Daily+Lessons+for+Math

CCLS for Math

TERC Pacing in Grade 2: 2nd Edition

TERC Content Scope and Sequence

Suggested Pacing:

1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Identifying categories for 2-D shapes || Attending to features of 3-D shapes, particularly the number and shape of faces Identifying a 3-D shape by touch || Sorting polygons by the number of sides Sorting quadrilaterals by angle Identifying quadrilaterals as shapes with 4 sides || Identifying rectangles as 4-sided shapes with 4 right angles Identifying important features of a rectangle || Ordering rectangles from biggest to smallest || Recognizing that rectangular prisms have rectangular faces Recognizing which faces of a rectangular prism are the same size and shape || Constructing a rectangular prism from rectangles Visualizing and describing rectangular prisms Comparing rectangular prisms || Covering rectangles with arrays of tiles Arranging square tiles in rectangular arrays <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Constructing and describing rectangular arrays of tiles || <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Making different rectangular arrays using the same number of tiles <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Drawing rectangles by attending to the lengths of the sides || <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Reflecting a shape across a line of symmetry || <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Exploring symmetry by folding and cutting paper patterns <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Identifying lines of symmetry || <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Exploring symmetry by folding and cutting paper patterns <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Identifying lines of symmetry continued || <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Orienting shapes so that a line of symmetry aligns with a mirror (Shapes software) <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Determining what makes a design symmetrical ||
 * November**
 * Standards: 2G-** Reason with shapes and their attributes.
 * **Monday** ||  **Tuesday**  ||  **Wednesday**  ||  **Thursday**  ||  **Friday**  ||
 * 10/31 ||  1  ||  2  ||  3  ||  4  ||
 * <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Combining shapes to make a new shape || <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Covering a region, without gaps or overlaps, with a single shape or multiple shapes || <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Covering a region, without gaps or overlaps, using different shapes || <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Combining 3-D shapes to make a 3-D whole || <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Drawing 3-D shapes ||
 * 7 ||  9  ||  10  ||  11  ||  12  ||
 * <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Describing attributes of and sorting 2-D and 3-D shapes || <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Identifying names and attributes of 2-D and 3-D shapes
 * 14 ||  15  ||  16  ||  17  ||  18  ||
 * <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Defining biggest in different ways
 * 21 ||  22  ||  23  ||  24  ||  25  ||
 * <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Describing and identifying objects and designs that have mirror symmetry || <span style="font-family: 'MyriadPro-Cond','sans-serif'; font-size: 12px;">Constructing 2-D and 3-D symmetrical designs with mirror symmetry
 * 28 ||  29  ||  30  ||   ||   ||
 * Reviewing known addition combinations (combinations of 10, Plus 1, Plus 2) || Developing fluency with the doubles combinations to 10+10 || Achieving fluency with the doubles combinations ||  ||   ||

Standards: 2.0A -(1) Represent and solve problems involving addition and subtraction. (2) Add and subtract within 20. (3) Work with equal groups of objects to gain foundations for multiplication. October Standards: 2.0A -(1) Represent and solve problems involving addition and subtraction. (2) Add and subtract within 20. (3) Work with equal groups of objects to gain foundations for multiplication. and symbols represent || Using a rectangular array to model doubling || Assessment: End-of Unit 1 ||
 * Septebmer**
 * Mon || Tue || Wed || Thu || Fri ||
 * Establishing use of tools, routines, and expectations for math class ||  ||
 * Counting sets of up to 60 objects || Developing strategies for counting accurately || Counting a quantity in more than one way || Developing and analyzing visual images for quantities up to 10 || Counting by groups of 10 ||
 * Using the number line to reason about, and keep track of information about, the magnitude and relationship of numbers || Developing an understanding of the structure of the 100 chart || Counting, writing, and reading numbers sequentially from 1 to 100 and beyond ||  ||   ||
 * Counting sets of up to 60 objects || Developing strategies for counting accurately || Counting a quantity in more than one way || Developing and analyzing visual images for quantities up to 10 || Counting by groups of 10 ||
 * Using the number line to reason about, and keep track of information about, the magnitude and relationship of numbers || Developing an understanding of the structure of the 100 chart || Counting, writing, and reading numbers sequentially from 1 to 100 and beyond ||  ||   ||
 * Mon || Tue || Wed || Thu || Fri ||
 * Identifying and using patterns in the structure of the number system || Generating equivalent expressions for a number || Comparing two amounts under 45 to find the difference || Combining two quantities with totals up to 45 || Visualizing, retelling, and modeling the action of addition and subtraction (as removal) situations ||
 * Columbus Day || Using known combinations (e.g., combinations that make 10) to compose, decompose, and combine numbers || Subtracting a quantity from a whole of up to 30 || Solving addition and subtraction (as removal) story problems || Doubling a quantity ||
 * Developing fluency with the Make 10, Plus 1, and Plus 2 addition combinations || Finding two addends that make 10 || Finding the missing addend to make a total of 10 || Developing fluency with the doubles combinations || Using standard notation (>, <, +, -, =) to describe arrangements of cubes, to record expressions that equal a given number ||
 * Using standard notation (>, <, +, -, =) to compare quantities, to represent addition || Using standard notation (>, <, +, -, =) to compare quantities, to represent subtraction || Using standard notation (>, <, +, -, =) to compare quantities, to represent doubling || Using the number line to reason about, and keep track of information about, the magnitude and relationship of numbers || Recording strategies for solving problems -addition story problems ||
 * Recording strategies for solving problems- subtraction story problems || Using equations to record || Connecting standard notation for addition and subtraction (+, -, =) to the quantities and actions that the signs