Upload
dangminh
View
218
Download
4
Embed Size (px)
Citation preview
Second Grade Classroom Syllabus
2017-2018
Daily Schedule
Related Arts (Music, Art, PE):11:00 - 11:45 Recess: 12:45 – 1:05
*Please Note New Policy: Students must be in school for 180 minutes to be marked present!
No Early dismissals after 2:00.
Grading Policy/Weighting of Grades/Assessments
The progress of second grade students is assessed in the following subject areas — reading, language arts, math,
science, and social studies. A student’s reading grade is determined by daily, weekly, and unit assessments. Weekly assessments include comprehension and vocabulary tests, literature responses, and skills assessments. Integrated
Fairbanks
Lunch: 12:05 - 12:35 Monday: Computer Lab
Tuesday: Computer Lab/PE Wednesday: Library Thursday: Art
Friday: Music
Bennett
Lunch: 12:00 – 12:30 Monday: Music
Tuesday: PE Wednesday: Library/Compass
Thursday: Computer Lab Friday: Art
Ellis Lunch: 12:00 – 12:30
Monday: PE Tuesday: Art
Wed/Thurs: Computer Lab Thursday: Library/Computer Lab
Friday: Music
Arnold Lunch: 11:50 – 12:20
Monday: Art Tuesday: Computer Lab
Wednesday: Music Thursday: PE
Friday: Library/Computer
Wood Lunch: 11:55-12:25 Monday: Computer Lab
Tuesday: Library/Computer Lab Wednesday: Music
Thursday: PE
Friday: Art
unit tests are given each 9-weeks.
Language arts grades primarily focus on writing assessments (the writing process, conventions of writing, and grammar) with 10% of the grade from weekly spelling tests.
Math assessments include daily practice and informal evaluation of student work, weekly assessment of skills, and unit tests.
Science and social studies grades are based on daily assignments, quizzes, chapter tests, and projects. The statewide grading scale is as follows: 90-100 A 80-89 B 70-79 C 60-69 D Below 60 F
Homework Policy
Students will have homework Monday through Thursday and should not take more than 30 minutes. Homework will reinforce what is being taught in the classroom. Students will be responsible for writing their homework assignments
in their agenda. It will usually consist of math, reading and language arts homework. Homework will be checked daily.
Missed Work/Make-up Policy
School Policy-Parents may call the school before 9:00 am to request make-up work. This may be picked up in the office after 2:30 pm. Students have 5 days to complete make-up work.
If a student is absent, the make-up work will be sent home. Work should be completed within five days after the child
returns to school. Missed work will be given at the return of an absence. Work will not be given before an absence.
Discipline Plan/Rules for Student Behavior/Consequences and Rewards
During the first week of school, our class discussed the importance of rules and working together. The following
rules are being implemented school wide: 1. Listen and follow directions.
2. Be responsible and make good choices. 3. Respect myself and others.
4. Keep my hands feet and objects to myself.
Each student will use a clothespin to follow the school-wide discipline program which is based on a color system. Every day, each child begins with his or her clothespin on green. If the student goes above and beyond, he will move to
blue which is outstanding! The following colors represent consequences if a student chooses to break a rule:
1st time – Clothespin is moved to yellow. This is a warning. 2nd time – Clothespin is moved to orange. The student will be asked to
move to a separate desk in the classroom and complete a “Think
Time” form. The form will be sent home to be signed by a parent. 3rd time – Clothespin is moved to pink. The student will be asked to go to
another classroom to complete a “Think Time” form and parents will be called.
4th time – Clothespin is moved to red. The student will be referred to the office.
Students who behave appropriately will be rewarded with class treats, rewards, and/or special privileges. Students
may also be rewarded by moving their clip up to Blue or Purple. This indicates they were caught making good choices.
Communication with Parents
A weekly folder will be sent home on Friday that contains student work and a parent/teacher communication form. Parents should sign the communication form and return the empty folder the following Monday. Also on Friday,
parents will receive an e-mailed weekly second grade newsletter which will include skills to be taught and announcements. This newsletter will be posted on each teacher’s website. Teacher websites will be updated on a
regular basis. Teachers and parents may also communicate through written notes, email, conferences, and student agendas.
