2nd Grade - Gateway 1

The instructional materials reviewed for Grade 2 meet the expectations for focus within assessment. Overall, the instructional material does not assess any content from future grades within the summative assessment sections of each module. These assessments are the Mid-Module and End-of-Module assessments. Examples of the assessments include:

• In Module 3, End-of-Module Assessment Task: Students engage with place value (2.NBT.1-4). Students compare numbers and write numbers in standard, expanded and word form.
• In Module 4, Mid-Module Assessment Task: Students build fluency with addition/subtraction and use them in 1-step or 2-step word problems (2.OA.1). Students are assessed on strategies/algorithms for addition/subtraction. The materials state, “1. Solve. Show your mental math strategy. 35 + 25 = ___. 2.) Solve and show your work with a model. 116 + 74 = ____. 4. Sarah solved the word problem below. 4a. Explain why Sarah’s addition strategy worked. 4b. There are 18 fewer cats than birds. How many birds are in Cuddle’s Pet Shop? Use another place-value strategy to find the answer. Show your work.”
• In Module 6, Mid-Module Assessment Task: Students work with arrays and repeated addition to build a foundation for multiplication in Grade 3 (2.OA.4). Question 4 states, “Sarah won a prize at school! Her teacher said that she would have two choices for the prize: Choice 1: Get $3 a day for the next 3 days. Choice 2: Get $2 a day for the next 5 days. Draw an array for each choice. Which way would Sarah get more money? Explain how you know.”

The instructional materials reviewed for Eureka Grade 2 meet expectations for spending a majority of instructional time on major work of the grade. This includes clusters A and B in 2.OA, all clusters in 2.NBT and clusters A and B in 2.MD.

• More than 65 percent of the lessons are explicitly focused on major work, with major work often included within supporting work lessons as well.
• Of the 152 lesson days, approximately 100 days (66 percent) are spent on the major clusters of the grade.
• Of the eight modules, Modules 1, 2, 4 and 5 focus on major work. Modules 3 and 7 devote a few lessons to supporting work.
• Of the 28 assessment days, 20 assess major work.

The instructional materials reviewed for Eureka Grade 2 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Supporting standards/clusters are connected to the major standards/clusters of the grade. For example:

• In Module 3, Lesson 8: 2.MD.8 supports the major work of 2.NBT.8. Using monetary amounts, students mentally add 10 and use place value. Problem Set Questions 1-12 state, “Show each amount of money using 10 bills: $100, $10 and $1 bills. Whisper and write each amount of money in expanded form. Write the total value of each set of bills as a number bond.”
• In Module 7, Lesson 3: 2.MD.D supports the major work of 2.MD.B. Students create bar graphs of data for four different categories and then with teacher guidance turn the graph sideways and compare to a number line with equal spacing of numbers.
• In Module 7, Lesson 7: 2.MD.8 supports the major work of 2.NBT.2, 2.NBT.5 and 2.NBT.6. Students solve word problems using the value of coins and addition and subtraction. Problem Set Questions 1 and 2 state, “Grace has 3 dimes, 2 nickels and 12 pennies. How much money does she have?” and “Lisa has 2 dimes and 4 pennies in one pocket and 4 nickels and 1 quarter in the other pocket. How much money does she have in all?”
• In Module 8, Lesson 14: 2.MD.7 supports the major work of 2.NBT.2 and 2.OA.2. While working with time, students mentally count by 5’s. “Fill in the missing numbers. 0, 5, 10, _____, _____, _____, _____, 35, _____, _____, _____, _____, ____ ____, _____, _____, 45, 40, _____, _____, _____, 20, 15, _____, ____, ____. Fill in the missing minutes on the face of the clock.”
• In Module 8, Lesson 4: 2.G.A supports the major work of 2.MD.A. Students identify shapes by the number of sides they have. Students construct shapes by measuring to specific lengths in centimeters using a ruler.

Instructional materials for Eureka Grade 2 meet expectations that the amount of content designated for one grade level is viable for one year. As designed, the instructional materials can be completed in 180 days. The suggested amount of time and expectations of the materials for teachers and students are viable for one school year as written and would not require significant modifications.

