MATHEMATICS 2018 2019 - Grade 2 Curriculum Map - Volusia County Schools
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2018 – 2019
Grade 2
MATHEMATICS
Curriculum Map
Volusia County Schools
Mathematics Florida Standards
1 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018
Elementary Instructional Math Block
Time Components Description
5-15 Number Talks Short, daily fluency routine that engages students in meaningful
minutes conversations around purposefully crafted computation problems that
are solved using number relationships and the structure of numbers.
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 Opening: The teacher will engage students to create interest for the whole group
minutes Hook/Coherence Connection 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 Whole Group: Used prior to small group to introduce/practice new knowledge and
minutes Mini Lesson/Guided Practice 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.
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 Small Collaborative Groups/ The teacher encourages reasoning and problem solving by posing
minutes Independent Practice challenging problems that offer opportunities for student choice of
appropriate tools and promote productive struggle. 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 Closure: The teacher strengthens all students’ understanding of the content by
minutes Summarize 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.
Formative techniques occur throughout the framework to drive instruction, guide collaborative grouping, and evaluate
which students will need intervention/enrichment.
2 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Grade 2 Math Instructional Calendar
Units Topics Standards Suggested Dates
Adding and subtracting within 100 (12 2.OA.2.2 (not fluently) Aug. 13-28
1 days) 2.NBT.2.5 (not fluently)
Exploring standard units of length (12 2.MD.1.1 Aug. 29- Sept. 14
2 days) 2.MD.1.2 Sept. 3 (Labor Day)
Sept. 17 (TDD)
Unit 1
Relating addition and subtraction to 2.OA.1.1 Sept. 18-Oct. 3
3 length (12 days) 2.MD.2.5
2.MD.2.6
Relating skip counting to time (7 days) 2.MD.3.7 Oct. 4- 12
4 2.NBT.1.2 (only skip counting by 5s within Oct. 15 (TDD)
60)
Solving problems involving money (14 2.MD.3.8 Oct. 16- Nov. 2
5
days)
Understanding three-digit numbers (9 2.NBT.1.1 Nov. 5-16
days) 2.NBT.1.2 (only skip counting by 5s and Nov. 12 (Veterans Day)
6
10s within 1,000) Nov. 19-23
Unit 2
(Thanksgiving)
Expressing and comparing three-digit 2.NBT.1.3 Nov. 26- Dec. 10
7
numbers (11 days) 2.NBT.1.4
Relating skip counting to mental addition 2.NBT.1.2 Dec. 11-19
and subtraction (7 days) 2.NBT.2.8 Dec. 20 (TDD)
8
Dec. 21- Jan. 6 (Winter
Break)
Generating and representing data to 2.OA.1.1 Jan. 7-28
9 solve problems (15 days) 2.MD.4.9 Jan. 21 (MLK)
2.MD.4.10
Reasoning with shapes and their 2.G.1.1 Jan. 29- Feb. 11
10
Unit 3
attributes (10 days) 2.G.1.3
Applying strategies to add and 2.NBT.2.6 Feb. 12- Mar. 14
subtracting within 1000 (22 days) 2.NBT.2.7 Feb. 18 (President’s
2.NBT.2.9 Day)
11
March 15 (TDD)
March 18-22 (Spring
Break)
Determining unknown whole numbers in 2.OA.1.a Mar. 25- Apr. 1
12
equations (6 days)
Developing foundations of multiplication 2.OA.3.3 Apr. 2-11
13 through exploring even and odd
numbers (8 days)
Unit 4
Using arrays for foundations of 2.OA.3.4 Apr. 12-23
14
multiplication (8 days) 2.G.1.2
Estimating and comparing lengths (12 2.MD.1.3 Apr. 24- May 9
15 days) 2.MD.1.4
Demonstrating fluency in addition and 2.OA.1.1 May 10-31
16 subtraction (12 days) 2.OA.2.2 May 27 (Memorial Day)
2.NBT.2.5
3 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Unit 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. 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.
Academic
Standards
Language
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all addend
MAFS.2.OA.2.2
sums of two one--‐digit numbers. decompose
Students will: difference
• apply different mental strategies to calculate with efficiency within 20 (e.g., count on, making ten, decompose a number leading to expression
a ten, related addition and subtraction facts, doubles, doubles +/- 1, and the Commutative and Associative properties of addition). ones
strategy
Strategy Clarification Example sum
• transitional strategy 8+9 tens
Counting On • student starts with 1 number and value
counts on from this point 8…9,10,11,12,13,14,15,16,17
• student uses fluency with ten to 8+9
add quickly
Making Ten (7 +1) + 9
7 + (1 + 9)
7 + 10 = 17
• student adds up from the number 14 – 7
being subtracted (subtrahend) to 7… 8,9,10,11,12,13,14 (+1 each
the whole (minuend) jump)
• the larger the jumps, the more
efficient the strategy
Adding Up
• student uses knowledge of basic
facts, doubles, making ten, and
counting on 7 + 3= 10
10 + 4= 14
3 + 4= 7
• subtract 14 – 7 by finding the 14 – 7
Unknown-Addend number that makes 14 when 7 + ? = 14
added to 7.
4 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018• students will subtract in two steps 14 – 7 =
• Step 1 decompose the subtrahend
Decomposing to lead to a ten to get to 10.
• Step 2 subtract the remainder of 14 – 4 = 10
the subtrahend.
