Embedded Files
2nd Grade has a one hour block of instruction for core concepts that begins with whole group instruction in problems and investigation and transitions to small group and individual work to practice new concepts. There is second, 20-30 minute block of instruction which focuses on pattern recognition and concept development through daily routines. The year is broken into 8 units of core instruction with 4 modules in each of those 8 units. The first unit begins with a focus on the development of number sense emphasizing fact fluency up to 20 using modules and different strategies to solve facts.
Module 1: Students begin the year by creating glyphs about themselves. They follow this up with sorting and graphing the glyphs in a variety of way while they learn about everyone in their classroom. community.
Module 2: Number racks are a focal point of this unit as students use them to model equations. Students will work with fact strategies from 0-20 with different combinations while discussing the relationships between facts.
Module 3: Students will continue to develop fluency with their facts and work with doubles and halves during this module. The end of this module emphasizes subtraction strategies and fluency.
Module 4: The last part of this unit focuses on fluency on facts 0-20 and asks students to solve story problems to apply their skills. Students will use number racks, bead strings, and number lines to help model their problems and solutions.
Unit 2 allows students a variety of mathematical learning opportunities starting with counting and grouping objects. They will then move into measuring and adding double digit numbers while using the story, Jack and the Beanstalk as the center of their math journey.
Module 1: The teacher begins by reading Jack and the Beanstalk. Students then have to estimate numbers of beans and then work together to sort and count the beans in groups oh hundreds, tens, and ones. Students will model two and three-digit numbers and add numbers by regrouping.
Module 2: In this second module students use the beanstalk to work on measurement skills as they measure different parts of the beanstalk using different intervals. Students also work on measurement as they measure the perimeter of the garden beds to grow more beans.
Module 3: Students continue using different instruments to measure and an open number line is introduced to help solve addition problems. They will continue to work with Jack and the Beanstalk as the solve problems that arise from as Jack tries to sell his magic beans.
Module 4: In the final module of the unit, students create a class chart that helps create a pattern countiung by 2s. They explore odd and even numbers in different contexts and are introduced to multiplication as repeated addition.
Unit 3 challenges students through work with multi-digit addition and subtraction with numbers 0-100. They will use number lines, the base ten structure, and finally work with graph data to determine the frequency of of various objects.
Module 1: Students will work on organizing numbers based on different mathematical concepts, such as place value and multiples of certain numbers. They will also sharpen their skills in quickly recognizing groups of 5 and 10 with the ability to combine them.
Module 2: In this next module students focus on using a number line to solve various addition and subtraction problems. They will work with numbers 0-100 while developed strategies to solve story problems with double digit addition and subtraction.
Module 3: Students will work both in groups and individually to identify key information in story problems and get to solve problems created by their classmates. They will also learn new games to practice modeling, reading, and comparing 3-digit numbers.
Module 4: This final module revisits the concept of graphing as students compare and contrast class data to make predictions. Again, they work together and individually as they investigate the frequency of data and why they helps them predict future data sets.
Unit 4 introduces students to standards units of measure and has them doing conversions of inches, feet, and yards. They also explore proportional reasoning and work with 3s patterns as they continue to work with multiplication as repeated addition.
Module 1: Students investigate different measuring tools to understand the importance of customary units of measurement. Inches, feet, and yards are introduced through engaging activities with the helpful inchworm.
Module 2: In this module students begin comparing lengths and begin to undertand a yard is equal to 3 feet. They play multiple games where they measure and copmpare lengths and continue to work on baisc additiona nd subtraction facts to 20.
Module 3: Students will work with proportional reasoning and deciding which unit of measure is best used for different objects and lengths. This will provide experience and begins to lay the groundwrok for ratios.
Module 4: In teh final module of this Unit students work with 3s patterns and create charts to show the relationship between repeated additiona nd multiplication. They will extend this counting pattern up to 100 and solve problems related to these patterns.
Unit 5 helps solidify students comprehension of place up up to 1,000. Students will add and subtract with groups of 10 and 100 and use money as a model for the groups. Sequences will also be explored as students observe and describe patterns and form generalizations based on their observations.
