St. Lucie County Public Schools Mathematics Scope and Sequence ...

St. Lucie County Public Schools Mathematics Scope and Sequence 2012-13 SY
Course: 2 nd Grade Course Code: 5012040 Quarter: 2.1
Topic: Addition and Subtraction (Operations and Algebraic Thinking)
Included Standards: MA.2.A.2.2, MA.2.A.2.3 MA.2.A.4.4; MA.2.A.6.1; MA.2.A.4.3, MA.2.A.4.5
Learning Goal: Students will be able to represent and solve problems involving addition and subtraction.
Students will understand equal groups to gain foundations for multiplication. Students will be able to
identify and explain patterns in operations.
Pacing Guide: 25 days
Common Core Standard Sheet Math Routine
NGSSS
Mathematical Practices
(MACC.K12.MP)
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
INSTRUCTIONAL IMPLICATIONS
(EXAMPLES/ SKILLS)
Essential Vocabulary:
(All teachers are responsible for
reinforcing prior vocabulary. See
Resources.)
Count back, minus, equals, plus, add,
sum, difference, subtract, addends,
regroup, estimate, skip count, pattern,
hundreds chart, odd, even, pattern
Grade 2 Math Qtr. 2 Page 1 of 3
Targets
Daily Calendar
Routine* (Suggested)
* Although “calendar” is not a separate component of
the SLC Math Routine, there are several concepts that
can be addressed via daily instruction of Calendar Math
within your Launch. These include, but are not limited
to: days of the week, months of the year, place value
(ones, tens, and hundreds), and time. 2 nd grade can use
calendar time to help support concepts. It should not be
more than the time allotted in your launch, problem of
the days should be used to help support your lesson for
the day.
Previously mastered 2 nd grade standards to be reviewed: MA.2.A.1.1, MA.2.A.1.2, MA.2.A.1.3, MA.2.A.4.1;
MA.2.A.2.1; MA.2.A.4.2
Cluster: Represent and solve problems involving addition and subtraction.
MA.2.A.2.2
Add and subtract multi-digit
whole numbers through three
digits with fluency by using a
variety of strategies, including
invented and standard
algorithms and explanations of
those procedures (R)
MACC.2.OA.1.1
MA.2.A.2.3
Estimate solutions to multi-digit
addition and subtraction
problems, through three digits.
(R)
Remarks/Examples:
Example:
For 141 – 99, the standard algorithm uses
regrouping. An invented approach may
be to subtract 100 and add 1 (141- 100
+1). Another invented approach is to add
one to both the minuend and subtrahend
so that you have 142 – 100, which can be
done mentally.
Representation:
Concrete, Pictorial, Abstract
Depth of Knowledge:
Moderate
Remarks/Example:
Your friend says that 247 + 65 = 897.
Without solving, explain why you think
the answer is wrong.
Activities include mental computation.
Representation:
Abstract
Depth of Knowledge:
Moderate
Add and subtract 2 digit numbers
fluently using a variety of strategies.
Add 2 digit numbers using a variety
of strategies.
Subtract 2 digit numbers using a
variety of strategies.
Estimate the solution to addition
problems.
Estimate the solution to subtraction
problems.

