Shelby County Schools’ mathematics instructional … 2 Q3 16 - 17.d… · Web viewAt the end of each module you will find instructional/performance tasks, ... and for building

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter 3 Grade: 2

Shelby County Schools 2016/2017Revised 10/17/16

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Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity


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In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


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The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Mathematical Practice Standards


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https://www.tn.gov/education/article/mathematics-standards



Mathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.


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https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view



The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with

longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025.


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Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning



To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:


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Purpose of Mathematics Curriculum Maps


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This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.


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The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.


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Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades K-5 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards, therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials.


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The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.

How to Use the MapsShelby County Schools 2016/2017

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OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide specific examples of student work.

Tennessee State StandardsTN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the


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supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, performance in the major work of the grade) . Support for the development of these lesson objectives can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning


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targets/objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

Instructional ResourcesDistrict and web-based resources have been provided in the Instructional Resources column. At the end of each module you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.


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Vocabulary and FluencyThe inclusion of vocabulary serves as a resource for teacher planning, and for building a common language across K-12 mathematics. One of the goals for CCSS is to create a common language, and the expectation is that teachers will embed this language throughout their daily lessons.

In order to aid your planning we have included a list of fluency activities for each lesson. It is expected that fluency practice will be a part of your daily instruction. (Note: Fluency practice is NOT intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual understanding MUST underpin the work of fluency.)


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Grade 2 Quarter 2 Overview

Module 5: Addition and Subtraction Within 1,000 with word ProblemsModule 6: Foundations of Multiplication and Division

Overview


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https://www.engageny.org/resource/grade-2-mathematics-module-6




In Module 4, students developed addition and subtraction fluency within 100 and began developing conceptual understanding of the standard algorithm by means of place value strategies. In Module 5, students build upon their mastery of renaming place value units and extend their work with conceptual understanding of the addition and subtraction algorithms to numbers within 1,000, always with the option of modeling with materials or drawings. Throughout the module, students continue to focus on strengthening and deepening conceptual understanding and fluency.

Topic A focuses on place value strategies to add and subtract within 1,000 (2.NBT.7). Students relate 100 more and 100 less to addition and subtraction of 100 (2.NBT.8). They add and subtract multiples of 100, including counting on to subtract (e.g., for 650 – 300, they start at 300 and think, “300 more gets me to 600, and 50 more gets me to 650, so … 350”). Students also use simplifying strategies for addition and subtraction.


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They extend the make a ten strategy to make a hundred, mentally decomposing one addend to make a hundred with the other (e.g., 299 + 6 becomes 299 + 1 + 5, or 300 + 5, which equals 305) and use compensation to subtract from three-digit numbers (e.g., for 376 – 59, add 1 to each, 377 – 60 = 317). The topic ends with students sharing and critiquing solution strategies for addition and subtraction problems. Throughout the topic, students use place value language and properties of operations to explain why their strategies work (2.NBT.9).

In Topics B and C, students continue to build on Module 4’s work, now composing and decomposing tens and hundreds within 1,000 (2.NBT.7). As each topic begins, students relate manipulative representations to the algorithm and then transition to creating math drawings in place of the manipulatives. As always, students use place value reasoning and properties of operations to explain their work.


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Throughout Module 5, students maintain addition and subtraction fluency within 100 as they use these skills during their daily application work to solve one- and two-step word problems of all types (2.NBT.5, 2.OA.1). The Application Problem precedes fluency activities in most lessons of Module 5 because this work with smaller numbers does not flow directly into the Concept Development. The focus of the Concept Development is adding and subtracting within 1,000: using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, and relating strategies to a written method (2.NBT.7). Note that a written method can include number bonds, chip models, arrow notation, the algorithm, or tape diagrams. Many students will need to record these strategies to solve correctly. The lessons are designed to provide ample time for discussions that center on student reasoning, explaining why their addition and subtraction strategies work (2.NBT.9). For example, students may use the relationship between addition and subtraction to demonstrate why their subtraction solution is correct.


