Developing Sophisticated Strategies; Extending Measurement to Standard Units; Representing and Interpreting Data Unit Planning Team: Anthony Lopez (GH), Tina Smith (LW), Sharon Langston (FT) Lottie Secker (BG),Amber Shreve (ES) 2 nd Grade Unit 3

Essential Questions How can I use my base 10 understanding to find sums and differences of numbers to 1000? What are the tools of measurement and how are they used? How do units within a system relate to each other? How can we organize and use data to solve problems? Essential Questions How can I use my base 10 understanding to find sums and differences of numbers to 1000? What are the tools of measurement and how are they used? How do units within a system relate to each other? How can we organize and use data to solve problems?

Identify and CLARIFY the STANDARDS Standard Clarifications on Continued Standards *Things We Want to Remember This Quarter* 2.OA.1 Pose 1 AND 2 step problems (focus more on multistep problems) Pose varying problem types Continue to increase numbers Get deeper into subtraction 2.OA.2 Emphasize building on known facts (Number Talks as a resource; making tens and doubles for single numbers in preparation for more sophisticated strategies) 2.NBT.1 Continue work on composing & decomposing numbers Continue posing multiplication & measurement division problems involving groups of 10 & NBT.2 Keep increasing numbers Remember to start at non-decade numbers Connect to 2.NBT.8 - when skip counting you are adding a group of 10 2.NBT.3 Make meaningful connections to 2.NBT.1 and 2.NBT.2. - During classroom discussions ask students, “What are you hearing when you say 385?” 2.NBT. 5 & 9 Move students towards more sophisticated strategies based on the properties of operations, the relationship of addition and subtraction, and place value. Explain why those strategies work and explanations may be supported by drawings or models. 2.NBT.4 Continue making comparisons to decomposing numbers based on place value (2.NBT.1 & 2.NBT.3) and to the idea of comparing measurements (2.MD.4) – When comparing numbers take into consideration looking at the largest place value first. 2.NBT.6 CHANGED this quarter – increases from adding up to three 2-digit numbers in second quarter to FOUR 2-dig it numbers in third quarter

Standard Clarifications on Continued Standards *Things We Want to Remember This Quarter* 2.MD.2 Our summary “the smaller the unit, the more it will take” 2.MD.4 We want to connect this idea of comparing measurements to comparing numbers (2.NBT.4) and solving comparison problems (2.OA.1). *express the length difference in terms of a standard length unit in 3 rd quarter* 2.MD.5 “lengths that are given in the same units” Standard Units – (inches, feet, cm, meters) 2.MD.6 Connection to strategies for solving addition and subtraction problems (2.OA.1 and 2.OA.2). Deep understanding of whole numbers on the number line. Exploring fractions on a number line can connect to later standards in 3 rd grade when working with fractions on a number line. 2.MD.9 Once students measure an object or distance and a class line plot is created, we see almost all the standards in this unit could be addressed (2.MD.2, 2.MD.4, 2.MD.5, 2.MD.6) Identify and CLARIFY the STANDARDS

Standard Clarifications on NEW Standards *Things We Want to Remember This Quarter* 2.NBT.7 Extend from 2.OA.1 – students will use experience of adding 2 digit numbers by place value to 3 digit numbers. Students can use concrete models or drawings along with strategies based on place value, properties of operations, and/or the relationship between addition & subtraction. 2.NBT.8 Number Talks Morning Math Tie in with 2.NBT.2 skip counting by 10s from a non decade number When skip counting students know they are + or – 10 (use visual models) 2.MD.1 Students need to experience 2.MD.2 and 2.MD.4 using standard units (in., ft., cm., m) to measure before working with 2.MD.1. Students need to become efficient in selecting the appropriate measurement tools much like they do when they choose efficient strategies for problem solving. 2.MD.3 Students need to experience 2.MD.2 and 2.MD.4 using standard units to measure before working with 2.MD.3. “In order to estimate using standard units you have to be able to pick the appropriate tool to measure” Use real world examples to estimate measurements – i.e. 1.“How many of these units do you think it would take to measure this?” 2. “My chair is about 3 feet tall, do you think this is twice as tall as my chair?” 2.MD.10 Based on the data represented on a picture graph, or bar graph, students will solve problems such as: JRU, SRU, and compare problems

