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Mathematics Pacing Guide

Time Frame: 7 Weeks – September- October Second Grade

Unit 1: Addition and Subtraction with Understanding of Place Value

|Standards for Mathematical Practice |Literacy Standards |

|2. Reason abstractly and quantitatively |RI.2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of |

| |key details in a text. . |

|3. Construct viable arguments and critique the reasoning of others | |

| |RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. |

|4. Model with mathematics |RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, |

| |electronic menus, Icons) to locate key facts or information in a text efficiently. |

|5. Use appropriate tools strategically |RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a|

| |text. |

|7. Look for and make use of structure |SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or |

| |through other media |

| | |

| |SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather |

| |additional information, or deepen understanding of a topic or issue. |

| | |

| |L.2.3 Use knowledge of language and its conventions when writing, speaking, reading or listening. |

| |a. Compare formal and informal uses of English. |

| | |

| |L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. |

| |a. Identify real life connections between words and their use. |

|Common Core |Essential Questions |Assessments |Vocabulary |Resources |

|CRITICAL AREA: |What are math facts? | | | |

|Building fluency with addition and subtraction | | | | |

| | | | | |

|Add and subtract within 20. | | | | |

|2.OA.2 Fluently add and subtract within 20 using | | | | |

|mental strategies.2 By end of Grade 2, know from | | | | |

|memory all sums of two one-digit numbers. | | | | |

Mathematics Pacing Guide

Time Frame: 7 Weeks – November-December Second Grade

Unit 2: Understanding Place Value

|Standards for Mathematical Practice |Literacy Standards |

|2. Reason abstractly and quantitatively |RI.2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of |

| |key details in a text. . |

|3. Construct viable arguments and critique the reasoning of others | |

| |RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. |

|4. Model with mathematics |RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, |

| |electronic menus, Icons) to locate key facts or information in a text efficiently. |

|5. Use appropriate tools strategically |RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a|

| |text. |

|7. Look for and make use of structure |SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or |

| |through other media |

|8. Look for and express regularity in repeated reasoning | |

| |SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather |

| |additional information, or deepen understanding of a topic or issue. |

| | |

| |L.2.3 Use knowledge of language and its conventions when writing, speaking, reading or listening. |

| |a. Compare formal and informal uses of English. |

| | |

| |L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. |

| |a. Identify real life connections between words and their use. |

|Common Core |Essential Questions |Assessments |Vocabulary |Resources |

|CRITICAL AREA: |Essential Question |Before: |addend |Literacy Connections: |

|Building fluency with addition and subtraction |What is the importance of |Observation |all together |Pallotta, Jerry. Reese’s Pieces Count by Fives. Cartwheel. ISBN |

| |holding place value? | |borrow |0439135206. 2000. |

|Represent and solve problems involving addition | |Addition/subtraction timed pretest |carrying | |

|and subtraction. |Scaffold Questions | |charts |Pallotta, Jerry. Reese’s Pieces Count by Tens. Scholastic Inc. ISBN |

|2.OA.1 Use addition and subtraction within 100 to |How do we put numbers |During: |compare |0439639905. 2004. |

|solve one- and two-step word problems involving |together? |Slate board response-do an |difference | |

|situations of adding to, taking from, putting | |add/subtraction problem |digit |Milbourne, Anna. How Big is a Million? Usborne Books. ISBN 0794519245. |

|together, taking apart, and comparing, with |How do we take numbers | |fewer |2008. |

|unknowns in all positions, e.g., by using drawings|apart? |Observation |how many less? | |

|and equations with a symbol for the unknown number| | |how many more? |Murphy, Stuart. Shark Swimathon. Harper Collins. ISBN 0-06-446735-X. 2001.|

|to represent the problem. | |Quiz-add/subtraction problems, tell |hundreds | |

| | |place value |model |Murphy, Stuart. Earth Day-Hooray! Harper Collins. ISBN 0-06-000129-1. |

|Use place value understanding and properties of | | |number |2004. |

|operations to add and subtract | |Around the world –addition/subtraction|ones | |

|2.NBT.5 Fluently add and subtract within 100 using| |activity |operation |Instructional Resources |

|strategies based on place value, properties of | | |place value | |

|operations, and/or the relationship between | |Think-Pair-Share |problem | |

|addition and subtraction. | | |regrouping | |

| | |Daily word problem-simple |solution | |

|2.NBT.6 Add up to four two-digit numbers using | |add/subtraction problem |sum | |

