Math Grade 2

2016 – 2017

Second Grade

MATHEMATICS

Curriculum Map

Volusia County Schools

Mathematics Florida Standards

0 Volusia County Schools Grade 2 Math Curriculum Map
May 2015
Mathematics Department

0 Volusia County Schools Grade 2 Math Curriculum Map
May 2015
Mathematics Department

Table of Contents

I. Critical Areas for Mathematics in Grade 2……………………………....…2
II. Mathematics Florida Standards: Grade 2 Overview……………….….....3
III. Standards for Mathematical Practice ……………………………..…….....4
IV. Common Addition and Subtraction Situations…………………..….……5
V. Common Strategies…………………………………………………….…..….6
VI. 5E Learning Cycle: An Instructional Model…………………………...….8
VII. Instructional Math Block………………………………………….………......9

VIII. Units
A. Unit 1 ……………………………………………...………………..…....10
B. Unit 2 ……………………………..…………….……………………......19
C. Unit 3 …………………...…………………………………………..…....25
D. Unit 4 .……..………………………………………………………..…....34

IX. Appendices
Appendix A: Formative Assessment Strategies ……………………….....45
Appendix B: Intervention/Remediation Guide… ……………………….…55

X. Glossary of Terms for the Mathematics Curriculum Map…………......56

1 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Critical 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) 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.

2 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Grade 2 Overview

Domain: Operations and Algebraic Thinking
Cluster 1: Represent and solve problems involving addition and subtraction.
Cluster 2: Add and subtract within 20.
Cluster 3: Work with equal groups of objects to gain foundations for multiplication.

Domain: Number and Operations in Base Ten
Cluster 1: Understand place value.
Cluster 2: Use place value understanding and properties of operations to add and subtract.

Domain: Measurement and Data
Cluster 1: Measure and estimate lengths in standard units.
Cluster 2: Relate addition and subtraction to length.
Cluster 3: Work with time and money.
Cluster 4: Represent and interpret data.

Domain: Geometry
Cluster 1: Reason with shapes and their attributes.

3 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Standards for Mathematical Practice

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 task. Lastly, mathematically proficient students complete a task by asking
themselves the question, “Does my answer make sense?”

Standards for Mathematical Practice2. 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 problems, 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 to 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.

4 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Common Addition and Subtraction Situations

Add to Result Unknown Change Unknown Start Unknown
Take from
Two bunnies sat on the grass. Three more Two bunnies were sitting on the grass. Some bunnies were sitting on the grass.
bunnies hopped there. How many bunnies Some more bunnies hopped there. Then Three more bunnies hopped there. Then
are on the grass now? there were five bunnies. How many bunnies there were five bunnies. How many bunnies
hopped over to the first two? were on the grass before?

2+3=? 2+?=5 ?+3=5
Five apples were on the table. I ate two Five apples were on the table. I ate some Some apples were on the table. I ate two
apples. How many apples are on the table apples. Then there were three apples. How apples. Then there were three apples. How
now? many apples did I eat? many apples were on the table before?

5–2=? 5-?=3 ?–2=3

Put Total Unknown Addend Unknown Both Addends Unknown1

Together/ Three red apples and two green apples are Five apples are on the table. Three are red Grandma has five flowers. How many can
Take Apart2 on the table. How many apples are on the and the rest are green. How many apples she put in her red vase and how many in
table? are green? her blue vase?

3+2=? 3 + ? = 5, 5 – 3 = ? 5 = 0 + 5, 5 = 5 + 0
5 = 1 + 4, 5 + 4 + 1
Compare 3 Difference Unknown Bigger Unknown 5 = 2 + 3, 5 = 3 + 2

(“How many more?” version): (Version with “more”): Smaller Unknown

Lucy has two apples. Julie has five apples. Julie has 3 more apples than Lucy. Lucy (Version with “more”):
How many more apples does Julie have has two apples. How many apples does
than Lucy? Julie have? Julie has three more apples than Lucy. Julie
has five apples. How many apples does
(“How many fewer?” version): (Version with “fewer”): Lucy have?

Lucy has two apples. Julie has five apples. Lucy has three fewer apples than Julie. (Version with “fewer”):
How may fewer apples does Lucy have than Lucy has two apples. How many apples
Julie? does Julie have? Lucy has three fewer apples than Julie. Julie
has five apples. How many apples does
2 + ? = 5, 5 – 2 = ? 2 + 3 = ?, 3 + 2 = ? Lucy have?

5 – 3 = ?, ? + 3 = 5

1 These take apart situations can be used to show all the decompositions of a given number. The associated equations, which have the total on the left of the equal sign, help children understand that

the = sign does not always mean makes or results in, but always does mean is the same number as.
2 Either addend can be unknown, so there are three variations of these problem situations. Both Addends Unknown is a productive extension of this basic situation, especially for small numbers less
than or equal to 10.
3 For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version using more for the bigger unknown and using less for the smaller unknown). The other

versions are more difficult.

5 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Name Addition Strategies Student Work Sample
Counting All
Counting On Clarification 8+9
Doubles/Near Doubles  student counts every number
 students are not yet able to add on from either addend, they must mentally 1,2,3,4,5,6,7,8,9,10,11,12,13,
14,15,16,17
build every number 8+9
 transitional strategy
 student starts with 1 number and counts on from this point 8…9,10,11,12,13,14,15,16,17
 student recalls sums for many doubles 8+9

 student uses fluency with ten to add quickly 8 + (8 + 1)
(8 + 8) + 1
16 + 1= 17
8+9

Making Tens  friendly numbers are numbers that are easy to use in mental computation (7 +1) + 9
 student adjusts one or all addends by adding or subtracting to make friendly 7 + (1 + 9)
Making Friendly Numbers/ 7 + 10 = 17
Landmark Numbers numbers 23 + 48
 student then adjusts the answer to compensate
Compensation 23 + (48 + 2)
 student manipulates the numbers to make them easier to add 23 + 50= 73
Breaking Each Number into its  student removes a specific amount from one addend and gives that exact 73 – 2 = 71
Place Value 8+6
amount to the other addend
8-1=7 6+1=7
 strategy used as soon as students understand place value 7+7=14
 student breaks each addend into its place value (expanded notation) and like 24 + 38

place value amounts are combined (20 + 4) + (30 + 8)
 student works left to right to maintain the magnitude of the numbers 20 + 30 = 50
4 + 8 = 12

50 + 12 = 62

 follows place value strategy 45 + 28

Adding Up in Chunks  student keeps one addend whole and adds the second addend in easy-to-use 45 + (20 + 8)
chunks 45 + 20 = 65
65 + 8 = 73
 more efficient than place value strategy because student is only breaking apart
one addend

Children do not have to be taught a particular strategy. Strategies for computation come naturally to young children. With opportunity and encouragement, children invent strategies for

themselves.

6 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Name Subtraction Strategies Student Work Sample
Adding Up
Clarification 14 – 7
7… 8,9,10,11,12,13,14 (+1 each jump)
 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

Counting Back/Removal  strategy used by students who primarily view subtraction as taking 7 + 3= 10
Place Value away 10 + 4= 14
3 + 4= 7
 student starts with the whole and removes the subtrahend in parts 65 – 32
 student needs the ability to decompose numbers in easy-to-remove
65 – (10 + 10 + 10 + 2)
parts 65, 55, 45, 35, 33

 student breaks each number into its place value (expanded notation) 65 – (30 + 2)
 student groups like place values and subtracts 65 – 30 = 35
35 – 2 = 33
999 – 345

(900 + 90 + 9) – (300 + 40 + 5)
900 – 300 = 600
90 – 40 = 50
9–5=4

600 + 50 + 4 = 654

 student understands that adding or subtracting the same amount from 123 – 59

both numbers maintains the distance between the numbers

Keeping a Constant Difference  student manipulates the numbers to create friendlier numbers 123 + 1 = 124

59 + 1 = 60
124 – 60 = 64

 strategy requires students to adjust only one of the numbers in a 123 – 59

subtraction problem

Adjusting to Create an Easier  student chooses a number to adjust, subtracts, then adjusts the final 59 + 1 = 60
answer to compensate 123 – 60 = 63

Number  students must understand part/whole relationships to reason through I added 1 to make an easier number.
this strategy 63 + 1 = 64
I have to add 1 to my final answer because I took

away 1 too many.

Children do not have to be taught a particular strategy. Strategies for computation come naturally to young children. With opportunity and encouragement, children invent strategies for

themselves.

7 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

5E Learning Cycle: An Instructional Model

ENGAGEMENT EXPLORATION EXPLANATION ELABORATION EVALUATION

The engagement phase of the model The exploration phase of the model is The explanation phase of the model is The elaboration phase of the model is The evaluation phase of the model is
is intended to capture students’ intended to provide students with a intended to grow students’ intended to construct a deeper intended to be used during all phases
interest and focus their thinking common set of experiences from understanding of the concept,
on the concept, process, or skill which to make sense of the concept, understanding of the concept, process, or skill through the of the learning cycle driving the
that is to be learned. process or skill that is to be learned. process, or skill and its associated exploration of related ideas. decision-making process and