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The module culminates with Topic D, wherein students synthesize their understanding of addition and subtraction strategies and choose which strategy is most efficient for given problems. They defend their choices using place value language and their understanding of the properties of operations (2.NBT.9).

Note that, beginning in Topic C, and for the remainder of the year, each day’s Fluency Practice includes an opportunity for review and mastery of the sums and differences with totals through 20 by means of the Core Fluency Practice Sets or Sprints.

Grade 2 Module 6 lays the conceptual foundation for multiplication and division in Grade 3 and for the idea that numbers other than 1, 10, and 100 can serve as units.


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In Topic A, students begin by making equal groups using concrete materials, learning to manipulate a given number of objects to create equal groups (e.g., given 15 objects, they create 3 groups of 5 or 5 groups of 3), and progress to pictorial representations where they may begin by circling a group of 5 stars, adding 5 more, and then adding 5 more. They determine the total and relate their drawings to the corresponding repeated addition equation (pictured below). Students calculate the repeated addition sums by adding on to the previous addends, step-by-step, or by grouping the addends into pairs and adding. By the end of Topic A, students draw abstract tape diagrams to represent the total and to show the number in each group as a new unit (pictured below). Hence, they begin their experience toward understanding that any unit may be counted (e.g., 3 dogs, 3 tens, or even 3 fives). This is the bridge between Grades 2 and 3. Grade 2 focuses on the manipulation of place value units, whereas Grade 3 focuses on the manipulation of numbers 1 through 10 as units.


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In Topic B, students organize the equal groups created in Topic A into arrays, wherein either a row or column is seen as the new unit being counted. They use manipulatives to compose up to 5 by 5 arrays one row or one column at a time and express the total via repeated addition equations (2.OA.4). For example, students might arrange one column of 5 counters, then another, and then another to compose an array of 3 columns of 5, or 15 counters. As they compose and decompose arrays, students create different number sentences yielding the same total (e.g., 5 + 5 + 5 = 15 and 3 + 3 + 3 + 3 + 3 = 15). They find the total number of objects in each array by counting on from left to right. “Three plus 3 is 6. Six plus 3 is 9. Nine plus 3 is 12." As Topic B progresses, students move to the pictorial level to represent arrays and to distinguish rows from columns by separating equal groups horizontally and vertically (e.g., 3 columns of 5 or 5 rows of 3). Then, they use same-size square tiles, moving them closer together in preparation for composing rectangles in Topic C. Topic B concludes with students using tape diagrams to represent array situations and the RDW process to solve word problems.


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In Topic C, students build upon their work with arrays to develop the spatial reasoning skills they need in preparation for Grade 3’s area content. They use same-size squares to tile a rectangle with no gaps or overlaps and then count to find the total number of squares that make up the rectangle ( 2.G.2). After composing rectangles, students partition, or decompose, rectangles. First, they decompose rectangles made of square tiles. Next, they use scissors to cut apart paper rectangles. Finally, they draw and iterate a square unit. In doing so, students begin to see the row or the column as a composite of multiple squares or as a single entity, or unit, which is, in turn, part of the larger rectangle. Students further develop spatial structuring skills by copying and creating drawings on grid paper. Note that the concept of a square unit begins in Grade 3 and is not assessed in Grade 2. Throughout the topic, students relate repeated addition to the model. They are encouraged to think flexibly and to consider the many ways to construct or partition a given array. Students are not multiplying or dividing in Grade 2; rather, this topic lays the foundation for the relationship between the two operations. As equal parts can be composed to form a whole, likewise, a whole can be


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decomposed into equal parts.

Topic D focuses on doubles and even numbers (2.OA.3), thus setting the stage for the multiplication table of two in Grade 3. As students progress through the lessons, they learn the following interpretations of even numbers:

1. A number that occurs when skip-counting by twos is even: 2, 4, 6, 8, …2. When objects are paired up with none left unpaired, the number is even. 3. A number that is twice a whole number (doubles) is even.4. A number whose last digit is 0, 2, 4, 6, or 8 is even.


