What are we learning?

Math

Students build upon their mastery of renaming place value units and extend their work with conceptual understanding of the addition and subtraction algorithms to numbers within 1,000, always with the option of modeling with materials or drawings. Throughout the mission, students continue to focus on strengthening and deepening conceptual understanding and fluency.

Topic A focuses on place value strategies to add and subtract within 1,000 (2.NBT.7). Students relate 100 more and 100 less to addition and subtraction of 100 (2.NBT.8). They add and subtract multiples of 100, including counting on to subtract (e.g., for 650 – 300, they start at 300 and think, “300 more gets me to 600, and 50 more gets me to 650, so … 350”). Students also use simplifying strategies for addition and subtraction. They extend the make a ten strategy to make a hundred, mentally decomposing one addend to make a hundred with the other (e.g., 299 + 6 becomes 299 + 1 + 5, or 300 + 5, which equals 305) and use compensation to subtract from three-digit numbers (e.g., for 376 – 59, add 1 to each, 377 – 60 = 317). The topic ends with students sharing and critiquing solution strategies for addition and subtraction problems. Throughout the topic, students use place value language and properties of operations to explain why their strategies work (2.NBT.9).

In Topics B and C, students continue to build on Mission 4’s work, now composing and decomposing tens and hundreds within 1,000 (2.NBT.7). As each topic begins, students relate manipulative representations to the algorithm and then transition to creating math drawings in place of the manipulatives. As always, students use place value reasoning and properties of operations to explain their work. Throughout Mission 5, students maintain addition and subtraction fluency within 100 as they use these skills during their Whole Group Word Problem time to solve one- and two-step word problems of all types (2.NBT.5, 2.OA.1). The focus of the lesson is adding and subtracting within 1,000: using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, and relating strategies to a written method (2.NBT.7). Note that a written method can include number bonds, chip models, arrow notation, the algorithm, or tape diagrams. Many students will need to record these strategies to solve correctly. The lessons are designed to provide ample time for discussions that center on student reasoning, explaining why their addition and subtraction strategies work (2.NBT.9). For example, students may use the relationship between addition and subtraction to demonstrate why their subtraction solution is correct.

The mission culminates with Topic D, wherein students synthesize their understanding of addition and subtraction strategies and choose which strategy is most efficient for given problems. They defend their choices using place value language and their understanding of the properties of operations (2.NBT.9). Note that, beginning in Topic C, and for the remainder of the year, each day’s Fluency Practice includes an opportunity for review and mastery of the sums and differences with totals through 20 by means of the Core Fluency Practice Sets during whole group time or Sprints during Independent Digital Lessons.

Reading

 Read and write words with the following letter-sound correspondences: ‘o’ > /u/ (son), ‘ou’ > /u/ (touch), ‘o_e’ > /u/ (come) (RF.2.3e)

 Use adjectives appropriately, orally and in own writing (L.2.1e)

 Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently (RL.2.1)

 Describe how characters in a fiction text that has been read independently respond to major events and challenges (RL.2.3)  Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot (RL.2.7)

 Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4)

 Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a)

 Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c)