Course Title: Math Grade: 2 - Freehold Borough Schools 2 Math...We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and confident

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: Math

Grade: 2

Board of Education Adoption Date: June 6, 2016

ii

Freehold Borough Board of Education

Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President

Mr. Paul Ceppi

Mr. Paul Jensen

Mrs. Annette Jordan

Mr. James Keelan

Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent

Joseph Howe, School Business Administrator

Cheryl Romano, Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Director of Technology & Assessment

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

William Smith, Principal – Freehold Learning Center

Curriculum Committee

Michele Prouty

iii

Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as

knowledgeable, skillful, and confident learners who flourish and contribute willingly in a

changing world.

Core Beliefs

We believe that:

● All people have inherent worth.

● Life-long learning is basic to the survival and advancement of society.

● The primary influence on the individual's development is the family in all its forms.

● Valuing diversity is essential to individual growth and the advancement of society.

● All individuals have strengths and human potential has no known limits.

● Democracy thrives when individuals accept responsibility for their choices.

● Being trustworthy builds trust.

● Creativity and imagination are essential for society to flourish.

● A safe environment is essential for the well-being of the individual and for society to

flourish

iv

Freehold Borough School District

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values.

Believing that our students deserve the best education, our curriculum is aligned to the most

current New Jersey Core Curriculum Content Standards and current statewide assessments. Our

scope and sequence is vertically and horizontally aligned. The progression of objectives

embraces decades of rigorous research, conducted both independently and at the university level,

and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and

spirit. Knowledge is a fusion balancing authentic experience and content, which language arts

literacy skills are integrated with other content areas. Our curriculum contains common

expectations that are rigorous and student centered, and teachers, who are most proximal to the

children, will use this document as an instrument to ensure student success.

To ensure that our children are successful and receive the best education, this curriculum

document, our staff will continuously collaborate on this living document. We will develop

purposeful and effective formative and summative assessments which measure growth of our

curriculum and inform our instruction. Finally, we will continuously seek to grow professionally

through professional development, which is aligned to statewide regulations, but specifically

geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

● Teachers will employ lessons that are aligned to our curriculum and framed utilizing

current research-based methods and techniques that focus on student achievement

● Our lessons will be structured according to statewide and district standards and our

teachers will have flexibility to ensure that lessons meet the needs of all learners

● Units and lessons will be differentiated

● Curriculum is be student focused on success and balances developmental theory and

psychometric standards

● Democratically developed benchmarks and assessments will be utilized to gauge student

and curricular growth. Assessment will be multidimensional and developed according to

student need.

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Table of Contents

Educational Outcome Goals 1

Core Materials 2

Pacing Guide 3

Unit 1: Number Sense 4

Unit 2: Numerical Operations 10

Unit 3: Measurement and Data Analysis 15

Unit 4: Geometry 22

1

Educational Outcome Goals/Course Overview

In Grade 2, instructional will focus on four critical areas: (1) extending understanding of base-ten

notation; (2) building fluency with addition and subtraction; (3) using standard units of measure;

and (4) describing and analyzing shapes.

1. Students extend their understanding of the base-ten system. This includes ideas of

counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number

relationships involving these units, including comparing. Students understand multi-digit

numbers (up to 1000) written in base-ten notation, recognizing that the digits in each

place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5

tens + 3 ones).

2. Students use their understanding of addition to develop fluency with addition and

subtraction within 100. They solve problems within 1000 by applying their understanding

of models for addition and subtraction, and they develop, discuss, and use efficient,

accurate, and generalizable methods to compute sums and differences of whole numbers

in base-ten notation, using their understanding of place value and the properties of

operations. They select and accurately apply methods that are appropriate for the context

and the numbers involved to mentally calculate sums and differences for numbers with

only tens or only hundreds.

3. Students recognize the need for standard units of measure (centimeter and inch) and they

use rulers and other measurement tools with the understanding that linear measure

involves an iteration of units. They recognize that the smaller the unit, the more iterations

they need to cover a given length.

