Subject

Grade Levels

Resource Type

File Type

Zip

Standards

CCSSMP8

CCSSMP7

CCSSMP6

CCSSMP5

CCSSMP4

10 Products in this Bundle

Bonus

Labels, Lesson Plans and Final Assessment

- Bundle Description
- Standards

**Second Grade Math Made Fun Curriculum:** A Complete and comprehensive 2nd Grade Math Curriculum, which covers **all grade level standards** in a varitey of ways.

I am beyond THRILLED to share with you a brand new 2nd Grade Math Made Fun Curriculum, which is designed to make math **FUN**, **hands-on** and **engaging** for 2nd grade students. If you are looking to get away from the boring box curriculum or even just supplement your current math curriculum, then THIS is the program for you!

**What is included in each unit?**

✅a scope for each unit

✅daily lesson plans that offer differentiation for on-level, below level and above level students

✅pre-assessments for each unit

✅post assessments for each unit

✅assessment trackers to group students into appropriate groups

✅hands-on math centers for each unit

✅NO PREP practice and activity pages for each unit

**A note about Pricing: **

If you choose to purchase each unit from the 2nd Grade Math Made Fun Curriculum, you will spend $15 a unit or $150 total. Grab the bundle and **SAVE BIG**!

**How are the Units Structured?**

There are **6 major components** to each unit to help make the math units meaningful and engaging for whole group, small group or individual lessons.

**Component Number 1 ** Pre-Assessment! This assessment has only 8 questions and is designed to be administered one on one, in a small group, or in a whole group. The unit pre-assessment gives you the opportunity to assess prior knowledge. Use this assessment to guide your teaching throughout the unit. Use the **Pre-Assessment Tracker **throughout the unit to easily identify small groups and and students who may benefit from scaffolds or extension activities.

-**Component Number 2** Daily Lesson Plans! After administering the informal pre-assessment for each unit, the teacher will group students accordingly with the assessment tracker. Each unit has **a scope **with the **objectives** for daily lesson plans. The lesson plans are broken down into **5 easy to follow parts:**:

1. **Objective**- What students should be able to do by the end of the lesson.

2. **Review- **A quick warm-up that has students practice previous skills that will be used in the current lesson.

3. **Hook-**A fun intro to get students engaged.

4. **Mini Lesson**- Teach, model, and discuss the new skill in today's lesson.

5. **Practice- **Each practice section lists three types of activies that pair well with the specific lesson.

**Center(s)- **New center(s) to be introdues with the lesson.

**Activity Pages-** These pages require some basic materials such as scissors, glue or dice.

** Practice Pages- **These only require a pencil and crayons! They are great for seatwork, homework or work on the go!

✸**Differentiation**- Each lesson include **scaffold** and **extentsion** ides to meet the needs of students at **all levels**!

-**Component Number 3** Hands-On Math Centers! Each unit will have a variety of math centers/stations to help students practice and apply skills and strategies taught within each math unit. These centers are directly connected to specific grade level standards.

**Math Centers/Stations:**

✓Provide meaningful learning opportunites

✓Foster independence

✓Allow for differentiation

✓Best of all...they make learning **FUN**!

-**Component Number 4 **NO PREP Practice/Activity pages! We all know that students need a **LOT** of practice to help master newly learned math concepts and make them more concrete. Each 2nd Grade Math unit will have a variety of fun NO PREP practice pages that can be used in centers, as homework, extra practice or in small groups. These pages are directly connected to the skills and standards that students are learing during the lesson and in the math centers/stations.

-**Component Number 5** Post-assessment! The units post-assessment give an opportunity to measure what your students have learned!

**Component Number 6 **Material Wrap Up for each unit! At the end of each unit, I provide you with a list of materials to set aside for **intervention** and** review**. The rest of the unit can be packed away for next year.

✸**Intervention Materials - **These materials will support students who score 0-6 on the Unit Post Assessment. They are great for small group, individual practice, and homework.

✸**Spiral Review Materials- **These materials can be used for review throughout the year. Consider using them at the beginning of new units before most units centers have been introduced, after breaks, for end-of-year review, and/or as homework.

**Units Included in the 2nd Grade Math Made Fun Bundle: **

Unit 3: Addition and Subtraction Fluency (Addition up to 100 and mental strategies) -Included

Unit 4: Addition and Subtraction: 2-Digit and 3 Digit Numbers

Unit 5: Geometry and Fractions

Unit 7: Time: Nearest 5 Minutes

Unit 10: Multiplicaiton Foundations

**Let's Take a Closer at the Scope and Objective for each Unit: **

**Unit 1 Number Sense to 1,000**

Lesson 1:1 Students will be able to identify even and odd numbers (day 1)

Lesson 1.2 Students will be able to identify even and odd numbers (day 2)

Lesson 1.3 Students will be able to use knowledge of even and odd numbers to solve doubles equations.