DIVIDE the unit into weeks and DISTRIBUE the standards Week Standards 1 2.OA.1, 2.NBT.5, 2.NBT.9, 2.MD.5 2.MD.2, 2.MD.4, 2.MD.6 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA OA.1, 2.NBT.6, 2.NBT.9, 2.MD.5 2.MD.2, 2.MD.4, 2.MD.6 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA OA.1, 2.NBT.5, 2.NBT.7, 2.NBT.9, 2.MD.5 2.MD.2, 2.MD.4, 2.MD.9 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA.2

DIVIDE the unit into weeks and DISTRIBUTE the standards Week Standards 4 2.OA.1, 2.NBT.6, 2.NBT.9, 2.MD.5 2.MD.2, 2.MD.4, 2.MD.9 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA OA.1, 2.NBT.5, 2.NBT.7, 2.NBT.9 2.MD.1, 2.MD.3, 2.MD.9 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA OA.1, 2.NBT.6, 2.NBT.9 2.MD.1, 2.MD.3, 2.MD.10 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA.2

DIVIDE the unit into weeks and DISTRIBUTE the standards Week Standards 7 2.OA.1, 2.NBT.5, 2.NBT.7, 2.NBT.9 2.MD.1, 2.MD.3, 2.MD.10 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA OA.1, 2.NBT.6, 2.NBT.9 2.MD.1, 2.MD.3, 2.MD.10 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA OA.1, 2.NBT.5, 2.NBT.7, 2.NBT.9 2.MD.1, 2.MD.3, 2.MD.10 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA.2

