Second Grade Envision Math Curriculum Map

Evidence-Based Learning Department DRAFT 5/7/18 SECOND GRADE ENVISION MATH CURRICULUM MAP CANYONS SCHOOL DISTRICT 2010 – 2011

Mathematics experiences in early childhood settings should concentrate on (1) number (which includes whole number, operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathematics learning time devoted to number than to other topics. Mathematical process goals should be integrated in these content areas. — Mathematics Learning in Early Childhood, National Research Council, 2009

The composite standards [of Hong Kong, Korea and Singapore] have a number of features that can inform an international benchmarking process for the development of K–6 mathematics standards in the U.S. First, the composite standards concentrate the early learning of mathematics on the number, measurement, and geometry strands with less emphasis on data analysis and little exposure to algebra. The Hong Kong standards for grades 1–3 devote approximately half the targeted time to numbers and almost all the time remaining to geometry and measurement. — Ginsburg, Leinwand and Decker, 2009

For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards must address the problem of a curriculum that is “a mile wide and an inch deep.” These Standards are a substantial answer to that challenge. It is important to recognize that “fewer standards” are no substitute for focused standards. Achieving “fewer standards” would be easy to do by resorting to broad, general statements. Instead, these Standards aim for clarity and specificity.

Canyons School District 1 Evidence-Based Learning Department DRAFT 5/7/18

AUGUST/SEPTEMBER (26 days) TOPIC 1 – UNDERSTANDING ADDITION AND SUBTRACTION TOPIC 2 – ADDITION STRATEGIES TOPIC 3 – SUBTRACTION STRATEGIES Topic 1 (7 days), Topic 2 (8 days), , Topic 3 (7 days), Common Formative Assessment/CFA & Differentiation (3 days) COMMON CORE STANDARD ENVISION LESSON SUGG. NOTES NUMBE R OF DAYS Operations and Algebraic Thinking: Topic 1 1 Page 1 G-H Interactive Math Story Represent and solve problems 1-1 Addition: Writing Each story is available in a big book and a digital involving addition and subtraction. Addition Number version for projection in your classroom 2.OA.1. Use addition and subtraction Sentences within 100 to solve one-and two-step Games associated with each lesson introduced and word problems involving situations of made available for students' use. 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 Canyons School District 2 Evidence-Based Learning Department DRAFT 5/7/18 for the unknown number to represent the problem.

1-2 Addition: Stories 2.OA.1 1 About Joining 1-3 Subtraction: 2.OA.1 Writing Subtraction 1 Number Sentences 1-4 Subtraction: 2.OA.1 Stories About 1 Separating 1-5 Subtraction: 2.OA.1 Stories About 1 Comparing Number and Operations in Base Ten: Use place value understanding and Number and Operations in Base Ten: properties of operations to add and Use place value understanding and properties of subtract. 1-6 Subtraction: operations to add and subtract. 2.NBT.5. Fluently add and subtract Connecting Addition 1 2.NBT.5. Fluently add and subtract within 100 using within 100 using strategies based on and Subtraction strategies based on place value, properties of place value, properties of operations, operations, and/'or the relationship between addition and/'or the relationship between addition and subtraction. and subtraction. 1-7 Problem Solving: 2.NBT.5 1 2.NBT.5 Using Objects

2.OA.1 Topic 2 1 Page 33 G-H Interactive Math Story

Canyons School District 3 Evidence-Based Learning Department DRAFT 5/7/18 2.OA.2. Fluently add and subtract within 20 using mental strategies. By end of 2-1 Addition: Adding Games associated with each lesson introduced and Grade 2, know from memory all sums of 0,1,2 made available for students' use. two one-digit numbers. 2.OA.2 2-2 Addition: Doubles 1 2-3 Addition: Near 2.OA.2 1 Doubles 2.NBT.5 2.NBT.9. Explain why additions and 2-4 Addition: Adding 1 subtraction strategies work, using place in Any Order value and the properties of operations. 2.NBT.5 2-5 Addition: Adding 1 2.NBT.9 Three Numbers 2-6 Addition: Making 2.OA.2 1 10 to Add 9 2-7 Addition: Making 2.OA.2 1 10 to Add 8 2-8 Problem Solving: Draw a Picture and 2.OA.1 1 Write a Number Sentence