10 – 3 = 7
8+9
• student recalls sums for many
Doubles/ doubles +/- 1
doubles and uses these known 8 + (8 + 1)
sums to create easier expressions (8 + 8) + 1
16 + 1= 17
• student uses the commutative 2+9
Commutative Property of Addition property in order to count on from
the greater number 9 + 2 = 11
• when adding three addends, two 2+6+4
addends can be grouped to create
Associative Property of Addition 2 + (6 + 4)
a friendly number, making addition
easier 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,
MAFS.2.NBT.2.5
and/or the relationship between addition and subtraction.
Students will:
• add and subtract within 100, using appropriate tools (e.g., concrete models and drawings) and strategies based on place value.
• use properties of operations and/or the relationship between addition and subtraction to add and subtract within 100.
NOTE: Students should NOT be taught the standard algorithm in Grade 2. This standard focuses on developing a conceptual
understanding of addition and subtraction- the intent is not to introduce traditional algorithms or rules. The standard algorithm will
be taught in Grade 4.
NOTE: Students do not need to use formal terms (Commutative or Associative) for these properties.
5 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 20181. Make sense of problems and persevere in solving them. MAFS.K12.MP.1.1
7. Look for and make use of structure. MAFS.K12.MP.7.1
Topic Comments:
2.OA.2.2 Fluency will be developed through Number Talks throughout the year and finalized in topic 15, allowing students time to
work towards learning sums of two 1-digit numbers from memory.
2.NBT.2.5 calls for students to develop subtraction strategies with all numbers within 100—whereas in Grade 1, students only
subtracted multiples of 10. This standard will be finalized in topic 15, allowing students time to work towards fluency.
Students apply their understanding of the structure in the number system to refine addition strate gies and develop subtraction
strategies (MP.7). Students will use properties of operations to add and subtract; however, they should not be expected to
identify the properties by name. This involves using and analyzing multiple approaches to problem solving (MP.1).
6 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Topic 2: Exploring standard units of length Pacing: August 29 – September 14
In this topic students apply their understanding of measuring with whole inches to develop proficiency in measuring length with both customary and metric
units of measure (inches, feet, centimeters, and meters). This context is introduced early in the year so that it can be used throughout the year.
Academic
Standards
Language
Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using centimeter
appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. MAFS.2.MD.1.1 distance
NOTE: This standard has been amended in Florida to include specific units of measure. foot
Students will: height
• select an appropriate tool (ruler, yardstick, meter stick, or measuring tape) to measure the length of an object. inch
• measure and record the length of various objects to the nearest inch, foot, yard, centimeter, or meter. length
Describe the inverse relationship between the size of a unit and number of units needed to measure a given measure
object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it measuring tape
with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your MAFS.2.MD.1.2 meter
answer. meter stick
NOTE: This standard has been amended in Florida. ruler
units
Students will:
width
• discover what happens when different standard units are used to measure the same object (e.g., inches versus feet to measure
yardstick
a desk).
• discover and explain that as the size of a unit increases, the number of units needed to measure an object decreases and vice
versa (e.g., It takes a greater number of inches than feet to measure an object).
NOTE: Students will begin calculating perimeter in Grade 3. Students will begin calculating conversions in Grade 4.
2. Reason abstractly and quantitatively. MAFS.K12.MP.2.1
5. Use appropriate tools strategically. MAFS.K12.MP.5.1
6. Attend to precision. MAFS.K12.MP.6.1
Topic Comments:
The understanding that students develop in 2.MD.1.1 and 2.MD.1.2 will be applied in topic 9 and topic 14 when students collect
measurement data and estimate and compare lengths.
Students developed experience using rulers to measure to the nearest inch in Grade 1 (1.MD.1.a). Selecting from a variety of tools
that measure standard units is new for students. Students become familiar with available tools and recognize the strengths an d
weaknesses of these tools in order to make their own decisions about when and why certain tools are useful (MP.5). Students are
precise in their measurements, for example, while measuring objects iteratively (repetitively), students check to make sure that
there are no gaps or overlaps and always attend to labeling measures with appropriate units ( MP.6). Students reason
quantitatively as they make sense of the relationship between the unit size and number of units in a measured length ( MP.2).
7 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Topic 3: Relating addition and subtraction to length Pacing: September 18 – October 3
This topic extends students’ previous understandings of measurement and number by introducing the concept of number lines. Students apply their understanding
of measurement from the previous topic to incorporate the use of number lines as a tool to solve addition and subtraction problems.
Learning to solve one- and two-step problems is a critical understanding for this grade level. Students will relate addition and subtraction to measurement contexts
in their everyday lives.
Academic
Standards
Language
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of difference
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by MAFS.2.OA.1.1 equation
using drawings and equations with a symbol for the unknown number to represent the problem. number line
Students will: sum
• model addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking symbol
from, putting together, taking apart and comparing using tools (manipulatives, number lines, 120 chart, balance, ten-frame, unknown number
part-part-whole).
• model addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking
from, putting together, and taking apart and comparing using drawings or equations with a symbol for the unknown number to
represent the problem.
• solve one- and two-step word problems with unknown numbers in different positions.
_ + 9 = 18 9 + _ = 18 9 + 9 = __
E.g., Start unknown: Change unknown: Result unknown:
_-9=9 18 - _ = 9 18 - 9 = __
NOTE: See Common Addition and Subtraction Situations Table on page 29.
