Grade 2: Number Sense

Grade 2: Number Sense (Chapters 1 + 2) Chapter 1 – Number Concepts Chapter Essential Question: How do you use place value to find the values of numbers and describe numbers in different ways?

Des Moines Public Schools 2015-2016 Math Curriculum Guides Page | 1 Grade 2 – Number Sense Grade 2: Number Sense (Chapters 1 + 2) Before Chapter One Standards After (Grade One) Grade Two (Grade Three) Extend the counting sequence. Operations in Algebraic Thinking 3: Determine whether a group of objects Represent and solve (1.NBT.1) (up to 20) has an odd or even number of members. problems involving  I can classify numbers up to 20 as even or odd. multiplication and division. Understand place value for numbers to 100. (1.NBT.2) (3.OA.1)  I can write equations with equal addends to represent even numbers. Number and Operations in Base Ten 2: Count within 1000; skip-count by 5s, Use place value 10s and 100s. understanding and  I can extend counting sequences within 1,000, counting by 1s, 5s, properties of operations to 10s, and 100s. perform multi-digit Number and Operations in Base Ten 3: Read and write numbers to 1000 arithmetic. (3.NBT.1, using base-ten numerals, number names, and expanded form. 3.NBT.2, 3.NBT.3)  I can use place value to describe the values of digits in 2-digit numbers.  I can write 2-digit numbers in word form, expanded form, and standard form.  I can apply place value concepts to find the equivalent representations of numbers.  I can solve problems by finding different combinations of tens and ones to represent 2-digit numbers using the strategy find a pattern.

Each day the math block will begin with 15 minutes of Daily Math Review and Mental Math. The focus of DMR should be either prerequisite standard skills or previous chapter concepts that were not mastered. The focus of mental math should be based on the current Chapter’s skills and concepts. Adjust the amount of questions in DMR and MM to fit into the 15 minute time block.

Suggested Go Math Pacing and Resources All lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs. Launching the Chapter Review Prerequisite Skills Show What You Know Assessment Show a Teen: TE 9I Identify Tier 2 and Tier 3 Groups for Small Group Instruction.

Des Moines Public Schools 2015-2016 Math Curriculum Guides Page | 2 Grade 2 – Number Sense Grade 2: Number Sense (Chapters 1 + 2) Vocabulary Activity Vocabulary Builder Preview Chapter Centers Develop vocabulary for School – Home Letter Identify students who will need further vocabulary support for Introduce chapter games, activities, and literature students describing numbers. Read together and send home. Chapter One. will be using during center time. TE 9H, 12A-12C Implementation I Can Statement Essential Question Centers by Lesson Teacher Notes Notes A: We Show Seashells Click here to enter text.  Connecting Cubes A: Gone Fishing L: The Roadside Stand  Use of 10-Frame for pairing does not match use of ten- How are even numbers I can classify numbers up frame for counting. Lesson 1.1 and odd numbers to 20 as even or odd. 2.OA.3 different?  Kids need many experiences with modeling pairs for even and odd identification. Do not rush to abstraction and 0,2,4,6,8 and 1,3,5,7,9 rules. Interactive Whiteboard Interactive Student Edition 1.1 Technology Math on the Spot Mega Math: Animated Math Model: Lesson (Engage) Numberopolis: Cross – Level L Even and Odd A: We Show Seashells Click here to enter text.  Connecting Cubes L: Doubles Fun on the Farm  Kids need many I can write equations with Why can an even number experiences with modeling Lesson 1.2 equal addends to be shown as the sum of the same number twice 2.OA.3 represent even numbers. two equal addends? (doubles).  Good opportunity to talk about the equal sign as it relates to balance. Interactive Whiteboard Interactive Student Edition 1.2 Technology Math on the Spot Mega Math: Animated Math Model: Lesson (Engage) None None A: Ways to Go Click here to enter text.  Base-Ten Blocks L: The Roadside Stand G: Four in a Row  Referring to base-ten blocks as longs and cubes will build future flexibility with the manipulative.  This is perhaps the first time I can use place value to using base-ten blocks. How do you know the Lesson 1.3 describe the values of Invest time before starting 2.NBT.3 value of a digit? the lesson for material digits in 2-digit numbers. exploration and concept building.  Kids need more than 2 experiences with modeling 2-digit numbers with base- ten.  Modeling two-digit numbers may take multiple days. Interactive Whiteboard Interactive Student Edition 1.3 Technology Math on the Spot Mega Math: Animated Math Model: Lesson (Engage) Country: Block Busters – Level I Understand Place Value I can write 2-digit number How do you describe a 2- A: Ways to Go Click here to enter text. Lesson 1.4  Base-Ten Blocks 2.NBT.3 in expanded form. digit number as tens and L: The Roadside Stand G: Four in a Row ones?  Referring to two-digit numbers using expanded form is critical at this grade level.