Operations and Algebraic Thinking: Topic 3 1-2 Page 69 G-H Interactive Math Story Add and subtract within 20. 3-1 Subtraction: Games associated with each lesson introduced and 2.OA.2. Fluently add and subtract within Subtracting 0,1,2 made available for students' use. 20 using mental strategies. By end of Grade 2, know from memory all sums of

Canyons School District 4 Evidence-Based Learning Department DRAFT 5/7/18 two and one-digit numbers. Number and Operations in Base Ten: Use place value understanding and properties of operations to add and subtract. 3-2 Subtraction: 2.NBT.5. Fluently add and subtract Thinking Addition to 1 within 100 using strategies based on Subtract Doubles place value, properties of operations, and/or the relationship between addition and subtraction. 3-3 Subtraction: 2.NBT.5 Thinking Addition to 1 10 to Subtract 3-4 Subtraction: 2.NBT.5 Thinking Addition to 1 18 to Subtract 3-5 Subtraction: 2.OA.2 Finding the Missing 1 Part 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, 3-6 Problem Solving: taking apart, and comparing, with Two-Question 1 unknowns in all positions, e.g., by using Problems drawings and equations with a symbol for the unknown number to represent the problem. Canyons School District 5 Evidence-Based Learning Department DRAFT 5/7/18 Reteach or extend as Days for reteaching/differentiating either before or Differentiation Days 2 needed after testing. M-CBM TESTING WINDOW SEPTEMBER 7th – 24th (M-COMP) CFA TESTING WINDOW September 27th – October 8th DATA ENTRY DUE DATE October 8th

OCTOBER (17 days) TOPIC 4 – PLACE VALUE Topic 4 (11 days), Common Formative Assessment/CFA & Differentiation (6 days) COMMON CORE STANDARD ENVISION LESSON SUGG. NOTES NUMBE R OF DAYS Number and Operations in Base Ten: Understand place value. 2.NBT.1. Understand that the three digits Topic 4 Page 97 G-H of a three-digit number represent 4-1 Number: Models 2 Games associated with each lesson introduced and amounts of hundreds, tens, and ones; for Tens made available for students' use. e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the special cases. 4-2 Number: Models 2.NBT.1 1 for Tens and Ones 2.NBT.3. Read and write numbers to 4-3 Number: Reading 1 Canyons School District 6 Evidence-Based Learning Department DRAFT 5/7/18 1000 using base-ten numerals, number and Writing Numbers names, and expanded form. 2.NBT.4. Compare two three-digit numbers based on meanings of the 4-4 Number: Using hundred, tens, and ones digits, using Models to Compare 1 symbols to record the results of Numbers comparisons. 4-5 Number: Using 2.NBT.4 Symbols to Compare 1 Numbers 4-6 Number: Before, 2.NBT.4 1 After, and Between 4-7 Number: Order 2.NBT.1 1 Numbers 4-8 Patterns: Number 2.NBT.2. Count within 1000; skip-count Patterns on a Hundred 1 by 5s, 10s, and 100s. Chart Operations and Algebraic Thinking: Work with equal groups of objects to gain foundations for multiplication. 2.OA.3. Determine whether a group of 4-9 Patterns: Even and objects (up to 20) has an odd or even 1 Odd Numbers 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. Measurement and Data: 4-10 Problem 1

Canyons School District 7 Evidence-Based Learning Department DRAFT 5/7/18 Represent and interpret data. 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to Solving: Use Data represent a data set with up to four from a Chart categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Reteach or extend as Days for reteaching/differentiating either before or Differentiation Days 6 needed after testing. CFA TESTING WINDOW October 25th – November 4th DATA ENTRY DUE DATE November 4th