During this engagement phase, During the exploration phase, academic language. During the elaboration phase, informing next steps.
the teacher is on center stage. the students come to center stage. the teacher and students
During the explanation phase, share center stage. During the evaluation phase,
What does the teacher do? What does the teacher do? the teacher and students the teacher and students
 create interest/curiosity  provide necessary materials/tools share center stage. What does the teacher do? share center stage.
 raise questions  pose a hands-on/minds-on  provide new information that
 elicit responses that uncover What does the teacher do? What does the teacher do?
problem for students to explore  ask for justification/clarification of extends what has been learned  observe students during all
student thinking/prior knowledge  provide time for students to  provide related ideas to explore
(preview/process) newly acquired understanding  pose opportunities (examples and phases of the learning cycle
 remind students of previously “puzzle” through the problem  use a variety of instructional  assess students’ knowledge and
taught concepts that will play a  encourage students to work non-examples) to apply the
role in new learning strategies concept in unique situations skills
 familiarize students with the unit together  use common student experiences  remind students of alternate ways  look for evidence that students
 observe students while working to solve problems
What does the student do?  ask probing questions to redirect to:  encourage students to persevere are challenging their own thinking
 show interest in the topic o develop academic language in solving problems  present opportunities for students
 reflect and respond to questions student thinking as needed o explain the concept
 ask self-reflection questions:  use a variety of instructional What does the student do? to assess their learning
What does the student do? strategies to grow understanding  generate interest in new learning  ask open-ended questions:
o What do I already know?  manipulate materials/tools to  use a variety of assessment  explore related concepts
o What do I want to know? strategies to gage understanding  apply thinking from previous o What do you think?
o How will I know I have learned explore a problem What does the student do? o What evidence do you have?
 work with peers to make sense of  record procedures taken towards learning and experiences o How would you explain it?
the concept, process, or skill? the solution to the problem  interact with peers to broaden What does the student do?
 make connections to past the problem  explain the solution to a problem  participate actively in all phases
 articulate understanding of the  communicate understanding of a one’s thinking of the learning cycle
learning experiences concept orally and in writing  explain using information and  demonstrate an understanding of
problem to peers  critique the solution of others the concept
Evaluation of Engagement  discuss procedures for finding a  comprehend academic language experiences accumulated so far  solve problems
The role of evaluation during the and explanations of the concept  evaluate own progress
engagement phase is to gain access solution to the problem provided by the teacher Evaluation of Elaboration  answer open-ended questions
to students’ thinking during the  listen to the viewpoint of others  assess own understanding The role of evaluation during the with precision
through the practice of self- elaboration phase is to determine the  ask questions
pre-assessment event/activity. Evaluation of Exploration reflection
The role of evaluation during the Evaluation of Explanation degree of learning that occurs
Conceptions and misconceptions exploration phase is to gather an The role of evaluation during the following a differentiated approach to
currently held by students are understanding of how students are explanation phase is to determine the
uncovered during this phase. progressing towards making sense of students’ degree of fluency (accuracy meeting the needs of all learners.
a problem and finding a solution. and efficiency) when solving
These outcomes determine the Application of new knowledge in
concept, process, or skill to be Strategies and procedures used by problems. unique problem solving situations
students during this phase are during this phase constructs a deeper
explored in the next phase Conceptual understanding, skill
of the learning cycle. highlighted during explicit instruction refinement, and vocabulary and broader understanding.
in the next phase.
acquisition during this phase are The concept, process, or skill has
The concept, process, or skill is enhanced through new explorations. been and will be evaluated as part of
formally explained in the next phase
The concept, process, or skill is all phases of the learning cycle.
of the learning cycle. elaborated in the next phase
of the learning cycle.

8 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Elementary Instructional Math Block

Time Components Description
5
minutes Opening: Teachers will engage students to create interest for the whole group
Hook/Warm-up mini lesson or to review previous learning targets by posing a
15 (engage/explore) hands-on minds-on problem for students to explore.
minutes
Whole Group: During this time, the learning target will be introduced through
Mini Lesson & Guided Practice explicit instruction by the teacher or through exploration/discovery
(explore/explain/evaluate) by the students. Teachers model their thinking and teach or
reinforce vocabulary in context. Teacher leads students to
participate in guided practice of the new learning target.

Students will explore using manipulatives and having conversations
about their new learning. Students and teachers explain and justify
what they are doing. Teachers are using probing questions to
redirect student thinking during guided practice. Teachers provide
explicit instruction to scaffold the learning if the majority of the
students are struggling.

Formative techniques are used to evaluate which students will need
interventions and which students will need enrichment.

35-45 Small Group: The teacher will work with identified, homogeneous groups to
minutes Guided Practice & Collaborative/ provide intervention or enrichment. The students will explain their
Independent Practice thinking through the use of a variety of instructional strategies. The
(explain/evaluate/ teacher will evaluate student understanding and address
explore/ elaborate) misconceptions that still exist.

Students will work in groups using cooperative structures or
engaging in mathematical tasks. These activities are related to the
mini lesson, previously taught learning targets, or upcoming
standards. Students will continue to explore the learning targets by
communicating with peers.

5 Closure: All students will elaborate to construct a deeper understanding
minutes Summarize while engaging in collaborative and independent practices.
(explain/evaluate) Students will evaluate their own understanding through the practice
of self-reflection.
The teacher will revisit the learning target and any student
discoveries. Students will explain and evaluate their understanding
of the learning target through a variety of techniques. The teacher
will evaluate students’ depth of understanding to drive future
instruction.

Formative techniques occur throughout each piece of the framework.

9 Volusia County Schools Grade 2 Math CurriculumGMraapde 2
May 2016
Mathematics Department

Standards for Mathematical Practice

Students will: (to be embedded throughout instruction as appropriate)

Make sense of Reason abstractly Construct viable Model with Use appropriate Attend to precision. Look for and make Look for and express
problems and and quantitatively. arguments and mathematics. tools strategically. use of structure. regularity in repeated
persevere in solving reasoning.
SMP.2 critique the
them. reasoning of others.

SMP.1 SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8

MAFS Domains: Number and Operations in Base Ten Pacing: Weeks 1-8
Operations and Algebraic Thinking August 15 – October 7

Learning Targets Standards Vocabulary

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones: e.g., 706 equals 7 hundreds, 0 tens, and 6 MAFS.2.NBT.1.1 amount
ones. Understand the following as special cases: base-ten numerals
bundles
a. 100 can be thought of as a bundle of ten tens – called a “hundred.” decompose
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 digit
expanded form
tens and 0 ones). hundreds flat
multi-digit
Students will: number line
number names
 identify the digit of a number to 999 that corresponds with a given place value with concrete materials and pictorial numeral
representations. ones - unit
place value blocks
 represent the amount of a digit (i.e., 1-9 and 0) in a multi-digit numeral by its position within the number with models, words, recompose
and numerals. tens rod
E.g., What is the amount of the underlined digit in 654? Answer: 600, or 6 hundreds
What is the amount of the underlined digit in 301? Answer: 0, or 0 tens

 represent a hundred as ten groups of ten.
 create bundles of 100s with or without leftovers using base ten blocks, cubes in towers of ten, and/or ten frames.
 express a number up to 999 using place value in multiple ways.

E.g., 243 can be expressed in the following ways:
o 2 hundreds, 4 tens, 3 ones (i.e., 2 groups of hundred, 4 groups of ten, 3 ones)
o 2 hundreds, 43 ones (i.e., 2 groups of hundred, 43 ones)
o 24 tens, 3 ones (i.e., 24 groups of ten, 3 ones)
o 243 ones

E.g., 706 can be modeled with base ten blocks in the following ways:

7 hundreds and 6 ones

10 Volusia County Schools 6 hundreds, 10 tens, and 6 ones

Mathematics Department Grade 2 Math Curriculum Map
May 2015

Count within 1000; skip-count by 5s, 10s, and 100s. MAFS.2.NBT.1.2 count backward
count forward
Students will: count on/count back
fives
 count forward and backward by ones from any given number up to 999. hundred chart
 identify missing numbers in a sequence on a number line, hundred chart, tape measure, etc. hundreds
number
E.g., number line
ones
346 347 348 ? ? ? 352 353 354 355 356 357 tens

 count forward and backward by fives, tens and hundreds from any given number up to 999.
HINT: Use a hundred chart to support this learning target.
E.g.,
Counting forward by tens starting with 23: “23, 33, 43…”
Counting backward by hundred starting with 825: “825, 725, 625, 525...”

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. MAFS.2.NBT.1.3 base-ten numerals
decompose
Students will: digit
expanded form
 read and write numbers using base-ten numerals (i.e., standard form) and number names (word form) through 999. hundreds flat
number line
E.g., Standard form shows how to write numbers using the digits 0-9. number names/
(e.g., eight hundred ninety-nine would be 899).
word form
 model a number up to 999 in expanded form using appropriate tools (place value blocks, other concrete materials, or pictorial ones- unit
representations). place value blocks/

 write a number up to 999 in expanded form. base-ten blocks
recompose
E.g., 328 is modeled concretely and numerically in expanded form below. tens rod

hundreds tens ones

300 + 20 + 5 Grade 2 Math Curriculum Map
May 2016
11 Volusia County Schools

Mathematics Department

Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, =, and < symbols to record the results of MAFS.2.NBT.1.4 amount
comparisons. digit
equal to (=)
Students will: greater than (>)
greatest
 construct and communicate a comparison of two numbers up to 999 using place value blocks. least
 explain a process for determining whether a three-digit number is greater than, less than, or equal to another three-digit number. less than (<)
more than
HINT: Revisit analyzing and discussing a digit’s position and how it affects value. most
place value blocks/
E.g., 452 ___ 455
base ten blocks
Student 1 Student 2 same as/same value
452 has 4 hundreds 5 tens and 2 ones. 452 is less than 455. I know this
455 has 4 hundreds 5 tens and 5 ones. because when I count forward I say
They have the same number of 452 before I say 455.
hundreds and the same number of tens,
but 455 has 5 ones and 452 only has 2
ones. 452 is less than 455.
452 < 455

HINT: Students should have ample experiences communicating their comparisons in words before using only symbols.
Comparative language includes but is not limited to:
more than, less than, greater than, most, greatest, least, same as, and equal to.

 compare two numbers up to 999 using symbols, >, <, and =.
 compare the magnitude of numbers by understanding the amount of the hundreds, tens, and ones digits.

12 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. MAFS.2.OA.2.2 add
addend
Students will: addition (+)
decompose
HINT: By the end of the year, students will know from memory all sums of two 1 digit numbers. difference
 use a variety of visual tools (e.g., ten frame, number line, hundreds chart) to add or subtract numbers within 20. double ten frame
doubles
E.g., equation
equivalent
14 – 5 hundred chart
inverse relationship
7 8 9 10 11 12 13 14 +5 +4 joining
15 15 number line
related facts
5 + ___ = 14 subtract
subtraction (-)
4 5 6 7 8 9 10 11 12 13 14 15 sum
ten frame
HINTS: Students need to understand what the arrows mean on the ends of the number line. Numbers continue to count forward
or count backward beyond the numbers listed on the number line even though they cannot be seen.

 draw a visual representation of tools to add or subtract within 20.
 apply different mental strategies to calculate with efficiency within 20 (e.g., count on, make tens, decompose a number leading to

a ten, fact families, doubles, doubles plus one, and the commutative and associative properties).
 represent the inverse relationship between addition and subtraction.

