Second Grade - Math

Mathematics*

60 mins every day

Counting & Daily Routines

10 mins every day. May or may not be connected to the lesson

Math Talk 

10-15 mins, 3-5 days per week. May or may not be connected to the lesson

Lesson

20 mins every day

Learning Stations

10-20 mins, 3-5 days per week. May or may not be connected to the lesson

*The components listed may be taught at different times of the day (i.e. Extend your Morning Meeting to include daily routines).   

Priority Standards Link to this section

What students will know, what students will do, and what thinking skills students will develop to apply and transfer mathematical understandings that endure within the discipline, leverage deeper understandings, and/or support readiness for success at the next grade level.

In Second Grade focus on these critical areas:

Instruction: Signature Elements Link to this section

Below are signature elements of SFUSD Math instruction that students should experience regularly throughout Kindergarten as they develop as mathematicians.

Materials

Below are items you should have to support your students' Math instruction. If you are missing anything from the list, please first contact your site administrator or designated support. If they are unable to resolve the issue promptly, please contact your site’s liaison from the C&I Math Department.

Student Classwork and Homework booklets are centrally printed and provided by the SFUSD Math Department. Here are PDFs of the Student Pages

Manipulatives have already been provided to each site and should remain with the classroom. Here is a list of manipulatives for each grade Pre-K through 5.

Units

Unit Design

SFUSD units are designed around four tasks. These tasks offer all students opportunities to engage in meaningful and rigorous mathematics that allow for the development of the Standards for Mathematical Practice. These tasks give information about how students are learning the core concepts and skills of the unit.

All tasks are used for formative assessment—gathering information about what students know and are able to do—but these tasks are not tests. The Entry, Apprentice, and Expert Tasks allow for student collaboration and individual accountability without being graded based on an expectation of mastery. The Milestone Task can be used as an individual assessment for grading students.

Curriculum
  1. Entry Task: What do you already know?
  2. Apprentice Task: What sense are you making of what you are learning?
  3. Expert Task: How can you apply what you have learned so far to a new situation?
  4. Milestone Task: Did you learn what was expected of you from this unit?

 

Units

2nd Grade Math Portal 

K-2 Combined Grade Portal

  Unit Description   Orientation

Unit 2.0: Introduction

Priorities

Slide Deck English/Spanish

The first week of school is focused on setting up the heterogeneous classroom and culture for the year and developing routines that support the development of the Standards for Mathematical Practice.

Unit 2.0 Orientation

Unit 2.1: Grouping Objects

Priorities

Slide Deck English/Spanish

A collection of objects can be put into equal groups of 2s, 5s, and 10s. Coins come in denominations of 1¢ (penny), 5¢ (nickel), 10¢ (dime), and 25¢ (quarter). Unit 2.1 Orientation

Unit 2.2: Measuring Length

Priorities

Slide Deck English/Spanish

Lengths can be estimated, measured, and compared using inches, feet, centimeters, or meters. The longer the unit of measure, the fewer units it takes to measure an object. Unit 2.2 Orientation

Unit 2.3: Addition within 100

Priorities

Slide Deck English/Spanish

Numbers can be combined by thinking about the values of their digits, combining tens with tens and ones with ones, and sometimes composing 10 ones into 1 ten. Unit 2.3 Orientation

Unit 2.4: Measuring Time

Priorities

Slide Deck English/Spanish

Time can be expressed using different units that are related to each other. Telling time requires an understanding of the relationship between minutes and hours. Unit 2.4 Orientation

Unit 2.5: Subtraction within 100

Priorities

Slide Deck English/Spanish

Numbers can be subtracted by thinking about the values of their digits, subtracting tens from tens and ones from ones, and sometimes decomposing 1 ten into 10 ones. Unit 2.5 Orientation

Unit 2.6: Problems with Unknowns

Priorities

Slide Deck English/Spanish

Real-life situations can be represented by addition and subtraction equations with unknowns in any position. We can solve them using understanding of place value and the meaning of operations. Unit 2.6 Orientation

Unit 2.7: Numbers Greater than 100

Priorities

Slide Deck English/Spanish

Just as 10 ones make 1 ten, 10 tens make 1 hundred, and 10 hundreds make 1000. Counting, writing, and comparing numbers greater than 100 requires understanding of the value of each place. Unit 2.7 Orientation

Unit 2.8: Calculating with Three-Digit Numbers

Priorities

Slide Deck English/Spanish

Numbers can be added and subtracted by thinking about the values of their digits. When 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. Unit 2.8 Orientation

Unit 2.9: Working with Figures

Priorities

Slide Deck English/Spanish

Shapes can be described uniquely by their attributes, such as the size and shape of their sides and angles. Shapes can be composed and decomposed to make new shapes. Unit 2.9 Orientation

Unit 2.10: Two-Step Problems with Unknowns

Priorities

Slide Deck English/Spanish

Two-step problems involving adding to, taking from, joining, separating, and comparing can be solved with addition and/or subtraction. Unit 2.10 Orientation

Unit 2.11: Data and Graphs

Priorities

Slide Deck English/Spanish

Categorical and numerical data can be collected, recorded, and organized. There are various ways to represent, display, describe, and interpret data using tables and graphs. Unit 2.11 Orientation

 

Lesson Structure and Core Math

LAUNCH

The launch of a lesson or task is a brief hook that might relate to previous learning, establish an inquiry question, or connect to real-world situations or interests. It will also support students to understand what is being asked of them, which may include guidance on the use of materials such as manipulatives. 

Key Questions

How can you connect to students' interests/lives (hook)?
How will you make sure all students have access and rigor?

EXPLORE

During the Explore part of a lesson or task, students carry the cognitive load. Students experiment together with the most important math of each unit to develop, deepen and secure their mathematical understanding. Students represent their thinking by using numbers, words, pictures, and/or visuals; an example of a visual representation would be an array or a number line. Students are talking throughout this part of the lesson and build on each other’s ideas and questions. The Explore often includes a math game.

Key Questions

What are students doing? What work do you want to highlight?

What does their work show about what they understand?

What language are the students using to describe their work?

SUMMARIZE

During the Summarize part of a lesson or task, the teacher facilitates a conversation where students share what they have learned related to the core math. They notice and name similarities, differences, or connections across several different pieces of math work. A summary often, but not always, includes routines for consolidation of learning, such as a gallery viewing or individual reflection in a notebook.

Key Questions

How will you sequence the work to elicit peer-to-peer academic discourse? 


What questions or prompts might you use? 
How will you connect different pieces of work to each other?


How will you connect the work to the core math?

 

Planning Guide

Planning Calendar

This calendar is intended as an instructional guide to help with year-long planning. There is no expectation that you teach a particular lesson on a particular day. Each unit is set within a “window” of time that gives you some flexibility.

Reflection Questions Link to this section

  1. How are students' developmental needs, communities, and experiences being reflected and honored, or how could they be?
  2. What opportunities do you see for developing equitable access & demand, inquiry, collaboration, and assessment for learning?
  3. What are the implications for your own practice? What strengths can you build upon? What will you do first?

Want More?

Standards

More Resources

  • The SFUSD Math Core Curriculum Second-Grade Overview includes the priority standards, the scope and sequence of units and standards, the unit design, class norms, key instructional strategies, and icons used throughout the curriculum to support planning.

 

Contact the Math Team:

This page was last updated on May 18, 2023