Math 2nd 2017

20162017ScopeandSequenceMathematicsGrade2
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
MathematicalProcessStandards
The student uses mathematical processes to acquire and demonstrate mathematical
understanding.
MATH.2.1AApply mathematics to problems arising in everyday life, society, and the
workplace.
MathematicalProcess
StandardsUnit
planning guides
identify Process
Standards that align
to and support the
development of the
content standards
covered in each unit.
Embedding
process standards
throughout all units
of study supports
students
development of
mathematical
proficiency.
MATH.2.1BUse a problem-solving model that incorporates analyzing given information,

formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution.
MATH.2.1CSelect tools, including real objects, manipulatives, paper/pencil, and
technology as appropriate, and techniques, including mental math, estimation, and
number sense as appropriate, to solve problems.
MATH.2.1DCommunicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as
appropriate.
MATH.2.1ECreate and use representations to organize, record, and communicate
mathematical ideas.
MATH.2.1FAnalyze mathematical relationships to connect and communicate
mathematical ideas.
MATH.2.1GDisplay, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.
Unit1:EstablishMath 12
Part1:EstablishMathRoutinesandCompose,Decompose,andRepresent
Routinesand
UnderstandPlaceValue 90-minute lessons Numbersto999(7 lessons)NumberandOperationsThe student applies mathematical
process standards to understand how to represent and compare whole numbers, the
to999Students will
relative position and magnitude of whole numbers, and relationships within the
numeration system related to place value.MATH.2.2AUse concrete and pictorial models
to compose and decompose numbers up to 1,200 in more than one way as a sum of so
many thousands, hundreds, tens, and ones.
MATH.2.2BUse standard, word, and expanded forms to represent numbers up to 1,200.
establish procedures Part1Suggested
and routines for daily PacingAug. 2230
problem solving and
number sense
activities.Students
will represent and
compare whole
numbers, the relative
position and
AlgebraicReasoning
The student applies mathematical process standards to identify and apply number
patterns within properties of numbers and operations in order to describe relationships.
MATH.2.7BUse an understanding of place value to determine the number that is 10 or
100 more or less than a given number up to 1,200.
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
Unit1Cont.Establish
MathRoutinesand
UnderstandPlaceValue
to999Students will
establish procedures
and routines for daily
problem solving and Part2Suggested
number sense
PacingAug. 31
activities.
Sept. 7
Students will
LaborDaySept.5
represent and
compare whole
Sept. 8-9 Extend
numbers, the relative Review Assess
position and
Reteach
magnitude of whole
numbers, and
relationships within
the numeration
system related to
place value up to
999.
Part2:EstablishMathRoutinesandGenerate,Compare,Order,andLocateNumbersto999(5
lessons)
NumberandOperations
The student applies mathematical process standards to understand how to represent and
compare whole numbers, the relative position and magnitude of whole numbers, and
relationships within the numeration system related to place value.
MATH.2.2CGenerate a number that is greater than or less than a given whole number up
to 1,200.
MATH.2.2DUse place value to compare and order whole numbers up to 1,200 using
comparative language, numbers, and symbols (>, <, or =). MATH.2.2ELocate the
position of a given whole number on an open number line.
MATH.2.2FName the whole number that corresponds to a specific point on a number
line.
st
1 Cycle
Unit
Unit2:EstablishMath
RoutinesandDevelop
&UseStrategiesto
SolveOneStep
Additionand
SubtractionWord
Problemsto120
Students will develop
and use strategies
and methods to
represent, solve, and
generate one- step
addition and
subtraction problems
to 120 as related to
models and problem
structures. Students
will also determine
whether a number up
to 40 is even or odd
using pairings of
objects.
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
Part1:EstablishMathRoutinesandDevelop&UseStrategiestoSolveOneStepAdditionand
SubtractionJoin,Separate,andPartPartWholeWordProblemsto120(12 lessons)
NumberandOperations
The student applies mathematical process standards to develop and use strategies and
methods for whole number computations in order to solve addition and subtraction
problems with efficiency and accuracy.MATH.2.4ARecall basic facts to add and subtract
within 20 with automaticity. MATH.2.4BAddup to four twodigitnumbersand subtracttwo
19
digitnumbersusing mental strategies and algorithms based on knowledge of place value
90-minute lessons and properties of operations.
Part1Suggested
MATH.2.4CSolve onestepand multi-step word problems involving additionand subtraction
PacingSept. 12-27 within 1,000 using a variety of strategies based on place value, including algorithms.
EarlyDismissal
Sept.21
MATH.2.4DGenerate and solve problem situations for a given mathematical number

