Math Pacing Guide. 2 nd Grade


 Rodger Cannon
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1 Unit 1: Extending Base 10 Understanding 5, 10 5 weeks Instructional Days August 8 September 9, 2016 Understand place value. MGSE2.NBT.1 Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred. b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). MGSE2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. MGSE2.NBT.3 Read and write numbers to 1000 using baseten numerals, number names, and expanded form. MGSE2.NBT.4 Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Represent and interpret data. takeapart, and compare problems using information presented in a bar graph. Unit 2: Becoming Fluent with Addition and Subtraction 1, 2, 3, 6, 7, 8, 9 6 weeks Instructional Days September 12 October 21, 2016 Represent and solve problems involving addition and subtraction. MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions. 1 Add and subtract within 20. MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies. 3 By end of Grade 2, know from memory all sums of two onedigit numbers. Use place value understanding and properties of operations to add and subtract. MGSE2.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. Measure and estimate lengths in standard units. MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Represent and interpret data. 1 See Glossary, Table 1. 3 See standard 1.OA.6 for a list of mental strategies. 6 Explanations may be supported by drawings or objects. 1
2 takeapart, and compare problems using information presented in a bar graph Unit 3: Understanding Measurement, Length, and Time 15, 16 Instructional Days October 24 November 18, 2016 Measure and estimate lengths in standard units. MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. MGSE2.MD.2 Measure the length of an object twice, using length units of different measurements; describe how the two measurements relate to the size of the unit chosen. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.) MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Relate addition and subtraction to length. MGSE2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. MGSE2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, and represent wholenumber sums and differences within 100 on a number line diagram. MGSE2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Represent and interpret data. MGSE2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole number units. MGSE2.MD.10 Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems5 using information presented in a bar graph Unit 4: Applying Base 10 Understanding 8, 7, 11, 13, 14, 16 7 weeks Instructional Days November 28, 2016 February 3, 2017 Use place value understanding and properties of operations to add and subtract. MGSE2.NBT.6 Add up to four twodigit numbers using strategies based on place value and properties of operations. MGSE2.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. MGSE2.NBT.8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number MGSE2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. 2
3 MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Represent and interpret data. takeapart, and compare problems using information presented in a bar graph. Unit 5: Understanding Plane and Solid Figures envision Resources 12 Instructional Days February 6 March 3, 2017 Reason with shapes and their attributes. MGSE2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.8 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. MGSE2.G.2 Partition a rectangle into rows and columns of samesize squares and count to find the total number of them. MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Represent and interpret data. MGSE2.MD.10 Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. Unit 6: Developing Multiplication envision Resources 4, 5, 16 Instructional Days March 6 April 7, 2017 Work with equal groups of objects to gain foundations for multiplication. MGSE2.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. MGSE2.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. Represent and interpret data. MGSE2.MD.10. Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. 3
4 Unit 7 Show What We Know Benchmark Review and Step Up To 3rd 3 weeks Instructional Days April 10 May 5, 2017 May 8 May 26, 2017 Review Whole group, small group and individual benchmark review based on spiraled formative benchmark exam data Additional benchmark review for targeted nonproficiency students Step Up to 3 rd grade : describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important processes and proficiencies with longstanding importance in mathematics education. The statements provided offer a few examples of connections between the Standards for Mathematical Practice and the Content Standards of this unit. The list is not exhaustive and will hopefully prompt further reflection and discussion. Students are expected to: 1. Make sense of problems and persevere in solving them. Students will make sense of shapes in their world by recognizing, building and creating new shapes. 2. Reason abstractly and quantitatively. Students will use numerals to refer to number of sides while observing pictures of shapes and recognize that combining shapes can change the number of sides. 3. Construct viable arguments and critique the reasoning of others. Students can clearly express, explain, organize and consolidate their ideas about shapes while composing and decomposing them. 4. Model with mathematics. Students will begin to represent shapes in their world by using drawings or objects. 5. Use appropriate tools strategically. Students will explore the use of tools (solid shapes, virtual shapes) to explore geometrical solids in the world around them, whenever appropriate. 6. Attend to precision. Students will express their ideas and reasoning while using appropriate math vocabulary in regards to the shapes and their attributes. 4
5 7. Look for and make use of structure. Students will recognize patterns while exploring for shapes such as triangles can be different sizes or colors and still be called a triangle. 8. Look for and express regularity in repeated reasoning. Students will begin to notice that as the number of sides increase on a shape, a new shape is created (triangle has 3 sides, a rectangle has 4 sides, a pentagon has 5 sides and hexagon has 6 sides.) ***Mathematical Practices 1 and 6 should be evident in EVERY lesson*** 5
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