4. Students describe and analyze shapes by examining their sides and angles. Students

investigate, describe, and reason about decomposing and combining shapes to make other

shapes. Through building, drawing, and analyzing two- and three-dimensional shapes,

students develop a foundation for understanding area, volume, congruence, similarity,

and symmetry in later grades.

2

Core Material

Connect-ed

McGraw-Hill My Math © McGraw-Hill Education

3

Pacing Guide

Unit Anticipated Timeframe

Number Sense

Addition and subtraction concepts

Number Patterns

Place Value

Add 2 digit numbers

Subtract 2 digit numbers

Quarter 1

8 days

10 days

10 days

7 days

7 days

Numerical Operations

Add Two Digit Numbers

Subtract Two Digit Numbers

Add Three Digit Numbers

Subtract Three Digit Numbers

Quarter 2

12 days

12 days

14 days

14 days

Measurement And Data Analysis

Money

Data Analysis

Time

Customary and Metric Lengths

Quarter 3

10 days

10 days

12 days

10 days

Geometry

Geometric Shapes and Equal Shapes

Comparing lengths of objects

Measurement and Data- line plots

Fluently add and subtract within 100 using

strategies based on place value, properties

of operations, and/or the relationship

between addition and subtraction.

Quarter 4

20 days

10 days

5 days

7 days

Days are approximate

4

Unit Plan Unit 1: Number Sense

Suggested Time Frame Quarter 1

Overview / Rationale

What is this unit about? What will students be able to independently use their learning to do?

Use addition and subtraction within 100 to solve one- and two- step word problems involving

situations of adding to, taking from, putting together, taking apart, and comparing, with

unknowns in all positions; e.g., by using drawings and equations with a symbol for the

unknown number to represent the problem. Read and write numbers to 1000 in expanded and

word form. Count within 1000; skip-count by 5s, 10s, and 100s, and identify odd/even

numbers.

Stage 1 – Desired Results

Established Goals: Standards to be covered…

2.OA.1. Add and subtract within 20 to solve 1- and 2-step word problems with unknowns in

any position.

2.OA.2* Fluently add and subtract within 20 using mental strategies (By end of grade 2

know from memory all sums of two one digit numbers.)

2.OA.3 Determine whether a group of objects up to 20 has ans odd or even number of

members in it

2.NBT.1 Represent a 3-digit number as specific amounts of 100s, 10s, and 1s.

2.NBT.1 Identify ten tens as 100 and represent two hundred, three hundred, ..., nine hundred

with 2, 3, ..., 9 hundred bundles (with zero tens and zero ones).

2.NBT.2 Skip count by 5s and 10s up to 100 ... beginning at any multiple of 5.

2.NBT.3 Read numbers to 1000 using base-ten numerals, number names, and expanded form.

2.NBT.3 Write numbers to 1000 using base-ten numerals, number names, and expanded form.

2.NBT.4 Use symbols >, =, <, to record the results of comparing two 3-digit numbers by

decomposing the number into a number of 100s, 10s, and 1s.

2.NBT.5 Fluently add and subtract within 100 using the strategies based on place value,

properties of operations, and back / or the relationship between addition and

subtraction.

* embedded throughout the curriculum

Enduring Understandings: ● Numbers are used in the real world to

tell how many, to tell order, and as a

name.

● Operations create relationships

between numbers

Essential Questions: ● What strategies can be used to add and

subtract?

● How can equal groups help when

adding?

● How can place value help when

5

● There can be different strategies to

solve a problem

● Numerical quantities can be compared

in a variety of ways

● Numerical quantities can be

represented and compared in a variety

of ways.

● Our number system is based on groups

of 10 and the structure of the base ten

numeration produces many numerical

patterns.

● The value of a digit in a written

numeral depends on its place, or

position, in a number.

● Multiplication and addition are

directly related.

adding two and three digit numbers?

● What questions can be answered

using addition and/or subtraction?