E.g.,

Addition Subtraction

For the addition equation 3 + 7 = 10, For the subtraction equation 10 – 3 = 7,
the following equations are also true:
the following equations are also true:
10 – 3 = 7 and 3 = 10 – 7. 3 + 7 = 10 and 10 = 7 + 3.

 recall, with fluency, basic addition facts with the addends zero through nine and the related subtraction facts.

HINTS: Fluency is knowing how a number can be composed and decomposed and using that information to be
flexible and efficient.
Research indicates that teachers can best support students’ memorization of sums and differences through
varied experiences such as, making 10, breaking numbers apart and working on mental strategies,
rather than repetitive timed tests.
Refer to pages 6-7 in the Grade 2 Mathematics Curriculum Map for clarification of Addition and Subtraction Strategies.

13 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

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 MAFS.2.OA.3.3 decompose
equation to express an even number as a sum of two equal addends. doubles
equal addends
Students will: equal groups
equation
 show and explain how to pair manipulatives to demonstrate odd and even numbers (e.g. counters, cubes, tiles, etc). even
E.g., odd
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).

 identify numbers as odd or even and explain why.

HINT: After exploring odd and even numbers in a variety of ways, students should recognize that any number with a 0, 2, 4, 6, or
8 in the ones place is an even number.

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. MAFS.2.NBT.2.8 ten
MAFS.2.NBT.2.9 hundred
Explain why addition and subtraction strategies work, using place value and the properties of operations. mental math

Students will:

 mentally add and subtract 10 or 100 up to 900 using a variety of strategies.

 apply their knowledge of place value to explain why mental math addition or subtraction strategies work.
E.g., Solve 10 + 47 and explain the strategy that you used.

HINT: Refer to pages 6-7 in the Grade 2 Mathematics Curriculum Map for clarification of Addition and Subtraction Strategies.

14 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 1 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Base-ic Teacher Guide, pp. 7-10 Can You Write the www.k- www.IXL.com/signin/volusia 13-2
Buildings Number? 5mathteachingresources.com O.1, M.1, M.2, M.4, M.5, M.7, SE,POD,A&R
Reproducibles pp. 3 – 7 NBT.1 M.8, M.10, M.13, M.15
NBT.1.1 How Many Hundreds, Tens,
Daily Math Practice and Ones? www.cpalms.org https://learnzillion.com
Journal pp. 22, 24, 25, And the Number Is Unit 6
26, 28, 29 Modeling Numbers with Bundles and Combos Lesson 1: Explore how many
Base Ten Blocks Hundreds, Tens, and Ones! Oh bundles are in 100
Pick A Problem Math My! Lesson 6: Use base ten
Warm Ups Showing One Hundred Place Value-3 digit Numbers riddles
Equals Ten Tens The Base Ten Block Shuffle
Giant Magnetic Place http://achievethecore.org
Value Blocks

Whole Number Place https://hcpss.instructure.com
Value Magnets /courses/106
NBT.1 Lessons
Discovery Can: Place NBT.1 Formatives
Value
Puzzling Teacher Guide, p. 10 Counting Backward www.k- www.IXL.com/signin/volusia 13-1 RMC
Number 13-5
Patterns Reproducibles pp. 8 – Counting by Fives Within 5mathteachingresources.com A.1, A.2, A.3, A.4, A.5, A.11, SE,RMC
13 1000 13-6A
NBT.2 A.12, A.13, A.14
Daily Math Practice Counting by Ones Within
NBT.1.2 Journal pp. 23, 24, 28, 1000 www.cpalms.org https://learnzillion.com
31, 34, 38, Skip Count by 10s and 100s Unit 6
40 Counting by Tens and Skip Count by 5s Lesson 3: Use skip counting
Hundreds Within 1000 to order class party supplies
Pick A Problem Math https://hcpss.instructure.com
Warm Ups /courses/106 Unit 8
NBT.2 Lessons Lesson 1: Add and subtract
Giant Magnetic Place NBT.2 Formatives 10s and 100s mentally
Value Blocks
http://achievethecore.org

Whole Number Place
Value Magnets

Discovery Can: Place
Value
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

15 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 1 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Base-ic Teacher Guide, p. 10 Reading Numerals to 1000 www.k- www.IXL.com/signin/volusia 13-3 SE,
Buildings RMC,POD,
Reproducibles pp. 8 – Writing Numerals From 5mathteachingresources.com M.13, C.3, C.4 A&R
13 Expanded Form
NBT.3
Daily Math Practice Writing Numerals From
NBT.1.3 Journal pp. 22, 24, 30, Number Names www.cpalms.org https://learnzillion.com
35 Reading and Writing Number Unit 6
Writing the Expanded Form Names Lesson 8: Represent 3 digit
Pick A Problem Math of a Number Different Ways to Represent 3- numbers
Warm Ups digit Numbers Lesson 9: Use number
representations
Giant Magnetic Place
Value Blocks https://hcpss.instructure.com http://achievethecore.org
/courses/106
Whole Number Place NBT.3 Lessons
Value Magnets NBT.3 Formatives

Dealing with Discovery Can: Place Inequalities Using Symbols www.k- www.IXL.com/signin/volusia 13-6 SE,
Digits Value Missing Digits 5mathteachingresources.com B.1, B.2 RMC, A&R
Teacher Guide, pp. 12 - Using Digits NBT.4 13-7 POD
14 Who Has More? https://learnzillion.com
www.cpalms.org Unit 7
NBT.1.4 Reproducibles pp. 14-16 Less Than, Equal To, or Lesson 6: Compare 3 digit
Greater Than? How Can numbers with expanded form
Daily Math Practice You Compare Two 3-Digit and base ten sketches
Journal pp. 25, 26, 32, Numbers? Lesson 9: Use number cubes
34, 36, 40 Symbol Spin to compare 3 digit numbers

Pick A Problem Math
Warm Ups

Giant Magnetic Place https://hcpss.instructure.com http://achievethecore.org
Value Blocks /courses/106
NBT.4 Lessons
Giant Magnetic Numbers NBT.4 Formatives
& Operations Kit

Whole Number Place
Value Magnets

Discovery Can: Place
Value
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

16 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 1 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Blackout! Teacher Guide, pp. 5 - 6 Addition Facts From www.k- www.IXL.com/signin/volusia 1-1 RMC
Book Memory 5mathteachingresources.com E.1, E.2, E.3, E.4, E.5, E.7, 1-2 SE, A&R,
Daily Math Practice OA.2 E.9, E.10, E.11, E.16, F.1, F.2,
Make it Even Journal pp. 3, 4, 5, 6, 8, Fluency for Addition Within F.3, F.5, F.6, F.7, L.5, L.2, K.1, RMC
10, 12, 15, 16, 17, 18, 20 www.cpalms.org K.2, K.3 1-3 SE, A&R,
Saluting 20 Let’s Learn Those Facts:
Subtraction Fluency for Subtraction Addends Pairs to 12 https://learnzillion.com RMC, POD
and Addition Pick A Problem Math Within 20 Let’s Learn Those Facts: Some Unit 15 1-4 POD
Warm Ups Special Sums Lesson 12: Using mental 1-5 SE, A&R,
Tic Tac Ten Fluency with Basic Addition math to determine the
and Twenty Giant Magnetic Numbers Facts https://hcpss.instructure.com difference between given RMC
OA.2.2 & Operations Kit /courses/106 numbers 1-7 SE, A&R
OA.2 Lessons Lesson 15: Mentally create 2-3 SE, A&R,
Math is a Snap Addition OA.2 Formatives number combinations within
& Subtraction 20 RMC
2-4 SE, A&R,
http://achievethecore.org
RMC
2-5 SE, A&R,

POD
2-6 SE,RMC,

POD
2-7 SE/RMC
2-8 SE/RMC

Odds and Teacher Guide, p. 6 Even Numbers as the Sum www.k- www.IXL.com/signin/volusia Math Start
Ends of Two Equal Addends 5mathteachingresources.com A.6, A.7, A.8, A.9, A.10, A.11 Readers:
Daily Math Practice OA.3 Elevator
OA.3.3 Journal pp. 2, 4, 7, 8, 10, How Do You Know if a https://learnzillion.com Magic
12, 13, 14, Number is Even or Odd? www.cpalms.org Unit 12 9-3 SE,
16, 18, 20 Bears Odd Bears Even Lesson 2: Decompose
Is it Even or Odd? “Even” and “Odd” Go on a numbers to decide if a number RMC, A&R
Pick A Problem Math Picnic is even or odd
Warm Ups Showing a Collection as Is It Odd or Even? Lesson 8: Write an equation Math Start
Odd or Even to prove that a give number is Readers:
Giant Magnetic Numbers https://hcpss.instructure.com even or odd Missing
& Operations Kit /courses/106 Mittens
OA.3 Lessons http://achievethecore.org
OA.3 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

17 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 1 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

NBT.2.8 Daily Math Practice Add 100 Mentally www.k- www.IXL.com/signin/volusia
Journal pp. 29, 32, 36, Mentally Add 10 More 5mathteachingresources.com
38, 41 Mentally Subtract 100 NBT.8 https://learnzillion.com
Subtract 10 Mentally Unit 8
Pick A Problem Math www.cpalms.org Lesson 2: Subtract 10 and
Warm Ups Mental Math Mania 100 from various numbers
Tic Tac Toe by Ones, Tens and mentally
Giant Magnetic Place Hundreds Lesson 4: Add 10 and 100
Value Blocks Hop Up, Hop Down mentally

Discovery Can: Place https://hcpss.instructure.com http://achievethecore.org
Value /courses/106
NBT.8 Lessons
NBT.8 Formatives

Daily Math Practice Counting Up to Subtract www.k- www.IXL.com/signin/volusia
Journal pp. 37, 41 Using Place Value 5mathteachingresources.com
NBT.9 https://learnzillion.com
Pick A Problem Math Unit 8
Warm Ups www.cpalms.org Lesson 1: Add and subtract
Adding the “Fast Way” Using 10s and 100s mentally
NBT.2.9 the Hundred Grid Lesson 3: Subtract 10 and
Subtracting the “Fast Way” 100 mentally
Using the Hundred Grid
http://achievethecore.org
https://hcpss.instructure.com
/courses/106
NBT.9 Lessons
NBT.9 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

18 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Standards for Mathematical Practice

Students will: (to be embedded throughout instruction as appropriate)
Make sense of problems
and persevere in solving Reason abstractly Construct viable Model with Use appropriate Attend to precision. Look for and make Look for and
and quantitatively. arguments and mathematics. tools strategically. use of structure. express regularity
them.
critique the in repeated
reasoning of others. reasoning.

