​   Second Grade Curriculum and Pacing
Curriculum & Pacing
Trimester 1
Trimester 2
Trimester 3

Valley 2nd Grade
​Math Pacing and Assessment Plan

16_17_2nd_grade_pacing_final.docx
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Valley  Common Core
​Trimester Standards with Units

2nd_valley_tri_standards_with_units.docx
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2015_valley_2nd_grade_math_pacing_plan.docx
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Lessons Learned from Valley Second Grade Team 2015 - 2016
​- Developing Procedural Fluency with Multi-Digit Addition and Subtraction-

       

  1.  More students will be successful using the number line model.
  2. When adding and subtracting two and three digit numbers, an efficient strategy is to keep one of the numbers whole.  Breaking apart every number often leads to inaccuracy and confusion.
  3. Work with adding and subtracting begins with comfort within ten, then moves to adding and subtracting multiples of ten (Shake Rattle and Roll), and then move into any numbers.
  4. Specific tools scaffold understanding:  Unifix Cubes, Base Ten Blocks, Number Lines, Hundreds Chart.  Caution:  Base ten blocks cause confusion for students who need more experience with “ten-ness” using Unifix cubes.   Open number lines are an essential tool when working within 100 to lay the foundation for work with larger numbers.  When you work beyond 100, you will definitely need to move to open number lines.
  5. With addition and subtraction word problems, it is important to have a consistent protocol for understanding the problem itself:
    • Read the problem and visualize the situation. (another support is to have students draw a visual representation of what is happening in the problem)
    • Read the problem again and retell the story, in your own words, to a friend.
    • Think:  What do we know?  What are we trying to find out and how do we know?
    • What equation can we write to represent this problem?
    • How might we solve this problem?  What strategy will we use?
Additional Notes for Teaching Second Grade Math
  1. Be sure to focus on organization and structure.  Work with the students to co-create a poster of “Ways I can organize my work.”  We recommend keeping a balance of honoring students’ own organizational strategies and introducing some important strategies:  chart, t-table, strategic ways to sort, sequential list, organized drawing.  We found that a key question before students start to solve a problem is, “How will you organize your work?”

Student Thinking from T3 Assessment