Troup County School System

CCGPS Math Curriculum Map

Second – First Quarter

Quarter 1: NY Modules/ Eureka Whole Group Resources
Quarter 1 covers standards OA.1, OA.2, NBT.5, MD.1, MD.2, MD.3, MD.4, MD.5, MD.6, NBT.1, NBT.2, NBT. 3, NBT.4
Use New York Modules 1, 2, and 3 to cover these standards for whole group.
Include in whole group lesson: WMPWMV, Fluency Practice, Concept Development, Problem Set, Student Debrief
(Use Application Problem as an Activator & Exit Ticket for Formative Assessment as needed or as time allows.)
Modules 1, 2, and 3
Q1 Whole Group Resources
Pacing Calendar- Click here for links to individual whole group lessons
Module 1 Resources
Module 1 Overview – lists lessons, standards, and materials needed
Teacher Manual (updated 8-11-16)
Student Blackline Masters
Mid/End Module Assessment
Module 2 Resources
Module 2 Overview – lists lessons, standards, and materials needed
Teacher Manual (updated 8-21-16)
Student Blackline Masters
Mid/End Module Assessment
Module 3 Resources
Module 3 Overview – lists lessons, standards, and materials needed
Teacher Manual (updated 8-21-16)
Student Blackline Masters
Mid/End Module Assessment
Promethean Planet Flipcharts by Jennifer Hartley for
ALL NY Modules (GREAT!!)
WMPWMV- Daily for 10 to 15 Minutes
WMPWMV Questions
WMPWMV Blank Graphic Organizer
WMPWMV (Examples of how to use the pieces for each standard in Q1) / Q1 Parent Resources
Parent Letters: Module 1-Tips for Parents
Math News Topic A: (Lessons 1-2)
Math News Topic B: (Lessons 3-5)
Math News Topic C: (Lessons 6-8)
Parent Letters: Module 2 -Tips for Parents
Math News Topic A: (Lessons 1-3)
Math News Topic B: (Lessons 4-5)
Math News Topic C: (Lessons 6-7)
Math News Topic D: (Lessons 8-10)
Parent Letters: Module 3 -Tips for Parents
Math News Topic A: (Lesson 1)
Math News Topic B: (Lessons 2-3)
Math News Topic C: (Lessons 4-7)
Math News Topic D: (Lessons 8-10)
Math News Topic E: (Lessons 11-15)
Math News Topic F: (Lessons 16-18)
Math News Topic G: (Lessons 19-21)
Second Grade Parent Homework Help Link
CCGPS / Example/ Vocabulary / Differentiation/ Supplemental Resources
This standard shows up again in Q2 with increased rigor (add/subtract larger numbers).
MCC2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions. (See Table 1 at end of map)
Addition and subtraction within 5, 10, 20, 100, or 1000. Addition or subtraction of two whole numbers with whole number answers, and with sum or minuend in the range 0-5, 0-10, 0-20, or 0-100 respectively.
Example: 8 + 2 = 10 is an addition within 10, 14 – 5 = 9 is a subtraction within 20, and 55 – 18 = 37 is a subtraction within 100.
In first grade, students used addition and subtraction within 20 to solve word problems. They also used objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Continued from page 2
Essential Questions
How do I know which operation to use in a one-step word problem?
What are some different situations in which we would subtract?
What are some different situations in which we would add?
Click on the standard to view the assessment page.
Vocabulary
add adding to putting together
subtract taking from taking apart
comparing
one-step
two-step
equation
unknown
symbol
solve / MCC2.OA.1
This standard calls for students to add and subtract numbers within 100 in the context of one and two step word problems. Students should have ample experiences working on various types of problems that have unknowns in all positions, including:
Result Unknown: There are 29 students on the playground. Then 18 more students showed up. How many students are there now? (29 + 18 =__)
Change Unknown: There are 29 students on the playground. Some more students show up. There are now 47 students. How many students came? (29+ _ = 47)
Start Unknown: There are some students on the playground. Then 18 more students came. There are now 47 students. How many students were on the playground at the beginning? (___ + 18 = 47)
See Table 1 at the end of this document for more addition examples as well as subtraction examples. This standard also calls for students to solve one- and two-step problems using drawings, objects and equations. Students can use place value blocks or hundreds charts, or create drawings of place value blocks or number lines to support their work. Examples of one-step problems with unknowns in different places are provided in Table 1. Two step-problems include situations where students have to add and subtract within the same problem.
