20 first to Troup County Schools 2016 5 2nd Grade Math CCGPS Curriculum Map First Quarter place value, properties of operations, get 80. Then I added 7 to get 87. Then I added 5 more. My Assessment 2 and/or the relationship between answer is 92. addition and subtraction.  Counting On and Decomposing A Number Leading to Technology Ten: I wanted to start with 67 and then break 25 apart. I started BrainPOP Jr. Misconception Document: NBT.5-9 with 67 and counted on to my next ten. 67 + 3 gets me to 70. I Adding and Subtracting Tens Subtracting Without Regrouping then took away three from 25 which gave me 22. I then added 2 Click on the standard to view the assessment Subtracting With Regrouping page. more to 70 to get 72. I then added my 20 and got to 92. Adding with Regrouping

Essential Questions LearnZillion Lessons This site requires you to create an What strategy or strategies work best account. Account access is FREE. COMING SOON! for me when I am adding two digit numbers?

What strategy or strategies work best for me when I am subtracting two Continued from page 6 digit numbers? See page 6 See page 6 MCC2.NBT.5 Examples of Subtraction Strategies for 63 – 32:  Relationship Between Addition and Subtraction: I broke apart both 63 and 32 into tens and ones. I know that 2 plus 1 equals 3, so I have 1 left in the ones place. I know that 3 plus 3 equals 6, so I have a 3 in my tens place. My answer has a 1 in the ones place and 3 in the tens place, so my answer is 31.  Adding Up From Smaller Number to Larger Number: 32+8 = 40, 40+20 = 60, 60+3 = 63 so… 8+20+ 3 = 31  Incremental Subtracting: 63 – 3 = 60, 60 – 10 = 50, 50 – 10 = 40, 40 – 8 = 32 so……. 3 + 10 + 10 + 8 = 31  Subtraction by Place Value: 63 – 30 = 33, 33 – 2 gives 31

Here is an example of using an empty number line as a visual for the problem 72 – 39.

Troup County Schools 2016 6 2nd Grade Math CCGPS Curriculum Map First Quarter Vocabulary

place value properties of operations relationship between addition and subtraction fact families

CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources

Troup County Schools 2016 7 2nd Grade Math CCGPS Curriculum Map First Quarter This standard shows up again in Q4. MCC2.MD.1 *Refer to beginning of map for all PLEASE NOTE: This standard asks students to measure to the nearest whole using whole group Module resources. Refer Q1 will only cover centimeters and meters. the standard units, inches, feet, centimeters, and meters. Students to Pacing Guide for individual lessons. Inches, feet, and yards will not be covered should have many experiences measuring the length of objects with until Q4. rulers, yardsticks, meter sticks, and tape measures. They will need to Differentiation/ Supplemental be taught how to actually use a ruler appropriately to measure the Activities MCC2.MD.1 MCC2.MD.1 Measure the length of an length of an object especially as to where to begin the measuring. Do you start at the end of the ruler or at the zero? object by selecting and using Differentiation Measuring w/Centimeter Allow students to work hands-on with rulers, drawing their attention to Models appropriate tools such as rulers, the whole number representation on the ruler. Their experiences yardsticks, meter sticks, and should extend beyond measuring lines on a piece of paper, and Differentiation Measuring with Centimeter measuring tapes. instead should extend to objects they encounter in their day-to-day Rulers experiences in the classroom and beyond. In first grade, students had to order three Foundational understandings to help with measure concepts: Differentiation Centimeters and Meters objects by length and compare those two  Understand that larger units can be subdivided into objects. Students also had to express the equivalent units (partition). length of an object as a whole number of  Understand that the same unit can be repeated to determine Technology length units, by laying multiple copies of a the measure (iteration). BrainPOP, Jr. shorter object end to end. Students  Understand the relationship between the size of a unit and Centimeters, Meters, Kilometers understand that the length measurement the number of units needed (compensatory principle). Inches and Feet  Understand the measuring of two-dimensional space (area) of an object is the number of same size using non-standard units. length units that span it with no gaps or LearnZillion Lessons Vocabulary This site requires you to create an overlaps. measure meter account. Account access is FREE. Click on the standard to view the length ruler COMING SOON! assessment page. yardstick meter stick measuring tape Extra assessment ideas for this standard Essential Questions inch will be found on Q4 maps. foot How can I decide which tool to use when yard I measure an object? centimeter meter

