Unit

Unit Storyline

Full Objectives

Unit 1:

Place Value

Foundations

Timing

3-5 weeks

Objectives

2.N.1.1 * (up to 120)

2.N.1.2

2.N.1.3

2.N.1.4

2.N.1.5

Place value creates the foundation for understanding and using numbers flexibly.  Students work with numbers up to 1,000 but not beyond.  In the beginning of the year students work with numbers up to and including 120 in order to recognize the patterns in place value.  This will be repeated throughout the year as numbers get larger, ending with 999. Students will break down numbers in multiple ways, compare and order numbers up to 1,000 (120 in Unit 1) by locating a number on a number line, and find 10 more or 10 less of a given 2 digit number ( 3 digit will come in a later unit). Later in the year, students will be asked to find 100 more or 100 less of a given three digit number.   By locating numbers on a number line, students begin to recognize when to round numbers to the nearest 10 or 100.  (Rounding is important to develop flexible thinking with numbers and to be able to assess the reasonableness of answers with multi-digit addition and subtraction.)

*2.N.1.1 Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. (up to 120)

*2.N.1.2 Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 100.  

*2.N.1.3 Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. 

*2.N.1.4 Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number.  (a given two-digit number; finding 100 more or less will be in a later unit)

*2.N.1.5 Recognize when to round numbers to the nearest 10 and 100. 

Unit 2:

Applying Place Value in Patterns and Data

Timing

2-4 weeks

Objectives

2.A.1.1

2.A.2.1

2.A.2.2

2.D.1.1

2.D.1.2

Applying knowledge of place value and numbers from Unit 1, students will look for patterns in numbers and describe, represent, complete, create and extend them.  Objects and number lines are used to represent number sentences where students might be given a real-world situation and must generate a number sentence to represent this or vice versa.  Bar graphs and picture graphs are the first representations of data students are asked to create. Linking numbers and data provides real-world application for patterns, place value and representing situations with number sentences.  Data also provides students with a context to draw conclusions and make predictions.  

*2.A.1.1 Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. 

*2.A.2.1 Use objects and number lines to represent number sentences. 

*2.A.2.2 Generate real-world situations to represent number sentences and vice versa.

*2.D.1.1 Explain that the length of a bar in a bar graph or the number of objects in a picture graph represents the number of data points for a given category. 

*2.D.1.2 Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of 1s, 2s, 5s or 10s. 

Unit 3:

Timing

3-5 Weeks

Objectives

 2.N.1.4

2.N.2.1

2.N.2.2

2.N.2.3

2.N.2.4

2.N.2.5

2.N.4.1

2.A.2.1

2.A.2.2

2.D.1.2

2.D.1.3

This unit focuses on students being able to fluently add and subtract numbers within 20. Adding and subtracting fluently refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently. Students now build on their work with one-step problems to solve two-step problems and model and represent their solutions with equations. The problems should involve sums and differences less than or equal to 100 using the numbers 0 to 100.  Students should have experiences solving problems written both horizontally and vertically.  Students need experience working with addition and subtraction to solve word problems using data from picture and/or bar graphs.  In second grade, students display their data using a picture graph or bar graph. Students can create and answer simple problems related to addition and subtraction.

*2.N.1.4 Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 

2.N.2.1 Use the relationship between addition and subtraction to generate basic facts up to 20.

2.N.2.2 Demonstrate fluency with basic addition facts and related subtraction facts up to 20.

2.N.2.3 Estimate sums and differences up to 100.

2.N.2.4 Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers.

*2.N.2.5 Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. 

*2.N.4.1 Determine the value of a collection(s) of coins up to one dollar using the cent symbol.

*2.A.2.1 Use objects and number lines to represent number sentences. 

*2.A.2.2 Generate real-world situations to represent number sentences and vice versa.

*2.D.1.2 Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of 1s, 2s, 5s or 10s. 

*2.D.1.3 Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. 