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Armed with an understanding of the term even, students learn that any whole number that is not even is called odd and that when 1 is added to or subtracted from an


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even number, the resulting number is odd.1

Initially, students arrange pairs into two rows and realize that an even number is the sum of two equal addends, or a repeated sum of twos. They then write number sentences to express the even number (e.g., 2 rows of 7 can be expressed as 7 + 7 = 14 or as 2 + 2 + 2 + 2 + 2 + 2 + 2 = 14) (2.OA.3). Next, students pair objects to make groups of two with none left over, thus discovering one means of determining whether a group of objects (up to 20) has an even or odd number of members. Finally, students learn that any number up to 20 whose last digit is 0, 2, 4, 6, or 8 is even. After gaining a firm understanding of even numbers, students learn that all other whole numbers are odd. They use the previously learned rules and patterns to identify larger numbers as even or odd and to defend their reasoning. The module concludes with an


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investigation of what happens when we add two even numbers, two odd numbers, or an odd number with an even number, and the relationship of these pairings to repeated addition (e.g., 3 + 3 is even, but 3 + 3 + 3 is odd).

Overview RecapFocus Grade Level Standard Type of Rigor Foundational Standards

2.NBT.7 Procedural Skill and Fluency 2.NBT.1, 2.NBT.2, 1,NBT,22.NBT.8 Procedural Skill and Fluency 2.NBT.1, 2.NBT.2, 1,NBT,2, 2.OA.3


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2.NBT.9 Conceptual Understanding 1.OA.3, 1.OA.4, K.OA.22.OA.3 Conceptual Understanding/Application 1.OA.72.OA.4 Conceptual Understanding/Application 1.OA.72.G.2 Conceptual Understanding Introductory

Fluency


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NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.


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Fluency is designed to promote automaticity by engaging students in daily practice. Automaticity is critical so that students avoid using lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore, it is recommended that students participate in fluency practice daily using the resources provided in the curriculum maps. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.

The fluency standard for 2nd grade listed below should be incorporated throughout your instruction over the course of the school year. The engage ny lessons include


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http://www.corestandards.org/Math/Content/2/NBT/

http://www.corestandards.org/Math/Content/2/OA/



fluency exercises that can be used in conjunction with building conceptual understanding.

2.OA.B.2 Fluently add and subtract within 20 using mental strategies. 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Note: Fluency is only one of the three required aspects of rigor. Each of these components have equal importance in a mathematics curriculum.

References: Shelby County Schools 2016/2017

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http://achievethecore.org/

http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/

http://www.corestandards.org/

https://www.engageny.org/



https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY

Module 5: Addition and Subtraction Within 1,000 with word Problems to 100 (Allow 4 weeks for instruction, review and assessment)

Suggestions for Consolidations or Omissions:If pacing is a challenge, consider the following modifications. The lessons that follow Topic A in Module 5 could be paced more quickly as students readily grasp the concepts.Domain: Number and Operations in Base TenCluster: Use place value understanding and properties of operations to add and subtract.

Enduring Understandings There is more than one way to estimate a

Module 5: Addition and Subtraction Within 1,000 with word Problems to 100

Module 5 VocabularyCompensation


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https://www.engageny.org/resource/grade-2-mathematics-module-5-topic-lesson-2


https://www.engageny.org/resource/grade-2-mathematics-module-5-topic

https://www.engageny.org/resource/grade-2-mathematics-module-5-topic

http://www.corestandards.org/Math/Content/2/NBT/B/7/




2.NBT.7- Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or

sum/difference. There is more than one way to do a

mental calculation. Solving three-digit add/subtraction

problems can be broken down using place value starting with the ones, tens, then hundreds.

