Grade+2+Year+Long+Plan

Grade 2 ~ Sept. & Oct. Standards Based on 5 DP Pacing


 * ||||  || McGraw-Hill Lessons ||
 * ||  ||   || Chapter / Lessons ||
 * 2.OA.1 || Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. ||  || Ch. 1 Lessons 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 Ch. 2 Lessons 1, 2, 3 Ch. 3 Lessons 1, 2, 3, 4, 5, 6, 7 Ch. 4 Lessons 1, 2, 3, 4, 5, 6, 7, 8, 9 ||
 * 2.OA.2 || Fluently add and subtract within 20 using mental strategies ||  || Ch. 1 Lessons 1, 2, 3, 4, 5, 6, 7 ,8, 9, 10, 11, 12 Ch. 2 Lesson 1 ||
 * 2.OA.3 || Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. ||  || Ch. 2 Lessons 6, 7 ||
 * 2.OA.4 || Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. ||  || Ch. 2 Lessons 4, 5 ||
 * 2.NBT.1 || Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones ||  || Ch. 5 Lessons 1, 2, 3, 4 ||
 * 2.NBT.2 || Count within 1000; skip-count by 5s, 10s, and 100s. ||  || Ch. 2 Lessons 1, 2, 3, 4 Ch. 5 Lesson 6 ||
 * 2.NBT.3 || Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. ||  || Ch. 2 Lesons 6, 7 Ch. 5 Lessons 2, 3, 4, 5 ||
 * 2.NBT.4 || Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons ||  || Ch. 2 Lessons 4, 5 Ch. 5 Lesson 7 ||
 * 2.NBT.5 || Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ||  || Ch. 1 Lesson 1 Ch. 3 Lessons 2, 3, 4, 5 Ch. 4 Lessons 1, 3, 4, 5, 6, 7 ||
 * 2.NBT.6 || Add up to four two-digit numbers using strategies based on place value and properties of operations. ||  || Ch. 3 Lesons 5, 6 ||
 * 2.NBT.7 || Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. ||  || Ch. 6 Lessons 1, 2, 4, 6, 7, 8 Ch. 7 Lessons 1, 2, 4, 5, 6, 7, 8, 9 ||
 * 2.NBT.8 || Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. ||  || Ch. 5 Lesson 6 Ch. 6 Lesson 3 Ch. 7 Lesson 3 ||
 * 2.NBT.9 || Explain why addition and subtraction strategies work, using place value and the properties of operations ||  || Ch. 1 Lessons 1, 5, 8, 12 Ch. 3 Lessons 2, 3, 4, 6 Ch. 4 Lesons 3, 4, 5 Ch. 6 Lessons 2, 4, 5, 6 Ch. 7 Lessons 2, 4, 5, 6, 9 ||
 * 2.MD.6 || Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram. ||  || Ch. 11 Lesson 11 ||
 * 2.G.2 || Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ||  || Ch. 12 Lesson 8 ||
 * 2.NBT.4 || Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons ||  || Ch. 2 Lessons 4, 5 Ch. 5 Lesson 7 ||
 * 2.NBT.5 || Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ||  || Ch. 1 Lesson 1 Ch. 3 Lessons 2, 3, 4, 5 Ch. 4 Lessons 1, 3, 4, 5, 6, 7 ||
 * 2.NBT.6 || Add up to four two-digit numbers using strategies based on place value and properties of operations. ||  || Ch. 3 Lesons 5, 6 ||
 * 2.NBT.7 || Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. ||  || Ch. 6 Lessons 1, 2, 4, 6, 7, 8 Ch. 7 Lessons 1, 2, 4, 5, 6, 7, 8, 9 ||
 * 2.NBT.8 || Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. ||  || Ch. 5 Lesson 6 Ch. 6 Lesson 3 Ch. 7 Lesson 3 ||
 * 2.NBT.9 || Explain why addition and subtraction strategies work, using place value and the properties of operations ||  || Ch. 1 Lessons 1, 5, 8, 12 Ch. 3 Lessons 2, 3, 4, 6 Ch. 4 Lesons 3, 4, 5 Ch. 6 Lessons 2, 4, 5, 6 Ch. 7 Lessons 2, 4, 5, 6, 9 ||
 * 2.MD.6 || Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram. ||  || Ch. 11 Lesson 11 ||
 * 2.G.2 || Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ||  || Ch. 12 Lesson 8 ||
 * 2.NBT.8 || Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. ||  || Ch. 5 Lesson 6 Ch. 6 Lesson 3 Ch. 7 Lesson 3 ||
 * 2.NBT.9 || Explain why addition and subtraction strategies work, using place value and the properties of operations ||  || Ch. 1 Lessons 1, 5, 8, 12 Ch. 3 Lessons 2, 3, 4, 6 Ch. 4 Lesons 3, 4, 5 Ch. 6 Lessons 2, 4, 5, 6 Ch. 7 Lessons 2, 4, 5, 6, 9 ||
 * 2.MD.6 || Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram. ||  || Ch. 11 Lesson 11 ||
 * 2.G.2 || Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ||  || Ch. 12 Lesson 8 ||
 * 2.MD.6 || Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram. ||  || Ch. 11 Lesson 11 ||
 * 2.G.2 || Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ||  || Ch. 12 Lesson 8 ||
 * 2.G.2 || Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. ||  || Ch. 12 Lesson 8 ||