Unit 4:

Algebra & Data

Timing

2-4 Weeks

Objectives

2.A.2.1

2.A.2.2

2.A.2.3

2.D.1.1

2.D.1.2

2.D.1.3

Students experience categorizing objects in a bar graph in order to learn to make sense of real-world data. In third grade, students will build upon their knowledge  to summarize a data set with multiple categories using a bar graph with scaled intervals. Second grade students have experience collecting, sorting, and organizing data in up to three categories using representations such as tally marks, tables, and Venn diagrams. The picture and bar-type graphs they used demonstrated a one-to-one correspondence. Now students will sort a collection of items up to four categories using pictographs and bar graphs. with intervals of 1s, 2s, 5s, or 10s. Teachers must provide numerous opportunities to use data from multiple categories. For example, provide categories for students to sort identical collections of different geometric shapes. After the shapes have been sorted, pose  questions such as: How many triangles are in the collection? How many rectangles are there? How many triangles and rectangles are there? Which category has the most items? How many more? Which category has the least? How many less? These types of activities set the conceptual stage for later understanding of data landmarks.

*2.A.2.1 Use objects and number lines to represent number sentences. 

*2.A.2.2 Generate real-world situations to represent number sentences and vice versa.

2.A.2.3 Apply commutative and identity properties and number sense to find values for unknowns that make number sentences involving addition and subtraction true or false.

*2.D.1.1 Explain that the length of a bar in a bar graph or the number of objects in a picture graph represents the number of data points for a given category. 

*2.D.1.2 Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of 1s, 2s, 5s or 10s. 

*2.D.1.3 Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. 

 Unit 5:

Shapes & Angles

Timing

1-3 Weeks

Objectives

  2.A.1.2

2.GM.1.1

2.GM.1.2

2.GM.1.3

2.GM.1.4

Applying their knowledge of shapes and their attributes, students identify, name, describe, compare, classify and compose two-dimensional figures/shapes according to number  of sides, edges and vertices (corners). Students use shapes and their attributes to represent and describe patterns. These shapes include squares, circles, triangles, rectangles, trapezoids, and hexagons, Students recognize right angles. They can determine if an angle is smaller or larger than a right angle, which sets the stage for later work in measurement and geometry.  

2.A.1.2 Represent and describe repeating patterns involving shapes in a variety of contexts.

2.GM.1.1 Recognize trapezoids and hexagons.

2.GM.1.2 Describe, compare, and classify two-dimensional figures according to their geometric attributes.

2.GM.1.3 Compose two-dimensional shapes using triangles, squares, hexagons, trapezoids, and rhombi.

Unit 6:

Time & Data

Timing

1-3 Weeks

Objectives

2.GM.3.1

2.D.1.1

2.D.1.2

In first grade students tell time to the hour and half-hour. Second graders are expected to read and write time to the quarter hour, and distinguish between a.m. and p.m. Students in second grade apply their prior knowledge of bar graphs in order to learn how data can be categorized and displayed. Students experience categorizing objects in a bar graph in order to learn to make sense of real-world data. In third grade, students will build upon their knowledge  to summarize a data set with multiple categories using a bar graph with scaled intervals. Second grade students have experience collecting, sorting, and organizing data in up to three categories using representations such as tally marks, tables, and Venn diagrams. The picture and bar-type graphs they used demonstrated a one-to-one correspondence. Now students will sort a collection of items up to four categories using pictographs and bar graphs. with intervals of 1s, 2s, 5s, or 10s. Teachers must provide numerous opportunities to use data from multiple categories. For example, provide categories for students to sort identical collections of different geometric shapes. After the shapes have been sorted, pose  questions such as: How many triangles are in the collection? How many rectangles are there? How many triangles and rectangles are there? Which category has the most items? How many more? Which category has the least? How many less? These types of activities set the conceptual stage for later understanding of data landmarks.

2.GM.3.1 Read and write time to the quarter-hour on an analog and digital clock.  Distinguish between a.m. and p.m.

*2.D.1.1 Explain that the length of a bar in a bar graph or the number of objects in a picture graph represents the number of data points for a given category. 

