Task 4 for Designing Curriculum and Instruction 1

Mapping the Curriculum WGU Curriculum Map Template General Information Subject Area Math Stakeholders Students, Teachers, Paraeducators, Principals, Grade/Level Second Grade General Unit Information Unit Name Pacing Numbers within 20: Addition, Subtraction, and Data 34 Days Numbers within 100: Addition, Subtraction, Time, and Money 33 Days Numbers within 1000: Place Value, Addition, and Subtraction 41 Days “2.OA.B.2 “2.NBT.B.5 “2.NBT.A.1 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Understand that the three digits of a threedigit 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: (Number of days/weeks/month/etc.) Standards 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving 2.NBT.B.9 Explain why addition and subtraction strategies work, using place value 2.NBT.A.3 Read and write numbers to 1000 using baseten numerals, number names, and expanded form. 2.NBT.A.4 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 problem.1 2.MD.D.10 Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph” (Common Core). and the properties of operations.1 2.OA.A.1 Use 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 problem.1 2.MD.C.8 Solve 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? 2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.B.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.MD.C.8 Solve 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? 2.NBT.B.7 Add 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 using a.m. and p.m. 2.NBT.A.2 Count within 1000; skipcount by 5s, 10s, and 100s” (Common Core). 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. 2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations” (Common Core). Prior Grade/Level Knowledge and Skills (Identify what students should know and be able to do in the previous grade/level.) Current Grade/Level Knowledge and Skills (Identify what students should know and be able to do in the current grade/level.) Next Grade/Level Knowledge and Skills (Identify what students should know and be able to do in the following grade/level.) Addition within 20 One step addition and subtraction problems Make a ten strategy Increase understanding of addition and subtraction strategies Using Place Value to add and subtract 2-digit numbers Place Value of two-digit numbers Compare numbers with <, >, = Adding/Subtracting within One “hundred”= 100 ones or 10 groups of 20 10 Add/Subtract within 100 Add/Subtract within 1,000 Fluently add and subtract Round to nearest 10 or within 1,000 100 One and two step Multiply by 10 addition/subtraction problems Fluently Add and Subtract within 1,000 Compare numbers within 1,000 Essential Questions (Identify important questions that demonstrate what students will learn.) Essential Vocabulary (Identify key terms.) Activities/Strategies (Identify how the content will be taught.) What different strategies can I use to make a ten? How are subtraction and addition related? How do I organize data into a graph? How do I model a problem with pictures? Addend Addition Equation Double Subtract Total How can I use tens and ones to add numbers? How can I break apart a number to add or subtract? How do I represent numbers over 1,000 using place value? What are strategies to mentally add and subtract 10 or 100 from numbers. Hour Making a ten Tally Mark Teen Number Column Greater than Less than Place Value Count on Doubles plus 1 Make a ten Mental math strategies Count on Make a ten Fact Family Doubles and Doubles plus 1 Add two-digit numbers Subtract two-digit numbers Solve Word problems with two-digit numbers Differentiated Activities/Strategies (Identify enrichment and intervention activities/strategies.) Resources (Identify suggested tools and materials.) Technology Integration (Identify strategies for integrating twenty-first century technology into teaching and learning.) Math in Action: Extra Support: Tally Chart to organize information Problem solving check list Enrichment: Challenge activity that requires deeper thinking Try multiple approaches Math in Action: Extra Support: Model the problem to make sense Problem solving check list Problem solving check list Enrichment: Challenge activity, trying multiple approaches More challenging numbers Math in Action: Extra Support: Use of equations, diagrams, and models to understand word problems Problem solving check list Enrichment: Challenge activity, trying multiple approaches Manipulatives/Counters Ten Frame Connecting cubes Base Ten Blocks Base Ten Blocks for regrouping Manipulatives/Counters Skip Counting Charts Manipulatives/Counters Base Ten Blocks for regrouping Digital Base Ten Blocks Digital Base Ten Blocks on iReady on iReady Digital Counters and Number Line Connecting Cube Digital Base Ten Blocks on iReady Number Line Assessments (Describe formative/summative student assessments.) Formative: Exit tickets after each lesson Reflect in math journal about what was learned and if they met the target for the day Summative: Unit Assessments -a range of depth of knowledge levels for problems -every standard is address -1 extended response, 4-point rubric -1 short response, 2- Formative: Exit tickets after each lesson Reflect in math journal about what was learned and if they met the target for the day Summative: Unit Assessment -1 short response question, 2-point rubric -3 DOK levels Formative: Exit tickets after each lesson Reflect in math journal about what was learned and if they met the target for the day Summative: Unit Assessment -1 short response question, 2-point rubric -3 DOK levels