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 drawing of rulers) and equations with a symbol for the unknown number MAFS.2.MD.2.5
to represent the problem.
Students will:
• use addition and subtraction within 100 to solve word problems involving lengths of the same unit by using drawings or equations
with a symbol for the unknown length.
8 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points
corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a MAFS.2.MD.2.6
number line diagram.
Students will:
• recognize the similarities between the number line and ruler.
• create a number line to solve addition and subtraction problems within 100.
E.g.,
A ribbon was 27 inches long. I used 19 inches in a project. How many inches long is the ribbon now?
5. Use appropriate tools strategically. MAFS.K12.MP.5.1
6. Attend to precision. MAFS.K12.MP.6.1
7. Look for and make use of structure. MAFS.K12.MP.7.1
Topic Comments:
2.OA.1.1 is addressed early in the year, giving students the opportunity to begin to use addition and subtraction strategies as they solve
one--‐ and two--‐step problems. This standard will be addressed in topic 9 and topic 16, giving students opportunities to develop fluency
with increasingly advanced strategies for addition and subtraction. This standard is repeated in full in each of these topics so that
students work with all of the different problem types at once rather than each type in isolation.
2.MD.2.6 calls for students to use the number line diagram as a measurement model and use strategies relating to distance,
proximity of numbers, and reference points to reason about addition and subtraction.
Students are using tools strategically as they represent whole numbers as lengths on number line diagrams (MP.5). Students
label the number line precisely (MP.6) and look for number patterns and relationships to develop computational strategies
(MP.7).
9 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Topic 4: Relating skip counting to time Pacing: October 4 – 12
In this topic skip‐counting by 5s is used to support telling and writing time to the nearest five minutes.
Academic
Standards
Language
Tell and write time from analog and digital clocks to the nearest five minutes. analog clock
MAFS.2.MD.3.7
NOTE: This standard has been amended in Florida to delete a.m. and p.m. digital clock
Students will: hours
• skip count by 5s to tell time in five-minute intervals on an analog clock. interval
• tell and write time to the nearest five-minute interval using analog and digital clocks. minutes
Count within 1000; skip-count by 5s, 10s, and 100s. MAFS.2.NBT.1.2
Students will:
• skip count by 5s within 60.
6. Attend to precision. MAFS.K12.MP.6.1
7. Look for and make use of structure. MAFS.K12.MP.7.1
Topic Comments:
2.MD.3.7 is addressed early in the school year in order to give students time to practice telling and writing time in daily classroom
routines throughout the year.
2.NBT.1.2 is readdressed in topic 6 to extend the counting sequence to three--‐digit numbers. The standard is finalized in topic 8 to
include the entire counting sequence and skip--‐counting by 100s.
Students notice the pattern in the numbers and apply this understanding to time (MP.7). Students will precisely communicate
their understanding by using appropriate vocabulary terms (MP.6).
10 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Unit 2 PACING: October 16 -December 19
Topic 5: Solving problems involving money Pacing: October 16 – November 2
In this topic students solve real--‐world problems, working with coins and dollar bills in whole number amounts. This standard is addressed early in the school
year so that students may use money and its relationship to number as a context throughout the year.
Academic
Standards
Language
Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or MAFS.2.MD.3.8 cent symbol (¢)
coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may change
involve addition, subtraction, and equal groups situations. E.g., The cash register shows that the total for your combination
purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the dollar symbol ($)
cashier?
a. Identify the value of coins and paper currency.
b. Compute the value of any combination of coins within one dollar.
c. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-
dollar bill, and two one-dollar bills, how much money do you have?).
d. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There
are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in
one quarter. There are twenty nickels in one dollar).
NOTE: This standard has been amended in Florida to include one- and two step word problems; fives, tens,
twenties, and hundreds; and parts a., b., c., and d.
Students will:
• name and identify the value of coins (i.e., pennies, nickels, dimes, and quarters) and bills (e.g., $1, $5, $10, $20, $100).
• calculate the value of a combinations of coins up to $1 or bills up to $100 (e.g. If you have two dimes and 3 pennies, how many
cents do you have?).
• use the dollar ($) and cents (¢) symbols appropriately.
• relate the value of pennies, nickels, dimes and quarters to other coins (e.g., five nickels in one quarter; 25 pennies in one
quarter, two nickels in one dime).
• relate the value of pennies, nickels, dimes and quarters to one dollar (e.g., 10 dimes in 1 dollar; 4 quarters in one dollar, 100
pennies in one dollar).
• solve one- and two-step word problems involving money finding both sums and differences.
NOTE: Money amounts should be expressed using the cent symbol (25¢) or the dollar symbol ($25), rather than using the dollar
symbol and decimal notation ($0.25 or $25.00). Decimal numbers are first addressed in Grade 4.
2. Reason abstractly and quantitatively. MAFS.K12.MP.2.1
4. Model with mathematics. MAFS.K12.MP.4.1
Topic Comments:
2.MD.3.8 further develops the concept of money, which was introduced in Grade 1 (1MD.2.a).
Students make sense of quantities and their relationships to coin and dollar values ( MP.2) and represent problem situations with
drawings and coins and bills (MP.4).
11 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Topic 6: Understanding three-digit numbers Pacing: November 5 – November 16
In this topic students extend their understanding of the base-ten system by viewing 10 tens as a hundred. This lays the groundwork for understanding the structure
of the base-ten system as based in repeated bundling in groups of 10.