|strategies based on place value and properties of | | |symbols |Math Lessons: |

|operations. | |After: |take apart | |

| | |White board response-do an |tens | |

|2.NBT.7 Add and subtract within 1000, using | |add/subtraction problem |thousands |Math Games: |

|concrete models or drawings and strategies based | | |word problem | |

|on place value, properties of operations, and/or | |“Be the teacher” – explain | | |

|the relationship between addition and subtraction;| |add/subtract problem to the class and | | |

|relate the strategy to a written method. | |responses from class if right or | | |

|Understand that in adding or subtracting three | |wrong. | | |

|digit numbers, one adds or subtracts hundreds and | | | |Calculator and Me: Addition - In pairs, students each draw a card from |

|hundreds, tens and tens, ones and ones; and | |Quiz | |a deck of playing cards (1-10).  One student uses a calculator and the |

|sometimes it is necessary to compose or decompose | | | |other uses addition strategies to race and find the sum of the numbers on |

|tens or hundreds. | |Math journal –keep vocabulary words in| |the cards. |

| | |it | |Subtraction Compare-It - Use the cards or dice to generate subtraction |

|2.NBT.8 Mentally add 10 or 100 to a given number | | | |problems. The player with the largest difference wins the round. |

|100–900, and mentally subtract 10 or 100 from a | | | |Placing Digits-Students use a deck of cards (0-9). Each player draws two |

|given number 100–900. | | | |cards and arranges them to make the largest possible number. The player |

| | | | |with the largest number takes all four cards. |

|2.NBT.9 Explain why addition and subtraction | | | |Math Software, Worksheets, and Games: |

|strategies work, using place value and the | | | | |

|properties of operations. | | | | |

| | | | | |

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| | | | | |

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| | | | | |

| | | | |Manipulatives: |

| | | | |Base ten blocks |

| | | | |Fact Triangles |

| | | | |Number lines |

| | | | |Hundreds chart |

| | | | |Flash cards |

| | | | |Counters |

| | | | | |

| | | | |Math Software, Worksheets, and Games: |

| | | | | |

| | | | | |

| | | | |Base ten blocks |

| | | | |Connecting cubes |

| | | | |Money counters |

| | | | |Place value charts |

Mathematics Pacing Guide

Time Frame: 5 Weeks – January – Mid February Second Grade

Unit 3: Whole Number Operations

|Standards for Mathematical Practice |Literacy Standards |

|1. Make sense of problems and persevere in solving them |RI.2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of |

| |key details in a text. |

|2. Reason abstractly and quantitatively | |

| |RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps|

|4. Model with mathematics |in technical procedures in a text. |

| | |

|5. Use appropriate tools strategically |RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. |

| |RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, |

|6. Attend to precision |electronic menus, Icons) to locate key facts or information in a text efficiently. |

| |RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a|

| |text. |

| |SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or |

| |through other media |

| | |

| |SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather |

| |additional information, or deepen understanding of a topic or issue. |

| | |

| |SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or |

| |recounts of experiences when appropriate to clarify ideas, thoughts and feelings. |

| | |

| |L.2.3 Use knowledge of language and its conventions when writing, speaking, reading or listening. |

| |a. Compare formal and informal uses of English. |

| | |

| |L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. |

| |a. Identify real life connections between words and their use. |

|Common Core |Essential Questions |Assessments |Vocabulary |Resources |

|Work with equal groups of objects to gain |Essential Question |Before: |addends |Literacy Connections: |

|foundations for multiplication. |How do we add to or take |Fill in a blank multiplication table |columns |Anno, Mitsumasa. Anno's Magic Seeds. Puffin. ISBN 0698116186. 1999. |

|2.OA.3 Determine whether a group of objects (up to|away groups of numbers? | |group | |

|20) has an odd or even number of members, e.g., by| |Make arrays of fact families |equal |Brown, Ruth. Ten Seeds. Andersen Press. ISBN 184939251X. 2010. |

|pairing objects or counting them by 2s; write an |Scaffold Questions | |equation | |

|equation to express an even number as a sum of two|In what ways can numbers |During: |multiplication |Demi. One Grain of Rice: A Mathematical Folktale. Scholastic Press. ISBN |

|equal addends. |be composed and |Multiplication flash cards |multiply |059093998X. 1997. |

| |decomposed? | |objects | |

|2.OA.4 Use addition to find the total number of |How can decomposing |White board response |product |Friedman, Aileen. The King's Commissioners. Heinemann. ISBN 0590489895. |

