Grade 2 Math
Scope
How can mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace?
Unit — Numbers to 20 and Data
Essential Questions
How can we compose and decompose numbers to 20?
How can we use repeated addition to show the total amount?
Guiding Questions
What double facts can you use to find the sums of other facts?
How does the doubles fact relate to the addition fact?
What can you conclude about addition facts that have the addends in a different order?
How are the addition and subtraction facts alike?
How do you decide how you will make a ten?
How can you use a number line and tens facts to find differences?
How do you know how many to subtract to get to ten?
How do you know if the number is even or odd?
How can you show how many are in a row?
Why are the addends the same?
What does each tally mark represent?
What does it mean for an object to have the most tally marks?
How can you show how many ____?
How can you draw a picture graph to show data?
How can you use the graph to solve problems?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Operations and Algebraic Thinking: 2.OA.2a, 2.OA..3, 2.OA.4
Geometry: 2.G.2
Measurement and Data: 2.MD.10
Unit — Place Value
Essential Questions
How can we represent numbers larger than 99?
What does each place represent in our place value chart?
Guiding Questions
How can you group 10s as hundreds and write the number?
How can you write a 3-digit number more than one way?
How can you write a 3-digit number from a “quick-pic”?
How can you write and identify the values of each digit up to 1,000?
How can you write the name of a 3-digit number in more than one way?
How can you count to 1,000 in skip counting?
How can you add or subtract by 10s or 100s from a 3-digit number?
How can you compare numbers by their values?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Numbers and Operations in Base Ten: 2.NBT.1a, 2.NBT.1, 2.NBT.3, 2.NBT.2, 2.NBT.8, 2.NBT.4
Unit — Money and Time
Essential Questions
How can we relate money to place value?
How can we use skip counting to help tell time?
Guiding Questions
How can I show and write money amounts using tens and ones?
How can I identify and find the total value of a group of coins?
How can I order coins to find the total value of a group of coins?
How can I use different coins to show the same money amount in different ways?
How can I solve word problems that relate a combination of coins to one dollar?
How can I find the total value of a combination of dollar bills?
How can I draw hands on a clock and write time on a clock to the nearest 5 minutes?
How can I use different ways to write and say the time shown on a clock?
How can I tell and write time to the nearest 5 minutes in three different ways?
How can I tell and write time to the nearest five minutes using a.m. and p.m.?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Measurement and Data: 2.MD.8b, 2.MD.7
Unit — Two-Digit Addition and Subtraction
Essential Questions
How can we use a hundreds chart as a tool to see patterns that help us to add and subtract numbers to 100?
How can we use a number line as a tool to see patterns that help us to add and subtract numbers to 100?
Guiding Questions
Why does it make sense to add the ones first when adding two2-digit numbers?
What are two ways to represent the number 34 with a quick pic?
What do you need to do if you have 10 or more ones when adding two numbers?
Why does 10 more than any number never change the digit in the one’s place?
Can you change a subtraction problem into an addition problem?
What do I need to do if I have 4 ones but need to subtract 7 ones?
When you change in a 10 for 10 ones, what happens to the digit in the tens place?
If you know how to change in 10 ones for 1 ten, how many tens do I need to trade in for 1 hundred?
Do you prefer using a quick pic to solve a subtraction problem or using the algorithm? Why?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Numbers and Operations in Base Ten: 2.NBT.5, 2.NBT.6, 2.NBT9, 2.NBT.7
Operations and Algebraic Thinking: 2.OA1a, 2.OA.1b
Unit — Three-Digit Addition and Subtraction
Essential Questions
How can we use our prior knowledge of adding 2 digit numbers to add and subtract three digit numbers?
How can we use a hundreds chart as a tool to add and subtract three digit numbers?
Guiding Questions
How can I draw quick pictures to add three digit numbers?
How can I break apart addends to add 1s, 10s, and 100s?
How can I solve three digit addition problems with regrouping?
How can I regroup to add three-digit numbers?
How can I subtract a three digit number without regrouping using a concrete or visual model?
How can I subtract a three digit number with regrouping using a concrete or visual model?
How can I regroup to subtract three-digit numbers?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Numbers and Operations in Base Ten: 2.NBT.7a, 2.NBT.7b, 2.NBT.9
Unit — Measurement: Length
Essential Questions
How can we measure using a variety of tools?
What do we need to remember when we measure any object?
Guiding Questions
Where do you put the measuring tool when you want to measure an object?
Would an object measure more units if you used centimeters or inches?
Why would you use yards to measure a football field instead of inches?
What happens if you are measuring an object that is longer than the measuring tool?
How can you decide which object is longer?
How do you line up objects to compare them?
Is 5 inches the same as 5 centimeters?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Measurement and Data: 2.MD.3, 2.MD.1, 2.MD.9, 2.MD.2, 2.MD.6, 2.MD.5, 2.MD.4