Academic
Standards
Language
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones: e.g., base-ten numerals
706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: bundles
a. 100 can be thought of as a bundle of ten tens – called a “hundred.” MAFS.2.NBT.1.1 compose
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900, refer to one, two, three, four, five, six, decompose
seven, eight, or nine hundreds (and 0 tens and 0 ones). digit
Students will: groups
• understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones skip-count
• use groups of 10s to create bundles of 100s using tools (e.g., base ten blocks, cubes in towers of ten, and/or ten frames). three-digit
• represent multiples of 100 up to 900 as bundles of 100, using appropriate tools.
• explain that the numbers 100, 200, 300, 400, 500, 600, 700, 800 and 900 refer to one, two, three, four, five, six, seven, eight, or
nine hundreds.
Count within 1000; skip-count by 5s, 10s, and 100s. MAFS.2.NBT.1.2
Students will:
• count by ones from any given number within 1,000.
• skip-count by fives and tens within 1,000.
3. Construct viable arguments and critique the reasoning of others. MAFS.K12.MP.3.1
7. Look for and make use of structure. MAFS.K12.MP.7.1
Topic Comments:
The focus of 2.NBT.1.2 in this topic is to count within 1000. Skip counting is a foundational skill for multiplication, which is a major focus
in Grade 3. Skip counting by 100s will be addressed in topic 8.
Students explain their understanding of three‐digit numbers by expressing values in different ways and analyzing other students’
representations and explanations of numbers (MP.3). Making sense of structure in this unit involves more than just place naming. It
involves understanding that ten tens makes a hundred (MP.7).
12 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Topic 7: Expressing and comparing three-digit numbers Pacing: November 26 – December 10
Reading and writing the expanded form of numbers is introduced in this topic. Students will write multi--‐digit numbers in expanded form as a sum of single--‐
digit multiples of powers of ten. For example, 643 = 600 + 40 + 3. Students should also understand multi--‐digit numbers written in base--‐ten notation,
recognizing that the digits in each place represent amounts of hundreds, tens, or ones (e.g., 853 = 8 hundreds + 5 tens + 3 ones).
Academic
Standards
Language
Read and write numbers to 1000 using base--‐ten numerals, number names, and expanded form. MAFS.2.NBT.1.3 base-ten numerals
Students will: compare
• read and write numbers using base-ten numerals and number names within 1,000. decompose
• write a number within 1,000 in expanded form, understanding that expanded form is the sum of the values of the digits. digit
expanded form
Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, =, and < equal to symbol (=)
MAFS.2.NBT.1.4 greater than symbol (>)
symbols to record the results of comparisons.
Students will: less than symbol (,Topic 8: Relating skip counting to mental addition and subtraction Pacing: December 11 – December 19
In this topic students apply their skip counting skills to addition and subtraction situations. Skip counting and mentally adding 10s and 100s is an important skill that
helps students to develop more sophisticated strategies, as well as efficiency and flexibility in computation.
Academic
Standards
Language
Count within 1000; skip-count by 5s, 10s, and 100s. MAFS.2.NBT.1.2 pattern
skip-count
Students will:
• count by ones from any given number within 1,000.
• skip-count by fives, tens and hundreds within 1,000.
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number
MAFS.2.NBT.2.8
100–900.
Students will:
• mentally add 10 or 100 to a given number 100-900.
• mentally subtract 10 or 100 from a given number 100-900.
8. Look for and express regularity in repeated reasoning. MAFS.K12.MP.8.1
Topic Comments:
2.NBT.1.2 is finalized in this topic and will be applied to other concepts in other topics.
Students discover patterns and use this understanding to develop computational strategies using numerical reasoning (MP.8).
14 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Unit 3 PACING: January 7 – March 14
Topic 9: Generating and representing data to solve problems Pacing: January 7 – 28
In this topic representing and interpreting data supports the development of addition and subtraction using authentic contexts. Representin g data using line
plots, picture graphs, and bar graphs is new to this grade level. These tools support students’ understanding of measurement and comparison problems.
Academic
Standards
Language
bar graph
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of
category
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by MAFS.2.OA.1.1
category labels
using drawings and equations with a symbol for the unknown number to represent the problem.
compare
Students will: data
NOTE: This standard is revisited to provide additional practice with different problem types, in particular, put-together, take-apart, generate
and compare problems (See Common Addition and Subtraction Situations Table on page 29) using data displayed in bar graphs. horizontal
interpret
• model addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking
key
from, putting together, taking apart and comparing using tools (manipulatives, number lines, 120 chart, balance, ten-frame,
line plot
part-part-whole).
picture graph
• model addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking
represent
from, putting together, and taking apart and comparing using drawings or equations with a symbol for the unknown number to
scale
represent the problem.
scale labels
• solve one- and two-step word problems with unknown numbers in different positions. title
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making vertical
repeated measurements of the same object. Show the measurements by making a line plot, where the MAFS.2.MD.4.9
horizontal scale is marked off in whole-number units.
Students will:
• measure and record the lengths of several objects to the nearest whole-number.
