ELA > Grade 2 > Unit 2 Unit Description This unit helps students understand how things in our world change and grow. By exploring various cycles, we discover life growth and changes that happen every day. Students will study the phonics/spelling skills of short and long vowels, blends, long a (ay, ai), long i (igh,ie,y), and long o (o,oa,ow,oe) They will practice generating questions and summarizing. Comprehension skills used in this unit include drawing conclusions, sequencing, and making inferences. Writing practice includes how-to explanations, letters to friends, and writing prompts. Fluency practice involves pronunciation of words, tempo of text, intonation, and expression. Enduring Understandings · Everything in nature has a beginning and an ending. · It is our responsibility to protect our world. Essential Questions · How can we help protect our world? · Why do we need to protect our world? · How do we know when one cycle is ending and another beginning? GLEs: 1, 2, 3, 5, 7, 8, 9, 10, 11, 12, 13, 15, 17, 18, 20, 23, 24, 26, 28, 29, 30, 31, 32, 33, 35, 36, 38, 40, 43, 44, 45, 49, 50, 51, 52, 54 Assessments · Performance Task · Unit Assessments – Louisiana Comprehensive Curriculum (LCC) · Essential Skills Unit Checklist – LCC · Unit Writing Assessment · Oral Presentation Performance Rubric · Paragraph Performance Rubric · Plant Poster Assessment Rubric Math > Grade 2 > Unit 2 Unit Description In this unit the focus is on developing a strong understanding of numbers and number composition. This provides students with a firm foundation for understanding the base-ten number system. Counting by 1’s as well as groups helps students gain a better understanding of how numbers are composed. Taking apart and putting numbers back together in different ways helps students develop strategies for addition and subtraction. Students will investigate the use of 10’s and doubles, counting and grouping by 2’s, 5’s, and 10’s, addition and subtraction situations and numbers to 100. As the students gain a deeper understanding of number they will work with larger numbers. Enduring Understandings · Some numbers are more important to me than others. · I can think about numbers in different ways. · Looking at patterns helps me know more about numbers. · Addition is different from subtractions. Essential Questions · Why do I need to know important numbers? · When can I use important numbers? · Why do I need to tell about numbers in different ways? · Why do I need to think about patterns? · When do I need to add? · When do I need to subtract? GLEs: 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 25, 26, 28, 29, 30 Students will know… · Numbers through 999 in word, standard, and expanded form · Estimation to 100 · Value of amounts of money up to $1.00 using ¢ and $ · Terms before, after, in between, more than, less than · Forward and backward counting to 100 by 2s · Number patterns and skip counting to 100 · Basic addition and subtraction facts · Operational words and symbols for addition and subtraction · Number combinations and strategies to 10 (0s, 1s, counting on and counting back, doubles, doubles ±1, turn-around facts) · Rounding numbers to the nearest 10 or 100 · Identification and value of pennies, nickels, and dimes · Counting and trading of pennies, nickels, and dimes · Groups of objects can be counted in more than one way · Duration of time (minutes, hours, days, weeks, and months) Students will be able to… · Construct number meaning and demonstrate that number can be expressed in many different forms (e.g. standard notation, number words, number lines, geometrical representation) · Demonstrate number sense and estimation skills · Read, write, represent, compare, and order using whole numbers in a variety of forms · Demonstrate a conceptual understanding of the meaning of basic arithmetic · Selecting appropriate operations for a given situation · Apply a knowledge of basic math fact and arithmetic operations to real-life situations · Construct, use, and explain procedures to compute and estimate with whole numbers · Select and use appropriate computational methods for a given situation involving whole number · Demonstrate a conceptual understanding of variables, expressions, equations, and inequalities (use letters or boxes to represent variables, understand =, ≠, >, and <) · Model and develop strategies for solving equations and inequalities · Recognize, describe, extend, and create a wide variety of numerical, geometrical, and statistical patterns (skip counting of whole numbers) · Recognize and describe a mathematical relationship using tables, variables, open sentences, and graphs · Use strategies and tools to problem solve in real life situations Performance Task · Performance Task - Teacher · Performance Task Rubric · Performance Task – Piggy Bank · End of Unit Assessment · End of Unit Assessment – Scoring · Every Day Counts - Test