Canton Public School District



2017-2018CPSD MATHEMATICS PACING GUIDESecond GradeCanton Public School District2017-2018 Pacing GuidesFrequently Asked Questions and GuidanceFrequently Asked QuestionsWhere are the district’s pacing guides located? What is their purpose?Pacing guides for the 2017-2018 school year can be found on Canton Public School District’s website under Teacher Resources. Pacing guides have been developed for grades K-12 in English Language Arts, Mathematics, Science, and Social Studies. The district’s pacing guides:ensure that instruction addresses all of the Mississippi College and Career Readiness Standards for English Language Arts and Mathematics and the Curriculum Frameworks for Social Studies and Science;provide consistency district-wide for the pace, rigor, and equity of standards; and,address student mobility and the need for uniformity of instruction.How were the pacing guides developed and by whom? What if I would like to suggest a change to the pacing guides?The pacing guides were developed by teams of teachers with feedback from the district’s content staff and administrators. District staff and teachers considered state standards and objectives, state assessment blueprints, and the district’s calendar when developing the pacing guides.ELA and Mathematics content staff will consider changes to the pacing guides twice yearly (at the end of the first semester and at the end of the second semester of each school year). Administrators should compile their teachers’ suggestions and submit them to the district’s content staff during the week prior to Thanksgiving Break during the first semester and the week prior to the end of the school year during the second semester. Revisions will only be considered during these windows. If warranted, changes will be made to the pacing guides prior to the next semester. How are these pacing guides different from other pacing guides that we have used in the district?These pacing guides are different because the standards are paced by term rather than by day or week. This gives teachers more flexibility in deciding how and when to teach standards. This format also emphasizes the best practice of recognizing that many standards are ongoing and should be taught throughout the year.What is the best way to interpret the pacing guides?The pacing guides were developed to be easily understood. Quick explanations for English Language Arts and Mathematics are found below:English Language ArtsMany of the standards in the College and Career Readiness Standards for English Language Arts are ongoing; in fact, most of them are. With that fact considered, the pacing guides for ELA indicate at what point during the year standards should be introduced (I), practiced (P), assessed (A), and mastered (M). Some standards may be assessed during the year to determine students’ progress even though they may not be expected to master the standard until later. This reinforces the concept that we should frequently conduct formative assessments to inform instruction and determine which students are in need of intervention. Teachers should use the Scaffolding Document to assist in planning lessons and interventions. MathematicsThe mathematics pacing guides are composed of the standards set forth by the state of Mississippi’s College and Career Readiness Standards. Several of these standards are presented during a nine week period for mastery. The district will assess these standards for mastery at the end of the nine week period. District assessments will be comprehensive; therefore, these standards will also be assessed within future district assessments. The Pacing Guides give teachers a list of standards to be covered within a nine week period. The guides do not dictate the order or cluster of how the standards will be taught. Teachers should also use the Scaffolding Document to assist in planning lessons. Please note that there are several new standards added to the MS CCRS for Mathematics this year. These standards may not be found in your textbooks; therefore, these standards will be integrated within the curriculum with other standards that can be clustered together. Are the pacing guides stand-alone documents?No. The pacing guides are part of a collection of instructional documents to assist teachers in planning instruction and assessments. The College and Career Readiness Standards and Curriculum Frameworks include the standards or objectives for each grade level as well as the standards or objectives for proceeding and following grade levels. The ELA and Mathematics College and Career Readiness Standards both contain glossaries of terms that are beneficial for teachers. If you find that you need support in narrowing the focus of the pacing guides, please contact your principal. They have tools that can assist you in making the broad range of the term-based pacing guides more specific.Will the district’s assessments be aligned to the standards in the pacing guides?Our district assessments are designed to provide a snapshot of the learning process throughout the school year. The district’s assessments are aligned with the timing and content of the pacing guides. Standards will be assessed according to their appearance within the term indicated on the pacing guide. Ongoing standards will be assessed at multiple points throughout the year.Whom should I contact if I need assistance with planning lessons using the pacing guides and supporting documents?Teachers have several options for instructional support within the district. Building principals, instructional specialists, assistant principals, and district content coordinators are available to assist you with instructional planning. Canton Public Schools'Suggested 2nd Grade Math Pacing Guide, 2016 – 2017DomainAbbreviationOperations and Algebraic ThinkingOANumber and Operations in Base TenNBTMeasurement and DataMDGeometryG* Builds directly off of 1st Grade StandardsT means topic In this column1st 9 WeeksStandardStandard DescriptionEnvision TopicOperations and Algebraic Thinking (OA)Represent and solve problems involving addition and subtraction*2.OA.1Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem1.T1, T2, T3, T4, T5Add and subtract within 202.OA.2Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.T2, T3, Work with equal groups of objects to gain foundations for multiplication2.OA.3Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to represent an even number as a sum of two equal addends.T52.OA.4Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and 5 columns; write an equation to express the total as a sum of equal addends.T4, T5 Number and Operations in Base Ten (NBT)Understand place value*2.NBT.1Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:100 can be thought of as a bundle of ten tens – called a “hundred.”The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).T5*2.NBT.2Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number.T5*2.NBT.