Des Moines Public Schools 2015-2016 Math Curriculum Guides Page | 3 Grade 2 – Number Sense Grade 2: Number Sense (Chapters 1 + 2) Interactive Whiteboard Interactive Student Edition 1.4 Technology Math on the Spot Mega Math: Animated Math Model: Lesson (Engage) Country: Block Busters – Level I Tens and Ones A: Ways to Go Click here to enter text.  Either the Model and Draw L: The Roadside Stand chart on page 30 or the G: Four in a Row I can write 2-digit chart on Reteach Activity numbers in word form, What are different ways to 1.5 should be made as an Lesson 1.5 anchor chart for the room. 2.NBT.3 expanded form, and write a 2-digit number? standard form.  The use of the hyphen when writing word form needs to be explicitly taught. Interactive Whiteboard Interactive Student Edition 1.5 Technology Math on the Spot Mega Math: Animated Math Model: Lesson (Engage) Country: Block Busters – Level I Read and Write Numbers

I Can Essential Question Implementation Notes Centers by Lesson Teacher Notes Statement A: Little Riddles Click here to enter text.  Base-Ten Blocks L: The Roadside Stand G: Four in a Row I can apply place  The idea of decomposing a 2-digit number in value concepts to How can you show the value multiple ways is complex and requires much Lesson 1.6 find equivalent practice. Students will not be likely to master this in of a number in different ways? 2.NBT.3 representations a single exposure. of numbers.  Modeling flexible decomposition may take multiple days.

Interactive Interactive Student Edition 1.6 Technology Whiteboard Math on the Spot Mega Math: Animated Math Model: (Engage) None Different Ways to Show Lesson I can solve A: Line Time Click here to enter text. Base-ten blocks must still be available. problems by  L: The Roadside Stand finding different G: Four in a Row How does finding a pattern  Teacher may want to require students to make a combinations of proof drawing for each problem. help you find all the ways to Lesson 1.7 tens and ones to show a number with tens and  #5 and similar teacher-created problems should be 2.NBT.3 represent 2-digit ones? a stand-alone lesson. numbers using the strategy find  One new center activity will need to be introduced a pattern. today. Interactive Interactive Student Edition 1.7 Technology Whiteboard Math on the Spot Mega Math: Animated Math Model: (Engage) None None Lesson A: Pattern on Pine Street Click here to enter text.  Lesson needs additional experiences with counting L: Margo’s Lights down. I can extend counting How do you count by 1s, 5s,  Lesson does not include counting by tens starting Lesson 1.8 on anything but decade numbers. Teacher will need sequences within and 10s with numbers less to supplement. 2.NBT.2 100, counting by than 100? 1s, 5s, and 10s.  Base-ten blacks are beneficial for modeling regrouping when counting by ones (e.g., 78, 79, 80: showing the trade of ten cubes for an eighth long), and for adding or subtracting ten to a number. Interactive Interactive Student Edition 1.8 Technology Whiteboard Math on the Spot Mega Math: Animated Math Model: (Engage) Numberopolis: Cross – Level Q None Lesson

Des Moines Public Schools 2015-2016 Math Curriculum Guides Page | 4 Grade 2 – Number Sense Grade 2: Number Sense (Chapters 1 + 2) A: Pattern on Pine Street Click here to enter text.  Lesson does not include counting be tens starting I can extend L: Margo’s Lights on anything but decade numbers. Teacher will need counting to supplement. How do you count by 1s, 5s, sequences within Lesson 1.9 10s, and 100s with numbers  Base-ten blacks are beneficial for modeling 1,000, counting 2.NBT.2 less than 1,000? regrouping when counting by ones (e.g., 178, 179, by 1s, 5s, 10s 180: showing the trade of ten cubes for an eighth and 100s. long), for counting by tens (e.g., 480, 490, 500: showing the trade of ten longs for an fifth flat), or adding or subtracting 100 to a number. Interactive Interactive Student Edition 1.9 Technology Whiteboard Math on the Spot Mega Math: Animated Math Model: (Engage) Numberopolis: Cross – Level Q Skip-Counting Patterns Lesson

Additional Resources for Chapter 1 Operations in Algebraic Thinking 3 Number and Operations in Base Ten 2 Number and Operations in Base Ten 3 Odd/Even Number Line Large Numbers Skip Counting Skip Counting Jump-A-Hundred

Chapter 2 – Numbers to 1,000 Chapter Essential Question: How can you use place value to model, write and compare 3-digit numbers.

