2nd Grade - Gateway 1

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for assessing grade-level content. 

Assessments are located in the Assessment Guide book. Assessments consist of a Prerequisite Skills Inventory, Interactive Middle-of-Year Test, Interactive End-of-Year Test, 22 Module Tests, and 7 Unit Performance Tasks. Each Module Assessment consists of interactive and printable Form A and Form B.

The Interactive Middle of Year Test assesses the standards taught in approximately the first half of the year of Into Math Florida, and the Interactive End of Year Test assesses the full year of standards. For example, Item 3, “Sage put 37 books in a bag. He also put 6 small books and 6 large books in a box. How many more books did Sage put in the box than in the bag?” (2.OA.3) Also, for example, End of Year Test Item 7, "Which shape has 3 angles?" (2.G.1)

Module Tests are available digitally and in the Assessment Guide. Examples include:

• Module 1 Test, Forms A and B, Items 1-9, students focus on fluently adding and subtracting within 20. Students also solve word problems to find sums and differences. In Interactive Form B, Item 4, “Katy and James have 11 plants. James has 5 plants. How many plants does Katy have?” (2.OA.2)
• Module 5 Test, Forms A and B, Items 1-9, students read and write numbers to 1000 using base-ten numerals, number names, and expanded form. In Form B, Item 8, “What is 860 in expanded form? 860 = ____+_____.” (2.NBT.3)
• Module 9 Test, Form A, Item 3, students identify the time shown on the clock (3:20). (2.MD.7)
• Module 10 Test, Forms A and B, Items 3-4 and 9, students solve word Items by adding or subtracting within 100. In  Form B, Item 4, "Paco has a book with 43 pages. He reads 21 of the pages. How many pages does Paco have left to read?" (2.NBT.5, 2.NBT.6)
• Module 12 Test, Form A, Item 3, students determine “Which shows a correct strategy to add 48 + 26?” (2.NBT.9)
• Module 15 Test, Forms A and B, Items 1-8, students solve two-step word items using addition or subtraction within 100. Students also find solutions represented by models (base ten blocks and tape diagrams), multiple choice answer, or numeric answer. In Form A, Item 6, “Vera fills some pink balloons. Carson fills 29 yellow balloons. Together Vera and Carson fill 38 pink and yellow balloons. How many of the balloons are pink? Write an equation to show the Item and solve.” (2.OA.1, 2.NBT.5) 
• Module 20 Test, Forms A and B, Items 2, 4, 5, and 6, students use addition and subtraction to solve word Items involving lengths that are given in the same units. In Form B, Item 2, "How much longer is the toy truck than the toy train? The toy truck is ___ centimeters longer than the toy train." (2.MD.5)
• Module 21 Test, Form A, Item 1, students choose the shape that has 4 sides and 4 angles. Students use attributes to choose the correct shape. Form A, Item 1, “Which shape has 4 sides and 4 angles?” (2.G.1)
• Performance Assessments with multiple tasks for each unit are provided in the Assessment Guide. Module 4, Task 3, “There are 47 apples in a big basket at the market. There are 24 apples in a small basket. There are 13 apples in the wood bucket. Write an equation and solve to find the total number of apples. Explain why the addition strategy works.” (2.NBT.5)

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for spending a majority of instructional time on major work of the grade.

• The approximate number of Modules devoted to major work of the grade (including assessments and supporting work connected to the major work) is 20 out of 22, which is approximately 90%.
• The approximate number of Lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 96 out of 105, which is approximately 91%.
• The approximate number of days devoted to major work (including assessments and supporting work connected to the major work) is 160 out of 181, which is approximately 88%.

A lesson-level analysis is most representative of the instructional materials as the lessons include major work, supporting work connected to major work, and the assessments embedded within each module. As a result, approximately 91% of the instructional materials focus on major work of the grade.

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Throughout the instructional materials, major work of the grade is supported by non-major work.

