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Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 Establishing use of tools, routines,
and expectations for math class.
- Using standard notation (+/-/=) to
describe arrangements of cubes.
- Naming, notating, and telling time
to the hour on a digital and analog
clock.
2.OA.1
2.OA.2
2.MD.7
MP5. Use appropriate
tools strategically
Teacher Observation (TO)
- Do students establish a
routine to use tools,
routines, and
expectations in math
class?
Classroom Routine:
What time is it?
- Using 10 cubes
- Introducing the Time
Routine
Connecting cubes (at
least 30 per student)
Folders or large
envelopes (1 per
student; optional)
Demonstration clock (1
per class)
Students clocks (1 per
pair)
analog clock
digital clock
o'clock
SAB p.1, p.2
SMH p.46
M1, M2, M3-M4
Family Letter
Writing - p. 30
SAB p. 1
1.2 How can students develop an
understanding of the magnitude
and sequence of numbers up to 10?
2.NBT
2.MD.7
2G.1
MP5. Use appropriate
tools strategically
TO
- Do students fit shapes
together a specific area?
Classroom Routine:
What time is it?
- Introduce Cover and
Count and Building Cube
Things
- Math Workshop
analog clock
digital clock
o'clock
Pattern Blocks
Connecting Cubes
M5-M6, M7-M8
SAB pp. 9-10
SMH p34-33, 99
1.3 How can students use the number
line to focus on counting?
2.NBT.2
2.MD.6
2.MD.7
MP5. Use appropriate
tools strategically
TO
- Do students use the
number line to reason,
use standard notation?
Classroom Routine:
What time is it?
-Guess My Number
-Math Workshop
greater than
less than
class number line
Large clothespin (2 per
class)
Pattern blocks
Connecting Cubes
SAB pp 3-8, 11
SMH pp 23, 33-34, 81-
83, 99
1.4 How Can students use the 100 chart
to and compare to the number line?
2.OA.2
2.NBT.2
2.MD.6
2.MD.7
MP5. Use appropriate
tools strategically
TO
- Do students use the
number line to reason
about, and keep track of
information about, and
the magnitude and
relationship of numbers?
Classroom Routine:
What time is it?
-Guess My Number
- Math Workshop
- Introducing the 100
chart
class number line
Large clothespin (2 per
class)
Pattern blocks
Connecting Cubes
Pocket 100 chart
SAB p.12
SMH pp 23,24 33, 99
2nd Grade Math
Unit 1: Counting, Coins, & Combinations
Investigation 1: Introducing Math Tools & Routines
* counting
* composition of
smaller numbers
* addition &
subtraction with
smaller numbers
Unit 1 Page 1
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 1: Counting, Coins, & Combinations
Investigation 1: Introducing Math Tools & Routines1.5 How can student demonstrate
different expressions for a given
number?
2.OA.2
2.NBT.2
2.MD.6
2.MD.7
MP1. Make sense of
problems and persevere
TO
- Do students develop
strategies for counting
accurately?
Classroom Routine:
What time is it?
- Introducing the Todays
Number Routine
Connecting cubes
chart; chart paper
from Act.2
Class number line
2 large clothespins or
clips
SAB p.13, p.14
SMH pp33-34, 55, 81-
83
2.1 How can students use strategies for
finding the difference between two
quantities?
2.OA.1
2.NMT.2
2.MD.6
2.MD.7
MP4 - Model with
mathematics
TO
-Do students count a
quantity in more the an
one way?
Classroom Routine:
What time is it?
adding SAB p. 15, p.16
SMH pp.33-34, 60, 65-
66
M10
Writing - p. 65
SAB p. 15
2.2 How can students count a set of 60
pennies.
2.OA.1
2.OA.2
2.NBT.2
MP1. Make sense of
problems and persevere
T.O.
- Do students use
different ways of counting
a set of pennies, and can
they identify coins and
their values?
Classroom Routine:
Today's Number
Math workshop
cents
nickel
penny
dime
quarter
Coins
60 pennies
M11, M12, M10
SAB p.17, p.18
SMH p. 19, 20, 33-34
2.3 How Can students count to 100 and
beyond?
2.OA.1
2.NBT.2
2.NBT.3
2.MD.7
2.MD.8
MP4 - Model with
mathematics
MP6. Attend to
precision
MP7. Look for and make
use of structure
TO
- Do students count,
write, and read the
numbers sequentially
from 1 to 100 and
beyond?
Classroom Routine:
What time is it?
Math Workshop
Chart "Coins"
Counting strips
M2, M10, M9
SAB P17, 19
SMH p. 19, 20, 33-34
2.4 How can students count and work
with coin equivalencies?
2.OA1
2.OA.2
2.MD.6
2.MD.7
2.MD.8
MP4 - Model with
mathematics
TO
- Do students identify
coins and their values and
identify and use coin
equivalencies?
Classroom Routine:
What time is it?
Math workshop
Number cube
coin set
M13, M14
SAB p.20
SMH p. 19, 20, 33; G3
Investigation 2: Counting & Coins
* counting
* composition of
smaller numbers
* addition &
subtraction with
smaller numbers
Unit 1 Page 2
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 1: Counting, Coins, & Combinations
Investigation 1: Introducing Math Tools & Routines2.5 How can students collect, count,
and record data?
2.NBT.2
2.MD.7
MP3 - Construct viable
arguments and critique
the reasoning of others
MP4 - Model with
mathematics
TO
- Do students collect,
count, represent, discuss,
interpret, and compare
data?
Classroom Route:
What time is it?
data
zero
Cubes
clear plastic jar
tape or rubber band
chart paper
Prepared Pocket Data
Chart
SAB, p.21, pp. 22-23
SMH, pp. 33-34, 104
Writing - p. 93
SAB p. 21
2.6 How can students identify the
structure of the number system by
using patterns?
2.OA.1
2.0A.2
2.NBT.2
2.NBT.9
MP8- Look for and
express regularity in
repeated reasoning
TO
- Do students identify and
use different patterns in
the structure of the
number system?
Classroom Routine:
Todays Number
Math workshop
Counting strips,
Counters,
M15-M18
M19, M20
SAB, p.25; SMH pp. 33,
44, 45, 46; G3, G10
M21-M22
2.7 How can students compare two
numbers to find the difference?
2.OA.1
2.OA.2
2.NBT.2
2.MD.7
MP3 - Construct viable
arguments and critique
the reasoning of others
MP4 - Model with
mathematics
TO
- Do students use
strategies to compare two
numbers to find the
difference?
Classroom Routine:
What time is it?
Math workshop
Materials from
Sessions 2.6, 2.4, 2.3,
2.1
Labeled Counting Bag
Chart paper
SAB p. 26
SMH pp. 20-33, 44-45,
46; G10; M15-M20
2.8 Assessment: Enough for the class? 2.OA.1
2.OA.2
2.NBT.2
MP5. Use appropriate
tools strategically
Assessment: Enough for
the Class?
Classroom Routine:
Today's Number
Math workshop
M23, Assessment
Connecting cubes
Counting Bag
SAB, p. 27
SMH, pp. 20, 44, 45,
65-66; G3, G10
* counting
* composition of
smaller numbers
* addition &
subtraction with
smaller numbers
Unit 1 Page 3
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 1: Counting, Coins, & Combinations
Investigation 1: Introducing Math Tools & Routines3.1 How can students make
combinations of 10.
2.OA.2
2.MD.7
MP1. Make sense of
problems and persevere
MP3. Construct viable
arguments and critique
the reasoning of others
MP4. Model with
mathematics
Do students find two
addends that make10, use
equations to record,
develop and analyze
visual images for
quantities up to 10?
Classroom Routine:
What time is it
M24, make 10
M26, Blank ten-frames
M27-M28 Family letter
Counters
SAB p. 28
SMH pp. 46; G9
3.2 Tens Go Fish; How can students find
the missing addend to make a total
of ten?
2 .OA.2
2.OA.4
2.MD.6
MP1. Make sense of
problems and persevere
Tens Go Fish: Do students
find the missing addend
to make a total of 10?
Classroom Routine:
Quick Images: Ten-
Frames
Primary Number
Cards,
Connecting Cubes,
M29, Tens Go fish
M30, Ind Numb Line
3.3 Strategies for Finding Combinations
of 10
How can students come up with
strategies to make 10?
2.OA.2
2.OA.4
MD.6
MP1. Make sense of
problems and persevere
MP7. Look for and make
use of structure
MP8. Look for and
express regularity in
repeated reasoning
Strategies for finding 10;
Do students find the
missing addend to make a
total of 10?
Classroom Routine:
Quick Images: Ten-
Frames
Materials from
sessions 3.1, 3.2
SAB p. 30
SMH pp. 46; G9, G14 ,
M24
3.4 More than two make 10 2.OA.2
2.OA.4
MP1. Make sense of
problems and persevere
MP7. Look for and make
use of structure
MP8. Look for and
express regularity in
repeated reasoning
More than two make 10:
Do students generate
equivalent expressions for
a number.
Classroom Routine:
Quick Images: Ten-
Frames
addend M30
Primary Cards
Connecting Cubes
Materials to Make 10,
Materials for Tens go
Fish
SAB p.31, p.32
* counting
* composition of
smaller numbers
* addition &
subtraction with
smaller numbers
Investigation 3: Combinations of 10
Unit 1 Page 4
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 1: Counting, Coins, & Combinations
Investigation 1: Introducing Math Tools & Routines3.5 Addition Combinations 2.OA.2
2.NBT.5
2.MD.7
MP1. Make sense of
problems and
persevere.
Do students develop
fluency with the make of
10, plus 1, and plus2
addition combinations?
Classroom Routine:
What time is it?: What
time Will It Be?
addition
combinations
single-digit
number
M31-M33
Envelopes
SAB p.33
SMH pp.44, 45, 46
* counting
* composition of
smaller numbers
* addition &
subtraction with
smaller numbers
Unit 1 Page 5
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 Can students solve story problems
which combine three addends?
2.OA.1,
2.OA.2,
2.NBT.5
MP2: Reason abstractly
and quantitatively
MP8: Look for and
express regularity in
repeated reasoning
TO (Teacher Observation):
Can students accurately
add the numbers?
Are students convinced
that they can add the
numbers in any order?
How do students record
their work?
order, total,
addend
chart paper, cubes
towers, connecting
cubes, student activity
book pages 1-2, M1-
M2, student handbook
pages 43, 54
Writing - p. 33
SAB p. 2
1.2 Can students use known
combinations to solve problems
with multiple addends?
Can students record and discuss
strategies used?