● How can I use the properties of

addition to help me add three or more

numbers?

● How do mathematical operations

relate to each other?

● How do I know which mathematical

operation (+, -) to use?

● How can making groups of ten help

me to add and subtract numbers

fluently?

Knowledge: Students will know…

● Using mental strategies can help to

add or subtract fluently.

● Place value can be used to compare

and order numbers.

● Numbers can be written using

numerical symbols, words and in

expanded form.

● The symbols of greater than, less than,

equal signs are used to represent

greater than, less than and equal to

when comparing numbers.

● Mental addition and subtraction

strategies assist with the fluency of

problem solving.

● The operation of multiplication is

related to the operation of repeated

addition.

Skills: Students will be able to…

● Use addition and subtraction within 20

to solve one and two step word

problems with unknowns in any

position

● mentally add and subtract within 20

● represent a 3 digit number as specific

amounts of 100’s 10’s and 1’s

● skip count by 5’s and 10’s up to 100

● read numbers to 1000 using base 10

numerals, number names, and

expanded form

● write numbers to 1000 using base 10

numerals, number names, and

expanded form

● Use symbols >, =, <, to record the

results of comparing two 3-digit

numbers by decomposing the number

into a number of hundreds tens and

ones

● Use and create arrays up to 5 rows and

5 columns

● Find odd and even number patterns

6

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – encouraged

● T – taught

● A – assessed

Career Ready Practices

9.1 Personal Financial Literacy CRP1. Act as a responsible and

contributing citizen and employee.

X Income and Careers E,T,A CRP2. Apply appropriate

academic and technical skills.

X Money Management CRP3. Attend to personal health

and financial well-being.

Credit and Debt Management T, A CRP4. Communicate clearly and

effectively and with reason.

Planning, Saving, and Investing CRP5. Consider the

environmental, social and economic

impacts of decisions.

Becoming a Critical Consumer E CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable

research strategies.

Insuring and Protecting E,T,A CRP8. Utilize critical thinking to

make sense of problems and

persevere in solving them.

9.2 Career Awareness, Exploration,

and Preparation

CRP9. Model integrity, ethical

leadership and effective

management.

Career Awareness CRP10. Plan education and career

paths aligned to personal goals.

Career Exploration CRP11. Use technology to enhance

productivity.

Career Preparation CRP12. Work productively in teams

while using cultural global

competence.

Interdisciplinary Connections

Other standards covered:

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.

RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries,

indexes, electronic menus, and icons) to locate key facts or information in a text.

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to


RL.2.7 Use information gained from the illustrations and words in print or digital text to

7

demonstrate understanding of its characters, setting, or plot.

Student Resources

Primary Source

Readings

McGraw-Hill My Math

Secondary Source

Readings

The Grapes of Math, Greg Tang

Amanda Bean’s Amazing Dream, Cindy Neuschwander

Odd Todd and Even Steven, Kathryn Cristaldi

One Hundred Angry Ants, Elinor Pinczes

Math For All Seasons, Gregory Tang

Two of Everything: A Chinese Folktale, Lilly Toy Hong

12 Ways to Get to 11, Eve Merriam

Supporting Text pages Chapter 1 Apply Addition and Subtraction Concepts p. 3-98

Chapter 2 Number Patterns p.101-156

Chapter 5 Place Value to 1000 p. 287-342

Teacher Resources

Texts: McGraw-Hill My Math

Supplemental Workbooks: McGraw-Hill My Math

Websites:

http://connected.mcgraw-hill.com/connected/login.do

www.brainpopjr.com

http://www.kidsnumbers.com

http://www.coolmath4kids.com/

http://www.aplusmath.com/games/

http://www.nlvm.usu.edu.com

http://www.factmonster.com/n

www.oswego.org/ocsd

Worksheets:

Videos: McGraw-Hill connect-ed My Math

Brain Pop Jr.

