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ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Math K-2 Curriculum Guide
Table of Contents
DTSD Mission Statement 3
Department Vision 3
Affirmative Action Compliance Statement 3
Curriculum and Planning Guides
Kindergarten Units 4 – 30
Grade 1 Units 31 – 62
Grade 2 Units 63 - 92
STANDARDS FOR MATHEMATICAL PRACTICE
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all
levels should seek to develop in their students. These practices are integrated throughout our curriculum
at all grade levels.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
INTERDISCIPLINARY THEMES
Planned interdisciplinary activities can help students to make sensible connections among subjects,
while limiting the specialist's tendency to fragment the curriculum into isolated pieces. Such activities
provide students with broader personal meaning and the integrated knowledge necessary to solve real-
world problems. Teachers are encouraged to independently and cooperatively develop lessons which
cover multiple areas simultaneously.
3
MISSION STATEMENT
The Rochelle Park School District’s envisions an educational community which inspires and empowers
all students to become self-sufficient and thrive in a complex, global society.
DEPARTMENT VISION
It is the firm belief of the Rochelle Park Township School District that mathematics provides students
with a common language that allows them to actively participate in collaborative problem solving
scenarios. This common language will provide our students with a foundation of a deeper understanding
of their future fiscal responsibilities within the global economy they participate in. We encourage our
students to advocate for their communities by acting as a driving force, so that we may build a more
sustainable economy in the future.
This guide is to provide focus for the learning that will take place in this course, but is completely
modifiable based upon the needs and abilities of the students and their Individual Education Plans.
Curriculum implementation follows best practice and adheres to the New Jersey Core Content
Standards. At the same time, for students with disabilities, the Individual Education Plan, specifically
the Goals and Objectives of the plan, supersede any curricular adherence or suggestion.
21ST
CENTURY THEMES & SKILLS
Embedded in much of our units of study and problem based learning projects are the 21st Century
Themes as prescribed by the New Jersey Department of Education. These themes are as follows:
Global Awareness
Financial, Economic, Business, and Entrepreneurial Literacy
Civic Literacy
Health Literacy
AFFIRMATIVE ACTION COMPLIANCE STATEMENT
The Rochelle Park Township Public Schools are committed to the achievement of increased cultural
awareness, respect and equity among students, teachers and community. We are pleased to present all
pupils with information pertaining to possible career, professional or vocational opportunities which in
no way restricts or limits option on the basis of race, color, creed, religion, sex, ancestry, national origin
or socioeconomic status.
4
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Unit: Counting and Cardinality
Grade: Kindergarten Topic 1: One to Five Time Frame: MP 1
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Number Uses, Classification and
Representation: Numbers can be used for
different purposes, and numbers can be
classified and represented in different ways.
Equivalence: Any number measure, numerical
expression, algebraic expression, or equation
can be represented in an infinite number of
ways.
Mathematical processes: Doing mathematics
involves a variety of processes including
problem solving, reasoning, communicating,
connecting and representing.
How can numbers 1 to 5 be counted, read and
written?
KNOWLEDGE SKILLS STANDARDS
Students will know:
counting tells how many
are in a set no matter which
order the objects are
counted. The last number
said when counting a set is
the total. Counting is
cumulative.
there is a unique symbol
that goes with each number
word.
there is more than one way
to show a number.
some problems can be
solved by generating a list
of outcomes and
organizing that list in a
systematic way.
Students will be able to:
count 1, 2 and 3.
count 1,2 and 3 in different
arrangements.
read and write 1,2 and 3.
count 4 and 5.
count 4 and 5 in different
arrangements.
read and write 4 and 5.
problem solve: Making an
Organized List.
K.CC.1
K.CC.2
K.CC.3
K.CC.4.a
K.CC.4.b
K.CC.4.c
K.CC.5
5
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
count
compare
number names
object
different
number word names
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
Math Their Way
wipe-off boards
manipulatives
additional worksheets(The
Mailbox)
Touch Math
literature
Ten Black Dots
The Very Hungry Caterpillar
Anno’s Counting Book
Fish Eyes
One By One
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
6
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Unit: Counting and Cardinality
Grade: Kindergarten Topic: 2 Comparing and Ordering 0 to 5 Time Frame: MP 1
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Number Uses, Classification and
Representation: Numbers can be used for
different purposes, and numbers can be
classified and represented in different ways.
Equivalence: Any number measure, numerical
expression, algebraic expression, or equation
can be represented in an infinite number of
ways.
Comparison and relationships: Numbers,
expressions, measures, and objects can be
compared and related to other numbers,
expressions, measures, and objects in different
ways.
Mathematical processes: Doing mathematics
involves a variety of processes including
problem solving, reasoning, communicating,
connecting and representing.
How can numbers 0 to 5 be counted, read,
written, compared and ordered?
KNOWLEDGE SKILLS STANDARDS
Students will know:
counting tells how many are in
a set no matter which order the
objects are counted. The last
number said when counting a
set is the total. Counting is
cumulative.
there is a unique symbol that
goes with each number word.
there is more than one way to
show a number.
some problems can be solved
by generating a list of
outcomes and organizing that
list in a systematic way.
zero is a number that tells how
many objects there are when
there are none.
if you compare two groups of
objects and the number of
objects match, the groups have
the same number of objects.
If one group has items left
Students will be able to:
more, fewer and same as.
1 and 2 more.
1 and 2 fewer.
zero.
read and write 0.
as many, more or fewer.
order numbers 0 to 5.
problem Solve: Using
Objects.
K.CC.1
K.CC.2
K.CC.3
K.CC.4.a
K.CC.4.b
K.CC.4.c
K.CC.5
K.CC.6
K.CC.7
7
over, that group has more. The
other group has fewer objects.
one more than or two more
than expresses the relationship
between two groups of objects.
one fewer or two fewer
expresses the relationship
between two groups of objects.
some problems can be solved
by generating a list of
outcomes and organizing that
list in a systematic way.
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
greater than
less than
more than
same as
1 more, 2 more
1 fewer, 2 fewer
zero
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
Math Their Way
wipe-off boards
manipulatives
additional worksheets (the
mailbox)
literature
Ten Black Dots
The Very Hungry
Caterpillar
Anno’s Counting Book
Fish Eyes
Touch Math
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
Exemplars:
Fishing
8
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Unit: Counting and Cardinality
Grade: Kindergarten Topic: 3 Six to Ten Time Frame: MP 1
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Number Uses, Classification and
Representation: Numbers can be used for
different purposes, and numbers can be
classified and represented in different ways.
Equivalence: Any number measure, numerical
expression, algebraic expression, or equation
can be represented in an infinite number of
ways.
Numbers and the Number Line: The set of real
numbers is infinite and ordered. Whole
numbers, integers, and fractions are real
numbers. Each real number can be associated
with a unique point on the number line.
Mathematical processes: Doing mathematics
involves a variety of processes including
problem solving, reasoning, communicating,
connecting and representing.
How can numbers 6 to 10 be counted, read and
written?
KNOWLEDGE SKILLS STANDARDS
Students will know:
counting tells how many
are in a set no matter which
order the objects are
counted. The last number
said when counting a set is
the total. Counting is
cumulative.
there is a unique symbol
that goes with each number
word.
there is more than one way
to show a number.
numbers can be shown by a
unique point on the number
line. The distance between
any two consecutive whole
numbers on a given
number line is always the
same.
some problems can be
solved by making, reading
and analyzing a graph.
Students will be able to:
count 6 and 7.
read and write 6 and 7.
count 8 and 9.
read and write 8 and 9.
count to 10.
read and write 10.
problem solve: Using Patterns
to Predict What Comes Next.
problem solve: Making a
Graph.
K.CC.3
K.CC.4.a
K.CC.4.b
K.CC.4.c
9
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
count
compare
object
different
number names 0 thru 5
New
number names 6 through 10
order
number line
forward
backward
graph
analyze
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
monthly graph
Math Their Way
wipe-off boards
manipulatives
additional worksheets (the
mailbox)
Touch Math
literature
Seven Blind Mice
Emeka’s Gift
Five Little Monkeys
The Spooky Old Tree
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
Exemplars:
Buttons on a Snowman
10
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Unit: Counting and Cardinality
Grade: Kindergarten Topic:4 Comparing and Ordering Numbers to 10 Time Frame: MP 1
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Comparison and Relationships: Numbers,
expressions, measures, and objects can be
compared and related to other numbers,
expressions, measures, and objects in different
ways.
Mathematical processes: Doing mathematics
involves a variety of processes including
problem solving, reasoning, communicating,
connecting, and representing.
How can numbers 0 to 10 be counted, read,
written, compared and ordered?
KNOWLEDGE SKILLS STANDARDS
Students will know:
in a pair of numbers, the
number that shows more is
greater. The number that
shows fewer is less.
you can use 5 as a benchmark
to compare numbers.
you can use 10 as a benchmark
to compare numbers.
one more, two more, one
fewer, and two fewer express
relationships between two
numbers.
some problems can be solved
by using objects to act out the
actions in a problem.
Students will be able to:
compare numbers through
10.
compare numbers to 5.
one more.
one Fewer.
two more.
order numbers through 10.
order numbers on a
number line.
problem solve: Using
Objects.
K.CC.1
K.CC.2
K.CC.3
K.CC.4.a
K.CC.4.b
K.CC.4.c
K.CC.5
K.CC.6
K.CC.7
11
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
count
compare
object
different
number names 0 through 10
more
fewer
order
New
group
before
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
Math Their Way
wipe-off boards
manipulatives
additional worksheets (The
Mailbox)
Touch Math
literature
The Napping House
Seven Blind Mice
The Spooky Old Tree
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
Exemplars
Lining Up
12
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Unit: Counting and Cardinality
Grade: Kindergarten Topic: 5 Numbers to 20 Time Frame: MP 2
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Number Uses, Classification, and Representation:
Numbers can be used for different purposes, and
numbers can be classified and represented in
different ways.
The base ten numeration system: The base ten
numeration system is a scheme for recording
numbers using digits 0-9, groups of ten and place
value.
Patterns, Relationships, and Functions:
Relationships can be described and generalizations
made from mathematical situations that have
numbers or objects that repeat in predictable ways.
Mathematical processes: Doing mathematics
involves a variety of processes including problem
solving, reasoning, communicating, connecting, and
representing.
How can numbers 0 to 20 be counted, read
and written?
KNOWLEDGE SKILLS STANDARDS
Students will know:
there is a unique symbol that
goes with each number word.
some whole numbers can be
divided into two equal groups
(even), other numbers cannot
(odd).
numbers are counted and
written in specific sequence on
a hundred chart.
the decade numbers are built
on groups of ten. The oral
names are similar, but not the
same as the number of tens
counted.
counting patterns (numerical
and visual) can be seen on a
hundred chart.
you can use patterns to count
some groups of objects more
easily.
some problems can be solved
by identifying elements that
repeat in a predictable way.
Students will be able to:
count, read and write 11 and
12.
count, read and write 13, 14
and 15.
count, read and write 16 and
17.
count, read and write 18, 19
and 20.
problem solving: Use Logical
Reasoning.
K.CC.1
K.CC.2
K.CC.3
K.CC.4.a
K.CC.4.b
K.CC.4.c
K.CC.5
K.CC.6
K.CC.7
13
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
count
compare
object
different
number names 0 through 10
more
fewer
order
group
before
New
number words 11 through 20
odd
even
hundred chart
row
column
skip counting
count by 2’s
count by 5’s
count by 10’s
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
Math Their Way
wipe-off boards
manipulatives
additional worksheets (The
Mailbox)
Touch Math
literature
The Icky Bug Counting Book
100 Hungry Ants
Chicken Soup with Rice
Growing Vegetable Soup
Inch By Inch
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
Exemplars
Legs
Riding at the Playground
Pogs
14
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: Kindergarten Unit: Counting and Cardinality Time Frame: MP 2
Topic 6: Numbers to 100
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Numbers can be used for different purposes,
and numbers can be classified and represented
in different ways.
The base ten numeration system is a scheme for
recording numbers using digits 0-9, groups of
ten, and place value.
Relationships can be described and
generalizations made for mathematical
situations that have numbers or objects that
repeat in predictable ways.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
How can numbers to 100 be counted, read and
written?
What similarities do you see in groups of
numbers?
KNOWLEDGE SKILLS STANDARDS
Students will know:
there is a unique symbol that
goes with each number word.
some whole numbers can be
divided into two equal groups
(even), and other numbers
cannot (odd).
numbers are counted and
written in a specific sequence
on a hundreds chart.
the decade numbers are built
on groups of ten. The oral
names are similar, but not the
same as the number of tens
counted.
counting patterns (numerical
and visual) can be seen on a
hundreds chart.
you can use patterns to count
some groups of objects more
easily.
some problems can be solved
by identifying elements that
repeat in a predictable way.
Students will be able to:
count to 30.
estimate about how many.
children will identify numbers
as odd and even.
count to 100.
count groups of 10.
count and write numbers to
100 on a hundreds chart.
locate patterns on a 100’s
chart.
problem solve: Looking for
Patterns.