Troup County Schools 2016 8 2nd Grade Math CCGPS Curriculum Map First Quarter CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources This standard shows up again in Q4. MCC2.MD.5 (Q1-cm & m; Q4-in & ft). This standard asks students to apply the concept of length to *Refer to beginning of map for all solve addition and subtraction word problems with numbers whole group Module resources. Refer MCC2.MD.5 Use addition and within 100. It is important that word problems stay within the to Pacing Guide for individual lessons. subtraction within 100 to solve word same unit of measure. Students can use drawings, rulers, problems involving lengths that are pictures, and/or physical objects to solve the problem. They Differentiation/ Supplemental given in the same units, e.g., by using may also use equations. It is important to note that equations Activities MCC2.MD.5 drawings (such as drawings of rulers) may vary depending on students’ interpretation of the task. and equations with a symbol for the BBY Dots - explains how to use dots/and unknown number to represent the Example: In P.E. class Kate jumped 14 inches. Mary jumped grids with MD.5 problem. 23 inches. How much farther did Mary jump than Kate? Write an equation and then solve the problem. Activities for Differentiation In first grade, students only solved word  Student A: My equation is 14+___ = 23 since I am trying to Hopping on the Number Line problems within 20. find out the difference between Kate and Mary’s jumps. I used place value blocks Additional Assessments Click on the standard to view the and counted out 14. Then I Assessment 1 assessment page. added blocks until I got to 23. I Assessment 2 needed to add 9 blocks. Assessment 3  Student B: My equation is 23 – 14 = ___. I drew a number Essential Questions line. I started at 23. I moved back to 14 and counted how far I moved. I moved back 9 spots. Mary jumped 9 more inches How can I solve word problems involving than Kate. length?

Vocabulary length equation

CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources This standard shows up again in Q4 with MCC2.MD.6 *Refer to beginning of map for all increased rigor. This standard asks students to represent their thinking when whole group Module resources. Refer adding and subtracting within 100 by using a number line. to Pacing Guide for individual lessons. MCC2.MD.6 Represent whole numbers Students should build on their experience from first quarter as lengths from 0 on a number line using evenly spaced points on a number line to an open Differentiation/ Supplemental diagram with equally spaced points number line. Troup County Schools 2016 Activities MCC2.MD.6 9 corresponding to the numbers 0, 1, Example: 2nd Grade Math 2, ..., and represent whole-number Karen has a ropeCCGPS that is 82 Curriculum inches long. Map She cuts off 37 BBY Dots - explains how to use dots/and sums and differences within 100 on a inches to give to her friendFirst for Quarter a jump rope. How many inches grids with MD.6 number line diagram. does she have now? Where Will I Land? During this quarter continue number line to include numbers 0 to 100. Additional Assessments CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources This standard is only taught MCC2.NBT.1 *Refer to beginning of map for all whole group during Q1, but should be This standard calls for students to work on decomposing Module resources. Refer to Pacing Guide for reviewed daily through numbers by place. individual lessons. WMPWMV. Differentiation/ Supplemental Activities MCC2.NBT.1 Understand that MCC2.NBT.1.a calls for students to extend their work from MCC2.NBT.1 the three digits of a three -digit 1st Grade by exploring a hundred as a unit (or bundle) of ten BBY DotsGrids- explains how to use dots/and grids number represent amounts of tens. with NBT.1 hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 MCC2.NBT.1b builds on the work of MCC2.NBT.1a. I Have, Who Has tens, and 6 ones. Understand Students should explore the idea that numbers such as 100, I Have, Who Has-Hundreds Place Value Game the following as special cases: 200, 300, etc., are groups of hundreds that have no tens or a. 100 can be thought of as a bundle Roll the Dice ones. Students can represent this with place value (base 10) of ten tens — called a “hundred.” blocks. Additional Assessments b. The numbers 100, 200, 300, 400, Performance Task 500, 600, 700, 800, 900 refer to one, Classroom Assessment Q’s two, three, four, five, six, seven, Assessment eight, or nine hundreds (and 0 tens and 0 ones). In first grade, students had to Technology Vocabulary BrainPOP, Jr. understand that the two digits of a place value two digit number represent amounts Place Value hundreds of tens and ones. One Hundred Misconception Document: NBT.1-4 tens ones Essential Questions LearnZillion Lessons How does the position of a digit value This site requires you to create an account. in a number affect its value? digit Account access is FREE. COMING SOON! Click on the standard to view the assessment page. Games Place Value Hockey

CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources This standard is only taught in MCC2.NBT.2 *Refer to beginning of map for all whole group Q1. However, skip-counting Students are expected to “count on” from any number and Module resources. Refer to Pacing Guide for shows up again in Q3 (skip say the next few numbers that come afterwards. Also, individual lessons. counting w/ arrays & equal students need to understand that counting by 5s, 10s, and groups) & Q4 (skip counting 100s is counting groups of items by that amount. Differentiation/ Supplemental Activities coins & bills). MCC2.NBT.2 BBY Dots/Grids -- explains how to use dots/and Skip counting forward and backwards within 1000: Avoid grids with NBT.2 MCC2.NBT.2 Count within sing-song memorization. Skip counting is a useful strategy 1000; skip -count by 5s, 10s, for multiplication, but onlyTroup if studentsCounty Schools understand 2016 what is Buzz 10 and 100s. happening when they skip count.2nd DevelopGrade Math understanding by using a number line or numberCCGPS chart Curriculum when skip Map counting. In first grade, students learned to First Quarter count to 120 starting at any number Examples: Additional Assessments less than 120.  When counting by ones, what are the next 3 numbers Classroom Assessment Q’s after 498? Assessment 1  When you count back by tens from 201, what are the first Misconception Document: NBT.1-4 five numbers that you say? CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources This standard is only taught during MCC2.NBT.3 *Refer to beginning of map for all Q1, but should be reviewed daily This standard calls for students to read, write and represent a whole group Module resources. Refer through WMPWMV. number of objects with a written numeral (number form or to Pacing Guide for individual lessons. standard form). These representations can include place value MCC2.NBT.3 Read and write (base 10) blocks, pictorial representations or other concrete Differentiation/Supplemental numbers to 1000 using base -ten materials. Please be cognizant that when reading and writing Activities MCC2.NBT.3 BBY: Dots/Grids - explains how to use numerals, number names, and whole numbers, the word “and” should not be used. dots/and grids with NBT.3 expanded form. Example: Chips & Salsa Place Value Directions In first grade, students learned to read 235 is written as two hundred thirty-five. Chips & Salsa Place Value Pictures and write numerals and represent a number of objects with a written Students should be able to read and write numerals in multiple numeral up to 120. ways. Additional Assessments Classroom Assessment Q’s Assessment Misconception Document: NBT.1-4 For example: 473 represented as 400 + 70 + 3, 47 tens + 3, or 470 + 3. (in any arrangement) Technology Click on the standard to view the BrainPOP, Jr. assessment page. The ability to represent the expanded form in multiple ways (e.g., Place Value 600 + 30 + 7 or 63 tens + 7 or 630 + 7) is a valuable skill when One Hundred Essential Questions students use place value strategies to add and subtract large numbers. LearnZillion Lessons How do I read numbers to 1,000? Vocabulary This site requires you to create an base ten numerals account. Account access is FREE. How do I write numbers to 1,000? number name COMING SOON! expanded form Games What are the different ways I can Base Ten Fun represent a number? Base Ten Bingo

Troup County Schools 2016 11 2nd Grade Math CCGPS Curriculum Map First Quarter CCGPS Example/ Vocabulary Differentiation/ Supplemental Resources This standard is only taught MCC2.NBT.4 *Refer to beginning of map for all during Q1, but should be This standard builds on the work of MCC2.NBT.1 and MCC2.NBT.3 by whole group Module resources. Refer reviewed daily through having students compare two numbers by examining the amount of to Pacing Guide for individual lessons. WMPWMV. hundreds, tens and ones in each number. Students are introduced to the symbols greater than (>), less than (<) and equal to (=) in First Grade, Differentiation/ Supplemental MCC2.NBT.4 Compare two and use them in Second Grade with numbers within 1,000. Students Activities MCC2.NBT.4 three -digit numbers based should have ample experiences communicating their comparisons in BBY: Dots/Grids - explains how to use on meanings of the words before using only symbols in this standard. dots/and grids with NBT.4 hundreds, tens, and ones • No use of ≠. digits, using >, =, and < Comparing Three Digit Numbers symbols to record the Example: 452 __ 455 Ordering Cards results of comparisons. Student 1 Student 2 Additional Assessments In first grade, students had to 452 has 4 hundreds, 5 tens, and 2 452 is less than Classroom Assessment Q’s compare two two-digit numbers ones. 455 has 4 hundreds, 5 tens, 455. I know this based on meanings of the tens and 5 ones. They have the same because when I Assessment and ones digits, and record the number of hundreds and the same count up I say results with the symbols <, >, =. number of tens, but 455 has 5 452 before I say ones and 452 only has 2 ones. 455. 452 < 455. Misconception Document: NBT.1-4 452 is less than 455. 452 < 455. Technology Vocabulary Click on the standard to view compare BrainPOP, Jr the assessment page. comparison Comparing Numbers Essential Questions digit symbols How can I use place value to greater than Teacher Tube compare two three-digit less than Number Eating Alligator Song numbers? equal ton

Which symbol should I use to See page 17 record the results of my comparison? See page 17 Continued from page 17

Troup County Schools 2016 12 2nd Grade Math CCGPS Curriculum Map First Quarter LearnZillion Lessons This site requires you to create an account. Account access is FREE. COMING SOON!