Canyons School District 8 Evidence-Based Learning Department DRAFT 5/7/18 NOVEMBER (16 days) TOPIC 5 – COUNTING MONEY TOPIC 6 – MENTAL ADDITION Topic 5 (6 days), Topic 6 (5 days) Common Formative Assessment/CFA & Differentiation (5 days) COMMON CORE STANDARD ENVISION LESSON SUGG. NOTES NUMBE R OF DAYS Measurement and Data: Work with time and money. 2.MD.8. Solve word problems involving Topic 5 Page 141 G-H Interactive Math Story dollar bills, quarters, dimes, nickels, and 5-1 Money: Dime, 1 Games associated with each lesson introduced and pennies, using symbols appropriately. Nickel, and Penny made available for students' use. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 5-2 Money: Quarter 2.MD.8 1 and Half-Dollar 5-3: Money: Counting 2.MD.8 1 Collections of Coins 5-4: Money: Ways to 2.MD.8 Show the Same 1 2.MD.8 Amount 5-5: Money: One 2.MD.8 1 2.MD.8 Dollar 5-6: Problem Solving: 2.MD.8 Make an Organized 1 2.MD.8 List Canyons School District 9 Evidence-Based Learning Department DRAFT 5/7/18 Reteach or extend as Days for reteaching/differentiating either before or Differentiation Days 2 needed after testing.

Numbers and Operations in Base Ten: Use Place Value Understanding and Properties of Operations to Add and Subtract Topic 6 Page 169 G-H 2.NBT.5 Fluently add and subtract 6-1 Addition: Adding 1 Games associated with each lesson introduced and within 100 using strategies based on Tens made available for students' use. place value, properties of operations, and/or the relationship between addition and subtraction 6-2 Addition: Adding 2.NBT.5 1 Ones 6-3 Addition: Adding 2.NBT.5 1 Tens and Ones 2.NBT.7 Add and subtract within 1,000, 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 6-4 Addition: Adding 1 written method. understand that in on a Hundred Chart 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. Canyons School District 10 Evidence-Based Learning Department DRAFT 5/7/18 Operations and Algebraic Thinking: Represent and solve problems involving additions and subtractions. 2.0A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of 6-5 Problem Solving: 1 adding to, taking from, putting together, Look for a Pattern 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. Reteach/Extend as Days for reteaching/differentiating either before or Differentiation Days 3 needed after testing. CFA TESTING WINDOW November 29th – December 10th DATA ENTRY DUE DATE December 10th

Canyons School District 11 Evidence-Based Learning Department DRAFT 5/7/18 DECEMBER (13 days) TOPIC 7 – MENTAL SUBTRACTION TOPIC 8 – ADDING 2-DIGIT NUMBERS Topic 7 (5 days), Topic 8 (4 days) Common Formative Assessment/CFA & Differentiation (4 days) COMMON CORE STANDARD ENVISION LESSON SUGG. NOTES NUMBE R OF DAYS Topic 7 Page 193 G-H Interactive Math Story 2.NBT.5 7-1 Subtraction: 1 Games associated with each lesson introduced and Subtracting Tens made available for students' use. 7-2 Subtraction: Finding 2.OA.1 1 Parts of 100 7-3 Subtraction: 2.NBT.7 Subtracting on a Hundred 1 Chart 7-4 Subtraction: Adding 2.NBT.5 1 On to Subtract 7-5 Problem Solving: 2.OA.1 Missing or Extra 1 Information Reteach/Extend as Days for reteaching/differentiating either before or Differentiation Days 2 needed after testing.

Number and Operations in Base Ten: Topic 8 1 Page 217 G-H Use place value understanding and 8-1 Addition: Regrouping Games associated with each lesson introduced and properties of operations to add and 10 Ones for 1 Ten made available for students' use. Canyons School District 12 Evidence-Based Learning Department DRAFT 5/7/18 subtract. 2.NBT.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. 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 8-2 Addition: Models to written method. Understand that in Add Two and One-Digit 1 adding or subtracting three-digit Numbers 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. 8-3 Addition: Adding 2.NBT.6 Two- and One-Digit 1 Numbers 8-4 Addition: Models to 2.NBT.7 1 Add Two-Digit Numbers Reteach/Extend as Days for reteaching/differentiating either before or Differentiation Days 2 needed after testing. CFA TESTING WINDOW January 3rd – January 14th DATA ENTRY DUE DATE January 14th

