2nd Grade - Gateway 2

The instructional materials reviewed for Achievement First Mathematics Grade 2 meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

Materials include problems and questions that develop conceptual understanding throughout the grade-level. Examples include:

• In Unit 2, Lesson 7, Introduction and Workshop, students engage with 2.NBT.5, fluently add and subtract within 10 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, as they solve problems about tens and ones by using a variety of representations (stick and dots, expanded form). Students roll two number cubes, record the two-digit number, represent the number using sticks and dots, and represent the number using expanded form. The teacher asks, “How will you figure out how to represent 2-digit numbers using sticks and dots and expanded form?” The students may reply with, “I will look at the digits in each place and think about the value of each digit.” 
• In Unit 6, Lesson 2, Introduction, students engage with 2.NBT.1, understand that the three digits of a three-digit number represent the amounts of hundreds, tens, and ones, as they model three-digit numbers with place value blocks, then read and write the numbers. The materials state, “Kaleb has 3 boxes of 100 crayons, 6 boxes of 10 crayons, and 2 single crayons. How many crayons does Kaleb have?”
• In Unit 6, Lesson 14, Introduction, students engage with 2.NBT.4, compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the result of the comparison, as they compare two three-digit numbers written in different forms using <, >, and =. The teacher poses the following comparison problem to students, “562 __ 5 hundreds, 2 tens, 6 ones.” A sample student response states, “We wrote 562 > 5 hundreds, 2 tens, 6 ones. We figured it out by showing both numbers in flats, sticks, and dots. For 562 we drew 5 flats, 6 tens, 2 dots. Then for 5 hundreds, 2 tens, 6 ones, we drew 5 flats, 2 sticks, 6 dots. We looked at the hundreds place and saw that they had an equal number of hundreds, so then we looked at the tens and saw that 562 has more tens than 5 hundreds, 2 tens, 6 ones, so 562 is greater than 5 hundreds, 2 tens, 6 ones.” 
• In Unit 7, Lesson 2, Aim, students engage with 2.NBT.7, add and subtract within 1000 using concrete models or drawings, as they complete 2-digit addition problems using flats, sticks, and dots. The materials state, “SWBAT add 2-digit numbers with regrouping in one place by using flats, sticks, and dots.” Workshop Worksheet example, Problem 2A states, “$$550 + 268 =$$ ______.”
• In Unit 7, Lesson 7, Workshop Worksheet, students engage with 2.NBT.9, explain why addition and subtraction strategies work using place value and properties of operations, as they solve a three-digit subtraction problem, and write a written explanation of why their strategy worked. The materials state, “Solve. ______ $$- 246 = 568$$. Explain how you solved the problem above. What strategy did you use? What steps did you take? Why did your strategy work?”

Materials provide opportunities for students to independently demonstrate conceptual understanding throughout the grade. Examples include: 

• In Unit 2, Lesson 10, Exit Ticket, students engage with 2.NBT.5, fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, as they add two-digit numbers by using a strategy that makes sense to them (sticks and dots, expanded notation/use known facts). Problem 1 states, “$$62 + 27 =$$ ___.” Students are directed to use sticks and dots or expanded notation to solve. 
• In Unit 3, Practice Workbook B, students engage with 2.NBT.5, fluently add and subtract within 100 using strategies based on place value, as they identify the proper model for a given problem. Problem 34 states, “Circle which set of sticks and dots will help to find the total? $$62 + 24 =$$ ______.” 
• In Unit 6, Lesson 2, Independent Practice Worksheet, students engage with 2.NBT.1, understand that the three digits of a three-digit number represent the amounts of hundreds, tens, and ones, as they independently model three-digit numbers with place value blocks, then read and write the numbers. Problem 1 states, “Draw flats, sticks, and dots to represent each number. 258. How many more ones will make a ten? How many more tens will make a hundred? How many more hundreds will make a thousand?”
• In Unit 7 Lesson 7, Exit Ticket, students engage with 2.NBT.9, explain why addition and subtraction strategies work using place value and properties of operations, as they solve a three-digit subtraction problem, and write a written explanation of how they solved the problem. Problem 2 states, “_____ $$- 567 = 293$$. Explain how you solved.”
• In Unit 7, Lesson 10, Independent Practice, students engage with 2.NBT.7, add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction and relate the strategy to a written method. Problem 2 states, “Solve using flats, sticks, and dots. $$531 - 258 =$$ ____.”

The instructional materials reviewed for Achievement First Mathematics Grade 2 meet expectations for attending to those standards that set an expectation of procedural skill and fluency. These skills are delivered throughout the materials in the use of games, workshop, practice workbook pages and independent practice, such as exit tickets. 