K.CC.1
K.CC.2
K.CC.3
K.CC.4.a
K.CC.4.b
K.CC.4.c
K.CC.5
K.CC.6
K.CC.7
15
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
count
compare
object
different
number names 0 through 20
more
fewer
order
plus
left
minus
sum
difference
altogether
group
before
number Words 0 through 20
odd
even
hundred chart
row
column
skip counting
count by 2’s
count by 5’s
count by 10’s
New
estimate
pattern
number names 21 through 100
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
Math Their Way
wipe-off boards
manipulatives
additional worksheets (The
Mailbox)
Touch Math
literature
Chicken Soup With Rice
The Icky Bug Counting
Book
Growing Vegetable Soup
Counters
Touch Math
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
Exemplars
Bowls of Apples
Bug Watching
16
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: Kindergarten Unit: Operations and Algebraic Thinking Time Frame: MP 2
Topic 7: Understanding Addition
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
There are multiple interpretations of addition,
subtraction, multiplication, and division of
rational numbers, and each operation is related
to other operations.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
What types of situations involve addition?
What type of symbol can be used to join
groups and numbers?
KNOWLEDGE SKILLS STANDARDS
Students will know:
joining parts to make a
whole is one interpretation
of addition.
joining groups can be
shown in an addition
expression that uses the
plus sign (+).
joining parts to make a
whole is one interpretation
of addition.
addition number
sentences using + and =
can be used to show parts
of a whole.
information in a problem
can often be shown using
a picture or diagram and
used to understand and
solve the problem.
Students will be able to:
use stories about joining.
determine how many there
are altogether when two
groups are joined.
use more joining.
join groups.
use the plus sign and equal
sign.
find sums.
write and solve addition
sentences.
problem solve: Using a
Picture About Joining Two
Groups.
K.OA.1
K.OA.2
K.OA.3
K.OA.4
K.OA.5
17
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
size
medium
measure
most
weight
sixth
New
join
plus sign
sum
addition sentence
in all
altogether
add
equal sign
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
Math Their Way
wipe-off boards
manipulatives
additional worksheets (The
Mailbox)
Touch Math
literature
One Gorilla
Rooster’s Off to See the
World
Number One, Number Fun
Mouse Party
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
Exemplars
License Plates
Number Cube Game
Octopus
Flags
Marsupials
18
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: Kindergarten Unit: Operations and Algebraic Thinking Time Frame: MP 3
Topic 8: Understanding Subtraction
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
There are multiple interpretations of addition,
subtraction, multiplication, and division of
rational numbers, and each operation is related
to other operations.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
What types of situations involve subtraction?
What type of symbol can be used to take away
groups and numbers?
KNOWLEDGE SKILLS STANDARDS
Students will know:
separating parts from a whole
is one interpretation of
subtraction.
taking part of a group away is
one interpretation of
subtraction.
comparing two quantities to
find how much more/less one
quantity is than the other is
one interpretation of
subtraction.
separating, take away, and
comparison subtraction
situations can be shown in a
subtraction expression that
uses the minus sign (-).
some separating, take away,
and comparison situations can
be represented and solved
using subtraction.
subtraction number sentences
using – and = can be used to
show subtraction situations.
some problems can be solved
by using objects to act out the
actions in the problem.
Students will be able to:
use stories about subtraction.
use stories about take away.
use stories about comparing.
use the minus sign.
find differences.
use subtraction sentences.
problem solve: Using Objects
in Subtraction.
K.OA.1
K.OA.2
K.OA.3
K.OA.4
K.OA.5
19
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
add
plus sign
in all
sum
addition sentences
join
New
subtract
difference
left
separate
minus sign
take away
subtraction sentence
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
Math Their Way
wipe-off boards
manipulatives
additional worksheets (The
Mailbox)
Touch Math
literature
Benny’s Pennies
Number One, Number Fun
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
20
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: Kindergarten Unit: Operations and Algebraic Thinking Time Frame: MP 3
Topic 9: More Addition and Subtraction
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Any number, measure, numerical expression,
algebraic expression, or equation can be
represented in an infinite number of ways that
have the same value.
There are multiple interpretations of addition,
subtraction, multiplication, and division of
rational numbers, and each operation is related
to other operations.
Mathematics content and practices can be
applied to solve problems.
What types of situations involve addition and
subtraction?
KNOWLEDGE SKILLS STANDARDS
Students will know:
there is more than one way
to show a number.
joining parts to make a
whole is one interpretation
of addition.
addition number sentences
using + and = can be used
to show parts of a whole.
some problems can be
solved by making, reading,
and analyzing a graph.
Students will be able to:
use objects to show 4 and 5 in
two parts.
write number sentences to
describe the decomposition of
4 or 5 into two parts.
use objects to show 6 and 7 in
two parts.
write number sentences to
describe the decomposition of
6 or 7 into two parts.
use objects to show 8 and 9 in
two parts.
write number sentences that
adds up to 8 and 9.
use objects to show 10 in two
parts.
write number sentences that
show how to two numbers can
add to 10.
construct graphs using real
objects or pictures to answer
questions.
K.OA.3
K.OA.4
K.MD.3
21
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
whole
part
graph
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
Math Their Way
wipe-off boards
manipulatives
additional worksheets (The
Mailbox)
Touch Math
literature
Benny’s Pennies
Number One, Number Fun
One Gorilla
Rooster’s Off to See the
World
Number One, Number Fun
Mouse Party
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
22
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: Kindergarten Unit: Numbers and Operations in Base 10 Time Frame: MP 3
Topic 10: Composing Numbers 11 to 19
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Numbers can be used for different purposes,
and numbers can be classified and represented
in different ways.
The base ten numeration system is a scheme for
recording numbers using digits 0-9, groups of
ten, and place value.
Relationships can be described and
generalizations made for mathematical
situations that have numbers or objects that
repeat in predictable ways.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
How can numbers 11 to 19 be counted, read
and written?
KNOWLEDGE SKILLS STANDARDS
Students will know:
counting tells how many are
in a set no matter which order
the objects are counted. The
last number said when
counting a set is the total.
Counting is cumulative.
there is a unique symbol that
goes with each number word.
there is more than one way to
show a number.
numbers can be shown by a
unique point on the number
line. The distance between
any two consecutive whole
numbers on a given number
line is always the same.
some problems can be solved
by making, reading and
analyzing a graph.
Students will be able to:
recognize and write the
numerals that describe the
quantities 11 and 12.
recognize and write the
numerals that describe the
quantities 13, 14 and 15.
recognize and write the
numerals that describe the
quantities 16 and 17.
recognize and write the
numerals that describe the
quantities 18 and 19.
K.CC.1
K.CC.2
K.CC.3
K.CC.4.a
K.CC.4.b
K.CC.4.c
K.CC.5
K.CC.6
K.CC.7
23
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
subtract
plus
left
minus
Sum
difference
add
altogether
New
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
monthly graph
Math Their Way
wipe-off boards
manipulatives
additional worksheets (The
Mailbox)
Touch Math
The Icky Bug Counting Book
Jack the Builder
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
24
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: Kindergarten Unit: Numbers and Operations in Base 10 Time Frame: MP 3
Topic 11: Decomposing Numbers 11 to 19
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Numbers can be used for different purposes,
and numbers can be classified and represented
in different ways.
Mathematics content and practices can be
applied to solve problems.
How can we break the numbers 11-19 into
parts?
KNOWLEDGE SKILLS STANDARDS
Students will know:
there is more than one way
to show a number.
the numbers 11, 12, and 13
can be decomposed as the
sum of ten and some ones.
The number 11 is
decomposed to the sum of
10+1, the number 12 is
decomposed to 10+2, and
the number 13 is
decomposed to 10+3.
the numbers 14, 15, and 16
can be decomposed as the
sum of ten and some ones.
The number 14 is
decomposed to the sum of
10+4, the number 15 is
decomposed to 10+5, and
the number 16 is
decomposed to 10+6.
the numbers 17, 18, and 19
can be decomposed as the
sum of ten and some ones.
The number 17 is
decomposed to the sum of
10+7, the number 18 is
decomposed to 10+8, and
the number 19 is
decomposed to 10+9.
some problems can be
solved by identifying
elements that repeat in a
predictable way.
Students will be able to:
create sets to 19.
parts of 11 and 12 and 13.
parts of 14 and 15and 16.
parts of 17 and 18 and 19.
problem solving: Looking for
a Pattern.
K.NBT.1
25
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review:
patterns
New:
double ten-frame
sets
parts
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
Math Their Way
wipe-off boards
manipulatives
additional worksheets (The
Mailbox)
Touch Math
Various literaure
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
Exemplars
26
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: Kindergarten Unit: Measurement and Data Time Frame: MP 3
Topic 12: Measurement
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Numbers, expressions, measures, and objects
can be compared and related to other numbers,
expressions, measures, and objects in different
ways.
Some attributes of objects are measurable and
can be quantified using unit amounts.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
How can objects be compared, ordered and
estimated by length, height, and weight?
KNOWLEDGE SKILLS STANDARDS
Students will know:
objects can be compared
and ordered by length,
capacity, and weight.
measurement is a process of
comparing a unit to the
object being measured.
The length of any object
can be used as a
measurement unit for
length.
capacity is a measure of the
amount a container can
hold.
the weight of an object is a
measure of how heavy an
object is.
some problems can be
solved by making a
reasoned first try for what
the answer might be and
then, through additional
reasoning, arrive at the
correct answer.
Students will be able to:
compare and order sets of
objects by size.
compare objects by length.
order a set of objects by
length.
measure the length of objects
using nonstandard units.
solve problems by comparing
lengths and revising their
answers.
children will compare
containers by their capacity.
measure capacity using
nonstandard units.
compare objects by weight.
measure the weight of
different objects.
solve problems: Estimating
and Revising their Estimates.
K.MD. 1
K.MD. 2
K.MD. 3
27
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
edge
roll
stack
repeat
sphere
cube
cone
half
second
tenth
circle
New
empty
full
longest
measure
size
as long as
tallest
shortest
large/larger/largest
small/smaller/smallest
medium
big/bigger/biggest
as short as
as tall as
longer than
shorter than
taller than
estimate
check
holds more
holds less
about the same
heavier
lighter
balance
weigh
weighs more
weighs less
most
least
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
Math Their Way
wipe-off boards
manipulatives
additional worksheets (The
Mailbox)
Touch Math
literature
Big Friend, Little Friend
How Big Is A Foot?
Just A Little Bit
Peter’s Pockets
Inch By Inch
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
Exemplars:
How Big is a Foot?
28
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: Kindergarten Unit: Measurement and Data Time Frame: MP 3
Topic 13: Sorting, Classifying and Categorizing Data
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Two-and three-dimensional objects with or
without curved surfaces can be described,
classified, and analyzed by their attributes.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting and
representing.
What are different ways objects can be
grouped?
KNOWLEDGE SKILLS STANDARDS
Students will know:
attributes can be used to
compare objects.
attributes can be used to
sort a group of objects.
attributes such as color,
shape, or size can be used
to sort the same set of
objects in different ways.
a set of objects can be
sorted according to a
combination of attributes.
some problems can be
solved by reasoning about
conditions in the problem.
Students will be able to:
identify same and different by
the attributes of color, shape,
size and kind.
sort objects by one attribute
such as color, shape, size or
kind.
sort the same set in different
ways.
use more than one attribute to
sort a set of objects.
problem solve: Thinking
Logically.
K. MD. 1
K. MD. 2
K. MD. 3
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
New
same (alike)
different
sort
does not belong
sorting rule
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
Math Their Way
wipe-off boards
manipulatives
additional worksheets (The
Mailbox)
Touch Math
literature
One By One
The Button Box
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
Exemplars
Paleontologist
Flags
Valentine M&M’s
Someone’s Eating My
Porridge
Wonderful Leaves
29
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: Kindergarten Unit: Geometry Time Frame: MP 4
Topic 14: Identifying and Describing Shapes
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Two and three-dimensional objects with or
without curved surfaces can be described,
classified, and analyzed by their attributes.
An object’s location in space can be described
quantitatively.
Mathematics content and practices can be
applied to solve problems.
How can shapes be named and described?
KNOWLEDGE SKILLS STANDARDS
Students will know:
a rectangle has four sides
and four corners.
a square has four sides and
four corners.
all the sides of a square are
the same length.
a circle is round and does
not have any corners.
all triangles have three
sides but can have different
configurations of sides and
angles.
a hexagon is a shape with
six sides and six corners.
three-dimensional or solid
figures have length, width,
and height.
many everyday objects
closely approximate
standard geometric solids.
flat surfaces of many solid
figures have specific
shapes.
Students will be able to:
identify and describe
rectangles.
identify and describe squares.
identify and describe circles.
identify and describe triangles.
identify trapezoids.
identify and describe
hexagons.
identify cubes, cones,
cylinders, and spheres and
relate them to real-life objects.
identify three-dimensional
figures and describe the shape
of flat surfaces.
problem solve: Using Objects.
K.G.2
K.G.3
30
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
New:
rectangle
side
corner
square
circle
triangle
trapezoid
hexagon
solid figure
cone
cylinder
sphere
cube
flat surface
enVision Math
Calendar Math
daily calendar
domino number builder
daily depositor
counting tape
Math Their Way
wipe-off boards
manipulatives
additional worksheets (The
Mailbox)
Touch Math
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
Exemplars
A Shower of Shapes
31
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: Kindergarten Unit: Geometry Time Frame: MP 4
Topic 15: Position and Location of Shapes
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Numbers, expressions, measures, and objects
can be compared and related to other numbers,
expressions, measures, and objects in different
ways.
Doing mathematics involves a variety of
processes including problem solving reasoning,
communicating, connecting, and representing.
How can you describe the position and
location of an object?
KNOWLEDGE SKILLS STANDARDS
Students will know:
the position of objects can
be determined in relation to
surrounding objects and
described using words.
some problems can be
solved by using objects to
act out the actions in the
problem.
