Suggested Pacing 3 weeks
This is the first explicit instruction of money so coin identification and values may need to be taught.
Review skip counting patterns to support counting coin values and time on a clock to the five minute intervals.
Learning extends from time to the hour and nearest half hour in first grade to the nearest five minute increment.
Use MiP Module 2 and Mastering the Basic Math Facts for fact fluency. Resources here.
⊡Students will make sense of and solve problems using time and money. (2.MD.C.7) (2.MD.C.8) (SMP 1) (SMP 2) SMP 4) (SMP 5) (SMP 6) (SMP 8)
I can distinguish the different representations of money used in a word problem. (2.MD.C.8)
I can interpret quantities expressed in $ and ¢ symbols. (2.MD.C.8)
I can use $ and ¢ symbols in a word problem. (2.MD.C.8)
I can solve money word problems. (2.MD.C.8)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Math Vocabulary cards in Spanish and English
$ (dollar)/dollar notation A.M. Analog clock Bills Coins Decimal Point Digital clock Dime Dollar Half Dollar
Half-hour Half past Hour hand Minutes hand Nickel O’clock P.M. Penny Quarter Quarter after
Quarter-hour Quarter past Quarter to/quarter before Symbol for decimal point ￠(Cent)/cent notation Skip count
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
Use/Bridge Ten decompose
Break apart by place value ones more than ten math flips two-digit plus multi of ten
Chunking add ones to multiples of ten
Friendly Number one away
Doubles/near within 20
Subtraction Strategies
Count up/think addition wholes are multiples of ten
Removal within 100 Math Flips remove friendly
Ready Teacher Toolbox Lesson 11: Tell and Write Time -Sessions 1-3
Assessment Tasks 2.MD.C.7 Frayer Model Assessment Proficiency Rubrics 2.MD.C.7
Math in Practice: 2.MD.C.7 Module 11 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 11 The Broken Clocks
Ready Teacher Toolbox Lesson 10: Solve Word Problems Involving Money -Sessions 1-5
Assessment Tasks 2.MD.C.8 Frayer Model Assessment Proficiency Rubrics 2.MD.C.8
Math in Practice: 2.MD.C.8 Module 12 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 10 The Nickel Jar
“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.MD.3 Making a clock Grouchy Ladybug Time Time Bingo Time barrier game What time in the world is it?
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.