|objects arranged in rectangular arrays with up to |numbers help us with | |relationship array |1994. |

|5 rows and up to 5 columns; write an equation to |mental math? |Timed multiplication test |rows | |

|express the total as a sum of equal addends. |How are place value | |set |Giganti, Paul. Each Orange Had 8 Slices: A Counting Book. Greenwillow |

| |patterns repeated in |Fill in a blank multiplication table |strategy |Books. ISBN 068813985X. 1999. |

| |numbers? | |symbol |Helakoski, Leslie. The Smushy Bus. Millbrook Press. ISBN 0761319174. 2002.|

| |What is the relationship |Explain problems using base 10 blocks | |Hong, Lily Toy. Two of Everything: A Chinese Folktale. Albert Whitman & |

| |between addition and | | |Company. ISBN 0807581577. 1993. |

| |multiplication? |After: | |Lewis, J. Patrick. Arithme-Tickle: An Even Number of Odd Riddle-Rhymes. |

| | |Multiplication flash cards | |Sandpiper. ISBN 0152058486. 2007. |

| | | | |Long, Lynette. Dealing With Addition. Charlesbridge Publishing. ISBN |

| | |Division flash cards | |0881062707. 1998. |

| | | | | |

| | |Timed fill in a blank multiplication | |Long, Lynette. Domino Addition. Charlesbridge Publishing. ISBN 0881068772.|

| | |table | |1996. |

| | | | | |

| | |Timed multiplication/division test | |Merriam, Eve. 12 Ways to Get to 11. Aladdin. ISBN 0689808925. 1996. |

| | | | | |

| | |Unit test -use objects to represent a | |Nagda, Ann Whitehead. Cheetah Math: Learning about Division from Baby |

| | |multiplication problem, determine even| |Cheetahs. Henry Holt & Co. ISBN 080507645X. 2007. |

| | |and odd numbers, multiply and divide | | |

| | |numbers | |Reiser, Lynn. Hardworking Puppies. Harcourt Children’s Books. ISBN |

| | | | |0152054049. 2006. |

| | | | | |

| | | | |Math Games: |

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| | | | |MAISA curriculum unit and resources for adding and subtracting whole |

| | | | |numbers: |

| | | | | |

| | | | |View/Default?UnitID=16400&YearID=2013&SchoolID=19& |

| | | | |TimePeriodID=14&SourceSiteID=&CurriculumMapID=802& |

| | | | | |

| | | | |MAISA curriculum unit and resources for whole number operations: |

| | | | | |

| | | | |View/Default?UnitID=16403&YearID=2013&SchoolID=19& |

| | | | |TimePeriodID=14&SourceSiteID=&CurriculumMapID=802& |

| | | | | |

| | | | |Manipulatives: |

| | | | |Counters |

| | | | |Base 10 blocks |

| | | | |Graph paper |

Mathematics Pacing Guide

Time Frame: 7 Weeks – Mid February - March Second Grade

Unit 4: Measurement

|Standards for Mathematical Practice |Literacy Standards |

|3. Construct viable arguments and critique the reasoning of others |RI.2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of |

| |key details in a text. |

|5. Use appropriate tools strategically | |

| |RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps|

|6. Attend to precision |in technical procedures in a text. |

| | |

|7. Look for and make use of structure |RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. |

| |RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, |

| |electronic menus, Icons) to locate key facts or information in a text efficiently. |

| |RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a|

| |text. |

| | |

| |SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or |

| |through other media |

| | |

| |SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather |

| |additional information, or deepen understanding of a topic or issue. |

| | |

| |SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or |

| |recounts of experiences when appropriate to clarify ideas, thoughts and feelings. |

| | |

| |L.2.3 Use knowledge of language and its conventions when writing, speaking, reading or listening word |

| |meanings. |

| |a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or |

| |juicy) |

| |b. Distinguish shades of meaning among closely related verbs and adjectives. |

| | |

| |W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to |

| |develop points, and provide a concluding statement or section. |

| | |

| |W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by |

| |revising and editing. |

| | |

| |W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, |

| |including in collaboration with peers. |

|Common Core |Essential |Assessments |Vocabulary |Resources |

| |Questions | | | |

|CRITICAL AREA: |Essential Question |Before: |add |Literacy Connections: |

|Using standard units of measure |What is measurement? |Observation |analog |Jenkins, Steve. Actual Size. Houghton Mifflin Books for Children. ISBN |