Students will be able to:
describe an object as inside or
outside of a given place.
describe an object as over, under,
or on a given object.
describe the position of an object
as top, middle, or bottom.
describe an object as before or
after a given object.
describe an object as left or right
of a given object.
problem solving: Acting It Out.
K.G.1
K.G.2
K.G.5
K.G.6
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
Different
Does not belong
Same
Sort
New
Over
Under
On
Inside
Outside
Top
Middle
Bottom
Before
After
Left
Right
enVision Math
Calendar Math
daily calendar
daily depositor
Math Their Way
measurement tools
wipe-off boards
additional worksheets (The Mailbox)
Touch Math
literature
The Turnip
Over in the Meadow
The Mitten
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
32
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: Kindergarten Unit: Geometry Time Frame: MP 4
Topic 16: Analyzing, Comparing and Composing Shapes
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Two-and three-dimensional objects with or
without curved surfaces can be described,
classified, and analyzed by their attributes.
Objects in space can be transformed in an
infinite number of ways, and those
transformations can be described and analyzed
mathematically.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
How can you name, compare and describe
shapes and solid figures?
KNOWLEDGE SKILLS STANDARDS
Students will know:
a rectangle has four sides and
four right angles. A square has
four equal sides and four right
angles. A square is a special type
of rectangle.
a circle is round and doesn’t have
any corners. A triangle has three
sides.
shapes can be combined to make
other shapes.
shapes in the plane can be the
same size and shape.
some shapes can be reflected
across one of more lines passing
through the shape so the shape
folds onto itself exactly.
three-dimensional or solid figures
have length, width, and height.
Many everyday objects closely
approximate standard geometric
solids.
solid figures can be compared in
different ways. Some solid
figures can be compared by their
flat surfaces (faces) and vertices.
the flat surfaces of many solid
figures have specific shapes.
some problems can be solved by
using objects to act out the
actions in the problem.
Students will be able to:
identify, describe, and
compare squares and
rectangles.
identify and describe
circles and triangles.
recognize that shapes can
be combined to make other
shapes.
identify and draw figures
that are the same size and
the same shape.
identify shapes that are
symmetrical and draw
lines of symmetry.
identify cubes, cones,
cylinders, and spheres and
relate them to real-life
objects.
identify solid figures that
roll, stack or slide on a flat
surface.
identify 3-dimensional
figures and describe the
shape of a flat surface of
each solid figure.
problem solve: Using
Objects.
K.G.1
K.G.2
K.G.3
K.G.4
K.G.5
K.G.6
33
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
same
different
more
equal parts
sort
outside
greater
halves
New
square
rectangle
circle
triangle
same size
same shape
matching parts
sphere
cube
cone
cylinder
corner
edge
side
roll
stack
slide
surface
enVision Math
Calendar Math
daily calendar
daily depositor
Math Their Way
wipe-off boards
manipulatives (solids and
shape blocks, solid shape
counters)
additional worksheets (The
Mailbox)
Touch Math
literature
Circles, Triangles and
Squares
Shapes, Shapes, Shapes
Eating Fractions
The Little Mouse and the
Red, Ripe Strawberry, and
the Big Hungry Bear
Teacher Observation
Additional Worksheets
Problem of the Day
Math Centers
Junk Boxes
34
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Operations and Algebra Thinking 1.OA
Time Frame: MP 1 (Sept.-11 days) Topic 1: Understanding Addition
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● Numbers can be used for different purposes,
and numbers can be classified and represented
in different ways.
● Numbers, expressions, measures, and objects
can be compared and related to other numbers,
expressions, measures, and objects in different
ways.
● Combine numbers to get an outcome that is in
proportion to the whole number.
● Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
● How can numbers to 12 be counted, read,
represented and written?
● What are ways to think about addition?
● Why is it important to know consecutive
numbers?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● the number of objects in some
patterned arrangements can be
recognized without
counting(L1).
● numbers 6, 7, 8 and 9 can be
broken into parts of the whole
in different ways (L2-4).
● parts of a whole is one
interpretation of addition.
Addition number sentences
can be used to show parts of a
whole (L5).
● joining parts to make a whole
is one interpretation of
addition. Addition number
sentences can be used to show
joining situations (L6).
● two numbers can be added in
any order (L7).
● some problems can be solved
by using objects to act out the
actions in the problem (L8).
Students will be able to:
● recognize patterned
arrangements of numbers
without counting (L1).
● recognize parts of a number
as a strategy for addition (L2).
● recognize parts of the number
8 (L3).
● recognize parts of the number
9 (L4).
● write addition number
sentences to find the whole,
given two parts (L5).
● write addition sentences to
solve stories about joining
(L6).
● add in any order (L7).
● use objects to solve story
problems (L8).
1.OA.1
1.OA.3
35
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
New
add
sum
addition sentence
plus (+)
equals (=)
part
whole
double
in all
addend
join
order
pencils
paper
counters
snap cubes
centers
Exemplars:
Touch Math:
Counting Kit (L1)
Addition Kit (L2-5,7)
Story Problems Kit (L6,8)
Calendar Math:
Oct. N, Nov. N (L2)
Dec. N (L3)
Feb. N (L4)
Oct. N (L6)
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Summative
Topic/Unit 1 Test
36
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Operations and Algebra Thinking 1.OA
Time Frame: MP 1 (Sept.- Oct. 14 days) Topic 2: Understanding Subtraction
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● There are multiple interpretations of addition
and subtraction of rational numbers, and each
operation is related to other operations.
● For a given set of numbers there are
relationships that are always true, called
properties, and these are the rules that govern
arithmetic and algebra.
● Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
● What are ways to think about subtraction?
● How is addition related to subtraction?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● a missing part of a whole can
be found when the whole and
the other part are known (L1-
3).
● a missing part of a whole is
one interpretation of
subtraction. Subtraction
number sentences can be used
to show a missing part
subtraction situation (L4).
● separating parts from a whole
is one interpretation of
subtraction. Subtraction
number sentences can be used
to show separating
subtraction situations (L5).
● comparing two quantities to
find out how much more/less
one quantity is than the other
is one interpretation of
subtraction. Subtraction
number sentences can be used
to show comparison
subtraction situations (L6).
● Stories about Missing Parts
(L6)
● All Kinds of Subtraction
Stories (L8)
Students will be able to:
● children will solve problems by
finding the missing part (L1).
● children will find a missing part
of 8 when one part is known
(L2).
● children will use subtraction to
find the missing part of 9 when
one part is known (L3).
● children will write and solve
subtraction number sentences
(L4).
● children will tell and act out
stories about separating to find
how many are left (taking away)
(L5).
● children will tell and act out
comparing stories to find how
two groups are different (L6).
● children will write related
addition and subtraction facts
(L9).
● Connect Models and Symbols
(L10)
● problem solving: Act it Out
(L11)
1.OA.1
1.OA.3
1.OA.4.
37
● addition and subtraction have
an inverse relationship. The
inverse relationship between
addition and subtraction can
be used to find subtraction
facts; every subtraction fact
has a related addition fact
(L9).
● connectModels and Symbols
(L10)
● problem solving: Act it Out
(L11)
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
New
missing part
subtract
subtraction sentence
minus sign (-)
equal sign(=)
difference
compare
pencils
paper
counters
snap cubes
centers
Exemplars:
Touch Math:
Subtraction Kit (L4,9)
Story Problems Kit (L5,6,8)
Calendar Math:
Nov. N (L1)
Oct. N (L5)
Feb. N, May N(L6)
Oct. N (L7)
Oct. N (L8)
Oct. N (L9)
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Summative
Topic/Unit 2 Test
38
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Operations and Algebra Thinking 1.OA
Time Frame: MP 1 (Oct.-10 days) Topic 3: Five and Ten Relationships
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● Numbers can be used for different purposes,
and numbers can be classified and represented
in different ways.
● Any number, measure, numerical expression,
algebraic expression, or equation can be
represented in an infinite number of ways that
have the same value.
● There are multiple interpretations of addition
and subtraction of rational numbers, and each
operation is related to other operations.
● Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
● How can numbers to 10 be shown using 5 and
some more?
● How can a 10 frame be used to help solve
facts?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● numbers to 10 can be
represented on a ten-frame
using 5 and 10 as benchmarks
(L1-2).
● the number 10 can be broken
into parts of whole in
different ways (L3). ● a missing part of a whole can
be found when the whole and
the other part are known
(L4). ● some problems can be solved
by recording and organizing
data in a table and by finding
and using numerical patterns
in the table (L5).
Students will be able to:
● use counters and a ten-frame to
model numbers up to 10 (L1). ● recognize numbers on a ten-
frame, noting the relationship of
those numbers to 5 and 10 (L2).
● show 10 as two parts (L3). ● use counters and a part-part-
whole mat to find missing parts
of 10 (L4). ● make tables to solve problems
(L5).
1.OA.1
1.OA.3
1.OA.4
39
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
more
part
missing part
in all
whole
pencils
paper
counters
ten-frames
centers
Exemplars:
Oct.-Bowls of Apples, Bug
Watching, Owl Eyes
Touch Math:
Calendar Math:
Sept. CT, Nov. CT, March N (L3)
March N (L4)
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 3 Test
40
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Operations and Algebra Thinking 1.OA
Time Frame: MP 1 (Oct. -13 days) Topic 4: Addition and Subtraction Facts to 12
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● Numbers, expressions, measures, and objects
can be compared and related to other numbers,
expressions, measures, and objects in different
ways.
● There are multiple interpretations of addition
and subtraction of rational numbers, and each
operation is related to other operations.
● There is more than one algorithm for each of
the operations with rational numbers. Some
strategies for basic facts and most algorithms
for operations with rational numbers, both
mental math and paper and pencil, use
equivalence to transform calculations into
simpler ones.
● Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
● What strategies can be used to find addition
facts?
● What strategies can be used to find subtraction
facts?
● How can knowing addition facts help solve
subtraction facts?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● the numbers relationships of 0,
1-more-than, 2-more-than are the
basis for addition facts with a 0,
1, and 2 (L1).
● doubles facts can be associated
with memorable real-world
situations (L2).
● basic addition facts that are near
doubles can be found using a
related doubles fact (L3).
● facts with sums 6 through 10 can
be broken into 5 plus some more
(L4).
● ten can be shown in two parts in
different ways and represented
using addition number sentences
(L5).
● the number relationships of 0
less than, 1 less than, and 2 less
than are the basis for subtraction
facts with a 0, 1, and 2 (L6).
Students will be able to:
count on to add, starting with
the greater number (L1).
recognize doubles as a strategy
for remembering sums (L2).
use doubles facts to learn near
doubles facts (L3).
use a 10-frame to write addition
facts with 5 (L4).
use two 10-frames to model
addition facts (L5).
master concepts of 0 less than,
1 less than, 2 less than when
subtracting 0, 1, or 2 (L6).
use doubles addition facts to
master related subtraction facts
(L7).
understand how addition facts
to 8 relate to subtraction facts to
8 (L8).
write related addition and
subtraction facts to 12 (L9).
1.OA.1
1.OA.3
1.OA.4
1.OA.5
1.OA.6
41
● addition and subtraction have an
inverse relationship. The inverse
relationship between addition
and subtraction can be used to
find subtraction facts; every
subtraction fact has a related
addition fact (L7-L9).
● information in a problem can
often be shown using a picture or
diagram and can be used to
understand and solve the
problem. Some problems can be
solved by writing and
completing a number sentence or
equation (L10).
draw a picture and write a
number sentence to solve
addition and subtraction story
problems (L10).
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review:
more
plus (+)
double
doubles
in all
sum
join
part
whole
missing part
addition sentence
subtraction sentence
addend
equals
New
near double
0 less than
1 less than
2 less than
pencils
paper
crayons
counters
ten-frames
double ten-frames
centers
paper clips
number cards 0-20
cups
cubes
Exemplars:
Oct.-Bowls of Apples, Bug
Watching, Owl Eyes
Nov- Field Trip
Touch Math:
Addition Kit (L1)
Subtraction Kit (L6-9)
Calendar Math:
Jan. CT, Jan. N (L2)
Formative Ongoing teacher observations (ie
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 4 Test
42
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Operations and Algebra Thinking 1.OA
Time Frame: MP 2 (Nov. -13 days) Topic 5: Addition Facts to 20
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● For a given set of numbers there are
relationships that are always true, called
properties, and these are the rules that govern
arithmetic and algebra.
● There is more than one algorithm for each of
the operations with rational numbers. Some
strategies for basic facts and most algorithms
for operations with rational numbers, both
mental math and paper and pencil, use
equivalence to transform calculations into
simpler ones.
● Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
● What other strategies can be used to solve
addition facts?
● How will knowing doubles facts help to solve
other addition facts?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● doubles facts can be
associated with memorable
real-world situations (L1).
● basic addition facts that are
near doubles can be found
using a related doubles fact
(L2-L3).
● sometimes the answer to one
problem/question is needed to
find the answer to another
problem/question (L4).
● Make 10 to Add (L5)
● addition facts involving 9 can
be changed to an equivalent
fact with 10 (L6).
● addition facts involving 8 can
changed to an equivalent fact
with 10 (L7).
● three numbers can be added
in any order and the sum will
be the same (L8).
● Word Problmes with 3
Addends (L9)
Students will be able to:
● recognize the doubles
relationship and use it as a
strategy for remembering
addition facts with two like
addends (L1).
● master addition facts where the
addends are 1 apart (L2).
● master addition facts where the
addends are 2 apart (L3).
