 # Math: Addition, Subtraction, and Data

### Suggested Time Frame: 20 Instructional Days

##### Focus TEKS

Addition and Subtraction with 2- and 3-Digit Numbers

• Computation and Problem Solving
• 3.4A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; – R RC2
• 3.4B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; – S RC2
• Representing
• 3.5A represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations; – R RC2
• 3.5E represent real-world relationships using number pairs in a table and verbal descriptions. – R RC2

Summarizing and Analyzing Data

• 3.8A summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and – R RC4
• 3.8B solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals. – S RC4
##### Numeracy TEKS

Grade 2 Re-Building Fluency with Addition and Subtraction Facts within 20 (Suggested: 14 days)

• 2.4A recall basic facts to add and subtract within 20 with automaticity [Including Count-On, Use-Doubles, and Make-Ten Strategies for Addition; Including Think Addition Strategy for Subtraction.]

Counting Patterns (Suggested: 4 days)

• RRISD 3.5 Skip count by whole numbers starting from 0 and other starting numbers and describe patterns observed while counting; [Skip count by tens within 1,200.]
##### Spiral Review TEKS

2nd Grade Joining and Separating Equal Groups (Suggested: 14 days)

• 2.6The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares.
• 2.6A model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined
• 2.6B model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets

2nd Grade Analyzing Numbers (Suggested: 4 days)

• 2.7A determine whether a number up to 40 is even or odd using pairings of objects to represent the number

Counting Quantities (Suggested: 2 days, using both numeracy and spiral review time)

• RRISD 3.1 Organize and count a collection of objects and create a recording of how the objects were counted
• 3.1C  select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
• 3.1E  create and use representations to organize, record, and communicate mathematical ideas;
• Counting Coins (Make this the focus on 1 day of Counting Collections)
• 2.5A determine the value of a collection of coins up to one dollar [pennies, nickels, dimes, and quarters]
• 2.5B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins

Telling Time (Ongoing)

• 2.9G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.