DIVIDE the unit into weeks and DISTRIBUTE the standards Suggested Weekly Posing of Problems: This is one way to think about clustering the standards. These ideas would be repeated each week. Essential Questions: What do the digits in a number represent? How does money relate to place value? 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.MD days a week pose problems with groups of 10 in multiplication and measurement division problems. Use money (2.MD.8) as a context for place value problems. 2.NBT.2, 2.NBT.3 – Daily counting and writing number embedded. Essential Question: What strategies can I use to find sums and differences of two-digit numbers? 2.OA.1, 2.NBT.5, 2.NBT.6, 2.NBT days a week posing multiple problem types and discussing student strategies. 2.OA.2 Fluency within 20 daily or 1 focused day with number talks daily WeekStandardsStructure/Resource Type 1Building culture 2.NBT.2 Count within 1000, skip-count by 5s, 10s, and 100s 2.NBT.3 Read and write numbers to OA.2 Fluency within 20 2.OA.1 Addition and Subtraction within 100 – various problem types Counting Collections Fluency Number Talks Daily Pose JRU and SRU to see where students are (as a formative assessment) Administer Pre-Assessment (could be the summative) 22.NBT.1 Understand 3-digit numbers 2.NBT.2 Count within 1000, skip-count by 5s, 10s, and 100s 2.NBT.3 Read and write numbers to OA.2 Fluency within 20 2.OA.1 Addition and Subtraction within 100 – various problem types 2.NBT.5 Fluently add and subtract within 100, using properties, place value, and relationship between addition and subtraction. Pose Multiplication and Measurement Division problems in groups of 10 (1-2 days that week) Give students a number ( ). Have them build the number with base 10 blocks. Have them write the number name and write the expanded form. Fluency Number Talks Daily Pose problem types to students based on student needs (3-4 days a week). Look for invented strategies to pull out in discussion. 32.NBT.1 Understand 3-digit numbers 2.NBT.2 Count within 1000, skip-count by 5s, 10s, and 100s 2.NBT.3 Read and write numbers to OA.2 Fluency within 20 2.OA.1 Addition and Subtraction within 100 – various problem types 2.NBT.5 Fluently add and subtract within 100, using properties, place value, and relationship between addition and subtraction. Pose Multiplication and Measurement Division problems in groups of 10 (1-2 days that week) Fluency Number Talks Daily Pose problem types to students based on student needs (3-4 days a week). Look for invented strategies to pull out in discussion. 42.NBT.1 Understand 3-digit numbers 2.NBT.2 Count within 1000, skip-count by 5s, 10s, and 100s 2.NBT.3 Read and write numbers to OA.2 Fluency within 20 2.OA.1 Addition and Subtraction within 100 – various problem types 2.NBT.5/6 Fluently add and subtract within 100, using properties, place value, and relationship between addition and subtraction. Pose Multiplication and Measurement Division problems in groups of 10 (1-2 days that week) Fluency Number Talks Daily Pose problem types to students based on student needs (3-4 days a week). Look for invented strategies to pull out in discussion. 52.NBT.1 Understand 3-digit numbers 2.NBT.2 Count within 1000, skip-count by 5s, 10s, and 100s 2.NBT.3 Read and write numbers to MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. 2.OA.2 Fluency within 20 (2.OA.1)2.NBT.5/6 Fluently add and subtract within 100, using properties, place value, and relationship between addition and subtraction. 2.NBT.9 Explain why addition and subtraction strategies work. Pose Multiplication and Measurement Division problems in groups of 10 (1-2 days that week) Use money as a context. i.e. You have 8 dimes and 4 pennies, how much money do you have? Fluency Number Talks Daily Pose problem types to students based on student needs (3-4 days a week). Look for invented strategies to pull out in discussion. Focus on students fully explaining their thinking. 62.NBT.1 Understand 3-digit numbers 2.NBT.2 Count within 1000, skip-count by 5s, 10s, and 100s 2.NBT.3 Read and write numbers to MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. 2.OA.2 Fluency within 20 (2.OA.1)2.NBT.5/6 Fluently add and subtract within 100, using properties, place value, and relationship between addition and subtraction. 2.NBT.9 Explain why addition and subtraction strategies work. Pose Multiplication and Measurement Division problems in groups of 10 (1-2 days that week) Use money as a context. i.e. You have 8 dimes and 4 pennies, how much money do you have? Fluency Number Talks Daily Pose problem types to students based on student needs (3-4 days a week). Look for invented strategies to pull out in discussion. Focus on students fully explaining their thinking. 72.NBT.1 Understand 3-digit numbers 2.NBT.2 Count within 1000, skip-count by 5s, 10s, and 100s 2.NBT.3 Read and write numbers to MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. 2.OA.2 Fluency within 20 (2.OA.1)2.NBT.5/6 Fluently add and subtract within 100, using properties, place value, and relationship between addition and subtraction. 2.NBT.9 Explain why addition and subtraction strategies work. Pose Multiplication and Measurement Division problems in groups of 10 (1-2 days that week) Use money as a context. i.e. You have 8 dimes and 4 pennies, how much money do you have? Fluency Number Talks Daily Pose problem types to students based on student needs (3-4 days a week). Look for invented strategies to pull out in discussion. Focus on students fully explaining their thinking. 82.NBT.1 Understand 3-digit numbers 2.NBT.2 Count within 1000, skip-count by 5s, 10s, and 100s 2.NBT.3 Read and write numbers to MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. 2.OA.2 Fluency within 20 (2.OA.1)2.NBT.5/6 Fluently add and subtract within 100, using properties, place value, and relationship between addition and subtraction. 2.NBT.9 Explain why addition and subtraction strategies work. Pose Multiplication and Measurement Division problems in groups of 10 (1-2 days that week) Use money as a context. i.e. You have 8 dimes and 4 pennies, how much money do you have? Fluency Number Talks Daily Pose problem types to students based on student needs (3-4 days a week). Look for invented strategies to pull out in discussion. Focus on students fully explaining their thinking. 92.NBT.1 Understand 3-digit numbers 2.NBT.2 Count within 1000, skip-count by 5s, 10s, and 100s 2.NBT.3 Read and write numbers to MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. 2.OA.2 Fluency within 20 (2.OA.1)2.NBT.5/6 Fluently add and subtract within 100, using properties, place value, and relationship between addition and subtraction. 2.NBT.9 Explain why addition and subtraction strategies work. Pose Multiplication and Measurement Division problems in groups of 10 (1-2 days that week) Use money as a context. i.e. You have 8 dimes and 4 pennies, how much money do you have? Fluency Number Talks Daily Pose problem types to students based on student needs (3-4 days a week). Look for invented strategies to pull out in discussion. Focus on students fully explaining their thinking. Suggested Weekly Posing of Problems: This is one way to think about clustering the standards. These ideas would be repeated each week. Essential Question: How can I use my base ten understanding to find sums & differences of numbers to 1000? 1-2 days a week- Students will deepen their understanding in problem solving using place value and properties of operations, including using concrete models or drawings to add and subtract within They will use increasingly sophisticated strategies based on these properties and begin to generalize these methods. They will continue to develop fluency adding and subtracting within 20 and within 100. (2.OA.2, 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.8, 2.NBT.9) Essential Questions: What are the tools of measurement and how are they used? How do units within a system relate to each other? 2-3 days a week- Students will extend their measurement experiences to using standard units of measure this quarter. They will make the connection between using manipulatives of “standard” length (centimeter cubes, in cubes/tile, etc.) and using tools like a ruler to measure in standard units. They will use standard units to measure objects, estimate lengths, and select the appropriate tools needed when measuring objects. (2.MD.1, 2.MD.2, 2.MD.3, 2.MD.4, 2.MD.6) Essential Question: How can we organize and use data to solve problems? 2-3 days a week- Collect and use categorical and numerical data in meaningful ways to solve simple put-together, take-apart, and compare problems. (2.OA.1, 2.MD.5, 2.MD.9, 2.MD.10)