SMP.1 SMP.2 SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8

MAFS Domains: Number and Operations in Base Ten PACING: Weeks 9-19
Operations and Algebraic Thinking October 10 – December 20

Learning Targets Standards Vocabulary

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and MAFS.2.NBT.2.5 add
subtraction. MAFS.2.NBT.2.9 hundreds
ones
Explain why addition and subtraction strategies work, using place value and the properties of operations. place value
strategy
Students will: subtract
tens
 add and subtract two 2-digit numbers (within 100) efficiently and accurately (fluently), using a variety of strategies.

HINT: Refer to pages 6-7 in the Grade 2 Mathematics Curriculum Map for clarification of Addition and Subtraction Strategies.
Students are expected to choose strategies that assist them in solving problems efficiently and accurately.
Depending on the task, not all strategies would be considered efficient.
The standard algorithm for addition and subtraction will be taught in fourth grade.

 apply knowledge of place value and the properties of operations to explain why addition or subtraction strategies work.

HINT: Students are NOT expected to identify the properties of operations by name.

 justify and explain the chosen strategy .
E.g., Solve 38 + 47 and explain the strategy that you used.

Student 1 Student 2 Student 3
Place Value Strategy: Applying the Commutative Expanded form and
I broke both 38 and 47 into Property, Counting On and Commutative Property:
tens and ones. 3 tens plus Decomposing a Number I wrote the expanded form
4 tens equals 7 tens. 8 Leading to Ten: for 38 and 47 to get
ones plus 7 ones equal 15 I wanted to start with 47 and 30 + 8 + 40 + 7. It is easy to
ones. I then combined the break 38 apart. I counted on do mental math when adding
7 tens and 15 ones and got from 47 to 50. That used 3 the tens. So 30 and 40
85. of the number 38 leaving 35. make 70. Then I added 8 to
Then it is easy to add 50 and get 78. Finally I added 7
35 to get 85. more to get 85.

19 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Add up to four two-digit numbers using strategies based on place value and properties of operations. MAFS.2.NBT.2.6 composing
decomposing
Explain why addition and subtraction strategies work, using place value and the properties of operations. MAFS.2.NBT.2.9 equation
expression
Students will: hundreds
mental math
 add up to four two-digit numbers using a variety of strategies. ones
place value
HINT: Refer to pages 6-7 in the Grade 2 Mathematics Curriculum Map for clarification of Addition and Subtraction Strategies. strategies
tens
 justify the strategy chosen to solve a problem and explain thinking. thousands
 apply knowledge of place value and the properties of operation to explain why addition or subtraction strategies work.

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the MAFS.2.NBT.2.7
relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, MAFS.2.NBT.2.9
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.

Students will:

 use concrete models to add and subtract two 3-digit numbers within 1000.
 use drawings to add and subtract two 3-digit numbers within 1000.
 use strategies based on place value to add and subtract two 3-digit numbers within 1000.
 use properties of operation to add and subtract two 3-digit numbers within 1000.
 use relationship between addition and subtraction to add and subtract two 3-digit numbers within 1000.
 justify the strategy chosen to solve a problem and explain thinking.
 apply knowledge of place value and the properties of operation to explain why addition or subtraction strategies work.

E.g., I started at 354 and jumped 200. I landed on 554. I then made 8 jumps of 10 and landed on 634. I then jumped 6 to
land on 640. I then jumped 1 more and landed on 641. 354 + 287 = 641

20 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, MAFS.2.OA.1.1 add
taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to addend
represent the problem. addend unknown
addition
Students will: balance
bigger unknown
 understand when to use addition and/or subtraction in a word problem. difference
 solve one-step addition and subtraction word problems (i.e., difference unknown, bigger unknown and smaller unknown) using difference unknown
equal
objects, drawings, and equations (e.g., hundreds chart, place value blocks, etc.). equation
equivalent
HINT: Refer to pages 5 in the Grade 2 Mathematics Curriculum Map for clarification of Common Addition and Subtraction result unknown
Situations. change unknown
smaller unknown
 justify your representation of how to solve the word problem. start unknown
subtract
Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that MAFS.2.OA.1.a sum
makes the equation true in the equations 37 + 10 + 10 = ______ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 +  symbol
total unknown
Students will:
balance (s)
 understand that the equal sign means “is the same value as” or “ balances”. same value/equal
(1st grade learning target)
quantity
 determine an unknown number in an equation. equal to
E.g. 36 + 23 + 10 = ____ + 48 equation
unknown
symbol

 determine the unknown number that makes the equation true.

HINT: An equation is a number sentence stating that two quantities are equal.
(e.g., 5 + 2 = 3 + 4, 7 = 7, 7 = 6 + 1).

 complete addition and subtraction equations using a symbol to represent the unknown number in any position.

__ + 5 + 25 = 12 + 32 49 + 7 = ? – 25

20 – p = 24 - 12 30 + 15 = ᴥ + 20.

21 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 2 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Composing Teacher Guide pp. 14- Adding Within 100 Using www.k- www.IXL.com/signin/volusia 5-1 SE,
with Codes 18 Place Value RMC, POD
5mathteachingresources.com G.2, G.7, G.8, H.3, H.6, H.7, A&R
Reproducibles pp.5, 6, Fluently Subtract Within
17-20 100 NBT.5 H.8, L.8, L.11, L.12 5-2 SE, RMC
A&R
NBT.2.5 Daily Math Practice Crossing a Decade www.cpalms.org https://learnzillion.com
Journal pp. Adding and Subtracting on a Unit 1 5-4 SE, RMC
22,23,26,28,30,31,33,36 Using Properties and Place Hundred Chart Lesson 1: Adding Within 100 A&R
Value to Add and Subtract Is it Most Magically Magical”? Using Place Value
Pick A Problem Math What is Your New Number Understanding 5-5 SE, RMC
Warm Ups When You Add or Subtract? Lesson 4: Subtracting Within A&R
100 Using Place Value
Giant Magnetic Place https://hcpss.instructure.com Understanding 5-7 SE, A&R
Value Blocks /courses/106 5-8 SE, A&R
NBT.5 Lessons http://achievethecore.org 5-9 SE, A&R
Problem Solving NBT.5 Formatives 15-2 POD
Strategy Puzzle

Pick a Problem Math
Warm Ups

Addition & Subtraction

Strategies Instant

Learning Center

Pick A Problem Math Using Place Values www.k- www.IXL.com/signin/volusia

Warm Ups 5mathteachingresources.com

Counting Up to Subtract NBT.9

https://learnzillion.com

www.cpalms.org Unit 1

NBT.2.9 Adding the “Fast Way” using a Lesson 3: Solve Two-digit

Hundred Grid addition problems using place
Subtracting the “Fast Way” value knowledge
Lesson 6: Solve Two-Digit
Using a Hundred Grid Subtraction Using Place Value

https://hcpss.instructure.com and Decomposition

/courses/106 http://achievethecore.org
NBT.9 Lessons

NBT.9 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

22 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 2 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Base Place:NBT.2.6Teacher Guide, p. 19Adding Four Two-Digit www.k- www.IXL.com/signin/volusia
The Pluses, Numbers 5mathteachingresources.com
Use Reproducibles p. 21 NBT.6 https://learnzillion.com
operation Adding Two Digit Numbers Unit 11
boards with Daily Math Practice Using Place Value www.cpalms.org Lesson 13: Adding Three and
expanded Journal pp. 27, 30, 33, Alternative Addition Strategies Four Two-Digit Addends Using
form. 35, Adding Two Digit Numbers Toll Bridge Puzzle Various Strategies
Using Properties of Lesson 14: Practicing Finding
Pick A Problem Math Operation https://hcpss.instructure.com the Sum of Problems with Four
Warm Ups /courses/106 Two-Digit Addends
Andy's Book NBT.6 Lessons
Giant Magnetic Place NBT.6 Formatives http://achievethecore.org
Value Blocks Adding Within 1,000
NBT.2.7 Base Place: Teacher Guide, pp. 19- www.k- www.IXL.com/signin/volusia 15-1 SE,
The Pluses, 20 Mr. Ford's Money 5mathteachingresources.com RMC,A&R
Use NBT.7 https://learnzillion.com
operation Reproducibles, p. 22 Place Value Strategies for Unit 11 15-2 SE,
boards with Addition and Subtraction www.cpalms.org Lesson 4 & 5: Three-digit RMC,A&R
expanded Daily Math Practice Pirate Party! – Let’s Make a Addition with Regrouping
form. Journal pp. 27, 32, 34, Subtracting Within 1,000 Ten Roll and Add Lesson 7 & 9: Three-digit 16-1 SE,
37, 38, 39, 40 Three Digit Numbers Subtraction with Regrouping RMC,A&R
Base Place: How Much Do We Need to POD
The Minuses, Pick A Problem Math Order? http://achievethecore.org
Use Warm Ups Strategy-Based Instruction in 3 16-2 SE,
operation Digit Subtraction RMC,A&R
boards with Giant Magnetic Place
expanded Value Blocks https://hcpss.instructure.com
form. /courses/106
Discovery Can: Place NBT.7 Lessons
Composing Value NBT.7 Formatives
with Codes,

