Grade 2 Curriculum Units:

Quarter 1

Unit 1:  Counting, Coins, and Combinations

                Addition, Subtraction, and the Number System

Big ideas in the unit:

  • Count to 60 keeping track.
  • Count by groups of 2, 5, and 10.
  • Develop fluency with plus 1, plus 2, make 10 addition, and doubling combinations.
  • Find the difference between two numbers up to 45.
  • Recognize and identify coins and their values.
  • Interpret and solve addition and subtraction story problems.

 

Quarter 1/2

Unit 2:  Shapes, Blocks, and Symmetry

                    2-D and 3-D Geometry

Big ideas in the unit:

  • Recognize the number of sides of a polygon as an attribute.
  • Identify the number of squares in rows of rectangular polygons (arrays).
  • Identify rectangles as four-sided shapes with four angles.
  • Find the number of faces on 3-D shapes, and identify which are congruent.
  • Make a symmetrical drawing with a given image.
  • Develop fluency with addition, doubles, and sums to 20.

 

Quarter 2

Unit 3:  Stickers, Number Strings, and Story Problems

                Addition, Subtraction, and the Number System

Big ideas in the unit:

  • Use known combinations to add several numbers in any order.
  • Interpret and solve removal and unknown change story problems with totals to 45.
  • Define even and odd in terms of groups of two, or two equal groups.
  • Identify coins and their value.
  • Count on or break apart numbers to add two or more numbers to total 45.
  • Interpret and solve problems about the number of 10s and 1s in a quantity.

 

 

Unit 4:  Pockets, Teeth, and Favorite Things

                Data Analysis

Big ideas in the unit:

  • Use Venn Diagrams to sort data by two attributes.
  • Identify categories for a set of categorical data.
  • Order and represent numerical data; describe data set; read and interpret a variety of representations of numerical and categorical data.
  • Compare two sets of numerical data.
  • Demonstrate fluency with Plus 10 combinations.

 

Quarter 3

Unit 5:  How Many Floors?  How Many Rooms?

                Patterns, Functions, and Change

Big ideas in the unit:

  • Describe what the numbers in a table represent in a constant ratio situation    (1:2, 1:3, 1:4, 1:5, 1:6)
  • Use tables to represent change
  • Construct, describe, and extend number sequences with constant increments

(What will the 16th position be if the pattern continues?)

Unit 6:  How Many Tens?  How Many Ones?

                Addition, Subtraction, and the Number System

Big ideas in the unit:

  • Develop strategies to solve addition and subtraction problems up to 100.
  • Determine the difference between a number and any multiple of 10 up to 100.
  • Count by 2s, 5s, and 10s.
  • Add multiples of 5 to 100.
  • Coin equivalencies

 

Unit 7:  Parts of a Whole, Parts of a Group

                Fractions

Big ideas in the unit:

  • Use fractions as equal parts of a whole (½, 1/3, ¼)
  • Find half of a set of objects.
  • Recognize that a fraction divides the whole into equal parts.

 

 

 

 

Quarter 4

Unit 8:  Partners, Teams, and Paper Clips

                Addition, Subtraction, and the Number System

Big ideas in the unit:

  • Subtract two-digit numbers
  • Justify generalizations about what happens when even and odd numbers are added.
  • Add two-digit numbers accurately and efficiently.
  • Demonstrate fluency with addition combinations.

Unit 9:  Measuring Length and Time

                Measurement

Big ideas in the unit:

  • Understand length and linear units. (inches, feet, centimeters)
  • Recognize that, when measuring the same length, larger units yield smaller counts.
  • Represent time and calculate duration (elapsed time).
  • Solve problems involving the beginning time of an event, ending time of an event, and duration of the event; given two of these, find the third for events beginning and ending on the hour or half-hour.

 

An investigation focuses on a set of related mathematical ideas over a period of several days.  Each lesson has the following features:

  • Classroom Routines:  These offer ongoing skill building, practice, and review of math concepts. (telling time, Make 15, pocket day, etc.)