*2.D.1.2 Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of 1s, 2s, 5s or 10s. 

Unit 7: 

Exploring Fractions

Timing

1-3 Weeks

Objectives

2.N.3.1

2.N.3.2

In earlier grades students began to develop a foundation for fractions by constructing the idea of fractional parts of the whole - the parts that result when the whole has been partitioned into equal-sized portions or fair shares. In second grade they will continue to extend this exploration of fractions with halves, thirds, and fourths to help them make the connections between the idea of fair shares and fractional parts.. This lays the groundwork for third grade where they will be expected to read, write, construct, order and compare fractions.

2.N.3.1 Identify the parts of a set and area that represent fractions for halves, thirds, and fourths.

2.N.3.2 Construct equal-sized portions through fair sharing including length, set, and area models for halves, thirds, and fourths.

Unit 8:

Measurement: Length & Capacity

Timing

2-4 Weeks

Objectives

2.GM.2.1

2.GM.2.2

2.GM.2.3

The focus of measurement in second grade is on linear measurement. Students have used nonstandard and standard measurement tools to measure length of objects. With this practice, they will begin to see the relationship between the size of the unit of measure and the number of units needed to measure an object's length. Students will be able to explain that they will need more of a smaller unit to measure an object than if they use a larger unit. Students will begin to see the need for standard units of measurement for length. As they use a ruler, second graders will be able to explain the relationship between the numbers on a ruler and the length of an object, using only whole units. In addition to studying length as a form of measurement, students will also begin to explore capacity by comparing containers of different shapes and styles.

2.GM.2.1 Explain the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object.

2.GM.2.2 Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit.

2.GM.2.3 Explore how varying shapes and styles of containers can have the same capacity

Unit 9:

Value of Coins, Multiplication, Add/Subtract 2 digit Whole Numbers

Timing

3-5 Weeks

Objectives

2.N.4.1

2.N.4.2

2.N.2.6

By this unit, second grade students are recognizing patterns in numbers and are able to skip count. This skill can be applied to counting coins, as students count by 25s, 10s, 5s, 2s, and 1s. Students will be able to both find the amount of a set of coins and use a set of coins for a given amount. All interactions with money in second grade are completed using the cent symbol. It isn't until third grade that they will begin to use dollars and cents notation. Therefore, second graders will only work with amounts up to one dollar. Second grade students can also use their knowledge of patterns and skip counting to lay the foundation for multiplication. They will use concrete models and tools to help them with repeated addition. 

2.N.4.1 Determine the value of a collection(s) of coins up to one dollar using the cent symbol.

2.N.4.2 Use a combination of coins to represent a given amount of money up to one dollar.

2.N.2.6 Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication.

Unit 10:

Extending Place Value to 1,000

Timing

2-4 Weeks

Objectives

2.N.1.1

2.N.1.2

2.N.1.3

2.N.1.4

2.N.1.5

Because place value creates the foundation for understanding and using numbers flexibly, students will continue the work they began in Unit 1.  Students work with numbers up to 1,000 but not beyond.  In the beginning of the year students worked with numbers up to and including 120 in order to recognize the patterns in place value, which is essential to working with larger numbers.   This has been repeated throughout the year as numbers get larger, ending with 999. Students will break down numbers in multiple ways, compare and order numbers now up to 1,000  by locating a number on a number line, and find 10 more or 10 less of a given 3-digit number. In this unit, students will be asked to find 100 more or 100 less of a given three digit number.   By locating numbers on a number line, students continue to recognize when to round numbers to the nearest 10 or 100.  (Rounding is important to develop flexible thinking with numbers and to be able to assess the reasonableness of answers with multi-digit addition and subtraction.)

*2.N.1.1 Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. 

*2.N.1.2 Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 100. 

*2.N.1.3 Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. 

*2.N.1.4 Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 

*2.N.1.6 Use place value to compare and order whole numbers up to 1,000 using comparative language, numbers, and symbols (e.g., 425 > 276, 73 < 107, page 351 comes after page 350, 753 is between 700 and 800).