One- Step Example: Some students were in the cafeteria. 24 more students came in. Now there are 60 students in the cafeteria. How many were in the cafeteria to start with?
Continued from page 2
MCC2.OA.1
·  Student A: I thought, “What and 24 makes 60?” So, my equation for the problem is □ + 24 = 60. I used a number line to solve it. I started with 24. Then I took jumps of 10 until I got close to 60. I landed on 54. Then, I took a jump of 6 to get to 60. So,
10 + 10 + 10 + 6 = 36.
·  Student B: I thought, “There are 60 total. I
know about the 24. So, what is 60 – 24?”
My equation for the problem is 60 – 24 = □.
I used place value blocks to solve it. I
started with 60 and took 2 tens away.
I needed to take 4 more away. So, I broke up
a ten into ten ones. Then, I took 4 away. That
left me with 36. So, 36 students were in the
cafeteria at the beginning. 60 – 24 = 36
/ *Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.
Differentiation/Supplemental Activities
MCC2.OA.1
BBY Dots/Grids – explains how to use dots/and grids with OA.1
Activities for Differentiation
Antelope Addend
Story Problem 1
Story Problem 2
Story Problem 3
Story Problem 4
Story Problem 5
Additional Assessments
assessment 1
assessment 2
See page 2
CCGPS / Example/ Vocabulary / Differentiation/ Supplemental Resources
MCC2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
In first grade students learned to add and subtract within 20 using strategies such as counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier of known sums. Students had to demonstrate fluency for addition and subtraction within 10.
Essential Questions
What mental math strategies can I use to help me add quickly and accurately?
What mental math strategies can I use to help me subtract quickly and accurately?
What are some strategies for learning my addition facts?
What are some strategies for learning my subtraction facts?
Click on the standard to view the assessment page.
See page 4 / MCC2.OA.2
In this standard fluently means accurately (correct answer), efficiently (within 4 – 5 seconds), and with flexibility (using strategies such as making 10 or breaking apart numbers). Research indicates that teachers can best support students’ memorization of sums and differences through varied experience making ten, breaking numbers apart and working on mental strategies rather than repetitive timed tests. It is appropriate to assess these facts with a timed test.
Mental strategies help students make sense of number relationships as they are adding and subtracting within 20. Some strategies are as follows:
Examples of Addition Strategies:
·  Doubles: Adding two of the same number together, such as 5+5 or 7+7.
·  Doubles plus one: Finding hidden doubles in expressions where one addend is one more than the other, such as 5 + 6 (thinking 5 + 5 + 1).
·  Doubles plus two: Finding hidden doubles in expressions where one addend is two more than the other, such as 5 + 7 (thinking 5 + 5 + 2).
·  Doubles minus one: Locating doubles in expressions where one addend is one more than the other, such as 5 + 6 (but thinking 6 + 6 – 1).
·  Doubles minus two: Locating doubles in expressions where one addend is two more than the other, such as 5 + 7 (but thinking 7 + 7 – 2).
·  Combinations of Ten: Students learn to recognize expressions equaling ten such as 6 + 4 and 7 + 3 for use in other strategies.
·  Counting Up: This is only used when adding 1 or 2 to a given number; 9 + 2 would be “9….10, 11”.
·  Making Tens: (9 + 7 = 10 + 6)
Continued from page 4
MCC2.OA.2
Examples of Subtraction Strategies
·  Counting Back: Beginning with the minuend, count back the number you are subtracting.
·  Counting Up: Begin with the number you are subtracting and count up to the other number; 12 – 9 could be, “9….10, 11, 12”. The answer would be three because we counted up three numbers.
·  Think Addition/Fact Families: Think of related addition problems when confronted with subtraction facts; if you see 7 – 5 you would think 5 + 2 = 7.
·  Decomposing a Number Leading to a Ten: (14 – 6 = 14 – 4 – 2 = 10 – 2 = 8)
Developing Fluency for Addition & Subtraction within 20:
Example: 9 + 5= __