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

23 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 2 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Pond OA.1.1 Teacher Guide, pp. 3-4 Add to and Take From www.k- www.IXL.com/signin/volusia 1-7 POD
Problems (one step word problems) (Start Unknown) 5mathteachingresources.com E.12, E.14, E.18, E.20, F.9, 9-12 SE,
Pound Daily Math Practice OA.1 F.11, H.9, H.11, L.3, L.9
Pooches OA.1.a Journal pp. 2, 3, 4, 5, 7, Word Problems with the https://learnzillion.com RMC,A&R
Safari Sums 8, 9, 11, 13, Result Unknown www.cpalms.org Unit 1 9-13 SE,
and 14, 15, 17, 18, 19, 20, Are Your Numbers Equal to My Lesson 7: Finding Unknown
Differences 21 Compare (Bigger Unknown) Numbers? Values in Addition and RMC,A&R
Word Problems Let’s Do Some Solving Subtraction Situations
Pond Pick A Problem Math Math Doctor: Which Operation? http://achievethecore.org
Problems Warm Ups Compare (Smaller Words and Subtraction
Saluting Unknown) Word Problems www.IXL.com/signin/volusia
Subtraction Pick a Problem Math https://hcpss.instructure.com F.12, E.15, H.12, G.12, L.10
and Addition Warm Ups Both Addends Unknown /courses/106 https://learnzillion.com
OA.1 Lessons Unit 1
Monkey Math Balance How Many More and How OA.1 Formatives Lesson 10: Solve Math
Many Fewer? Stories by Identifying
Giant Magnetic Number www.cpalms.org Unknowns
& Operation Kit One, Two, Three Problems Into the Unknown… http://achievethecore.org
to Solve The Mystery of the Missing
Math is a Snap Addition Number
& Subtraction What Number Makes the Creating a Balanced Equation
Pick A Problem Math Equation True?
Warm Ups
Determine the Missing
Addition & Subtraction Addend
Math is a Snap
Relating Four Whole
Monkey Math Numbers

Giant Magnetic Numbers
& Operations

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

24 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Students will: Standards for Mathematical Practice

Make sense of (to be embedded throughout instruction as appropriate)
problems and
persevere in solving Reason abstractly Construct viable Model with Use appropriate Attend to precision. Look for and make Look for and express
and quantitatively. arguments and mathematics. tools strategically. use of structure. regularity in repeated
them. reasoning.
critique the
reasoning of others.

SMP.1 SMP.2 SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8

MAFS Domains: Measurement and Data PACING: Weeks 20-28
Operations and Algebraic Thinking January 4 – March 3

Learning Targets Standards Vocabulary

Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter MAFS.2.MD.1.1 benchmark
sticks, and measuring tapes. centimeter
customary
Students will: estimate
foot
 describe attributes of a standard linear measurement tool (e.g., inch ruler, centimeter ruler, yardstick, meter stick, measuring inch
tapes) such as: equally spaced numbers, consecutive numbers (0, 1, 2, …), equally spaced markings between numbers, length
awareness of where the zero is located (i.e., the most appropriate place to begin measuring an object). measure
measuring tape
 understand that length tells how long, how tall, or how wide something is. meter
 select an appropriate tool to measure the length of an object provided by the teacher. meter stick
metric units
HINT: Select objects that have an exact whole number measurement when beginning this instruction. ruler
standard
 measure and record the length of various objects provided by the teacher to the nearest inch, foot, centimeter, or meter (from any units
given number). yard
yardstick
HINT: Students must also be able to use appropriate abbreviations for inches (in), feet (ft), yards (yd), centimeters (cm),
and meters (m).

Estimate lengths using units of inches, feet, yards, centimeters, and meters. MAFS.2.MD.1.3

Students will:

 discover useful benchmarks for the following measurements: inch, foot, yard, centimeter, and meter.

HINT: Students should be given the opportunity to find their own meaningful benchmarks.
E.g., The length from an adult’s elbow to wrist is about 1 foot.

 estimate a reasonable length for a given object visually after seeing a benchmark unit.
 estimate length using inch, foot, yard, centimeter, or meters. E.g., Is a book 8 inches or 8 feet long?
 justify the reasoning for the estimate.

HINT: Students are NOT expected to convert units until 4th grade.

25 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. E.g., Suppose the perimeter of a MAFS.2.MD.1.2 centimeter
room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to customary
do the job? Explain your answer. difference
foot
Students will: height
inch
 discover what happens when different standard units are used to measure the same object (e.g., inches versus feet to measure a length
desk). measure
meter
 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 meter stick
takes a greater number of inches than feet to measure an object). metric units
ruler
 determine an appropriate unit of measure. standard
units
HINTS: Students should not be limited to measuring within the same system of measurement. Multiple opportunities to explore width
provide the foundation for relating metric units to customary units, as well as relating within customary (i.e., inches to feet yard
to yards) and within metric (i.e., centimeters to meters). yard stick
Students are NOT expected to calculate perimeter in second grade.
Students are NOT expected to calculate conversions in second grade.

Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. MAFS.2.MD.1.4

Students will:

 find the difference in length between two objects using standard units.
 describe the difference between two objects with comparative phrases

E.g., The book is longer by 2 inches. The pencil is shorter by 5 centimeters.

26 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Represent whole numbers as length from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and MAFS.2.MD.2.6 centimeter
represent whole-number sums and differences within 100 on a number line diagram. customary
estimate
Students will:

 recognize the similarities between the number line and ruler. foot
 create a number line with whole-number units that are equally spaced and relevant to the addition or subtraction problem. height
 create a number line using numbers within 100 to solve addition and subtraction problems inch
length
E.g., use notebook or grid paper to make their own number line. measure
 represent the addition or subtraction problem on the number line using curved line segments above and between the numbers. meter

E.g., There were 27 students on the bus. 19 got off the bus. How many students are on the bus? metric units
number line

ruler

I used a number line. I started at 27. I broke up 19 into 10 and 9. That way I could take a jump of 10. I landed on 17. Then I standard
broke up 9 up into 7 and 2. I took a jump of 7, That got me 10. Then I took a jump of 2. That’s 8. So, there are 8 students now symbol

on the bus. measuring tape

units

width

yard

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 MAFS.2.MD.2.5
drawing of rulers) and equations with a symbol for the unknown number to represent the problem.

Students will:

 add and subtract lengths of the same unit within 100.
 represent addition and subtraction word problems involving lengths of the same unit by using diagrams and equations with a

symbol for the unknown length.
 solve for the unknown number in an equation from a word problem.

E.g., In P.E. class Chloe jumped 14 inches. Caleb jumped 23 inches. How much farther did Caleb jump than Chloe? Show your

work and write an equation to solve the problem. Student B
My equation is 23 – 14 = ___. I thought about the difference

between Chloe and Caleb. I broke up the 14 into 10 and 4. I

know that 23 minus 10 is 13. Then, I broke up the 4 into 3 and

1. 13 minus 3 is 10. Then, I took one more away. That left me

with 9. So, Caleb jumped 9 more inches than Chloe. That

seems to make sense since 23 is almost 10 more than 14.

23 – 14 = 9.

27 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking MAFS.2.OA.1.1 add
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 addend
problem. addition
difference
Students will: equal
equation
 solve two-step word problems. subtract
E.g., sum

 model and represent solutions with equations for all the Common Addition and Subtraction Situations on page 5 of the Grade 2
Mathematics Curriculum Map.

 solve addition or subtraction real world problems with an unknown using drawings and equations.
E.g.,

28 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and MAFS.2.MD.3.8 add
bill
pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. E.g., The cash register cent sign (¢)
cents
shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? change
difference
a. Identify the value of coins and paper currency. dime
dollar
b. Compute the value of any combination of coins within one dollar. dollar bill
dollar sign ($)
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
nickel
money do you have?). penny
quarter
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 sum

two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar).

Students will:

 identify and name the value of coins (i.e., pennies, nickels, dimes, and quarters) and bills (e.g., $1, $5, $10, $20, $50, $100).
 skip count to find the value of a group of like coins up to $1 (e.g., using nickels, dimes, or quarters).
 calculate the value of mixed coins up to $1 or mixed 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.
 model and record different combinations of coins or bills from a given amount (e.g., $10 can be one $5 bill and five $1 bills or ten $1

bills or one $10 bill or five $2 bills or two $5 bills).
 represent 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).
 represent 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).

HINT: Since students have not been introduced to decimals, money problems should involve only dollars or cents
(NOT a combination of dollars and cents).

 represent one– and two-step word problems involving dollar bills or coins with objects, pictures, charts, tables, words, and/or
numbers.

 solve one- and two-step word problems involving money finding both sums and differences.
 communicate their mathematical thinking and justify their answers for one-and two-step word problem involving dollar bills or

coins.

E.g.,
o Brad spends $27 for a video game and some more money on batteries. If he spends a total of $36, how much did he spend on

the batteries?
o Anna saved $23. On her birthday, she received $15. She spent $26 on a necklace. How much money does Anna have now?
o Sandra went to the store and received 76¢ in change. What are three different sets of coins she could have received?

HINT: Students should have multiple opportunities to identify, count, recognize, and use coins and bills in and out of context.