Stage 2 – Assessment Evidence

Performance Task(s):

Assessments:

http://www.insidemathematics.org/common-

core-resources/mathematical-content-

Other Evidence:

Pre-Assessments, Formative Assessments,

Summative Assessments

Teacher observations


http://www.brainpopjr.com/

http://www.kidsnumbers.com/



http://www.nlvm.usu.edu.com/


http://www.oswego.org/ocsd

http://www.insidemathematics.org/common-core-resources/mathematical-content-standards/standards-by-grade/2nd-grade


8

standards/standards-by-grade/2nd-grade

http://www.noycefdn.org/math.php

Do nows

Group discussion

Turn and talk to a partner

Quizzes/Tests

Exit Slips

McGraw Hill My Math Chapters 1, 2, 5

http://www.state.nj.us/education/modelcurricu

lum/math/2u1.shtml

http://www.state.nj.us/education/modelcurricu

lum/math/2u2.shtml

Stage 3 – Learning Plan

Instructional

Strategies

Descriptions

Suggested Pacing

Guide:

Addition and subtraction concepts - 8 days

Number Patterns - 10 days

Place Value - 10 days

Add 2 digit numbers - 7 days

Subtract 2 digit numbers - 7 days

Suggested

Learning

Activities

Foldables, flashcards, number lines, counters, dice, dominoes

Academic Vocabulary: Add • Addend • Sum • Doubles • Count On •

Difference • Minus • Subtract • Count Back • Odd • Even

Modifications Special Education Students: (These are just suggested ideas to modify

instruction. All modifications and accommodations should be specific

to each individual child’s IEP)

Special Needs: reduce/revise assignments & assessments as per IEP; use

manipulatives & calculators; provide individual & small group help;

notes, and study guides; provide background knowledge.

ELL: use consistent, simplified language; maintain word wall; provide

bilingual partner; provide cooperative learning opportunities; use

modeling; use visual aids & manipulatives.



http://www.state.nj.us/education/modelcurriculum/math/2u1.shtml




9

Low Support: foster positive relationships; use mental models; provide

help formulating specific questions.

Early Finishers/Advanced students: provide additional enrichment

activity involving demonstrating knowledge, or complimentary

assignment.

D indicates differentiation at the lesson level

10

Unit Plan Title Unit 2: Numbers and Operations



What is this unit about? What will students be able to independently use their learning to do?

Students use their understanding of addition to develop fluency with addition and subtraction

within 100. They solve problems within 1000 by applying their understanding of models for

addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable

methods to compute sums and differences of whole numbers in base-ten notation, using their

understanding of place value and the properties of operations. They select and accurately apply

methods that are appropriate for the context and the numbers involved to mentally calculate sums

and differences for numbers with only tens or only hundreds.


Established Goals: Standards to be covered…

2.OA.1 Add and subtract within 20 to solve 1- and 2-step word problems with unknowns in

any position.

2.OA.2. Fluently add and subtract within 20 using mental strategies (By end of grade 2

know from memory all sums of two one digit numbers.)

2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties

of operations, and/or the relationship between addition and subtraction.

2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies

based on place value, properties of operations, and / or the relationship between

addition and subtraction; relate the strategy to a written method. Understand that and

in adding and subtracting 3 digit numbers, one adds or subtracts hundreds and

hundreds, tens and tens, ones and ones; and sometimes it is necessary

to compose or decompose tens or hundreds.

2.NBT.9 Explain why properties of addition and subtraction work, using place value and the

properties of operations.

Enduring Understandings:

● Operations create relationships between

numbers

● There can be different strategies to

solve a problem

● There are many strategies for solving

addition and subtraction facts.

Essential Questions:

● What does it mean to borrow and

regroup?

● How do mental strategies help you to

subtract fluently?

● What is the relationship between

addition and subtraction?

● How does using a different strategy

11

● There is an inverse relationship

between addition and subtraction

facts.

● A number sequence can be obtained

through adding and subtracting.

● The value of a digit depends on its

place in a given number.

help you to understand the relationship

between addition and subtraction?