Gather and study the RESOURCES

DIVIDE the unit into weeks and DISTRIBUE the standards Week StandardsStructure/Resources 1 2.OA.1, 2.NBT.5, 2.NBT.9, 2.MD.5 2.MD.2, 2.MD.4, 2.MD.6 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA.2 All 9 weeks: Multiplication and Measurement Division problems in groups of 10; Pose problem types to students based on student needs. Look for invented strategies to pull out in discussion. 2.NBT.5 – Every other week 2.MD.5 – Weeks begin with non-standard units for the quarter and move into standard units when students see the need for standard units 2.MD.2, MD.4, MD.6 – Unit 4 Rich Lehrer Linear Measurement unit 2.NBT.1-4, 2.NBT.8, 2.OA.2 – morning math, minds on math, and Number Talks (focused on making units of 10/making 10s) 2 2.OA.1, 2.NBT.6, 2.NBT.9, 2.MD.5 2.MD.2, 2.MD.4, 2.MD.6 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA.2 All 9 weeks: Multiplication and Measurement Division problems in groups of 10; Pose problem types to students based on student needs. Look for invented strategies to pull out in discussion. 2.NBT.6 – adding 4 two digit numbers – every other week – connect to 2.OA.1 Multi-step word problems 2.MD.2, MD.4, MD.6 – Unit 5 Rich Lehrer Linear Measurement unit 2.NBT.1-4, 2.NBT.8, 2.OA.2 – morning math, minds on math, and Number Talks (focused on making units of 10/making 10s) 3 2.OA.1, 2.NBT.5, 2.NBT.7, 2.NBT.9, 2.MD.5 2.MD.2, 2.MD.4, 2.MD.9 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA.2 All 9 weeks: Multiplication and Measurement Division problems in groups of 10; Pose problem types to students based on student needs. Look for invented strategies to pull out in discussion. 2.OA.1 – Focus on multi-step word problems (addition and subtraction) 2.NBT.5 & 2.NBT.7 - every other week – using numbers within 100 for 2.NBT.5 and within 1000 for 2.NBT.7 2.NBT.5 & 2.NBT.9 Contexts for Learning – Ages and Timelines – lessons MD.2 &2.MD.4 When measuring with standard units use data to create a line plot 2.MD.9 2.NBT.1-4, 2.NBT.8, 2.OA.2 – morning math, minds on math, and Number Talks (focused on making units of 10/making 10s)

