2nd+Math+Standard+2

**0206.2.7 Develop fluency at recalling basic addition facts and related subtraction facts.** || **How might you explain the adding nine trick** **Why would you need to know how to add 10 to a number?**
 * **Standard: Number and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Fluently adding nine and ten/ Writing addition and subtraction fact families** ||
 * **Essential Question (s):** ||
 * **Lesson 20-1**

**Lesson 29** **Why would you need to know fact families?** **How might you use a fact family to help solve a problem?** ||

**0206.2.1 Starting at any number, count by ones, twos, fives, tens, and hundreds up to 1000.** || **When will you need to know how to add 10 to a number?** **What piece of money will you need to count by adding 10?** ||
 * **Subject/Course:** Math **Grade Level:** 2nd ||
 * **Standard: Number and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Adding 10 to a multiple of 10** ||
 * **Essential Question (s):** ||
 * **Lesson 36**

**0206.2.9 Apply appropriate methods to estimate and mentally calculate sums or differences with ones, tens, and hundreds.** || **When you add 10 to a number why does the ones position not change?** **How many times would you add 10 to a number to make 100 more?** ||
 * **Subject/Course:** Math **Grade Level:** 2nd ||
 * **Standard: Number and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Calculating adding 10** ||
 * **Essential Question (s):** ||
 * **Lesson 44**

**0206.2.8 Use efficient procedures, and understand why they work, to solve problems involving the addition and subtraction of two- and three-digit whole numbers (including those that require regrouping for addition only).** || **Why might we use dimes and pennies to add 2 digit numbers?** **Who might use dimes and pennies in counting?** ||
 * **Subject/Course:** Math **Grade Level:** 2nd ||
 * **Standard: Number and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Adding 2 digit numbers using manipulatives.** ||
 * **Essential Question (s):** ||
 * **Lesson 53 and 54**

**0206.2.6 Use various models such as number lines, pictures, and base-ten blocks to illustrate addition and subtraction.** || **Why would someone use a number line?** **Where might we see a number line?** ||
 * **Subject/Course:** Math **Grade Level:** 2nd ||
 * **Standard: Number and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Drawing and using number lines.** ||
 * **Essential Question (s):** ||
 * **Lesson 56**

**206.2.3 Locate and interpret numbers on a number line.** ||
 * **Subject/Course: Math** **Grade Level:** 2 ||
 * **Standard: Number and Operation** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Reading a number line.** ||
 * **Essential Question (s):** ||
 * **Lesson 56**

**How might a number line be compared to a ruler?** **Relate how points on a number line are similar to grids.** ||

**206.2.8 Use efficient procedures, and understand why they work, to solve problems involving the addition and subtraction of two and three digit whole numbers.** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * **Standard: Number and Operation** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Addition and subtraction** ||
 * **Essential Question (s):** ||
 * **Lesson 58**

**When might you need to add 3 digit number?** **Does the order of the numbers change the answer when adding?** ||

**206.2.7 Develop fluency at recalling basic addition facts and related subtraction facts.** ||
 * **Subject/Course: Math** **Grade Level:** 2 ||
 * **Standard: Number and Operation** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Adding and subtracting** ||
 * **Essential Question (s):** ||
 * **Lesson 60**

**When might it be important to add or subtract?** **Why is it important to know math facts?** ||

**206.2.8 Use efficient procedures, and understand why they work, to solve problems involving the addition and subtraction of two and three digit whole numbers.** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * **Standard: Number and Operation** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Regrouping with addition.** ||
 * **Essential Question (s):** ||
 * **Lesson 61 and 62**

**When would you need to regroup?** **Using estimation predict whether or not regrouping is necessary.** ||

**206.2.10 Add three two digit numbers.** ||
 * **Subject/Course: Math** **Grade Level:** 2 ||
 * **Standard: Number and Operation** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Adding three two digit numbers.** ||
 * **Essential Question (s):** ||
 * **Lesson 68**

**When might a teacher need to add more than three two digit numbers?** **Where would you see this type of problem in real life?** ||

**206.2.9 Apply appropriate methods to estimate and mentally calculate sums or differences with ones, tens, and hundreds.** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * **Standard: Number and Operation** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Mental computation** ||
 * **Essential Question (s):** ||
 * **Lesson 71**

**What place value would change when subtracting by ten?** **When would you use mental computation in everyday life?** ||

**206.2.8 Use efficient procedures, and understand why they work, to solve problems involving addition and subtraction of two and three digit whole numbers.** ||
 * **Subject/Course: Math** **Grade Level:** 2 ||
 * **Standard: Number and Operation** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Adding two digit numbers with a sum greater than 100.** ||
 * **Essential Question (s):** ||
 * **Lesson 73**

**When might we have a sum greater than 100 when adding two digit numbers?** **In adding sums of money, if the sum is greater than 100 how would you write it?** ||

**206.2.6 Use various models such as number lines, pictures, and base ten blocks to illustrate addition and subtraction.** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * **Standard: Number and Operation** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Place value** ||
 * **Essential Question (s):** ||
 * **Lesson 74**

**How might knowing place value help you represent different numbers with base ten blocks?** **Using base ten blocks create a number between 50 and 98.** ||

|| || **206.2.2 Read and write numbers up to 1000 using numerals and up to 100 using words.** || || **What is the largest number you can create using 3, 8, 6?** **When would you need to know how to read and write numbers?** || || || **206.2.4 Recognize that place value notation represents the sums of multiples of powers of ten.** || || || **When is place value important?** **When would you use expanded form?** ||
 * **Subject/Course: Math** **Grade Level:** 2
 * **Standard: Number and Operation**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Identifying place value.** ||
 * **Essential Question (s):**
 * **Lesson 76 and 77**
 * **Subject/Course:** Math **Grade Level:** 2
 * **Standard: Number and Operation**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Expanded form**
 * **Essential Question (s):**
 * **Lesson 84**