Essential Questions:
Big Ideas:
Unit 1 instructional time is focused on these:
Content Standards:
2.OA.A.1 Use addition and subtraction within 100 to solve one and twostep 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.
2.OA.A.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two onedigit numbers.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Mathematical Practices:
MP.2 Reason abstractly and quantitatively
MP.5 Use appropriate tools strategically
MP.7 Look for and make use of structure
MP.8 Look for and express regularity in repeated reasoning
Foundational Standards:
K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13  4 = 13  3  1 = 10  1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12  8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.NBT.B.2 Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.C.5 Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.C.6 Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (positive or zero differences), 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 and explain the reasoning used.
Big Ideas:
Unit 1 instructional time is focused on these:
Content Standards:
2.OA.A.1 Use addition and subtraction within 100 to solve one and twostep 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.
2.OA.A.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two onedigit numbers.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Mathematical Practices:
MP.2 Reason abstractly and quantitatively
MP.5 Use appropriate tools strategically
MP.7 Look for and make use of structure
MP.8 Look for and express regularity in repeated reasoning
Foundational Standards:
K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13  4 = 13  3  1 = 10  1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12  8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.NBT.B.2 Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases:
 10 can be thought of as a bundle of ten ones — called a "ten."
 The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
1.NBT.C.5 Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.C.6 Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (positive or zero differences), 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 and explain the reasoning used.
What to teach 
Lesson Ideas 
Student PRactice 
Unit 1 Outline
Preassessment Spanish Preassessment reporting sheet Topic 1: Foundations for Fluency with Sums & Differences within 100

Topic 2: Developing Fluency with Addition & Subtractins within 100

AssessmentUnit 1: Preassessment Spanish
Unit 1: Preassessment reporting sheet Unit 1: Post Assessment Unit 1: Formative Assessment

Unit ResourcesUnit Vocabulary
vocabulary cards AL Spanish vocabulary cards MZ Spanish 2nd grade CCSS Word List (ENGSPAN) ISBE unit EngageNY module 1 (PDF) (WORD) Howard County Resources for 2.OA.2 Howard County Resources for 2.OA.3 Howard County Resources for 2.NBT.5 Georgia Unit District 2nd grade Fluency Resources addition flashcards: (vertical) (horizontal) (triangle) subtraction flashcards: (vertical) (horizontal) (triangle) 
LEarn the mathFluency Assessment Directions Grade 2
Suggested Quarterly Fluency Expectations Common Core Math Fluency Guidelines Georgia 2nd grade Overview Play Math: 20 minutes a day activities Bedtime Math Parent LetterNOTICIAS DE LOS ESTÁNDARES ESTATALES COMUNES DE MATEMÁTICAS 