29 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 3 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

What's in Teacher Guide, pp. 20 - Measuring a Segment www.k- www.IXL.com/signin/volusia 11-1 RMC
Your Yard 21 Longer Than 12 Inches 5mathteachingresources.com S.2, S.4, S.8, S.10 11-2 RMC
MD.1 11-3 RMC
Daily Math Practice Measuring to the Nearest https://learnzillion.com 11-4 POD
Journal pp. 42, 44, 48, Foot www.cpalms.org Unit 2
MD.1.1 52 Discovering Math: Beginning Lesson 1: Exploring Two
Measuring to the Nearest Measurement Standard Systems of
Pick A Problem Math Inch and Centimeter Best Vegetable Garden Measurement
Warm Ups Measure Both and Find Their Lesson 5: Practice Choosing
Rulers and Meter Sticks Difference Measurement Tools
Discovery Can:
Measurement Measuring a Curve How Long? How Wide? How http://achievethecore.org
Tall? How Deep?

https://hcpss.instructure.com
/courses/106
MD.1 Lessons
MD.1 Formatives

MD.1.3 Inching Along Teacher Guide, pp. 20- Estimating in Centimeters www.k- www.IXL.com/signin/volusia 11-1 SE,A&R
21 Estimating In Feet 5mathteachingresources.com S.3, S.9 11-2 SE,A&R
Estimating In Inches MD.3 11-3 SE,A&R
Daily Math Practice Estimating In Meters https://learnzillion.com 11-4
Journal pp. 42, 45, 47 Estimating in Yards www.cpalms.org Unit 14 SE,A&R,
Can I Make a Reasonable Lesson 1: Understanding RMC
Pick A Problem Math Guess? Ways to Estimate Length 11-5 SE,A&R
Warm Ups Estimating Lengths & Distances Lesson 3: Practice Estimating 11-6 POD
Measuring Mania Length in Centimeters
Discovery Can:
Measurement https://hcpss.instructure.com Unit 2
/courses/106 Lesson 7: Measurement Hunt
MD.3 Lessons
MD.3 Formatives http://achievethecore.org

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

30 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 3 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

What's in Teacher Guide, pp. 20 - Centimeters and Meters www.k- www.IXL.com/signin/volusia
Your Yard 21 Feet and Inches 5mathteachingresources.com S.9
Feet and Yards . MD.2
Daily Math Practice https://learnzillion.com
Journal pp. 45, 46 www.cpalms.org Unit 2
Are They the Same Length? Lesson 8: Comparing Unit
MD.1.2 Discovery Can: Inches and Centimeters How Long Is It? Size and Measured Length
Measurement How Many Inches, Feet, and Lesson 9: Understanding Unit
Yards? and Measurement
Relationships

Teacher Guide, pp. 20 - Comparing Zigzag https://hcpss.instructure.com http://achievethecore.org 11-9A
21 Segments /courses/106
MD.2 Lessons www.IXL.com/signin/volusia
MD.1.4 Daily Math Practice Dragonflies and MD.2 Formatives S.4, S.10
Journal pp. 43, 44, 46, Grasshoppers www.k-
48 5mathteachingresources.com https://learnzillion.com
How Much Longer? MD.4 Unit 14
Pick A Problem Math Lesson 6: Practice Comparing
Warm Ups Walking Ants www.cpalms.org Lengths
Comparing Inch by Inch Lesson 7: Dev’s Sculpture:
Discovery Can: Measure Both and Find Their Measure Differences in Length
Measurement Difference What’s the Lesson 8: Connect Addition
Difference? and Subtraction to Finding
Length Differences
https://hcpss.instructure.com
/courses/106 http://achievethecore.org
MD.4 Lessons
MD.4 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

31 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 3 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Daily Math Practice Differences on a Number www.k- www.IXL.com/signin/volusia 6-6A
Journal pp. 47, 50, 53, Line 5mathteachingresources.com
54, 56, 59, 60 MD.6 https://learnzillion.com
Representing Nine on the Unit 3
Pick A Problem Math Number Line www.cpalms.org Lesson 1: Understand that
Warm Ups Get Up and Go! With Addition Whole Numbers Can be
Representing Numbers with and Subtraction Shown as Length on a
MD.2.6 Length Number Line
https://hcpss.instructure.com Lesson 2: Create and
Sums on a Number Line /courses/106 Complete Number Lines
MD.6 Lessons Lesson 3: Add and Subtract
MD.6 Formatives Lengths Using a Number Line

http://achievethecore.org

Inching Daily Math Practice Adding Measures www.k- www.IXL.com/signin/volusia
Along, Triple Journal pp. 43, 44, 49, Heading Home 5mathteachingresources.com
Challenge 51, 54, 55, 58, 61, 63 String for Bracelets MD.5 https://learnzillion.com
Cards Subtracting Measures Unit 3
Pick A Problem Math www.cpalms.org Lesson 5: Use number lines
Warm Ups Where to Locate the Bus Stop to find the difference between
Wilbur’s Pig Pen Addition lengths
MD.2.5
Discovery Can: https://hcpss.instructure.com Unit 14
Measurement /courses/106 Lesson 8: Connect addition
MD.5 Lessons and subtraction to finding the
MD.5 Formatives length difference

http://achievethecore.org

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

32 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 3 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Pond Teacher Guide, pp. 3-4 Solving a Two-Step Word www.k- www.IXL.com/signin/volusia 7-7 SE
Problems Problem: Eating Grapes 5mathteachingresources.com Third Grade: M.11 8-8 SE
Daily Math Practice OA.1
PoundOA.1.1 Journal pp. 2, 3, 4, 5, 7, Solving a Two-Step Word https://learnzillion.com
Pooches(two step word problems)8, 9, 11, 13, 14, 15, 17,Problem: Going Fishing www.cpalms.org Unit 3
18, 19, 20, 21 Word Problems Galore! Lesson 10: Using a Number
Safari Sums Line to Solve 2-Step Addition
and Pick A Problem Math and Subtraction Problems
Differences Warm Ups

https://hcpss.instructure.com http://achievethecore.org
/courses/106
Pick a Problem Math OA.1 Lessons
Warm Ups OA.1 Formatives

Monkey Math Balance

Giant Magnetic Number
& Operation Kit

Pocket Math is a Snap Addition Fifty Cents is Your Change www.k- www.IXL.com/signin/volusia 4-2 SE,RMC,
Money & Subtraction 5mathteachingresources.com P.1, P.2, P.3, P.4, P.6, P.8, A&R
Change Teacher Guide, p. 22 Ninety Nine Cents MD.8 P.10, P.12, P.14, P.16, P.17, 4-6 SE,RMC,
Confusion P.19 A&R
Daily Math Practice Combinations of Bills www.cpalms.org 4-7 SE,RMC,
MD.3.8 Journal, pp. 48, 50, 52, It Cost HOW Much? https://learnzillion.com A&R, POD
54, 56, 57, Combinations of Coins Coin Combinations: How else Unit 5 4-8
58, 60, 62 can you pay for that? Lesson 2: Coin Race: SE,A&R,POD
Identifying the Value of Creative Coin Collections Practice Combining Coins 4-9 RMC
Pick A Problem Math Paper Currency A Penny Saved is a Penny Lesson 5: Skip Count to Show 10-1 POD
Warm Ups Earned..Just Ask Alexander! an Amount of Money in 10-4 POD
Identifying the Value of Party Anyone Different Ways
Problem Solving Coins Lesson 7: Understand How to
Strategy Puzzle https://hcpss.instructure.com Use Addition and Subtraction
Relating Coins /courses/106 to Solve Story Problems
Discovery Can: Money MD.8 Lessons
School Store MD.8 Formatives http://achievethecore.org

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

33 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Standards for Mathematical Practice

Students will: (to be embedded throughout instruction as appropriate)

Make sense of Reason abstractly Construct viable Model with Use appropriate Attend to precision. Look for and make Look for and express
problems and and quantitatively. arguments and mathematics. tools strategically. use of structure. regularity in repeated
persevere in solving reasoning.
critique the
them. reasoning of others.

SMP.1 SMP.2 SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8

MAFS Domains: Measurement and Data PACING: Weeks 29-39
Geometry March 6 – May 26

Operations and Algebraic Thinking

Learning Targets Standards Vocabulary

Tell and write time from analog and digital clocks to the nearest five minutes. MAFS.2.MD.3.7 analog clock
digital
Students will: half-hour
hour
 apply their understanding of fractional quarters, halves and wholes (1st grade skill) when telling time on an analog clock. hour hand
 skip count by 5’s to tell time in five-minute intervals on an analog clock. intervals
 determine the time on an analog clock and write the time as it would appear on a digital clock to the hour, half-hour, and five- minute hand
minutes
minute intervals. quarter

 determine the time on a digital clock and draw in the hands on an analog clock to the hour, half-hour, and five-minute intervals.

HINT: The minute hand indicates the minutes in between each hour. As the students experience clocks with only hour hands, they
begin to realize that when the time is two o’clock, two-fifteen, or two forty-five, the hour hand’s position is different, but still
considered “two”. Using clocks with only hour hands helps develop students’ understanding of time.

All of these clocks indicate the hour of “two”, although the hour hand’s position is different. This is an important idea for
students as they learn to tell time.

34 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

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, MAFS.2.MD.4.10 analyze
and compare problems using information presented in a bar graph. bar graph
category
Students will:

 identify the parts of a picture graph (title, categories, category label, key, and data) and bar graph (title, scale, scale label, category labels
categories, category label, and data). data
horizontal
 interpret and explain data on a given picture graph and bar graph to solve put together, take-apart, and compare problems. horizontal scale
interpret
HINT: Refer to page 5 in the Second Grade Mathematics Curriculum Map for clarification of Common Addition and Subtraction key
Situations.

 use tally marks to collect and organize data. line plot

 create a picture graph and bar graph (with single-unit scale) from a set of data. picture graph

HINT: Students need to create both horizontal and vertical graphs. scale
scale labels

 represent up to four categories of data on single-unit scales. survey

Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same MAFS.2.MD.4.9 tally mark

object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. title

vertical

Students will:

Magnolia Leaves

 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
 record length measurements on a line plot. XX
 identify the parts of a line plot. X X XXX
X X XXX

E.g.,

HINT: Line plots are used to display numerical data

for a set number of things (linear measurement) 0 12 3 4 56
E.g., height of 10 famous basketball players

A line plot can be thought of as plotting numeric data on a number line. Leaf Lengths (in inches)
 This is the first introduction to this type of data display.