Our number system is based on groups

Topic A – Strategies for Adding and Subtracting Within 1, 000

Lesson 1Lesson 2

Familiar Terms and SymbolsAddend, addition, algorithm, bundle, compose, decompose, difference, equation

Fluency Practice:Please see engageny full module download for suggested fluency pacing and activities


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYsubtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

of ten.Essential Questions How can you estimate sums/differences

of three-digit numbers? How can you use mental math to add

multiples of 100? How can you count on or count back to

Lesson 3Lesson 4Lesson 5Lesson 6Lesson 7

Topic A Lesson 1: Place value, more/less Lesson 2: Place value, How many more

hundreds? Lesson 3: How Many More to Make

100? Sprint: Subtracting Multiples of Ten


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

find a missing part? How does understanding place value help

you compare three digit numbers?

Learning Targets/ ObjectivesTopic A

enVision Resources: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)18-1 Mental Math18-3 Models for Adding with Three-Digit Numbers

and Some Ones Lesson 4: Subtracting Multiples of

Hundreds and Tens, Sprint: Subtracting Multiples of Ten and Some Ones

Lesson 5: Making the next hundred, Making the next hundred to add

Lesson 6: Compensation with Linking Shelby County Schools 2016/2017

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY Lesson 1: I can relate 10 more,

10 less, 100 more, and 100 less to addition and subtraction of 10 and 100. (2.NBT.7, 2.NBT.8, 2.NBT.9)

Lesson 2: I can add and subtract multiples of 100 including counting on to

18-4 Adding Three-Digit Numbers18-7 Models for Subtracting with Three-Digit Numbers18-8 Subtracting Three-Digit Numbers

Cubes, Compensation with subtraction Lesson 7: Making the Next Hundred to

Add, Compensation with subtraction


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18-1 Mental Math18-2 Estimating sums18-3 Models for Adding with Three-Digit Numbers18-4 Adding Three-digit Numbers

subtract. (2.NBT.7, 2.NBT.8, 2.NBT.9)

Lesson 3: I can Add multiples of 100 and some tens within 1,000. (2.NBT.7, 2.NBT.8, 2.NBT.9)

Lesson 4: I can subtract multiples of 100 and some tens


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18-5 Mental Math: Ways to find Missing Parts18-6 Estimating Differences18-7 Models for Subtracting with Three-digit Numbers18-8 Subtracting Three-digit Numbers

within 1,000. (2.NBT.7, 2.NBT.8, 2.NBT.9)

Lesson 5: I can use the associative property to make a hundred in one addend. (2.NBT.7, 2.NBT.8, 2.NBT.9)

Lesson 6: I can use the


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6-5 Problem Solving: Look for a Pattern associative property to subtract from three-digit numbers and verify solutions with addition. (2.NBT.7, 2.NBT.8, 2.NBT.9)

Lesson 7: I can share and critique solution strategies for varied addition and subtraction problems within 1,000.


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https://www.engageny.org/resource/grade-2-mathematics-module-5-topic-b-lesson-10


https://www.engageny.org/resource/grade-2-mathematics-module-5-topic-b




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY(2.NBT.7, 2.NBT.8, 2.NBT.9)

Topic B Lesson 8-9: I can relate manipulative

representations to the addition algorithm. (2.NBT.7, 2.NBT.9)

Lesson 10-11: I can use math drawings to represent additions with up to two

Topic B- Strategies for Composing Tens and Hundreds Within 1,000

Lesson 8-9Lesson 10-11

Topic B Lesson 8-9: Add Common Units, Sprint:

Two-Digit Addition, Making the Next Ten to Add, Add Common Units, More Tens and Ones

Lesson 10-11: Compensation, Sprint:


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYcompositions and relate drawing to the addition algorithm. (2.NBT.7, 2.NBT.9)

Lesson 12: I can choose and explain solution strategies and record with a written addition method. (2.NBT.7, 2.NBT.9)