Examples of how the materials connect supporting work to the major work of the grade include:

• In Module 2, Lesson 2, Step It Out, the supporting work of 2.OA.3 (Determine whether a group of objects (up to 20) has an odd or even number of members) is connected to the major work of 2.OA.2 (Fluently add and subtract within 20 using mental strategies.) as students solve Problem 1, “Mr. Less plants 12 seeds in a garden. He sorts the seeds into two equal groups. How many seeds are in each group?”
• In Module 2, Lesson 3, On Your Own, the supporting work of 2.OA.4 (Use addition to find the total number of objects arranged in rectangular arrays) is connected to the major work of 2.OA.2 (Fluently add and subtract within 20 using mental strategies.) as students solve Problem 2, “There are 3 rows of pennies. There are three pennies in each row. How many pennies are there?”
• In Module 3, Lessons 3, Build Understanding, the supporting work of 2.MD.10 (Solve simple put-together, take apart, and compare problems using information presented in a bar graph) is connected to the major work of 2.OA.2 (Fluently add and subtract within 20 using mental strategies.) as students solve Problem C, “How many more prizes did Lena win than Jennie?  Explain how you know.”
• In Module 7, Lesson 4, On Your Own, Problem 2, the supporting work of 2.MD.8 (Solve word problems involving money) is connected to the major work of 2.OA.1 (Use addition and subtraction within 100 to solve one- and two-step word problems) as student solve “Liam wants to buy a toy dinosaur for 30¢. Draw coins to show two ways to make  30¢.” 
• In Module 9, Lesson 1, 2.MD.7 (Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.) is connected to 2.NBT.2 (Count within 1000; skip-count by 5s, 10s, and 100s) as students solve Task 1 using a clock to “Count by fives until you reach 11. How many minutes have passed?”

Instructional materials reviewed for HMH Into Math 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 for teachers and students in the materials are viable for one school year as written and would not require significant modifications.

• There are 126 instructional days.
• There are 3 days for the Growth Measure Assessments
• There are 7 Units. There is 1 day per Unit for the Performance Task for a total of 7 days
• There are 20 Modules, with 1 day for each Module Opener, Are You Ready?, and 1 day for each Module Review and Module Test, for a total of 44 days.

The suggested pacing from the publisher is 1 day per lesson for most lessons. However, some lessons are listed for 2 days. There are no lessons that require more than 2 instructional days to complete.

The instructional materials reviewed for HMH Into Math Grade 2 meet expectations for the materials being consistent with the progressions in the Standards, providing all students with extensive work of the grade, and explicitly identifying prior knowledge needed for grade level work.

In the Planning and Pacing Guide, there is a Correlations Chart where all grade-level standards are represented. Tasks are aligned to grade-level work and are connected to prior knowledge. A typical module has “Are You Ready?” to assess student readiness for the upcoming module. Warm-Up options in all lessons and Spark Your Learning activities in Build Understanding lessons and Connect Concepts and Skill lessons are intended to assist with activating prior knowledge. On Your Own, and More Practice/Homework, which includes a spiral review, are available in most lessons. Additionally, every lesson provides Small Group Options or Math Center Options that can be used to plan for differentiated instruction.

The instructional materials clearly identify content from future grade levels and use it to support the progression of the grade-level standards. Each Module and Lesson begin with Teaching for Success that identifies the standards for “Prior Learning”, “Current Development” and “Future Connections” respectively. Units begin with lessons connected to the standards from prior grades that are relevant to the current topic. Examples of Future Connections include:

• Module 4, Teaching for Success, Mathematical Progressions, Future Connections, “Children will fluently add and subtract within 1000 using strategies and algorithms based on place value.”
• Module 9, Lesson 2, Mathematical Progressions, Future Connections, “Children: will tell time to the nearest minute; will measure time in intervals of minutes; will use a.m. and p.m. to describe time.”
• Module 17, Lesson 4, Mathematical Progressions, Future Connections, “Children: will use strategies to fluently subtract within 1,000; will use algorithms to fluently subtract within 1,000 (Grade 3, 10.1-10.6).”

A typical lesson includes multiple opportunities for students to engage with extensive work of the grade. During Build Understanding and Step It Out and Connect Concepts and Skills are intended to engage students with new grade-level content. During On Your Own (independent practice), and More Practice/Homework, students work with grade-level problems. For example:

• Unit 5, Three-Digit Addition and Subtraction consists of Module 16, Three-Digit Addition, and Module 17, Three-Digit Subtraction. Students engage with extensive work of the grade to meet the full intent of 2.NBT.7.
• Module 16, Lesson 4, More Practice/Homework, Problem 6, students add two three-digit numbers. “At Tim’s Pizza Shop, 179 pizzas were sold on Friday and 226 pizzas were sold on Saturday. How many pizzas were sold on Friday and Saturday?”
• Module 17, Lesson 5,  On Your Own, Problem 2, students solve three-digit subtraction problems. “Hannah jumps 300 times. Sharon jumps rope 179 times. How many more times does Hannah jump rope than Sharon? Solve.”
• In Module 21, Two- and Three-Dimensional Shapes, students identify and draw two- and three-dimensional shapes, find and count angles two-dimensions, and sort two-dimensional shapes by angles and sides.  
• In Lesson 21.1, students identify and draw three-dimensional shapes. On Your Own, Problem 3, “Sahil is not sure if he is holding a rectangular prism or a cube. How can he decide which shape he has? Explain.”
• In Lesson 21.2, students identify and draw two-dimensional shapes. On Your Own, Problem 6, “Jon’s shape has 6 sides and 6 vertices. Draw and name his shape.”
• In Lesson 21.3, students find and count angles in two dimensional shapes. More Practice/Homework, Problem 2, “Write the number of angles in each shape. Triangle; hexagon; pentagon; quadrilateral.”
• In Lesson 21.4, students sort two-dimensional shapes by sides and angles. More Practice/Homework, Problems 3 and 4, “Draw two shapes that match the rule.” Problem 3, “Shapes with more than 4 angles.” Problem 4, “Shapes with fewer than 5 sides.”

In addition to including Mathematical Progressions identifying prior learning for each lesson, the beginning of each module explicitly identifies and engages prior learning during the "Are You Ready?" activities designed to diagnose mastery, inform grouping and differentiation. Warm-Up Options in all lessons, and Spark Your Learning activities in Build Understanding and Connect Concepts and Skills lessons are intended to assist with activating prior knowledge. Examples include: 

• Module 5, Lesson 1, Are You Ready? includes exploring teen numbers (K.NBT.1), exploring place value to 100 (1.NBT.2), and hundreds-tens-ones (2.NBT.1). 
• Module 15, Lesson 2, Learning Progressions, Prior Learning, “Children: added and subtracted within 20; subtracted within 100 (Grade 1, 3.6, 4.7, 14.1, 14.3-14.6).”
• In Module 22, Lesson 4, Spiral Review, assesses estimating length using yards and naming the equal shares of a shape as halves, thirds, or fourths. (Grade 2, Lesson 18.7, 22.2, 2.MD.1-3)  These Spiral Reviews are located in the More Practice/Homework section of the student materials.

The instructional materials reviewed for HMH Into Math Grade 2 meets expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.

The materials include learning objectives that are visibly shaped by CCSSM cluster headings, including:

• In Module 1, Lesson 4, the Learning Objective, “Recall differences for basic facts using mental strategies,” is shaped by 2.OA.B, (Add and subtract within 20).
• In Module 12, Lesson 2, the Learning Objective, “Represent 2-digit subtraction with regrouping 1 ten as 10 ones,” is shaped by 2.NBT.B, (Use place value understanding and properties of operations to add and subtract).
• In Module 21, Lesson 3, the Learning Objective, “Identify angles in two-dimensional shapes,” is shaped by 2.G.A, (Reason with shapes and their attributes).

The materials include problems and activities connecting two or more clusters in a domain or two or more domains in a grade, in cases where these connections are natural and important, and examples of this include:

• In Module 12, Lesson 6, connects 2.OA.B  and 2.NBT.A  as students fluently add and subtract within 100 using place value strategies and explain why addition and subtraction strategies work through the properties of operations. Step It Our Turn and Talk, “How is regrouping for subtraction different from regrouping for addition? Explain.” More Practice/Homework, Problem 2, “There are 36 snails in Mrs. King’s garden. Then 17 snails crawl away. How many snails are there now? Do you need to regroup 1 ten as 10 ones? Explain?”
• Module 15, Lesson 3, On Your Own, connects 2.OA.A and 2.NBT.B  as students solve addition and subtraction word problems within 100 using strategies based on place value, properties of operations, or the relationship between addition and subtraction. Problem 4, “Jake and Sara each have 25¢. Then they find some more coins. Now they have 95¢. How much money do Jake and Sara find?”
• Module 20, Lesson 4, On Your Own, connects 2.MD.B with 2.OA.A as students solve addition and subtraction problems involving length in one- or two-step word problems. Problem 3, “Brynn builds a train track that is 74 centimeters long. Then she takes away 18 centimeters of track. How long is the train track now?” Students use a number line, and write an equation to solve.