sentence involving addition and subtraction of whole numbers within 1,000.
AlgebraicReasoning
MATH.2.7ADetermine whether a number up to 40 is even or odd using pairings of
objects to represent the number.MATH.2.7CRepresent and solve addition and
subtraction word problems where unknowns may be any one of the terms in the problem.
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
Part2Suggested Part2:EstablishMathRoutinesandDevelop&UseStrategiestoSolveOneStepAdditionand
Unit2Cont.Establish PacingSept. 28 SubtractionComparisonWordProblemsto120(7 lessons)
MathRoutinesand
Oct. 6
NumberandOperations
Develop&Use
Oct.
7-11
Extend
StrategiestoSolve
OneStepAdditionand Review Assess
Reteach
SubtractionWord
Problemsto120
within 20 with automaticity. MATH.2.4BAddup to four twodigitnumbersand subtracttwo
Students will develop Snapshot1
and use strategies
SuggestedWindow and properties of operations.
and methods to

MATH.2.4CSolve onestepand multi-step word problems involving additionand subtraction
generate one- step
within 1,000 using a variety of strategies based on place value, including algorithms.
Oct. 7-11
addition and
to 120 as related to
models and problem
structures. Students
AlgebraicReasoning
will also determine
whether a number up
to 40 is even or odd
MATH.2.7ADetermine whether a number up to 40 is even or odd using pairings of
using pairings of
objects.
objects to represent the number.MATH.2.7CRepresent and solve addition and
subtraction word problems where unknowns may be any one of the terms in the problem.
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
Unit3:CollectandOrganizeDatatoSolveOneStepProblems(5 lessons)
DataAnalysis
5
Unit3:Collectand
OrganizeDatatoSolve
ProblemsStudents will 90-minute lessons
organize data to
SuggestedPacing
make it useful for
Oct. 13-19
interpreting
information and
Oct. 20-21 Extend
solving addition and Review Assess
subtraction problems. Reteach
The student applies mathematical process standards to organize data to make it useful
for interpreting information and solving problems.MATH.2.10AExplain that the length of a
bar in a bar graph or the number of pictures in a pictograph represents the number of
data points for a given category.
MATH.2.10BOrganize a collection of data with up to four categories using pictographs
and bar graphs with intervals of one or more.
MATH.2.10CWrite and solve one-step word problems involving addition or subtraction
using data represented within pictographs and bar graphs with intervals of one.
MATH.2.10DDraw conclusions and make predictions from information in a graph.

nd
2 Cycle
Unit
37Days
Oct. 24 Dec. 16, 2016
#ofLessons
understanding.
workplace.
MathematicalProcess
StandardsUnit
planning guides
identify Process
to and support the
development of the
content standards
Embedding
process
standards
throughout all
units of study
supports
students
development of
mathematical
proficiency.

appropriate.
mathematical ideas.
mathematical ideas.
MATH.2.1GDisplay, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
Unit4:Represent,
9
Solve,andGenerate
TwoStepAdditionand 90-minute
Unit4:Represent,Solve,andGenerateTwoStepAdditionandSubtractionWordProblemsto120
(9 lessons)
NumberandOperations
SubtractionWord
Problemsto120
Students will develop
and use strategies to
generate two- step
addition and
as related to models
and problem
structures.
lessons
within 20 with automaticity. MATH.2.4BAdduptofourtwodigitnumbersand subtracttwo
and properties of operations.
SuggestedPacing MATH.2.4CSolve one-step and multistepword problems involving addition and

