Grade 2 Mathematics 1 Summer, 2006

Unit 1 Numbers and Routines

Standard(s):2.2, 2.5

DESIRED RESULTS
Understandings
• Clocks and calendars are used to keep track of time.
• Number grids can be used to organize and discover patterns.
• Place value helps us to write numbers.

Essential Questions Knowledge and Skill

• What are number sequences? Everyday Math routines:
• What is place value? • Math Message
• What are equivalent numbers? • Math boxes
• Partner and small group work/games
• Slate routine
• Calculator use
• Home Links

“Easy” addition facts.

ASSESSMENT EVIDENCE
Teacher observation of skill development including
anecdotal notes on class participation, work with
peers, work with manipulatives, work in math
journals, etc.

• Count by 2s, 5s, and 10s.

• Make tallies and give totals.

LEARNING ACTIVITIES
Grade 2 Mathematics 2 Summer, 2006

Unit 2 Addition and Subtraction Facts

Standard(s):2.5,2.6, 2.7, 2.8

DESIRED RESULTS
Understandings
• Addition and subtraction are inverse operations.
• Numbers can be added and/or subtracted using a variety of strategies.

Essential Questions Knowledge and Skill

• How can addition and subtraction be used to • Make up, represent, and solve
model number stories? addition stories
• What is the +9 shortcut? • Review and practice addition facts
• How can missing numbers be identified in strategies for: +0, +1, +2, +3, doubles, turn-
number sequences? around facts
• Explore and practice the +9 shortcut,
and doubles-plus-one and doubles-plus-two
strategies
• Identify related addition and
subtraction facts in fact families
• Review and practice subtraction
facts strategies for –0, -1
• Develop and practice counting-up
and counting-back strategies for subtraction
• Develop and practice –9 and –8
strategies
• Use a given addition or subtraction
rule to generate a number sequence; identify
the rule for a given number sequence
(“frames-and-arrows” routine)
• Identify missing numbers in number
pairs generated by a rule; determine the rule
used to generate number pairs (“what’s my
rule?” routine)
• Review equivalent names for
numbers

ASSESSMENT EVIDENCE
Teacher observation/anecdotal records
Mad Minute for addition facts.

LEARNING ACTIVITIES
Read Fish Eyes: A Book You Can Count On
Grade 2 Mathematics 3 Summer, 2006
Dominoes Version of Addition Top-It
Fact triangles
Grade 2 Mathematics 4 Summer, 2006

Unit 3 Place Value, Money and Time

Standard(s):2.1, 2.11, 2.16, 2.17, 2.18

DESIRED RESULTS
Understandings
Different coin combinations can be used to pay for purchases.
Telling time is done with digital or analogue clocks.
Bar graphs can be used to represent data.

Essential Questions Knowledge and Skill

What are equivalent coin combinations?
How can base 10 blocks be used to represent
numbers?
How can the “counting up” strategy by used to
make change?
• Review place value in 2- and 3-digit
numbers
• Review coin combinations
• Introduction to making change by
counting up
• Entering data into a table and
creating a bar graph of the data
• Introduction to identifying the
middle (median) value of a set of data
• Complete frames-and-arrows
problems with 2 rules
• Review telling time to the 5-minutes

ASSESSMENT EVIDENCE
Review and practice addition and subtraction facts

Continue to practice addition and subtraction facts

Teacher observation and anecdotal records.

LEARNING ACTIVITIES
• Frames and Arrows
• Data Day: Pockets
Grade 2 Mathematics 5 Summer, 2006

Unit 4 Addition and Subtraction

Standard(s): 2.6, 2.7, 2.8, 2.23

DESIRED RESULTS
Understandings
• The thermometer is an instrument used to measure temperature.
• The ruler measures length in inches or centimeters.

Essential Questions Knowledge and Skill

• How can parts-and-total number stories be
solved?
• How can estimation be used to solve
problems that do not require an exact
answer?
• What strategies can be used to add 2 and 3-
digit numbers?
• How can partial sums be used to perform
addition problems that involved “carrying”?
• Develop strategies for adding 2-digit
numbers mentally
• Develop and practice partial-sums
algorithm for adding 2- and 3- digit
numbers
• Use estimation to check if answers
are reasonable

ASSESSMENT EVIDENCE
Checking Progress (oral, slate and written)

Secure on:
• Add and subtract multiples of 10

LEARNING ACTIVITIES

The Shopping Game

Grade 2 Mathematics 6 Summer, 2006

Unit 5 3-D and 2-D Shapes

Standard(s): 2.20, 2.21, 2.22

DESIRED RESULTS
Understandings
• Triangles and other polygons can be classified and sorted according to their traits.
• Parallel line segments are non-intersecting and coplanar.
• Symmetry can be used to describe patterns in nature and our surroundings.