Canyons School District 13 Evidence-Based Learning Department DRAFT 5/7/18 JANUARY (19 days) TOPIC 8 – ADDING 2-DIGIT NUMBERS TOPIC 9 – SUBTRACTING 2-DIGIT NUMBERS TOPIC 10 – USING ADDITION AND SUBTRACTION Topic 8 (3 days). Topic 9 (7 days), Topic 10 (6 days , Common Formative Assessment/CFA & Differentiation (3 days) COMMON CORE STANDARD ENVISION LESSON SUGG. NOTES NUMBE R OF DAYS Topic 8 2.NBT.6 8-5 Addition: Adding 1 2.NBT.6 Two-Digit Numbers 8-6 Addition: Adding 2.NBT.6 1 2.NBT.6 Three Numbers Operations and Algebraic Thinking: Represent and solve problems Operations and Algebraic Thinking: involving addition and subtraction. Represent and solve problems involving addition 2.OA.1. Use addition and subtraction and subtraction. within 100 to solve one- and two-step 8-7 Problem Solving: 2.OA.1. Use addition and subtraction within 100 to word problems involving situations of Draw a Picture and solve one- and two-step word problems involving 1 adding to, taking from, putting together, Write a Number situations of adding to, taking from, putting together, taking apart, and comparing, with Sentence taking apart, and comparing, with unknowns in all unknowns in all positions, e.g., by using positions, e.g., by using drawings and equations with drawings and equations with a symbol a symbol for the unknown number to represent the for the unknown number to represent the problem. problem. Differentiation Days Reteach or extend as 1 Days for reteaching/differentiating either before or Canyons School District 14 Evidence-Based Learning Department DRAFT 5/7/18 needed after testing.

2.NBT.5. Fluently add and subtract Topic 9 within 100 using strategies based on Page 249 G-H Interactive Math Story 9-1 Subtraction: place value, properties of operations, 1 Games associated with each lesson introduced and Regrouping 1 Ten for and/or the relationship between addition made available for students' use. 10 Ones and subtraction. 9-2 Subtraction: Models to Subtract 2.NBT.5 1 Two-and One-Digit Numbers Number and Operations in Base Ten: Use place value understanding and properties of operations to add and subtract. 9-3 Subtraction: 2.NBT.5. Fluently add and subtract 1 Subtracting within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 9-4 Subtraction: 2.NBT.5 Models to Subtract 1 Two-Digit Numbers 9-5 Subtraction: 2.NBT.5 Subtracting Two-Digit 1 Numbers 2.NBT.5 9-6 Subtraction: 1

Canyons School District 15 Evidence-Based Learning Department DRAFT 5/7/18 Using Addition to Check Subtraction Operations and Algebraic Thinking: Represent and solve problems involving addition and subtraction. 2.OA.1.Use addition and subtraction within 100 to solve one- and two-step 9-7 Problem Solving: word problems involving situations of Two-Question 1 adding to, taking from, putting together, Problems 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. Reteach or extend as Days for reteaching/differentiating either before or Differentiation Days 1 needed after testing.

Measurement and Data: Work with time and money. 2.MD.8 Solve word problems involving Topic 10 Page 281 G-H Interactive Math Story dollar bills, quarters, dimes, nickels, and 10-1 Addition: 1 Games associated with each lesson introduced and pennies, using $ and ¢ symbols Adding money made available for students' use. appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 10-2 Addition: 2.MD.8 1 Estimating sums Operations and Algebraic Thinking: 10-3 Addition: Ways 1 Canyons School District 16 Evidence-Based Learning Department DRAFT 5/7/18 Represent and solve problems involving addition and subtraction. 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, to Add 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. 10-4 Addition: 2.MD.8 1 Subtracting money 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 10-5 Addition: 1 written method. Understand that in Estimating differences 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. Reteach or extend as Days for reteaching/differentiating either before or Differentiation Days 1 needed after testing. M-CBM TESTING WINDOW January 10th – January 28th Canyons School District 17 Evidence-Based Learning Department DRAFT 5/7/18 (M-COMP) CFA TESTING WINDOW January 24th – February 4th DATA ENTRY DUE DATE February 4th