● solve two-question problems by
using the answer to the first
question to answer the second
question (L4).
● master addition facts where one
addend is 9 (L6).
● master addition facts where one
addend is 8 (L7).
● use the associative and
commutative properties to add
three numbers (L8).
● World Problems with 3 Addends
(L9).
1.OA.1
1.OA.2
1.OA.3
1.OA.5
1.OA.6
1.OA.8
43
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review:
1 more
10 more
plus (+)
double
near double
in all
sum
join
part
whole
addition sentence
addition
addend
equal to (=)
New
doubles plus 1
doubles plus 2
pencils
paper
crayons
counters
double ten-frames
number cards 0-11
connecting cubes
number cube
paper bag
plastic bags
books
Exemplars:
Nov.-Clay Pots, Hats and Scarves
Touch Math:
Addition Kit (L8)
Calendar Math:
Jan. N, Jan. CT (L1)
Jan. N (L2)
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 5 Test
44
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Operations and Algebra Thinking 1.OA
Time Frame: MP 2 (Dec. – 11 days) Topic 6: Subtraction Facts to 20
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● There are multiple interpretations of addition,
subtraction, multiplication, and division of
rational numbers, and each operation is related
to other operations.
● Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
● What other strategies can be used to find
subtraction facts?
● How can knowing addition facts help solve
subtraction facts?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● making 10 to Subtract (L1)
● more with Making 10 to
Subtract (L2).
● addition and subtraction have
an inverse relationship. The
inverse relationship between
addition and subtraction facts;
every subtraction fact has a
related addition fact (L3-L6).
● information in a problem can
often be shown using a
picture or diagram and used
to understand and solve
problems. Some problems can
be solved by writing and
completing a number
sentence or equation (L7).
Students will be able to:
● making 10 to Subtract (L1)
● more with Making 10 to Subtract
(L2).
● find subtraction facts to 18 and
learn the relationship between
addition and subtraction (L3).
● use a part-part-whole model to
find the subtraction facts and
addition facts in a fact family
(L4).
● use a related addition fact to find
the missing part in a subtraction
problem (L5).
● use related addition facts to solve
subtraction problems (L6).
● draw pictures and write number
sentences to solve addition and
subtraction story problems (L7).
1.OA.1
1.OA.3
1.OA.4
1.OA.5
1.OA.6
1.OA.7
45
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
minus sign
missing part
plus (+)
difference
sum
part
whole
addition sentence
subtraction sentence
addition
subtract
addend
equals sign
equals (=)
New
related facts
fact family
Pencils
Paper
Crayons
Counters
Number Cards 12-20
Index cards
Exemplars:
Nov.-Clay Pots, Hats and Scarves
Dec.- Legs
Touch Math:
Subtraction Kit p. 111-140 (L3-6)
Calendar Math:
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 6 Test
46
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Numbers and Operations in Base 10 1.NBT
Time Frame: MP 2 (Dec.-Jan. - 12 days) Topic 7: Counting and Number Patterns to 120
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Numbers can be used for different purposes,
and numbers can be classified and represented
in different ways.
The base-ten numeration system is a scheme
for recording numbers using digits 0-9, groups
of ten, and place value.
Combine numbers to get an outcome that is in
proportion to the whole number.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
What number patterns are there when counting
to 100?
How does skip counting help solve problems?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● numbers can be used to tell how
many. Numbers 11-20 can be
shown as a group of 10 and up to
10 more (L1-L2).
● the decade numbers are built on
groups of ten. The oral numbers
are similar, but not the same as
the number of tens counted (L3).
● counting and place-value
patterns can be seen on a
hundred chart (L4).
● skip counting can be used to find
the total number of objects in a
collection of equal groups (L5).
● some numbers can be broken
into two equal parts (even); other
numbers cannot (odd) (L6).
● Numbers can be used to tell
order (ordinal numbers)
Positions/order in a row can be
found by counting, and ordinal
names are similar to word names
(L7).
● patterns can sometimes be used
to identify relationships between
quantities represented using
input and output tables (L8).
Students will be able to:
● read, count, and write numbers
11 to 20 (L1).
● show numbers 11-20 as 1 or 2
more or fewer than another
number (L2).
● count groups of 10, up to 10
tens, and write how many (L3).
● find and extend skip-counting
patterns on a hundred chart
(L4).
● skip count to find the total
number of items arranged in
sets of 2s, 5s, and 10s (L5).
● identify numbers as odd or even
(L6).
● Use the ordinal numbers first
through twentieth to identify
position (L7)
● solve problems by finding
patterns in a table of related
number pairs (L8).
● solve problems by finding
patterns in a table of related
number pairs (L9).
1.NBT.1
1.NBT.5
47
● some problems can be solved by
identifying elements that repeat
in a predictable way (L9).
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
pattern
New
skip count
pair
odd
even
pencils
paper
crayons
counters
number cards 12-20
mini 10-frames
scissors
connecting cubes
paper bag
Exemplars:
Dec.-Buttons for Snowmen,
Sharing Sleds
Touch Math:
Counting Kit (L1-6, 8)
Calendar Math:
Sept. CT, Oct. CT, Nov. CT,
Dec. D, Jan. CT, Feb. 100th Day,
Feb. CT (L3)
Feb. CT (L4)
Sept. CT, Oct. CT, Dec. D, Jan.
CT, Feb. CT, Feb. G (L5)
Feb. C, Feb. G (L6)
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 7 Test
48
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Numbers and Operations in Base 10 1.NBT
Time Frame: MP 2 (Jan. – 10 days) Topic 8: Tens and Ones
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● Numbers can be used for different purposes, and
numbers can be classified and represented in
different ways.
● The base-ten numeration system is a scheme for
recording numbers using digits 0-9, groups of
ten, and place value.
● Any number, measure, numerical expression,
algebraic expression, or equation can be
represented in an infinite number of ways that
have the same value.
● Doing mathematics involves a variety of
processes including problem solving, reasoning,
communicating, connecting, and representing.
● How can numbers 10 and higher be shown,
counted, read, and written?
● How can 10’s and 1’s be used to represent
numbers?
KNOWLEDGE SKILLS STANDARDS
Students will be able to:
● set of 10 can be perceived
as single entities. In a
standard numeral, the tens
are written to the left of the
ones.
● the decade numbers to 100
are built on groups of ten.
When there are only tens,
counting by 10s can be
used to find how many
there are in all (L2).
● when objects are grouped
in sets of 10 and leftovers
(ones), counting the groups
of ten and adding ones tells
how many there are in all (L3).
● numbers greater than 10
can be represented as the
sum of the tens and the
ones (L4).
● numbers greater than 10
can be named in more than
one way and have the same
value (L5).
Students will be able to:
● read and write two-digit numbers
as groups of 10 and some left
over (L1).
● count groups of ten, up to 10
tens, and write how many (L2).
● use groups of tens and ones to
show and write a given two-digit
number (L3).
● model a two-digit number and
write its expanded form (L4).
● break apart a ten to make 10 tens
and write new representations in
expanded form (L5).
● use groups of tens and ones to
show and write a given two-digit
number (L6).
1.NBT.1
1.NBT.2
49
● some problems can be
solved by generating a list
of outcomes and
organizing that list in a
systematic way so all
outcomes are accounted for (L6).
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
skip count
New
tens
ones
digit
break apart a ten
pencils
paper
crayons
counters
number cards 0-11
connecting cubes
index cards
place value mat ‘A’
Exemplars:
Jan.-Hot Chocolate, Space
Creatures
Touch Math:
Touch Math Trays and Place Value
Kit (L1)
Calendar Math:
Nov. D, Dec.D, Jan.D, Feb. D (L1) Nov. D, Dec. D, Jan. D, Feb. D,
Feb. CT (L2)
Nov. D, Dec. D, Jan. D, Feb. D (L3) Feb. CT (L5)
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 8 Test
50
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Numbers and Operations in Base 10 1.NBT
Time Frame: MP 2/3 (Jan.- Feb - 12 days) Topic 9: Comparing and Ordering Numbers to 100
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● The base-ten numeration system is a scheme
for recording numbers using digits 0-9, groups
of ten, and place value.
● Numbers, expressions, measures, and objects
can be compared and related to other numbers,
expressions, measures, and objects in different
ways.
● Numbers can be approximated by numbers that
are close. Numerical calculations can be
approximated by replacing numbers with other
numbers that are close and easy to compute
with mentally.
● Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
● How can numbers to 100 be compared and
ordered?
● How does understanding place value compare
and order numbers?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● 1 more, 1 less, 10 more, 10
less express a relationship
between two numbers. (L1)
● numbers can be represented
on a hundred chart. (L2)
● place value can be used to
compare and order
numbers. (L3-L4)
● two-digit numbers that do
not end in 5 are closer to
either the previous or the
next multiple of 10. (L5)
● the position words before,
after, and between can be
used to explain number
relationships. The number
before is always 1 less and
the number after is always
1 more. (L6)
Students will be able to:
● write the numbers that are 1 more
or 1 less and 10 more or 10 less
than a two-digit number (L1).
● use a hundred chart to show the
relationships of 1 more than, 1
less than, 10 more than, and 10
less than a given number (L2).
● compare two-digit numbers using
symbols (L3).
● find missing numbers on a
hundred chart (L4).
● estimate the positions of numbers
on a number line marked only in
multiples of 10 (L5).
● use the words before, after, and
between to order numbers up to
99 (L6).
● order numbers from least to
greatest, given 3 two-digit
numbers (L7).
● make an organized list showing
possible solutions (L8).
1.NBT.1
1.NBT.2
1.NBT.3
51
● ordering 3 or more
numbers is similar to
comparing 2 numbers
because each number must
be compared to each of the
other numbers. (L7)
● some problems can be
solved by generating a list
of outcomes and
organizing that list in a
systematic way so all
outcomes are accounted
for. (L8)
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review:
greater than
less than
between
New
closest ten
equal to (=)
10 less
10 more
1 less
1 more
Pencils
Paper
Crayons
Counters
Connecting cubes
Index cards
Number cubes
Hundred chart
Exemplars:
Jan.-Ski Slope, Number Cube
Game
Touch Math: Counting Kit (L1-L2)
Calendar Math:
March C (L3)
Nov. C (L4)
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 9 Test
52
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Numbers and Operations in Base 10 1.NBT
Time Frame: MP 3 (Feb.- March -11 days) Topic 10: Adding with Tens and Ones
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● There is more than one algorithm for each of
the operations with rational numbers. Some
strategies for basic facts and most algorithms
for operations with rational numbers, both
mental math and paper and pencil, use
equivalence to transform calculations into
simpler ones.
● Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
● What are ways to subtract two-digit numbers?
● How does understanding place value help add
two-digit numbers?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● adding groups of 10 is
similar to adding numbers
less than 10. (L1)
● when adding tens to a two-
digit number, only the
tens digit changes. (L2)
● when adding tens to a two-
digit number, only the
tens digit changes. (L3)
● the traditional algorithm
for adding a 2-digit
number and a 1-digit
number starts by adding
ones. Sometimes 20 ones
need to be renamed as 1
ten. Then the tens are
added. (L4)
● models to Add Two-Digit
Numbers (L5)
● ways to Add Two-Digit
Numbers (L6)
● problem solving: Draw a
Picture and Write a Number
Sentence (L7)
Students will be able to:
● add two multiples of 10 for sums
to 100 (L1).
● use a hundred chart to add
multiples of 10 to two-digit
numbers (L2).
● add a multiple of 10 to a two-
digit number (L3).
● add one-digit numbers to two-
digit numbers with and without
regrouping and record the sum in
horizontal form (L4).
● models to Add Two-Digit
Numbers (L5)
● ways to Add Two-Digit Numbers
(L6)
● problem solving: Draw a Picture
and Write a Number Sentence
(L7)
1.NBT.1
1.NBT.2
1.NBT.4
1.NBT.5
53
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review:
plus (+)
column
sum
join
ones
tens
digit
skip count
difference
hundred chart
minus sign
missing part
addition sentence
subtraction sentence
addend
addition
subtract
equals (=)
equals sign
New
regroup
pencils
paper
crayons
counters
connecting cubes
index cards
number cubes
hundred chart
number cards 0-11
large opaque container
place value mat ‘A’
Exemplars:
Feb.-100th
birthday celebration,
Valentine’s Day Party Plan,
Someone’s been eating my
porridge
Touch Math:
Touch2Learn Base 10 Trays
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 10 Test
54
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Numbers and Operations in Base 10 1.NBT
Time Frame: MP 3 (March – 11 days) Topic 11: Subtraction with Tens and Ones
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● There is more than one algorithm for each of the
operations with rational numbers. Some
strategies for basic facts and most algorithms for
operations with rational numbers, both mental
math and paper and pencil, use equivalence to
transform calculations into simpler ones.
● Doing mathematics involves a variety of
processes including problem solving, reasoning,
communicating, connecting, and representing.
● What are ways to subtract two-digit
numbers?
● How does understanding place value help
subtract two-digit numbers?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● when subtracting tens from
a two-digit number, only
the tens digit changes.
(L1)
● subtracting Multiples of 10
from Multiples of 10 (L2)
● when subtracting tens from
a two-digit number, only
the tens digit changes.
(L3)
● the traditional algorithm
for subtracting a 1-digit
number from a 2-digit
number starts by
subtracting ones.
Sometimes 1 ten needs to
be renamed as 10 ones
before subtracting. Then
the tens are subtracted.
