Module 1: Schools and Community

Guiding Questions and Big Ideas:

• What is school, and why are schools important?

• Why is it hard for some children to go to school in their communities?

• How do communities solve these problems so their children can go to school?

• How are schools around the world different? How are they similar?

Unit 1 Building a Mathematical Community while Working with Numbers within 20

NC.2.MD.6

Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number sums and differences, within 100 (only up to 20 at this point), on a number line diagram.

NC.2.OA.2

Demonstrate fluency with addition and subtraction, within 20, using mental strategies.

NC.2.OA.3

Determine whether a group of objects, within 20, has an odd or even number of members by:

● Pairing objects, then counting them by 2s.

● Determining whether objects can be placed into two equal groups.

● Writing an equation to express an even number as a sum of two equal addends. 

Unit 2 Adding and Subtracting Within 20

NC.2.OA.1 Represent and solve addition and subtraction word problems, within 100, with unknowns in all positions, by using representations and equations with a symbol for the unknown number to represent the problem, when solving:

• One-Step problems: 

  • Add to/Take from - Start Unknown

  • Compare - Bigger Unknown

  • Compare - Smaller Unknown 

NC.2.NBT.2 Count within 1,000 (100 at this point in the year); skip-count by 5s, 10s, and 100s. 

NC.2.NBT.5 Demonstrate fluency with addition and subtraction, within 100, by:

• Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

• Comparing addition and subtraction strategies, and explaining why they work. 

• Selecting an appropriate strategy in order to efficiently compute sums and differences. 

NC.2.NBT.6 Add up to three two-digit numbers using strategies based on place value and properties of operations. 

NC.2.NBT.8 Mentally add 10 or 100 to a given number [within]100–900, and mentally subtract 10 or 100 from a given number 100–900. 

.NC.2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number 

2.P.1 Force and Motion

Understand the relationship between sound and vibrating objects

2.P.1.1: Illustrate how sound is produced by vibrating objects.

• • • students learn that vibrating objects produce sound.

    • students will learn that sound can be described in terms on pitch (high and low)

2.P.1.2: Summarize the relationship between sound and objects of the body that vibrate such as eardrum and vocal cords.

• • • students will learn that parts of our body vibrate in order to produce and receive sound.

    • students will learn that sound waves are collected through the ear.

KEY VOCABULARY

illustrate, sound, vibration, columns, pitch, air column, summarize, eardrum, vocal cords, properties, funnel

Unit 1: Thinking Like A Historian

Students will delve into clues by using primary and secondary sources to examine maps, government and the relationship between people and their environment.  Students will begin thinking like a historian by using historical thinking while building research and inquiry skills.

2.C&G.1.3: Compare the structure and function of the three branches of government at the national level.

2.E.1.1: Explain how scarcity affects economic decisions.

2.H.1.3: Compare various perspectives of the same time period using primary and secondary sources.