The instructional materials for Big Ideas Math: Modeling Real Life Grade 2 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency. 

The instructional materials have opportunities to develop procedural skills and fluency throughout the grade-level especially where called for by 2.OA.2, Fluently add and subtract within 20; and 2.NBT.5, Fluently add and subtract within 100. For example:

• Chapter 1, Lesson 2, Show and Grow, supports addition within 20 because the equations used to support even and odd numbers also reinforce addition within 20. “Students are shown a rectangular array model that shows 7 and students have to record an equation 7=___ + ___ and tell whether the number is even or odd.” (2.OA.2)
• Chapter 2, Lesson 5, Think and Grow, “There are 13 backpacks in your classroom. 9 are taken. How many backpacks are left?” Students use the number line to count backwards (2.OA.2).
• Chapter 3, Lesson 4, Think and Grow, students decompose and recompose with addends. For example, “34 + 25 = ___” students decompose 25 to “2 tens and 5 ones”. They merge the 2 tens with 34 to arrive at 54. Students then add in the 5 ones to get the answer of 59 (2.NBT.5).
• Chapter 4, Lesson 1, Think and Grow, students are introduced to tables for tens and ones to add their addends. For example, “33 + 43 = ___”. Students list 3 and 4 in the tens table and 3 and 3 in the ones portion of the table. Students then add each column to arrive at 7 tens and 6 ones (2.NBT.5). 
• Chapter 4, Lesson 3, Think and Grow, students record their base ten blocks in a tens and ones chart with regrouping of ones to make a ten. Then students record the blocks as numbers in the tens and ones chart. For example, “29 + 34 = ___” (2.NBT.5).
• Chapter 5, Lesson 1, Show and Grow, students use the hundreds chart and open number line to subtract. Example 1, “70 - 50 =___”. Example 2, “33 - 20 = ___” (2.NBT.5).

The instructional materials present opportunities for students to independently demonstrate procedural skill and fluency, for example:

• Chapter 5, Lesson 6, Explore and Grow, supports addition and subtraction within 100 by focusing on mental math to find the difference. Directions: “Use mental math to find each difference. “41 - 20 = ___, 41 - 19 = ___, 42 - 18 = ___” (2.NBT.5). 
• Chapter 6, Lesson 6, Review and Refresh, at the bottom of the page, students solve six addition and subtraction equations within 20, using the strategy of relating addition to subtraction. Examples include: “2 + 8 = ____; and 10 - 8 = ____” (2.OA.2).
• Chapter 7, Lesson 5, Review and Refresh, supports addition and subtraction within 100. Example 5: "70 + 30 = ___.” Example 6: “53 + 19 = ___.” Example 7: “90 - 50 = ___.” Example 8: “64 - 40 = ___.” 
• Chapter 14, Lesson 5, Show and Grow, students solve money problems to practice two-digit addition and subtraction. “You buy a banana for 25 cents and an orange for 45 cents. You pay with $1. What is your change?” 
• Games are included in Chapters 1-7 that are presented both in the Student Edition and online. The games allow students the opportunity to practice procedural fluency with addition and subtraction within 100 (2.NBT.5). The games include: Joey Jump, Three in A Row: Addition and Subtraction, and Solve and Cover: Addition and Subtraction. 
• Online games include Joey’s Jump, Chapter 2 (facts to 10 but done all as addition even though he goes in reverse order); Three in a Row 3, Chapter 3 (fluency with a limited number of addition facts to get 3 in a row); Solve and Cover, Chapter 4 (fluency with addition facts)
• Three in a Row 3, Chapter 5 (fluency with a limited number of subtraction facts to get 3 in a row).
• Solve and Cover, Chapter 6 (fluency with subtraction facts).
• Chapter 5, Center 4, Mystery Hundred Chart, gives students the opportunity to practice their procedural fluency subtracting within 100. “Have students solve each subtraction equation, then color the differences in the given color on their Hundred Chart. If solved and colored correctly, students should have created a giraffe.” Correlating with 2.NBT.5, Fluently add and subtract within 100.

The instructional materials for Big Ideas Math: Modeling Real Life Grade 2 meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. All standards are treated the same way even though the standard may be conceptual in nature, but always procedural and application are embedded.  

The instructional materials present opportunities for students to engage in each aspect of rigor within each lesson, as well as multiple aspects of rigor. For example: 

• Chapter 1, Lesson 4, students develop conceptual understanding of repeated addition. Laurie’s Notes, Dig In (Circle Time), students use 12 counters to make a rectangular shape. They identify how many rows and the number in each row. Students look at each other’s rectangles and notice the different rectangle possibilities. Teacher records each rectangle description with an equation “4 rows of 3: 3 + 3 + 3 + 3 = 12.” 
• Chapter 2, Lesson 8, Apply and Grow, students work on procedural skills and fluency to add and subtract within 20 for a total of 43 problems. 
• Chapter 4, Lesson 3, Apply and Grow, student practice fluency. Although a number line is provided at the top of the page, it is not required to solve the problems on the page, “6 + 8 = ____; 12 + 5 =____; 7 + 8 = ____; 10 + 9 = ____ ; ____ = 0 +11;  ____ = 4 + 9.” 
• Chapter 5, Lesson 6, Show and Grow, Problem 12, “There are 36 cars in a parking lot. Some of them leave. There are 31 left. How many cars leave the parking lot?”