Knowledge: Students will know…

● Regrouping with subtraction problems

involves borrowing tens to add to ones.

● Using mental strategies can help to

subtract fluently.

● Numbers can be represented in

different or equivalent ways.

● There is a relationship between addition

and subtraction.

● Regrouping is a way to show a number

a different way

Skills: Students will be able to…

● Use place value knowledge to

accurately subtract two digit numbers.

● Begin to use mental strategies for

subtraction of two digit numbers.

● Create and solve one and two step word

problems about joining and separating.

● Fluently add and subtract within 100

using strategies based on place value,

properties of operations, and / or the

relationship between addition and

subtraction.

● Add 3 three-digit numbers without

regrouping

● Subtract 3 three-digit numbers without

regrouping

● Add 3 three digit numbers with

regrouping ones to the tens place/tens

to the hundreds

● Subtract 3 three digit numbers with

regrouping to the tens to the ones

place/ hundreds to the tens place



21st Century Themes


● E – encouraged

● T – taught

● A – assessed



contributing citizen and employee.

Income and Careers E,T,A CRP2. Apply appropriate academic

and technical skills.

12

Money Management CRP3. Attend to personal health


Credit and Debt Management E,T CRP4. Communicate clearly and


Planning, Saving, and Investing CRP5. Consider the environmental,

social and economic impacts of

decisions.

Becoming a Critical Consumer E CRP6. Demonstrate creativity and

innovation.



Insuring and Protecting E,T,A

CRP8. Utilize critical thinking to

make sense of problems and


9.2 Career Awareness, Exploration, and

Preparation


leadership and effective management.

X

Career Awareness CRP10. Plan education and career

paths aligned to personal goals.

Career Exploration CRP11. Use technology to enhance

productivity.

Career Preparation CRP12. Work productively in teams

while using cultural global

competence.



RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text.

RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries,

indexes, electronic menus, and icons) to locate key facts or information in a text.

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text.



Student Resources

Primary Source

Readings

McGraw-Hill My Math

Volume 1

Secondary Source

Readings

A Place for Zero: A Math Adventure, Angleine Sparanga LoPresti2

26 Letters and 99 Cents, Tara Hoban

One Grain Of Rice, Demi

Even Steven Odd Todd, Lathryn Cristaldi

13

Spaghetti and Meatballs For All, Marilyn Burns

Math Counts Pattern, Henry Pluckrose

Sea Squares, Joy N. Hulume

Only One, Marc Harshman

Supporting Text pages Chater 3 Add Two Digit Nnumbers pg. 159-214

Chapter 4 Subtract Two Digit Numbers pg 217-284

Cahpter 6 Add three Digit Numbers pg. 345-404

Chapter 7 Subtract Thre digit Numbers pg. 407-472

Teacher Resources

Texts: McGraw HIll My Math


Websites:


www.brainpopjr.com






www.oswego.org/ocsd

Worksheets:

Videos: McGraw-Hill My Math

Brain Pop Jr.


Performance Task(s):

Research Projects

Assessments:

http://www.insidemathematics.org/common-

core-resources/mathematical-content-



Other Evidence:




Do nows

Group discussion


Quizzes/Tests

Exit Slips

McGraw Hill My Math

Chapter 3, 4, 6, 7 assessments













14


Instructional

Strategies

Descriptions

Suggested Pacing

Guide:

Add Two Digit Numbers - 12 days

Subtract Two Digit Numbers - 12 day

Add Three Digit Numbers - 14 days

Subtract Three Digit Numbers - 14 days

Suggested

Learning

Activities

Flash cards, place value chart, graph paper, dice, dominoes

Academic Vocabulary: Place Value • Hundreds • Tens • Ones • Expanded

Form • Skip Count • Word Form • Standard Form• Compare • Greater

Than • Less Than • Equal To • Symbol • Greatest • Least• Add • Addend •

Sum • Doubles • Count On • Difference • Minus • Subtract • Count Back •

Regroup• Hundreds • Tens • Ones • Addends • Sum • Regroup • Difference

• Subtract • Inverse • Relationship


instruction. All modifications and accommodations should be specific to

each individual child’s IEP)


manipulatives & calculators; provide individual & small group help; notes,

and study guides; provide background knowledge.








assignment.