X
• create a line plot with a horizontal scale marked off in whole-number units. X X
X
X X X
• record length measurements on a line plot. X X X
X
X
E.g.,
1 2 3 4 5 6 7
Leaf Lengths (in inches)
NOTE: Since students in Grade 2 are also working with categorical data and bar graphs, a student might find it natural to summarize a
measurement data set by viewing it in terms of categories—the categories in question being the five distinct length values which
appear in the data above (3 inches, 4 inches, 5 inches, 6 inches, and 7 inches). For example, the student might want to say that there
are two observations in the “category” of 5 inches. However, it is important to recognize that 5 inches is not a category like “blue,
yellow or red” Unlike these colors, 5 inches is a numerical value with a measurement unit. That difference is why the data in this table
are called measurement data and presented on a line plot rather than a bar graph. A display of measurement data must present the
measured values with their appropriate magnitudes and spacing on the number line of the line plot.
15 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.
MAFS.2.MD.4.10
Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Students will:
• create a bar graph representing up to four categories of data using the parts of a bar graph (title, scale, scale label, categories,
category label, and data).
NOTE: There should be gaps between each of the bars NOTE: Students need to create both
on the bar graph. Histograms will be taught in 6th grade. horizontal and vertical graphs.
• interpret and explain data on a given bar graph to solve put together, take-apart, and compare problems.
• create a picture graph using the parts of a picture graph (title, categories, category label, key, and data).
1. Make sense of problems and persevere in solving them. MAFS.K12.MP.1.1
3. Construct viable arguments and critique the reasoning of others. MAFS.K12.MP.3.1
4. Model with mathematics. MAFS.K12.MP.4.1
Topic Comments:
2.OA.1.1 is revisited in this topic to provide additional practice with all different problem types using a data context. This
standard will be finalized in topic 16 in which students demonstrate fluency with addition and subtraction within 100.
In 2.MD.4.9 students use their understanding of number lines to create line plots.
Through MP.3, students should be expected to explain why chosen strategies for addition and subtraction work. This will again be
emphasized in topic 11 with 2.NBT.2.9. Line plots, picture graphs, and bar graphs are strong contexts for modeling with
mathematics (MP.4). Students analyze patterns and relationships among the quantities involved to make sense of the situations
(MP.1).
16 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Topic 10: Reasoning with shapes and their attributes Pacing: January 29 – February 11
In this topic students describe defining attributes and name shapes by examining their sides, faces and vertices/angles. Students also extend their work from
Grade 1 (1.G.1.3) of partitioning geometric figures into halves and fourths to now include thirds. Students use this experience to reason about partitions’ equal
area and part--‐whole relationships.
Academic
Standards
Language
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number angles
MAFS.2.G.1.1
of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. area
Students will: attributes
• recognize shapes (i.e., triangles, quadrilaterals, pentagons, hexagons, and cubes) when given defining attributes. cube
• draw shapes (i.e., triangles, quadrilaterals, pentagons, hexagons, and cubes) when given defining attributes. equal shares
• identify triangles, quadrilaterals, pentagons, hexagons and cubes. faces
fourths
Triangles Quadrilaterals Cubes half
halves
hexagon
partition
pentagon
Pentagons Hexagons quadrilateral
quarters
thirds
triangle
vertex/vertices
whole
17 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Partition 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. MAFS.2.G.1.3
Recognize that equal shares of identical wholes need not have the same shape.
Students will:
• partition circles and rectangles into two, three and four equal shares.
o describe the area of the shape using the words halves, third, fourths, and quarters.
o describe the area of the shape using the phrases half of, third of, fourth of, and quarter of.
o describe the whole area as two of two equal shares, three of three equal shares, or four of four equal shares.
• recognize that two shapes can be partitioned into halves, thirds, or fourths in different ways, but any of these halves, thirds, or
fourths represent equal shares of the whole shape even though the parts have different shapes.
E.g., Various ways to partition a rectangle into 4 equal parts.
c
2. Reason abstractly and quantitatively. MAFS.K12.MP.2.1
3. Construct viable arguments and critique the reasoning of others. MAFS.K12.MP.3.1
Topic Comments:
2.G.1.1 includes the identification of pentagons and general quadrilaterals—shapes that are new to this grade level.
2.G.1.3 is focused on developing the language of partitioning shapes into parts with equal areas —a formal understanding of
fractions and fraction notation is introduced in Grade 3.
Students make sense of spatial quantities and their relationships when partitioning shapes — in particular, understanding that
equal shares of a geometric figure may not be congruent shapes (MP.2). Constructing arguments is critical to developing an
understanding of defining attributes and reasoning about equal shares ( MP.3).
18 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Topic 11: Applying strategies to add and subtract within 1000 Pacing: February 12 – March 14
In this topic students apply computational strategies they have been developing in earlier topics to make sense of calculations with numbers up to 1000.
They generalize their understanding of addition and subtraction using concrete models or drawings and applying decomposition strategies.
Academic
Standards
Language
Add up to four two--‐digit numbers using strategies based on place value and properties of operations. MAFS.2.NBT.2.6 compose
decompose
Students will:
expression
• add up to four two-digit numbers using a variety of strategies based on place value and properties of operations.
place value
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 subtracts MAFS.2.NBT.2.7
hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or
decompose tens or hundreds.
Students will:
• use concrete models and drawings to add and subtract two 3-digit numbers within 1000.
E.g., 278 + 147 425 - 278
• use strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to add
and subtract two 3-digit numbers within 1000.