Lesson 12

Mid-Module Assessment

enVision Resources: (enVision may be used to support the needs of your students, but

Addition Crossing Tens, Place Value, Say Ten Counting, Compensation

Lesson 12: Compensation, Sprint: Compensation Addition


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should not be used independently of the mathematics curriculum)

18-3 Models for Adding with Three-Digit Numbers18-7 Models for Subtracting with Three-Digit Numbers


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https://www.engageny.org/resource/grade-2-mathematics-module-5-topic-c-lesson-16



https://www.engageny.org/resource/grade-2-mathematics-module-5-topic-c





Topic C Lesson 13: I can relate manipulative

representations to the subtraction algorithm, and use addition to explain why the subtraction method works. (2.NBT.7, 2.NBT.9)

Lesson 14-15: I can use math drawings

Topic C- Strategies or Decomposing Tens and Hundreds Within 1,000

Lesson 13Lesson 14-15Lesson 16-17

Topic C Lesson 13: Making the Next Ten, Making

the Next Hundred, Subtracting Multiples of Hundreds and Tens

Lesson 14-15: Grade 2 Core Fluency Differentiated Practice Sets, Using the Nearest Ten to Subtract, Subtract


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYto represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works. (2.NBT.7, 2.NBT.9)

Lesson 16-17- I can subtract from multiples of 100 and from numbers with zero in the tens place. (2.NBT.7,

Lesson 18

enVision Resources: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)

Common Units, Get to 10, 20, or 30, Count by Ten or One with Dimes and Pennies

Lesson 16-17: Sprint: Subtraction from Teens, Coin Drop, More or Less, Using the Nearest Ten to Subtract, Subtract Common Units


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY2.NBT.9)

Lesson 18- I can apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place. (2.NBT.7, 2.NBT.9)

7-1 Subtracting Tens7-2 Finding Parts of 1006-5 Problem Solving: Look for a Pattern18-3 Models for Adding with Three-Digit Numbers18-7 Models for Subtracting with Three-Digit

Lesson 18: Grade 2 Core Fluency Differentiated Practice Sets, Get the Ten Out and Subtract


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https://www.engageny.org/resource/grade-2-mathematics-module-5-topic-d-lesson-19

https://www.engageny.org/resource/grade-2-mathematics-module-5-topic-d





Numbers

Topic DLesson 19-20: I can choose and explain solution strategies and record with a written addition or subtraction method. (2.NBT.7, 2. NT.8, 2.NBT.9)

Topic D- Student Explanations for Choice of Solution Methods

Lesson 19-20

Topic DLesson 19-20: Grade 2 Core FluencyDifferentiated Practice Sets, Take from the Ten, Skip Counting by Twos


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End-of-Module Assessment enVision Resources: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)


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8-7 Problem Solving: Draw a Picture and Write a Number Sentence

Module 5: Coordinating I-Ready Lessons:Adding a two-digit number and a multiple of 10Adding two-digit numbers


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Two-digit sums and estimationTwo-digit sums with base-ten modelsSubtracting 10 from a two-digit numberMental addition of two-digit numbersAdding three-digit numbersSubtracting a one-digit number from a two-digit


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https://www.zearn.org/curriculum/35




numberSubtracting two-digit numbers and estimating differences

Additional Resources:Embarc.onlineZearn


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Lesson 1- More or LessLesson 2- More hundreds, Fewer HundredsLesson 3- Way? Arrow Way!Lesson 4- Break It DownLesson 5- Easier AddingLesson 6- Easier Subtracting


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Lesson 7- Thousand StrategiesLesson 8- Add AwayLesson 9- Double BundleLesson 10- Compose and MatchLesson 11- Math MagicLesson 12- Sum Sharing


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Lesson 13-Prove ItLesson 14- Subtract and ProveLesson 15- Showing SubtractingLesson 16- Smart StrategiesLesson 17- Take away, from HundredsLesson 18- Multiple Zeros