15

Unit Plan Title Unit 3: Measurement and Data



What is this unit about? What will students be able to independently use their learning to

do?

Students will use a variety of tools to explore measurement. and learn how to represent

data. Concepts about of money, data analysis, time and customary and metric units of

length will be explored.

Students recognize the need for standard units of measure (centimeter and inch) and they

use rulers and other measurement tools with the understanding that linear measure

involves an iteration of units. They recognize that the smaller the unit, the more iterations

they need to cover a given length.


Established Goals:

Standards to be covered…

2.MD.5 Use addition of attractions in 100 to solve word problems involving lengths that

are given in the same units, e.g, by using drawings (such as drawings of rulers)

and equations with a symbol for the unknown number to represent the problem.

2.MD.6 Represent whole numbers and links from zero on a number line diagram with

equally spaced points corresponding to the numbers 0,1, 2,..., and represent

whole number sums and differences within 100 on a number line.

2.MD.7 Tell and write time from analog and digital clock to the nearest five minutes, \

using am and pm.

2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and

pennies, using $ and ¢ symbols appropriately.

2.MD.10 Draw a picture graph and bar graph with single-unit scale to represent a data set

with up to four categories. So if sample put together take apart and compare

problems using information presented in a bar graph.

16


● The correct amount of money is

necessary for making purchases.

● Graphs are useful ways to organize

data because they quickly show us a

large amount of information.

● The use of pictures, numbers, and

words are important in problem

solving.

● The ability to manipulate money by

estimating and making change is a

skill used in everyday life.

● Graphing is a means of representing

and interpreting data.

● There are many ways to represent

the quantification of time.


● What are the important parts of a

graph?

● What do the pictures mean on a

picture graph?

● What do the bars mean on a bar

graph?

Knowledge:

Students will know…

● Pennies, nickels, dimes, quarters,

and dollar bills have different

values.

● Money amounts can be represented

using different coin amounts.

● The dollar and cents sign are used to

represent money value.



solving.



● There are many ways to represent

the quantification of time.



Skills:

Students will be able to…

● Identify pennies, nickels, dimes,

and quarters and their value.

● Solve word problems using

different amounts of money.

● Tell and write time to the nearest

five minutes on analog and digital

clocks.

● Interpret data and information from

tally charts, picture charts, and bar

graphs

● Make and analyze line plots.

● Generate measurement data by

measuring lengths of several object

to the nearest whole unit or by

making repeated measurements of

the same object.

17

solving.

● A 24 hour day is divided into two

12-hour blocks of time.

● Digital clocks and analog clock can

represent the same time in different

ways.

● Each number on an analog clock

represents five minute intervals.

● There are a variety of standard

measuring tools available.

● The same measurement can be

represented in different ways.



21st Century Themes


• E – encouraged

• T – taught

• A – assessed



contributing citizen and

employee.

Income and Careers E,T,A CRP2. Apply appropriate




Credit and Debt Management E, T CRP4. Communicate clearly and



environmental, social and

economic impacts of decisions.

18

Becoming a Critical Consumer E CRP6. Demonstrate creativity

and innovation.



Insuring and Protecting E,T,A CRP8. Utilize critical thinking

to make sense of problems and


9.2 Career Awareness,

Exploration, and Preparation



management.

X Career Awareness CRP10. Plan education and

career paths aligned to personal

goals.

Career Exploration CRP11. Use technology to

enhance productivity.

Career Preparation CRP12. Work productively in

teams while using cultural global

competence.





RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings,

glossaries, indexes, electronic menus, and icons) to locate key facts or information in a

text.