Field Trip Locations
Lake Conestee Park, Roper Mountain Science, others TBD
Units of Instruction Aligned with Standards
Math Language Arts: Reading
Language Arts: Spelling/Writing/English
Science Social Studies
First Nine
Weeks Fluency to 20/Exploring
Odd and Even Numbers
Adding and Subtracting
Within 100
Reading Units Taught:
Introduction to Reading
Workshop (First 20 days
of Reading Workshop)
(Fall District Writing Prompt)
Writing Types –
Personal Narratives
Friendly Letter
Physical Science: Exploring Pushes and Pulls 2.P.4: The student will demonstrate an understanding of the
Understanding our
Community
Standard 2-2 The student
will demonstrate an
understanding of the
A. Understand that
addition is the act of joining
like objects.
A. Understand that
subtraction is the act of
taking from.
A. Apply addition strategies
for facts to 20:
Counting on
Making 10 (8 + 5 =
10 + 3)
Decomposing
numbers (17 = 10 +
7)
Doubles
Near doubles
A. Apply subtraction
strategies for facts to 20:
Counting back
Doubles
Near Doubles
Decomposing
numbers (13 -
4=___; 13 - 3 = 10;
10 - 1 = 9; so 13 - 4
= 9)
A. Describe and use the
Commutative Property (2 +
3 is the same as 3 + 2) in
relation to fact families.
A. Use subtraction as a
means for finding missing
addends.
A. Identify related facts in a
fact family.
A. Find missing addends
and subtrahends to 20
using models.
A. Solve addition and
subtraction problem
situations using facts to 20.
A. Write number sentences
to match story problems.
B. Add any two numbers
within 100. (47 + 32 and 28
+ 29)
Use efficient
“Diving into cold texts
Unit”
Introduction to Genre
Studies
Skills:
Picking a “just right”
book
Managing Reading
stations during Reading
Workshop
How to read a cold text
passage and answer
comprehension
questions
Understanding your F&P
instructional level
Using sticky notes to
respond to books
Using highlighting as a
tool to understand what
you read
Assessments:
Unit 1/Unit 2 Cumulative
Reading Assessment
Genre Test
The Writing Process -
Prewriting
Revise
Edit
Publish
Communication
Tell a story
Participate in a group
discussion
A descriptive presentation
Grammar Skills:
Standard 4: Demonstrate
command of the conventions
of standard English grammar
and usage when writing and
speaking.
4.1 Use collective nouns.
4.2 Form and use frequently
occurring irregular plural
nouns.
4.3 Use reflexive pronouns.
4.4 Form and use the past
tense of frequently occurring
irregular verbs.
4.5 Use adjectives and
adverbs, and choose
between them depending on
what is to be modified.
4.6 Use positional, time, and
place prepositional phrases.
4.7 Use conjunctions.
4.8 Produce, expand, and
rearrange complete simple
and compound sentences.
Standard 5: Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
5.1 Capitalize greetings,
months, days of the week,
holidays, geographic names,
and titles.
5.2 Use:
a. periods, question marks,
effects of pushes, pulls, and friction on the motion of objects. 2.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. Magnets 2.P.3B.2 Analyze and interpret data from observations to compare the effects of magnets on various materials. Key Concepts :A. The poles of magnets attract and repel each other
B. Properties of magnets:
-Magnets can make an object move without touching the object.
-Attracts or pulls iron or products that contain iron -Some metals, such as aluminum, are not attracted to magnets.
C. Magnets are used in a variety of different everyday devices
structure and function of
local, state, and national
government.
2-2.2 Recognize different
types of laws and those
people who have the
power and authority to
enforce them.
Standard 2-1 The student
will demonstrate an
understanding of the
local community as well
as the fact that
geography influences not
only the development of
communities but also the
interactions between
people and the
environment.
Concepts:
* Place- Physical
* Urban, Suburban,
and Rural Areas
* Change Over
Time
*World
Communities
strategies based
on place value.
Use the associate
property (to
bundle 10s)
Use the
commutative
property.
B. Explain why addition
strategies work.
C. Develop strategies to
subtract any two numbers
within 100. (98 - 37 and 25 -
19)
C. Explain why subtraction
strategies work.
B, C. Solve addition and
subtraction problem
situations with two-digit
numbers.
Use base ten
blocks.
Draw models or
represent base ten
blocks.
