In This Unit of Study…

Students will explore equal groups to determine if a number is even or odd. Students will use rectangular arrays to work with repeated addition.  Students explore this concept by using concrete models (counters, square tiles, and linking cubes) and by creating pictorial representations on grid paper. Based on the commutative property of addition (explored in first grade), students can add either the rows or the columns to find the total amount within an array.  Students express the array by using equations.  Arrays at this grade level are composed of up to 5 rows and up to 5 columns.  This concept is a building block towards multiplication.

B.E.S.T. Benchmarks:

• MA.2.NSO.2.1 Recall addition facts with sums to 20 and related subtraction facts with automaticity. (Recall/Fluency 2.NSO.2.1 Video)
• MA.2.AR.3.1 Represent an even number using two equal groups or two equal addends. Represent an odd number using two equal groups with one left over or two equal addends plus 1.
• MA.2.AR.3.2 Use repeated addition to find the total number of objects in a collection of equal groups. Represent the total number of objects using rectangular arrays and equations

Overarching Key Concepts:

• Fluency: Solve addition and subtraction facts using ‘count on and count back’ strategies to build fluency to 20
• Identify odd and even numbers within 24
• Relate rectangular arrays to repeated addition

In This Unit of Study…

Students will use a number line with various intervals of ten to round numbers from 0 to 100. Students will use relative magnitude to locate one- and two-digit numbers on a number line and determine the ten that the number is nearest to.Student will round numbers from 0 to 100 to the nearest ten.

B.E.S.T. Benchmarks:

• MA.2.NSO.1.4 Round whole numbers from 0 to 100 to the nearest 10.

Overarching Key Concepts:

• Use place value to round to the nearest 10

In This Unit of Study…

Students add and subtract within 100 with procedural fluency.  Strategies are based on place value, properties of operations, and the relationship between addition and subtraction.  Students will use concrete models and drawings to add and subtract two whole numbers within 1,000.  Students determine and explain whether equations involving addition and subtraction are true or false.  In addition, students will extend the development of algebraic thinking skills by determining the unknown whole number in addition or subtraction equations, with the unknown in any position. Students will continue work with multi-digit addition and subtraction in the next scope/unit.

B.E.S.T. Benchmarks:

• MA.2.NSO.2.1 Recall addition facts with sums to 20 and related subtraction facts with automaticity.
• MA.2.NSO.2.3 Add two whole numbers with sums up to 100 with procedural reliability. Subtract a whole number from a whole number, each no larger than 100, with procedural reliability.  

Overarching Key Concepts:

• Fluency: Solve addition and subtraction facts using ‘related facts’ to build fluency to 20 
• Add within 100 using models, representations, and strategies 
• Subtract within 100 using models, representations, and strategies  

In This Unit of Study…

Students apply and communicate their knowledge of problem types, such as adding to, taking from, putting together, and comparing (within 100). Students will represent their mathematical thinking as they solve one- and two-step problems (including those with money) through a progression of concrete, pictorial, and abstract representations.

B.E.S.T. Benchmarks:

• MA.2.AR.1.1 Solve one- and two-step addition and subtraction real-world problems. 
• MA.2.M.2.2 Solve one- and two-step addition and subtraction real-world problems involving either dollar bills within $100 or coins within 100¢ using $ and ¢ symbols appropriately. 

Overarching Key Concepts:

• Solve one-step addition and subtraction problems
• Solve two-step addition and subtraction problems, including money

In This Unit of Study…

Students will recognize that the equal sign represents “the same as.” They will determine if addition/subtraction equations are true or false. Students will also solve for the unknown (in any position) relating 3 or 4 whole numbers in an subtraction/addition equation.

B.E.S.T. Benchmarks:

• MA.2.NSO.2.1 Recall addition facts with sums to 20 and related subtraction facts with automaticity.    
• MA.2.AR.2.1 Determine and explain whether equations involving addition and subtraction are true or false 
• MA.2.AR.2.2 Determine the unknown whole number in an addition or subtraction equation, relating three or four whole numbers, with the unknown in any position 

Overarching Key Concepts:

• Fluency: Solve addition and subtraction facts using the ‘doubles’ strategy
• Determine and explain if equations are true or false and solve for the unknown

In This Unit of Study…

Students continue their learning of fractions by using circular or rectangular area models partitioned into two, three, or four equal-sized parts.  Students describe the parts by using the words halves, thirds, and fourths.  Students recognize that a whole is composed of two-halves, three-thirds, or four-fourths, and they recognize that equal-sized parts of identical wholes may not have the same shape. Fraction notation (1/2, 1/3, 1/4) is not introduced until Grade 3. 