| | | |centimeters |0618375945. 2004. |

|Measure and estimate lengths in standard units. |Scaffold Question |Brainstorming |cent sign | |

|2.MD.1. Measure the length of an object by |What can we measure? | |coins |Keats, Ezra Jack. The Snowy Day. Viking Juvenile. ISBN 067001270X. 1962. |

|selecting and using appropriate tools such as | |Verbally tell time |compare | |

|rulers, yardsticks, meter sticks, and measuring |Do measurements need to be | |days |Lionni, Leo. Inch by Inch. Knopf Books for Young Readers. ISBN |

|tapes. |exact? |Think/ Pair/ Share: measure items around |decimal point |0375857648. 2010. |

| | |the room, together |difference | |

|2.MD.2. Measure the length of an object twice, |What is time? | |digital |“One Inch Tall” poem by Shel Silverstein |

|using length units of different lengths for the | |During: |dimes | |

|two measurements; describe how the two |How can we measure time? |Response cards |dollars |Pinczes, Elinor J. Inchworm and a Half. Sandpiper. ISBN 0618311017. 2003.|

|measurements relate to the size of the unit | | |dollar sign | |

|chosen. |How and what measurements |Gallery Walk: write time shown on clock, |foot |Swartz, David. Millions to Measure. HarperCollins. ISBN 0060848065. 2006.|

| |to we compare? |write dollar amounts |half past | |

|2MD.3. Estimate lengths using units of inches, |How is the space between | |hour hand |Math Software, Worksheets, and Games: |

|feet, centimeters, and meters. |the lines on a ruler the |Daily Measuring problem |hours |Math Cats Convert Numbers- this site provides students and teachers with |

| |measure of length? | |inches |a good resource for measurement conversion. |

|2MD.4. Measure to determine how much longer one |How does the size of the |Tell time using a hand clock and digital |length | |

|object is than another, expressing the length |unit affect the length | |longer measure |Temperature Game- this game, provided by NASA’s website, helps students |

|difference in terms of a standard length unit. |measure of an object? |Observation |meter stick |learn temperature in degrees Celsius and Fahrenheit. |

| |How are units of | |minute hand | |

|Relate addition and subtraction to length. |measurement related? |After: |minutes |Sleuths on the Loose-found on the PBS Kids website, Sleuths on the Loose |

|2MD.5. Use addition and subtraction within 100 to|How is estimation helpful |Test-Write times show on clocks, count |nickels |is an activity that develops linear measurement skills. |

|solve word problems involving lengths that are |in measurement? |money, solve simple money word problems |number line | |

|given in the same units, e.g., by using drawings | | |quarter part |Learning Math- this website has ten sessions that allow students to |

|(such as drawings of rulers) and equations with a| |White Board Response-write time shown on |quarters |explore measurement in depth. |

|symbol for the unknown number to represent the | |clock, write dollar amounts- Add and |quarter till | |

|problem. | |Subtract |ruler |Math Games: |

| | | |seconds | |

|2.MD.6. Represent whole numbers as lengths from 0| |Gallery walk- story problems adding and |shorter | |

|on a number line diagram with equally spaced | |subtracting real time lines |subtract | |

|points corresponding to the numbers 0, 1, 2, ...,| | |sum | |

|and represent whole-number sums and differences | |Observation |tape yards | |

|within 100 on a number line diagram. | | |units | |

| | |Chapter Test from Book |unknown number |MAISA curriculum unit and resources for estimating and measuring length: |

|Work with time and money. | | |whole number |

|2.MD.7. Tell and write time from analog and | | |yard stick |UnitID=16404&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&Curric|

|digital clocks to the nearest five minutes, using| | | |ulumMapID=802& |

|a.m. and p.m. | | | | |

| | | | |MAISA curriculum unit and resources for using unites of $, cents, hours, |

|2MD.8. Solve word problems involving dollar | | | |minutes, and shapes: |

|bills, quarters, dimes, nickels, and pennies, | | | |

|using $ and ￠ symbols appropriately. Example: If| | | |UnitID=16405&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&Curric|

|you have 2 dimes and 3 pennies, how many cents do| | | |ulumMapID=802& |

|you have? | | | | |

| | | | |Manipulatives: |

| | | | |Calculators |

| | | | |Individual clocks for students |

| | | | |Rulers, Graph paper, Coins |

| | | | |Computers, Thermometers |

| | | | |Teacher clock |

Mathematics Pacing Guide

Time Frame: 3 Weeks – April Second Grade

Unit 5: Data Analysis and Statistics

|Standards for Mathematical Practice |Literacy Standards |

|1. Make sense of problems and persevere in solving them |RI.2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of |

