Grade Level & Subject: Grade 2 Math		Curriculum Map	Year 2003-04
Calendar	August	September	October/November
	First Nine Weeks - August - October
Possible Resources	Mathematics, Houghton Mifflin Grade 2 (Anchor Text)
Nine Weeks Focus	Chapter 1-2 (pages 1-102) Addition and Subtraction Facts, Numbers and Patterns to 100
Skills/Standards (To teach and measure)	Number, Number Sense and Operations Standard C A 1. Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds. For example: a. Recognize 10 can mean “10 ones” or a single entity (1 ten) through physical models and trading games. b. Read and write 3digit numerals (e.g., 243 as two hundred forty-three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and construct models to represent each. 2. Recognize and classify numbers as even or odd. 6. Model, represent and explain subtraction as comparison, take-away and part-to-whole; e.g., solve missing addend problems by counting up or subtracting, such as “I had six baseball cards, my sister gave me more, and now I have ten. How many did she give me?” can be represented as 6+?=10 or 10-6+?.3 4 5 6 7 8 9101112 9. Model and use the commutative property for addition. 10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions; e.g., 9 + 9 = 18, 18 – 9 = 9. 12. Demonstrate multiple strategies for adding and subtracting 2- or 3-digit whole numbers, such as: a. compatible numbers; b. compensatory numbers; c. informal use of commutative and associative properties of addition. Measurement Standard Geometry and Spatial Sense Standard Pattern, Functions and Algebra Standard 3 4 5 6 7 8 9101112 1. Extend simple number patterns (both repeating and growing patterns), and create similar patterns using different objects, such as using physical materials or shapes to represent numerical patterns. 2. Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern. 3. Create new patterns with consistent rules or plans, and describe the rule or general plan of existing patterns. 4. Use objects, pictures, numbers and other symbols to represent a problem situation. 5. Understand equivalence and extend the concept to situations involving symbols; e.g., 4 + 5 = 9 and 9 = 4 + 5, and 4 + 5 = 3 + 6 = œ+œ 6. Use symbols to represent unknown quantities and identify values for symbols in an expression or equation using addition and subtraction; e.g., œ+œ = 10, œ - 2 = 4. Data Analysis and Probability Standard 2. Read, interpret and make comparisons and predictions from data represented in charts, line plots, picture graphs and bar graphs. C XXXXXXX
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