Oct. 24 Nov. 3 subtraction within 1,000 using a variety of strategies based on place value, including
algorithms.
Nov. 4-7 Extend
Review Assess MATH.2.4DGenerate and solve problem situations for a given mathematical number
Reteach
AlgebraicReasoning
MATH.2.7CRepresentand solveadditionand subtractionwordproblemswhere unknowns
may be any one of the terms in the problem.
37Days
nd
2 Cycle
Oct. 24 Dec. 16, 2016
Unit
#ofLessons
Unit5:ReadandWrite
TimetotheMinute
Students will read
and write time to the
nearest one- minute
increment.
90-minute
lessons
Unit5:ReadandWriteTimetotheMinute(8 lessons)
GeometryandMeasurement
SuggestedPacing
The student applies mathematical process standards to select and use units to describe
Nov. 8-17
length, area, and time.
EarlyDismissal
MATH.2.9GRead and write time to the nearest one-minute increments using analog and
Nov.16
digital clocks and distinguish between a.m. and p.m.
Nov. 18 Extend
Review Assess
Reteach
Unit6:Determine
6
Unit6:DetermineMoneyAmountstoOneDollar(6 lessons)
MoneyAmountstoOne
90-minute
NumberandOperations
DollarStudents will
lessons
develop and use
The student applies mathematical process standards to determine the value of coins in
strategies to
SuggestedPacing order to solve monetary transactions.
determine the value
Nov. 21 Dec. 1
of a collection of
MATH.2.5ADetermine the value of a collection of coins up to one dollar. MATH.2.5BUse
coins and use money Thanksgiving
the cent symbol, dollar sign, and the decimal point to name the value of a collection of
notations to name the HolidayNov.2325 coins.
value of a collection
of coins.
Dec. 2-6 Extend
Review Assess
Reteach
37Days
nd
2 Cycle
Oct. 24 Dec. 16, 2016
Unit
#ofLessons
Unit7:DetermineLengthusingUnits(7 lessons)
7
Unit7:Determine
LengthusingUnits
Students will select
and use units to
describe length and
solve problems
involving length.
90-minute lessons The student applies mathematical process standards to select and use units to describe
length, area, and time.MATH.2.9AFind the length of objects using concrete models for
SuggestedPacing standard units of length.
Dec. 7-15
MATH.2.9BDescribe the inverse relationship between the size of the unit and the number
Dec. 16 Extend
of units needed to equal the length of an object.MATH.2.9CRepresent whole numbers as
Review Assess
distances from any given location on a number line.
Reteach
MATH.2.9DDetermine the length of an object to the nearest marked unit using rulers,
WinterBreakDec. yardsticks, meter sticks, or measuring tapes.
19Jan.2
MATH.2.9EDetermine a solution to a problem involving length, including estimating
lengths.
47Days
rd
3 Cycle
Jan. 4 Mar. 10, 2017
Unit
#ofLessons
understanding.
workplace.
MathematicalProcess
StandardsUnit
planning guides
identify Process
to and support the
development of the
content standards
Embedding
process
standards
throughout all
units of study
supports
students
development of
mathematical
proficiency.

appropriate.
mathematical ideas.
mathematical ideas.
Unit8:Understand
PlaceValueto1,200
Students will
Part1:Compose,Decompose,andRepresentNumbersto1,200(4 lessons)
90-minute
lessons
NumberandOperations
represent and
compare whole
position and
magnitude of whole Part1Suggested
numbers, and
PacingJan. 4-9
the numeration
system related to
place value up to
1,200.
MATH.2.2AUse concrete and pictorial models to compose and decompose numbers up to
1, 200 in more than one way as a sum of so many thousands, hundreds, tens, and ones.
MATH.2.2BUse standard, word, and expanded forms to represent numbers up to 1,200.
AlgebraicReasoning
MATH.2.7BUse an understanding of place value to determine the number that is 10 or
100 more or less than a given number up to 1,200.
47Days
rd
3 Cycle
Jan. 4 Mar. 10, 2017
Unit
#ofLessons
Part2:Generate,Compare,Order,andLocateNumbersto1,200(4 lessons)
Unit8Cont.Place
Valueto1,200
Students will
represent and
compare whole
position and
magnitude of whole
numbers, and
the numeration
system related to
place value up to
1,200.
NumberandOperations
Part2Suggested
PacingJan. 10-13
MLKJr.DayJan. relationships within the numeration system related to place value.
16
MATH.2.2CGenerate a number that is greater than or less than a given whole number up
to 1,200.
Jan. 17-18
Extend Review
MATH.2.2DUse place value to compare and order whole numbers up to 1,200 using
Assess Reteach comparative language, numbers, and symbols (>, <, or =).
MATH.2.2ELocate the position of a given whole number on an open number line.

MATH.2.2FName the whole number that corresponds to a specific point on a number line.
Unit9:Represent,
Solve,andGenerate
OneandTwoStep
WordProblemsto
1,000Students will
develop and use a
variety of strategies
for addition and
subtraction to
generate one- and
two-step word
problems to 1,000,
including one-step
14
Unit9:Represent,Solve,andGenerateOneandTwoStepWordProblems
90-minute
lessons
to1,000(14 lessons)
NumberandOperations
SuggestedPacing
Jan. 19 Feb. 7 The student applies mathematical process standards to develop and use strategies and
Feb. 8-10 Extend problems with efficiency and accuracy.MATH.2.4BAdd up to four two-digit numbers and
Review Assess subtract two-digit numbers using mental strategies and algorithms based on knowledge of
Reteach
place value and properties of operations.
MATH.2.4CSolve onestepand multistepword problems involving addition and subtraction
within 1,000 using a variety of strategies based on place value, including algorithms.
AlgebraicReasoning
problems using data