35 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, MAFS.2.G.1.1 angles
quadrilaterals, pentagons, hexagons, and cubes. cube
defining attribute
Students will: faces
hexagon
 identify and classify two-dimensional shapes as triangles, quadrilaterals (square, rectangle, trapezoid), pentagons, and non-defining
hexagons.
attributes
Triangles Quadrilaterals orientation
pentagon
Pentagons Hexagons quadrilateral
rectangle
HINT: Students need to recognize that trapezoids, squares, and rectangles (taught in Grades K and 1) all belong to the group of square
quadrilaterals. three-dimensional
trapezoid
 identify and classify a cube as a three-dimensional shape. triangle
 explain which attributes define a shape or group of shapes (number of sides/vertices/angles). two-dimensional
vertex/vertices
E.g., Triangles: three sides, three vertices, three angles
Quadrilaterals: four sides, four vertices, four angles column
Cubes: six equal faces equal-sized
equivalent
HINT: Non-defining attributes may include, but are not limited to, color, texture, size, and orientation. Shapes should be horizontal
presented in a variety of orientations and configurations. orientation
partition
 construct two-dimensional shapes when given defining attributes. row
sections
E.g., use geoboards, popsicle sticks, toothpicks, pencil/paper shares
split
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 vertical

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.

 determine the number of equal-sized squares that result in the partitioned rectangle.

36 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

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 MAFS.2.OA.3.4 addends
total as a sum of equal addends. columns
equal addends
Students will: equation
rectangular array
 organize a group of objects into rectangular arrays with up to 5 rows and up to 5 columns (i.e., equal amounts in each row and repeated addends
equal amounts in each column). rows

 use addition to find the total number of objects in an array.
 represent the total number of objects with equations showing a sum of equal addends.

E.g., 2 + 2 + 2 + 2 = 8

 solve situational problems that involve two or more equal addends (i.e., repeated addition).

E.g.,
Pam arranges 12 pennies into a rectangular array as shown below. Write an equation to represent her arrangement.

Arrangement Equation

4 + 4 + 4 = 12

HINT: Situational problems will be limited to rectangular arrays containing no more than 5 rows and 5 columns.

 identify pictorial models of rectangular array arrangements.
 record pictorial models (e.g., free drawing, graph/grid paper) of rectangular array arrangements that have been constructed with

tangible objects (e.g., counters, bears, square tiles, etc.).

37 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

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 MAFS.2.G.1.3 column
describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. divide
equal shares
Students will: equal-sized
 partition/divide circles and rectangles into two, three, or four equal shares. equivalent
E.g., Partition a circle into three equal shares. fourths/a fourth of
HINT: This will be difficult for Grade 2 students to half/halves/half of
do at first. A clock face can make early attempts easier. horizontal
orientation
E.g., Show four different ways to partition a rectangle into 4 equal parts. partition
pieces/parts
row
sections
shares
split
thirds/a third of
vertical

HINT: Students can partition circles and rectangles by folding, cutting, and drawing.

 describe equivalent shares using words such as halves, thirds, fourths, half of, a third of, and a fourth of.

 describe a whole as two of two equal parts, three of three equal parts, four of four equal parts, two halves, three thirds,

and four fourths. MAFS.2.OA.1.1 add
addition
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking difference
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 equal
problem. equation
subtract
Students will: sum

 choose when to use addition or subtraction in a word problem.
 add or subtract to solve one and two-step word problem situations within 100 using a variety of situations and strategies.
 justify and explain the strategy chosen to solve a real world problem.

HINT: Students should have ample experiences working on various types of two-step word problems that have
unknowns in all positions from the Common Addition and Subtraction Situations located on page 5.
Addition and Subtraction Strategies may include, but are not limited to the following from pages 6 and 7.

38 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. MAFS.2.OA.2.2 add
addend
Students will: addition (+)
difference
 apply different mental strategies to calculate with efficiency within 20 (e.g., count on, make tens, decompose a number leading to a equation
ten, fact families, doubles, doubles plus one, and use the commutative and associative properties). subtract
subtraction (-)
 recall from memory all sums of two one-digit numbers. sum

HINT: Fluency is knowing how a number can be composed and decomposed and using that information to be flexible
and efficient.

39 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 4 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Double Time Teacher Guide, p. 21 A Good Night's Sleep www.k- www.IXL.com/signin/volusia 10-7A
5mathteachingresources.com Q.1, Q.2, Q.3, Q.4, Q.5, Q.6,
Time by Daily Math Practice Tell Time MD.7 Q.8 Math Start
Fives Journal, pp. 42, 46, 50, Readers:
52, 56, 58, The Clock Says www.cpalms.org https://learnzillion.com “Game
60, 62 Counting on a Clock Unit 4 Time!”
Writing Times on Digital Time! Time! Time! Lesson 3: Connect skip
Pick A Problem Math Clocks Excuse Me! Can You Please counting and telling time to the
Warm Ups Give Me the Time? nearest 5 minutes
MD.3.7 I’m Late! Telling Time to the 5 Lesson 4: Practice telling time
Discovery Can: Time Minute Mark to the nearest 5 minutes
Telling Time with “Ana Log and
Dig Ital Clock http://achievethecore.org

https://hcpss.instructure.com
/courses/106
MD.7 Lessons
MD.7 Formatives

Tuber Talk, Teacher Guide, p. 23 Favorite Books www.k- www.IXL.com/signin/volusia 3-7A
Part 2 and 5mathteachingresources.com R.2, R.3, R.4, R.5 3-7B
Part 4 MD.10
Daily Math Practice Features of Our Shirts https://learnzillion.com
Journal, pp. 49, 53, 57, Number of Players www.cpalms.org Unit 9
61, 63 Class Pets Lesson 12: Field Day T-
Drawing and Interpreting Data Shirts: Understand that picture
Pick A Problem Math Shoe Sizes on a Bar Graph and bar graphs can be used to
Warm Ups Setting the Bar: Representing represent the same data
MD.4.10 Data Sets Picture Graph Lesson 14: Let Us Eat Fruit!
Data & Graphing Instant Pizazz! Draw bar graphs to answer
Learning Center Solid Graphing questions

https://hcpss.instructure.com http://achievethecore.org
/courses/106
MD.10 Lessons
MD.10 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

40 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 4 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

MD.4.9 Tuber Talk, Daily Math Practice Measuring Hand Spans - www.k- www.IXL.com/signin/volusia 11-9B
Use data Journal, pp. 51, 55, 59 Part One 5mathteachingresources.com
from Part 2 to MD.9 https://learnzillion.com 10-8C
build a line Pick A Problem Math Measuring Hand Spans - Unit 9
plot. Warm Ups Part Two www.cpalms.org Lesson 8: Staying Sharp:
If the Shoe Fits… Measuring pencil length in
On Board Teacher Guide, p. 23 Measuring Our Pencils - X Marks the Spot! inches
with Shapes Part One Lesson 9: Measure ones
Shapes All Daily Math Practice https://hcpss.instructure.com cubes to create a line plot
Around Us, Journal, pp. 64, 65, 66, Measuring Our Pencils - /courses/106
pg. 1-3 67, 68, 69, 70 Part Two MD.9 Lessons http://achievethecore.org
MD.9 Formatives
Pick A Problem Math Figures with Five Sides www.k- www.IXL.com/signin/volusia
Warm Ups 5mathteachingresources.com T.1, T.2, T.4, T.6
Four Sided Figures G.1
Giant Magnetic Pattern https://learnzillion.com
Blocks Three Sided Figures www.cpalms.org Unit 10
Attributes of Geometric Shapes Lesson 1: Understand that
Pattern Blocks Which of These are Cubes? Discovering Attributes of shapes are defined by their
Shapes sides and angles
G.1.1 Playground Math The Greedy Shapes Lesson 2: Identify
quadrilaterals
https://hcpss.instructure.com Lesson 4: Draw shapes given
/courses/106 certain constraints
G.1 Lessons
G.1 Formatives http://achievethecore.org

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

41 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 4 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Treasure Teacher Guide, p. 24 Complete the Rectangle www.k- www.IXL.com/signin/volusia 10-1A
Trove 5mathteachingresources.com
Daily Math Practice Construct Rows and G.2 https://learnzillion.com
G.1.2 Journal, pp. 64, 66, 68, Columns Unit 13
71 www.cpalms.org Lesson 8: Partition rectangles
How Many Units? Which Rectangle is Bigger? into rows and columns of
Pick A Problem Math Chocolate Pieces same-sized squares and count
Warm Ups Partition the Rectangle Into to find the total number
Unit Squares https://hcpss.instructure.com
Playground Math /courses/106 http://achievethecore.org
Pattern Blocks G.2 Lessons
G.2 Formatives

Accounting Teacher Guide, p. 7 All Your Penquins in a Row www.k- www.IXL.com/signin/volusia 4-9A
for Butterflies 5mathteachingresources.com E.21, E.22, E.23, E.24
Daily Math Practice Counting an Array OA.4
Treasure Journal, pp. 2, 6, 9, 11, https://learnzillion.com
Trove 12, 14, 16, 19, 21 Counting by Rows and www.cpalms.org Unit 13
Columns Array Addition Lesson 7: Create arrays
OA.3.4 Pick A Problem Math Hooray Arrays Lesson 9: Use skip counting
Warm Ups Writing an Equal Addends I Array+You Array=Arrays! with arrays
Equation
Giant Magnetic Numbers
& Operations (use https://hcpss.instructure.com http://achievethecore.org
counters from set to /courses/106
make arrays) OA.4 Lessons
OA.4 Formatives

Pattern Blocks
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

42 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 4 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Folding Flags Teacher Guide, p. 24 Different Fourths www.k- www.IXL.com/signin/volusia 10-1 SE,
5mathteachingresources.com U.1, U.2 RMC,A&R
Fresh Baked Daily Math Practice Different Halves G.3
Fractions Journal, pp. 64-71 https://learnzillion.com 10-2 POD
Halves, Thirds, and Fourths www.cpalms.org Unit 10 10-3 SE,
G.1.3 Pick A Problem Math Fractions Action Lesson 5: Understand that
Warm Ups How Many Fourths are in a Thirds shapes can be partitioned into RMC,A&R
Whole? equal parts 10-7 POD
Pattern Blocks https://hcpss.instructure.com Lesson 6: Partition shapes 11-2 POD
Playground Math /courses/106
G.3 Lessons http://achievethecore.org
G.3 Formatives