Des Moines Public Schools 2015-2016 Math Curriculum Guides Page | 5 Grade 2 – Number Sense Grade 2: Number Sense (Chapters 1 + 2) Before Chapter Two Standards After (Grade One) Grade Two (Grade Three) Understand place value. Number and Operations in Base Ten 1: Understand that the three digits of a Use place value (1.NBT.2a, 1.NBT.2b, 1.NBT.2c, 1.NBT.3) three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 understanding and equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special properties of operations to Use place value understanding and properties of cases: perform multi-digit operations to add and subtract. arithmetic.. (1.NBT.5, 1.NBT.6) a. 100 can be thought of as a bundle of ten tens – called a “hundred.” (3.NBT.1, 3.NBT.2, b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, 3.NBT.3) two, three, four, five, six, seven, eight, or nine hundreds (and zero tens and zero ones.)  I can understand that each group of 10 tens is equivalent to 100.  I can apply place value concepts, use concrete models, and use pictorial models to represent 3-digit numbers.  I can use place value to describe the values of digits in numbers to 1,000.  I can write 3-digit numbers that are represented by groups of tens. Number and Operations in Base Ten 3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.  I can read and write 3-digit numbers in word form.  I can write 3-digit numbers in expanded and standard form.  I can apply place value concepts to find equivalent representations of numbers. Number and Operations in Base Ten 4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.  I can solve problems involving number comparison by using the strategy make a model.  I can compare 3-digit numbers using the >, =, and < symbols. Number and Operations in Base Ten 8: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100– 900.  I can identify 10 more, 10 less, 100 more, or 100 less than a given number.  I can extend number patterns by counting on tens or hundreds.

Des Moines Public Schools 2015-2016 Math Curriculum Guides Page | 6 Grade 2 – Number Sense Grade 2: Number Sense (Chapters 1 + 2)

Each day the math block will begin with 15 minutes of Daily Math Review and Mental Math. The focus of DMR should be either prerequisite standard skills or previous chapter concepts that were not mastered. The focus of mental math should be based on the current Chapter’s skills and concepts. Adjust the amount of questions in DMR and MM to fit into the 15 minute time block.

Suggested Go Math Pacing and Resources All lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs. Review Prerequisite Skills Show What You Know Assessment Model and Record IT!: TE71I TE72 Compare It!: TE 71I Identify Tier 2 and Tier 3 Groups for Small Group Instruction. Launching the Vocabulary Builder Chapter Vocabulary Activity Preview Chapter Centers School – Home Letter TE 73 Guess the Word TE 74A Introduce chapter games, activities, and literature Read together and send Identify students who will need further Introduction to Chapter Vocabulary students will be using during center time. home. vocabulary support for Chapter Two. Implementation I Can Statement Essential Question Centers by Lesson Teacher Notes Notes I can understand that A: Ways to Go Click here to enter text. How do you group tens as Lesson 2.1 each group of 10 tens is L: Dave and Boots hundreds? 2.OA3 equivalent to 100. G: Fish for Digits Interactive Whiteboard Interactive Student Edition 2.1 Technology Math on the Spot Mega Math: Animated Math Model: Lesson (Engage) None Hundreds Teachers may want to A: Gone Fishing Click here to enter text. I can write 3-digit How do you write a 3-digit present a collection of 24 tens L: Dave and Boots numbers that are so that students can see the G: Fish for Digits Lesson 2.2 number for a group of represented by groups of equality that exists among 24 2.NBT.1 tens? tens. tens, 1 hundred and 14 tens, and 2 hundreds and 4 tens. Interactive Whiteboard Interactive Student Edition 2.2 Technology Math on the Spot Mega Math: Animated Math Model: Lesson (Engage) Country: Block Busters – Level S None A: Out to Dry Click here to enter text.  At the same time as the L: Dave and Boots I can use concrete and quick draw picture, G: Fish for Digits How do you show a 3- pictorial models to teachers may want Lesson 2.3 digit number using students to represent represent 3-digit 2.NBT.1 blocks? using expanded form as numbers. well.  Base-Ten Blocks Interactive Whiteboard Interactive Student Edition 2.3 Technology Math on the Spot Mega Math: Animated Math Model: Lesson (Engage) Country: Block Busters – Level S None I can apply place value A: Out to Dry Click here to enter text. Base-Ten Blocks concepts to find How do you write the 3-  L: Dave and Boots Lesson 2.4 equivalent digit number that is shown G: Fish for Digits 2.NBT.1 representations of by a set of blocks? numbers. Interactive Whiteboard Interactive Student Edition 2.4 Technology Math on the Spot Mega Math: Animated Math Model: Lesson (Engage) Country: Block Busters – Level S None I can use place value to A: Out to Dry Click here to enter text. How do you know the Base-Ten Blocks describe the values of  L: Dave and Boots Lesson 2.5 values of the digits in digits in numbers to G: Fish for Digits 2.NBT.1 numbers? 1,000. Interactive Whiteboard Interactive Student Edition 2.5 Technology Math on the Spot Mega Math: Animated Math Model: Lesson (Engage) Country: Block Busters – Level S Hundreds, Tens, Ones