DIVIDE the unit into weeks and DISTRIBUTE the standards Week StandardsStructure/Resources 4 2.OA.1, 2.NBT.6, 2.NBT.9, 2.MD.5 2.MD.2, 2.MD.4, 2.MD.9 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA.2 All 9 weeks: Multiplication and Measurement Division problems in groups of 10; Pose problem types to students based on student needs. Look for invented strategies to pull out in discussion. 2.MD.5 – last week – problems involving lengths in the same units 2.NBT.6 – adding 4 two digit numbers 2.OA.1 – Multi-step word problems (addition and subtraction) 2.MD.2 &2.MD.4 When measuring with standard units use data to create a line plot 2.MD.9 2.NBT.1-4, 2.NBT.8, 2.OA.2 – morning math, minds on math, and Number Talks (focused on making units of 10/making 10s) 5 2.OA.1, 2.NBT.5, 2.NBT.7, 2.NBT.9 2.MD.1, 2.MD.3, 2.MD.9 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA.2 All 9 weeks: Multiplication and Measurement Division problems in groups of 10; Pose problem types to students based on student needs. Look for invented strategies to pull out in discussion. 2.NBT.5 & 2.NBT.9 – Contexts for Learning – The T-shirt Factory lessons 5-6, 8, 9, 10 2.NBT.7 addition and subtraction within OA.1 – Multi-step word problems (addition and subtraction) 2.MD.1 & 2.MD.3 – students will have a lot of experience with 2.MD.2 and 2.MD.4 with standard units before addressing these two standards 2.MD.1 & 2.MD.3 2.NBT.1-4, 2.NBT.8, 2.OA.2 – morning math, minds on math, and Number Talks (focused on making units of 10/making 10s) 6 2.OA.1, 2.NBT.6, 2.NBT.9 2.MD.1, 2.MD.3, 2.MD.10 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA.2 All 9 weeks: Multiplication and Measurement Division problems in groups of 10; Pose problem types to students based on student needs. Look for invented strategies to pull out in discussion. 2.NBT.6 – adding 4 two digit numbers 2.OA.1 – Multi-step word problems (addition and subtraction) 2.MD.1 & 2.MD.3– students will have a lot of experience with 2.MD.2 and 2.MD.4 with standard units before addressing these two standards 2.MD.1 & 2.MD.3 2.NBT.1-4, 2.NBT.8, 2.OA.2 – morning math, minds on math, and Number Talks (focused on making units of 10/making 10s)

DIVIDE the unit into weeks and DISTRIBUTE the standards Week StandardsStructure/Resources 7 2.OA.1, 2.NBT.5, 2.NBT.7, 2.NBT.9 2.MD.1, 2.MD.3, 2.MD.10 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA.2 All 9 weeks: Multiplication and Measurement Division problems in groups of 10; Pose problem types to students based on student needs. Look for invented strategies to pull out in discussion. Multi-step word problems, addition and subtraction within 100 and NBT.1-4, 2.NBT.8, 2.OA.2 – morning math, minds on math, and Number Talks (focused on making units of 10/making 10s) 8 2.OA.1, 2.NBT.6, 2.NBT.9 2.MD.1, 2.MD.3, 2.MD.10 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA.2 All 9 weeks: Multiplication and Measurement Division problems in groups of 10; Pose problem types to students based on student needs. Look for invented strategies to pull out in discussion. Multi-step word problems, addition and subtraction within 100 and NBT.1-4, 2.NBT.8, 2.OA.2 – morning math, minds on math, and Number Talks (focused on making units of 10/making 10s) 9 2.OA.1, 2.NBT.5, 2.NBT.7, 2.NBT.9 2.MD.1, 2.MD.3, 2.MD.10 2.NBT.1, 2.NBT.2, 2.NBT.3, 2.NBT.4, 2.NBT.8, 2.OA.2 All 9 weeks: Multiplication and Measurement Division problems in groups of 10; Pose problem types to students based on student needs. Look for invented strategies to pull out in discussion. Multi-step word problems, addition and subtraction within 100 and NBT.1-4, 2.NBT.8, 2.OA.2 – morning math, minds on math, and Number Talks (focused on making units of 10/making 10s)