2.OA.2,
2.OA.4
MP2: Reason abstractly
and quantitatively
MP8: Look for and
express regularity in
repeated reasoning
TO: How familiar and
accurate are students
with the calculator?
How comfortable and
accurate are students
with computing mentally?
How do students double-
check when their totals do
not agree?
doubles, near-
doubles, doubles
plus or minus 1
connecting cubes,
chart paper, student
activity book pages 4-
6,, student handbook
pages 43, 47, 48-50,
54
1.3 Can students use a calculator as a
mathematical tool?
Can students use known
combinations to to solve problems
with multiple addends?
2.OA.1,
2.OA.2
MP5: Use appropriate
tools strategically
MP6: Attend to
precision
TO: Can students
correctly add three
numbers, find the
difference between the
sum and 20 and record
their work?
How do students play?
Do students consider
different combinations of
cards to see which gets
them closest to 20?
calculator calculators, chart
paper, M5-M9,
calculators, student
activity book pages 7-
8, student math
handbook pages 22,
43, 44, 45, 46, 54; G1
* familiarity with
mathematical
tools and routines
* strategies for
accurately
counting a set of
objects by ones
* beginning
fluency with
addition
combinations
* make sense of
addition &
subtraction story
problems
2nd Grade Math
Unit 3: Stickers, Number Strings, and Story Problems
Investigation 1: Adding More Than Two Numbers
Unit 3 Page 6
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 3: Stickers, Number Strings, and Story Problems
Investigation 1: Adding More Than Two Numbers1.4 Can students use known
combinations to to solve problems
with multiple addends?
Can students compare numbers to
20?
2.OA.2,
2.NBT.2,
2.MD.6
MP5: Use appropriate
tools strategically
TO: Can students
correctly add three
numbers, find the
difference between the
sum and 20 and record
their work?
How do students play?
Do students consider
different combinations of
cards to see which gets
them closest to 20?
M10-M13, connecting
cubes, SAB page 9, M3-
M4, primary number
cards, SAB page 10,
SMH pages 43, 46, 52,
53, 54; G2
1.5 Can students use known
combinations to solve problems
with multiple addends?
Are students developing fluency
with the near-doubles
combinations?
2.OA.2,
2.MD.7
MP7: Look for and
make use of structure
MP8: Look for and
express regularity in
repeated reasoning
TO: Are students
retaining fluency with the
known combinations?
Do students use doubles
(or other known
combinations) to solve
near-doubles?
What kinds of clues do
students record?
M15, M16, envelopes
of "combinations I
know" and
"combinations I am I
still working on" (from
unit 1), SAB pp.11-15,
SMH pp. 43-50, G1-G2
* familiarity with
mathematical
tools and routines
* strategies for
accurately
counting a set of
objects by ones
* beginning
fluency with
addition
combinations
* make sense of
addition &
subtraction story
problems
Unit 3 Page 7
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 3: Stickers, Number Strings, and Story Problems
Investigation 1: Adding More Than Two Numbers1.6 Can students use known
combinations to solve problems
with multiple addends?
Are students developing fluency
with the doubles, near-doubles and
combinations of 10?
2.OA.2,
2.OA.4
MP8: Look for and
express regularity in
repeated reasoning
GCA: Resource Master
M17: Assessment:
Number Strings
TO:
Can students accurately
find the totals of the
number strings?
What strategies do they
use?
M14, M15, M17, SAB
pp. 11-14, 16-17, SMH
pp. 43-50, 52-53, G1-
G2
2.1 Can students visualize, retell and
model the action of a variety of
addition situations?
Can students use standard notation
to represent a variety of addition
situations?
Are students developing strategies
for solving a variety of addition story
problems with totals up to 45 and
recording work?
2.OA.1,
2.OA.2,
2.NBT.5,
2.NBT.6
MP4: Model with
mathematics,
MP6: Attend to
precision
TO:
Can students make sense
of the action of the
problem?
How do students combine
the numbers?
How do students record
what they did?
Do students use a
strategy mentioned in the
class discussion?
Do students who have
count all, count
on, add tens and
ones
chart paper,
connecting cubes, SAB
pp. 19-22, SMH pp. 59-
61
2.2 Can students visualize, retell and
model the action of a variety of
subtraction situations?
2.OA.1,
2.OA.2,
2.OA.4,
2.NBT.5
MP4: Model with
mathematics,
MP6: Attend to
precision
TO:
Can students make sense
of the action of the
problem?
How do students solve
the problem?
How do students record
what they did?
count back chart paper,
connecting cubes, SAB
23-24 SMH 55, 67-69
2.3 Can students solve and compare
related story problems?
2.OA.1,
2.NBT.5,
2.MD.7
MP4: Model with
mathematics,
MP6: Attend to
precision
TO:
Can students make sense
of the action of the
problem?
How do students solve
the problem?
How do students record
what they did?
addition,
subtraction
connecting cubes,
chart of addition
strategies (from 2.1),
chart of subtraction
strategies (from 2.2),
SAB 25-28, SMH 60,
61, 67-69
Investigation 2: Addition & Subtraction* familiarity with
mathematical
tools and routines
* strategies for
accurately
counting a set of
objects by ones
* beginning
fluency with
addition
combinations
* make sense of
addition &
subtraction story
problems
Unit 3 Page 8
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 3: Stickers, Number Strings, and Story Problems
Investigation 1: Adding More Than Two Numbers2.4 Can students visualize, retell and
record strategies for stories about
an unknown change?
2.OA.1,
2.OA.2,
2.OA.4,
2.NBT.5,
2.MD.6
MP4: Model with
mathematics,
MP6: Attend to
precision
TO:
Can students retell their
stories?
Can students identify
what information is
known and what they are
trying to find out?
How do students solve
the problems?
How do students record
their solution strategies?
Do students recognize a
reltationship between the
problems?
equation connecting cubes,
chart paper, SAB 29-
31, SMH 61, 69, 76-81
Writing - p. 98-99
SAB p. 29-30
2.5A Can students visualize, retell and
record strategies for stories about
an unknown start?
Can students use standard notation
to represent addition and
subtraction situations with an
unknown start?
2.OA.1,
2.OA.2,
2.NBT.5
MP1: Make sense of
problems and
persevere,
MP2: Reason abstractly
and quantitatively,
MP4: Model with
mathematics
TO:
Can students visualize the
situation?
How do students solve
the problems?
Can students explain and
record their strategies?
chart paper,
connecting cubes, SAB
pp 32A-32B or C29-
C30, SAB p. 32C or C31
* familiarity with
mathematical
tools and routines
* strategies for
accurately
counting a set of
objects by ones
* beginning
fluency with
addition
combinations
* make sense of
addition &
subtraction story
problems
Unit 3 Page 9
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 3: Stickers, Number Strings, and Story Problems
Investigation 1: Adding More Than Two Numbers2.5 Can students solve a variety of
addition and subtraction situations
while playing "Cover Up?" ?
Can students generate story
problems for given equations?
2.OA.1,
2.NBT.5,
2.MD.7
MP2: Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP6: Attend to
precision
TO:
How do students count
the counters to begin the
game?
How dos tudents figure
out how many counters
are hidden?
Can students accurately
record each round?
M18, M19, counters,
connecting cubes, SAB
29-30, 32-34, SMH 59-
61, 67-69, 76-80; G6
Writing - p. 108
SAB p. 34
2.6 Can students generate story
problems for given equations?
2.OA.1,
2.NBT.5,
2.NBT.9
MP2: Reason abstractly
and quantitatively
GCA: Resource Master
M20: Assessment: Story
Problems
TO:
How do students solve
the problems?
How do students record
their work?
chart paper, M18,
M19, counters,
connecting cubes, SAB
32, 35-40, SMH 59-61,
67-69, 76-80; G6
2.7 Can students generate story
problems for given equations?
Can students solve story problems?
2.OA.1,
2.NBT.5,
2.MD.7
MP2: Reason abstractly
and quantitatively
GCA: Resource Master
M20: Assessment: Story
Problems
TO:
How do students solve
the problems?
How do students record
their work?
M20, M21, M18,
M19, counters,
connecting cubes, SAB
32, 35-38, 41, SMH 59-
61, 67-69, 76-80; G6
Writing - p. 118
SAB p. 41
3.1 Can students tell if numbers can be
separated into two equal groups or
not?
2.OA.3,
2.NBT.2
MP3: Construct viable
arguments and critique
the reasoning of others,
MP7: Look for and
make use of structure
TO:
How do students solve
the problems?
Do students solve every
single problem?
equal groups,
even, odd
M21, Chart paper,
connecting cubes, SAB
42-45, SMH 41-42
* familiarity with
mathematical
tools and routines
* strategies for
accurately
counting a set of
objects by ones
* beginning
fluency with
addition
combinations
* make sense of
addition &
subtraction story
problems
Investigation 3: Counting by Twos, Fives, and Tens
Unit 3 Page 10
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 3: Stickers, Number Strings, and Story Problems
Investigation 1: Adding More Than Two Numbers3.2 Can students understand that any
number that can be divided into
groups of two can also be divided
into two equal groups?
Can students characterize even and
odd numbers as those that do or do
not make groups of two and two
equal groups?
2.OA.3,
2.MD.7
MP3: Construct viable
arguments and critique
the reasoning of others,
MP7: Look for and
make use of structure
TO:
How do students
investigate the question?
How convinced are
students that the
generalization is true for
all numbers?
How do students explain
why the generalization is
true for all numbers?
connecting cubes,
Charts from 3.1, chart
paper, 100 charts, SAB
45, 47-50; SMH 41-42
3.3 Can students identify an even and
odd number?
Can students determine a rule for
finding the number of legs for any
group of people?
2.OA.3,
2.OA.4,
2.NBT.2
MP3: Construct viable
arguments and critique
the reasoning of others,
MP7: Look for and
make use of structure
TO:
Can students take coins
that equal a given
amount?
With which equivalencies
or trades are they the
most comortable?
How do students count
coins to find the total in
cents?
M23, Class List, chart
paper, connecting
cubes, SAB 51-52,
SMH 35-37, 41-42
3.4 Can students count by 5's?
Can students determine the number
of fingers in the classroom?
2.NBT.2 MP5: Use appropriate
tools strategically
MP7: Look for and
make use of structure
TO:
How do students solve
the problem?
What tools do students
use to solve the problem
(connecting cubes,
pictures, class lists, 100
charts)?
