Planning Guide: Curriculum, Instruction & Assessment

Grade/Course: 2
nd
Grade Math CIA # _____
Essential
Standard
Objectives Day(s)/
Date(s)
Key
Vocabulary
Formative
Assessment
Tier 1
Instructional Levers
Tier 2
Interventions
Represent
and solve
problems
using
different
addition and
subtraction
methods
(place value,
properties of
operations,
and length).

I can fluently add
and subtract
mentally within
20.
fluently,
mentally
Ask random facts
within 20 and have
students answer from
memory.
Work with students on doing math
facts and becoming fluent in them.
http://www.k-
5mathteachingresources.com/mental-
math.html
Fastt Math
I can use addition
and subtraction
within 100 to solve
one- and two-step
word problems
involving
situations of
adding to, taking
from, putting
together, taking
apart, and
comparing, with
unknowns in all
positions, e.g., by
using drawings
and equations
with a symbol for
the unknown
number to
represent the
problem.
word
problems,
comparing,
symbol
Use two-step word
problems, having them
draw out their
answers.
Fastt Math


I can fluently add
and subtract
within 100 using
strategies based
on place value,
properties of
operations,
relation to length,
and/or the
relationship
between addition
and subtraction.
length, place
value,
properties of
operations
Use problems where
they have access to
different strategies to
solve problems within
100.
www.brainpopjr.com
Videos on add/subtract strategies.
Fastt Math
Measure and
estimate
lengths in
standard
units.

I can measure the
length of an object
by selecting and
using appropriate
tools such as
rulers, yardsticks,
meter sticks, and
measuring tapes.
measure,
length, rulers,
yardsticks,
meter sticks,
measuring
tape
Measure the length of
3 different objects
using appropriate
tools. (Example: what
tool would you use to
measure a paper clip?
A pillow? A bed?
Show lots of different objects and
model how to pick appropriate tool as
well as measure them.
More scaffolding: start with
giving appropriate tool to
use to measure and work up
to picking the appropriate
tool.


I can measure the
length of an object
twice, using length
units of different
lengths for the
two
measurements;
describe how the
two
measurements
relate to the size
of the unit chosen
and determine
how much longer
one object is than
another,
expressing the
length difference
in terms of a
standard length
unit.
units, relate,
compare
Measure and compare
the lengths of 3 sets of
different objects.
Teach the different vocabulary words
for comparing. Have lots of practice
finding things that are shorter, longer,
etc. and then measuring actual lengths
and finding how much shorter or longer
the object is.

Provide more scaffolding to
show how to compare.
I can estimate
lengths using units
estimate,
inches, feet,
Estimate the length of
different objects.
Model how to estimate lengths of
different objects. Give students things
Give more scaffolding of
how to estimate lengths.

of inches, feet,
centimeters, and
meters.
centimeters,
meters
to relate to to help them estimate.

Give them options to choose
from instead of just having
them guess on their own.
Work with
time and
money.




Tell and write time
from analog and
digital clocks to
the nearest five
minutes, using
a.m. and p.m.
analog, digital,
a.m., p.m.,
oclock
Write down (or read
aloud) the times
shown on both analog
and digital clocks. Or
match the same time
shown on both types
of clocks.
See lessons from last year.
www.brainpopjr.com
http://www.mrmyers.org/Math_Mania
/Math_Games/Jude_e-Clock/clock.htm
Learn more details of the
basics of time such as the
parts of the clock.
Solve word
problems involving
dollar bills,
quarters, dimes,
nickels, and
pennies, using $
and symbols
appropriately.
dollar, cent,
bill, quarter,
dime, nickel,
penny, coin, ,
$
Give word problems
such as: if you have 3
dimes and 2 nickels,
how much money do
you have?
See lessons from last year.
www.brainpopjr.com
Go back to the basics of how
much each coin and bill is
worth.






Work with
equal groups
of objects to
gain
foundations
for
multiplicatio
n.