Module 1: Students will create bundles of 10 and 100 as they practice counting to 1,000. A variety of manipulatives are used as students practice adding and subtracting from 0-200.
Module 2: Place value understanding is emphasized in this module as students work with five and ten frames to count money and understand how those make up 25 cents. Students will be challenged with different coin combinations and what value the different combinations hold.
Module 3: Students will create clip chains and practice place value with sections of 10, 100, and 1,000. The exploration of the different clip chains enhances their understanding of place value as well as multiples of 10 and 100.
Module 4: Students will observe and describe different patterns and communicate generalizations from their observations. They will build and draw their own arrangements and be able to explain how and why their arrangements create a pattern.
Unit 6 emphasizes geometry concepts as students explore two-dimensional shapes, fractions, and symmetry though a variety of tools and models. Students will identify geometric shapes by their attributes while being introduced to tiling a plance and finding the area of a shape.
Module 1: Students begin the unit by exploring differences in equilateral, scalence, and isocelese triangles. They discuss sides and angles of different traingles and quadrilaterals and are exposed to a plethora of new math vocabulary for identifying, comparing, and describing shapes.
Module 2: In this module students begin using triangles and squares as units of measure to express area. Students explore area and arrays with pattern block shapes and later rectangular arrays and express their area in square units.
Module 3: The story, A Cloak for the Dreamer, is used to allow students to explore shapes and fractions and how traingles, rectangles and squares can fit together. Students continue to work on measurment and area through the use of patchwork quilt blocks using them to create new and larger shapes.
Module 4: Students will cut and fold a variety of shapesto understand equal parts and how those parts make a whole. They will continue their investigations of tessellation, symmetry, and fractions using the context of patchwork quilts and sandwhiches.
Unit 7 revisits and extends students knowledge of standard units of measurement. They work with fractions and are introduced to the metric system as they measure ants and inch worms. Students also continue to work on multi-digit addition and subtraction problems while being introduced to the concept of division.
Module 1: In this first module students create their own rulers and then work together to use them to create a meter stick and measure a variety of objects that are longer than one meter. New Work Place games are introduced and provide ample practice for students to measure and compare lengths as well as work on 2-digit addition and subtraction.
Module 2: Students will begin to work with division as they read the story, One Hundred Hungry Ants, and arrange ants in groups up to 120. They will then divide these into groups using the denominators of 2, 3, and 4. Students will also continue working with fractions as they create and play games with their own fractions strips.
Module 3: Adding and subtracting moves from two-digit to three-digit numbers as students explore story problems using groups of 100 and 10. Students will also explore the most effective and efficient problem solving strategies and create a poster to help them through the remainder of the year.
Module 4: The final modules emphasizes story problems and allows students to write their own. Students work together at first to identify the best strategies and finally move to allowing each other to solve the problems independently.
Unit 8 reviews place value and three-digit addition and subtraction with a focus on data collection and analysis. Students will create ramps for marbles in order to collect and anlyze the different variables on what makes them go farther and faster. They will generate the data using the measuring skills from previous unit as they pool and plot their data to analyze.
Module 1: Students will revisit three-digit computation as well as review place value up to and beyond 1,000. They will deepn their understanding and solidify strategies to be used in the remainder of thje unit.
Module 2: In this module students will create their marble ramps using a variety of materials. They will then use their ramps to test speed and distance and test their hypotheses of the different designs.
Module 3: Students will continue to test otehr variables in the design of their ramps. They will collect data, plot, and analyze. Students will use those results to extend their learning as they will design rollways to perfrom specific tasks.
Module 4: In the final Module of the year students are given the opportunity to design a student survey of somethign they are particularly interested in. They will collect survey responses in order to organize, graph, analyze,a nd share about their data.
School District of Spencer
Student First | Rocket Family
Mission
We nurture students to be resilient, collaborative problem-solvers who strive to be lifelong learners.
Vision
Graduate successful individuals who will positively contribute to society.
Values
Integrity | Accountability | Teamwork | Growth | Achievement
Motto
Inspire, Educate, and Celebrate
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