How do students record
their work?
counting by 5's,
counting by 10's
connecting cubes, box
or container, class lists
from 3.3 (optional),
SAB 53-54, SMH 35-
36, 38-39
* familiarity with
mathematical
tools and routines
* strategies for
accurately
counting a set of
objects by ones
* beginning
fluency with
addition
combinations
* make sense of
addition &
subtraction story
problems
Unit 3 Page 11
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 3: Stickers, Number Strings, and Story Problems
Investigation 1: Adding More Than Two Numbers3.5 Can students combine coins to
make 50₡?
2.NBT.2,
2.MD.8
MP4: Model with
mathematics
MP7: Look for and
make use of structure
TO:
Can students take coins
that equal a given
amount?
With which equivalencies
or trades are they the
most comortable?
How do students count
coins to find the total in
cents?
nickel, penny,
quarter, dime
M24, M25, M26, chart
paper, coin sets, M27-
M28, dot cubes, SAB
55, SMH 19, 20, G4
3.6 Are students developing fluency in
skip counting by 2's, 5's and 10's?
Can students use tallies to count by
5's?
2.NBT.2,
2.MD.7,
2.MD.8
MP4: Model with
mathematics
MP7: Look for and
make use of structure
TO:
Can organize and keep
track of the objects they
are counting?
Can students accurately
count by numbers other
than 1s?
Do students expect to get
the same total regardless
of how they count?
When students count by
groups, how do they
handle leftovers?
tally marks M30, counting bags
(bags with 20-70
assorted small
objects), counting
bags: record keeping,
M31, materials for 3.5,
connecting cube, SAB
59-60, SMH 19-20, 35-
40, G4
3.7 Are students developing fluency in
skip counting by 2's, 5's and 10's?
Do students know that the size of a
group remains constant no matter
how it is counted (by 1's, 2's, 5's or
10's)?
2.NBT.2,
2.MD.8
MP4: Model with
mathematics
MP7: Look for and
make use of structure
TO:
Can students take coins
that equal a given
amount?
With which equivalencies
or trades are they the
most comortable?
How do students count
coins to find the total in
cents?
M32-M33, materials
for 3.5 and 3.6,
connecting cubes, SAB
57-58, 61-62; SMH 19,
20, 35-39, G4
* familiarity with
mathematical
tools and routines
* strategies for
accurately
counting a set of
objects by ones
* beginning
fluency with
addition
combinations
* make sense of
addition &
subtraction story
problems
Unit 3 Page 12
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 3: Stickers, Number Strings, and Story Problems
Investigation 1: Adding More Than Two Numbers4.1 Are students developing fluency in
skip counting by 2's, 5's and 10's?
Do students recognize that the first
digit of a 2-digit number designates
the number of groups of 10 and the
second digit designates the number
of ones?
2.OA.4,
2.NBT.2
MP2: Reason abstractly
and quantitatively
TO:
Can students accurately
count out the total
number?
How do students double-
check the number of
cubes?
Do students record
information accurately?
Do any students recognize
that a 2-digit number
represents the number of
towers of ten plus the
number of leftovers?
grouping by 2s
(5s, 10s)
M34, Chart paper,
connecting cubes, SAB
pp 63-64, SMH p. 29,
35-36, 37-39
4.2 Can students recognize that the firs
digit of a 2-digit number designates
the number of groups of 10 and the
second digit designates the number
of ones?
Can students solve problems about
10s and 1s?
2.NBT.2,
2.MD.7
MP2: Reason abstractly
and quantitatively
TO:
Are students able to
represent numbers using
cubes organized into 10s
and 1s?
Do students recognize
that the number of
towers of ten is the first
number in a 2-digit
number and the leftover
cubes is the second
number?
2-digit number chart paper,
connecting cubes,
large box or container,
SAB pp 63, 65-66, SMH
pp 29, 39
Investigation 4: Place Value
* familiarity with
mathematical
tools and routines
* strategies for
accurately
counting a set of
objects by ones
* beginning
fluency with
addition
combinations
* make sense of
addition &
subtraction story
problems
Unit 3 Page 13
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 3: Stickers, Number Strings, and Story Problems
Investigation 1: Adding More Than Two Numbers4.3 Can students add 10 to any
number?
Can students solve problems about
10s and 1s?
Do students recognize place value of
a 2-digit number?
2.OA.2,
2.NBT.2,
2.NBT.5,
2.MD.6
MP2: Reason abstractly
and quantitatively,
MP7: Look for and
make use of structure
TO:
Are students retaining
fluency with previous sets
of known combinations?
Which combinations can
students recall fluently?
What kinds of clues do
students record?
plus 10
combinations,
tens, ones
M35, Envelopes of
"combinations I Know"
and "Combinations I
Am Still Working On,"
Chart paper,
connecting cubes,
coins, SAB pp.67-71,
SMH pp 29, 43, 48-50,
51
4.4 Can students use a place-value
model (stickers, strips and singles)
to represent a number as 10s and
1s?
2.OA.2,
2.OA.2,
2.NBT.5
MP2: Reason abstractly
and quantitatively
TO:
How do students figure
out how many stickers are
shown?
How do students show a
number in stickers? How
do students show their
work?
tens place, ones
place
connecting cubes, M36-
37, SAB pp 72-74, SMH
pp 27-29
4.5 Can students find all the possible
ways to represent an amount with
strips of stickers (tens) and single
stickers (ones)?
2.NBT.2,
2.NBT.5
MP2: Reason abstractly
and quantitatively
TO:
How do students find and
count combinations of
10s and 1s?
Are students able to
generate more than one
combination of strips and
singles that total 46?
How do students record
their work?
chart paper,
connecting cubes, SAB
pp75-77, SMH pp 28-
29
* familiarity with
mathematical
tools and routines
* strategies for
accurately
counting a set of
objects by ones
* beginning
fluency with
addition
combinations
* make sense of
addition &
subtraction story
problems
Unit 3 Page 14
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 3: Stickers, Number Strings, and Story Problems
Investigation 1: Adding More Than Two Numbers4.6 Can students use a place-value
model to represent a number as 10s
and 1s?
Can students find as many
combinations of a number as
possible, using only 10s and 1s?
2.NBT.5,
2.MD.8
MP1: Make sense of
problems and
persevere,
MP2: Reason abstractly
and quantitatively
GCA: Resource Master
M39-M41, End-of-Unit
Assessment
TO:
Do students get accurate
answers?
How do they record their
work?
Are students accurate and
efficient with near-
doubles combinations and
related facts?
C32, M39-M41, SAB p.
79, SMH pp 28-29* familiarity with
mathematical
tools and routines
* strategies for
accurately
counting a set of
objects by ones
* beginning
fluency with
addition
combinations
* make sense of
addition &
subtraction story
problems
Unit 3 Page 15
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 How can students add 2-digit
numbers efficiently?
2.0A.2
2.NBT.5
2NBT.9
MP1. Make sense of
problems and persevere
Observation: Can
students write equations
that accurately represent
problems?
What tools do students
use to solve problems?
Can students solve
problems accurately?
How do students record
their work?
Today's Number: 38 tens
ones
Student Activity Book
pp. 1-2,
connecting cubes,
family letter.
Writing p. 26
SAB p. 1-2
1.2 How can students add and subtract
2-digit numbers efficiently?
2.0A.2
2.NBT.5
2NBT.9
MP1. Make sense of
problems and persevere
Observation: Can students
write equations that
accurately represent the
problems?
What tools and strategies
do they use?
How do students record
their work?
Today's Number: 45 Student Activity Book
pp. 1-2, 4-6,
connecting cubes,
chart paper
1.3 What strategies can you use to solve
2-digit addition problems?
2.0A.2
2.NBT.2
2.NBT.5
2.NBT.9
2.MD.6
2.MD.8
MP1. Make sense of
problems and persevere
MP6: Attend to
precision
Observation: Can
students write equations
that accurately represent
problems?
What tools do students
use to solve problems?
Can students solve
problems accurately?
How do students record
their work?
How many pockets?
Penny-a-pocket
Story Problem Student Activity Book
pp. 7-9, 11-12,
connecting cubes,
chart paper
1.4 What strategies can you use to solve
2-digit addition and subtraction
problems?
2.OA.2
2.NBT.5
2.NBT.9
2.MD.6
2.G.1
MP1. Make sense of
problems and persevere
MP6: Attend to
precision
Quick Images: Pattern
Blocks
Student Activity Book
pp. 13-15
connecting cubes
2nd Grade Math
Unit 6: How Many Tens? How Many Ones?
Investigation 1: Working with Tens & Ones
Counting,
coins,
combinations and
stickers,
number strings,
and story
problems.
Unit 6 Page 16
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 6: How Many Tens? How Many Ones?
Investigation 1: Working with Tens & Ones2.1 What strategies can you use to add
missing numbers to a mostly empty
100 Chart?
2.NBT.5 MP2. Reason abstractly
and quantitatively
Observation: How do
students decide where to
place numbers?
What guesses do students
make?
How do students keep
track of and use the
information generated by
their questions?
Today's Number: 40 100 Chart Student Activity Book
pp.16-17, 19-20,
Pocket 100 Chart with
number cards
2.2 What strategies can you use to
determine the difference between a
number and a multiple of 10 up to
100?
2.OA.2
2.NBT.5
2.MD.7
MP2. Reason abstractly
and quantitatively
Observation: How do
students determine how
many cubes to take?
How do students figure
out how many cubes they
have altogether?
How do students calculate
the difference from a
number to the next
multiple of 10?
What Time is it?
Counting the minutes
Student Activity Book
p. 21 to 6,
Number Cubes,
connecting cubes
Writing p. 68
SAB p. 21
2.3 What strategies can you use to find
and use patterns in a sequence of
numbers?
2.NBT.5
2.MD.8
MP2. Reason abstractly
and quantitatively
Observation: What
guesses do students
make?
How do students keep
track of information
generated by their
questions?
Do students place the
given numbers correctly?
How do they decide
where to place numbers
on the 100 chart?
How do students explain
their strategies for placing
numbers?
How do students decide
where to place numbers?
Quick Images: Coins Student Activity Book
pp. 22-26
Writing p. 71
SAB p. 22-23
Investigation 2: Working with 100
Counting,
coins,
combinations and
stickers,
number strings,
and story
problems.
Unit 6 Page 17
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 6: How Many Tens? How Many Ones?
Investigation 1: Working with Tens & Ones2.4 What strategies can you use to
determine the difference between a
number and a multiple of 10 up to
100?
2.OA.2
2.NBT.1.a
2.NBT.5
2.MD.6
2.MD.8
MP2. Reason abstractly
and quantitatively
Observation: Can
students accurately show
the given amounts?
Can students accurately
solve the problems on
Student Activity Book
pages 29-30?
How do students record
their work?