The instructional materials consist of eight modules. Instruction and assessment days are included in the following count:

• Module 1: 10 days
• Module 2: 12 days
• Module 3: 25 days
• Module 4: 35 days
• Module 5: 24 days
• Module 6: 24 days
• Module 7: 30 days
• Module 8: 20 days

All lessons are paced to be 60 minutes in length. Lessons include fluency practice, application problems, concept development and a student debrief. Lessons vary in amount of time spent on various sections, but time estimates are reasonable and appropriate for the activities described.

The instructional materials for Eureka Grade 2 meet expectations for the materials being consistent with the progressions in the standards. The instructional materials give all students extensive work with grade-level problems and identify as well as explicitly connect grade-level work to prior or future grades. Each module starts with a summary of what concepts will be taught within that module.

The lessons support the progression of Grade 2 standards by explicitly stating connections to prior or future grades. The following examples are from Module 8:

• “In the final module students extend their understanding of part–whole relationships through the lens of geometry. As students compose and decompose shapes, they begin to develop an understanding of unit fractions as equal parts of a whole.”
• “Students build on their prior knowledge of a shape’s defining attributes.”
• “Students apply their understanding of partitioning the whole into halves and fourths to tell time to the nearest five minutes.”
• “If pacing is a challenge, consider consolidating Lessons 9 and 10.”

Foundational standards from Kindergarten and Grade 1 are included. An example from Module 1 is:

• Add and subtract within 20 1.OA.5 | 1.OA.6
• Number and Operations in Base Ten K.NBT.1 | 1.NBT.2.a | 1.NBT.2.b |1.NBT.2.c | 1.NBT.4 | 1.NBT.5 | 1.NBT.6
• Operations and Algebraic Thinking K.OA.3 | K.OA.4 | 1.OA.5 | 1.OA.6
• Understand addition and understand subtraction K.OA.3 | K.OA.4
• Understand place value 1.NBT.2.a | 1.NBT.2.b | 1.NBT.2.c
• Use place-value understanding and properties of operations to add and subtract 1.NBT.4 | 1.NBT.5 | 1.NBT.6
• Work with numbers 11-19 to gain foundations for place value K.NBT.1

The instructional materials attend to the full intent of the grade-level standards by giving all students extensive work with grade-level problems. The following examples are from Module 4:

• Module 4 builds on place-value understanding, allowing students to compose and decompose place- value units to add and subtract within 200. Students apply fluency to one and two-step word problems within 100.
• In Lesson 3, students work on mental addition and subtraction. Problem Set Question 2 states, “Solve using the arrow way, number bonds, or mental math. Use scrap paper if needed.”
• In Lesson 8, students build fluency in two-digit addition and subtraction within 100. Problem Set Question 1 states, “Solve vertically. Draw and bundle place-value disks on the place-value chart.”
• In Lesson 15, students build fluency in two-digit addition and subtraction within 100. Exit Ticket Question 1 states, “Solve using vertical form. Show the subtraction on a place-value chart with chips. Exchange 1 ten for 10 ones, when necessary. 164 - 49”
• In Lesson 23, students are encouraged to be flexible in their thinking and to use multiple strategies in solving problems, including the use of drawings such as tape diagrams, which they relate to equations. Problem Set Question 2 states, “Use a number bond to show how you would take 8 tens from 126.”

The instructional materials for Eureka Grade 2 meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.

Materials include learning objectives that are visibly shaped by CCSSM cluster headings. For example:

• In Module 4, Lesson 6: “Use manipulatives to represent the composition of 10 ones as 1 ten with two-digit addends.” is shaped by 2.NBT.B, “Use Place Value Understanding and Properties of Operations to Add and Subtract.”
• In Module 7, Topic A: “Problem Solving with Categorical Data” is shaped by 2.MD.D, “Represent and Interpret Data.”

Materials include problems and activities that connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important. For example:

• In Module 7, Lesson 23: Measurement and Data (2.MD) connects to Operations and Algebraic Thinking (2.OA). Students record data using tally marks and problem solve with addition/subtraction. Exit Ticket Question 2 states, “If 8 more lines were measured to be longer than 5 inches and 12 more lines were measured to be shorter than 5 inches, how many tallies would be in the chart?”

• Module 8, Lesson 16: Measurement and Data (2.MD) connects to Number and Operations in Base Ten. Students apply subtraction skills to solve problems involving time intervals. Problem Set Questions 2a and 2b state, “Tracy arrives at school at 7:30 a.m. She leaves school at 3:30 p.m. How long is Tracy at school?” and “Anna spent 3 hours at dance practice. She finished at 6:15 p.m. What time did she start?”