Des Moines Public Schools 2015-2016 Math Curriculum Guides Page | 7 Grade 2 – Number Sense Grade 2: Number Sense (Chapters 1 + 2) I can write 3-digit How do you write 3-digit A: Little Riddles Click here to enter text. Lesson 2.6  Base-Ten Blocks L: The Number Machine 2.NBT.3 numbers in word form. numbers using words? G: Fish for Digits Interactive Whiteboard Interactive Student Edition Mega Math: 2.6 Technology Math on the Spot Animated Math Model: Lesson (Engage) None None

I Can Essential Question Implementation Notes Centers by Lesson Teacher Notes Statement I can write 3-digit A: Out to Dry Click here to enter text. Lesson 2.7 numbers in word, What are three ways to write a L: The Number Machine G: Four in a Row 2.NBT.3 expanded, and 3-digit number? standard form. Interactive Interactive Student Edition 2.7 Technology Whiteboard Math on the Spot Mega Math: Animated Math Model: (Engage) None None Lesson I can apply place A: Ways to Go Click here to enter text. How can you use blocks or value concepts to L: The Number Machine quick pictures to show the Lesson 2.8 find equivalent G: Four in a Row value of number in different 2.NBT.3 representations ways? of numbers. Interactive Interactive Student Edition 2.8 Technology Whiteboard Math on the Spot Mega Math: Animated Math Model: (Engage) None Different Ways to Show Numbers Lesson I can identify 10 How do you use place value A: Out to Dry Click here to enter text. more, 10 less, to find 10 more, 10 less, 100 L: Dave and Boots Lesson 2.9 100 more, or 100 more, or 100 less than a 3- G: Four in a Row 2.NBT.8 less than a given digit number? number. Interactive Mega Math: Interactive Student Edition Animated Math Model: 2.9 Technology Whiteboard Math on the Spot Numberopolis: Cross – Level P (Engage) None Lesson I can extend How does place value help A: Out to Dry Click here to enter text. Lesson 2.10 number patterns you identify and extend A: Little Riddles L: The Number Machine 2.NBT.8 by counting on counting patterns? tens or hundreds. Interactive Interactive Student Edition 2.10 Technology Whiteboard Math on the Spot Mega Math: Animated Math Model: (Engage) Numberopolis: Cross – Level P None Lesson I can solve How can you make a model to Base Ten Blocks A: Seed This Click here to enter text. problems solve a problem about L: Time to Take a Trip involving number comparing numbers? G: Climb the Steps Lesson 2.11 comparison by 2.NBT.4 using the strategy make a model. Interactive Interactive Student Edition 2.11 Technology Whiteboard Math on the Spot Mega Math: Animated Math Model: (Engage) None None Lesson I can compare 3- The symbols should be taught mathematically A: Seed This Click here to enter text. Lesson 2.12 digit numbers How do you compare 3-digit rather than as alligators or Pac-Man: L: Time to Take a Trip < (less than) G: Climb the Steps 2.NBT.4 using the >, =, numbers? > (greater than) and < symbols. Interactive Interactive Student Edition Mega Math: Animated Math Model: 2.12 Technology Whiteboard Math on the Spot Country Countdown: Harrison – (Engage) Compare Numbers Lesson Level L

Des Moines Public Schools 2015-2016 Math Curriculum Guides Page | 8 Grade 2 – Number Sense Grade 2: Number Sense (Chapters 1 + 2) Additional Resources for Chapter 2 Number and Operations in Base Ten 1 Number and Operations in Base Ten 3 Number and Operations in Base Ten 4 Number and Operations in Base Ten 8 Different Ways to Make the Same Number Large Numbers Numerals in the News Digit Switcher Will the Real Value Stand Up? (only to hundreds) Pick Up Sticks Thinking About Place Value Three Digit Shuffle

Des Moines Public Schools 2015-2016 Math Curriculum Guides Page | 9 Grade 2 – Number Sense