Example: 13 – 9

Vocabulary
mental strategies fact families / *Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.
Differentiation/ Supplemental Activities MCC2.OA.2
BBY Dots/Grids -explains how to use dots/and grids with OA.2
Fluency Kit
Nine Plus
Fact Family House
Eleven More
4 In a Row – Game 1
4 In a Row – Game 2
Doubles Bump
Near 20
Fact Family Sheet (thanks Jennifer Snellgrove)
Fact Family Unifix Trains
Addition Snap
Go Fish For Doubles
Additional Assessments
Assessment1
Directions for assessment 1
Assessment 2
Assessment 4
Open Ended
Continued from page 4
Technology
BrainPOP, Jr.
Doubles
Making Ten
Basic Adding
Basic Subtraction
Counting On
LearnZillion Lessons
This site requires you to create an account. Account access is FREE.
COMING SOON!!!
YouTube
What Makes Ten?
CBeebies: The Numtums - Ways to Make Ten
Teacher Tube
DoubleDoubles
Games
Math Shoot Out
CCGPS / Example/ Vocabulary / Differentiation/ Supplemental Resources
This standard shows up again in Q2 and Q4 with increased rigor (add/subtract larger numbers).
MCC2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
In first grade, students had to add within 100, including adding a two-digit number and a one-digit number, and addition a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Misconception Document: NBT.5-9
Click on the standard to view the assessment page.
Essential Questions
What strategy or strategies work best for me when I am adding two digit numbers?
What strategy or strategies work best for me when I am subtracting two digit numbers?
See page 6 / MCC2.NBT.5
The standard algorithm for addition and subtraction is not taught in second grade. This standard calls for students to use pictorial representations or strategies to find the solution. Students are able to demonstrate fluency when they are accurate (answer correctly), efficient (basic facts computed within 4-5 seconds) and flexible (use strategies such as decomposing numbers to make ten, using properties of operations, etc.).
Examples of Addition Strategies for 67 + 25:
·  Place Value Strategy: I broke both 67 and 25 into tens and ones. 6 tens plus 2 tens equals 8 tens. Then I added the ones. 7 ones plus 5 ones equals 12 ones. I then combined my tens and ones. 8 tens plus 12 ones equals 92.
·  Commutative Property: I broke 67 and 25 into tens and ones so I had to add 60 + 7 + 20 + 5. I added 60 and 20 first to get 80. Then I added 7 to get 87. Then I added 5 more. My answer is 92.
·  Counting On and Decomposing A Number Leading to Ten: I wanted to start with 67 and then break 25 apart. I started with 67 and counted on to my next ten. 67 + 3 gets me to 70. I then took away three from 25 which gave me 22. I then added 2 more to 70 to get 72. I then added my 20 and got to 92.
Continued from page 6
MCC2.NBT.5
Examples of Subtraction Strategies for 63 – 32:
·  Relationship Between Addition and Subtraction: I broke apart both 63 and 32 into tens and ones. I know that 2 plus 1 equals 3, so I have 1 left in the ones place. I know that 3 plus 3 equals 6, so I have a 3 in my tens place. My answer has a 1 in the ones place and 3 in the tens place, so my answer is 31.
·  Adding Up From Smaller Number to Larger Number: 32+8 = 40, 40+20 = 60, 60+3 = 63 so… 8+20+ 3 = 31
·  Incremental Subtracting:
63 – 3 = 60, 60 – 10 = 50, 50 – 10 = 40, 40 – 8 = 32 so……. 3 + 10 + 10 + 8 = 31
·  Subtraction by Place Value:
63 – 30 = 33, 33 – 2 gives 31
Here is an example of using an empty number line as a visual for the problem 72 – 39.

Vocabulary
place value
properties of operations
relationship between addition and subtraction
fact families / *Refer to beginning of map for all whole group Module resources. Refer to Pacing Guide for individual lessons.
Differentiation/Supplemental Activities MCC2.NBT.5
BBY Dots/Grids: explains how to use dots/and grids with NBT.5
Close to 100
Keep on Doubling
Number Wheel Spin
It’s All Commutative
Activities for Differentiation
Additional Assessments
Assessment 1
Assessment 2
Technology