Canyons School District 18 Evidence-Based Learning Department DRAFT 5/7/18 FEBRUARY (18 days) TOPIC 11 – GEOMETRY TOPIC 12 - FRACTIONS Topic 11 (7 days), Topic 12 (2 days), Common Formative Assessment/CFA & Differentiation (9 days) COMMON CORE STANDARD ENVISION LESSON SUGG. NOTES NUMBE R OF DAYS Geometry: Reason with shapes and their attributes. 2.G.1. Recognize and draw shapes Page 313G-H Interactive Math Story having specified attributes, such as a Topic 11 Games associated with each lesson introduced and given number of angles or a given 11-1 Flat Surfaces, 1 made available for students' use. number of equal faces. Identify Vertices, and Edges ** Vocabulary - quadrilateral, pentagon, hexagon triangles, quadrilaterals, pentagons, missing from this topic. hexagons, and cubes.

11-2 Relating Plane 2.G.1. Shapes to Solid 1 Figures 2.G.2. Partition a rectangle into rows and columns of same-size squares and count * 3rd grade 16-5 1 **Refer to third grade Envision lesson: 16-5 them to find the total number of them. 2.G.3. Partition circles and rectangles 11-4 Cutting Shapes 1 into two, three, or four equal shares, Apart describe the shares using the words Canyons School District 19 Evidence-Based Learning Department DRAFT 5/7/18 halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Second graders should have a foundation for 11-5 Congruence 1 understanding congruence. BIG Idea. Second graders should have a foundation for 11-7 Symmetry 1 understanding symmetry. BIG Idea. 11-8 Problem Solving. 2.G.1. 1 Use Reasoning Reteach or extend as Days for reteaching/differentiating either before or Differentiation Days 4 needed after testing.

Topic 12 Page 349 G-H Interactive Math Story 12-1 Fractions: 2.G.3. 1 Games associated with each lesson introduced and Wholes and Equal made available for students' use. Parts 12-2 Fractions: Unit 2.G.3. 1 Fractions and Regions Reteach or extend as Days for reteaching/differentiating either before or Differentiation Days 5 needed after testing. CFA TESTING WINDOW February 21st – March 4th DATA ENTRY DUE DATE March 4th

Canyons School District 20 Evidence-Based Learning Department DRAFT 5/7/18 MARCH (20 days) TOPIC 13 – MEASUREMENT TOPIC 15 – TIME Topic 13 (7 days), Topic 15 (3 days), Common Formative Assessment/CFA & Differentiation (10 days) COMMON CORE ENVISION LESSON SUGG. NOTES STANDARD NUMBE R OF DAYS Measurement and Data: Measure and estimate lengths in standard units. Use these websites and others to help find lessons for use in Topic 13 2.MD.1. Measure the length your classroom: 13-4 Measurement: 1 of an object by selecting and http://illuminations.nctm.org Inches, Feet, and Yards using appropriate tools such as www.uen.org rulers, yardsticks, meter sticks, and measuring tapes. 13-5 Measurement: 2.MD.1. Centimeters and 1 Meters 2.MD.2. Measure the length of an object twice, using length "Inchworm Measurement" Lesson (adapt to Core): units of different lengths for www.uen.org/Lessonplan/preview.cgi?LPid=2140 the two measurements; 1 describe how the two "To an Inch and Beyond" Lesson: measurements relate to the size www.uen.org/Lessonplan/preview?LPid=21503 of the unit chosen. 2.MD.3. Estimate lengths 1 **Refer to third grade Envision lessons: 14-3, 15-1, 15-2 Canyons School District 21 Evidence-Based Learning Department DRAFT 5/7/18 using units of inches, feet, "Measurement Mania" Lesson (adapt to Core): centimeters, and meters. www.uen.org/Lessonplan/preview.cgi?LPid=10986 Refer to "Body Measurements" Lesson for ideas: 2.MD.4. Measure to determine http://illuminations.nctm.org/LessonDetail.aspx?id=L659 how much longer one object is than another, expressing the 1 Refer to "As People Get Older, They Get Taller" lesson for length difference in terms of a ideas: standard length unit. http://illuminations.nctm.org/LessonDetail.aspx?ID=U171 Relate addition and subtraction to length. 2.MD.5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the Extend Measurement lessons listed above to help you create 1 same units, e.g., by using word problems in addition and subtraction. drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.6. Represent whole 1 Refer to "Tic-Tac-Toe" lesson for ideas (this is a first grade numbers as lengths from 0 on a lesson that has several components and can be adapted): number line diagram with http://www.uen.org/Lessonplan/preview.cgi?LPid=21445 equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a Canyons School District 22 Evidence-Based Learning Department DRAFT 5/7/18 number line diagram. Reteach or extend as Days for reteaching/differentiating either before or after Differentiation Days 5 needed testing.

