2nd Grade - Gateway 1

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

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

The Middle of Year Test assesses the standards taught in approximately the first half of the year of Into Math Florida, and the End of Year Test assesses the full year of standards. For example:

• Middle of Year Test, Problem 3, “Olivia has these sets of toy horses. If she adds 1 more horse to each set, which set will have an even number of horses?” (2.OA.3.3)
• End of Year Test Problem 7, “Carly setup 10 rows of chairs. She put 10 chairs in each row. How many chairs did Carly set up altogether?” (2.NBT.1.1a)

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

• Module 12 Test, Form A, Problem 3-“Which shows a correct strategy to add 48 + 26?” (2.NBT.2.9)
• Module 1 Test, Forms A and B, Problems 1-9, students focus on fluently adding and subtracting within 20. Students also solve word problems to find sums and differences. “Katy and James practice the piano for 14 hours. James practices for 8 hours. How many hours does Katy practice?” (2.OA.2.2)
• Module 5 Test, Forms A and B, Problems 1-9, students read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2.NBT.1.3)
• Module 9 Test, Form A, Problem 3, students choose the time shown on the clock which is 3:20. (2.MD.3.7)
• Module 10 Test, Forms A and B, Problems 3-4 and 9, students solve word problems by adding or subtracting within 100. “Paco has a book with 43 pages. He reads 21 of them. How many pages does Paco have left to read?” (2.NBT.2.5, 2.NBT.2.6)
• Module 12 Test, Form A, Problem 3, “Which shows a correct strategy to add 48 + 26?” (2.NBT.2.9)
• Module 15 Test, Forms A and B, Problems 1-8, students solve two-step word problems using addition or subtraction within 100 (2.OA.1.1). Students also find solutions represented by models (base ten blocks and tape diagrams), multiple choice answer, or numeric answer (2.NBT.2.5).
• Module 20 Test, Forms A and B, Problems 2, 4, 5, and 8, students use addition and subtraction to solve word problems involving lengths that are given in the same units (2.MD.2.5). “Jen has a piece of rope that is 9 cm. She has another piece of rope that is 6 cm. How many cm long are both pieces of rope?”
• Module 21 Test, Form A, Problem 1, students are given a problem and choose the shape that has four sides and four angles. Students use attributes to choose the correct shape. (2.G.1.1)

Performance Assessments with multiple tasks for each unit are provided in the Assessment Guide. Examples include:

• Unit 4, Problem 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.2.5)

The instructional materials reviewed for Into Math Florida 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 17.5 out of 22, which is approximately 80 percent.
• The approximate number of Lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is 88.5 out of 106, which is approximately 83 percent.
• The approximate number of days devoted to major work (including assessments and supporting work connected to the major work) is 147 out of 178, which is approximately 83 percent.

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 83 percent of the instructional materials focus on major work of the grade.

The instructional materials reviewed for Into Math Florida 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, Build Understanding, Step It Out, On My Own, and More Practice/ Homework, students write equations to determine if groups of objects are odd or even by pairing them by 2’s (2.OA.3.3), which connects to fluently adding within 20 (2.OA.2.2).
• In Module 2, Lesson 3, Build Understanding, Step It Out, On My Own, and More Practice/Homework, students use addition to count objects in arrays with up to 5 rows and 5 columns to show equal groups (2.OA.3.4), which connects to fluently adding within 20 (2.OA.2.2).
• In Module 3, Lessons 2-4, Build Understanding, Own My Own, and More Homework/Practice, students interpret data from a graph (2.MD.4.10), which connects to add and subtract fluently within 20 (2.OA.2.2).
• In Module 7, Lesson 1, students describe amounts of money (2.MD.3.8) using tens and ones (2.NBT.1.1).
• In Module 9, Lesson 1, Task 1, students use a clock to “Count by fives until you reach 11. How many minutes have passed?”, which connects telling time (2.MD.3.7) to counting by 5’s (2.NBT.1.1).
• In Module 18, Lesson 3, students measure the lengths of yarn using a ruler (2.MD.1.1) and then use those measurements to create a line plot (2.MD.4.9).
• In Module 22, Lesson 1, students partition rectangles into rows and columns (2.G.1.2) and use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and 5 columns (2.OA.3.4). 

Instructional materials for Into Math Florida Second Grade 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 178 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 124 instructional days.
• There are 3 days for the Interim Growth Assessment.
• There is a Performance Task and Unit Opener for each Unit, 7 days.
• The Program recommends 2 days per module for the Module Are You Ready?, Module Review, and Module Test, for a total of 44 days.

The suggested pacing from the publisher is one day per lesson for most lessons. However, some lessons are listed for two days. There are no lessons that require more than two instructional days to complete. In Module 2, Lesson 5 does not have a suggested number of days to complete the lesson in the Planning and Pacing Guide.

