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MATHEMATICS – GRADE 2

EWING PUBLIC SCHOOLS

2099 Pennington Road

Ewing, NJ 08618

BOE Approval Date: 8/29/11 Michael Nitti

Revised by: Donald Wahlers Superintendent

|In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with |

|all policies and all affirmative action criteria. |

TABLE OF CONTENTS

Page

Course Description and Rationale 1

Scope of Essential Learning:

Unit 1: Counting, Coins and Combinations (Addition, Subtraction

and the Number System 1) [31 Days] 2

Unit 2: Shapes, Blocks and Symmetry (2-D and 3-D Geometry)

[19 Days] 7

Unit 3: Stickers, Number Strings and Story Problems (Addition,

Subtraction and the Number System 2) [31 Days] 11

Unit 4: Pockets, Teeth and Favorite Things (Data Analysis)

[15 Days] 17

Unit 5: How Many Tens? How Many Ones? (Addition, Subtraction

and the Number System 3) [29 Days] 21

Unit 6: Parts of a Whole, Parts of a Group (Fractions) [13 Days] 26

Unit 7: Partners, Teams and Paper Clips (Addition, Subtraction

and the Number System 4) [23 Days] 30

Unit 8: Measuring Length and Time (Measurement) [19 Days] 35

COURSE DESCRIPTION AND RATIONALE

THE EWING PUBLIC SCHOOLS’

MATH VISION

The Ewing Public Schools will deliver an instructional program in mathematics where students are actively engaged in the discovery of math concepts and are applying these concepts in ways that they find meaningful and relevant.

Ewing students will be mathematical thinkers who can reason, communicate and solve problems.

Ultimately, Ewing students will master and will be able to utilize these math concepts and skills throughout their lives.

In this second grade course in mathematics, students will delve into the base ten structure of our number system, uncovering and discovering patterns which they will utilize to develop visual images of quantities, compose and decompose numbers, and formulate strategies for the numerical operations of addition and subtraction up to and including 3-digit numbers. Students will also investigate the structures and attributes of 2-dimensional and 3-dimensional shapes, begin their exploration of rational numbers, collect and analyze data, refine their ability to tell time, and explore the role of standardized units in measuring length.

While students will utilize a constructivist approach to investigate relationships in math, this approach will be balanced with a level of practice needed to attain skill mastery. Throughout the course, students will be actively engaged in problem solving through reasoning. Students will be expected to communicate their reasoning and problem solving on a daily basis through written and verbal formats.

In the end, the goal of this course is to develop young mathematicians with the habits of mind enabling them to meet the vision shared above, enabling their future success in mathematics.

UNIT 1: COUNTING, COINS AND COMBINATIONS (ADDITION, SUBTRACTION AND THE NUMBER SYSTEM 1) [31 DAYS]

Why Is This Unit Important?

This is the first unit in this grade level where students continue to develop ideas about counting and quantity, the composition of numbers, including work with place value, the structure of the base-ten number system, and the operations of addition and subtraction. In this unit students will focus on building number sense through counting and comparing quantities and composing and decomposing numbers. Students also work with the operations of addition and subtraction, developing strategies for comparing, combining, and doubling quantities, as well as taking one quantity away from another. The big ideas embedded through this unit are:

▪ The base ten structure of the number system

▪ Numbers can be decomposed into other numbers and then composed into the original amount

▪ Addition is a process for finding the total of separate parts

▪ Subtraction being the inverse of addition is a process for finding the amounts of separated parts of the total

▪ Addition is commutative, while subtraction is not.

Enduring Understandings:

1. How to accurately count a set of objects by ones and groups

2. The magnitude and sequence of numbers up to 100

3. How to make sense of and develop strategies to solve addition and subtraction problems with totals up to 45

4. Addition combinations to 10 + 10

5. How to use manipulatives, drawings, tools, and notation to show strategies and solutions

Essential Questions:

1. What patterns do you see in our 100s chart?

2. In ‘real-life’ when we add what are we doing?

3. In ‘real-life’ when we subtract what are we doing?

4. In what ways are addition and subtraction are connected?

5. How do arrays connect to addition? Subtraction?

Acquired Knowledge:

1. Know the structure of the 100 chart

2. Comprehend patterns in the structure of the number system

3. Recognize equivalent expressions

4. Differentiate between composition, decomposition, and combination of numbers

5. Differentiate between strategies for addition and subtraction: Make 10, Plus 1, and Plus 2, Doubles

6. Identify the parts of an addition and subtraction equation: addends, sum, difference

7. Identify the correspondence between standard notation for addition and subtraction equations (>, , ................
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