Decompose
numbers to
add/subtract.
Use a hundred
chart.
B, C. Solve one- and two-
step word problems.
adding to
putting together
comparing with
unknowns in all
positions
Exploring Standard Units of
Length
Measure items with various
non-standard units and
compare measurements to
help students understand
the need for a standard
unit.
A. Create a number line
or exclamation marks at the
end of sentences;
b. commas in greetings
and closings of letters, dates,
and to separate items in a
series; and
c. apostrophes to form
contractions and singular
possessive nouns.
5.3 Generalize learned
spelling patterns and word
families.
5.4 Correctly spell words with
short and long vowel sounds,
r-controlled vowels,
consonant-blend patterns,
and common irregularly-
spelled grade-appropriate
high frequency words.
5.5 Consult print and
multimedia resources to
check and correct spellings.
Standard 6: Write
independently, legibly, and
routinely for a variety of tasks,
purposes, and audiences over
short and extended time
frames.
6.1 Write routinely and
persevere in writing tasks over
short and extended time
frames, for a range of
domain-specific tasks, and for
a variety of purposes and
audiences.
6.2 Print upper- and lower-
case letters proportionally
using appropriate handwriting
techniques.
6.4 Begin to develop efficient
keyboarding skills.
6.5 Begin to develop cursive
writing.
Writing Skills:
Standard 1: Write arguments
to support claims with clear
with whole number
intervals that are 1 inch
and/or 1 cm apart. (Make
a ruler.)
A. Use inches to build a
foot and feet to build a
yard.
A. Use centimeters to build
a meter.
A. Measure various object
to the nearest inch, feet,
yard or centimeter, meter.
A. Select an appropriate
tool (ruler, yardstick, meter
stick, measuring tape) to
measure an object based
on the size and
characteristics of the
object.
A. Accurately measure an
object with two different
unit lengths (standard or
nonstandard) and discuss
why the measurements are
different
Relating Addition and
Subtraction to Length
A. Build a Number Line (0-
20)
A. Add and subtract
lengths of the same unit
(using numbers within 20).
A. Represent addition and
subtraction word problems
involving lengths of the
same unit by using
drawings and equations
with a symbol.
A. Solve for the unknown
number in an equation
from a word problem using
the total- part-part and
start-change-end
strategies.
A. Relate number grid to
number line.
A. Build an open number
reasons and relevant
evidence.
1.1 Explore print and
multimedia sources to write
opinion pieces that introduce
the topic, state an opinion
and supply reasons that
support the opinion, use
transitional words to connect
opinions and reasons, and
provide a concluding
statement or section.
1.2 Plan, revise, and edit,
focusing on a topic while
building on personal ideas
and the ideas of others to
strengthen writing.
Standard 2: Write
informative/explanatory texts
to examine and convey
complex ideas and
information clearly and
accurately through the
effective selection,
organization, and analysis of
content.
2.1 Explore print and
multimedia sources to write
informative/explanatory texts
that introduce a topic, use
facts and definitions to
develop points, and provide a
concluding statement or
section.
2.2 Plan, revise, and edit,
focusing on a topic while
building on personal ideas
and the ideas of others to
strengthen writing.
Standard 3: Write narratives to
develop real or imagined
experiences or events using
effective techniques, well-
chosen details, and well-
structured event sequences.
3.1 Explore multiple texts to
line (counts by 2's, 5's, 10's,
20's) - Students determine
what to count by based on
the problem.
A. Find sums and
differences within 100 using
a number line.
A. Use the number line to
create number sentences
by using start, change and
end points on a diagram.
Relating Skip Counting
To Time
A: Count by fives and tens
using the numbers on the
clock (use nickels and
dimes as an introduction to
the upcoming money unit)
A: Build a clock using
manipulatives (i.e., pennies
and nickels or Unifix cubes)
to help recognize that the
numbers on a clock
represent 5-minute intervals
B. Identify the hour and
minute hand on an analog
clock.
B. Tell time using analog
clocks to the nearest 5
minutes.
B. Write time to the nearest
5 minutes.
B. Name events/times for
a.m. and p.m.
B. Relate clocks and
fractions to determine "half
past" and "quarter after."