Today's Number: 56 with
Coins
Student Activity Book
pp. 27-31,
connecting cubes
2.5 What strategies can you use to add
2-digit numbers?
2.OA.2
2.NBT.5
2.NBT.9
2.MD.7
MP2. Reason abstractly
and quantitatively
Observation: Can
students write an
equation that matches
the problem situation?
How do students solve
the problems?
What Time is it? What
Time Will it Be?
Student Activity Book
pp. 32-36
Writing - p. 83
SAB p. 32-33
2.6 What strategies can you use to
determine the difference between a
number and a multiple of 10 up to
100?
2.NBT.5
2.NBT.9
2.MD.6
2.G.1
MP 1. Make sense of
problems and persevere
M20, M21 Quick Images: Pattern
Blocks
Student Activity Book
p. 37
3.1 What strategies can you use to
make jumps of multiples of 5 on the
100 Chart?
2.OA.3
2.NBT.5
2.NBT.6
MP7. : Model with
mathematics
Observation: How do
students move on the 100
Chart?
How do students figure
out how far they are from
100?
How do students add the
string of numbers at the
end of the game?
Today's Number:
Counting Around the
Class
Student Activity Book
pp. 38-40,
multiple of 5 number
cubes,
game pieces
3.2 What strategies can you use to add
coin amounts up to $1.00?
2.NBT.5
2.NBT.6
2.MD.6
2.MD.7
2.MD.8
MP7: Model with
mathematics
Observation: How do
students decide what
coins to take?
How do students total
their coins?
How do students figure
out how much they need
to make $1.00?
What Time is it? What
Time Will it Be?
nickel
penny
dime
dollar
cents
Student Activity Book
pp. 41-42,
1 to 6 dot number
cubes,
coin sets with four $1
bills added
Investigation 3: Adding to & Subtracting from 100
Counting,
coins,
combinations and
stickers,
number strings,
and story
problems.
Unit 6 Page 18
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 6: How Many Tens? How Many Ones?
Investigation 1: Working with Tens & Ones3.3 What strategies can you use to add
and subtract 10 and multiples of 10
to/from any number?
2.NBT.5
2.NBT.6
2.MD.8
MP7: Model with
mathematics
Observation: Are
students able to add 10 or
multiples of 10 to any
number?
Can they correctly place
the numbers on the 100
chart?
How many pockets?
Penny-a-pocket
Student Activity Book
pp. 43-50
3.4 What strategies can you use to
subtract amounts from 100 down to
0?
2.NBT.5
2.NBT.6
2.MD.8
MP7: Model with
mathematics
Observation: If students
roll three and four, do
they remove three and
then four cubes?
How do students figure
out how many cubes they
have after each turn?
How do students find the
distance to a multiple of
ten?
Quick Images: Coins array Student Activity Book
p. 51,
connecting cubes,
1-6 dot or number
cubes
3.5 What strategies can you use to
subtract amounts from $1.00 down
to 0?
2.NBT.2
2.NBT.5
2.NBT.6
2.MD.8
MP8: Look for and
express regularity in
repeated reasoning
Observation: What
strategies do students use
as they play?
What trades do students
make?
Today's Number:
Counting Around the
Class
dime
cents
dollar
Student Activity Book
pp. 52-53 & 55-56,
1-6 dot number cubes,
coin sets with $1 bills
3.6 What strategies can you use to add
and subtract amounts from $1.00
down to 0?
2.NBT.5
2.NBT.6
2.MD.7
2.MD.8
MP7: Model with
mathematics
What Time is it? Student Activity Book
p. 57,
10 strips of 10 stickers,
10 towers of 10 cubes,
10 dimes and one
dollar bill
Counting,
coins,
combinations and
stickers,
number strings,
and story
problems.
Unit 6 Page 19
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 6: How Many Tens? How Many Ones?
Investigation 1: Working with Tens & Ones4.1 How many 5's in 100? 2.NBT.2
2.NBT.5
2.MD.8
MP7: Model with
mathematics
Observation: How do
students approach the
problem?
How fluently can students
skip count by 5's and
10's?
Today's Number: 50 multiple
skip counting
Student Activity Book
pp. 58-61,
chart paper,
coin sets,
Pocket 100 Chart
Writing - p. 131
SAB p. 58
4.2 How can students skip count by 2's,
5's, and 10's?
2.NBT.2
2.MD.8
MP7: Model with
mathematics
Observation: How
familiar are students with
skip counting?
What errors do you
notice?
How accurate and legible
are students' written
numbers?
What patterns do
students notice in the
written sequences?
What tools, if any, do
students use to solve
these problems?
Do students use the
relationships between 5
and 10 between nickels
and dimes to solve
problems about the
number of nickels or
dimes in an amount?
How do students show
their thinking?
Today's Number:
Counting Around the
Class
Student Activity Book
pp. 62-68,
100 Chart,
coin sets
Writing - p. 138-139
SAB p. 62-63
4.3 Can students skip count by 2s, 5s,
and 10s?
Can students use coins to model
adding by 5s and 10s?
Are students developing efficient
methods for adding 2-digit
numbers?
2.NBT.2
2.MD.6
2.MD.7
2.MD.8
MP7: Model with
mathematics
M39 What Time is it? What
Time Will it Be?
Student Activity Book
pp. 62-65 & 69,
100 Chart,
coin sets,
strips of adding
machine tape
portfolio
Counting,
coins,
combinations and
stickers,
number strings,
and story
problems.
Investigation 4: Making 100 with Equal Groups
Unit 6 Page 20
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 6: How Many Tens? How Many Ones?
Investigation 1: Working with Tens & Ones4.4 Can students add multiples of 5 and
10?
Are students using coins to model
adding by 5s and 10s?
Can students determine the
difference between a given amount
and $1.00?
2.NBT.5
2.MD.8
MP1. Make sense of
problems and persevere
End-of-Unit Assessment Quick Images: Coins Student Activity Book
p. 70,
100 chart,
coin sets,
End-of-Unit
Assessment
portfolio Counting,
coins,
combinations and
stickers,
number strings,
and story
problems.
Unit 6 Page 21
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 Can students characterize odd and
even numbers as those that do or
do not make groups of two
(partners) and two equal groups
(teams)?
2.OA.1,
2.OA.3,
2.NBT.5
MP1: Make sense of
problems and persevere
TO:
How do students model
the problems?
How do students solve
the problem?
even, odd M2: Problems About
Two Small Groups,
charts of even and odd
definitions from Unit
3, chart paperm
connecting cubes, 100
chart, SAB pp 1-3,
SMH pp 41-42
1.2 Can students analyze what happens
with partners and teams when two
groups are combined?
2.OA.1,
2.OA.3,
2.NBT.5
MP1: Make sense of
problems and persevere
TO:
How do students model
the problems?
How do students solve
the problem?
conjecture M5: Problems About
Two Big Groups, M2
(from session 1.1),
connecting cubes,
charts of even and odd
definitions (from
Session 1.1), SAB pp 1-
2, 4-6; SMH pp 41-42
1.3 Can students make and justify
generalizations about adding two
odd numbers?
2.OA.3,
2.NBT.5,
2.MD.7
MP3: Construct viable
arguments and critique
the reasoning of others;
MP7: Look for and make
use of structure;
MP8: Look for and
express regularity in
repeated reasoning
TO:
Can students find pairs of
numbers that work?
Can students reason
about pairs of numbers
that do not work?
Do students work
systematically?
Do students suggest that
even numbers have no
leftovers and odd
numbers do?
chart paper,
connecting cubes, SAB
pp 7-14, SMH pp 41-42
Writing - p. 38-40 & 42
SAB p. 7-11, 13-14
Unit 8: Partners, Teams, and Paper Clips
2nd Grade Math
Investigation 1: Adding Even and Odd Numbers
* understanding
of place value
* making sense of
operations of
addition &
subtraction
* developing
strategies for
soving addition &
subtraction
problems
Unit 8 22
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
Unit 8: Partners, Teams, and Paper Clips
2nd Grade Math
Investigation 1: Adding Even and Odd Numbers1.4 Can students make and justify
generalizations about adding two
odd numbers?
2.OA.2,
2.OA.3,
2.NBT.5
MP3: Construct viable
arguments and critique
the reasoning of others;
MP7: Look for and make
use of structure;
MP8: Look for and
express regularity in
repeated reasoning
TO:
Can students find pairs of
numbers that work?
Can students reason
about pairs of numbers
that do not work?
Do students work
systematically?
Do students suggest that
even numbers have no
leftovers and odd
numbers do?
Prepared Pocket Data
Poster, connecting
cubes. SAB pp 7-11,
SMH pp 13-15
2.1 Can students solve related problems
that help them see the relationship
between adding 9 and adding 10 to
any single-digit number?
2.OA.2,
2.NBT.5,
2.MD.6
MP2: Reason abstractly
and quantitatively,
MP8: Look for and
express regularity in
repeated reasoning
TO:
How fluent are students
in adding 9 and 10 to any
single-digit number?
How do students decide
whether to add 9 or 10?
Do students use what
they know about adding
even and odd numbers to
reason about unknown
combinations (e.g., "6 + 9
can't be 14 or 16 because
an even plus an odd has
to be an odd")?
vertical,
horizontal,
diagonal, sum
M6-M9: Primary
Number Cards, M10:
Plus 9 or 10 BINGO,
M11: Plus 9 or 10
BINGO Gameboard,
M12: Addition Cards
Set 5: Plus 9
Combinations,
connecting cubes,
counters of two kinds,
envelopes of
"combinations I know"
and "combinations I'm
still working on,"
connecting cubes, SAB
pp 19, 21-22, SMH pp
51-53 and G11
* understanding
of place value
* making sense of
operations of
addition &
subtraction
* developing
strategies for
soving addition &
subtraction
problems
Investigation 2: Remaining Addition Combinations
Unit 8 23
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
Unit 8: Partners, Teams, and Paper Clips
2nd Grade Math
Investigation 1: Adding Even and Odd Numbers2.2 Can students relate unknown
combinations to known
combinations?
2.OA.2 MP2: Reason abstractly
and quantitatively,
MP8: Look for and
express regularity in
repeated reasoning
TO:
How fluent are students
in adding 9 and 10 to any
single-digit number?
How fluent are students
with the remaining
combinations?
Do students use what
they know about adding
even and odd numbers to
reason about unknown
combinations?
M13: Addition Cards
Set 6: Remaining
combinations, chart
paper, envelopes of
"combinations I know"
and "combinations I'm
still working on,"
connecting cubes, SAB
pp 19, 21-22, SMH pp.