Make or locate SUMMATIVE and PERFORMANCE ASSESSMENTS Summative Assessment is designed and administered to “sum up” learning that has taken place during a lesson, a unit, or a course. - Anne R. Reeves Essential Question 1 How can I use my base 10 understanding to find sums and differences of numbers to 1000? Essential Question 1 How can I use my base 10 understanding to find sums and differences of numbers to 1000? Brooke and Regina both have some base ten blocks. 1.If they combine their blocks, how much do thy have altogether? Explain your reasoning. 2.If Mary adds her blocks to Brooke’s and Regina’s blocks they have 700 blocks. How many blocks did Mary have?

Summative Assessment is designed and administered to “sum up” learning that has taken place during a lesson, a unit, or a course. - Anne R. Reeves Essential Question 1 How can I use my base ten understanding to find sums and differences of numbers to 1000? Essential Question 1 How can I use my base ten understanding to find sums and differences of numbers to 1000? Make or locate SUMMATIVE and PERFORMANCE ASSESSMENTS Annie had 360 stickers. She gave some of her stickers to Maria. Now Annie has 220 stickers. How many stickers did Annie give Maria? Explain your reasoning with drawings, words and/or numbers. NBT.7 & NBT.8 Write the missing numbers that make the equations true = ___________ ______________ = – 90 = _______________ = _____________ + 70 NBT.7, NBT.8 & NBT.9

Summative Assessment is designed and administered to “sum up” learning that has taken place during a lesson, a unit, or a course. - Anne R. Reeves Essential Question 2 What are the tools of measurement and how are they used? Essential Question 2 What are the tools of measurement and how are they used? Make or locate SUMMATIVE and PERFORMANCE ASSESSMENTS What tool would you use to measure your height? yardstick ruler What tool would you use to measure the size of your foot? Yardstick ruler

Summative Assessment is designed and administered to “sum up” learning that has taken place during a lesson, a unit, or a course. - Anne R. Reeves Essential Question 3 How do units within a system relate to each other? Essential Question 3 How do units within a system relate to each other? Make or locate SUMMATIVE and PERFORMANCE ASSESSMENTS

Summative Assessment is designed and administered to “sum up” learning that has taken place during a lesson, a unit, or a course. - Anne R. Reeves Essential Question 4 How can we organize and use data to solve problems? Essential Question 4 How can we organize and use data to solve problems? Make or locate SUMMATIVE and PERFORMANCE ASSESSMENTS The students from Mr. Miller’s class used the survey to help order pizza for lunch. The pizza shop was out of sausage. So, the students who liked sausage decided to order pepperoni instead. How many students ordered pepperoni pizza?

Plan DAILY LESSONS Incorporate TECHNOLOGY Monday Week 1Tuesday Week 1Wed. Week 1Thurs. Week 1Friday Week 1 Measurement Formative, Problem Solving Assessment from online Daily 2.NBT NBT.8 2.OA.2 Measurement 2.MD.2, MD.4, MD.5, MD.6 Daily 2.NBT NBT.8 2.OA.2 Measurement 2.MD.2, MD.4, MD.5, MD.6 Daily 2.NBT NBT.8 2.OA.2 Measurement 2.MD.2, MD.4, MD.5, MD.6 Daily 2.NBT NBT.8 2.OA.2 Problem Solving 2.NBT.5 Daily 2.NBT NBT.8 2.OA.2 Example of Pacing of Standards: Week 1

Plan DAILY LESSONS Incorporate TECHNOLOGY

RESOURCES Beth Pesnell Elementary Curriculum Specialist