Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
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1 | 10 days | This module establishes the foundation for students to become fluent with addition and subtraction within 20. Students also use their skills to fluently add one-digit to two-digit numbers using place value understanding, properties of operations, and the relationship between addition and subtraction. | I can fluently add and subtract within 20 using mental strategies using the relationship between addition and subtraction. I can, by the end of Grade 2, know from memory all sums of two one-digit numbers. I can use addition to solve problems involving adding to or putting together or comparison. I can use subtraction to solve problems involving taking apart, taking from an amount, or comparison. I can use drawings and equations with a symbol for the unknown number to represent the problem. I can solve two-step word problems involving addition and subtraction. I can add and subtract within 100 using strategies based on place value, properties of operations and the relationship between addition and subtraction.
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2 | 12 days | During this module students will relate addition and subtraction to length using metric units to support place value understanding. They will also explore how a length model connects to tape diagrams and how these can be used to model the information given in story problems. | I can measure the length of an object in units by selecting and using the appropriate tools. I can estimate lengths using units of centimeters and meters and determine if an estimate is reasonable. I can picture in my mind metric units of length measured in centimeters and meters. I can identify when to use a ruler, meter stick, or measuring tape to measure length. I can measure the length of an object twice, using different units of measurement. I can compare measurements of an object taken with two different units and know that the measurements are equivalent in size. I can describe why the measurements of an object taken with two different units relate to the unit chosen. I can explain the length of an object in relation to the size of the units used to measure it. I can measure and compare the lengths of two objects. I can add and subtract lengths (*given in the same unit) within 100. I can solve word problems involving lengths that are given in the same units by using drawings (*such as drawings of rulers) and equations with a symbol for the unknown number. I can place whole numbers on a number line with equal spacing. I can represent whole-number sums and differences on a number line diagram.
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3 | 25 days | Students will extend their understanding of bundling from ones and tens to bundling hundreds up to 1,000. They will read and write these numbers using base-ten numerals, number names, and expanded form and model them using base ten blocks and other tools. | I can read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. I can count within 1000. I can skip-count up and down by 5s, and 10s, including starting from values that are not multiples of those numbers. I can identify and explain value of both tens and ones in a two-digit number. I can identify a bundle of 10 tens as 100, as well as coins and know their value in cents. I can solve one step problems involving adding or subtracting amounts of money given in coins and/or dollars. I can compare two quantities using >, =, and < symbols. I can compare two 2 digit numbers by breaking apart the place values and comparing them individually, as well as using >, =, and < symbols, and explain the comparison using place value language. I can use addition to solve problems involving adding to or putting together. I can use subtraction to solve problems involving taking apart or taking from an amount. I can use addition or subtraction to solve problems involving comparison. I can use drawings and equations with a symbol for the unknown number to represent the problem. I can solve two-step word problems involving addition and subtraction. I can mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. I can use a hundreds charts and number lines to notice patterns in adding or subtracting 10 or 100.
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4 | 35 days | In this module students will use a concrete to pictorial to abstract approach to develop place value strategies to fluently add and subtract within 200. They will also solve a variety of one- and two-step story problems by using manipulatives and math drawings to represent the stories before using addition and/or subtraction strategies to solve. | I can use addition to solve problems involving adding to or putting together. I can use subtraction to solve problems involving taking apart or taking from an amount. I can use addition or subtraction to solve problems involving comparison. I can use drawings and equations with a symbol for the unknown number to represent the problem. I can add and subtract within 200 by using concrete models or drawings, using any of the following: strategies based on place value, using properties of operations, and/or using the relationship between addition and subtraction. I can mentally add 10 to a given number 100-900, and mentally subtract 10 from a given number 100-900. I can use a hundreds chart and number lines to notice patterns in adding or subtracting 10. I can use place value to explain why addition and subtraction strategies work. I can solve two-step word problems involving addition and subtraction. I can add up to four two-digit numbers using strategies based on place value, such as breaking apart ones and tens. I can add up to four two-digit numbers using strategies based on properties of operations. I can mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. I can explain that the grouping of 3 or more addends does not affect the sum (associative property). I can explain that the order of addends does not affect the sum (commutative property). I can relate the addition strategy used to a written method.
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5 | 24 days | Students extend their understanding of renaming place value units to add and subtract within 1,000. | I can use addition to solve problems involving adding to or putting together. I can use subtraction to solve problems involving taking apart or taking from an amount. I can use addition or subtraction to solve problems involving comparison. I can use drawings and equations with a symbol for the unknown number to represent the problem. I can add and subtract within 1,000 by using concrete models or drawings, using any of the following: strategies based on place value, using properties of operations, and/or using the relationship between addition and subtraction. I can mentally add 10 to a given number 100-900, and mentally subtract 10 from a given number 100-900. I can use a hundreds chart and number lines to notice patterns in adding or subtracting 10. I can use place value to explain why addition and subtraction strategies work. I can solve two-step word problems involving addition and subtraction. I can add up to four two-digit numbers using strategies based on place value, such as breaking apart ones and tens. I can add up to four two-digit numbers using strategies based on properties of operations. I can mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. I can explain that the grouping of 3 or more addends does not affect the sum (associative property). I can explain that the order of addends does not affect the sum (commutative property). I can explain that adding zero to any number results in that number (identity property). I can relate the addition strategy used to a written method.
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6 | 24 days | Students will build a foundation for multiplication and division by creating equal groups and arrays using concrete materials | show the same area, as well as into rows and columns of equal size and count to find the area of the rectangle. product (area). picture/ drawing of an array. picture/ drawing of an array. area. |
7 | 30 days | Students practice addition and subtraction strategies within 100 and problem-solving skills as they learn to work with various types of units within the contexts of length, money, and data. Students represent categorical and measurement data using picture graphs, bar graphs, and line plots. They revisit measuring and estimating length from Module 2 but now use both metric and customary units. | (with quick recall and without any visual aids). subtraction and prove this relationship through inverse operations (checking work). |
8 | 20 days | Students extend their understanding of part–whole relationships through the lens of geometry. As students compose and decompose shapes, they begin to develop an understanding of unit fractions as equal parts of a whole. | I can compare and contrast between the hour hand and minute hand. I can label time A.M. or P.M. based on the time of day. I can match the time shown on an analog clock to a
corresponding digital time to the nearest five minutes. I can read the time shown on a digital clock. I can skip count by 5s to 60. I can write and read the time shown on an analog clock to the
nearest five minutes. |