51-53 and G11
3.1 Can students determine what
number is left from 100 after taking
"a pinch of paper clips?"
2.OA.1,
2.NBT.5,
2.NBT.9,
2.MD.6
MP4: Model with
mathematics,
MP5: Use appropriate
tools strategically
TO:
How accurate and
efficient are students in
their counting?
What strategies do
students use?
Can students write
equations that represent
the problems?
What tools do students
use?
Can students record their
strategies clearly?
M14-M15: Pinching
Paper Clips, M16:
Pages in a Sticker
Book, M17: 100s
chart, 1 box of 100
paper clips for each
student or pair,
connecting cubes in
towers of 10. materials
for Plus 9 or 10 BINGO
(from Session 2.1,)
envelopes of
"combinations I know"
and "combinations I'm
still working on," SAB
pp 27-29, SMH pp 70-
75
* understanding
of place value
* making sense of
operations of
addition &
subtraction
* developing
strategies for
soving addition &
subtraction
problems
Unit 8 24
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
Unit 8: Partners, Teams, and Paper Clips
2nd Grade Math
Investigation 1: Adding Even and Odd Numbers3.2 Can students solve subtraction
problems in parts and record their
work?
2.OA.1,
2.NBT.5,
2.NBT.9,
2.MD.6
MP4: Model with
mathematics,
MP5: Use appropriate
tools strategically
TO:
What strategies do
students use?
What tools, models, or
representaions do
students use to solve the
problem and record their
work?
How do students
communicate their
thinking on paper?
M1: Stickers: Strips
and Singles, M18-M19:
Story Problems:
Variations, M20-M21:
Story Problems:
Challenges, M25-M26:
Family Letter, chart
paper, M17: 100
chart, SAB pp 27-29,
SMH pp 70-75
3.3 Can students add up or subtract
back to find the difference?
2.OA.1,
2.NBT.5,
2.NBT.9,
2.MD.6
MP4: Model with
mathematics,
MP5: Use appropriate
tools strategically
TO:
Can student write
equations that represent
the problems?
What strategies do
students use?
What tools, models, or
representaions do
students use to solve the
problem and record their
work?
How do students
communicate their
thinking on paper?
M16: Pages in a
Sticker Book, M17:
100s chart, M18-M19:
Story Problems:
Variations, M20-M21:
Story Problems:
Challenges, connecting
cubes, sets of paper
stickers (from 3.2),
materials for pinching
paper clips, materials
for Plus 9 or 10 BINGO,
envelopes of
"combinations I know"
and "combinations I'm
still working on,"
counters, SAB pp 23-
24, 27-28, 30-34, SMH
pp 71-72, 73-75 and
G11
* understanding
of place value
* making sense of
operations of
addition &
subtraction
* developing
strategies for
soving addition &
subtraction
problems
Unit 8 25
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
Unit 8: Partners, Teams, and Paper Clips
2nd Grade Math
Investigation 1: Adding Even and Odd Numbers3.4 Can students compare problems in
which the amount subtracted differs
by 1?
2.OA.1,
2.NBT.5,
2.NBT.9,
2.MD.6
MP4: Model with
mathematics,
MP5: Use appropriate
tools strategically
TO:
Can student write
equations that represent
the problems?
What strategies do
students use?
What tools, models, or
representaions do
students use to solve the
problem and record their
work?
How do students
communicate their
thinking on paper?
M22 - M23: More
Story Problems:
Challenges, Math
Workshop Materials
(from session 3.3), SAB
pp 33-38, SMH pp 52-
53, 71-72, 79-80
Writing - p. 99
SAB p. 36
3.5 Can students solve two subtraction
problems and record their work?
2.OA.1,
2.NBT.5
MP4: Model with
mathematics,
MP5: Use appropriate
tools strategically
TO:
Can students write
equations that accurately
represent both situations?
What strategies do
students use? What tools
do studens use?
How do students
communicate their
thinking on paper?
GCA: M24: Assessement:
Paper Clips and Cherries
M24: Assessment:
Paper Clips and
Cherries, Math
Workshop Materials
(from session 3.3), SAB
pp 23-24, 27-28, 30-
31, 35-36, 39, SMH pp
53, 79-80
* understanding
of place value
* making sense of
operations of
addition &
subtraction
* developing
strategies for
soving addition &
subtraction
problems
Unit 8 26
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
Unit 8: Partners, Teams, and Paper Clips
2nd Grade Math
Investigation 1: Adding Even and Odd Numbers4.1 Can students solve addition
problems and record their work?
2.OA.1,
2.NBT.5,
2.NBT.6,
2.NBT.9,
2.MD.6
MP4: Model with
mathematics,
MP6: Attend to
precision,
MP8: Look for and
express regularity in
repeated reasoning
TO:
Can students accurately
write an equation that
represents the problem?
What strategies do
student use to solve the
problem?
What tools, models or
representations do
students use to solve the
problem?
How do students show
their work?
chart paper, M16:
Pages in a Sticker
Book, M17: 100 chart,
connecting cubes in
towers of 10, sets of
paper sticks (from
session 3.2), SAB pp 40-
46, SMH pp 62-66
4.2 Can students solve addition
problems using the strategy of
keeping one number whole and
adding the other in parts?
2.OA.1,
2.NBT.5,
2.NBT.6,
2.NBT.9,
2.MD.6
MP6: Attend to
precision,
MP8: Look for and
express regularity in
repeated reasoning
TO:
Can student accurately
write an equation or a
story problem that
represents the problem?
Are students able to keep
one number whole and
add on the other?
How do students record
their work?
M28-M29: Addition
Problems, Set 3:
Variations; M30-M31:
Addition Problems, Set
3, Challenges; M17:
100 chart, connecting
cubes, sets of paper
sticks (from session
3.2), Chart: "Keeping
One Number Whole"
(From session 3.2),
SAB pp 45, 47-51; SMH
pp 63-66
Writing - p. 125 & 129
SAB p. 48 & 50-51
* understanding
of place value
* making sense of
operations of
addition &
subtraction
* developing
strategies for
soving addition &
subtraction
problems
Unit 8 27
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
Unit 8: Partners, Teams, and Paper Clips
2nd Grade Math
Investigation 1: Adding Even and Odd Numbers4.3 Can students solve addition
problems using the strategy of
adding just the tens then just the
ones then the tens and ones?
2.OA.1,
2.NBT.5,
2.NBT.6,
2.NBT.9
MP6: Attend to
precision,
MP8: Look for and
express regularity in
repeated reasoning
TO:
Can students write an
equation or a story
problem that represents
the problem?
Are students able to add
by place?
How do students record
their work?
M32-M33: Addition
Problems, Set 4:
Variations; M34-M35:
Addition Problems, Set
4: Challenges; Chart
"Adding Tens and
Ones" (From session
4.1); chart paper;
connecting cubes in
towers of 10; sets of
paper stickesr (from
session 3.2); SAB pp50,
52-56; SMH pp 63-66
Writing - p. 133
SAB p. 52
4.4 Are students developing efficient
methods for adding and notating
strategies?
2.OA.1,
2.NBT.5,
2.NBT.6,
2.NBT.9,
2.MD.6,
2.MD.7
MP6: Attend to
precision,
MP8: Look for and
express regularity in
repeated reasoning
TO:
Can students accurately
write an equation that
represents the problem?
What strategies do
student use to solve the
problem?
What tools, models or
representations do
students use to solve the
problem?
How do students show
their work?
M36-M37: Addition
Problems, Set 5:
Variations; M38-M39:
Addition Problems, Set
5: Challenges; M16:
Pages in a Sticker
Book; M17: 100 Chart;
connecting cubes in
towers of 10; sets of
paper stickers (from
session 3.2); SAB pp 57-
61; SMH pp 63-66
Writing - p. 139
SAB p. 58
* understanding
of place value
* making sense of
operations of
addition &
subtraction
* developing
strategies for
soving addition &
subtraction
problems
Unit 8 28
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
Unit 8: Partners, Teams, and Paper Clips
2nd Grade Math
Investigation 1: Adding Even and Odd Numbers5A.1 Can students represent 3-digit
numbers as well as add 3-digit
numbers?
2.NBT.2,
2.NBT.7
MP4: Model with
mathematics,
MP5: Use appropriate
tools strategically
TO:
Are students able to use
sticker notation to
represent the number of
stickers?
Are students able to
record an equation that
represents the number of
stickers?
sets of paper stickers,
C84 (make copies as
needed), SAB pp 65-66
or C85-C86, SAB p. 67
or C87, SAB p. 68 or
C88, SMH p 32, 63
5A.2 Can students represent 3-digit
numbers as well as add 3-digit
numbers?
2.NBT.7 MP1: Make sense of
problems and
persevere,
MP5: Use appropriate
tools strategically
TO:
How efficient are students
in representing numbers
using sticker notation?
How do students record
their strategy for
combining the sets?
How do students deal
with problems that have
more than 10 ones or 10
tens?
SAB pp 65-66 or C85 -
C86, C69-70 or C89 -
C90, SAB pp 71-72 or
C91-C92, SAB p. 73 or
C93, sets of paper
stickers, number
strips, SMH pp 71-72
5A.3 Can students represent 3-digit
numbers as well as subtract 3-digit
numbers?
2.NBT.1.a,
2.NBT.7
MP1: Make sense of
problems and
persevere,
MP5: Use appropriate
tools strategically
TO:
Can students retell the
problem in their own
words and describe what
is happening in the
problem?
Are students able to use
sticker notation to
represent the total
amount?
chart paper, set of
paper stickers, SAB pp
75 -76 or C94-C95, SAB
77 or C96, SMH pp 71-
72
* understanding
of place value
* making sense of
operations of
addition &
subtraction
* developing
strategies for
soving addition &
subtraction
problems
Unit 8 29
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
Unit 8: Partners, Teams, and Paper Clips
2nd Grade Math
Investigation 1: Adding Even and Odd Numbers5A.4 Can students represent 3-digit
numbers as well as subtract 3-digit
numbers that do and do not need to
be regrouped?
2.NBT.1.a,
2.NBT.7
MP1: Make sense of
problems and
persevere,
MP5: Use appropriate
tools strategically
TO:
Can students retell the
problem in their own
words and describe what
is happening in the
problem?
Are students able to use
sticker notation to
represent the total
amount?
Do students break apart
the amount being
removed into hundreds,
tens, and ones and then
remove each of these
parts from the total
amount?
How do students work
with numbers that require
them to break up or
regroup a group of 10 or
100?
Are students able to
explaintheri strategy as
well as identify each part
of the problem (total
amount, part removed,
part left/answer)?
