Grade 2 MATHEMATICS - Volusia County Schools

1 Grade 2 MATHEMATICS Curriculum Map 2018 2019 Volusia County Schools MATHEMATICS Florida Standards 1 Volusia County Schools Grade 2 Math Curriculum Map MATHEMATICS Department June 2018 2 Volusia County Schools Grade 2 Math Curriculum Map MATHEMATICS Department June 2018 Elementary Instructional Math Block Time Components Description 5-15 minutes Number Talks Short, daily fluency routine that engages students in meaningful conversations around purposefully crafted computation problems that are solved using number relationships and the structure of numbers.

2 Students are asked to communicate their thinking when presenting and justifying solutions to problems they solve mentally while the teacher records their ideas with mathematical precision. These exchanges lead to the development of more accurate, efficient, and flexible strategies. 5 minutes Opening: Hook/Coherence Connection The teacher will engage students to create interest for the whole group lesson or review prerequisite standards to prepare students to make explicit connections that will allow students to apply and extend previous learning when interacting with the lesson s Grade -level content. 15 minutes Whole Group: Mini Lesson/Guided Practice Used prior to small group to introduce/practice new knowledge and skills or after small group to refine/practice strategies discovered by students. The lesson focuses on the depth of Grade -level cluster(s), Grade -level content standard(s), or part(s) thereof, intentionally targeting the aspect(s) of rigor (conceptual understanding, procedural skill and fluency, application) called for by the standard(s) being addressed.

3 During this time, the teacher makes the MATHEMATICS of the lesson explicit using clear and correct explanations, representations, tasks, and/or examples. The teacher provides opportunities for all students to work with and practice Grade -level problems and exercises, deliberately checking for understanding throughout the lesson and adapting the lesson according to student understanding. The teacher poses high-quality questions and problems that prompt students to share their developing thinking about the content of the lesson. Class created anchor charts are constructed by strategically adding key concepts throughout the topic s lessons. 30-40 minutes Small Collaborative Groups/ Independent Practice The teacher encourages reasoning and problem solving by posing challenging problems that offer opportunities for student choice of appropriate tools and promote productive struggle.

4 Students work in small, flexible collaborative groups to engage in mathematical tasks while the teacher circulates and asks questions to elicit thinking, providing support or extensions as needed. The teacher asks students to explain and justify work, connecting and developing students informal language to precise mathematical language appropriate to their Grade , and provides feedback that helps students revise initial work. The teacher makes observations to select and sequence appropriate strategies for students to share during the class discussion. 5 minutes Closure: Summarize The teacher strengthens all students understanding of the content by strategically sharing a variety of students representations and solution methods. The teacher facilitates the summary of the MATHEMATICS with references to student work and by creating the conditions for student conversations where students are encouraged to talk about each other s thinking in order to reinforce the purpose of the lesson.

5 Formative techniques occur throughout the framework to drive instruction, guide collaborative grouping, and evaluate which students will need intervention/enrichment. 3 Volusia County Schools Grade 2 Math Curriculum Map MATHEMATICS Department June 2018 Grade 2 Math Instructional Calendar Units Topics Standards Suggested Dates Unit 1 1 Adding and subtracting within 100 (12 days) (not fluently) (not fluently) Aug. 13-28 2 Exploring standard units of length (12 days) Aug. 29- Sept. 14 Sept. 3 (Labor Day) Sept. 17 (TDD) 3 Relating addition and subtraction to length (12 days) Sept.

6 18-Oct. 3 4 Relating skip counting to time (7 days) (only skip counting by 5s within 60) Oct. 4- 12 Oct. 15 (TDD) Unit 2 5 Solving problems involving money (14 days) Oct. 16- Nov. 2 6 Understanding three-digit numbers (9 days) (only skip counting by 5s and 10s within 1,000) Nov. 5-16 Nov. 12 (Veterans Day) Nov. 19-23 (Thanksgiving) 7 Expressing and comparing three-digit numbers (11 days) Nov. 26- Dec. 10 8 Relating skip counting to mental addition and subtraction (7 days) Dec. 11-19 Dec. 20 (TDD) Dec. 21- Jan. 6 (Winter Break) Unit 3 9 Generating and representing data to solve problems (15 days) Jan. 7-28 Jan. 21 (MLK) 10 Reasoning with shapes and their attributes (10 days) Jan. 29- Feb. 11 11 Applying strategies to add and subtracting within 1000 (22 days) Feb. 12- Mar. 14 Feb. 18 (President s Day) March 15 (TDD) March 18-22 (Spring Break) Unit 4 12 Determining unknown whole numbers in equations (6 days) Mar.

7 25- Apr. 1 13 Developing foundations of multiplication through exploring even and odd numbers (8 days) Apr. 2-11 14 Using arrays for foundations of multiplication (8 days) Apr. 12-23 15 Estimating and comparing lengths (12 days) Apr. 24- May 9 16 Demonstrating fluency in addition and subtraction (12 days) May 10-31 May 27 (Memorial Day) 4 Volusia County Schools Grade 2 Math Curriculum Map MATHEMATICS Department June 2018 Unit 1 PACING: August 13 October 12 Topic 1: Adding and subtracting within 100 Pacing: August 13 28 Students start the year by working with addition and subtraction situations involving numbers they are already familiar with.

8 They build on the strategies they used in Grade 1 to begin refining their addition strategies and develop strategies for subtraction within 100. Students expand their understanding of mentally adding and subtracting ten to include mental strategies for adding and subtracting other quantities within 20. These concepts are introduced at the beginning of the year because addition and subtraction is a major focus of Grade 2; therefore, students need time to practice to reach fluency by the end of the year. Standards Academic Language Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-- digit numbers. addend decompose difference expression ones strategy sum tens value Students will: apply different mental strategies to calculate with efficiency within 20 ( , count on, making ten, decompose a number leading to a ten, related addition and subtraction facts, doubles, doubles +/- 1, and the Commutative and Associative properties of addition).

9 Strategy Clarification Example Counting On transitional strategy student starts with 1 number and counts on from this point 8 + 9 ,10,11,12,13,14,15,16,17 Making Ten student uses fluency with ten to add quickly 8 + 9 (7 +1) + 9 7 + (1 + 9) 7 + 10 = 17 Adding Up student adds up from the number being subtracted (subtrahend) to the whole (minuend) the larger the jumps, the more efficient the strategy student uses knowledge of basic facts, doubles, making ten, and counting on 14 7 8,9,10,11,12,13,14 (+1 each jump) 7 + 3= 10 10 + 4= 14 3 + 4= 7 Unknown-Addend subtract 14 7 by finding the number that makes 14 when added to 7. 14 7 7 + ? = 14 5 Volusia County Schools Grade 2 Math Curriculum Map MATHEMATICS Department June 2018 Decomposing to lead to a ten students will subtract in two steps Step 1 decompose the subtrahend to get to 10.

10 Step 2 subtract the remainder of the subtrahend. 14 7 = 14 4 = 10 10 3 = 7 Doubles/ doubles +/- 1 student recalls sums for many doubles and uses these known sums to create easier expressions 8 + 9 8 + (8 + 1) (8 + 8) + 1 16 + 1= 17 Commutative Property of Addition student uses the commutative property in order to count on from the greater number 2 + 9 9 + 2 = 11 Associative Property of Addition when adding three addends, two addends can be grouped to create a friendly number, making addition easier 2 + 6 + 4 2 + (6 + 4) 2 + 10 = 12 NOTE: Research indicates that teachers can best support students knowledge of sums and differences through varied experiences with mental strategies rather than using repetitive timed tests. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.