from graphs.
may be any one of the terms in the problem.
DataAnalysis
The student applies mathematical process standards to organize data to make it useful for
interpreting information and solving problems.
MATH.2.10CWrite and solve onestepword problems involving addition or subtraction
using data represented within pictographs and bar graphs with intervals of one.
47Days
rd
3 Cycle
Jan. 4 Mar. 10, 2017
Unit
#ofLessons
10
Part1:RepresentandDescribeFractions(5 lessons)
90-minute
lessons
NumberandOperations
The student applies mathematical process standards to recognize and represent fractional
Part1Suggested units and communicates how they are used to name parts of a whole. MATH.2.3APartition
Unit10:Represent, PacingFeb. 13- objects into equal parts and name the parts, including halves, fourths, and eighths, using
Describe,andCount 17
words.
FractionsStudents
Part2Suggested MATH.2.3BExplain that the more fractional parts used to make a whole, the smaller the
will use concrete
models to recognize, PacingFeb. 20- part; and the fewer the fractional parts, the larger the part. MATH.2.3DIdentify examples
24
and non-examples of halves, fourths, and eighths.
represent, and
explain fractional
units. Students will EarlyDismissal
Part2:CountFractionalPartsBeyondOneWhole(5 lessons)
use concrete objects Feb.22
to count fractional
Feb. 27 Mar 1 NumberandOperations
parts beyond one
Extend Review
whole.
Assess Reteach The student applies mathematical process standards to represent fractional units and
communicate how they are used to compose a whole and applies that understanding to
count fractional words beyond one whole.MATH.2.3CUse concrete models to count

fractional parts beyond one whole using words and recognize how many parts it takes to
equal one whole.
47Days
rd
3 Cycle
Jan. 4 Mar. 10, 2017
Unit
#ofLessons
Part1:Create,Classify,andSortTwoandThreeDimensionalFigures
6
Unit11Part1:Two
andThree
DimensionalFigures
Students will analyze
attributes of two- and
three- dimensional
figures to develop
generalizations about
their properties.
(6 lessons)
90-minute lessons GeometryandMeasurement

Part1Suggested
PacingMar. 2-9
Mar. 10 Extend
Review Assess
Reteach
The student applies mathematical process standards to analyze attributes of twodimensional shapes and three-dimensional solids to develop generalizations about their
properties.MATH.2.8ACreate two-dimensional shapes based on given attributes,
including number of sides and vertices.
MATH.2.8BClassify and sort three-dimensional solids, including spheres, cones,

SpringBreakMar. cylinders, rectangular prisms (including cubes as special rectangular prisms), and
triangular prisms, based on attributes using formal geometric language.
1317
MATH.2.8CClassify and sort polygons with 12 or fewer sides according to attributes,

including identifying the number of sides and number of vertices.
48Days
th
4 Cycle
Unit
Mar. 20 May 25, 2017

#ofLessons
understanding.
workplace.
MathematicalProcess
StandardsUnit
planning guides
identify Process
to and support the
development of the
content standards

Embedding
process
standards
throughout all
units of study
supports students
development of MATH.2.1DCommunicate mathematical ideas, reasoning, and their implications using
mathematical
proficiency.
appropriate.
mathematical ideas.
mathematical ideas.
Unit11Part2:Two
andThree
DimensionalFigures
Part2:ComposeandDecomposeGeometricFigures(5 lessons)
90-minute lessons NumberandOperations
MATH.2.3APartition objects into equal parts and name the parts, including halves,
Part2Suggested
Students will analyze
fourths, and eighths, using words.
attributes of two- and PacingMar. 20-24
three- dimensional
Mar. 27-28
figures to develop
Extend Review
The student applies mathematical process standards to select and use units to describe
generalizations about
Assess Reteach length, area, and time.MATH.2.8DCompose two-dimensional shapes and threetheir properties.
dimensional solids with given properties or attributes.
MATH.2.8EDecompose two-dimensional shapes such as cutting out a square from a
rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and
identify the resulting geometric parts.
48Days
th
4 Cycle
Unit
Mar. 20 May 25, 2017
#ofLessons
10
Unit12:Model,Create,andDescribeContextualMultiplicationandDivision
Unit12:Model,Create,
90-min lessons
andDescribe
Situations(10 lessons)
Contextual
SuggestedPacing
NumberandOperations
Multiplicationand
Mar. 29 Apr.
DivisionSituations
11
The student applies mathematical process standards to connect repeated addition and
Students will apply
subtraction to multiplication and division situations that involve equal groupings and shares.
concepts of repeated Apr. 12-13
addition and repeated Extend Review MATH.2.6AModel, create, and describe contextual multiplication situations in which
subtraction to
Assess Reteach equivalent sets of concrete objects are joined.MATH.2.6BModel, create, and describe
contextual division situations in which a set of concrete objects is separated into equivalent
represent and solve
SpringHoliday sets.
problems.
Apr.14
Unit13:UseModelsto
CalculateAreaof
RectanglesStudents
will select and use
units to describe area
and will use concrete
models of square
units to find the area
of rectangles.
Unit13:UseModelstoCalculateAreaofRectangles(5 lessons)
90-min lessons GeometryandMeasurement