Strategy Clarification Example
• student breaks each addend into its place 241 + 380
value (expanded form) and like place value
amounts are combined (200 + 40 + 1) + (300 + 80)
Place Value Strategy 200 + 300 = 500
40 + 80 = 120
1+0=1
500 + 120 + 1 = 621
• student adds up from the number being 380 – 241
subtracted (subtrahend) to the whole
(minuend) 241 + 9 = 250
Subtract by Adding Up • the larger the chunks added, the more 250 + 50 = 300
efficient the strategy 300 + 80 = 380
80 + 50 + 9 = 139
therefore 380 – 241 = 139
19 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018• explain and record the steps that were followed when using these strategies.
• understand that when adding or subtracting three-digit 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.
Explain why addition and subtraction strategies work, using place value and the properties of operations. MAFS.2.NBT.2.9
Students will:
• apply knowledge of place value and the properties of operation to explain why addition or subtraction strategies work.
NOTE: Explanations may be supported by drawings or objects.
1. Make sense of problems and persevere in solving them. MAFS.K12.MP.1.1
Topic Comments:
Students are working in problem situations involving more numbers and greater numbers which requires perseverance and the
ability to explain their solution pathway to themselves (MP.1). Students are working towards efficiency in solving problems by using
more sophisticated strategies (MP.8).
20 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Unit 4 PACING: March 25 - May 31
Topic 12: Determining unknown whole numbers in equations Pacing: March 25 – April 1
In this topic, students apply their understanding of comparison and the relational view of the equal sign, developed in Grade 1 (1.OA.4.7), to determine the value of an
unknown whole number in an equation by comparing the expressions on either side of the equal sign.
Standards Academic Language
Determine the unknown whole number in an equation relating four or more whole numbers. For example, MAFS.2.OA.1.a balance
determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ______ + 18, equivalent to
? – 6 = 13 – 4, and 15 – 9 = 6 + ◼ equation
NOTE: This standard has been added in Florida. expression
Students will: same value as/equal
• determine an unknown number in an equation relating four or more whole numbers. quantity
unknown number
E.g.,
3. Construct viable arguments and critique the reasoning of others. MAFS.K12.MP.3.1
7. Look for and make use of structure. MAFS.K12.MP.7.1
Topic Comments:
In order to develop conceptual understanding, students explain their relational thinking and analyze the explanations of others (MP.3)
Students look for relationships between values on each side of the equal sign to determine the unknown number (MP.7)
21 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Topic 13: Developing foundations of multiplication through exploring even and odd numbers Pacing: April 2 – 11
The focus of this topic is to explore the structure of equal groups using odd and even numbers. This supports doubling strategies for addition and
subtraction fluency to 20, and helps set the stage for the introduction to multiplication and division in Grade 3. At first glance distinguishing between odd
and even seems like a simple straight--‐forward skill, but it is being used in this topic to build a strong foundational base for conceptual understanding of
equal groups and the sophisticated strategy of using doubles.
Academic
Standards
Language
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing doubles
objects or counting them by 2s; write an equation to express an even number as a sum of two equal MAFS.2.OA.3.3 equal addends
addends. equal groups
Students will: equation
• show and explain how to pair objects or count by 2s to demonstrate odd and even numbers. even
odd
E.g., sum
9 is odd because groups of 2 can be made with 1 leftover.
• show and explain how an even number can be separated into two equal groups (without altering one of the objects) while an
odd number cannot be separated into two equal groups.
E.g.,
9 is odd because two equal groups cannot be made
(without altering one of the objects).
• write an equation to express an even number as a sum of two equal addends, also known as doubles
(e.g., 10 = 5 + 5, 16 = 8 + 8).
4. Model with mathematics. MAFS.K12.MP.4.1
7. Look for and make use of structure. MAFS.K12.MP.7.1
Topic Comments:
Students model with the objects and write equations to express even numbers as a sum of two equal addends (MP.4) and connect
this understanding to the pattern of skip counting by 2’s (MP.7).
22 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Topic 14: Using arrays for foundations of multiplication Pacing: April 12 – 23
Students start this topic by using repeated addition to determine the number of objects arranged in arrays to develop the concept of equal groups. Then
they progress toward partitioning a rectangle into rows and columns of same--‐size squares, which is an ideal context to support development of both
arithmetical and spatial structuring foundations for later work with area in Grade 3.
Academic
Standards
Language
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns
MAFS.2.OA.3.4
columns; write an equation to express the total as a sum of equal addends. equal addends
Students will: equal groups
• use repeated addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns equal-sized
(i.e., equal amounts in each row and equal amounts in each column). equation
• represent the total number of objects with equations showing a sum of equal addends. horizontal
partition
E.g., 2 + 2 + 2 + 2 = 8; 4 rows of 2 equals 8 4 + 4 = 8; 2 rows of 4 equals 8 rectangular array
repeated addition
rows
sum
vertical
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. MAFS.2.G.1.2
Students will:
• differentiate between rows and columns.
• partition a given rectangle into squares of equal size by drawing rows and columns.
E.g., Split a rectangle into 2 rows and 5 columns.
There are 10 equal-sized squares in the rectangle.
• count to determine the number of equal-sized squares that result in the partitioned rectangle.
6. Attend to precision. MAFS.K12.MP.6.1
7. Look for and make use of structure. MAFS.K12.MP.7.1
Topic Comments:
In this topic, students represent additive thinking by using skip--‐counting or repeated addition to find and represent the total
number of objects. The concept of multiplicative thinking (multiplication) will be addressed in Grade 3.
Composing two--‐dimensional shapes as a collection of rows and as a collection of columns of squares requires students to be
precise in their representations and develop understanding of the structure of rectangular arrays ( MP.6, MP.7).
