enVision Mathematics Topics 3-6
2nd Grade; September – November (9 weeks); 1st/2nd Trimester
Embedded Files
Topic Title(s):
Add Within 100 Using Strategies (Topic 3)
Fluently Add Within 100 (Topic 4)
Subtract Within 100 Using Strategies (Topic 5)
Fluently Subtract Within 100 (Topic 6)
Prepared Graduates:
MP1. Make sense of problems and persevere in solving them.
MP7. Look for and make use of structure.
Standard(s):
1. Number and Quantity
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
2.NBT.B. Number & Operations in Base Ten: Use place value understanding and properties of operations to add and subtract.
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.* (CCSS: 2.NBT.B.5)
Add up to four two-digit numbers using strategies based on place value and properties of operations. (CCSS: 2.NBT.B.6)
Relate concrete or mental strategies for adding and subtracting within 100 to a written method. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
Make sense of place value by modeling quantities with drawings or equations. (MP1)
Use the base-ten structure to add and subtract, composing and decomposing ones, tens, and hundreds as necessary. (MP7)
Inquiry Questions
How might you rewrite 38 + 47 + 93 + 62 to make it easier to solve? How do you know it is OK to rewrite it?
Coherence Connections
This expectation represents major work of the grade.
In Grade 1, students use place value and properties of operations to make sense of the relationship between addition and subtraction.
In Grade 2, this expectation connects with representing and solving problems involving addition and subtraction and fluently adding and subtracting within 20.
In Grade 3, students use place value understanding and properties of operations to perform multi-digit arithmetic, including fluently adding and subtracting within 1000.
Academic Vocabulary & Language Expectations:
Tens, ones, open number line, break apart, compensation, regroup, partial sum, mental math, compatible numbers, partial differences
Assessments:
Topic 3 Assessment (PDF), Topic 4 Assessment (PDF), Topic 5 Assessment (PDF), Topic 6 Assessment (PDF)
Instructional Resources & Notes:
enVision Mathematics Topics 3-6
Additional enVision Mathematics Resources
Let's Investigate! Race to 100 (TE) (supports Lessons 3-1, 3-2, 3-3)
Let's Investigate! Family Reunion (TE) (supports Lessons 4-1, 4-2)
Let's Investigate! Global Math Games (TE) (supports Lessons 5-4, 5-5)
Let's Investigate! Different Differences (TE) (supports Lessons 6-3, 6-4)
3-Act Math Recording Sheets (Topic 3, Topic 5)
Supplemental Lesson Resources: Topic 3, Topic 4, Topic 5, Topic 6
Additional Math Games: Addition & Subtraction Within 100 (additional materials and preparation may be required)
Notes:
It is recommended to review place value concepts within 100 before starting Topic 2. This is assumed prior knowledge from 1st Grade.
*Students do not need to show mastery of all the strategies presented in Topics 3-6; rather, students should have exposure to a wide range of computational strategies to build number sense, using strategies that make sense to them when solving problems in multiple ways. Students do not need to know or use the standard algorithm.
Students should, however, have familiarity with using the number line since adding and subtracting within 100 on a number line is an evidence outcome for Topic 13.
It is recommended to teach Lesson 6-4 (Continue to Subtract Using Partial Differences) before Lesson 6-3 (Subtract Using Partial Differences) in Topic 6.
Tier 1 Intervention & Supports (i-Ready Tools for Instruction):
Tier 1 Intervention Topics 3-4: Two-Digit Addition with Regrouping
Tier 1 Intervention Topics 5-6: Two-Digit Subtraction Without Regrouping, Two-Digit Subtraction with Regrouping, Using Addition to Check Subtraction
Coherence Map/Concept Progressions: 2.NBT.B.5
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