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Lesson 19- Sum Different StrategiesLesson 20- Strategy Selection

Module 6: Foundations of Multiplication and DivisionShelby County Schools 2016/2017

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY (Allow 5-weeks for instruction, review and assessment)

Suggestions for Consolidations or Omissions:If pacing is a challenge, consider consolidating Lessons 1 and 2. Omit Lessons 3, 8, and 11. Use Lesson 3’s Problem Set and Homework as a center activity for early finishers or for a future date when additional review homework is needed. Consider moving Lesson 16, which guides students through a tessellation project with 1-inch tiles, to art class.Domain: Operations and Algebraic ThinkingCluster: Work with equal groups of objects to gain foundations for multiplication

Enduring Understandings Module 6: Foundations of Multiplication and Division

Module 6 VocabularyArray, columns, even number, odd number, repeated addition, rows, tessellation, whole


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https://www.engageny.org/resource/grade-2-mathematics-module-6-topic-a

http://www.corestandards.org/Math/Content/2/OA/C/3/




2.OA.3- Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

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

Topic A- Formation of Equal Groups

Lesson 1Lesson 2-3Lesson 4

number

Familiar Terms and SymbolsAddends, doubles, equation, number path, number sentence, pair, rectangle, skip-counting

Fluency Practice:Shelby County Schools 2016/2017

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2.OA.4- Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

repeated addition and/or arrays and can be solved using multiplication.

Multiplication expressions can be written in a variety of ways.

Essential Questions How can repeated addition help you to

understand multiplication?


19-2 Building Arrays

Please see engageny full module download for suggested fluency pacing and activities

Topic A Lesson 1: Grade 2 Core Fluency

Practice Sets, Get the Ten Out and Subtract, Subtract Common Units


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http://www.corestandards.org/Math/Content/2/G/A/2/




Domain: GeometryCluster: Reason with shapes and their attributes

2.G.2- Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

How can an array be used to help write a multiplication sentence?

How can you use a picture to write a multiplication story?

Does order of factors affect the product?

Learning Targets/ Objectives

19-6 Problem Solving: Draw a Picture and Write a Number Sentence

Lesson 2-3: Grade 2 Core Fluency Practice Sets, Using the Nearest Ten to Subtract, Subtracting Multiples of Hundreds, Happy Counting by Fives, Sprint: Subtraction Within 20

Lesson 4: Happy Counting by Fives, Sprint: Adding Crossing Ten


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Topic A Lesson 1- I can use manipulatives to

create equal groups. (2.OA.4, 2.NBT.2, 2.NBT.6)

Lesson 2- 3: I can use math drawings to represent equal groups, and relate to repeated addition. (2.OA.4, 2.NBT.2,


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY2.NBT.6)

Lesson 4: I can represent equal groups with tape diagrams, and relate to repeated addition. (2.OA.4, 2.NBT.2, 2.NBT.6)

Topic B Lesson 5: I can compose arrays from

Topic B- Arrays and Equal Groups Topic B Lesson 5: Making the Next Ten to Add,


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYrows and columns, and count to find the total using objects. (2.OA.4, 2.NBT.2)

Lesson 6: I can decompose arrays into rows and columns, and relate to repeated addition. (2.OA.4, 2.NBT.2)

Lesson 7: I can represent arrays and distinguish rows and columns using math


Grade 2 Core Fluency Practice Sets, Happy Counting by Tens: Crossing 100

Lesson 6: Making the Next Hundred Drill, Grade 2 Core Fluency Practice Sets, Happy Counting by Tens: Crossing 100

Lesson 7: Coin Drop, Sprint: Sums to the


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYdrawings. (2.OA.4, 2.NBT.2)

Lesson 8: I can create arrays using square tiles with gaps. (2.OA.4, 2.NBT.2)

Lesson 9: I can solve word problems involving addition of equal groups in rows and columns. (2.OA.4, 2.NBT.2)