Measurement and Data: Work with time and money. Topic 15 Page 449 G-H Interactive Math Story 2.MD.7. Tell and write time 15-1 Time: Telling 1 Games associated with each lesson introduced and made from analog and digital clocks Time to Five Minutes available for students' use. to the nearest five minutes, using a.m. and p.m. 15-2 Time: Telling 2.MD.7. Time Before and After 1 the Hour 2.MD.7. 15-6 Time: Multiple- 1 Operations and Algebraic Step problems Thinking: Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and 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 Canyons School District 23 Evidence-Based Learning Department DRAFT 5/7/18 equations with a symbol for the unknown number to represent the problem. Reteach or extend as Days for reteaching/differentiating either before or after Differentiation Days 5 needed testing. CFA TESTING WINDOW March 28th – April 8th DATA ENTRY DUE DATE April 8th

Canyons School District 24 Evidence-Based Learning Department DRAFT 5/7/18 APRIL (16 days) TOPIC 16 – GRAPHS TOPIC 17 – NUMBERS AND PATTERNS TO 1,000 Topic 16 (5 days), Topic 17 (9 days), Common Formative Assessment/CFA & Differentiation (2 days) COMMON CORE STANDARD ENVISION SUGG. NOTES LESSON NUMBE R OF DAYS Measurement and Data: Represent and interpret data. 2.MD.10. Draw a picture graph and a bar graph (with single-unit Page 477G-H Interactive Math Story Topic 16 scale) to represent a data set with 16-1 Graphs: 1 up to four categories. Solve Games associated with each lesson introduced and made Organizing Data simple put-together, take-apart, available for students' use. and compare problems using information presented in a bar graph. 16-2 Graphs: 2.MD.10. 1 Pictographs 16-3 Graphs: Bar 2.MD.10. 1 Graphs 16-7 Graphs: Use a 2.MD.10. 1 Graph 2.MD.9. Generate measurement 1 Refer to "As People Get Older, They Get Taller" lesson for data by measuring lengths of ideas: several objects to the nearest http://illuminations.nctm.org/LessonDetail.aspx?ID=U171 Canyons School District 25 Evidence-Based Learning Department DRAFT 5/7/18 whole unit, or by making repeated measurements of the same object. Show the measurements by Link to science lessons wherein you track changes in making a line plot, where the temperatures, rainfall/snowfall, etc. horizontal scale is marked off in whole-number units. Reteach or extend Days for reteaching/differentiating either before or after Differentiation Days 1 as needed testing.