Essential Questions Knowledge and Skill

• What are the rules used to classify shapes?
• What is a line segment and how is it
named?
• How can 4 sided shapes be classified?
(Quadrangles/quadrilaterals)
• What are the characteristics of 3-D shapes
including pyramids?
• Identify rules used to classify shapes
• Explore similarities and differences
among attribute blocks and among triangles
• Name and classify polygons
• Develop readiness for multiplication
• Develop readiness for division
• Define, name, and draw line
segments
• Introduction to concept of “parallel”;
apply this concept to line segments
• Identify names and characteristics of
various quadrilaterals
• Compare/contrast various 3-
dimensional shapes
• Find lines of symmetry in objects;
complete drawings to create symmetrical
shapes
• Collect, sort, tally, and graph data
• Addition problems with several
addends
• Solve comparison number stories
• Select and complete appropriate
diagrams to solve addition or subtraction
number stories

ASSESSMENT EVIDENCE
• Teacher observation/anecdotal records Teacher observation/anecdotal records
• Mad Minute for subtraction Mad Minute for subtraction
• Checking Progress (oral, slate, written) Secure on:
• Identify 2-dimensional shapes
Grade 2 Mathematics 7 Summer, 2006
• 2-digit addition with regrouping

LEARNING ACTIVITIES
• Figuring out attribute rules
• Giving and following directions to make figures on a geoboard.
• Finding attribute blocks that differ by one or more attributes
• Splitting a triangle into 2, 3, and 4 triangles.
• Solving equal sharing problems
• Finding similarities and differences among shapes.
• Possible project: Boxes, Boxes, Beautiful Boxes and Snowflakes
Grade 2 Mathematics 8 Summer, 2006

Unit 6 Whole-Number Operations and Number Stories

Standard(s):2.7, 2.8, 2.9, 2.10

DESIRED RESULTS
Understandings
Diagrams can be used to solve addition and subtraction problems.

Essential Questions Knowledge and Skill

What are the strategies for solving addition
problems with three addends?
How can comparison diagrams be used to solve
comparison number stories?
How can data be sorted and displayed to show
relationships?
• Collect, sort, tally, and graph data
• Addition problems with several
addends
• Solve comparison number stories
• Select and complete appropriate
diagrams to solve addition or subtraction
number stories

ASSESSMENT EVIDENCE
Checking Progress (oral, slate, written)

Secure on:
• Add 3 1-digit numbers mentally
• KNOW ALL SUBTRACTION FACTS

Mid-Year Checking Progress

Teacher observation/anecdotal records
Mad Minute

LEARNING ACTIVITIES
• Solving comparison number stories
• Data collection
• Comparing lengths of fish
• Solving addition and subtraction diagram problems
• Solving number stories
• Possible project: Dates on Pennies
Grade 2 Mathematics 9 Summer, 2006

Unit 7 Patterns and Rules

Standard(s):2.3, 2.24, 2.25

DESIRED RESULTS
Understandings
• Skip counting displays number patterns.
• Rulers are tools for measuring length.
• Sorting data promotes meaning.

Essential Questions Knowledge and Skill

• How do number grids model place value?
• What are strategies for totaling multiple
addends?
• Review patterns in skip-counting
• Review patterns on number grids; develop
place-value awareness by solving number-grid
puzzles and arrow-path puzzles
• Find complements of 10
• Build mental arithmetic skills for adding 3 or
more 1- and 2-digit numbers
• Build patterns in doubling and halving
• Read weight in pound on a bathroom scale
• Measure length to the nearest inch and
centimeter
• Find the median of a set of data
• Make a frequency table and a bar graph of a set
of data

ASSESSMENT EVIDENCE
• Practice addition and subtraction facts as
necessary
• Practice 2-digit addition and subtraction

LEARNING ACTIVITIES
• Finding number patterns on a grid
• Play Hit the Target and Basketball Addition
• Read Anno’s Magic Seeds and One Grain of Rice
Grade 2 Mathematics 10 Summer, 2006

Unit 8 Fractions

Standard(s): 2.4

DESIRED RESULTS
Understandings
• Fractions can be used to name parts of collections.
• Many different fractions can be used to name the same fractional part of a whole.