(L4)
● some problems have data
missing needed to find the
answer, and some
problems have extra data
not needed to solve the
problem. (L5)
● models to Subtract Two-
Digit Numbers (L6)
● ways to Subtract Two-
Students will be able to:
● will use a hundred chart to
subtract multiples of 10 from
two-digit numbers (L1)
● subtracting Multiples of 10
from Multiples of 10 (L2)
● subtract a multiple of 10 from
a two-digit number (L3).
● subtract one-digit numbers
from two-digit numbers with
and without regrouping and
record the difference in
horizontal form (L4).
● solve problems by identifying
unnecessary information and
writing number sentences
(L5).
● models to Subtract Two-Digit
Numbers (L6)
● ways to Subtract Two-Digit
Numbers (L7)
● problem Solving: Draw a
Picture and Write a Number
Sentence (L8)
1.NBT.1
1.NBT.2
1.NBT.5
1.NBT.6
55
Digit Numbers (L7)
● Problem Solving: Draw a
Picture and Write a
Number Sentence (L8)
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review:
plus (+)
column
sum
join
ones
tens
digit
skip count
difference
hundred chart
minus sign
missing part
addition sentence
subtraction sentence
addend
addition
subtract
equals (=)
equals sign
New
regroup
pencils
paper
crayons
counters
connecting cubes
index cards
number cubes
hundred chart
number cards 0-11
large opaque container
place value mat ‘A’
Exemplars:
Feb.- Darts
March-Staying Warm
Touch Math:
Touch2Learn Base 10 Trays
Calendar Math:
Apr. CT (L1-4)
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 11 Test
56
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Measurement and Data 1.MD
Time Frame: MP 3 (March- April – 10 days) Topic 12: Length
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● Numbers, expressions, measures, and
objects can be compared and related to
other numbers, expressions, measures, and
objects in different ways.
● Some attributes of objects are measurable
and can be quantified using unit amounts.
● Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
● How can objects be measured, compared,
and ordered by length?
● How will I know to measure objects using
the proper unit?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● objects can be compared
and ordered by size
(length, capacity, weight,
temperature). (L1)
● indirect Measurement (L2)
● measurement is a process
of comparing a unit to the
object being measured.
The length of any object
can be used as a
measurement unit for
length. (L3)
● big and small units (L4)
● different units can be used
to measure length. (L5)
● different units can be used
to measure length. (L6)
● some problems can be
solved by reasoning about
the conditions in the
problem. (L7)
Students will be able to:
● compare and order lengths of
objects. (L1)
● indirect Measurement (L2)
● estimate measure, and
compare lengths of objects by
using a nonstandard unit. (L3)
● big and small units (L4)
● estimate and measure the
lengths of objects in inches
using a ruler. (L5)
● estimate and measure the
length of objects in
centimeters using a ruler. (L6)
● use nonstandard units to
measure the length of
different objects. (L7)
1.MD.1
1.MD.2
57
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
order
compare
New
longest
shortest
estimate
measure
inch
foot (feet)
centimeter
pencils
paper
crayons
connecting cubes
straws
paper clips
ruler
Exemplars:
March- Sweet Sale, Piggy Bank
Touch Math:
Calendar Math:
L3: Oct. M
L5: Nov. M
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 12 Test
58
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Measurement and Data 1.MD
Time Frame: MP 3/4 (April – 10 days) Topic 13: Time
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● Some attributes of objects are measurable and
can be quantified using unit amounts.
● Doing mathematics involves a variety of
processes including problem solving, reasoning,
communicating, connecting, and representing.
● How can clocks, calendars, and schedules be
read and used?
● Why is it important to tell time to the hour, ½
hour, ¼ hour?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● the hour hand tells the
hour, and the minute hand
tells the number of minutes
after the hour. (L1)
● the hour hand tells the
hour, and the minute hand
tells the number of minutes
after the hour. (L1)
● time to the hour can be
shown on an analog clock
or on a digital clock, and
can be written in two
ways:_ o’clock or __:00.
(L2)
● time can be given to the
half hour. (L3)
● telling and Writing Time to
the Quarter Hour. (L4)
● in order to solve some
problems, data need to be
selected from a source
outside the statement of the
problems like a table. (L5)
Students will be able to:
● identify the hour and minute
hands on a clock and tell time
to the hour. (L1)
● tell time and write time to the
hour using digital and analog
clocks. (L2)
● will show and tell time to the
half hour. (L3)
● telling and Writing Time to
the Quarter Hour. (L4)
● use a schedule. (L5)
1.MD.3
59
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
doubles
after
estimate
skip count
before
between
whole
New
hour hand
minute hand
hour
o’clock
minute
half hour
calendar
day
week
month
year
schedule
pencils
paper
counters
centers
geared clock
sentence strips
schedule
calendar
12 month calendar
scissors
paper fasteners
number cards 0-11
number cards 12-20
analog clock face
Exemplars:
March- Six Pack of Soda
Touch Math:
Calendar Math:
L1: Oct. Cl, Nov. Cl, Dec. Cl, Jan.
Cl, Mar. Cl
L2: Jan. Cl, Feb. Cl, Mar. Cl,
L3: Dec. Cl, Jan. Cl, Feb. Cl,
March Cl
L4: March Cl
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 13 Test
60
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Measurement and Data 1.MD
Time Frame: MP 4 (April- May – 10 days) Topic 14: Using Data to Answer Questions
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● Two- and three-dimensional objects with or
without curved surfaces can be described,
classified, and analyzed by their attributes. An
objects location in space can be described
quantitatively.
● Some questions can be answered by collecting
and analyzing data, and the question to be
answered determines the data that needs to be
collected and how best to collect it. Data can be
represented visually using tables, charts, and
graphs. The type of data determines the best
choice of visual representation.
● The chance of an event occurring can be
described numerically by a number between 0
and 1 inclusive and used to make predictions
about other events.
● Doing mathematics involves a variety of
processes including problem solving, reasoning,
communicating, connecting, and representing.
● How can graphs be used to show data and
answer questions?
● How does understanding different types of
graphs (bar, picto, real) help analyze data?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● each type of graph is most
appropriate for certain kinds
of data. Real graphs,
pictographs, and bar graphs
make it easy to compare
data. (L1)
● each type of graph is most
appropriate for certain kinds
of data. Real graphs,
pictographs, and bar graphs
make it easy to compare
data. (L2)
● each type of graph is most
appropriate for certain kinds
of data. Real graphs,
pictographs, and bar graphs
make it easy to compare
data. (L3)
Students will be able to:
● use a real-object graph to
answer questions and draw
conclusions. (L1)
● use a picture graph to answer
questions and draw
conclusions.(L2)
● use a bar graph to answer
questions and draw
conclusions. (L3)
● record data using tally marks.
(L4)
● collect a set of data and
organize it in a real graph.(L5)
● organize and analyze data
using a picture graph. (L6)
● use data in a table to complete
a bar graph. (L7)
1.MD.4
61
● tally charts are useful in
recording and organizing
some kinds of data. (L4)
● in a real graph, real objects
are arranged in a particular
way to make comparisons.
(L5)
● the key for a pictograph
determines the number of
pictures needed to represent
each number in a set of
data. (L6)
● some problems can be
solved by making, reading,
and analyzing a graph. (L7)
●
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
least
greatest
New
hour hand
picture graph
bar graph
grid
left
right
up
down
tally marks
data
certain
impossible
likely
unlikely
pencils
paper
two-color counters
post-its
centers
patterns blocks
connecting cubes
paper clips
plastic bags
Exemplars:
April- Eating Jelly Beans,
Calendar Problem, Flies and a
Frog, Let’s Plan a Party
Touch Math:
Calendar Math:
L1: Oct. G
L2: Oct. G, Jan. G, Apr. G
L3: Mar. Cl, May G
L4: Oct. Cl, Feb. G, Mar. Cl
L5: Jan. G
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 14 Test
62
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Geometry 1.G
Time Frame: MP 4 (May - 12 days) Topic 15: Geometry
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● Two- and three-dimensional objects with or
without curved surfaces can be described,
classified, and analyzed by their attributes. An
objects location in space can be described
quantitatively.
● Objects in Space can be transformed in an infinite
number of ways, and those transformations can
be described and analyzed mathematically.
● Doing mathematics involves a variety of
processes including problem solving, reasoning,
communicating, connecting, and representing.
● How can shapes and solids be described,
compared, and used to make other shapes?
● How does knowing the characteristics of
shapes and solids help in identify and
sorting?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● many everyday objects are
close approximations of
standard plane shapes. (L1)
● defining Attributes (L2)
● plane shapes have many
properties that make them
different from one another.
Many plane shapes can be
described by their sides and
vertices. (L3)
● plane shapes can be
combined to make new
plane shapes. (L4)
● plane shapes can be broken
apart into other shapes. (L5)
● many everyday objects
closely appropriate standard
geometric solids.(L6)
● many solid figures are
comprised of flat surfaces
and vertices; the flat
surfaces on prisms are
called faces. (L7)
● attributes can be used to
sort figures. Many sets of
solids can be sorted in more
than one way. (L8)
Students will be able to:
● identify and name standard
plane shapes and recognize
them in the environment. (L1)
● defining Attributes (L2)
● sort plane shapes and identify
their properties. (L3)
● combine two-dimensional
geometric shapes to make new
two-dimensional geometric
shapes. (L4)
● break apart large shapes to
make smaller shapes. (L5)
● identify and name standard
geometric solids and recognize
them in the environment. (L6)
● count the number of flat
surfaces and vertices on a
geometric solid. (L7)
● identify geometric solids
(sphere, cone, cylinder,
rectangular prism, and cube),
and sort by various attributes.
(L8)
● make organized lists to solve
problems. (L9)
1.G.1
1.G.2
63
● some problems can be
solved by generating a list
of outcomes and organizing
that list in a systematic way
so all outcomes are
accounted for. (L9)
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
compare
difference
before
after
New
rectangle
triangle
plane shape
circle
square
sort
side
corner
slide
flip
turn
symmetry
solid figure
cube
rectangular prism
sphere
cylinder
cone
flat surface
vertex (vertices)
pencils
paper
chart paper
plane shapes cards
pattern blocks
dot paper
scissors
glue
construction paper
geometric solids
symmetrical and non-symmetrical
shapes
Exemplars:
May-Time for Math, Legs, How
Big is a foot
Touch Math:
Calendar Math:
L1: Oct. C, Nov. C, Apr. C
L2: Oct. C, Nov. C, Apr. C
L3: Apr. C
L6: Dec. C, May C, May G
L8: May G
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 15 Test
64
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: First Domain: Geometry 1.G
Time Frame: MP 4 (May - June -10 days) Topic 16: Fractions of Shapes
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
● Two- and three-dimensional objects with or
without curved surfaces can be described,
classified, and analyzed by their attributes. An
objects location in space can be described
quantitatively.
● Objects in Space can be transformed in an
infinite number of ways, and those
transformations can be described and analyzed
mathematically.
● Doing mathematics involves a variety of
processes including problem solving, reasoning,
communicating, connecting, and representing.
● How can fractions be used to name a part of a
whole object or a part of a set of 4 objects?
● How can making equal parts help solve
problems?
KNOWLEDGE SKILLS STANDARDS
Students will know:
● a region can be divided
into equal-sized parts in
different ways. Equal-sized
parts of a region have the
same area but not
necessarily the same shape.
(L1-L2)
● making Halves and Fourths
of Rectangles and Circles
(L3)
● some sets can be divided
into equal parts. Equal parts
of a set have the same
number of objects in each
part. (L4)
Students will be able to:
● determine whether a shape is
divided into equal or unequal
parts. (L1)
● describe equal parts of a
shape. (L2)
● making halves and fourths of
rectangles and circles (L3)
● draw pictures to solve
problems related to parts of a
group. (L4)
1.G.3
65
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
part
whole
New
equal parts
pencils
paper
crayons
two boxes
index cards
counters
Exemplars:
May-Time for Math
June- Happy Birthday Abby,
Geometry
Formative Ongoing teacher observations (ie-
exit cards, think, pair, share or
numbered heads together)
Workbook pages
Center Work and Activities
Mixed Practice and Cumulative
Review
Math Journals
Do Now’s
Exemplars
Summative
Topic/Unit 16 Test
66
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: 2 Domain: Operations and Algebraic Thinking
Time Frame: MP 1 Topic 1: Understanding Addition and Subtraction
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
There are multiple interpretations of addition,
subtraction, multiplication, and division of
rational numbers and each operation is related
to other operations
Doing Mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
What are some ways to think about addition
and subtraction?
Why is it important that we know numbers
backwards and forwards?
Why is it important to pay attention and read
carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
parts of a whole is one
interpretation of addition;
Addition number sentences
can be used to show parts
of a whole.
joining parts to make a
whole is one interpretation
of addition. Addition
number sentences can be
used to show joining parts
of a whole.
separating parts from a
whole and comparison are
two interpretations of
subtraction. Subtraction
number sentences can be
used to show separating
parts from a whole or
comparison subtraction
situations.
addition and subtraction
have an inverse
relationship. The inverse
relationship between
addition and subtraction
can be used to find
subtraction facts; every
subtraction fact has a
related addition fact.
Students will be able to:
join 2 groups and write
addition.
number sentences to tell how
many in all.
model joining stories and
write an addition number
sentence.
solve problems by writing
subtraction number sentences
write subtraction sentences to
solve stories about separating
groups.
write subtraction sentences to
solve stories about comparing
groups.
write related addition and
subtraction facts.
use counters to model and
solve addition and subtraction
problems.