B. Say and/or write times in
various ways. (e.g., 1:10, 10
minutes after 5, quarter
after 3, half past 2
write narratives that recount a
well-elaborated event or short
sequence of events; include
details to describe actions,
thoughts, and feelings; use
temporal words to signal
event order; and provide a
sense of closure.
3.2 Plan, revise, and edit,
focusing on a topic while
building on personal ideas
and the ideas of others to
strengthen writing.
Communication:
Standard 1: Interact with
others to explore ideas and
concepts, communicate
meaning, and develop logical
interpretations through
collaborative conversations;
build upon the ideas of others
to clearly express one’s own
views while respecting diverse
perspectives.
1.1 Explore and create
meaning through
conversation, drama,
questioning, and story-telling.
1.2 Apply the skills of taking
turns, listening to others, and
speaking clearly.
1.3 Apply verbal and
nonverbal techniques
including volume and tone,
eye contact, facial
expressions, and posture.
1.4 Participate in shared
conversations with varied
partners about focused grade
level topics and texts in small
and large groups.
1.5 Explain personal ideas and
build on the ideas of others by
responding and relating to
comments made in multiple
exchanges.
Standard 2: Articulate ideas,
claims, and perspectives in a
logical sequence using
information, findings, and
credible evidence from
sources.
2.1 Articulate ideas and
information gathered from
various print and multimedia
sources in a concise manner
that maintains a clear focus.
2.2 Participate in shared
research; record observations,
new learning, opinions and
articulate findings.
Standard 3: Communicate
information through strategic
use of multiple modalities and
multimedia to enrich
understanding when
presenting ideas and
information.
3.1 Explain how ideas and
topics are depicted in a
variety of media and formats.
3.2 Create a simple
presentation using audio,
visual, and/or multimedia tools
to support communication
and clarify ideas, thoughts,
and feelings.
Standard 4: Critique how a
speaker addresses content
and uses stylistic and structural
craft techniques to inform,
engage, and impact
audiences.
4.1 Identify speaker’s purpose
and details that keep the
listener engaged.
4.2 Determine if the
presentation has a logical
introduction, body, and
conclusion.
4.3 Identify when the speaker
uses intonation and word
stress, includes media,
addresses the audience, and
determines word choice.
Standard 5: Incorporate craft
techniques to engage and
impact audience and convey
messages.
5.1 Utilize intonation and word
stress to highlight essential
concepts and engage the
audience.
5.2 Employ a combination of
words, phrases, rhythm,
rhyme, repetitive language,
similes, metaphor,
onomatopoeia, and
alliteration for impact.
Second Nine
Weeks Relating Skip Counting
To Time
A: Count by fives and tens
using the numbers on the
clock (use nickels and
dimes as an introduction to
the upcoming money unit)
A: Build a clock using
manipulatives (i.e., pennies
and nickels or Unifix cubes)
to help recognize that the
numbers on a clock
represent 5-minute intervals
B. Identify the hour and
minute hand on an analog
clock.
B. Tell time using analog
clocks to the nearest 5
minutes.
B. Write time to the nearest
5 minutes.
B. Name events/times for
a.m. and p.m.
B. Relate clocks and
fractions to determine "half
past" and "quarter after."
B. Say and/or write times in
various ways. (e.g., 1:10, 10
minutes after 5, quarter
Reading Units Taught:
Biography Genre Study
Historical Fiction Unit
Mystery Unit
Realistic Fiction Unit
Skills:
Reading a timeline
Understanding
characters, setting, and
plot of a story
Problem/Solution
Cause/Effect
Making inferences
Asking questions as you
read
Main Idea and Details
Assessments:
Unit 3 and Unit 4
Reading assessments
Grammar & Writing Skills: review and reinforce Writing Types: Informational Writing: Writing Holiday Writing Opinion Writing District Winter Writing Prompt Communication: Giving specific information Viewing illustrations of characters Making a banner Standards: (See First Nine Weeks)
Weather 2.E.2A.1 Analyze and interpret data from observations and measurements to describe local weather conditions (including temperature, wind, and forms of precipitation). 2.E.2A.2 Analyze local weather data to predict daily and seasonal patterns over time. 2.E.2A.3 Develop and use models to describe and compare the effects of wind (moving air) on objects. 2.E.2A.4 Obtain and communicate information about severe weather conditions to explain why certain safety precautions are necessary.