SAB pp 75-76 or C94-
95, chart paper, SAB
pp 78-79 or C97-C98,
pp 80-81 or C99-C100,
SMH pp 85-89
* understanding
of place value
* making sense of
operations of
addition &
subtraction
* developing
strategies for
soving addition &
subtraction
problems
Unit 8 30
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
Unit 8: Partners, Teams, and Paper Clips
2nd Grade Math
Investigation 1: Adding Even and Odd Numbers5A.5 Can students make and justify
generalizations about adding even
and odd numbers? Can students
add 2-digit and 3-digit numbers
accurately and efficiently?
2.NBT.7 MP1: Make sense of
problems and
persevere,
MP2: Reason abstractly
and quantitatively
GCA:
Do students make
accurate generalizations
about what happens
when you add different
combinations of even and
odd numbers?
Can students accurately
write an equation or tell a
story that represents
what the problem is
asking?
What strategies do
students use to solve the
problem?
What tools, models or
representations do
students use to solve the
problem?
How do students show
their work?
SAB pp 65-66 or C85 -
C86, C69-70 or C89 -
C90, SAB pp 71-72 or
C91-C92, SAB p. 73 or
C93, sets of paper
stickers, number
strips, SMH pp 71-72 * understanding
of place value
* making sense of
operations of
addition &
subtraction
* developing
strategies for
soving addition &
subtraction
problems
Unit 8 31
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1A How can students develop fluency
with subtraction facts related to the
+9 addition combinations?
2.OA.2 MP2. Reason abstractly
and quantitatively
Ongoing Assessment:
Observe Student at works
pg 1B
Classroom Routine:
What time is it? -
Writing clues
- Practicing Subtraction
Facts
Length
Width
Investigation and the
Common Core
Standards book for
Adapted Lesson
-pgs cc116-CC119
1.1 How can students compare and
record the length of items with
length of strips?
2.NBT.5
2.MD.1
MP1. Make sense of
problems and persevere
Ongoing Assessment:
Observe Student at works
pg 1
Classroom Routine:
Quick Images, Tens and
Ones.
Length
Width
SAB p.1 - 3
SMH p.146
Writing - p. 27
SAB p. 2
1.2 Scavenger Hunt Workshop 2.NBT.5
2.MD.2
MP2. Reason abstractly
and quantitatively
Ongoing Assessment:
Observe Student at work
pg4
Classroom Routine:
Today Number: 49 using
subtracion - Math
Workshop
measure
estimate
length
width
height
SAB pg 1-2, 4-8
SMH 146, 147, 148
Writing - p. 31
SAB p. 5
1.3 Measuring with Different Units 2.NBT.5 MP5. Use appropriate
tools strategically
Ongoing Assessment:
Observe Student at works
pg 9,10
Classroom Routine:
What time is it?
-What time will it be? -
Math Workshop
unit Student Activity Book
pp. 4–5, 9–11
Student Math
Handbook pp. 147,
148
1.4 Measuring Jumps 2.NBT.5
2.MD.2
2.MD.4
MP1. Make sense of
problems and persevere
MP2. Reason abstractly
and quantitatively
Ongoing Assessment:
Observe Student at works
pg 13
Classroom Routine: -
Tens & Ones
- Math workshop
Student Activity Book
pp.9, 13-14
Student Math
Handbook pp. 147,
150-151, 152
1.5 Comparing Jumps 2.NBT.5
2.MD.2
2.MD.4
2.MD.5
2.MD.9
MP2. Reason abstractly
and quantitatively
Ongoing Assessment:
Observe Student at works
pg 16
Classroom Routine:
Todays number - 26
using subtraction
Student Activity Book
pp.15-16
Student Math
Handbook pp. 73-75,
150-151, 152 1.6 Assessment: A measurement
Agreement
2.NBT.5
2.MD.2
2.MD.4
2.MD.5
2.MD.7
MP2. Reason abstractly
and quantitatively
Ongoing Assessment:
Observe Student at works
pgM6
Classroom Routine:
What time will it be?
SAB p. 17-18
SMH pp.73-75, 148
M6
2nd Grade Math
Unit 9: Measuring Length & Time
Investigation 1: Different Units, Different Counts
* measuring
length with
informal units
* understand that
if 2 people
measure an
object with the
same unit, they
will get the same
measurement
* understand that
different units
yield different
counts
Unit 9 Page 32
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 9: Measuring Length & Time
Investigation 1: Different Units, Different Counts2.1 The Land of Inch 2.NBT.5
2.MD.1
MP5. Use appropriate
tools strategically
Ongoing Assessment:
Observe Student at works
pg 19
Classroom Routine:
-Tens & Ones
- Math workshop
inch
measurement
SAB pp. 19-20
SMH 146, 148, 149,
152, 155
2.2 Measuring with the Inch-brick tool 2.NBT.5
2.MD.1
2.MD.4
2.MD.5
MP5. Use appropriate
tools strategically
Ongoing Assessment:
Observe Student at works
pg 27
Classroom Routine:
- Todays Number:20
using subtraction
- Math Workshop
accurately SAB pp. 19, 21-28
SMH 148, 155, 156
2.3 A Map of the Land of Inch 2.NBT.5
2.MD.1
MP5. Use appropriate
tools strategically
Ongoing Assessment:
Observe Student at works
pg 29
Classroom Routine:
What time is it?
SAB pp. 23-24, 29-30
SMH 155, 156
3.1 Assessment: The King's Foot 2.NBT.5
2.MD.1
2.MD.2
2.MD.8
MP5. Use appropriate
tools strategically
Assessment: RM M13 Classroom Route:
How many Pockets?
Using a Class List to Add
Unit
footlength
ruler
M13
Rulers
SAB p.31
SMH pp. 150-151, 152,
1553.2 Rulers and Body Benchmarks 2.NBT.5
2.MD.1
2.MD.3
2.MD.4
2.MD.5
MP5. Use appropriate
tools strategically
Ongoing Assessment:
Observe Student at works
pg 34-35
Classroom Routine:
Quick Images: Tens and
Ones
Math Workshop
tape measure
yardstick
yard
inch
foot ,
benchmark
Rulers,
yardsticks,
tape measures,
inch-brick measuring
took,
SAB pgs, 32, 33, 34-35,
36-38
SMH pp. 153, 155, 156
Writing - p. 86
SAB p. 32
3.3 Measurement Strategies 2.NBT.5
2.MD.1
2.MD.2
2.MD.3
MP5. Use appropriate
tools strategically
Ongoing Assessment:
Observe Student at works
pg 39
Classroom Routine:
Today's Number: 32
using subtraction
Math Workshop
SAB p. 33, 34-35, 39,
40-42
SMH 153, 156, 157
pg from CC, C123
Writing - p. 93 & 95
SAB p. 39, 41, & 42
3.4 Moving to Metric 2.MD.1
2.MD.3
2.MD.4
2.MD.7
MP5. Use appropriate
tools strategically
Ongoing Assessment:
Observe Student at works
pg 43
Classroom Routine:
What time is it? What
time will it be?
Math Workshop
metric system
centimeter
meter
M16
SAB p. 43, 44, 45-46
SMH p. 154
Writing - p. 99
SAB p. 44
Investigation 2: Creating a Measuring Tool
Investigation 3: Two Measurement Systems
* measuring
length with
informal units
* understand that
if 2 people
measure an
object with the
same unit, they
will get the same
measurement
* understand that
different units
yield different
counts
Unit 9 Page 33
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 9: Measuring Length & Time
Investigation 1: Different Units, Different Counts3.5 Metric Measurement 2.NBT.5
2.MD.1
2.MD.2
2.MD.5
MP5. Use appropriate
tools strategically
Ongoing Assessment:
Observe Student at work
pg 47
Classroom Routine:
Quick Images: Tens and
Ones
SAB pp. 44, 46, 47, 48
SMH 150-151, 153,
154, 155
Writing - p. 102
SAB p. 47
3.6A End-of-Unit Assessment 2.MD.2
2.MD.7
MP1. Make sense of
problems and persevere
MP2. Reason abstractly
and quantitatively
Ongoing Assessment
Observe Student at work
pg C124-126
Classroom Routine:
Todays Number; 72
C124-126
C127, Assessment
Checklist: Subtraction
Facts
C128-129, At What
Time?
* measuring
length with
informal units
* understand that
if 2 people
measure an
object with the
same unit, they
will get the same
measurement
* understand that
different units
yield different
counts
Unit 9 Page 34
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 How do students draw and describe
the attributes of 2-D shapes?
Can students describe the number
of faces on a 3-D shape?
2.0A.1
2.0A.2
2.G.1
5: Use appropriate tools
7: Look for and make
use of structure
Teacher Observation (TO)-
Do students explore and
describe the features of 3-
D shapes?
Do students attend to
important features of
shape while making a two-
dimensional
representation of a three-
dimensional block
construction?
10 minute Math:
Today's Number
polygon
geometry
two-dimensional
shape
three-
dimensional
shape
face
Chart: "Describing
Geoblocks"
Geoblock K
Student Activity Book
(SAB) pp. 1-2
M5-M6
1.2 Can students match a 3-D shape to
its 2-D representation?
2.0A.1
2.0A.2
2.0A.4
2.G.1
5: Use appropriate tools Teacher Observation (TO)-
Do students use features
of a three-dimensional
shape to match a
geoblock to a two-
dimensional
representation?
Do students attend to
important features of the
shape while making a two-
dimensional
representation of a three-
dimensional block
construction?
Do students practice
doubling numbers?
Do students experiment
with geometric motions
to see how shapes fit
together?
10 Minute Math: 10
using subtraction
M7-M12
Five Geoblocks
Computers (shapes)
Block Task Cards
M13, M14, M15
Primary Number Cards
Student Activity Book
(SAB) p. 3
Student Math
Handbook, pp. 47,
116, 122, 123, 124-125
2nd Grade Math
Unit 2: Shapes, Blocks, & Symmetry
Investigation 1: Features of 2-Dimensional & 3-Dimensional Shapes
* experience
observing,
describing,
comparing, and
representing
shapes they see
around them
Unit 2 Page 35
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 2: Shapes, Blocks, & Symmetry
Investigation 1: Features of 2-Dimensional & 3-Dimensional Shapes1.3 How do students sort geoblocks? 2.0A.2
2.MD.7
2.G.1
3: Construct viable
arguments and critique
the reasoning of others
5: Use appropriate tools
strategically
TO
Do students sort three-
dimensional shapes by
different attributes?
Do students identify a
three-dimensional shape
by touch?