Pond Teacher Guide, pp. 3-4 Solving a Two-Step Word www.k- www.IXL.com/signin/volusia
Problems Problem: Marbles in a Bag
Daily Math Practice 5mathteachingresources.com E.12, E.14, E.18, E.20, F.9,
Pound Journal pp. 2, 3, 4, 5, 7,
OA.1.1 Pooches 8, 9, 11, 13, 14, 15, 17, OA.1 F.11, L.3, L.9, H.9, H.11
(one and two step word problems) 18, 19, 20, 21
Safari Sums www.cpalms.org https://learnzillion.com
and Pick A Problem Math Success with Story Problems- Unit 1
Differences Warm Ups Addition/Subtraction Lesson 10: Solve math stories
Amazing Animal Athletes by identifying unknowns
Pick a Problem Math
Warm Ups https://hcpss.instructure.com Unit 15
/courses/106 Lesson 9: Create addition and
Monkey Math Balance OA.1 Lessons subtraction word problems
OA.1 Formatives
http://achievethecore.org

Giant Magnetic Number
& Operation Kit

Math is a Snap Addition
& Subtraction
enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

43 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Unit 4 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

OA.2.2 Blackout! Teacher Guide, pp.5-6 Addition Facts From www.k- www.IXL.com/signin/volusia 1-1 RMC
Book Memory 5mathteachingresources.com E.1, E.2, E.3, E.4, E.5, E.9, 1-2 RMC
Daily Math Practice OA.2 E.10, E.11, E.16, F.1, F.2, F.3, 1-3 RMC
Make it Even Journal, pp. 3, 4, 5, 6, 8, Fluency for Addition Within F.5, F.6, F.7, L.5, L.2, L.3, K.1, 1-5 RMC
10, 12, 15, 20 www.cpalms.org K.2, K.3 2-3 RMC
Saluting Piece of Cake Mental Math 2-4 RMC
Subtraction 16, 17, 18, 20 Fluency for Subtraction Show It Another Way https://learnzillion.com 2-6 RMC
and Addition Within 20 Number Facts Bingo Unit 15 2-7 RMC
Pick A Problem Math Lesson 11: Fluently add and 2-8 RMC
Tic Tac Ten Warm Ups Fluency with Basic Addition https://hcpss.instructure.com subtract within 20 using mental
and Twenty Facts /courses/106 strategies
Math Is A Snap Addition OA.2 Lessons Lesson 14: Apply strategies to
& Subtraction OA.2 Formatives add/subtract numbers mentally

Giant Magnetic Number http://achievethecore.org
& Operation Kit

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

44 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Formative Assessment Strategies

Mathematics K-5

Name Description Additional Information
A & D Statements A & D Statements analyze a set of “fact or fiction” statements. First,
students may choose to agree or disagree with a statement or identify Statement How can I find out?
Agreement Circles whether they need more information. Students are asked to describe
their thinking about why they agree, disagree, or are unsure. In the 9/16 is larger than 5/8.
Annotated Student second part, students describe what they can do to investigate the
Drawings statement by testing their ideas, researching what is already known, or __agree __disagree
using other means of inquiry. __not sure __it depends on

Agreement Circles provide a kinesthetic way to activate thinking and My thoughts:
engage students in mathematical argumentation. Students stand in a
circle as the teacher reads a statement. They face their peers still http://www.mathsolutions.com/documents/How_to_
standing and match themselves up in small groups of opposing beliefs.
Students discuss and defend their positions. After some students Get_Students_Talking.pdf
defend their answers, the teacher can ask if others have been swayed.
If so, stand up. If not, what are your thoughts? Why did you disagree? There 20 cups in a gallon. Agree or disagree?
After hearing those who disagree, does anyone who has agreed want to
change their minds? This should be used when students have had 2/3 equivalent to 4/6. Agree or disagree?
some exposure to the content.
A square is a rectangle. Agree or disagree?
Annotated Student Drawings are student-made, labeled illustrations that
visually represent and describe students’ thinking about mathematical Additional Questioning:
concepts. Younger students may verbally describe and name parts of Has anyone been swayed into new thinking?
their drawings while the teacher annotates it for them. What is your new thinking?
Why do you disagree with what you have heard?
Does anyone want to change their mind?
What convinced you to change your mind?
Use when students have had sufficient exposure to
content.

http://formativeassessment.barrow.wikispaces.net/A
greement+Circles
Represent 747 by drawing rods and cubes.
Represent 3x2=2x3 by drawing arrays.
Describe the meaning of 5.60.

45 Volusia County Schools http://formativeassessment.barrow.wikispaces.net/A
nnotated+Student+Drawings
Mathematics Department
Grade 2 Math Curriculum Map
May 2016

Formative Assessment Strategies/Mathematics K-5 (continued)

Name Description Additional Information
Card Sorts
Card Sorts is a sorting activity in which students group a set of cards
with pictures or words according to certain characteristics or category.
Students sort the cards based on their preexisting ideas about the
concepts, objects, or processes on the cards. As students sort the
cards, they discuss their reasons for placing each card into a designated
group. This activity promotes discussion and active thinking.

Commit and Toss Commit and Toss is a technique used to anonymously and quickly http://teachingmathrocks.blogspot.com/2012/09/voc
assess student understanding on a topic. Students are given a abulary-card-sort.html
Concept Card question. They are asked to answer it and explain their thinking. They
Mapping write this on a piece of paper. The paper is crumpled into a ball. Once Stephanie eats 5 apple slices during lunch. When
the teacher gives the signal, they toss, pass, or place the ball in a she gets home from school she eats more. Which
basket. Students take turns reading their "caught" response. statement(s) below indicates the number of apple
Once all ideas have been made public and discussed, engage students slices Stephanie may have eaten during the day?
in a class discussion to decide which ideas they believe are the most
plausible and to provide justification for the thinking. a. She eats 5 apple slices.
b. She eats 5 apple slices at least.
Concept Card Mapping is a variation on concept mapping. Students are c. She eats more than 5 apple slices.
given cards with the concepts written on them. They move the cards d. She eats no more than 5 apple slices.
around and arrange them as a connected web of knowledge. This e. I cannot tell how many apple slices were eaten.
strategy visually displays relationships between concepts.
Explain your thinking. Describe the reason for
the answer(s) you selected.

46 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Formative Assessment Strategies/Mathematics K-5 (continued)

Name Description Additional Information
Concept Cartoons
Concept Cartoons are cartoon drawings that visually depict children or  www.pixton.com (comic strip maker)
Four corners adults sharing their ideas about common everyday mathematics. A decimal is a fraction.
Students decide which character in the cartoon they agree with most
and why. This formative is designed to engage and motivate students to Agree Strongly
uncover their own ideas and encourage mathematical argumentation. Agree
Concept Cartoons are most often used at the beginning of a new
concept or skill. These are designed to probe students’ thinking about Strongly Disagree
everyday situations they encounter that involve the use of math. Disagree
Not all cartoons have one “right answer.” Students should be given
ample time for ideas to simmer and stew to increase cognitive
engagement.

Four Corners is a kinesthetic strategy. The four corners of the
classroom are labeled: Strongly Agree, Agree, Disagree and Strongly
Disagree. Initially, the teacher presents a math-focused statement to
students and asks them to go to the corner that best aligns with their
thinking. Students then pair up to defend their thinking with evidence.
The teacher circulates and records student comments. Next, the
teacher facilitates a whole group discussion. Students defend their
thinking and listen to others’ thinking before returning to their desks to
record their new understanding.

http://debbiedespirt.suite101.com/four-corners-
activities-a170020

http://wvde.state.wv.us/teach21/FourCorners.html

Frayer Model graphically organizes prior knowledge about a concept Frayer Model
into an operational definition, characteristics, examples, and non-
examples. It provides students with the opportunity to clarify a concept Definition in your own words Facts/characteristics
or mathematical term and communicate their understanding.
For formative assessment purposes, they can be used to determine A quadrilateral is a shape •4 sides
students’ prior knowledge about a concept or mathematical term before with 4 sides. • may or may not be of equal
planning the lesson. Barriers that can hinder learning may be uncovered
Frayer Model with this assessment. This will then in turn help guide the teacher for length
beneficial instruction. • sides may or may not be

parallel

Examples Quadrilateral Nonexamples

• square • circle
• rectangle • triangle
• trapezoid • pentagon
• rhombus • dodecahedron

47 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department

Formative Assessment Strategies/Mathematics K-5 (continued)

Name Description Additional Information
Friendly Talk Probes
Friendly Talk Probes is a strategy that involves a selected response
section followed by justification. The probe is set in a real-life scenario in
which friends talk about a math-related concept or phenomenon.
Students are asked to pick the person they most agree with and explain
why. This can be used to engage students at any point during a unit. It
can be used to access prior knowledge before the unit begins, or assess
learning throughout and at the close of a unit.

Human Scatterplots Human Scatterplot is a quick, visual way for teacher and students to get http://www.sagepub.com/upm-
an immediate classroom snapshot of students’ thinking and the level of data/37758_chap_1_tobey.pdf
I Used to Think… confidence students have in their ideas. Teachers develop a selective
But Now I Know… response question with up to four answer choices. Label one side of the I USED TO THINK… BUT NOW I KNOW…
room with the answer choices. Label the adjacent wall with a range of AND THIS IS HOW I LEARNED IT
low confidence to high confidence. Students read the question and
position themselves in the room according to their answer choice and
degree of confidence in their answer.

I Used to Think…But Now I Know is a self-assessment and reflection
exercise that helps students recognize if and how their thinking has
changed at the end of a sequence of instruction. An additional column
can be added to include…And This Is How I Learned It to help students
reflect on what part of their learning experiences helped them change or
further develop their ideas.

48 Volusia County Schools Grade 2 Math Curriculum Map
May 2016
Mathematics Department