The Economy of Our Community Standard 2-3: The student will demonstrate an understanding of the role of goods and services and supply and demand in a community 2-3.1 Summarize the role of community workers who provide goods and services. 2-3.2 Explain how people’s choices about what to buy will determine what goods and services are produced. 2-3.3 Explain ways that people may obtain goods and services that they do not produce, including the use of barter and money. 2-3.4 Identify examples of markets and price in the local community and explain the roles of buyers and sellers in creating markets and pricing.
after 3, half past 2 Solving Problems Involving Money A. Write money amounts using $ and/or ¢. (e.g. $0.67 = .67 ¢) A. Select coins for a given amount up to a dollar. A, B. Count collections of coins and dollars. B. Count dollar bills up to ten dollars. A, B. Show an amount of money using appropriate coins and dollars.
A, B. Solve word problems involving money.
Place Value to 999
A. Demonstrate base ten understanding by bundling 10 tens as a unit called a "hundred" using manipulative materials and pictorial representations. A. Explain that digits have different values depending on their positions within numbers. A. Model numbers to 1000 using base-ten blocks. A. Model expanded form with base ten blocks . A. Represent a two-digit number using manipulatives with different but equivalent groupings (e.g., 23 can be represented by 2 tens and 3 ones, 1 ten and 13 ones, or 23 ones). B. Count on from any number within 1000. B. Skip count by 10s (beginning with any number
2-3.5 Explain the effects of supply and demand on the price of goods and services.
in the sequence - e.g., 40...50, 60, 70)
B. Skip count by 100s (beginning with any number in the sequence - e.g., 600...700, 800, 900) Expressing and
Expressing and Comparing three-Digit Numbers
. Demonstrate base ten
understanding by bundling 10 tens as a unit called a "hundred" using manipulative materials and pictorial representations. A. Explain that digits have different values depending on their positions in numbers. A. Read and write numbers to 1000 using base-ten numerals. A. Read and write numbers to 1000 using number names (number words). A. Read and write numbers to 1000 using expanded form. A. Represent a number with different but equivalent groupings (e.g., 23 can be represented by 2 tens and 3 ones, 1 ten and 13 ones, or 23 ones) B. Explain that one hundred (the smallest 3-digit number) is greater than any amount of tens and ones represented by a 2-digit number. B. Compare numbers using the symbols greater than (>),
less than (<), and equal to (=). B. Explain that the same
number can be represented with different but equivalent
groupings (e.g., 23 can be represented by 2 tens and 3
ones 1 ten and 13 ones, or 23 ones
Relating Skip Counting to
Mental Addition and Subtraction
A: Skip count by 100's (beginning with any number in the sequence - e.g., 600, 700, 800, 900). A: Skip count by 10's (beginning at any number – (e.g., 93, 103, 113, 123, 133…) where crossing over to a new hundred is necessary.
A: Use a hundreds chart to skip count backwards (subtract) 10 and 100. (e.g. 127, 117, 97, 87, 77 and 432, 332, 232, 132)
Estimating and Comparing Lengths
A. Select an appropriate tool to measure an object. (Review) A. Accurately measure the length of any object in a given unit to the nearest whole number (Review) A. Measure objects to make comparisons. Discuss and write about those comparisons using <, >, or =. A. Determine body references to help with
estimation. A. Estimate the length of a given object in inches, feet, and yards. A. Estimate the length of a given object in centimeters and meters. A. Measure various objects and plot the lengths on a line plot. Discuss and write questions and statements based on the line plot data. A. Find the difference in length between 2 objects or situations.
B. Solve measurement-related word problems by
using a number line
Third Nine Weeks
Estimating and Comparing Lengths
A. Select an appropriate tool to measure an object. (Review) A. Accurately measure the length of any object in a given unit to the nearest whole number (Review) A. Measure objects to make comparisons. Discuss and write about those comparisons using <, >, or =. A. Determine body references to help with estimation. A. Estimate the length of a given object in inches, feet, and yards. A. Estimate the length of a given object in centimeters and meters. A. Measure various objects and plot the lengths on a line plot. Discuss and write
Reading Units Taught:
Informational Text Unit
Tall Tales Unit
Poetry Unit
Skills:
Nonfiction Text Features:
glossary, index, heading,
bold/italic print, title,
photograph, caption,
label, diagram, etc.