| |key details in a text. |

|2. Reason abstractly and quantitatively | |

| |RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps|

|3. Construct viable arguments and critique the reasoning of others |in technical procedures in a text. |

| | |

|7. Look for and make use of structure |RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. |

| |RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, |

|8. Look for and express regularity in repeated reasoning |electronic menus, Icons) to locate key facts or information in a text efficiently. |

| |RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a|

| |text. |

| | |

| |SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or |

| |through other media |

| | |

| |SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather |

| |additional information, or deepen understanding of a topic or issue. |

| | |

| |SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or |

| |recounts of experiences when appropriate to clarify ideas, thoughts and feelings. |

| | |

| |L.2.3 Use knowledge of language and its conventions when writing, speaking, reading or listening word |

| |meanings. |

| |a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or |

| |juicy) |

| |b. Distinguish shades of meaning among closely related verbs and adjectives. |

| | |

| |W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to |

| |develop points, and provide a concluding statement or section. |

| | |

| |W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by |

| |revising and editing. |

| | |

| |W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, |

| |including in collaboration with peers. |

|Common Core |Essential |Assessments |Vocabulary |Resources |

| |Questions | | | |

|Represent and interpret data. |Essential Question |Before: |axis |Literacy |

|2.MD.1 Measure the length of an object by |How does data help us in |Observation |bar graph |Hurst, Carol Otis. Rocks in his Head. Greenwillow. ISBN 0060294043. 2001.|

|selecting and using appropriate tools such as |our lives? | |data | |

|rulers, yardsticks, meter sticks, and measuring | |KWL – write a series of numbers on board |diagram |Murphy, Stewart J. Lemonade Sale. HarperCollins. ISBN 0064467155. 1997. |

|tapes. |Scaffold Question |and have students make sense of them |horizontal | |

| |Is there one way to | |interval |Murphy, Stewart J. The Sundae Scoop. HarperCollins. ISBN 0064462501. |

|2.MD.9 Generate measurement data by measuring |collect data? |During: |key |2002. |

|lengths of several objects to the nearest whole | |Measure several objects and diagram |labels | |

|unit, or by making repeated measurements of the |What is a graph? | |line plot |Murphy, Stewart J. Probably Pistachio. HarperCollins. ISBN 0064467341. |

|same object. Show the measurements by making a | |Observation |picture graph |2000. |

|line plot, where the horizontal scale is marked |How can we group items? | |scale | |

|off in whole-number units. | |Exit slips |title |Nadga, Ann Whitehead. Tiger Math: Learning to Graph from a Baby Tiger. |

| |How can we measure items? | |vertical |Square Fish. ISBN 080507161X. 2002. |

|2.MD.10 Draw a picture graph and a bar graph |Where do questions for |Estimate length of objects | | |

|(with single-unit scale) to represent a data set |collecting data come from?| | |Interactive Bar Graph: |

|with up to four categories. Solve simple put |How can I collect the |Tell the difference of length in two | | |

|together, take-apart, and compare problems using |information I need to |objects | | |

|information presented in a bar graph. |answer the questions? | | |Math Games: |

| |How do graphs and charts |After: | | |

| |help us answer questions? |Measure several objects | | |

| |How can I organize data I | | | |

| |collect? |Gallery walk- stations of measurement | | |

| |How can I display data I | | |MAISA curriculum unit and resources for sorting, classifying, and |

| |get from a data |Report: Create a visual graph/ poster | |representing data: |

| |collection? |using real life objects for a | |

| |What questions can I ask |presentation (details depend on class and| |UnitID=16402&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&Curric|

| |and answer about the data |teacher) | |ulumMapID=802& |

| |displayed in my chart or | | | |

| |graph? | | |Manipulatives: |

| | | | |Ruler |

| | | | |Yard stick |

| | | | |Meter stick |

| | | | |Tape measure |

| | | | |Objects to measure |

| | | | |Graph paper |

| | | | |Construction Paper to graph |

| | | | |Conversion Tables |

Mathematics Pacing Guide

Time Frame: 7 Weeks – May - June Second Grade

Unit 6: Geometry

|Standards for Mathematical Practice |Literacy Standards |

|1. Make sense of problems and persevere in solving them |RI.2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of |

