<p> Roselawn Elementary School</p><p>2nd Grade Math Units and Learning Targets</p><p>Unit 1 Numbers & Routines 20 days</p><p>Essential Question: How are numbers and routines used in our daily lives? </p><p>Learning Targets 1. The students will represent numbers using a variety of models (physical, visual, and symbolic.(2.NBT.1). 2. The students explain the relationships among various representations and models of three- digit numbers (2.NBT.1) 3. The students will use patterns and regularity in counting sequences to count by 1s, 5s, 10s, & 100s. (2.NBT.2) 4. The students will understand that numbers can be represented in different ways.(base-ten numerals, words, and expanded form) (2.NBT.2) 5. The students will compare two-three digit numbers based on meanings of 100s, 10s, 1s, digit using >, <, and = symbols. (2.NBT.4)</p><p>Unit 2 Addition, Subtraction and Place Value 20 days</p><p>Essential Question: How can we make up, represent and solve addition and subtraction number stories?</p><p>Learning Targets 1. The students will demonstrate fluency with basic addition and subtraction facts within 100. (2.NBT.5)</p><p>2. The students will strategically choose and then record a variety of tools and strategies to accurately solve addition and subtraction number stories. (2.NBT.5)</p><p>3. The students will communicate the relationship between models and symbolic (numeric) representations of solutions to addition and subtraction problems. (2.NBT.5)</p><p>4. The students will add and subtract within 1000 using appropriate tools and record their strategies for solving these problems while communication the relationship between models and symbolic representations (place value blocks, pictorial representations, etc.) (2.NBT.7 2.NBT.8, 2.NBT.9)</p><p>Unit 3 Place Value, Money, and Time 20 days</p><p>Essential Question: Why is it important to understand money and time in our everyday life?</p><p>Learning Targets 1. The students will read and record time using the hour and minute hands on an analog clock to the nearest five minutes. (2.MD.7) 2. The students will identify coin combinations and make change. (2.MD.8)</p><p>3. The students will utilize logical reasoning and problem solving strategies to solve word problems involving a variety of coins and bills. (2.MD.7, 2 MD.8)</p><p>Unit 4 Addition and Subtraction Uses 20 days</p><p>Essential Question: What strategies can we use to solve three digit addition and subtraction number stories?</p><p>Learning Targets 1. The students will read and show temperatures. (2.MD.1)</p><p>2. The students will develop strategies for adding and subtracting 3 digit numbers. (2.OA.1)</p><p>3. The students will compute addition and subtraction problems within 100 using a variety of strategies. (2.NBT.5)</p><p>4. The students will demonstrate adding and subtracting 10 or 100 from a given number. (2.NBT.7, 2.NBT.8, 2.NBT.9)</p><p>Unit 5 Geometry 20 days</p><p>Essential Question: How does studying geometry help us understand our world?</p><p>Learning Targets 1. The students will recognize and draw shapes having specific attributes (number of angles, number of equal faces, triangles, quadrilaterals, pentagons, hexagons and cubes). (2.G.1) 2. The students will understand how to count rows and columns in a rectangle to determine area. (2.G.2)</p><p>3. The students will divide circles and rectangles into two, three or four equal shares and describe those shares (using halves, thirds, half of, a third of, etc.) and recognize that wholes need not have the same shape, but can still be equal. (2.G.2, 2.G.3)</p><p>Unit 6 Number Operations and Number Stories 20 days</p><p>Essential Question: How can we use tools and strategies to prepare for multiplication and division?</p><p>Learning Targets 1. The students will determine whether a group of objects has an odd or even number o f members (2.OA.3) 2. The students will use addition to find the total number of objects arranged in a rectangular array and write an equation to represent the array (2.OA.4)</p><p>Unit 7 Patterns and Rules 25 days Essential Question: How can we apply computational skills and number patterns through the use of real life data? </p><p>Learning Targets 1. The students will describe rules for patterns that result from skip counting. (2.NBT.2) 2. The students will count within 1000, skip counting by 5s, 10s, 100s (2.NBT.2) 3. The students will understand that numbers are comprised of place values (2.NBT.1a, 2.NBT.1b) 4. The students will use real life data to construct tables, line plots, picture graph and bar graphs and communicate and defend solutions and solution paths. (2.MD.9; 2MD.10)</p><p>Unit 8 Measurement 20 days</p><p>Essential Question: How can we explore different tools and units of measurement?</p><p>Learning Targets 1. The students will use appropriate standard and metric measurement tools (inches, feet, yards, centimeters and meters) and accurately use these tools to measure. (2.MD.1; 2.MD.2; 2.MD.3; 2.MD.4) 2. The students will develop the concepts of perimeter and area. (2.MD.9) 3. The students will estimate lengths of objects using inches, fee, centimeters, and meters using personal benchmarks and explain and justify their length estimates. (2.MD.3) 4. The students will use addition and subtraction to determine the difference of two objects’ lengths or the combination of the length of two objects that do not overlap. (2.MD.4, 2.MD.5) 5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units (ie – such as drawings of rulers, etc.) (2.MD.5) 6. The students will represent whole numbers as lengths on a number line diagram to represent, solve and justify solutions to addition and subtraction problems within 100. (2.MD.6).</p><p>Unit 9 Reviewing operations of math 15 days</p><p>Essential Question: What do I need to know about operations of math in order to solve higher thinking equations?</p><p>Learning Targets 1. The students will continue addition and subtraction algorithms within 100 with unknowns in all positions.( 2.MD.8; 2.OA.1; 2.NBT.1)</p><p>2. The students will fluently add and subtract within 20 using mental strategies (by the end of Grade 2, The students will know from memory all sums of two one-digit numbers. (2.OA.2)</p><p>3. The students will determine whether a group of objects (up to 20) has an odd or even number of members (2.OA.3)</p><p>4. The students will practice trade first subtraction algorithm. (2.OA.1; 2.NBT.9) 5. The students will use repeated addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns, write an equation to express the total as a sum of equal addends. (2.OA.4)</p>