19

Student Resources

Primary Source

Readings

McGraw Hill My Math

Volume 2

Secondary Source

Readings

Pigs In the Pantry: Fun With Math and Cooking, Amy

Axlerod

How Big is a Foot, Rolf Myller

Inchworm an a Half, Elinor J. Pinczes

Millions to Measure, David Schwartz

The Big Buck Adventure, Shelley Gill and Deborah Tobola

Measuring Penny, Loreen Leedy

Inch By Inch, Leo Leonni

Supporting Text pages Chapter 8 Money p.475-518

Chapter 9 Data Analysis p. 521-582

Chapter 10 Time p. 585-634

Customary and Metric Lengths 11 p.637-724

Teacher Resources

Texts:


Websites:


www.brainpopjr.com






www.oswego.org/ocsd

Worksheets:


Brain Pop Jr.









20


Performance Task(s):Research Projects

Assessments:

http://www.insidemathematics.org/common

-core-resources/mathematical-content-



Other Evidence:




Do nows

Group discussion


Quizzes/Tests

Exit Slips

McGraw Hill My Math Chapter 8, 9, 10,11

Model Curriculum Assessment:

http://www.state.nj.us/education/modelcurri

culum/math/2u3.shtml




Instructional

Strategies

Descriptions

Suggested

Pacing Guide

Money - 10 days

Data Analysis - 10 days

Time - 12 days

Customary and Metric Lengths - 10 days

Suggested

Learning Activities

Foldables, flashcards, plastic money, meter stick, yard stick, tape

measure, graph paper, clocks.

Academic vocabulary: Cent • Dollar • Penny • Nickel • Dime •









21

Quarter • Fewest • Coins • Change • How Much? • Receive •

Picture Graph • Bar Graph • Data • Survey • Tally Marks • Symbol

• Key • Category Length • Ruler • Tape Measure • Yard Stick •

Inches • Feet • Yards • Centimeters • Meters • Analog • Digital •

Second • Minute • Hour • Minute Hand • Hour Hand • AM/PM •

Midnight • Noon

Modifications Special Education Students: (These are just suggested ideas to

modify instruction. All modifications and accommodations

should be specific to each individual child’s IEP)

Special Needs: reduce/revise assignments & assessments as per

IEP; use manipulatives & calculators; provide individual & small

group help; notes, and study guides; provide background

knowledge.

ELL: use consistent, simplified language; maintain word wall;

provide bilingual partner; provide cooperative learning

opportunities; use modeling; use visual aids & manipulatives.

Low Support: foster positive relationships; use mental models;

provide help formulating specific questions.

Early Finishers/Advanced students: provide additional

enrichment activity involving demonstrating knowledge, or

complimentary assignment.


22

Unit Plan Title Unit 4: Represent Data and Recognize Shapes and Their

Attributes



What is this unit about? What will students be able to independently use their learning to

do?

Students apply knowledge of measurement and data by comparing lengths of objects and

graphing on a line plot.

Students describe and analyze shapes by examining their sides and angles. Students

investigate, describe, and reason about decomposing and combining shapes to make other

shapes. Through building, drawing, and analyzing two- and three-dimensional shapes,

students develop a foundation for understanding area, volume, congruence, similarity, and

symmetry in later grades.


Established Goals:

Standards to be covered…

2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with

equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent

whole-number sums and differences within 100 on a number line diagram.

2.MD.9 Generate measurement data by measuring lengths of several objects to the

nearest whole unit, or by making repeated measurements of the same object.

Show the measurements by making a line plot with the horizontal scale is

marked off in whole number units.

2.G.1 Recognize and draw sheets have been specified attributes, such as a given

number of angles, or a given number of equal faces. Identify triangles

quadrilaterals, pentagons, hexagons, and cubes.

2.G.2 Partition a rectangle into rows and columns of the same size squares and count

to find the total number of them.

23

2.G.3 Partition circles and rectangles into two three or four equal shares to describe

the shares using words have the half of a third of its over and you have the

whole of two halves, three thirds or four fourths.