 

  • Activities:  A lesson contains from one to three activities, organized as work for the whole class, small groups, pairs, or individuals.

 

  • Discussion:  Many lessons include whole-class time during which students compare strategies and results and share conclusions.

 

  • Math Workshop:  In some lessons, students work in a Math Workshop format.  Individually, in pairs, or in small groups, they choose from and cycle through a set of related activities.  Provides the teacher with small group time.

 

  • Assessment:  Students are assessed through both written activities and teacher observations

 

 

Math homework will be a review or extension of the lesson taught that day.  It also provides practice/review of math concepts already learned.

 

The Monthly Math Calendar is an individualized weekly assignment.  The student is to complete x number of activities a week. 

Reminders:
Neatness counts

Number the activities to correspond with the calendar

Save paper and put several activities on a page

 

If your child completes more than the assigned number that is GREAT!!


Math Games that you can play with a deck of cards…

 

PYRAMID

 

Make 5 rows, like a pyramid.  Place 1 card, then 2 on the next row, then 3, 4 and then 5.  Students choose a card from the deck and try to find a matching card that will make 13. 

Ace = 1, King = 13, Queen = 12, Jack = 11

The difficult part is that you can only use a card that is NOT covered up to match with the card that you chose from the deck and you are allowed to use a combination of 3.  If you can not make a match, the card goes in the discard pile.

 

WAR

Each child gets 5 cards.  Child chooses 2 cards to add together and puts the cards down on the table.  Child with the highest sum wins all 4 cards.

 

TENS GO FISH

Each child is dealt 5 cards.  They need to ask their partner for a card that will make a 10.  For example, if John has a 4, he would ask Mary for a 6.  If Mary has a 2, she would ask John for an 8.  If they do not have the match, they would say Go Fish and the child would pick up another card.

 

DOUBLE IT

 

Choose a card and double it.  If you choose a 4, students write the number sentence 4 + 4 = 8.  They can use graph paper to draw the array (2 rows of 4)

 

CLOSE TO 20

Each child is dealt 5 cards.  Each child chooses 2 cards to add together and put down on the table.  The child who makes a number closest to 20 wins all 4 cards.  After each turn, child chooses 2 more cards until the deck is done.             

 

MAKE 10

Make 4 rows of cards with 5 cards in each row.  The numbers face up.  Each student takes 2 cards that equal 10. Replace cards until deck is done.

 

MAKE 20

Make 4 rows of cards with 5 cards in each row.  The numbers face up.  Each student takes 3 cards that equal 20. Replace cards until deck is done.

 

RACE TO $1.00

Player 1 rolls the cubes, takes that amount in coins and records the amount.  Player 2 rolls the cubes, takes that amount in coins, ad records the amount. Keep taking turns.  You can trade coins (10 pennies in for 1 dime).  At the end of each turn, figure out how much money you have.  The game is over when each player has counted at least $1.00. (More ways to play – Try to collect exactly $1.00; Play collect $2.00)

 

Using Coins…

 

Collect 25 Cents (You can also play Collect 50 Cents)

You need dice and coins.  Player 1 rolls the cube and takes that amount in coins.  Player 2 rolls the cube and takes that amount in coins.  Keep taking turns.  You can trade coins.  At the end of each turn, figure out how much money you have.  The game over when each player has collected at least 25 cents. (More ways to play – At the end of the game, try to make trades so that you have the fewest possible coins. OR  Try to collect exactly 25 cents.)

 

Secret

You need a deck of cards.  Each player receives 7 cards they will hold at all times.  Put one card to the side for each player (it’s the “secret” card and will not be looked at until the end of the game).  Card Values:  Ace=1, 7 and Jack=0, King and Queen=10. The object of the game is to have the smallest total when adding your 7 cards together at the end of the game.  Each player takes a turn drawing a new card or taking the top card from the discard pile until the deck is finished.  When the deck is finished adds the total of your 7 cards and compares totals.  Both players pick up the secret card and add to their total and the player the lowest amount wins. OR change the objective of the game to have the highest total at the end of the game by changing the 7 and the Jack=11.