Mid- Module Assessment

enVision Resources for Module 6: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum)

Teens Lesson 8: Using the Nearest Ten to

Subtract, Sprint: Subtraction from Teens Lesson 9: Get the Ten Out and Subtract,

Grade 2 Core Fluency Practice Sets, Happy Counting by Tens: Crossing 100


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19-2 Building Arrays

Topic C Lessons 10-11: I can use square tiles to

compose a rectangle, and relate to the array model. (2.OA.4, 2.G.2)

Lesson 12: I can use math drawings to

Topic C- Rectangular Arrays as a Foundation for Multiplication and Division

Lessons 10-11

Topic C Lessons 10-11: Happy Counting by

Tens: Crossing 100, Sprint: Sums to the Teens, Sprint: Subtraction Crossing Ten

Lesson 12: Compensation, Grade 2 Core Shelby County Schools 2016/2017

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compose a rectangle with square tiles. (2.OA.4, 2.G.2)

Lesson 13: I can use square tiles to decompose a rectangle. (2.OA.4, 2.G.2)

Lesson 14: I can use scissors to partition a rectangle into same-size squares, and compose arrays with the squares.


Fluency Practice Sets Lesson 13: Making the Next Ten to Add,

Grade 2 Core Fluency Practice Sets Lesson 14: Sprint: Subtraction from

Teens, Coin Drop, More and Less Lesson 15: Sprint: Subtraction Crossing

the Ten, Using the Nearest Ten to


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(2.OA.4, 2.G.2) Lesson 15: I can use math drawings to

partition a rectangle with square tiles, and relate to repeated addition. (2.OA.4, 2.G.2)

Lesson 16: I can use grid paper to create designs to develop spatial structuring.


19-2 Building Arrays19-6 Problem Solving: Draw a Picture and Writ

Subtract, Subtract Common Units Lesson 16: Get to 10, 20, or 30, Count

by Ten or One with Dimes and Pennies, Grade 2 Core Fluency Practice Sets


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(2.OA.4, 2.G.2) a Number Sentence

Topic D Lesson 17: I can relate doubles to even

numbers, and write number sentences to

Topic D- The Meaning of Even and Odd Numbers

Topic D Lesson 17: Subtraction Patterns, Grade

2 Core Fluency Practice


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYexpress the sums. (2.OA.3)

Lesson 18: I can pair objects and skip count to relate to even numbers. (2.OA.3)

Lesson 19: I can investigate the pattern of even numbers: 0, 2, 4, 6, and 8 in the ones place, and relate to odd numbers. (2.OA.3)

Lesson 17Lesson 18Lesson 19Lesson 20

End-of-Module Assessment

Lesson 18: Skip-Counting by Twos, Sprint: Subtraction from Teens

Lesson 19: Making the Next Ten to Add, Sprint: Sums to the Teens

Lesson 20: Skip-Counting by Twos, Grade 2 Core Fluency Practice Sets


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY Lesson 20: I can Use rectangular arrays

to investigate odd and even numbers. (2.OA.3) enVision Resources: (enVision may be used

to support the needs of your students, but should not be used independently of the mathematics curriculum)4-9 Even and Odd Numbers


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https://www.zearn.org/curriculum/36




Module 6: Coordinating I-Ready Lessons:Understand patternsMultiplication Concepts: ArraysConcepts of area in two-dimensional shapes

Additional Resources:


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Embarc.onlineZearnLesson 1- Equal groupsLesson 2- Add, Repeat, Complete!Lesson 4- Equal groups, Equal TapesLesson 5- Groups to Array


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Lesson 6- A Row, a Column, ArrayLesson 7- Hooray ArrayLesson 9- Array AdditionLesson 10- Tile TimeLesson 12- Step-by-Step ArraysLesson 13- Breaking Down Arrays