Figurative language
Poetic Language
Parts of a poem
Character, setting, plot
Problem/Solution
Drawing conclusions
Assessments:
Nonfiction Project
Unit 5 Reading
Assessment
Grammar & Writing Skills: review and reinforce Writing Types: Fictional Narratives How To Writing Poetry Communication: Giving a talk Discussing a factual topic Giving clear directions Standards: (See First Nine Weeks)
Physical Science: Properties of Solids and Liquids
2.P.3: The student will demonstrate an understanding of the observable properties of solids and liquids and the special properties of magnets. 2.P.3A.1 Analyze and interpret data from observations and measurements to describe the properties used to classify matter as a solid or a liquid. 2.P.3A.2 Develop and use models to exemplify how matter can be mixed together and separated again based on the properties of the mixture. 2.P.3A.3 Conduct structured investigations to test how adding or removing heat
Our Government Standard 2-2: The student will demonstrate an understanding of the structure and function of local, state, and national government. 2-2.1 Identify the basic functions of government, including making and enforcing laws, protecting citizens, and collecting taxes. 2-2.2 Recognize different types of laws and those people who have the power and authority to enforce them. 2-2.3 Identify the roles of leaders and officials in government, including law enforcement and public safety officials. 2-2.4 Explain the role of elected leaders, including
questions and statements based on the line plot data. A. Find the difference in length between 2 objects or situations.
B. Solve measurement-related word problems by
using a number line
Generating Measurement Data to Solve Problems.
A. Recognize the different types of graphs and determine which graph would best be used to show certain data. A. Identify and label the components of a graph. A. Draw a single-unit scale picture graph to represent a given set of data with up to four categories. A. Draw a single-unit scale bar graph to represent a given set of data with up to four categories. A. Solve problems based on information in a graph (picture, bar, line plot): -put together -take apart -compare A. Display information both vertically and horizontally using picture and bar graphs. B. Measure and record the lengths of several objects to the nearest whole number (in inches or centimeters) B. Create a line plot with a horizontal scale marked off in whole number units B. Record length measurements on a line plot.
can cause changes in solids and liquids. 2.P.3A.4 Construct scientific arguments using evidence from investigations to support claims that some changes in solids or liquids are reversible and some are not when heat is added or removed.
mayor, governor, and president.
C. Add and subtract lengths of the same unit (using numbers within 100). C. Represent addition and subtraction word problems involving lengths of the same unit by using drawings and equations with a symbol. C. Solve for the unknown number in an equation from a word problem. C. Find sums and differences within 100 using a number
line
Reasoning With Shapes and Their Attributes
A, B. Identify defining attributes of a shape based on angles and faces. A., B. Identify shapes based on attributes based on angles and faces. A., B. Draw a given shape when given defining attributes based on angels and faces. C. Partition a circle and a rectangle into two, three, or four equal parts C. Compare sizes of divided parts to show that the more parts something is cut into, the smaller the part. (Use same whole -- i.e., 1/2 of a cirlce is larger than 1/4 of a cirlce.) C. Describe equal shares using words (halves, fourths). C. Describe a whole by the number of equal parts (e.g., two halves make a whole).
C. Explain that halves and fourths of an identical whole
need not be the same shape (e.g., half of a rectangle can
be shown horizontally or vertically).
Applying Strategies to Add and Subtract within 1000
A. Understand that addition is the act of joining like objects. B. Understand that subtraction is the act of taking from. A. Describe and use the Commutative Property (2 + 3 is the same as 3 + 2) in relation to fact families. A. Use subtraction as a means for finding missing addends. A. Identify related facts in a fact family. A. Find missing addends and subtrahends to 20 using models. A. Solve addition and subtraction problem situations. A. Write number sentences to match story problems. A. Add any two numbers within 1000. (407 + 312 and 228 + 279)
Use efficient strategies based on place value.
Use the associate property (to bundle 100s and 10s)
Use the commutative property.
B. Understand that
subtraction is the act of taking from. B. Explain why addition strategies work. (Verbal and/or written explanations may be supported by drawings or objects.) C. Develop strategies to subtract any two numbers within 1000. (985 - 372 and 205 - 198) C. Explain why subtraction strategies work. (Verbal and/or written explanations may be supported by drawings or objects.) B, C. Solve addition and subtraction problem situations with three-digit numbers.