| |key details in a text. |

|3. Construct viable arguments and critique the reasoning of others | |

| |RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. |

|5. Use appropriate tools strategically |RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, |

| |electronic menus, Icons) to locate key facts or information in a text efficiently. |

|7. Look for and make use of structure |RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a|

| |text. |

|8. Look for and express regularity in repeated reasoning | |

| |SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or |

| |through other media |

| | |

| |SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather |

| |additional information, or deepen understanding of a topic or issue. |

| | |

| |SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or |

| |recounts of experiences when appropriate to clarify ideas, thoughts and feelings. |

| | |

| |L.2.3 Use knowledge of language and its conventions when writing, speaking, reading or listening word |

| |meanings. |

| |a. Compare formal and informal uses of English. |

| | |

| |L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. |

| |a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or |

| |juicy) |

| |b. Distinguish shades of meaning among closely related verbs and adjectives. |

|Common Core |Essential |Assessments |Vocabulary |Resources |

| |Questions | | | |

|CRITICAL AREA: |Essential Question |Before: |2-dimensional shapes |Literacy |

|Describing and analyzing two-dimensional shapes |What classifies a shape? |KWL of names and knowledge of shapes |3-dimensional shapes |Greene, Rhonda. When A Line Bends…A Shape Begins. Sandpiper. ISBN |

| | | |attributes of shapes |0618152415. 2001. |

|Reason with shapes and their attributes |Scaffolding Questions |Find Shapes in the room |equal shares | |

|2.G.1 Recognize and draw shapes having specified |How do we break down | |fourths |Hoban, Tana. Shapes, Shapes, Shapes. Greenwillow. ISBN 0688147402. 1996. |

|attributes, such as a given number of angles or a|objects? |Pretest |halves | |

|given number of equal faces.5 Identify triangles,| | |nets |Murphy, Stuart J. Captain Invincible and the Space Shapes. HarperCollins.|

|quadrilaterals, pentagons, hexagons, and cubes. |What are shapes? |During: |partitioning shapes |ISBN 0064467317. 2001. |

| |How does knowing about |Quiz |relationship between | |

|2.G.2 Partition a rectangle into rows and columns|2-dimensional shapes help | |2-D and 3-D figures |Neuschwander, Cindy. Sir Cumference and the Great Knight of Angleland. |

|of same-size squares and count to find the total |you understand |Name 3-D shapes from objects kit (Every|thirds |Charlesbridge Pub Inc. ISBN 157091169X. 2001. |

|number of them. |3-dimensional shapes? |day) |whole  | |

| |How are 2 dimensional | | |Paul, Ann Whitford. Eight Hands Round: A Patchwork Alphabet. |

|2.G.3 Partition circles and rectangles into two, |shapes and 3-dimensional |Independent worksheets: at the end of | |HarperCollins. ISBN 0064434648. 1996. |

|three, or four equal shares, describe the shares |shapes alike? |every lesson | | |

|using the words halves, thirds, half of, a third |How are 2-dimensional | | |Math Lessons and Games: |

|of, etc., and describe the whole as two halves, |shapes and 3-dimensional |Homework | |geometry |

|three thirds, four fourths. Recognize that equal |shapes different? | | | |

|shares of identical wholes need not have the same|Must equal shares of |Drawings of geometric shapes | |grades/2nd_grade/math/ |

|shape. |identical wholes have the | | | |

| |same shape?  |After: | |Geometry Rap: |

| |Do all shapes have the |Unit Test-draw, name, recognize shapes,| | |

| |same inside? |tell attributes | | |

| | | | |Worksheets: |

| | |Observation/ Quiz: find shapes and / or| | |

| | |objects around the room and diagram on | | |

| | |paper: name and draw | |MAISA curriculum unit and resources for geometric shapes: |

| | | | | |

| | |Partition objects using lines with | |View/Default?UnitID=16401&YearID=2013&SchoolID=19&TimePeriodID=14&SourceS|

| | |Geoboards | |iteID=&CurriculumMapID=802& |

| | | | | |

| | |Quiz- compare/contrast shapes: sizes & | |Variety of 2-D shapes |

| | |sides | |Variety of 3-D shapes |

| | | | |Graph paper |

| | |Report: Story problems – write life | |Geo boards- with rubber bands |

| | |problems (using literacy context) about| |Protractor |

| | |shapes | |Shape stencil |

| | | | |Ruler |

| | | | |Compass |

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