10 Minute Math: How
many pockets
Set of geoblocks
Paper bag (mystery
block)
Materials from: Find
the block, drawing
geoblocks, double
arrays, shapes
SAB p. 4
1.4 Can students identify double
combinations?
2.0A.2
2.MD.7
2.G.1
5: Use appropriate tools TO
Are students working on
the "Combinations I
know" and Combinations
I'm still working on"
cards?
Do students fill an outline
in different ways as they
begin to notice
combinations of shapes?
10 Minute Math: What
time is it?
M19
"Combinations I know"
and "Combinations I'm
Still Working on"
envelope M20
SAB p. 5
1.5 How do students combine 2-D and 3-
D shapes to make other shapes?
2.G.1 5: Use appropriate tools TO
Do the students put the
blocks together to gain
insight into how they
perceive three-
dimensional shapes?
Do students notice
relationships among
various blocks?
Do students have a
recording method that is
easy to understand?
10 Minute Math:
Drawing Shapes
SAB pp. 6-8
Shapes software
Build the Geoblock,
Ways to fill, Mystery
Block, Shapes
SAB p. 11
* experience
observing,
describing,
comparing, and
representing
shapes they see
around them
Unit 2 Page 36
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 2: Shapes, Blocks, & Symmetry
Investigation 1: Features of 2-Dimensional & 3-Dimensional Shapes2.1 Can students describe and sort
shape cards into groups with
different attributes?
2.0A.1
2.OA.2
2.G.1
3: Construct viable
arguments and critique
the reasoning of others
TO
Do students identify an
attribute or set of
attributes of a geometric
shape?
Do the students sort the
cards into 3 groups: 3
sides, 4 sides, more then
4 sides?
10 Minute Math: 18
using double
combinations
M1-M4
Different ways to sort
SAB pp. 12-13
2.2 Can students sort quadrilaterals into
two categories (shapes with 4 sides
and 4 right angles and shapes with 4
sides, but not 4 right angles)?
2.MD.7
2.G.1
3: Construct viable
arguments and critique
the reasoning of others
TO
Do students sort 4-sided
shapes into 2 categories
(those with right angles
and those without)
10 Minute Math: What
time is it?
angle
right angle
rectangle
quadrilateral
Shape Cards
Color Tiles
Quadrilateral Chart
SAB pp. 15-16
2.3 Can students arrange rectangles
from biggest to smallest and discuss
their order?
2.G.1
2.G.2
3: Construct viable
arguments and critique
the reasoning of others
4: Model with
mathematics
TO
Do the students decide on
an attribute for ordering a
set of rectangles?
Do students cover
rectangles with tiles?
10 Minute Math:
Drawing Shapes
area M23-M25
Which is Biggest?
SAB p. 17, 18
Writing - p. 81
SAB p. 17
2.4 Can students build rectangles and
describe and draw them?
2.0A.1
2.0A.2
2.0A.4
2.G.2
3: Construct viable
arguments and critique
the reasoning of others
5: Use appropriate tools
strategically
TO
Do students build
rectangles from tiles and
describe them?
Do students practice
building rectangular
arrays?
Do students use visual
images to recreate
arrays?
10 Minute Math: Todays
Number
congruent
column
Color tiles
Shapes software
M15
SAB pp. 19-20
Double arrays
SAB p.21
Writing - p. 89
SAB p. 20
* experience
observing,
describing,
comparing, and
representing
shapes they see
around them
Investigation 2: What is a Rectangle?
Unit 2 Page 37
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 2: Shapes, Blocks, & Symmetry
Investigation 1: Features of 2-Dimensional & 3-Dimensional Shapes2.5 Can students create and count their
own rectangles on a geoboard/dot
paper?
2.OA.2
2.OA.4
2.MD.7
2.G.1
5: Use appropriate tools TO
Do students focus on
outline of rectangle?
10 Minute Math: What
time is it?
Geoboards
Rubber bands
M26
Rectangles on the
Geoboard
Describing Rectangles
Rectangle Riddles
Shapes
SAB p. 22
2.6 How do students investigate how
many different rectangles can be
made with a given number of tiles?
2.0A.2
2.0A.4
2.G.2
5: Use appropriate tools
6: Attend to precision
TO
Do students create
different rectangles using
a fixed number of color
tiles?
10 Minute Math: Double
Arrays
Color Tiles
M15
Rectangles on the
Geoboard
Describing Rectangles
Rectangle Riddles
Shapes
SAB p. 23-26
2.7 Can students identify whether or
not each of 4 shapes is a rectangle
and explain why or why not?
2.0A.1
2.0A.2
2.G.1
6: Attend to precision
7: Look for and make
use of structure
TO
Do students reproduce
rectangular arrays from
descriptions?
Do students identify
rectangles as four-sided
shapes with four right
angles?
10 Minute Math:
Todays Number
Color Tiles
M30
SAB p. 27
2.8 Can students discuss the properties
of its faces?
2.NBT.2
2.G.1
2.G.2
1: Make sense of
problems and persevere
TO
Do students compare two
rectangular prisms?
Do students build boxes
out of rectangular pieces
and develop their sense of
the structure?
10 Minute Math: How
many Pockets
congruent A box 9X5X3
Box pieces in
envelopes
SAB p. 28
2.9 Can students identify the number of
faces on a rectangular prism and
show which ones are congruent?
2.MD.7
2.G.1
3: Construct viable
arguments and critique
the reasoning of others
Do the students identify
the number of faces on a
rectangular prism and
show which faces are
congruent? (M31)
10 Minute Math: What
time is it?
rectangular prism Students boxes
M31
SAB p. 29
* experience
observing,
describing,
comparing, and
representing
shapes they see
around them
Unit 2 Page 38
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 2: Shapes, Blocks, & Symmetry
Investigation 1: Features of 2-Dimensional & 3-Dimensional Shapes2.10A Can student construct & describe
rectangular arrays of tiles?
Has student achieved fluencywith
the double combinations?
Is the student developing fluency
with subtraction facts related to the
Plus 1, Plus 2, and Make 10
combinations?
2.OA.2
2.OA.4
2.G.2
1: Make sense of
problems and persevere
2: Reason abstractly
and quantitatively
End of Unit Assessment:
C16 - C19
TO Checklists:
C20 Doubles
Combinations
C21 Subtraction Facts
10 minute Math: Today's
Number
C16 19
inch grid paper M15
centimeter grid paper
M29
checklists C20 & C21
addition cards, set 2
(doubles) M19
* experience
observing,
describing,
comparing, and
representing
shapes they see
around them
Unit 2 Page 39
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 Can students construct cube
buildings that have a constant ratio
of "rooms" to "floors"?
2.OA.2
2.OA.4
2.NBT.2
2.NBT.5
2.MD.8
MP4: Model with
mathematics
MP7: Look for and make
use of structure
Teacher Observation: Can
students use what they
see about five floors of a
cube building with three
rooms per floor to figure
out the total number of
rooms for ten floors?
10 minute Math: Quick
Images- Coins,
Activity: Introducing
Cube Buildings and How
Many Rooms?
Connecting Cubes,
SAB p. 1-2,
M3,
SMH p. 96,
Family Letter M1 and
M2
1.2 Can students use a table to record
how the total number of rooms in
their cube buildings changes in
relation to the number of floors?
2.OA.4
2.NBT.2
2.NBT.3
2.NBT.5
MP4: Model with
mathematics
MP7: Look for and make
use of structure
TO: Can students fill in
tables that show the
relationship between two
quantities-the number of
floors and the total
number of rooms in their
cube buildings?
10 minute Math: Todays
Number: 68 Using Strips
and Singles,
Activity: Introducing
Tables and Cube
Outlines and Tables
table,
column,
row
Connecting Cubes,
SAB p. 3-4,
Chart Building B,
SAB p. 5,
SMH p. 93, 94-95, 96,
97-98
1.3 Can students compare the buildings
with a 1X4 and 2X2 floor plan? Can
students consider why the values in
the tables for these two floor
buildings are the same?
2.OA.4
2.NBT.2
2.NBT.5
2.MD.7
MP4: Model with
mathematics
MP7: Look for and make
use of structure
TO: Can students fill in
tables that show the
relationship between two
quantities-the number of
floors and the total
number of rooms in their
cube buildings?
Can students find
different floor plans for a
building with five cubes
per floor?
10 minute Math: What
Time Is It?: What Time
Will It Be?,
Activity: Cube Outlines
and Tables and
Introducing Floor Plans
Connecting Cubes,
SAB p. 3-4, 6-10,
Chart "Building C, E,
and I",
SMH p. 96-98
2nd Grade Math
Unit 5: How Many Floors? How Many Rooms?
Investigation 1: Growing Patterns: Ratio & Equal Groups
* constructing,
describing, &
extending
patterns using
cubes and body
movements
* identifying the
unit of the
pattern
* comparing
patterns
Unit 5 (optional) Page 40
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 5: How Many Floors? How Many Rooms?
Investigation 1: Growing Patterns: Ratio & Equal Groups1.4 Can students use partial information
in a table to construct a cube
building that matches the ratio
relationship in the table and to fill in
missing values in the table?
2.O.A.4
2.NBT.2
2.NBT.5
2.NBT.6
MP4: Model with
mathematics
MP7: Look for and make
use of structure
TO: Can students fill in
tables that show the
relationship between two
quantities- the number of
floors and the total
number of rooms in their
cube building?
Can the use a table to
figure out the relationship
between the two
quantities?
Can students explain what
the information in a row
of a table indicates about
the cube building?
Assessment Checklist M7
10 minute Math: How
Many Pockets? Tens and
Ones,
Activity: Math Workshop
SAB p. 3-4, 6-7, 11-23;
Connecting Cubes,
SMH p. 94-98,
M7,
M5-M6 Family Letter,
Chart "Building P"
1.5 Can students use tables to represent
ratio relationships between pattern
block shapes and determine which
pattern block relationships are
represented by partially completed
tables?
2.O.A.1
2.NBT.2
2.NBT.3
2.NBT.5
2.G.1
MP2. Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP7: Look for and make
use of structure
TO: Can students
determine how the total
number of rhombuses or
triangles used to cover
hexagons increases ?
Can they represent this
new ratio situation in a
table?
Can student fill in table
that represent the ratio
relationships between
pattern block shapes?