Students have opportunities to engage in multiple aspects of rigor. For example:

• Chapter 3, Lesson 1, Think and Grow: Modeling Real Life, “A clown has 62 balloons. She uses 40 of them to make balloon animals. How many balloons are left?” Laurie’s Notes, Dig In (Circle Time), “Tell your partner what you notices about counting back by tens on the hundreds chart. Listen for the tens digit changes and the ones digit remains the same, and the numbers are in the same column.” 
• Chapter 9, Lesson 5, Show and Grow, Problem 17, “A clothing store has some shirts on hangers. There are 214 shirts on shelves. The store has 356 shirts in all. How many shirts are on hangers?
• Chapter 13, Lesson 2, Modeling Real Life, Problem 3, Students “use the picture graph” on favorite after-school activities. Categories include: “Play outside, Video games, Watch TV, Read.” “Do students like to play video games and read or play outside and watch tv? More students like to ____ and ____.”

The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 2 meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade-level. 

The Standards for Mathematical Practice (MP) are identified in the digital Teacher's Edition on page vi. The guidance for teachers includes the title of the MP, how each MP helps students, where in the materials the MP can be found, and how it correlated to the student materials using capitalized terms. For example, MP2 states, "Reason abstractly and quantitatively.

• "Visual problem-solving models help students create a coherent representation of the problem.
• Explore and Grows allow students to investigate concepts to understand the REASONING behind the rules.
• Exercises encourage students to apply NUMBER SENSE and explain and justify their REASONING."
  

The MPs are explicitly identified in Laurie’s Notes in each lesson, and are connected to grade-level problems within the lesson. For example:

• Chapter 3, Lesson 1, Laurie’s Notes, students use an open number line to count on multiples of 10. MP2, “Together as a class solve Exercise 1. ‘The start number on our line is 70. To add 30, how many jumps of 10 are we going to make?”
• Chapter 11, Lesson 2, students measure objects around the room in either centimeters or meters. Students must choose a ruler or meter stick to measure.  This is an example MP5 enriching the content, but the lesson is not labeled as using MP5.

The MPs are identified in the digital Student Dashboard under Student Resources, Standards for Mathematical Practice. This link takes you to the same information found in the Teacher Edition. In the Student Edition, MPs are noted with an abbreviated title, for example, “MP Number Sense” or “MP Structure.” Examples include:

• Chapter 3, Lesson 3, Apply and Grow: Practice, Problem 11, “MP Number Sense. Solve. Think: Does the same number make both equations true? 16 + ___ = 27; ___ + 27 = 48.”
• Chapter 7, Lesson 3, Practice, Problem 7, “MP Structure. Write each number in the correct circle.” One circle is labeled “5 in the tens place”. The second circle is labeled “2 in the hundreds place”. The numbers provided are: 152, 215, 452, 205, 650.
• Chapter 12, Lesson 3, Apply and Grow: Practice, Problem 5, “MP Number Sense. The path to school is 181 meters long in all. How long is the missing part of the path?” The path is show in three segments: 74 meters, 86 meters, and ? meters.

There are instances where MPs are over or under-identified in the materials. For example:

• MP2 is identified in most lessons.
• MP5 is under identified. For example, in Chapter 11, Lesson 2, students measure objects around the room in either centimeters or meters. Students must choose a ruler or meter stick to measure. This is an example MP5 enriching the content, but the lesson is not labeled as using MP5.
• MP8 is under-identified as students generalize addition and subtraction as traditional algorithms.

The instructional materials reviewed for Big Ideas Math: Modeling Real Life Grade 2 meet expectations that materials use accurate mathematical terminology.

In the Instructional Resources Grade 2, vocabulary cards are provided for each chapter. Each Chapter begins with a Vocabulary Lesson, vocabulary activity, and vocabulary cards. Practice opportunities on the computer are available for vocabulary by chapter.

The following are examples where the materials use precise vocabulary with the students:

• Chapter 2, Vocabulary Review, students review previous vocabulary terms “number line”, “count on”, and “count back” by filling out a graphic organizer.  Then students match new terms to pictures. In the teacher materials, titled “Vocabulary”, the materials state, “Have students lay out their vocabulary cards in front of them with the picture side facing up. Say the word on the vocabulary card, show the word, and describe the picture definition to students. Have students find the corresponding card. Have students take turns showing the card and telling a partner about the word and its picture definition.”
• The materials use the vocabulary regularly in directions for the students. For example, Chapter 2, Lesson 1, “Find the sum. Then change the order of the addends.”
• Chapter 2, Lesson 5,  Laurie’s Notes, Think and Grow, MP6 is identified and states, “Encourage students to reread the problem using their equation to check for reasonableness.” This has students combine MP8 (reasonableness) with MP6 (precision).
• Chapter 4, Lesson 5, Laurie’s Notes, Think and Grow, the materials encourage students to share their thinking as they solve the problem aloud. It also gives direction to the teacher to listen for students attending to precision when justifying their answer, “Do they (students) use appropriate language in describing how 12 is regrouped?”  
• Chapter 6, Lesson 1, Laurie’s Notes, Think and Grow, students review precise vocabulary terms “equal groups”, “even”, “odd”, and “repeated addition” by filling out a graphic organizer and matching terms to pictures.  
• Chapter 9, Lesson 7, Laurie’s Notes, Think and Grow, Attend to Precision, “When students finish, discuss the different approaches or strategies that may have been used to find the sum. Ask volunteers if they can explain a strategy that is different from how they found the sum. Pay attention to language and reference to place value.”
• Chapter 10, Lesson 6, Laurie’s Notes, Think and Grow, Attend to Precision, “When students finish, discuss the different approaches that may have been used to find the difference. Did anyone make a quick sketch? Did any student draw in the vertical lines? Did all students show the regrouping in the same way? Pay attention to language and reference to place value."