B.E.S.T. Benchmarks:

• MA.2.NSO.2.1-Recall addition facts with sums to 20 and related subtraction facts with automaticity. 
• MA.2.FR.1.1 -Partition circles and rectangles into two, three or four equal-sized parts. Name the parts using appropriate language, and describe the whole as two halves, three thirds or four fourths.  
• MA.2.FR.1.2-Partition rectangles into two, three or four equal-sized parts in two different ways showing that equal-sized parts of the same whole may have different shapes.  

Overarching Key Concepts:

• Fluency: Solve addition facts using 'Near Doubles' to build fluency to 20
• Partition circles and rectangles into equal sized parts, including parts that are different shapes

In This Unit of Study…

Students will continue to make connections between number lines and clocks to help them learn to read and write time to the nearest 5 minutes.  Using a number line will help students understand that the numerals on clocks are divided into increments of 5 which represent 5 minutes.  Students will also identify activities that occur from midnight to right before noon as A.M. activities and activities that occur from noon to right before midnight as P.M. activities.  They will use both analog and digital clocks to read and write time. Students will also express portions of an hour using fractional terms (Half an hour, half past, quater of an hour, quarter after, and quarter til'). 

B.E.S.T. Benchmarks:

• MA.2.M.2.1- Using analog and digital clocks, tell and write time to the nearest five minutes using a.m. and p.m. appropriately. Express portions of an hour using the fractional terms half an hour, half past, quarter of an hour, quarter after and quarter ‘til.  

Overarching Key Concepts:

• Tell and write time to the nearest 5 minutes and express in fractional terms

In This Unit of Study…

Students use concrete models to form bundles of 100s with and without leftovers. Students then use concrete and pictorial representations to investigate how three-digit numbers can be composed and decomposed in different combinations within the hundreds, tens and ones place values. Students use a place value mat along with the models to represent the quantities with corresponding written numerals, and they interpret the place value of each digit’s position within a written numeral. Students read and write numbers to 1,000 in standard, expanded, and word form. Students will also decompose numbers flexibly in different equivalent representations. 

B.E.S.T. Benchmarks:

• MA.2.NSO.2.1 Recall addition facts with sums to 20 and related subtraction facts with automaticity.    
• MA.2.NSO.1.1  Read and write numbers from 0 to 1,000 using standard form, expanded form and word form.  
• MA.2.NSO.1.2 Compose and decompose three-digit numbers in multiple ways using hundreds, tens, and ones. Demonstrate each composition or decomposition with objects, drawings, and expressions or equations.  

Overarching Key Concepts:

• Fluency: Solve subtraction facts using 'Near Doubles' to build fluency to 20
• Represent the value of numbers up to 1,000, including equivalent representations

In This Unit of Study…

Students will demonstrate their understanding of place value and the use of number lines to plot, order, and compare numbers up to 1,000 by using comparative language, numbers and the symbols <, >, and =.

B.E.S.T. Benchmarks:

• MA.2.NSO.2.1 Recall addition facts with sums to 20 and related subtraction facts with automaticity. 
• MA.2.NSO.1.3 Plot, order and compare whole numbers up to 1,000. 

Overarching Key Concepts:

• Fluency: solve addition facts using 'make a ten to add' to build fluency to 20
• Plot, compare, and order numbers to 1,000 using place value

In This Unit of Study…

Students add and subtract within 100 with procedural fluency.  Strategies are based on place value, properties of operations, and the relationship between addition and subtraction.  Students will use concrete models and drawings to add and subtract two whole numbers within 1,000. 