Lesson 1.4 Students will be able to count by 1s, 2s, 5s, and 10s within 100.

Lesson 1.5 Students will be able to count by 1s, 2s, 5s and 10s within 200.

Lesson 1.6 Students will be able to count by 1s, 2s, 5s and 10s within 300.

Lesson 1.7 Students will be able to count by 1s, 2s, 5s, and 10s within 400.

Lesson 1.8 Students will be able to count by 1s, 2s, 5s, 10s, and 100s within 500.

Lesson 1.9 Students will be able to count by 1s, 2s, 5s, 10s, and 100s within 600.

Lesson 1.10 Students will be able to count by 1s, 2s, 5s, 10s, and 100s within 700.

Lesson 1.11 Students will be able to count by 1's, 2s, 5s, 10s, and 100s within 800.

Lesson 1.12 Students will be able to count by 1s, 2s, 5s, 10s, and 100s within 900.

Lesson 1.13 Students will be able to count by 1s, 2s, 5s, 10s and 100s within 1,000.

Lesson 1.14 Students will be able to review and apply knowledge of even and odd numbers and numbers within 1,000.

**Unit 2 Place Value to 1,000**

Lesson 2.1 Students will be able to determine the value of numbers in the ones, tens, or hundreds place.

Lesson 2.2 Students will be able to count and show numbers within 1000 in base ten (day 1).

Lesson 2.3 Students will be able to count and show numbers within 1000 in base ten (day 2).

Lesson 2.4 Students will be able to show and read numbers within 1000 in expanded form (day 1).

Lesson 2.5 Students will be able to show and read numbers within 1000 in expanded form (day 2).

Lesson 2.6 Students will be able to show and read numbers within 1000 in number word form (day 1).

Lesson 2.7 Students will be able to show and read numbers within 1000 in number word form (day 2).

Lesson 2.8 Students will be able to compare numbers within 1000 using <, >, or = signs (day 1).

Lesson 2.9 Students will be able to compare numbers within 1000 using <, >, or = signs (day 2).

Lesson 2.10 Students will be able to mentally add and subtract 100 from numbers 100-900.

Lesson 2.11 Students will be able to mentally add and subtract 10 or 100 from numbers 100-900.

Lesson 2.12 Students will be able to add two two-digit numbers (without regrouping).

Lesson 2.13 Students will be able to subtract two two-digit numbers (without regrouping).

Lesson 2.14 Students will be able to add two three-digit numbers (without regrouping).

Lesson 2.15 Students will be able to subtract two three-digit numbers (without regrouping - day 1).

Lesson 2.16 Students will be able to subtract two three-digit numbers (without regrouping - day 2).

Lesson 2.17 Students will be able to regroup to add two two-digit numbers (day 1).

Lesson 2.18 Students will be able to regroup to add two two-digit numbers (day 2).

Lesson 2.19 Students will be able to regroup to add two two-digit numbers (day 3).

Lesson 2.20 Students will be able to regroup to add three two-digit numbers.

Lesson 2.21 Students will be able to regroup to add four two-digit numbers.

Lesson 2.22 Students will be able to regroup to add two three-digit numbers.

Lesson 2.23 Students will be able to regroup to subtract two three-digit numbers.

Lesson 2.24 Students will be able to review and apply knowledge of place value within 1000.

Lesson 2.25 Students will be able to review and apply knowledge of addition and subtraction within 1000.

**Unit 3 Number Sense to 1,000**

Lesson 3:1 Students will be able to add within 20.

Lesson 3.2 Students will be able to subtract within 20.

Lesson 3.3 Students will be able to fluently add and subtract within 20 (day 1).

Lesson 3.4 Students will be able to fluently add and subtract within 20 (day 2).

Lesson 3.5 Students will be able to subtract a 1-digit number to or from a 2-digit number.

Lesson 3.6 Students will be able to add two 2-digit numbers without regrouping (day 1).

Lesson 3.7 Students will be able to add two 2-digit numbers without regrouping (day 2).

Lesson 3.8 Students will be able to subtract two 2-digit numbers without regrouping (day 1).

Lesson 3.9 Students will be able to subtract two 2-digit numbers without regrouping (day 2).

Lesson 3.10 Students will be able to solve addition and subtraction word problems without regrouping (day 1).

Lesson 3.11 Students will be able to solve addition and subtraction word problems without regrouping (day 2).

Lesson 3.12 Students will be able to regroup to add a 2-digit and a 1-digit number.

Lesson 3.13 Students will be able to regroup to add two 2-digit numbers (day 1).

Lesson 3.14 Students will be able to regroup to add two 2-digit numbers (day 2).