2.OA.1
2.OA.2
2.OA.3
2.OA.4
67
some problems can be
solved by using objects to
act out the actions in the
problem.
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
in all
addend
missing part
difference
compare
New
Part
Whole
Add
Sum
Plus
Equals
addition sentence
join
subtract
difference
subtraction sentence
minus
separate
more
fewer
related
Scott Foresman
Practice: 1.1, 1.2, 3.9, 4.1, 4.2
2-1
Extend Thinking: 2-2, 2-7
Another Look: 2-11, 2-12
Calendar Math
September Activities:
computations and connections
**hold: place value, ordinal,
fractions, decimals with money
Exemplars
(*) Time for Math; Riding at the
Playground; Petal Power; Legs;
Betty’s Blocks; Bug Watching;
Birthday Gift Shopping; Darts
Technology
BrainPopJr.: (LV) intro to
addition/subtraction; basic
subtraction; basic adding
SmartBoard activities
Study Island
Picture Books
Math Start: (LV) Elevator Magic
Marilyn Burns Math Library:
(RV) Chrysanthemum; More than
One
Touch Math
Story Problems Kit: Primary
Activity Master Sequence: addition p. 1-30
subtraction p. 41-55
Instructional Aides
reinforcement flash cards
(center/remedial activities)
p. 114-118
Formative
Homework
Teacher Observations
Differentiated activities
Quizzes
Summative
Topic 1 Placement Test (to
replace current Math Inventory)
Math Fact Practice timed drills
Topic Test (end of topic)
Part 1: p. 30 and 31
Part 2: multiple choice
Part 3: Free Response
Part 4: Performance
Assessment
* (parts 2-4 found in
blacklines)
Exemplar: Choose appropriate
Exemplar based on abilities of
your students (*see resources)
68
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: 2 Domain: Operations and Algebraic Thinking
Time Frame: MP 1 Topic 2: Addition Strategies
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Numbers, expressions, measures, and objects can
be compared and related to other numbers,
expressions, measures, and objects in different
ways.
Some strategies for basic facts use equivalence to
transform calculations into simpler ones.
For a given set of numbers there are relationships
that are always true called properties and these are
the rules that govern arithmetic and algebra.
Doing mathematics involves a variety of
processes including problem solving, reasoning,
communicating, connecting, and representing.
What are strategies for finding additional
facts?
How do joining two numbers equal a sum?
Why is it important that we know numbers
backwards and forwards?
Why is it important to pay attention and
read carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
the number of relationships of
0-more-than, 1-more-than, and
2-more-than are the basis for
addition facts with a 0, 1, and 2.
doubles facts can be associated
with memorable real-world
situations.
addition facts involving 9 can
be changed to an equivalent fact
with 10.
addition facts involving 8 can
be changed to an equivalent fact
with 10.
two numbers can be added in
any order.
three or more whole numbers
can be grouped and added in
any order.
information in a problem can
often be shown using a picture
or diagram and used to
understand and solve the
problem. Some problems can be
solved by writing and
completing a number sentence
or equation.
Students will be able to:
master addition facts
involving 0,1, or 2.
master addition facts where
both addends are the same.
master addition facts where
the addends are one apart.
use the commutative
property to find sums.
find the sum of 3 addends
using any order.
find sums by making 10
when adding 9.
find sums by making 10
when adding with 8.
draw a picture and write a
number sentence to solve a
story problem.
2.OA.1
2.OA.2
2.OA.3
2.OA.4
69
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
New
Doubles
Near doubles
Addend
Number sentence
Scott Foresman
Practice: 2.3, 3.2, 3.4
Extend Thinking: 2.4, 2.5, 3.5
Another Look: 2.6, 3.1, 3.2,
3.3, 4.4, 4.6
Calendar Math
number and operations; scope
and sequence
Exemplars
Time for Math; Riding at the
Playground; Petal Power;
Legs; Betty’s Blocks; Bug
Watching; Birthday Gift
Shopping; Darts
Technology
BrainPopJr.: Intro to
addition/subtraction; basic
subtraction; basic adding
SmartBoard activities
Study Island
Picture Books
Marilyn Burns Math Library
(RV): How Many Feet in the
Bed?; Math Fables; The
Napping House; My Monster
Mama Loves Me So; Stay in
Line; 10 for Dinner
Touch Math
Story Problems Kit: Primary
Activity Master Sequence: addition p. 1-30
Instructional Aides
writing problems; single digit
addition p. 111
Formative
Homework
Teacher Observations
Differentiated activities
Quizzes
Summative
Topic Test:
Part 1: p. 66 and 67
Part 2: multiple choice
Part 3: Free Response
Part 4: Performance
Assessment
(parts 2-4 found in
blacklines)
Exemplar: Choose appropriate
Exemplar based on abilities of
your students (*see resources)
70
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: 2 Domain: Operations and Algebraic Thinking
Time Frame: MP 1 Topic 3: Subtraction Strategies
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Numbers, expressions, measures, and objects
can be compared and related to other numbers,
expressions, measures, and objects in different
ways.
There are multiple interpretations of addition,
subtraction, multiplication, and division of
rational numbers, and each operation is related
to other operations.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
What are strategies for finding subtraction
facts?
How does separating a part from a whole
equal a difference?
Why is it important that we know numbers
backwards and forwards?
Why is it important to pay attention and read
carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
number relationships of 0-less-
than, 1-less-than, 2-less-than
are the basis for subtraction
facts with a 0,1,and 2.
addition and subtraction have
an inverse relationship. The
inverse relationship between
addition and subtraction can be
used to find subtraction facts;
every subtraction fact has a
related addition fact.
a missing part or addend in an
addition number sentence can
be found by thinking about a
related subtraction fact. Some
missing parts are addends in an
addition number sentence can
be found by counting up from
the given addend to the sum.
sometimes the answer to one
problem or question is needed
to find the answer to another
problem or question.
Students will be able to:
subtract 0,1, and 2 from a
number by applying the
concepts of 0-less-than, 1-
less-than, and 2-less-than a
number.
use addition doubles facts
to subtract.
find differences by using
related addition facts to 10.
find differences by using
related addition facts to 18.
subtract by finding missing
addends.
solve 2-question problems
by using the answer to the
first question to answer the
2nd
question.
2.OA.1
2.OA.2
2.OA.3
2.OA.4
71
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
subtract
difference
addend
fact
Scott Foresman
2.8, 2.9, 2.10, 3.7, 3.8, 4.3,
4.5, 4.9
Calendar Math
emphasize skip counting
March Activities: calendar;
computations and connections
November Activities:
measurement; December and
January Calendar
equal groupings/equal share
All Month: varied activities
Exemplars
(*) Time for Math; Riding at
the Playground; Petal Power;
Legs; Betty’s Blocks; Bug
Watching; Birthday Gift
Shopping; Darts
Technology
BrainPopJr.: (LV) intro to
addition/subtraction; basic
subtraction; basic adding
SmartBoard activities
Study Island
Touch Math
Story Problems Kit: Primary
Activity Master Sequence:
subtraction p. 41-55
Instructional Aides
writing problems; single digit
subtraction p. 112
Formative
Homework
Teacher Observations
Differentiated activities
Quizzes
Summative
Math Fact Practice timed drills
Topic Test (end of topic)
Part 1: p. 94 and 95
Part 2: multiple choice
Part 3: Free Response
Part 4: Performance
Assessment
(parts 2-4 found in blacklines)
Exemplar: Choose appropriate
Exemplar based on abilities of
your students (*see resources)
72
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: 2 Domain: Operations and Algebraic Thinking
Time Frame: MP 1 Topic 4: Working with Equal Groups
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
There are multiple interpretations of addition,
subtraction, multiplication, and division of
rational numbers, and each operation is related
to other operations.
For a given set of numbers there are
relationships that are always true called
properties and these are the rules that govern
arithmetic and algebra.
Doing mathematics involves a variety of
problem solving, reasoning, communicating,
connecting, and representing.
What are different meanings of multiplication?
How does repeated addition look like an
array?
Why is it important to pay attention and read
carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
repeated addition involves
joining equal groups and is
one way to think about
multiplication.
an array involves joining
equal groups and is one
way to think about
multiplication.
some real-world situations
involve repeated addition
or arrays and can be solved
using repeated addition.
multiplication expressions
can be represented
horizontally or vertically.
two numbers can be
multiplied in any order.
information in a problem
can often be shown using a
diagram and used to solve
the problem.
some problems can be
solved by writing and
completing a number.
sentence or equation
Students will be able to:
model multiplication by
repeated addition of concrete
objects.
build arrays to model
multiplication situations.
use multiplication number
sentences to write and solve
story problems.
write multiplication problems
in both horizontal and vertical
forms.
use arrays to investigate
multiplying in any order.
draw pictures and write
number sentences to solve
multiplication problems.
2.OA.4
73
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
New
multiply
product
times (x)
array
multiplication sentence
horizontal
vertical
factor
Scott Foresman
13.1, 13.2, 13.3, 13.4, 13.6
Exemplars
(*) Buttons for Snowmen;
Dandelion Dilemma; Hot
Chocolate; Octopus; Owl Eyes;
Seedlings to Timber; Six Pack of
Soda
Technology
BrainPopJr.: arrays; making equal
groups
math communicators: (RV)
multiplication table
(100 Facts) p. 27
blank multiplication table p. 29
array generator p. 30
Picture Books
Marilyn Burns Math Library:
(RV) One Hungry Cat
Formative
Homework
Teacher Observations
Differentiated activities
Quizzes
Summative
Math Fact Practice timed drills
Topic Test (end of topic)
Part 1: p.
Part 2: multiple choice
Part 3: Free Response
Part 4: Performance
Assessment
(parts 2-4 found in blacklines)
Exemplar: Choose appropriate
Exemplar based on abilities of
your students (*see resources)
74
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: 2 Domain: Numbers and Operations in Base 10
Time Frame: MP 1 Topic 5: Place Value to 100
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
The base-ten numeration is a scheme for
recording numbers using digits 0-9, groups of
ten, and place value.
Numbers can be used for different purposes,
and numbers can be classified and represented
in different ways.
Numbers, expressions, measures, and objects
can be compared and related to other numbers,
expressions, measures, and objects in different
ways.
Relationships can be described and
generalizations made for mathematical
situations that have numbers of objects that
repeat in predictable ways.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, and representing.
How can numbers to 100 be shown, compared,
and ordered?
Why is ten such a powerful number?
Why is it important that we know numbers
backwards and forwards?
Why is it important to pay attention and read
carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
the decade numbers are built on
groups of ten. The oral names are
similar but not the same as the
number of tens counted.
in a two-digit number, the tens
digit tells how many groups of ten
and the ones digit tells the number
of ones.
the numbers 21 to 99 are written
by join two number words that
describe the number of tens and
the number of ones. Numbers
thru 20 are each represented by a
unique number word.
numbers can be used to tell how
many.
for two-digit numbers, the
number with more tens is the
greater number. If the 2 numbers
have an equal number of tens,
then the number with more ones
is greater.
place value can be used to
Students will be able to:
represent numbers as groups
of 10.
group objects into tens and
ones to show two-digit
numbers.
read and write number words
for numbers 0-99.
compare two-digit numbers
using models.
compare two-digit numbers
using symbols.
identify and write numbers
that are one before, one after,
or between given numbers.
order 3 two-digit numbers
from least to greatest or from
greatest to least.
identify and extend number
patterns on a hundred chart.
learn to identify even and
odd numbers.
use data from a chart to solve
problems.
2.NBT.1
2.NBT.2
2.NBT.3
2.NBT.4
75
compare and order numbers.
the position of words, before,
after, and between can be used to
explain the number of
relationships.
ordering 3 or more numbers is
similar to comparing 2 numbers
because each number must be
compared to each of the other
numbers.
counting and place-value patterns
can be seen on a hundred chart.
some numbers can be divided into
two equal parts(even numbers)
and some cannot(odd numbers).
in order to solve problems, data
needs to be selected from a source
outside the statement of the
problem, like a chart.
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
New
ones
tens
digits
number word
greater than
less than
equal to
before
after
between
least
greatest
pattern
skip counting
even
odd
Scott Foresman
Practice, Extend Thinking,
Another Look: 5.1, thru 5.11
Calendar Math
use place value models (varies
by month)
compare and order numbers
varies by month
use odd & even Sept/Dec./Jan.
Mar
comparing quantities (varies by
month)
relate number words, numerals
& quantities (varies by month)
write numerals Feb/Mar
technology
Brainpopjr (LV)
making 10, 100
place value
even/odd
comparing numbers
patterns
Study Island
math communicators (RV)
place value charts
modeling, naming, comparing,
whole numbers section
Formative
Homework
Teacher Observations
Differentiated Activities
(Centers)
Summative
Math Facts Practice timed
drills
Topic Test (end of topic)
Part 1 : p. 97-98
Part 2: Multiple Choice
Part 3: Free Response
Part 4: Performance
Assessment
(Parts 2-4 found in
blacklines)
76
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade:2 Domain: Numbers Operations in Base 10
Time Frame: MP 1 Topic 6: Mental Addition
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
There is more than one algorithm for each of
the operations with rational numbers. Some
strategies for most algorithms for operations
with rational numbers, both mental math and
paper and pencil, use equivalence to transform
calculations into simpler ones.
Relationships can be described and
generalizations made for mathematical
situations that have numbers or objects that
repeat in predictable ways.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
How can sums be found mentally?
Why is ten such a powerful number?
Why is it important that we know numbers
backwards and forwards?