B.E.S.T. Benchmarks:

• MA.2.NSO.2.1 Recall addition facts with sums to 20 and related subtraction facts with automaticity. 
• MA.2.NSO.2.2  Identify the number that is ten more, ten less, one hundred more, and one hundred less than a given three-digit number.  
• MA.2.NSO.2.4 Explore the addition of two whole numbers with sums up to 1,000. Explore the subtraction of a whole number from a whole number, each no larger than 1,000. 

Overarching Key Concepts:

• Fluency: Solve subtraction facts using 'Make a Ten' to build fluency to 20
• Add within 1,000 using models, representations, and strategies
• Subtract within 1,000 using models, representations, and strategies

In This Unit of Study…

Students identify and draw figures based on a given set of attributes.  Figures include triangles, rectangles, squares, pentagons, and hexagons.  They will categorize two-dimensional figures based on their definable attributes by using formal and informal language.  Students will also identify lines of symmetry for a two-dimensional figure.  

B.E.S.T. Benchmarks:

• MA.2.NSO.2.1 Recall addition facts with sums to 20 and related subtraction facts with automaticity. 
• MA.2.GR.1.1 Identify and draw two-dimensional figures based on their defining attributes. Figures are limited to triangles, rectangles, squares, pentagons, hexagons, and octagons.  
• MA.2.GR.1.2 Categorize two-dimensional figures based on the number and length of sides, number of vertices, whether they are closed or not and whether the edges are curved or straight.  
• MA.2.GR.1.3Identify line(s) of symmetry for a two-dimensional figure.  

Overarching Key Concepts:

• Fluency: Solve addition and subtraction facts using an efficient strategy to build fluency to 20
• Identify, categorize, and draw two-dimensional figures
• Identify and explain line(s) of symmetry in two-dimensional figures

In This Unit of Study…

Students will become acquainted with benchmark units of measurement so they can estimate lengths to the nearest inch, foot, yard, centimeter, and meter.  After estimating the length of an object, students will identify appropriate measurement tools and units for obtaining accurate measurements.  When measuring objects with two different units, students will recognize that fewer of the larger units are required. They will also measure the length of two objects, using the same unit, and they will determine how much longer or shorter one object is than another. Students will also solve one- and two-step real-world measurement problems involving addition and subtraction of lengths given in the same unit. They are not expected to convert measurements.  

B.E.S.T. Benchmarks:

• MA.2.M.1.1 Estimate and measure the length of an object to the nearest inch, foot, yard, centimeter or meter by selecting and using an appropriate tool.  
• MA.2.M.1.2 Measure the lengths of two objects using the same unit and determine the difference between their measurements.   
• MA.2.M.1.3 Solve one- and two-step real-world measurement problems involving addition and subtraction of lengths given in the same units.   

Overarching Key Concepts:

• Estimate and measure lengths using customary and metric units
• Measure and compare to solve length problems

In This Unit of Study…

Students will understand that a figure’s perimeter is found by measuring the length of each side and adding the lengths together.  They will explore the perimeter as an attribute of a rectangle by using real-world objects to count unit segments.  Students will also be tasked with finding the perimeter of rectangles, triangles, squares, and pentagons when all side lengths are given.  It is not expected that students will use a formula to find the perimeter or to find the perimeter where there are unknown side lengths. 

B.E.S.T. Benchmarks:

• MA.2.GR.2.1 Explore perimeter as an attribute of a figure by placing unit segments along the boundary without gaps or overlaps. Find perimeters of rectangles by counting unit segments.   
• MA.2.GR.2.2 Find the perimeter of a polygon with whole-number side lengths. Polygons are limited to triangles, rectangles, squares, and pentagons.  

Overarching Key Concepts:

• Describe and find the perimeter of polygons

In This Unit of Study…

Students will learn to collect, categorize, and represent data by using tally marks, tables, pictographs, and bar graphs with intervals of one, five, or ten.  They will interpret the data, including solving addition and subtraction problems. 

B.E.S.T. Benchmarks:

• MA.2.DP.1.1 Collect, categorize, and represent data using tally marks, tables, pictographs, or bar graphs. Use appropriate titles, labels, and units.  
• MA.2.DP.1.2 Interpret data represented with tally marks, tables, pictographs, or bar graphs including solving addition and subtraction problems.  

Overarching Key Concepts:

• Represent and interpret data using pictographs
• Represent and interpret data using bar graphs