The instructional materials for Into Math Florida Grade Two 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, a Correlations Chart is included containing all grade-level standards. Tasks are aligned to grade-level work and are connected to prior knowledge. A typical lesson has Are You Ready? to assess student readiness for the upcoming module, Warm-Up Options, and Spark Your Learning activities intended to assist with activating prior knowledge. Build Understanding/Step It Out, On My 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 identifying 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 include:

• In Module 1, Teaching for Success, Mathematical Progressions Across the Grades, prior Grade 1 standards (1.OA.2.3, 1.OA.2.4, 1.OA.3.5, and 1.OA.3.6) are identified as prior learning. These standards address representing addition with written and visual models. This learning is used to connect with the current development lessons which address 2.OA.2.2, 2.NBT.2.5, 2.NBT.2.6, and 2.MD.2.6. In these lessons, students add and subtract fluently within 20 using mental strategies and strategies. Students also focus on whole numbers, whole-number sums, and whole-number differences on a number line. From these lessons, future connections will be made with 3.OA.4.8 and 3.NBT.1.2, where students will solve two-step word problems using the four operations and fluently add and subtract within 1000 using strategies and algorithms.
• In Module 2, Lesson 2, Mathematical Progressions Across the Grades, prior Grade 1 standard 1.MD.2.3. (found in Lessons 1 through 4) is identified as prior learning. This standard reviews using an analog clock to tell time to the hour and half-hour. This learning is used to connect with the current development lessons which address 2.MD.3.7. In these lessons, students begin to tell time to the nearest five minutes from analog and digital clocks. From these lessons, future connections will be made with 3.MD.1.1 in lessons 14.1-14.4 and 15.3 and 19.2, where students will tell time to the nearest five minutes and measure time intervals in minutes. 
• In Module 5, Lesson 2, prior Learning is identified as 1.NBT.2.2, that two digits of a two-digit number represent quantities of tens and ones. The Current Development is identified as 2.NBT.1.3, name numbers to 1000 using base-ten numerals. Future Connections are identified as 3.NBT.1.1, use place value to round numbers to the nearest 10 or 100. 
• In Module 17, Lesson 4, Mathematical Progressions Across the Grades, prior Grade 1 standard 1.NBT.3.4 (found in Lessons 14.1, 14.3-14.4, and 14.6) is identified as prior learning. This standard reviews using concrete models and drawings to subtract within 100, using strategies based on place value to subtract with 100, and writing subtraction as an algorithm. This learning is used to connect with the current development lessons which address 2.NBT.2.7. In these lessons, students use concrete models and drawings to model subtraction within 1000. From these lessons, future connections will be made with 3.NBT.1.2 in lessons 10.1-10.6 where students will use strategies to fluently subtract within 1000 and use the algorithms to fluently subtract within 1000.

Overall, the materials provide opportunities for students to engage in extensive grade-level work. For example:

• Units 1 addressed numbers to 20 and data in order to prepare students for Unit 2, place value. Unit 2 modules progress students understanding of place value through the hundreds place. 
• Unit 3 addresses money and time utilizing computation strategies in preparation for Unit 4, which shifts back to place value with two-digit addition and subtraction.
• Unit 5 builds on Unit 4 by extending student understanding to begin to add and subtract three-digit numbers. 
• Units 6 and 7 address measurement with length, geometry, and fractions. Within these units, students recall skills and concepts that require computation, understanding of equivalence, and comparisons.
• In Module 21, Lesson 3, students find and count angles in two-dimensional shapes with Motivate, Set the Stage, Task 1, Task 2, and On My Own. 

Are You Ready? and Activate Prior Knowledge are included in lessons frequently for students to work with prior-grade standards in ways that support learning of grade-level problems. Examples include:

• In Module 5, Lesson 1, Are You Ready? includes exploring teen numbers (K.NBT.1.1), exploring place value to 100 (1.NBT.2.2), and hundreds-tens-ones (2.NBT.1.1). 
• In Module 15, Lesson 2, Activate Prior Knowledge is used to assess and activate prior knowledge as needed through the Problem of the Day which reviews prior learning by having students answer "What is 73-27?". Based on the Problem of the Day, students complete an Interactive Reteach, Grade 1, Lesson 14.4, or a prerequisite skills activity.
• In Module 22, Lesson 4, Spiral Review assesses as students demonstrate the ability to estimate using yards (Grade 2, Lesson 18.6, 2.MD.1.1-3). These spiral reviews are located in the More Practice/Homework section of the student materials.

The instructional materials for Into Math Florida 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 MAFS cluster headings, including:

• In Lesson 1.4, the learning objective, "Recall differences for basic facts using mental strategies", is shaped by 2.OA.2, Add and subtract within 20.
• In Lesson 12.2, the learning objective, "Represent 2-digit subtraction with regrouping 1 ten as 10 ones", is shaped by 2.NBT.2, Use place value understanding and properties of operations to add and subtract.
• In Lesson 21.3, the learning objective, "Identify angles in two-dimensional shapes", is shaped by 2.G.1, 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, Build Understanding connects 2.NBT.1 and 2.NBT.1 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. 
• In Module 15, Lesson 2, More Practice/ Homework connects 2.OA.1 and 2.NBT.2 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.