Why is it important to pay attention and read
carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
adding tens is like adding
ones.
when adding a number less
than ten to a two-digit
number using the
traditional algorithm, it
may be necessary to
rename 10 ones as 1 ten.
two-digit numbers can be
broken apart using tens and
ones and added in different
ways.
patterns on a hundred chart
can be used to add numbers
and to develop mental
math strategies and number
sense.
some problems can be
solved by identifying
elements that repeat in a
predictable way.
Students will be able to:
mentally add multiples of 10
to a two-digit number.
mentally add a two-digit
number and a one-digit
number.
add a two-digit number to a
two-digit number using mental
math.
use a hundred chart to add 2
two-digit numbers.
use number patterns to solve
problems.
2.NBT.5
2.NBT.7
2.NBT.9
77
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
add
subtract
doubles
near doubles
tens
ones
New
mental math
tens digit
next ten
Scott Foresman
Practice, Extend Your Thinking,
Another Look 8-1,8-2,8-3
Calendar Math
Hundreds chart
Mental Math (activities vary by
month)
Exemplars
Pogs, Hardworkers, Holiday Fair
Shopping Spree
Technology
Brainpopjr (LV)
adding and subtracting 10’s
Study Island
Math Communicators (RV)
hundred square,
geoboard
hundred chart
Formative
Homework
Teacher Observations
Differentiated Activities
(Centers)
Summative
Math Facts Practice Timed Drills
Topic Test (end of topic)
Part 1: p. 47-48
Part 2: multiple choice
Part 3 : Free Response
Part 4: Performance Assessment
(Parts 2-4 found in blacklines)
Exemplar: Choose appropriate
Exemplar based on abilities of
your students (see resources)
78
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade:2 Domain: Numbers Operations in Base 10
Time Frame: MP 1 Topic 7: Mental Subtraction
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
There is more than one algorithm for each of
the operations with rational numbers. Some
strategies for most algorithms for operations
with rational numbers, both mental math and
paper and pencil, use equivalence to transform
calculations into simpler ones.
Relationships can be described and
generalizations made for mathematical
situations that have numbers or objects that
repeat in predictable ways.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
How can differences be solved mentally?
Why is ten such a powerful number?
Why is it important that we know numbers
backwards and forwards?
Why is it important to pay attention and read
carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
subtracting tens is like
subtracting ones.
to find parts of 100, add on
ones, to make a ten and
count on by tens to reach
100.
the difference between two
numbers can be found by
adding up from the smaller
number to the larger
number.
patterns in a hundred chart
can be used to subtract
numbers and to develop
mental math strategies and
number sense.
some problems have data
missing needed to find the
answer, and some
problems have extra data
not needed to solve the
problem.
Students will be able to:
find multiples of 10 from two-
digit numbers using mental
math.
find the missing part of 100 by
counting up from the given
part.
find the difference between
two-digit numbers less than
100.
subtract a two-digit number
from a two-digit number
mentally or with models.
determine whether they can
solve problems with missing
information or extra
information.
2.NBT.5
2.NBT.7
2.NBT.9
79
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
subtract
minus
whole
part
separate
mental math
tens ones
Scott Foresman
Practice, Extend Your Thinking,
Another Look 9-1,9-2,9-3
Calendar Math
hundreds chart
mental math (activities vary by
month)
Exemplars
Pogs, Hardworkers, Holiday Fair
Shopping Spree
Technology
Brainpopjr (LV)
Adding and subtracting 10’s
Study Island
Math Communicators (RV)
hundred square
geoboard
hundred chart
Formative
Homework
Teacher Observations
Differentiated Activities
(Centers)
Summative
Math Facts Practice Timed Drills
Quizzes
Topic Test (end of topic)
Part 1: p. 47-48
Part 2: multiple choice
Part 3 : Free Response
Part 4: Performance Assessment
(Parts 2-4 found in blacklines)
Exemplar: Choose appropriate
Exemplar based on abilities of
your students (see resources)
80
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade:2 Domain: Numbers Operations in Base 10
Time Frame: MP 2 Topic 8: Adding 2 Digit Numbers
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
There is more than one algorithm for each of
the operations with rational numbers. Some
strategies for most algorithms for operations
with rational numbers, both mental math and
paper and pencil, use equivalence to transform
calculations into simpler ones.
For a given set of numbers there are
relationships that are always true called
properties, and these are the rules that govern
arithmetic and algebra.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
What is a standard procedure for adding two
digit numbers?
Why is ten such a powerful number when
adding with and without regrouping?
Why is it important that we know numbers
backwards and forwards?
Why is it important to pay attention and read
carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
10 ones can be regrouped
for 1 ten.
the standard addition
algorithm for two-digit and
one-digit numbers breaks
the calculation into simpler
calculation using place
value starting with the ones
and then the tens. Answers
to the simpler calculations
are used to give the final
sum.
the standard algorithm for
adding two-digit numbers
is just and extension of the
algorithm for adding two-
digit and one-digit
numbers. The ones are
added first and then the
tens.
three numbers can be
grouped and added in any
order.
Students will be able to:
use models to add a one-digit
number to a two-digit number.
use concrete models to add a
one-digit number to a two-
digit number and decide if
regrouping is needed.
add a one-digit number to a
two-digit number , regroup if
necessary, and record the
process in a vertical addition
frame.
use place-value models and
standard algorithm to add 2
two-digit numbers.
use the standard algorithm
symbolically to add two-digit
numbers, with and without
regrouping.
use paper and pencil to add 3
two-digit numbers.
draw pictures and write
number sentences to solve
addition problems.
2.NBT.5
2.NBT.7
2.NBT.9
81
information in a problem
can often be shown using a
diagram and used to solve
the problem. Some
problems can be solved b y
writing and completing a
number sentence or
equation.
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
digits
ones
tens
New
regroup
Scott Foresman
Practice, Extend Your Thinking,
Another Look 8-6,8-7, 8-8, 8-9, 8-
10, 8-12
Calendar Math
regrouping to add or subtract
Nov., Mar., May
varied activities
add/subtract double digit
Technology
Brainpopjr (LV)
adding and subtracting 10’s
Study Island
Math Communicators (RV)
hundred Square
geoboard
hundred chart
Touch Math
Story Problems Kit: Primary
Activity Master Sequence:
Addition p. 31-40
Ancillary Activity Masters:
p. 82-91, 93, 96 (One Step Mixed
addition/subtraction)
p. 97-110 (two-step mixed
addition/subtraction)
Formative
Homework
Teacher Observations
Differentiated Activities
(Centers)
Summative
Math Facts Practice Timed Drills
Quizzes
Topic Test (end of topic)
Part 1: p. 47-48
Part 2: multiple choice
Part 3 : Free Response
Part 4: Performance Assessment
(Parts 2-4 found in blacklines)
Exemplar: Choose appropriate
Exemplar based on abilities of
your students (see resources)
82
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: 2 Domain: Numbers and Operations in Base 10
Time Frame: MP 2 Topic 9: Subtracting Two digit numbers
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
There is more than one algorithm for each of
the operations with rational numbers. Some
strategies for most algorithms for operations
with rational numbers, both mental math and
paper and pencil, use equivalence to transform
calculations into simpler ones.
There are multiple interpretations of addition,
subtraction, multiplication, and division of
rational numbers, and each operation is related
to other operations.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
What is a standard procedure for subtracting
two digit numbers?
Why is ten such a powerful number when
subtracting with and without regrouping?
Why is it important that we know numbers
backwards and forwards?
Why is it important to pay attention and read
carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
one ten can be regrouped
for 10 ones.
the standard subtraction
algorithm breaks the
calculation into simpler
calculations starting with
the ones and then the tens.
the standard algorithm for
subtracting 2-digit and 2-
digit numbers is just an
extension of the algorithm
for subtracting 2-digit and
1-digit numbers.
the inverse relationship
between addition and
subtraction can be used to
check subtraction.
sometimes the answer to
one problem/question is
needed to find the answer
to another
problem/question.
Students will be able to:
regroup 1 ten as 10 ones when
subtracting.
choose models to subtract a 1-
digit number from a 2-digit
number with or without
regrouping.
subtract a 1-digit number from
a 2-digit number with and
without regrouping using the
standard algorithm.
use models to subtract 2-digit
numbers, with and without
regrouping.
use the standard subtraction
algorithm to subtract a 2-digit
number from another 2-digit
number.
relate addition to subtraction
to use one operation to check
the other.
solve 2-question problems.
They will select the operation
to solve each question.
2.NBT.5
83
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
power number
subtract
regroup
Scott Foresman
9-5, 9-6, 9-8, 9-9, 9-10, 9-11
Calendar Math: same as topic 8
Technology: Topic 8
Math Communicators: Topic 8
Touch Math
Story Problems Kit: Primary
Activity Master Sequence:
subtraction p. 56-80
Ancillary Activity Masters:
p. 82-91, 93, 96 (one-step mixed
addition/subtraction)
p. 97-110 (two-step mixed
addition/subtraction)
Instructional Aides
writing problems; two digit
subtracting 1 digit p. 113
Formative
Homework
Teacher Observations
Differentiated activities
Quizzes
Summative
Math Fact Practice timed drills
Topic Test (end of topic)
Part 1: p. 278 and 279
Part 2: multiple choice
Part 3: Free Response
Part 4: Performance
Assessment
(parts 2-4 found in blacklines)
Exemplar: Choose appropriate
Exemplar based on abilities of
your students (*see resources)
84
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: 2 Domain: Numbers and Operations in Base 10
Time Frame: MP 2 Topic 10: Place Value to 1, 000
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Numbers can be used for different purposes, and
numbers can be classified and represented in
different ways.
The base-ten numeration system is a scheme for
recording numbers using digits 0-9, groups of ten,
and place value.
There is more than one algorithm for each of the
operations with rational numbers. Most algorithms
for operations with rational numbers, both mental
math and paper and pencil, use equivalence to
transform calculations into simpler ones.
Relationships can be described and generalizations
made for mathematical situations that have numbers
or objects that repeat in predictable ways.
Numbers, expressions, measures, and objects can be
compared and related to other numbers,
expressions, measures, and objects in different
ways.
Doing mathematics involves a variety of processes
including problem solving, reasoning,
communicating, connecting, and representing.
What number patterns are helpful in
reading and writing numbers to 1,000?
Why is ten such a powerful number when
comparing and relating place value?
Why is it important to pay attention and
read carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
numbers can be used to tell
how many.
our number system is
based on groups of ten.
Whenever we get 10 in one
place value, we move to
the next greater place
value.
adding or subtracting
hundreds or tens is similar
to adding or subtracting
single-digit numbers.
counting and place-value
patterns can be seen on a
hundreds chart.
place value can be used to
compare and order
numbers.
Students will be able to:
count by hundreds to 1,000
use place-value models to
show numbers up to 1,000
identify and record three-digit
numbers in expanded form,
standard form, and number
word form.
add and subtract multiples of
10 or 100 to and from a three-
digit number without
regrouping.
find, identify, and apply
number patterns to numbers on
a hundred chart.
compare three-digit numbers
using the symbols < , =, >.
2.NBT.7
2.NBT.8
2.NBT.9
85
the position words before,
after, and between can be
used to explain number
relationships.
ordering three or more
numbers similar to
comparing two numbers
because each number must
be compared to each of the
other numbers.
some problems can be
solved by identifying
elements that repeat in a
predictable way.
identify and write numbers that
are one before, one after, or
between given three-digit
numbers.
order 3 three-digit numbers
from least to greatest and
greatest to least.
solve problems by finding
number patterns.
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
digits
number word
equal to
ones
tens
New
hundreds
thousand
expanded form
standard form
number word
compare
order
Scott Foresman:
10.4, 10.5, 10.6
Technology
Brainpopjr (LV)
adding and subtracting 10’s
Study Island
Math Communicators: (RV)
place value charts
modeling & comparing (thousand
strips)
Picture Books: Marilyn Burns
Math Library: (RV) 1,001
Animals to Spot
Formative
Homework
Teacher Observations
Differentiated activities
Quizzes
Summative
Math Fact Practice timed drills
Topic Test (end of topic)
Part 1: p. 546-547
Part 2: multiple choice
Part 3: Free Response
Part 4: Performance
Assessment
(parts 2-4 found in blacklines)
86
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: 2 Domain: Numbers and Operations: Fractions
Time Frame: MP 3 Topic 11: Three-Digit Addition and Subtraction
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Numbers can be approximated by numbers that
are close.
Numerical calculations can be approximated by
replacing numbers with other numbers that are
close and easy to compute with mentally.
There is more than one algorithm for each of
the operations with rational numbers. Most
algorithms for operations with rational
numbers, both mental math and paper and
pencil, use equivalence to transform
calculations into simpler ones.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
What are ways to add and subtract three digit
numbers?
Why are ten and one hundred powerful
numbers when adding and subtracting with
and without regrouping?
Why is it important that we know numbers
backwards and forwards?
Why is it important to pay attention and read
carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
there is more than one way to
estimate a sum. Rounding
gives one way to estimate
sums.
there is more than one way to
estimate a difference.
rounding gives one way to
estimate differences.
there is more than one way to
do a mental calculation.
techniques for doing addition
and subtraction calculations
mentally involve changing the
numbers or the expression so
the calculation is easy to do
mentally.
the standard addition
algorithm for three-digit
numbers breaks the
calculation into simpler
calculations using place value
starting with the ones, then the
tens, and then the hundreds.