Numbers and Operations in Base Ten: Use place value understanding and properties of operations to Topic 17 Page 509G-H Interactive Math Story add and subtract. 17-1 Number: 1 Games associated with each lesson introduced and made 2.NBT.8. Mentally add 10 and Building 1,000 available for students' use. 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

Understand place value. 2.NBT.1. Understand that the three digits of a three-digit number 17-2 Number: represent amounts of hundreds, Counting 1 tens, and ones; e.g., 706 equals 7 Hundreds, Tens, hundreds, 0 tens, and 6 ones. and Ones Understand the following as special cases. 2.NBT.1. 17-3 Number: 1 Canyons School District 26 Evidence-Based Learning Department DRAFT 5/7/18 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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 Reading and between addition and subtraction; Writing Numbers to relate the strategy to a written 1,000 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. 17-4 Number: 2.NBT.7. Changing Numbers 1 by Hundreds and Tens 17-5 Number: Patterns with 2.NBT.8. 1 Numbers on Hundreds Chart 2.NBT.4. Compare two three-digit 17-6 Number: 1 Canyons School District 27 Evidence-Based Learning Department DRAFT 5/7/18 numbers based on meanings of the hundreds, tens, and ones digits, Comparing using >, =, and < symbols to Numbers record the results of comparisons. 17-7 Number: 2.NBT.4. Before, After, and 1 Between 17-8 Number: 2.NBT.1. 1 Ordering Numbers 2.NBT.2. Count within 1000; skip 17-9 Number: Look 1 count by 5s, 10s, and 100s. for a Pattern Reteach or extend Days for reteaching/differentiating either before or after Differentiation Days 1 as needed testing. CFA TESTING WINDOW April 25th – May 6th DATA ENTRY DUE DATE May 6th

Canyons School District 28 Evidence-Based Learning Department DRAFT 5/7/18 MAY (21 days) TOPIC 18 – THREE-DIGIT ADDITION AND SUBTRACTION TOPIC 19 – MULTIPLICATION CONCEPTS Topic 18 (9 days), Topic 19 (2 days), Common Formative Assessment/CFA & Differentiation (10 days) COMMON CORE STANDARD ENVISION LESSON SUGG. NOTES NUMBE R OF DAYS 2.NBT.7. Page 549 G-H Interactive Math Story Topic 18 2.NBT.9. Explain why addition and 18-1 Addition: Mental 1 subtraction strategies work, using place Games associated with each lesson introduced and Math value and the properties of operations. made available for students' use. 2.NBT.7 18-2 Addition: 1 2.NBT.9. Estimating Sums 18-3 Addition: 2.NBT.7. Models for Adding 1 2 NBT.9. with Three-digit Numbers 18-4 Addition: 2.NBT.7. Adding Three-Digit 1 2 NBT.9. Numbers 18-5 Addition: Mental 2.NBT.7. Math: Ways to Find 1 2 NBT.9. Missing Parts 18-6 Addition: 2.NBT.7. Estimating 1 2 NBT.9. Differences Canyons School District 29 Evidence-Based Learning Department DRAFT 5/7/18 18-7 Addition: 2.NBT.7. Models for 1 2 NBT.9. Subtracting with Three-Digit Numbers 18-8 Addition: 2.NBT.7. Subtracting Three- 1 2 NBT.9. Digit Numbers Measurement and Data: Represent and interpret data. 2.MD.10. Draw a picture graph and a bar 18-9 Addition: Make graph (with single-unit scale) to represent a 1 data set with up to four categories. Solve a Graph simple put-together, take-apart, and compare problems using information presented in a bar graph. Reteach or extend as Days for reteaching/differentiating either before or Differentiation Days 5 needed after testing.

Operations and Algebraic Thinking: Work with equal groups of objects to gain foundations for multiplication Topic 19 Page 589 G-H Interactive Math Story 19-1 Multiplication: 2.OA.4 Use addition to find the total number 1 of objects arranged in rectangular arrays with Repeated Addition Games associated with each lesson introduced and up to 5 rows and up to 5 columns; write an and Multiplication made available for students' use. equation to express the total as a sum of equal addends. 19-2 Multiplication: 2.OA.4 1 Building Arrays Canyons School District 30 Evidence-Based Learning Department DRAFT 5/7/18 Reteach or extend as Days for reteaching/differentiating either before or Differentiation Days 5 needed after testing. M-CBM TESTING WINDOW May 9th – May 27th (M-COMP) CFA TESTING WINDOW May 25th – June 8th DATA ENTRY DUE DATE June 8th

Canyons School District 31