Essential Questions Knowledge and Skill

• What are equivalent fractions and how are
they used?
• What are strategies to order fractions?
• How can fractions be used to solve number
stories?
• Identify rules used to classify shapes
• Explore similarities and differences
among attribute blocks and among triangles
• Name and classify polygons
• Develop readiness for multiplication
• Develop readiness for division
• Define, name, and draw line
segments
• Introduction to concept of “parallel”;
apply this concept to line segments
• Identify names and characteristics of
various quadrilaterals
• Compare/contrast various 3-
dimensional shapes
• Find lines of symmetry in objects;
complete drawings to create symmetrical
shapes
• Collect, sort, tally, and graph data
• Addition problems with several
addends
• Solve comparison number stories
• Select and complete appropriate
diagrams to solve addition or subtraction
number stories

ASSESSMENT EVIDENCE
Teacher observation/anecdotal records
Checking Progress (oral, slate, written)

Secure on:
• Shade a fractional part of a region
• Give the fraction name for the shaded part of a
Grade 2 Mathematics 11 Summer, 2006
region

LEARNING ACTIVITIES
• Dividing shapes into equal parts
• Finding fractions of collections of things
• Solving number stories involving fractions
• Finding how many pattern blocks of one size cover a pattern block of another size.
Grade 2 Mathematics 12 Summer, 2006

Unit 9 Measurement

Standard(s): 2.12, 2.13, 2.14, 2.15, 2.17, 2.19

DESIRED RESULTS
Understandings
• Different measuring systems can be used to measure the same thing. (yards and meters)
• Perimeter is the length around an object.
• Different units should be used depending on the object.

Essential Questions Knowledge and Skill

• What are equivalent linear measures?
• How do fractions facilitate the study of
measurement?
• What is the relationship between length and
perimeter?
• What is the difference between weight and
capacity?
• What is area?
• Introduction to measuring with yard and meter
• Review measuring with inches, feet,
centimeters, and decimeters; begin a table of
equivalent linear measures
• Measure to the nearest ½ inch and ½ centimeter
• Introduction to concept of perimeter
• Introduction to concept of area
• Observe relationship among units of capacity
• Compare weights by feel; weigh objects; know
units of weight and equivalent measures

ASSESSMENT EVIDENCE
• Teacher observation/anecdotal records Secure on:
• Checking Progress (oral, slate, written) • Shade a fractional part of a region
Give the fraction name for the shaded part of a
region

LEARNING ACTIVITIES
• Possible projects: Weather Station and Chinese Calendar
• How long is our classroom?
• Road map number stories
• How many pennies weigh an ounce?
• Possible project: How Far Can I Run in 10 Seconds?
• Make Gallon Guy.
Grade 2 Mathematics 13 Summer, 2006

Unit 10 Decimals and Place Value

Standard(s): 2.11

DESIRED RESULTS
Understandings
• Coins are a fractional portion of a dollar.
• Estimation is a valuable tool in problem solving.

Essential Questions Knowledge and Skill

• How can a calculator be used to assist with
problems involving money?
• What notation is used with values involving
money?
• When are estimated values sufficient in
problem solving?
• Review dollars-and-cents notation,
equivalencies for money amounts
• Use a calculator to solve problems with money
• Estimate costs by rounding to the nearest 10
cents
• Make change by counting up
• Connect place value in money to place value in
base-10 blocks
• Use a place-value tool to extend place-value
concepts to ten-thousands
• Introduction to use of parentheses in number
models

ASSESSMENT EVIDENCE
• Teacher observation and anecdotal notes on
individual students.
• Written assessment.

LEARNING ACTIVITIES
• Finding different ways to pay for a grocery item
• Making strategy choices when playing Pick-a-Coin
• Determining if you have enough money to make a purchase
• Calculating change received.
Grade 2 Mathematics 14 Summer, 2006

Unit 11 Whole Number Operations Revisited

Standard(s):2.5, 2.8, 2.9, 2.11, 2.25, 2.26

DESIRED RESULTS
Understandings
• Multiplication is used to find the total number of items in several equal groups.
• Division is the inverse of multiplication.

Essential Questions Knowledge and Skill

What patterns are visible in multiplication facts?
• Review addition, subtraction as necessary
• Review and practice multiplication concepts
• Begin to work on multiplication facts
• Relate multiplication facts to division and
develop fact families
• Review as necessary

ASSESSMENT EVIDENCE
• Teacher observation/anecdotal records Secure on:
• Multiply numbers with 0 or 1 as a factor
• Mad Minute for multiplication • 2-digit subtraction with regrouping

• Unit 11 Checking Progress (oral, slate,

written) Unit 12 or Year-End
Checking Progress

LEARNING ACTIVITIES
• Finding the total cost of two items
• Writing number stories about purchases
• Comparing costs
• Solving difference comparison and ratio comparison problems