2.NBT.5 Fluently add and subtract within 100 using strategies based on place value,

properties of operations, and/or the relationship between addition and

subtraction.




● Objects can be classified and

described by their geometric

attributes.

● Fractions are part of a whole or a

subset of a set.

● Many different fractions can name

the same fractional part of a

whole.


● How can pane and solid shapes be

described?

● How do I use shapes and equal

parts?

● What is a fraction?

Knowledge:

Students will know…

● Measurement can be used to

compare the size of one object to

another.

● Shapes can be described, classified,

and identified by their specific

names and attributes.

● Fractions can only be created from

equal parts.

● Equal fractions can be represented

with different shapes

● Many everyday objects closely

resemble standard geometric shapes.

Skills:

Students will be able to…

● Show measurement by making a

line plot where the horizontal scale

is marked off in whole number

units.

● Recognize and draw shapes with a

given set of attributes (faces, sides,

angles).

● Partition rectangles into equal rows

and columns with the same size

squares, and count to find the total.

● Partition shapes into equal portions

recognizing that equal shares of

identical wholes do not need to

have the same shape.

24



21st Century Themes


• E – encouraged

• T – taught

• A – assessed



contributing citizen and

employee.

Income and Careers E,T,A CRP2. Apply appropriate




Credit and Debt Management E,T CRP4. Communicate clearly and



environmental, social and

economic impacts of decisions.

Becoming a Critical Consumer E,T,A CRP6. Demonstrate creativity

and innovation.



Insuring and Protecting E,T,A CRP8. Utilize critical thinking

to make sense of problems and


9.2 Career Awareness,

Exploration, and Preparation



management.

X Career Awareness CRP10. Plan education and

career paths aligned to personal

25

goals.

Career Exploration CRP11. Use technology to

enhance productivity.

Career Preparation CRP12. Work productively in

teams while using cultural global

competence.





RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings,

glossaries, indexes, electronic menus, and icons) to locate key facts or information in a

text.





Student Resources

Primary Source

Readings

McGraw Hill My Math

Volume 2

Secondary Source

Readings

Fraction Action, Loreen Leedy

Shapes, Shapes, Shapes, Tana Hoban

Ed Emberely’s Picture Pie,A Circle Drawing Book, Ed

Emberely

The Greedy Triangle, Marilyn Burns

Grandfather Tang’s Story, Ann Tompert

Give me Half, Stuart Murphy

Three Pigs, One Wolf and Seven Magic Shapes, Grace

Maccarone

Supporting Text pages Chapter 12 Geometric Shapes and Equal Shares 727-792

26

Teacher Resources

Texts: McGraw Hill My Math Volume 2


Websites:


www.brainpopjr.com






www.oswego.org/ocsd

Worksheets:


Brain Pop Jr.


Performance Task(s):Research Projects

Assessments:

http://www.insidemathematics.org/common

-core-resources/mathematical-content-



Other Evidence:




Do nows

Group discussion


Quizzes/Tests

Exit Slips

McGraw Hill My Math

Chapter 12

















27


Instructional

Strategies

Descriptions

Suggested Pacing

Guide:

Comparing lengths of objects - 3 days

Measurement and Data-Line plots - 5 days

Geometric Shapes and Equal Shapes - 20 days

Fluently add and subtract within 100 using strategies based on place

value, properties of operations, and/or the relationship between

addition and subtraction - 7 days

Suggested

Learning

Activities

Foldables , flash cards, solid figures, tan gram pieces, foam fractions.

Academic Vocabulary: Area • Rectangle • Circle • Triangle •

Quadrilateral • Pentagon • Hexagon • Cube • Fraction • Equal share • Half •

Third • Fourth


instruction. All modifications and accommodations should be specific to

each individual child’s IEP)


manipulatives & calculators; provide individual & small group help; notes,

and study guides; provide background knowledge.








assignment.


Documents

Course Title: Math Grade: 2 - Freehold Borough Schools 2 Math...We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and confident