Games Comparing Number Values

Guess the Number

Standards for Mathematical Practice – 2nd Grade In second grade, students realize that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. They may use concrete objects or pictures to help them conceptualize Troup County Schools 2016 13 2nd Grade Math CCGPS Curriculum Map First Quarter 1. Make sense of problems and and solve problems. They may check their thinking by asking themselves, “Does this make sense?” persevere in solving them. They make conjectures about the solution and plan out a problem solving approach.

Younger students recognize that a number represents a specific quantity. They connect the 2. Reason abstractly and quantity to written symbols. Quantitative reasoning entails creating a representation of a problem quantitatively. while attending to the meanings of the quantities. Second graders begin to know and use different properties of operations and objects. Second graders may construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They practice their mathematical communication skills as they participate 3. Construct viable arguments in mathematical discussions involving questions like “How did you get that?”, “Explain your thinking,” and “Why is that true?” They not only explain their own thinking, but listen to others’ and critique the reasoning of explanations. They decide if the explanations make sense and ask appropriate questions. others.

In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, 4. Model with mathematics. making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. In second grade, students consider the available tools (including estimation) when solving a 5. Use appropriate tools mathematical problem and decide when certain tools might be better suited. For instance, second strategically. graders may decide to solve a problem by drawing a picture rather than writing an equation. 6. Attend to precision. As children begin to develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and when they explain their own reasoning. 7. Look for and make use of Second graders look for patterns. For instance, they adopt mental math strategies based on structure. patterns (making ten, fact families, doubles). 8. Look for and express Students notice repetitive actions in counting and computation, etc. When children have multiple regularity in repeated reasoning. opportunities to add and subtract, they look for shortcuts, such as rounding up and then adjusting the answer to compensate for the rounding. Students continually check their work by asking themselves, “Does this make sense?” Table 1: Common Addition and Subtraction Situations.13 Troup County Schools 2016 14 2nd Grade Math CCGPS Curriculum Map First Quarter Result Unknown Change Unknown Start Unknown Add to Two bunnies sat on the grass. Three more Two bunnies were sitting on the Some bunnies were sitting on the bunnies hopped there. How many bunnies grass. Some more bunnies hopped grass. Three more bunnies hopped are on the grass now? there. Then there were five bunnies. there. Then there were five bunnies. 2 + 3 = ? How many bunnies hopped over to How many bunnies were on the the first two? grass before? 2+ ? = 5 ? + 3 = 5 Take from Five apples were on the table. I ate two Five apples are on the table. Three Some apples were on the table. I apples. How many apples are on the table are red and the rest are green. How ate two apples. Then there were now? many apples are green? three apples. How many apples 5 – 2 = ? 3 + ? = 5, 5 – 3 = ? were on the table before? ? – 2 = 3

Total Unknown Addend Unknown Both Addends Unknown14 Put together/ take Three red apples and two green apples Five apples are on the table. Three Grandma has five flowers. How apart15 are on the table. How many apples are on are red and the rest are green. How many can she put in her red vase the table? many apples are green? and how many in her blue vase? 3 + 2 = ? 3 + ? = 5, 5 – 3 = ? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 = 4 + 1 5 = 2 + 3, 5 = 3 + 2 Difference Unknown Bigger Unknown Smaller Unknown Compare16 (“How many more?” version): (Version with “more”): (Version with “more”) Lucy has two apples. Julie has five apples. Julie has three more apples than Julie has three more apples than How many more apples does Julie have Lucy. Lucy has two apples. How Lucy. Julie has five apples. How than Lucy? many apples does Julie have? many apples does Lucy have?

(“How many fewer?” version): (Version with “fewer”) (Version with “fewer”) Lucy has two apples. Julie has five apples. Lucy has 3 fewer apples than Julie. Lucy has 3 fewer apples than Julie. How many fewer apples does Lucy have Lucy has two apples. How many Julie has five apples. How many than Julie? apples does Julie have? apples does Lucy have? 2 + ? = 5, 5 – 2 = ? 2 + 3 = ?, 3 + 2 = ? 5 -3 = ?, ? + 3 = 5

Troup County Schools 2016 15 2nd Grade Math CCGPS Curriculum Map First Quarter