23 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Topic 15: Estimating and comparing lengths Pacing: April 24 – May 9
In this topic students apply their multiple experiences with measurement to estimate lengths. This topic is near the end of the school year because students
need repeated experience with measuring with standard units before they can effectively estimate lengths.
Academic
Standards
Language
Estimate lengths using units of inches, feet, yards, centimeters, and meters. benchmark
MAFS.2.MD.1.3
NOTE: This standard has been amended in Florida to include yards. centimeter
Students will: estimate
• discover useful benchmarks for the following measurements: inch, foot, yard, centimeter, and meter. foot
inch
NOTE: Students should apply their multiple experiences with measurement to find their own meaningful benchmarks. length
meter
• estimate lengths in inches, feet, yards, centimeters, and meters. yard
• justify the reasoning for the estimate using a benchmark comparison.
NOTE: Students are NOT expected to convert units until 4th grade.
Measure to determine how much longer one object is than another, expressing the length difference in terms of
MAFS.2.MD.1.4
a standard length unit.
Students will:
• measure to find the difference in length between two objects using inches, feet, centimeters or meters.
2. Reason abstractly and quantitatively. MAFS.K12.MP.2.1
3. Construct viable arguments and critique the reasoning of others. MAFS.K12.MP.3.1
5. Use appropriate tools strategically. MAFS.K12.MP.5.1
Topic Comments:
Although “guess and check” experiences can be useful, 2.MD.1.3 requires explicit teaching of estimation strategies, such as
iteration of a mental image of a unit or comparison with a known measurement. This prompts students to learn reference or
benchmark lengths, order points along a continuum, and build up mental rulers.
Students explain their thinking and analyze others’ arguments regarding both the validity of their estimate and how and why t hey
used particular tools (MP.3, MP.5). In order to formulate accurate estimations students must have a coherent representation of the
problem and consider the units involved (MP.2).
24 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Topic 16: Demonstrating fluency in addition and subtraction Pacing: May 10 – 31
This is a culminating topic in which students demonstrate fluency and are expected to use and explain strategies for accurate and efficient addition and
subtraction. By this time in the year, students should be able to solve all problem types in the Common Addition and Subtraction Situations Table (see pg.
29) using concrete models or drawings and strategies for addition and subtraction to 100.
Academic
Standards
Language
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of fluency
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by MAFS.2.OA.1.1
using drawings and equations with a symbol for the unknown number to represent the problem.
Students will:
• model 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 using tools (manipulatives, number lines, 120 chart, balance, ten-frame,
part-part-whole).
• model addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking
from, putting together, and taking apart and comparing using drawings or equations with a symbol for the unknown number to
represent the problem.
• solve one- and two-step word problems with unknown numbers in different positions.
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of
MAFS.2.OA.2.2
two one-digit numbers.
Students will:
• apply different mental strategies to fluently add and subtract within 20 (e.g., count on, make tens, decompose a number leading
to a ten, related addition and subtraction facts, doubles, doubles +/-, and the commutative and associative properties).
• know from memory all sums of two one-digit numbers.
NOTE: Computational fluency is defined as accuracy, efficiency, and flexibility.
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the
MAFS.2.NBT.2.5
relationship between addition and subtraction.
Students will:
• fluently add and subtract within 100, using strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction.
NOTE: Students should NOT be taught the standard algorithm in Grade 2. This standard focuses on developing a conceptual
understanding of addition and subtraction- the intent is not to introduce traditional algorithms. The standard algorithms for
addition and subtraction will be taught in Grade 4.
1. Make sense of problems and persevere in solving them. MAFS.K12.MP.1.1
6. Attend to precision. MAFS.K12.MP.6.1
8. Look for and express regularity in repeated reasoning. MAFS.K12.MP.8.1
Topic Comments:
Standards of Mathematical Practice have required students to justify their reasoning and explain their solution steps ( MP.1, MP.6).
With ample practice throughout the year, students should be fluent with the various strategies (MP.8).
25 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Critical Areas for Mathematics in Grade 2
In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation;
(2) building fluency with addition and subtraction; (3) rigor
using standard units of measure; and (4) describing and
analyzing shapes.
(1) Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of
hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand
multi-digit numbers (up to 1000) written in base-ten notation, recognizing that digits in each place represent amounts of
thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).
(2) Student use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems
within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use
efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using
their understanding of place value and the properties of operations. They select and accurately apply methods that are
appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or
only hundreds.
(3) Students recognize the need for standard units of measure (i.e., centimeter and inch) and they use rulers and other
measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller
the unit, the more iterations they need to cover a given length.
(4) Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about
decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-
dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in
later grades.