Lesson 3.15 Students will be able to regroup to add two 2-digit numbers (day 3).

Lesson 3.16 Students will be able to regroup to add up to four 2-digit numbers (day 1).

Lesson 3.17 Students will be able to regroup to add up to four 2-digit numbers (day 2).

Lesson 3.18 Students will be able to regroup to subtract a 1-digit number from a 2-digit number.

Lesson 3.19 Students will be able to regroup to subtract a 2-digit number from a 2-digit number (day 1).

Lesson 3.20 Students will be able to regroup to subtract a 2-digit number from a 2-digit number (day 2).

Lesson 3.21 Students will be able to regroup to subtract a 2-digit number from a 2-digit number (day 3).

Lesson 3.22 Students will be able to regroup to add or subtract a 2-digit number to or from a 2-digit number (day 1).

Lesson 3.23 Students will be able to regroup to add or subtract a 2-digit number to or from a 2-digit number (day 2).

Lesson 3.24 Students will review and build fluency for addition and subtraction within 100.

**Unit 4 Addition and Subtraction with 2-Digit and 3-Digit Numbers**

Lesson 4:1 Students will be able to add 10 or 100 within 1,000.

Lesson 4.2 Students will be able to mentally subtract 10 or 100 within 1,000.

Lesson 4.3 Students will be able to fluently add a 3-digit and a 1 or 2-digit number within 1,000 (no regrouping).

Lesson 4.4 Students will be able to fluently add two 3-digit numbers within 1,000 (no regrouping).

Lesson 4.5 Students will be able to fluently subtract a 1 or 2-digit number from a 3-digit number (no regrouping).

Lesson 4.6 Students will be able to fluently subtract a 3-digit number from a 3-digit number (no regrouping).

Lesson 4.7 Students will be able to regroup to add a 1-digit number to a 3-digit number within 1,000.

Lesson 4.8 Students will be able to regroup to add a 2-digit number to a 2 or 3-digit number within 1,000.

Lesson 4.9 Students will be able to regroup to add a 3-digit number to a 3-digit number within 1,000 (day 1).

Lesson 4.10 Students will be able to regroup to add a 3-digit number to a 3-digit number within 1,000 (day 2).

Lesson 4.11 Students will be able to regroup to add a 3-digit number to a 3-digit number within 1,000 (day 3).

Lesson 4.12 Students will be able to regroup to subtract a 1-digit number from a 3-digit number within 1,000.

Lesson 4.13 Students will be able to regroup to subtract a 2-digit number from a 2 or 3-digit number within 1,000.

Lesson 4.14 Students will be able to regroup to subtract a 3-digit number from a 3-digit number within 1,000 (day 1).

Lesson 4.15 Students will be able to regroup to subtract a 3-digit number from a 3-digit number within 1,000 (day 2).

Lesson 4.16 Students will be able to regroup to subtract a 3-digit number from a 3-digit number within 1,000 (day 3).

Lesson 4.17 Students will be able to review and build fluency for addition and subtraction within 1,000.

**Unit 5 Geometry and Fractions**

Lesson 5:1 Students will be able to identify attributes of 2D and 3D shapes.

Lesson 5.2 Students will be able to name, describe, and create 2D shapes (day 1).

Lesson 5.3 Students will be able to name, describe, and create 2D shapes (day 2).

Lesson 5.4 Students will be able to name, describe, and create 2D shapes (day 3).

Lesson 5.5 Students will be able to name, describe, and create 2D and 3D shapes.

Lesson 5.6 Students will be able to divide shapes into equal parts.

Lesson 5.7 Students will be able to divide shapes into halves and thirds.

Lesson 5.8 Students will be able to divide shapes into halves, thirds, and fourths (day 1).

Lesson 5.9 Students will be able to divide shapes into halves, thirds, and fourths (day 2).

Lesson 5.10 Students will be able to create, record and compare fractions (day 1).

Lesson 5.11 Students will be able to create, record and compare fractions (day 2).

Lesson 5.12 Students will be able to partition shapes into rows and columns.

Lesson 5.13 Students will be able to review shapes and fractions.