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.T5*2.NBT.4Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of the comparisonsT5Use place value understanding and properties of operations to add and subtract2.NBT.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.T1, T2, T3, T52.NBT.6Add up to four two-digit numbers using strategies based on place value and properties of operations.T52.NBT.9Explain why addition and subtraction strategies work, using place value and the properties of operations.3T2, T3, T5Envision Math Chapters (Topics) 1 – 5Standards indicate standards that are new to the 2016 MS CCRS Curriculum.2nd 9 WeeksStandardStandard DescriptionEnvision TopicOperations and Algebraic Thinking (OA)Represent and solve problems involving addition and subtraction*2.OA.1Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem1.T6, T7, T8, T9Number and Operations in Base Ten (NBT)Understand place value*2.NBT.1Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:100 can be thought of as a bundle of ten tens – called a “hundred.”The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).T10*2.NBT.2Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number.T6, T10*2.NBT.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.T10*2.NBT.4Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of the comparisonsT10Use place value understanding and properties of operations to add and subtract2.NBT.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.T6, T7, T8, T92.NBT.6Add up to four two-digit numbers using strategies based on place value and properties of operations.T8, T92.NBT.7Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.T72.NBT.8Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.T6, T7, T102.NBT.9Explain why addition and subtraction strategies work, using place value and the properties of operations.3T6, T7, T8, T9Measurement and Data(MD)Relate addition and subtraction to length2.MD.6Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagramT8, T9Envision Math Chapters (Topics) 6 – 10Standards indicate standards that are new to the 2016 MS CCRS Curriculum.3rd 9 WeeksStandardStandard DescriptionEnvision TopicNumber and Operations in Base Ten (NBT)Use place value understanding and properties of operations to add and subtract2.NBT.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.T142.NBT.7Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.T112.NBT.8Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.T112.NBT.9Explain why addition and subtraction strategies work, using place value and the properties of operations.3T11, T14Geometry (G)Reason with shapes and their attributes2.G.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.T122.G.2Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.T122.G.3Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.T12Measurement and Data(MD)Work with time with respect to a clock and a calendar, and work with money2.MD.8aSolve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ? symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?T13, T142.MD.8bFluently use a calendar to answer simple real world problems such as “How many weeks are in a year?” or “James gets a $5 allowance every 2 months, how much money will he have at the end of each year?”IntegratedEnvision Math Chapter (Topics) 11 – 14Standards indicate standards that are new to the 2016 MS CCRS Curriculum.4th 9 WeeksStandardStandard DescriptionEnvision TopicMeasurement and Data(MD)Measure and estimate lengths in standard units2.MD.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.T152.MD.2Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.T152.MD.3Estimate lengths using units of inches, feet, centimeters, and meters.T152.MD.4Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.T15Relate addition and subtraction to length2.MD.5Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.T15Work with time with respect to a clock and a calendar, and work with money2.MD.7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.T16Represent and interpret data2.MD.9Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole number units.T162.MD.10Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems4 using information presented in a bar graph.T16Envision Math Chapters (Topics) 15 - 16Standards indicate standards that are new to the 2016 MS CCRS Curriculum.2 For reference, strategies described in Standard 1.OA.6:counting onmaking ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14)decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 0 – 1 = 9)using the relationships between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4)creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)Table 1Result UnknownChange UnknownStart UnknownAdd ToTwo bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now?2 + 3 = ?(K)Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two?2 + ? = 5(1st)Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?? + 3 = 5One-Step Problem (2nd) Take FromFive apples were on the table. I ate two apples. How many apples are on the table now?5 – 2 = ?(K)Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?5 – ? = 3(1st)Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before? ? – 2 = 3One-Step Problem (2nd)Total UnknownAddend UnknownBoth Addends UnknownPut Together/Take ApartThree red apples and two green apples are on the table. How many apples are on the table?3 + 2 = ?(K)Five apples are on the table. Three are red and the rest are green. How many apples are green?3 + ? = 5 or 5 – 3 = ?(1st)Grandma has five flowers. How many can she put in her red vase and how many in her blue vase?5 = 0 + 5, 5 = 5 + 05 = 1 + 4, 5 = 4 + 15 = 2 + 3, 5 = 3 + 2(K)Difference UnknownBigger UnknownSmaller UnknownCompare(“How many more?” version):Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy?(1st)(Version with “more”):Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have?One-Step Problem (1st)(Version with “more”):Julie has 3 more apples than Lucy. Julie has five apples. How many apples does Lucy have?5 – 3 = ? or ? + 3 = 5One-Step Problem (2nd)(“How many fewer?” version):Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie?2 + ? = 5 or 5 – 2 = ?(1st) (Version with “fewer”):Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have?2 + 3 = ? or 3 + 2 = ?One-Step Problem (2nd)(Version with “fewer”):Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have?5 – 3 = ?, ? + 3 = 5One-Step Problem (1st)K: Problem types to be mastered by the end of the Kindergarten year. 1st: Problem types to be mastered by the end of the First Grade year, including problem types from the previous year. However, First Grade students should have experiences with all 12 problem types. 2nd: Problem types to be mastered by the end of the Second Grade year, including problem types from the previous years. ................
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