Students will be able to:
add three-digit numbers
mentally without regrouping.
choose a method to see if the
sum of 2 three-digit numbers
is enough to equal or exceed
a given number.
use place-value blocks to add
2 three-digit numbers with
regrouping.
use paper and pencil to add 2
three-digit numbers with
regrouping.
solve problems when given a
quantity and one of its parts
and then find the missing
part by counting on or
counting back.
use estimation to select two
numbers that have a given
difference.
use models to subtract three-
digit numbers with
regrouping.
2.NBT.1.a,b
2.NBT.7
2.NBT.8
87
the standard subtraction
algorithm for three-digit
numbers breaks the
calculation into simpler
calculations using place value
starting with the ones, then the
tens, and then the hundreds.
some problems can be solved
by making, reading, and
analyzing a graph.
use subtract three-digit
numbers using a standard
algorithm.
make a bar graph using data
from a table.
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
New
Three-digit number
Hundreds digit
Scott Foresman
10.8, 10.9, 10.10, 10.11, 10.12
Calendar Math
Place Value: p. 75-77, 80-81, 89-
90, 94-96, 109-110, 121-122,
127-128
Math Start:
Shark Swim-A-Thon (LV)
Marlyn Burns: 100th
Day
Worries (RV)
Formative
Homework
Teacher Observations
Differentiated activities
Quizzes
Summative
Math Fact Practice timed drills
Topic Test (end of topic)
Part 1: p. 586-587
Part 2: multiple choice
Part 3: free response
Part 4: Performance
Assessment
(parts 2 – 4 found in blacklines)
88
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: 2 Domain: Geometry
Time Frame: MP 3 Topic 12: Geometry
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Two and three-dimensional objects wth or
without curved surfaces can be described,
classified, and analyzed by their attributes.
An object’s location in space can be described
quantitatively.
Any number, measure, numerical expression,
algebraic expression, or equation can be
represented in an infinite number of ways that
have the same value.
Mathematics content and practices can be
applied to solve problems.
How can shapes and solids be described,
compared, and used to make other shapes?
How can fractions be used to name a part of a
whole object or part of a set of objects?
Why is it important to pay attention and read
carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
three-dimensional or solid
figures have length, width,
and height. Many can be
described, classified, and
analyzed by their faces or
flat surfaces, edges, and
vertices.
many everyday objects
closely approximate
standard geometric solids.
a shape can be identified
by the number of its sides,
vertices, or angles.
some shapes can be
combined to make new
shapes.
some shapes can be
decomposed into other
shapes.
rectangles can be
partitioned into equal
squares.
a region can be divided
into equal-sized parts in
different ways.
equal-sized parts of a
region have the same area
but not necessarily the
same shape.
Students will be able to:
identify solid figures by their
faces or flat surfaces, edges,
and vertices.
identify the plane shapes that
form the flat surfaces of solid
figures.
identify and draw polygons
(triangles, quadrilaterals,
pentagons, and hexagons) and
list their attributes.
recognize and name
trapezoids, parallelograms,
and hexagons, put shapes
together to make new shapes,
and identify the number of
sides and vertices in each
shape.
cut shapes apart to make new
shapes.
divide rectangles into equal
squares and count how many
squares are needed to
completely partition the
rectangle.
determine whether a shape has
been divided into equal or
unequal parts.
2.G.1
2.G.2
2.G.3
89
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
part
whole
New
sphere
pyramid
cylinder
cone
cube
rectangular prism
solid figure
flat surface
face
edge
vertex (vertices)
plane shapes
circle
square
triangle
rectangle
polygon
angle
side
quadrilateral
pentagon
hexagon
trapezoid
parallelogram
rows
columns
equal
unequal
halves
thirds
fourths
Scott Foresman
Practice, Extend Thinking,
Another Look 12.1-12.13
Calendar Math
Properties of 2D shapes
Properties of 3D shapes
Geometric shapes in the
environment
Exemplars
Fractions- Pizza Party, Happy
Birthday Abby, Hatching Chicks
Geometry- Geometry,
Paleontologist, Pentomino
Problem
Valentine’s Day Party Plan,
Shower of Shapes
Technology
(LV) Brainpopjr, basic parts of a
whole, solid shapes, planes
shapes,
Study Island
Math Communicators
(RV) concepts of fractions
Math Start
(LV) Jump Start, A Fair Bear
Share
Marilyn Burns: Round as a
Mooncake, One Hungry Cat,
Pizza Pizzazz
Touch Math:
Ancillary Activity Masters:
p. 92 (Fractions)
Formative
Homework
Teacher Observations
Differentiated activities
(Centers)
Summative
Math Facts Practice timed drills
Topic Test (end of topic)
Part 1 : p. 374-375
Part 2: Multiple Choice
Part 3: Free Response
Part 4: Performance Assessment
(Parts 2-4 found in blacklines)
90
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: 2 Domain: Measurement
Time Frame: MP 4 Topic 13 & 14: Counting Money & Money
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Some attributes of objects are measurable and can
be quantified using unit amounts. Any number,
measure, numerical expression, algebraic
expression, or equation can be represented in an
infinite number of ways that have the same value.
Doing mathematics involves a variety of processes
including problem solving, reasoning,
communicating, connecting and representing.
There is more than one algorithm for each of the
operations with rational numbers. Some strategies
for basic facts and most algorithms for operations
with rational numbers, both mental math and paper
and pencil, use equivalence to transform
calculations into simpler ones.
Numbers can be approximated by numbers that are
close. Numerical calculations can be approximated
by replacing numbers with other numbers that are
close and easy to compute with mentally. Some
measurements can be approximated using known
referents as the unit in the measurement process.
What strategies can be used to count
money?
How will I know which coins and bills to
use when I purchase items?
Why is it important to pay attention and
read carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
specific coins or bills each have
a unique value. The size of a
coin does not indicate its value.
money amounts can usually be
counted in different ways. When
counting money, it is usually
easier to start with the coin or
bill with the greatest value.
the same amount of money can
often be represented using
different combinations of coins
and
bills.
the process for adding money,
written using cent notations, is
the same as adding whole
numbers.
the process for subtracting
money, written using sent
notation, is the same as
Students will be able to:
identify the value of a group
of dimes, nickels and pennies
thru 99 cents.
count a collection of coins
that includes half-dollars,
quarters, dimes, nickels and
pennies.
count collections of coins that
include half-dollars, quarters,
dimes, nickels, and pennies.
show the same amount of
money using different sets of
coins.
count money amounts greater
than one dollar and write the
amount with a dollar sign and
a decimal point.
make an organized list to find
different combinations of
2.MD.8
91
subtracting whole numbers.
rounding can be used to estimate
sums and differences as can
place value and number
relationships.
Some problems can be solved by
making a reasoned first try for
what the answer might be and
then through additional
reasoning arrive at the correct
answer.
coins.
complete and record addition
and subtraction problems
using two-digit coin amounts.
estimate the sum and
difference of 2 two-digit
numbers.
solve problems involving
adding and subtracting money
by using the try, check, and
revise strategy.
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
Review
least
greatest
equal to
New
dime
nickel
penny
coins
cents
¢
quarter
half-dollar
greatest value
least value
dollar bill
dollar coin
dollar sign
decimal point
tally mark
estimate
Scott Foresman
Practice, Extend Thinking,
Another Look 6.1-6.6
Calendar Math
Money: pennies, nickels, dimes-
each month activities
Quarters Nov-Feb.
Mixed Coins Oct-June
Exemplars
Birthday Gift Shopping
Bowls of Apples
Clay Pots
Coin Combinations
Coins
Easter Baskets
Muffins
9 Cents
Ice Cream
Holiday Fair Shopping
Technology
Brainpopjr (LV) dollars and
cents, counting coins
Study Island
Math Communicators: (RV)
measurement Chapter 2 money
Math Start:
(LV) The Penny Pot
Marilyn Burns:
A Quarter from the Tooth Fairy
Touch Math:
Ancillary Activity Masters: p94
Formative
Homework
Teacher Observations
Differentiated activities
(Centers)
Summative
Math Facts Practice timed
drills
Topic Test (end of topic)
Part 1 : p. 166-167
Part 2: Multiple Choice
Part 3: Free Response
Part 4: Performance
Assessment
(Parts 2-4 found in
blacklines)
92
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: 2 Domain: Measurement and Data
Time Frame: MP 4 Topic 15: Measuring Length
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Some attributes of objects are measurable and
can be quantified using unit amounts.
Some measurements can be approximated
using known referents as the unit in the
measurement process.
Doing mathematics involves a variety of
processes including problem solving,
reasoning, communicating, connecting, and
representing.
What is the process for measuring length and
area?
How will I know how to measure objects
using the proper unit?
Why is it important to pay attention and read
carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
objects have different
attributes and some
attributes are measurable.
the length of some objects
is measurable.
the length of any object can
be used as a measurement
unit for length, but a
standard unit is always the
same length.
the distance around a
figure is the perimeter. To
find the perimeter of a
polygon, add the lengths of
the sides.
the amount of space inside
a shape is its area and area
can be measured using
square units.
area can be found by
counting square units.
area can be estimated in
square units.
some problems can be
solved by using objects to
act out the actions in the
problem.
Students will be able to:
describe attributes of objects
and ways to measure objects.
measure the lengths of objects
using nonstandard units.
estimate and measure the
lengths and heights or objects
using non standard units.
estimate and measure items
that are about an inch, foot,
and yard.
estimate and measure the
lengths and heights of objects
in centimeters and meters.
count units around shapes to
find perimeter.
find the area of closed figures
using same-sized objects to
cover the space inside the
figure.
use objects to find the distance
around shapes.
2.MD.1
2.MD.2
2.MD.3
2.MD.4
93
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
New
attribute
length
weight
capacity
unit
height
inch
yard
foot
centimeter (cm)
perimeter
meter (m)
area
square units
Scott Foresman
Workbooks
11.1, 11.2, 11.3, 11.4, 11.6
Calendar Math
All Months
Exemplars
Wonderful Leaves, A Shower of
Shapes, How Big is a Foot,
Making a Necklace, Marshmallow
Peeps all in a Row,
Technology
Brain Pop Jr.: area, inches & feet
(LV)
Math Communicators
Chapter 2 Measurement: U.S.
customary linear measurement
Math Start
Super Sandcastle Saturday (LV)
Marilyn Burns Inch by Inch (RV)
Formative
Homework
Teacher Observations
Differentiated activities
Quizzes
Summative
Math Fact Practice timed drills
Topic Test (end of topic)
Part 1: p. 410 – 411
Part 2: multiple choice
Part 3: Free Response
Part 4: Performance Assessment
(Parts 2 and 4 found in
blacklines)
Exemplar: Choose appropriate
Exemplar based on the abilities of
your students (*see resources)
94
ROCHELLE PARK TOWNSHIP SCHOOL DISTRICT
Mathematics Curriculum Guide
Grade: 2 Domain: Measurement and Data
Time Frame: MP 4 Topic 16: Time, Graphs, and Data
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Some attributes of objects are measurable and
can be quantified using unit amounts.
Some questions can be answered by collecting
and analyzing data, and the question to be
answered determines the data that needs to be
collected and how best to collect it.
Data can be represented visually using tables,
charts, and graphs.
The type of data determines the best choice of
visual representation.
How can clocks, calendars, and thermometers
be read and used?
How can graphs be used to show data and
answer questions?
Why is it important to pay attention and read
carefully in math?
KNOWLEDGE SKILLS STANDARDS
Students will know:
time can be given to the
nearest five minutes.
time can be expressed
using different units that
are related to each other.
A.M. and P.M. are used to
designate certain time
periods.
data can be organized in
different ways.
the lengths of objects can
be organized in different
ways.
a line plot can be used as a
visual representation of the
relative lengths of objects.
each type of graph is most
appropriate for certain
kinds of data.
pictographs and bar graphs
make it easy to compare
data.
Students will be able to:
associate numerals on an
analog clock face with
increments of five minutes
read and express time in terms
of quarter and half past an
hour and before an hour.
represent a set of data in a
tally chart and in a bar graph.
use rulers to measure objects
and graph the results.
make and use a pictograph to
solve problems.
Lessons:
Telling Time to Five Minutes
Telling Time Before and After the
Hour
Graphing Lengths
Organizing Data
Pictographs
Bar Graphs
Problem Solving: Use a Graph
2.MD.7
2.MD.9
2.MD.10
95
VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT
New
minute hand
minute
hour hand
hour
half hour
quarter past
half past
quarter to
bar graph
data
line plot
symbol
pictograph
Scott Foresman:
time: 7.3-7.8
graphing: 1.1-1.9
Calendar Math
ongoing, line plot p.52
Exemplars:
Eggsactly, Piano Schedule (Time)
Technology
Brainpopjr (LV)
time to minute, time to hour, time
to ¼ and ½ hour; pictographs,
tally charts and bar graphs
Study Island
Math Communicators: (RV)
p.101-110 (Time) p. 179-199
(Graphs and Grids)
Picture Books:
Math Start: (LV) The Best
Vacation Ever, Get up and Go!,
Tally O’Malley, Game Time!
Marilyn Burns Math Library (RV)
Bein’ With You This Way; So
You Want to Be President
Touch Math:
Ancillary Activity Masters:
p. 95 (Calendar)
Formative
Homework
Teacher Observations
Differentiated activities
Quizzes
Summative
Math Fact Practice timed drills
Topic Test (end of topic)
Part 1: p.
Part 2: multiple choice
Part 3: Free Response
Part 4: Performance
Assessment
(parts 2-4 found in blacklines)