**Unit 6 Data and Graphing**

6.1 Students will be able to create and interpret bar graphs (day 1).

6.2 Students will be able to create and interpret bar graphs (day 2).

6.3 Students will be able to create and interpret bar graphs (day 3).

6.4 Students will be able to create and interpret bar graphs (day 4).

6.5 Students will be able to create and interpret picture graphs (day 1).

6.6 Students will be able to create and interpret picture graphs (day 2).

6.7 Students will be able to create and interpret picture graphs (day 3).

6.8 Students will be able to create and interpret line plots (day 1).

6.9 Students will be able to create and interpret line plots (day 2).

6.10 Students will be able to create and interpret line plots (day 3).

6.11 Students will be able to create and interpret pie chart (day 1).

6.12 Students will be able to create and interpret pie chart (day 2).

6.13 Students will review and practice graphing skills.

**Unit 7 Telling Time to the Nearest 5 Minutes**

7.1 Students will be able to match analog and digital clocks showing time to the nearest 5 minutes (day 1).

7.2 Students will be able to match analog and digital clocks showing time to the nearest 5 minutes (day 2).

7.3 Students will be able to write digital time to the nearest 5 minutes (day 1).

7.4 Students will be able to write digital time to the nearest 5 minutes (day 2).

7.5 Students will be able to show analog time to the nearest 5 minutes (day 1).

7.6 Students will be able to show analog time to the nearest 5 minutes (day 2).

7.7 Students will be able to use time words to the nearest 5 minutes (day 1).

7.8 Students will be able to use time words to the nearest 5 minutes (day 2).

7.9 Students will be able to show elapsed time (day 1).

7.10 Students will be able to show elapsed time (day 2).

7.11 Students will be able to use a.m. and p.m. to show time (day 1).

7.12 Students will be able to use a.m. and p.m. to show time (day 2).

7.13 Students will be able to review and practice time to the nearest 5 minutes.

**Unit 8 Money**

8.1 Students will be able to count coins within a dollar (day 1).

8.2 Students will be able to count coins within a dollar (day 2).

8.3 Students will be able to count coins within a dollar (day 3).

8.4 Students will be able to create sets of coins within a dollar (day 1).

8.5 Students will be able to create sets of coins within a dollar (day 2).

8.6 Students will be able to compare, spend, and make change within a dollar (day 1).

8.7 Students will be able to compare, spend, and make change within a dollar (day 2).

8.8 Students will be able to compare, spend, and make change within a dollar (day 3).

8.9 Students will be able to compare, spend, and make change within a dollar (day 4).

8.10 Students will be able to make sets, compare, spend, and make change within five dollars (day 1).

8.11 Students will be able to make sets, compare, spend, and make change within five dollars (day 2).

8.12 Students will be able to make sets, compare, spend, and make change within five dollars (day 3).

8.13 Students will be able to make sets, compare, spend, and make change within five dollars (day 4).

8.14 Students will be able to review and practice working with money within five dollars.

**Unit 9**

9.1 Students will be able to identify and select appropriate measuring tools (day 1).

9.2 Students will be able to identify and select appropriate measuring tools (day 2).

9.3 Students will be able to estimate, measure, record, and compare lengths in inches (day 1).

9.4 Students will be able to estimate, measure, record, and compare lengths in inches (day 2).

9.5 Students will be able to estimate, measure, record, and compare lengths in inches (day 3).

9.6 Students will be able to estimate, measure, record, and compare lengths in centimeters (day 1).

9.7 Students will be able to estimate, measure, record, and compare lengths in centimeters (day 2).

9.8 Students will be able to estimate, measure, record, and compare lengths in centimeters (day 3).

9.9 Students will be able to compare inch and centimeter measurements (day 1).

9.10 Students will be able to compare inch and centimeter measurements (day 2).

9.11 Students will be able to complete measurement word problems (day 1).

9.12 Students will be able to complete measurement word problems (day 2).

9.13 Students will be able to review measurement.

**Unit 10 Multiplication**

10.1 Students will be able to use equal groups to model and solve multiplication problems (day 1).

10.2 Students will be able to use equal groups to model and solve multiplication problems (day 2).

10.3 Students will be able to use arrays to model and solve multiplication problems (day 1).

10.4 Students will be able to use arrays to model and solve multiplication problems (day 2).

10.5 Students will be able to use arrays to model and solve multiplication problems (day 3).

10.6 Students will be able to use arrays and repeated addition to model and solve multiplication problems (day 1).

10.7 Students will be able to use arrays and repeated addition to model and solve multiplication problems (day 2).

10.8 Students will be able to use arrays and repeated addition to model and solve multiplication problems (day 3).

10.9 Students will be able to use arrays and repeated addition to model and solve multiplication problems (day 4).

10.10 Students will be able to use a number line to model and solve multiplication problems (day 1).

10.11 Students will be able to use a number line to model and solve multiplication problems (day 2).

10.12 Students will be able to solve multiplication word problems.

10.13 Students will be able to review the foundations of multiplication.

*****Check out the PREVIEW to see the unit in detail** and click on the links above to see each unit in action on the blog.

If you have any questions regarding the bundle, please do not hesitate to contact me at themoffattgirls@gmail.com

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Log in to see state-specific standards (only available in the US).

CCSSMP8

Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Total Pages

2000+

Answer Key

N/A

Teaching Duration

1 Year

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