10 minute Math: Quick
Images: Strips and
Singles,
Activity: Covering
Hexagons, Introducing
Mystery Shape, and
Math Workshop
triangle,
hexagon,
trapezoid,
rhombus
SAB p. 3-4, 6-7, 11-22,
24-33;
SMH p. 96-100;
Pattern Blocks,
Table "Hexagon and
Trapezoid, Table:
"Mystery Shape 1",
Connecting Cubes,
M8-M9-Create a
Building
Writing, p. 67
SAB p. 31-32
* constructing,
describing, &
extending
patterns using
cubes and body
movements
* identifying the
unit of the
pattern
* comparing
patterns
Unit 5 (optional) Page 41
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 5: How Many Floors? How Many Rooms?
Investigation 1: Growing Patterns: Ratio & Equal Groups1.6 Can students continue to work with
tables to represent ratio
relationships between pattern block
shapes?
2.NBT.2
2.NBT.5
2.G1
MP4: Model with
mathematics
MP7: Look for and make
use of structure
10 minute Math: Today's
Number: 25 With
Missing Parts,
Activity: Math Workshop
SAB p. 3-4, 6-7, 11-22,
25-32, 34-35;
SMH p. 96-100;
M7,
Connecting Cubes,
Table: "Hexagon and
Rhombus",
Table: "Hexagon and
Triangle",
Pattern Blocks
2.1 Can students conduct and describe
repeating patterns, using body
movements and connecting cubes?
Can students determine what colors
are associated with certain numbers
on the number strip?
2.NBT.2
2.MD.7
MP2. Reason abstractly
and quantitatively
MP7: Look for and make
use of structure
TO: Can students make
repeating patterns with
cubes?
How do they describe
them?
Can students construct an
AB pattern with cubes
and determine what
colors are associated with
particular number on the
number strip?
10 minute Math: What
Time Is It?,
Activity: Repeating
Pattern and Introducing
the Number Strip
repeating
pattern,
unit
SAB p. 37-39,
SMH p. 101-103,
Connecting cubes,
Markers or crayons,
Red and blue markers
or crayons,
100 chart (optional),
Number strip,
Cube trains
Writing, p. 80
SAB p. 38
2.2 Can students describe the number
sequences associated with each
color in their color patterns,
including the even and odd number
sequences? Can they use number
sequences to determine what
comes in a particular position in the
pattern?
2.OA.3
2.NBT.2
2.NBT.5
2.MD.8
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
TO: Can students
construct an ABC pattern
with the cubes and
determine what colors are
associated with particular
numbers on the number
strip?
10 minute Math: Quick
Images: Coins,
Activity: A 3-D Pattern
even,
odd
SAB p. 38, 40-43;
Connecting Cubes,
Chart Paper,
Pocket 100 Chart,
SMH p. 37, 41-42, 103
Writing, p. 85
SAB p. 40-41
Investigation 2: Repeating Patterns & Number Sequences* constructing,
describing, &
extending
patterns using
cubes and body
movements
* identifying the
unit of the
pattern
* comparing
patterns
Unit 5 (optional) Page 42
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 5: How Many Floors? How Many Rooms?
Investigation 1: Growing Patterns: Ratio & Equal Groups2.3 Can students use partial information
in a table to construct a cube
building that matches the ratio
relationship in the table and to fill in
missing values in the table?
2.NBT.2
2.NBT.5
2.MD.8
2.MD.10
MP2. Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
TO: Can students
construct an AABBC
pattern with cubes and
determine what colors are
associated with particular
number on the number
strips?
10 minute Math: Today's
Number: 32 Using Coins,
Activity: A 5-D Element
Pattern
SAB p. 40-41, 45-46
Chart Paper,
Number Strips,
Connecting Cubes,
"Blue Squares" Table,
Yellow, Green, and
Orange Markers or
Crayons,
SMH p. 103
Writing, p. 93
SAB p. 45
2.4 Can students use partial information
in a table to construct a cube
building that matches the ratio
relationship in the table and to fill in
missing values in the table?
2.NBT.2
2.MD.7
MP2. Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
TO: Can students
determine the color of
cubes associated with
given numbers by building
the cube pattern, by
counting on by 1's, or be
reasoning about the
pattern of the number?
10 minute Math: What
Time Is It?,
Activity: Constructing 4-
Element Patterns
multiple SAB p. 45, 47-49, 50-
51,
Number strip 1,
Chart Paper,
Connecting Cubes,
"Green Squares" table,
Number Strips 2 and 3,
SMH p. 101, 103
Writing, p. 98
SAB p. 49
2.5 Can students work on two problems
that involves a new constant ratio
situation and one that involves
repeating patterns and number
sequences?
2.NBT.2 MP2. Reason abstractly
and quantitatively
MP7: Look for and make
use of structure
End of the Unit
Assessment: Can students
connect numbers in a
table to the situation they
represent?
Can students find the
value of one quantity in a
constant ratio situation,
given the value of the
other?
Can students determine
the element of a
repeating pattern
associated with a
particular counting
number in an AB or AAB
pattern?
10 minute Math: Quick
Images: Pattern Blocks,
Masters p. 14-16,
SAB p. 53,
SMH p. 96-98, 100,
103
Writing, p. 102-103
M15 - M17 End of Unit
Assessment
* constructing,
describing, &
extending
patterns using
cubes and body
movements
* identifying the
unit of the
pattern
* comparing
patterns
Unit 5 (optional) Page 43
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 Can students describe what one half
means?
2.NBT.2
2.G.3
1:Make sense of
problems and persevere
in solving them
3: construct viable
arguments and critique
the reasoning of others
Do students draw a line to
divide each object into
two equal parts?
Do students reason
numerically to determine
how many each girl gets
or do they count for the
problems about sets?
Quick Images: Tens and
Ones
one half,
fraction,
equal,
half
SAB pp. 1-5
Chart "What we know
about 1/2"
Crayons
color tiles
SAB pg. 6
SMH pp. 84-86
1.2 Can students find halves of objects
and halves of sets?
2.NBT.5
2.G.3
1: Make sense of the
problems and persevere
in solving them
3: Construct viable
arguments and critique
the reasoning of others
Can students find two
blocks that, when brought
together make another
block?
Can students correctly
identify which one of the
smaller blocks are half of
the larger block and which
are not?
Do students find more
that one block that is half
of another?
Todays Number: 15
using multiples of 5 and
10 and subtraction
Geoblocks
M4
SAB pp. 7-8
SAB pp 9-12
SAB p 13
SMH p. 86
Writing - p. 35
SAB p. 16
1.3 Can students determine whether
particular shapes are half or not?
2.MD.7
2.G.3
1: Make sense of the
problems and persevere
in solving them
3: Construct viable
arguments and critique
the reasoning of others
Can students correctly
identify which pieces are
half of the rectangle and
which are not?
What time is it?
Counting the Minutes
T70-71
Chart: Halves and Not
halves of Rectangles
Materials from: 1.2
SAB pp. 14-15, 9-10,
16
M10
Crayons
SMH p. 86
Writing - p. 40
SAB p. 19
2nd Grade Math
Unit 7: Parts of a Whole, Parts of a Group
Investigation 1: One Half
* informal
experiences with
fractions as equal
distributions
* measuring
lengths that fall
between whole
numbers of units
Unit 7 (optional) Page 44
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 7: Parts of a Whole, Parts of a Group
Investigation 1: One Half1.4 Can students describe and discuss
how to find halves and put objects
into two equal parts?
2.NBT.5
2.G.3
1: Make sense of the
problems and persevere
in solving them
3: Construct viable
arguments and critique
the reasoning of others
How do students find half
of an odd number? Are
students able to represent
the results as mixed
numbers?
How many pockets?
Using a class list to add
one and a half
two and a half
Materials from session
1.2
SAB pp. 17-18, 19-20
Connecting Cubes
SAB pp. 14-15
T70 T71
SMH pp. 84-86, 92
2.1 Can students make halves and
fourths?
2.NBT.2
2.G.3
1: Make sense of the
problems and persevere
in solving them
Do students recognize
that two folds result in
sectioning their papers
into four parts?
Do students fold their
papers to make four equal
parts?
Can students fold their
papers in different ways
to make fourths?
Quick Images: Tens and
Ones
fraction
one fourth
one quarter
fourths
Square pieces of paper
M4
SAB p. 21
SMH p. 87
2.2 Can the students define halves,
thirds and fourths?
2.NBT.5
2.G.3
1: Make sense of the
problems and persevere
in solving them
Do students label parts of
their flags correctly?
Are they able to identify
the parts of the their flags
with fraction notation?
Todays Number: 30
using multiples of 5 and
10 and subtraction
one third SAB pp. 22-25, 26
Chart: "Flags in Halves,
Thirds, and Fourths"
Flags books or posters
SMH pp. 86-90
2.3 Can students identify 2/3, 2/4, and
3/4?
2.MD.7.
2.G.3
1: Make sense of the
problems and persevere
in solving them
6: Attend to precision
Are students able to
identify whether flags are
divided into halves, thirds,
or fourths?
Can students name and
write fractions that have
more than one part?
What time is it?
Counting the Minutes
thirds
two thirds
T76
Chart from Session 2.2
SAB pp. 27-30
Crayons
SAB pp.27-31
SMH pp. 86-91
Investigation 2: Halves, Thirds, & Fourths
* informal
experiences with
fractions as equal
distributions
* measuring
lengths that fall
between whole
numbers of units
Unit 7 (optional) Page 45
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2nd Grade Math
Unit 7: Parts of a Whole, Parts of a Group
Investigation 1: One Half2.4 Can the students create "fraction
flags" by given fraction?
2.NBT.5
2.G.3
1: Make sense of the
problems and persevere
in solving them
6: Attend to precision
Have students correctly
identified the fraction
represented by each color
of their flag?
Quick Images: Tens and
Ones
SAB pp. 27-30, 32
M15-M22
Fraction Flag Charts
SMH pp. 86-91
2.5 Can students solve story problems
in which three/four children share a
set of objects equally?
2.NBT.5
2.G.3
3: Construct viable and
arguments and critique
the reasoning of others
How do students find 1/3
or 1/4 of a set?
If students work on SAB
pg. 35 are they able to
solve the problems by
using mixed numbers?
Todays Number: 15 with
missing parts
Connecting cubes
SAB pp. 33-36
SMH pp. 87-90
Writing - p. 71-72
SAB p. 33-35
2.6 Can students identify fractional
parts of a whole, find 1/2 of a set of
objects, and fractions as equal parts
of a whole?
2.MD.7
2.G.3
3: Construct viable and
arguments and critique
the reasoning of others
End of the Unit
ASSESSMENT
What time is it? SAB pp. 33-35 , 37
M24 M25
Chart: "What we know
about 1/2" SMH pp. 84-
90
* informal
experiences with
fractions as equal
distributions
* measuring
lengths that fall
between whole
numbers of units
Unit 7 (optional) Page 46