Suggested Pacing 1-2 weeks
This question requires extensive use of manipulatives.
Explicitly teach the difference between a row and column in rectangles.
Emphasize partitioning shapes into equal parts or fair shares. This is critical in developing their conceptual understanding of fractions.
Only using halves, thirds and fourths for partitioning shapes.
Use MiP Module 2 and Mastering the Basic Math Facts for fact fluency. Resources here.
🌕Students can partition circles and rectangles into equal parts and describe the shares as halves, thirds and fourths.(2.G.A.2) (2.G.A.3)(SMP 2) ) (SMP 3) (SMP 6) (SMP 8)
I can partition a rectangle into rows and columns of same size squares. (2.G.A.2)
I can count the squares in the rows and columns of a rectangle to find the total number of squares. (2.G.A.2)
I can divide circles and rectangles into two, three, and four equal parts. (2.G.A.3)
I can name the equal parts of a circle and a rectangle. (2.G.A.3)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Math Vocabulary cards in Spanish and English
Columns Whole Equivalent Thirds Fourths Rows
Half Quarter Halves Parts Partition/Divide
2nd grade number talk guide printable & 2nd grade number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Addition Strategies
Break apart by place value larger numbers
Chunking 2-digit numbers
Friendly Number both addends
Compensation add/subt 2
Doubles/near within 100
Subtraction Strategies
Count up/think addition mixture
Removal remove place value chunks mixture
Ready Teacher Toolbox Lesson 29: Understand Partitioning Shapes into Halves, Thirds, and Fourths -Sessions 1-3
Assessment Tasks 2.G.A.3 Frayer Model Assessment Proficiency Rubrics 2.G.A.3
Math in Practice: 2.G.A.2-3 Module 15 Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 29 Shading Shapes
Ready Teacher Toolbox Lesson 30: Partition Rectangles -Sessions 1-3
Assessment Tasks 2.G.A.2 Frayer Model Assessment Proficiency Rubrics 2.G.A.2
Math in Practice: 2.G.A.2-3 Module 15 Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 30 Rectangle Tangle
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
1.GA.2 3-D Shape Sort All vs. Only some Toy Box Sort Counting Squares Build a Wall
1.GA.3 Framing Fractions Pictures Pizza Party
Nearpod Math lessons
Addition/subtraction basic facts Mastering the Basic Facts book:
Foundational facts
Derived facts
Addition & Subtraction within 100 using strategies *The standard algorithm is a 4th grade standard.
These are activities to give students mixed, spaced practice based on the big ideas for 2nd grade math.
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.