Understand
place value.
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.
Odd, even,
equation
1. Arrange these
circles to show
whether there is an
even or odd number.
OOOOOOOOOOOOOO

2. Finish the pattern
0 + 0 = 0
1 + 1 = 2
2 + 2 = 4
3 + __ = ___
4 + __ = ___
5 + __= ___

3. Draw an odd
number of squares.

Make moveable whiteboard pieces to
determine if its odd or even.
Fastt Math


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.
Array, row,
column

1. O O O O
O O O O
O O O O
How many circles are
there? Fill in the
equation and write
your answer.
___ + ___ + ___ = ___

2. X X X
X X X
How many Xs are
there?
Fill in the equation and
write your answer.
___ + ___ = ___

3. A A
A A
A A
A A
A A
How many As are
there?
Fill in the equation and
write your answer.
___ + ___ + ___ + ___
+ ___ = ___



http://www.teacherspayteachers.com/
Product/Addition-Arrays-Lesson-Plan-
Second-Grade-227342

PRIM 91:11 page 213
Understand that the
three digits of a
three-digit number
represent amounts
of hundreds, tens,
and ones
Hundreds,
tens, ones
1. What does the 4 in
547 represent?
4 ones 4 hundreds 4
tens

2. Circle the number
in the hundreds place:
962


PRIM 87: 6 page 207

PRIM 87:9

PRIM 87:10

PRIM 87:18

PRIM 87:20

3.What place value is
the underlined
number?
305
Ones, tens, or
hundreds

Count within 1000;
skip-count by 5s,
10s, and 100s.
Skip count 1. Fill in the missing
numbers
565, 570, 575, ___,
___, 590, ___

2. Fill in the missing
numbers
330, 340, 350, ___,
___, ___

3. Fill in the missing
numbers
200, ___, 400, 500,
___, ___



Skip counting songs
PRIM 91:1 page 213

PRIM 91:4

PRIM 91:5
Read and write
numbers to 1000
using base-ten
numerals, number
names, and
expanded form.
Expanded
form
1. Write 394 in
expanded form.

2. What would these
numbers equal?
2 hundreds + 6 tens +
0 ones

3. Write the number:
Six hundred twenty
one

PRIM 87:10 page 207
Compare two three-
digit numbers based
on meanings of the
hundreds, tens, and
Compare, less
than, greater
than, equal to
1. Fill these numbers in
the blanks: 267, 234
____ < ____



ones digits, using >,
=, and < symbols to
record the results of
comparisons.
2. True or False?
853 > 429

3. What number
would go in the blank?
192 = ____


Represent
and interpret
data.



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.
Data, line
plot,
horizontal
scale
1. How long is the
arrow? Measure to the
nearest centimeter.


2.How long is the
pencil?


3. How long is the
screw?


Draw a picture
graph and a bar
graph (with single-
unit scale) to
represent a data
set with up to four
categories. Solve
simple put-
together, take-
apart, and
compare
problems
1
using
information
Picture graph,
bar graph,
1. Mrs. Castro asked
her students which
fruit they had eaten
for lunch. Here are the
results:
Apples: 5
Grapes: 9
Pears: 2
Bananas: 7
Organize these results
into a picture graph.

2. Which fruit did the


presented in a bar
graph.
most students eat at
lunch?

3. How many more
students ate grapes
than pears?
Reason with
shapes and
their
attributes.
Recognize and
draw shapes
having specified
attributes, such as
a given number of
angles or a given
number of equal
faces.
4
Identify
triangles,
quadrilaterals,
pentagons,
hexagons, and
cubes.

1. What is this shape?



2. How many angles
does it have?

3. Draw a pentagon.

Partition a
rectangle into
rows and columns
of same-size
squares and count
to find the total
number of them.
1. Partition the
rectangle into 2 rows
and 3 columns.



2. How many total
squares are there?

3. Partition the
rectangle into 4 rows
and 2 columns.



4. How many total
squares are there?

Partition circles 1. Partition the circle

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.
into fourths.



2. Partition the
rectangle into thirds.



3. What is this circle
partitioned into?


thirds fourths
halves