26 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Grade 2 Major, Supporting, and Additional Work
Topic Title Major Work Supporting Work Additional Work
Adding and subtracting within 100 2.OA.2.2, 2.NBT.2.5
1
Exploring standard units of length 2.MD.1.1, 2.MD.1.2
2
Relating addition and subtraction to length 2.OA.1.1, 2.MD.2.5,
3
2.MD.2.6
Relating skip counting to time 2.NBT.1.2 2.MD.3.7
4
Solving problems involving money 2.MD.3.8
5
Understanding three-digit numbers 2.NBT.1.1, 2.NBT.1.2
6
Expressing and comparing three-digit numbers 2.NBT.1.3, 2.NBT.1.4
7
Relating skip counting to mental addition and subtraction 2.NBT.1.2, 2.NBT.2.8
8
Generating and representing measurement data to solve problems 2.OA.1.1 2.MD.4.9, 2.MD.4.10
9
Reasoning with shapes and their attributes 2.G.1.1, 2.G.1.3
10
Applying strategies to add and subtracting within 1000 2.NBT.2.6, 2.NBT.2.7,
11
2.NBT.2.9
Determining unknown whole numbers in equations 2.OA.1.a
12
Developing foundations of multiplication through exploring even 2.OA.3.3
13 and odd numbers
Using arrays for foundations of multiplication 2.OA.3.4 2.G.1.2
14
Estimating and comparing lengths 2.MD.1.3, 2.MD.1.4
15
Demonstrating fluency in addition and subtraction 2.OA.1.1, 2.OA.2.2,
16
2.NBT.2.5
27 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018Standards for Mathematical Practice
Grade 2 students will:
1. Make sense of problems and persevere in solving them. (SMP.1)
Mathematically proficient students in Grade 2 examine problems (tasks), can make sense of the meaning of the task and find an entry point or a way to start the task. Grade 2 students also develop
a foundation for problem solving strategies and become independently proficient on using those strategies to solve new tasks. In Grade 2, students’ work still relies on concrete manipulatives and
pictorial representations as students solve tasks unless it refers to the word fluently, which denotes mental mathematics. Grade 2 students also are expected to persevere while solving tasks; that is,
if students reach a point in which they are stuck, they can reexamine the task in a different way and continue to solve the t ask. Lastly, mathematically proficient students complete a task by asking
themselves the question, “Does my answer make sense?”
2. Reason abstractly and quantitatively. (SMP.2)
Mathematically proficient students in Grade 2 make sense of quantities and the relationships while solving tasks. This involves two processes- decontexualizing and contextualizing. In Grade 2,
students represent situations by decontextualizing tasks into numbers and symbols. For example, in the task, “There are 25 children in the cafeteria and they are joined by 17 more children. Then, if
19 of those children then leave, how many are still there?” Grade 2 students are expected to translate that situation into the equation: 25 + 17 – 19 = __ and then solve the task. Students also
contextualize situations during the problem solving process.
3. Construct viable arguments and critique the reasoning of others. (SMP.3)
Mathematically proficient students in Grade 2 accurately use definitions and previously established solutions to construct viable arguments about mathematics. In Grade 2 during discussions about
problem solving strategies, students constructively critique the strategies and reasoning of their classmates. For example, while solving 74 + 18 – 37, students may use a variety of strategies, and
after working on the task, can discuss and critique each other’s reasoning and strategies, citing similarities and differences between strategies.
4. Model with mathematics. (SMP.4)
Mathematically proficient students in Grade 2 model real-life mathematical situations with a number sentence or an equation, and check to make sure that their equation accurately matches the
problem context. Grade 2 students still will rely on concrete manipulatives and pictorial representations while solving probl ems, but the expectation is that they will also write an equation to model
problem situations. Likewise, Grade 2 students are expected to create an appropriate problem situation from an equation. For example, students are expected to create a story problem for the
equation 24 + 17 – 13 = ___.
5. Use appropriate tools strategically. (SMP.5)
Mathematically proficient students in Grade 2 have access to and use tools appropriately. These tools may include place value (base ten) blocks, hundreds number boards, number lines, and
concrete geometric shapes (e.g., pattern blocks). Students should also have experiences with educational technologies, such as calculators and virtual manipulatives that support conceptual
understanding and higher-order thinking skills. During classroom instruction, students should have access to various mathematical tools as well as paper, and determine which tools are the most
appropriate to use. For example, while solving 28+17, students can explain why place value blocks are more appropriate than counters.
6. Attend to precision. (SMP.6)
Mathematically proficient students in Grade 2 are precise in their communication, calculations, and measurements. In all mathematical tasks, students in Grade 2 communicate clearly, using grade-
level appropriate vocabulary accurately as well as giving precise explanations and reasoning regarding their process of finding solutions. For example, while measuring objects iteratively
(repetitively), students check to make sure that there are no gaps or overlaps. During tasks involving number sense, students check their work to ensure the accuracy and reasonableness of
solutions.
7. Look for and make use of structure. (SMP.7)
Mathematically proficient students in Grade 2 carefully look for patterns and structures in the number system and other areas of mathematics. While solving addition and subtraction problems
students can apply the patterns of the number system to skip count by 10s off the decade. For example, Grade 2 students are expected t o mentally reason that 33 + 21 is 33 plus 2 tens, which
equals 53 and then an addition one which equals 54. While working in the Numbers in Base Ten domain, students work with the idea that 10 ones equals ten, and 10 tens equals 1 hundred.
8. Look for and express regularity in repeated reasoning. (SMP.8)
Mathematically proficient students in Grade 2 begin to look for regularity in problem structures when solving mathematical tasks. For example, after solving two digit addition problems by
decomposing numbers by place (33+ 25 = 30 + 20 + 3 + 5), students may begin to generalize and frequently apply that strategy independently on future tasks. Further, students begin to look for
strategies to be more efficient in computations, including doubles strategies and making a ten. Lastly, while solving all tasks, Grade 2 students accurately check for the reasonableness of their
solutions during, and after completing the task.
28 Volusia County Schools Grade 2 Math Curriculum Map
Mathematics Department June 2018You can also read
