to develop the understanding of the traditional algorithms and their processes Knowledge of and ability to apply properties of addition and subtraction (CCSS, Page 90, Table 3) Ability to apply the knowledge of addition and subtraction to choose the most efficient strategy to solve a problem Ability to solve various types of addition and subtraction word problems (CCSS, Page 88, Table 1) Ability to use or ? to represent an unknown in an equation tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. 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. Add and subtract within 20. Standard: 2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. (SC 2) Essential Skills and Knowledge Ability to apply counting strategies to develop automatic recall Ability to use reasoning strategies to make use of known facts (e.g., sums of ten, making ten, doubles, near doubles/inside doubles, doubles plus, counting on) Knowledge that subtraction is the inverse of addition (e.g., fact families) Work with equal groups of objects to gain foundations for multiplication. Standard: 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. (SC 2)
Essential Skills and Knowledge Knowledge of the value of digits within a multi-digit number Knowledge of and ability to represent numbers using concrete materials (e.g., base ten blocks, Digi-blocks, place value arrow cards) as well as written numerals and number words Ability to justify the representation with word form and written numerals Standard: 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. (SC 2) Essential Skills and Knowledge Ability to apply place value knowledge to make comparisons (e.g., Look at greatest place value first and compare those digits to see which is greater) tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. 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 Use place value understanding and properties of operations to add and subtract. Standard: 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. (SC 2) Essential Skills and Knowledge Knowledge of addition and subtraction fact families Ability to model regrouping using base ten manipulatives (e.g., base ten blocks, Digi-Blocks, place value arrow cards) Knowledge that when regrouping, the
tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. 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 value of the number does not change but the place values of the digits within that number change (e.g., When regrouping the problem 324 – 116, 324 becomes 300 + 10 + 14 in order to regroup) Standard: 2.NBT.6 Add up to four two-digit numbers using strategies based on place value, properties of operations. Essential Skills and Knowledge Knowledge of and ability to apply strategies such as expanded form, empty number line and partial sums Standard: 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 numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Essential Skills and Knowledge See the skills and knowledge that are stated in the Standard. Standard: 2.NBT.8 Mentally add 10 or 100 to a given number and mentally subtract 10 or 100 from a given number 100-900. Essential Skills and Knowledge Ability to skip count from a number by 10 and/or 100 including off the decades Ability to model using base ten
tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. manipulatives Ability to recognize and use patterns in a thousands chart Standard: 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Essential Skills and Knowledge Ability to use the properties (commutative property for addition, associative property for addition, zero property, identity property) to compute and to support their explanation (CCSS, Page 90, Table 3 ) Ability to reason mathematically and explain why their chosen strategy works using words, pictures, and/or symbols to support their explanation DOMAIN: Measurement and Data Cluster Standard Mathematical Practices Measure and estimate lengths in standard units. Standard: 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Essential Skills and Knowledge Ability to measure to the nearest inch, centimeter, yard, or meter Knowledge of and ability to explain why we use standard units of measurement instead of units Ability to estimate before measuring to help determine the appropriate measurement tool and unit Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable Arguments and critique the reasoning of others.
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. (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Essential Skills and Knowledge Ability to develop equations to represent word problems Knowledge of inverse operations relationships Ability to justify the reasonableness of their responses Standard: 2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the number 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram. Essential Skills and Knowledge Ability to locate and represent points on a number line Ability to apply knowledge of anchor points (e.g., 5, 10, 25, 50, 75) as being half-way points between numerals Work with time and money. Standard: 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. (SC 2) Essential Skills and Knowledge Knowledge of and ability to apply skip counting by 5 Knowledge that there are 60 minutes in a hour, 60 seconds in a minute, 24 hours in a day, 12 hours in a.m. and 12 hours in p.m., and know when a.m. and p.m. occur Knowledge of the difference between the minute and hour hands and their purposes Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable Arguments and critique the reasoning of others.
set of data and analyze what the data represents 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. Represent and interpret data. Standard: 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple take-apart, and compare problems using information presented in a bar graph. (SC 2) Essential Skills and Knowledge Ability to collect, sort, organize and graph data Knowledge of the elements of picture graphs and bar graphs Ability to analyze graphs, answer questions about the data, and make decisions based on the data DOMAIN: Geometry Cluster Standard Mathematical Practices Reason with shapes and their attributes. Standard: 2.G.1 Recognize and draw shapes having specific attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Essential Skills and Knowledge Ability to sort shapes by common attributes Knowledge that plane figures are named by the number of sides Knowledge and investigations include both regular and irregular polygons. (e.g., both equilateral Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable Arguments and critique the reasoning of