SALTA 2nd grade

Flexible Pacing: 63 Days (Jan. 24 – Apr. 21)

DWSBA #3 Window: Apr. 22 – May 6

enVision Topics 9-12: 32 Lessons

2 nd Grade NUMBER AND OPERATIONS IN BASE TEN (NBT) Topic 11 – Subtract Within 1,000 Using Models and Strategies

Reporting Standards: • Understand subtraction to 1000 using models • Fluently subtract two-digit numbers

TOPIC 11

Coherence

pp. 469D

Look back: Grade 1- •

Topic 11: •

Look ahead: Grade 3- •

Place-Value Understanding

Subtraction Within 100

Fluently Add and Subtract Within 1,000

Explain Strategies

•

Earlier In Grade 2- •

Fluently Subtract Within 100 Place Value Within 1,000

• •

3-Digit Addition

Rigor

p. 469E

Conceptual Understanding: •

Procedural Skill and Fluency: •

Applications: •

Understand Regrouping

Using Place-Value Strategies

Real-World Contexts

• Understand Why Subtraction Strategies Work

Focus

Strand: Mathematical Practice Standards #1

Make sense of problems and persevere in solving them. Explain the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. When a solution pathway does not make sense, look for another pathway that does. Upon finding a solution, look back at the problem to determine if the solution is reasonable and accurate, often checking answers to problems using a different method or approach. Second grade students persevere as they solve two-step problems, in which they need to make sense of a variety of problem types. Listen and look for students that exhibit the following behaviors: • give a good explanation of the problem • think about a plan before jumping into the solution • think of similar problems, try special cases, or use a simpler form of the problem • if needed, organize data or use representations to help make sense of the problem • identify likely strategies for solving the problem • pause when solving problems to make sure that the work being done makes sense • make sure the answer makes sense before stopping work

2.MP.1

Sentence Frames: • _________’s way of solving the problem is the same/different as my way in that ___________________ • I know my answer is correct because _______________ . I can check my answer by ____________