Use base ten blocks.
Draw models or represent base ten blocks.
Decompose numbers to add/subtract.
Use a hundred chart.
B, C. Solve one- and two-step word problems.
adding to
putting together comparing with unknowns in all positions
Fourth Nine
Weeks
Applying Strategies to Add and Subtract within 1000
A. Understand that addition is the act of joining like objects. B. Understand that subtraction is the act of
Reading Units Taught:
Fairy Tales Unit
Fables Unit
Drama/Reader’s
Theater Unit
Skills:
Grammar & Writing Skills: review and reinforce Writing Types: Informational Writing (Books That Teach Science) Persuasive Writing
Animals and Their
Environment
2.L.5: The student will
demonstrate an
understanding of how the
structures of animals help
them survive and grow in
their environments.
Different Cultures and Regions Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from the various
taking from. A. Describe and use the Commutative Property (2 + 3 is the same as 3 + 2) in relation to fact families. A. Use subtraction as a means for finding missing addends. A. Identify related facts in a fact family. A. Find missing addends and subtrahends to 20 using models. A. Solve addition and subtraction problem situations. A. Write number sentences to match story problems. A. Add any two numbers within 1000. (407 + 312 and 228 + 279)
Use efficient strategies based on place value.
Use the associate property (to bundle 100s and 10s)
Use the commutative property.
B. Understand that subtraction is the act of taking from. B. Explain why addition strategies work. (Verbal and/or written explanations may be supported by drawings or objects.) C. Develop strategies to subtract any two numbers within 1000. (985 - 372 and 205 - 198) C. Explain why subtraction
Understanding
characters
Fantasy/realism
Moral/Lessons in stories
Theme
Dialogue
Compare/Contrast
Assessments:
Fairy Tale Assessment
Unit 7 Reading Test
Opinion Writing (Books & Characters) District Spring Writing Prompt Communication: Compare and contrast illustrations Giving nonverbal cues Giving a persuasive talk Standards: (See First Nine Weeks)
2.P.1: The student will use
the science and
engineering practices,
including the processes
and skills of scientific
inquiry, to develop
understandings of science
content.
Unit Essential Questions
How do animal structures
characteristics/features
help them survive and
grow in their
environments?
Topics:
A. Animal Classification-
insects, fish, amphibians,
reptiles, birds, mammals
B. Animals Characteristics
(special body parts for
survival
C. Animal Life Cycles
D. Interactions with Plants
and Other Animals
E. Animal Adaptations
F. Animals respond to
changes in the
environment
G. Animals (including
humans) can change the
environment
regions in the United States. 2-4.1 Recognize the basic elements that make up a cultural region in the United States, including language, beliefs, customs, art, and literature. 2-4.2 Compare the historic and cultural traditions of various regions in the United States and recognize the ways that these elements have been and continue to be passed across generations. 2-4.3 Recognize the cultural contributions of Native American tribal groups, African Americans, and immigrant groups. 2-4.4 Recall stories and songs that reflect the cultural history of various regions in the United States, including stories of regional folk figures, Native American legends, and African American folktales.
strategies work. (Verbal and/or written explanations may be supported by drawings or objects.) B, C. Solve addition and subtraction problem situations with three-digit numbers.
Use base ten blocks.
Draw models or represent base ten blocks.
Decompose numbers to add/subtract.
Use a hundred chart.
B, C. Solve one- and two-step word problems.
adding to
putting together comparing with unknowns in all positions Using Arrays for Foundations
of Multiplication A: Model doubles and near doubles addition problems to show even and odd. A. Prove a number is even or odd by grouping objects or making an array with 2 rows, and determining if there is a "left over." B. Draw rows and columns of equal size within a rectangle. B. Use repeated addition to find the total number of objects in an array. C. Partition rectangles into equal rows and columns and add to find the total number in the array.
C. Describe arrays as rows
and columns Demonstrating Fluency in Addition and Subtraction
A. Add any number within 1000 using efficient strategies. A. Decompose numbers to add. A. Add using the associative property. A. Add using the commutative property. B. Subtract any number within 100 using efficient strategies. B. Decompose numbers to subtract.