St. Lucie County Public Schools Mathematics Scope and Sequence 2012-13 SY
MA.2.A.4.4
Remarks/Examples:
Find the missing addend.
Describe and apply equality to
solve problems, such as in
3+ ___ = 9
Representation:
balancing situations. (R, M)
Concrete, Pictorial, Abstract
Depth of Knowledge:
High
Cluster: Understand equal groups to gain foundations for multiplication.
MA.2.A.6.1
Solve problems that involve
repeated addition. (R,M)
MACC.2.OA.3.4
Remarks/Examples:
John earns $3 per day for 7 days.
How much money did he earn?
$3 + $3 + $3 + $3 + $3 + $3 +$3 = $21
Representation:
Concrete, Pictorial, Abstract
Depth of Knowledge:
Moderate
Cluster: Identify and explain patterns in operations.
MA.2.A.4.3
Remarks/Examples:
Generalize numeric and nonnumeric
patterns using words
Activities include predicting numbers
in a sequence when several terms
are skipped.
and tables (R, M)
Example: Using the following number
sequences, explain in words how you
would know what the 9 th number
could be.
Solve problems that involve
repeated addition problems.
Use strategies to solve word
problems.
Use repeated addition to solve
problems.
Create growing patterns using
words and tables.
Describe growing patterns with and
without numbers.
Predict growing patterns with and
without numbers.
Extend growing patterns with and
without numbers.
MA.2.A.4.5
Recognize and state rules for
functions that use addition and
subtraction (R,M)
Representation:
Pictorial, Abstract
Depth of Knowledge:
High
Remarks/Examples:
Using the numbers from the in and
out chart, find and state the rule in
words. What was the input number
that gave 14?
Grade 2 Math Qtr. 2 Page 2 of 3
IN
OUT
10 20
5 15
2 12
3 13
? 14
Representation:
Concrete, Pictorial, Abstract
Depth of Knowledge:
High
Use addition and subtraction rules
to complete function tables.
Use addition to complete function
tables.
Use subtraction to complete
function tables.

St. Lucie County Public Schools Mathematics Scope and Sequence 2012-13 SY
Course: 2 nd Grade Course Code: 5012040 Quarter: 2.2
Topic: Time and Money (Measurement and Data)
Included Standards: MA.2.G.5.2, MA.2.G.5.3
Learning Goal: Students will be able to work with time and money.
Pacing Guide: 20 days
NGSSS
Mathematical Practices
(MACC.K12.MP)
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
Cluster: Work with time and money.
MA.2.G.5.2
Identify time to the nearest hour
and half hour. (I,R)
Common Core Standards require tell
and writing time to the nearest five
minutes using a.m. and p.m. Students
can be exposed to this content limit.
MACC.2.MD.3.7
MA.2.G.5.3
Identify, combine and compare
values of money in cents up to
$1 and in dollars up to $100,
working with a single unit of
currency. (I,R)
MACC.2.MD.3.8
INSTRUCTIONAL IMPLICATIONS
(EXAMPLES/ SKILLS)
Essential Vocabulary:
(All teachers are responsible for
reinforcing prior vocabulary. See
Resources.)
dime, quarter, nickel, penny, cent, sign,
skip, count, half dollar, dollar, dollar
sign, decimal point, half hour, hour,
minute hand, hour hand, half past,
minutes
Remarks/Examples:
Example:
Shown an example of an analog clock
with the time displayed on the hour and
half hour and asked to verbally state the
time and write the time.
Representation:
Concrete, Pictorial
Depth of Knowledge:
Low
Remarks/Examples:
Name the different denominations of
coins and bills.
Match one coin of one denomination
to an equivalent amount of another;
in coins. Similarly, match dollar
amounts of different denominations
and combinations of bills.
Activities will include the dollar sign
($) and cent (¢) symbols.
Representation:
Concrete, Pictorial, Abstract
Depth of Knowledge:
Moderate
Targets
Daily Calendar
Routine* (Suggested)
* Although “calendar” is not a separate component of
the SLC Math Routine, there are several concepts that
can be addressed via daily instruction of Calendar Math
within your Launch. These include, but are not limited
to: days of the week, months of the year, place value
(ones, tens, and hundreds), and time. 2 nd grade can use
calendar time to help support concepts. It should not be
more than the time allotted in your launch, problem of
the days should be used to help support your lesson for
the day.
Tell time to the nearest hour.
Tell time to the nearest half hour.
Write time to the nearest hour.
Write time to the nearest half hour.
Identify time using an analog clock.
Identify time using a digital clock.
Identify, count and compare coins
up to $1.00 and dollars up to
$100.00.
Identify different coins and bills.
Count coins and bills.
Create the same value with
different coins.
Use money symbols correctly.
Grade 2 Math Qtr. 2 Page 3 of 3