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Lesson 14- Array BuilderLesson 15-Repeated RowsLesson 17- Even DoublesLesson 18- Doubly EvenLesson 19- Odds and EvensLesson 20- Even Your Odds


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https://www.teachingchannel.org/videos/second-grade-math-lesson

http://achievethecore.org/dashboard/300/search/1/2/0

http://tn.gov/education/article/mathematics-standards

http://greatminds.net/support/teachers

https://support.nwea.org/khanrit

https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm



RESOURCE TOOLBOXThe Resource Toolbox provides additional support for comprehension and mastery of grade-level skills and concepts. These resources were chosen as an accompaniment to modules taught within

this quarter. Incorporated materials may assist educators with grouping, enrichment, remediation, and differentiation.NWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.


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http://www.amblesideprimary.com/ambleweb/mentalmaths/additiontest.html

http://www.aaamath.com/B/g210a_x1.htm

http://www.amathsdictionaryforkids.com/dictionary.html

http://www.eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/mw/manip/mn_popup.thtml&filename=tables_add&title=Addition%20Table&grade=2

http://www.eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/mw/manip/mn_popup.thtml&filename=b10b_prim&title=Base%20Ten%20Blocks&grade=2

http://www.learningbox.com/Base10/BaseTen.html

http://letsreadmath.com/math-and-childrens-literature/money/

http://letsreadmath.com/math-and-childrens-literature/addition-and-subtraction/

http://letsreadmath.com/math-and-childrens-literature/number-sense/

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx

https://learnzillion.com/resources/57218-second-grade

http://www.kidsmathtv.com/2nd-grade-videos/

http://www.edutoolbox.org/

http://media.pearsoncmg.com/curriculum/math/envision2012/cc_support/G2/enVisionMATH_G2.html

https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true



Textbook ResourcesEngage NY/Eureka Math Teacher SupportenVision MathenVision Common Core Addendum Lessons

TN /CCSSTN Math StandardsAchieve the CoreTN Edutoolbox

VideosMaking math fun with place value gamesKids Math TVLearnZillionTN Early Grades Math Toolkit

Children’s LiteratureChildren's Literature on Number Sense

Interactive ManipulativesBase Ten

Additional SitesMath Dictionary


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https://www.zearn.org/curriculum

https://www.illustrativemathematics.org/content-standards/2

http://www.funbrain.com/numwords/index.html

http://www.sheppardsoftware.com/mathgames/popup/popup_subtraction.htm

http://www.sheppardsoftware.com/mathgames/popup/popup_addition.htm

http://www.ixl.com/math/grade-2/balance-addition-equations-one-digit

http://www.ixl.com/math/grade-2/add-three-or-more-one-digit-numbers

http://www.arcademicskillbuilders.com/games/alien/alien.html

http://teacher.scholastic.com/products/paperbacks/marilynburns/pdfs/mbmath_grade2.pdf

http://letsreadmath.com/math-and-childrens-literature/counting-higher-than-10/



Children's Literature on Addition and SubtractionChildren's Literature on MoneyChildren's Literature on Counting Higher than 10Marilyn Burns Math Literature List 2nd Grade

Base Ten BlocksAddition Chart

Inverse relationship of addition and subtractionAddition MachineAlien AdditionAdd three or more one-digit numbersBalance addition equations one-digitPopup Addition GamePopup Subtraction GameRead and Write Numbers


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http://www.cgcs.org/site/default.aspx?PageType=3&ModuleInstanceID=429&ViewID=7B97F7ED-8E5E-4120-848F-A8B4987D588F&RenderLoc=0&FlexDataID=739&PageID=366

http://embarc.online/course/index.php?categoryid=4



Illustrative Mathematics 2nd GradeZearnEmbarc.omline

OtherUse this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)Parent Roadmap: Supporting Your Child in Grade 2 Mathematics


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Shelby County Schools’ mathematics instructional … 2 Q3 16 - 17.d… · Web viewAt the end of each module you will find instructional/performance tasks, ... and for building