SuggestedPacing The student applies mathematical process standards to select and use units to describe
Apr. 17-21
length, area, and time.
Apr. 24-26
MATH.2.9FUse concrete models of square units to find the area of a rectangle by covering
Extend Review it with no gaps or overlaps, counting to find the total number of square units, and describing
Assess Reteach the measurement using a number and the unit.
Snapshot4
Suggested
Window
Apr. 24-26
48Days
th
4 Cycle
Unit
Mar. 20 May 25, 2017

#ofLessons
Unit14:Represent,Solve,andGenerateOneandTwoStepWordProblemsto1,000(12
lessons)
NumberandOperations
Unit14:Represent,
Solve,andGenerate
OneandTwoStep
WordProblemsto
1,000Students will
develop and use a
variety of strategies
for addition and
subtraction to
generate one- and
two-step word
problems for
numbers to 1,000,
including one-step
problems using data
from graphs.
problems with efficiency and accuracy.
12
MATH.2.4CSolve onestepand multistepword problems involving addition and

subtraction within 1,000 using a variety of strategies based on place value, including
algorithms.

90-minute lessons sentence involving addition and subtraction of whole numbers within 1,000.
SuggestedPacing AlgebraicReasoning
Apr. 27 May 12
may be any one of the terms in the problem
DataAnalysis
The student applies mathematical process standards to organize data to make it useful
for interpreting information and solving problems.
MATH.2.10CWrite and solve onestepword problems involving addition or subtraction
using data represented within pictographs and bar graphs with intervals of on
Unit15:Financial
7
LiteracyStudents will
Unit15:FinancialLiteracy(7 lessons)
PersonalFinancialLiteracy
The student applies mathematical process standards to manage ones financial
90-minute lessons resources effectively for lifetime financial security.MATH.2.11ACalculate how money
saved can accumulate into a larger amount over time.
SuggestedPacing
develop strategies for
MATH.2.11BExplain that saving is an alternative to spending. MATH.2.11CDistinguish
May 15-23
managing financial
between a deposit and a withdrawal. MATH.2.11DIdentify examples of borrowing and
resources effectively. May 24-25 Extend
distinguish between responsible and irresponsible borrowing.
Review Assess
MATH.2.11EIdentify examples of lending and use concepts of benefits and costs to
Reteach
evaluate lending decisions.MATH.2.11FDifferentiate between producers and consumers
and calculate the cost to produce a simple item.

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20162017ScopeandSequenceMathematicsGrade2

MATH.2.1BUse a problem-solving model that incorporates analyzing given information,

MATH.2.4DGenerate and solve problem situations for a given mathematical number

represent, solve, and

MATH.2.1BUse a problem-solving model that incorporates analyzing given information,

SuggestedPacing MATH.2.4CSolve one-step and multistepword problems involving addition and

Oct. 24 Dec. 16, 2016

Oct. 24 Dec. 16, 2016

Jan. 4 Mar. 10, 2017

MATH.2.1BUse a problem-solving model that incorporates analyzing given information,

Jan. 4 Mar. 10, 2017

MATH.2.2ELocate the position of a given whole number on an open number line.

problems using data

Jan. 4 Mar. 10, 2017

count fractional words beyond one whole.MATH.2.3CUse concrete models to count

Jan. 4 Mar. 10, 2017

90-minute lessons GeometryandMeasurement

MATH.2.8BClassify and sort three-dimensional solids, including spheres, cones,

MATH.2.8CClassify and sort polygons with 12 or fewer sides according to attributes,

Mar. 20 May 25, 2017

MATH.2.1BUse a problem-solving model that incorporates analyzing given information,

90-minute lessons NumberandOperations

Mar. 20 May 25, 2017

90-min lessons GeometryandMeasurement

Mar. 20 May 25, 2017

MATH.2.4CSolve onestepand multistepword problems involving addition and

MATH.2.4DGenerate and solve problem situations for a given mathematical number

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