The instructional materials develop procedural skill and fluency throughout the grade-level. Examples include: 

• In Unit 2, Lesson 2, Introduction and Workshop, students engage with 2.OA.2, fluently add and subtract within 20 using mental strategies, as they determine the missing part to make 10 using a strategy that works for them (count up, count back, just know). Students use a dot cube to roll for a number to subtract from 10 in a number bond. Potential strategy examples state, “Count up: You can start at 6 because that’s the first part and count up until 10 because that’s the whole. Like this… 6 -- 7, 8, 9, 10. So the missing part is 4. Subtract: You can start with the whole -- 10 and subtract 6 because that’s the part we know. The answer is 4, so the missing part is 4. Count back: I started at 10 because that is the whole and then I counted back 6 because that’s the part we know. Like this 10 -- 9, 8, 7, 6, 5, 4. So the missing part is 4. Just know: I just know that 6 and 4 make 10 because they’re number pairs. So the missing part must be 4.” 
• In Unit 3, Practice Workbook B, Activity: Building Toward Fluency, students engage with 2.OA.2, fluently adding and subtracting within 20 using mental strategies, as they use various strategies to complete and discuss addition problems. The materials state, “Write the expression on the board or chart paper. Start with 4 + 10. Ask students to describe their strategy for solving the problem. Choose one or more students to explain their strategy to the class. Represent each strategy on the board using the number line or magnetic cubes. Once the student’s strategy is understood by the class, continue with the next sum.”
• In Unit 5, Practice Workbook B, Ten Plus Number Sentences, students engage with 2.NBT.5, fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or relationship between addition and subtraction, as they practice proficiency with their ten plus facts. The teacher says, “I will flash two ten-frame cards, ten and another card. Wait for the signal. Then tell me the addition sentence that combines the numbers.” The teacher flashes a 10 and 5. Students respond with, “$$10 + 5 = 15$$”
• In Unit 6, Lesson 9, Workshop Worksheet, students engage with 2.NBT.2, skip-count by 5s, 10s, and 100s, as they use skip counting by 10s and 100s to count up. Problem 1 states, “Count from 90 to 300.”

The instructional materials provide opportunities to independently demonstrate procedural skill and fluency throughout the grade-level. Examples include: 

• In Unit 2, Lesson 3, Exit Ticket, students engage with 2.OA.2, fluently add and subtract within 20 using mental strategies, as they independently complete a number bond with one unknown number and write 2 addition and two subtraction problems to match. Problem 1 states, “Finish the number bond and write number sentences to match.” Students are provided with a number bond diagram with 11 and 6 as addends and an unknown sum.
• In Unit 3, Practice Workbook B Pairs To Make Ten With Number Sentences, students engage with 2.OA.2, fluently add and subtract within 20 using mental strategies, as they solve doubles +2 facts. Problem 3 states, “$$2 + 4 =$$ ___.”
• In Unit 4, Practice Workbook B, students engage with 2.NBT.5, fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction, as they independently solve two-digit addition and subtraction problems. Problem 21 states, “$$53 -$$ ______ $$= 28$$.”
• In Unit 8, Practice Workbook D, students engage with 2.NBT.8, mentally add 10 or 100 to a given number 100-900, as they independently add 10 or 100 to given numbers betwembers under 1000. Problem 1a states, “Solve each problem using mental math, $$678 + 100 =$$ ____.”

The instructional materials for Achievement First Mathematics Grade 2 meet expectations that the materials reflect the balance in the standards and help students meet the standards’ rigorous expectations by helping students develop conceptual understanding, procedural skill and fluency, and application. The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the three aspects of rigor within the grade.

All three aspects of rigor are present independently throughout the program materials. For example:

Conceptual understanding

• In Unit 6, Lesson 2, Exit Ticket, students engage with 2.NBT.1, understand that the three digits of a three-digit number represent the amounts of hundreds, tens, and ones, as they read and write numbers within 1,000 after modeling with place value blocks (flats, sticks, and dots). Problem 2 states, “Draw models of ones, tens, and hundreds.” Students are given the number 508 and asked to answer the following questions, “How many more ones will make a ten? How many more tens will make a hundred? How many more hundreds will make a thousand?”
• In Unit 6, Lesson 3, Independent Practice, students engage with 2.NBT.1, understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones, and 2.NBT.3, read and write numbers to 1000, as they represent a three-digit numbers in a variety or forms and models. Problem 10 states, “Alexander has 529 M&Ms. Write the amount of M&Ms Alexander has in three different ways by filling in the blanks. (Unit Form, Base Ten Numeral Form, Place Value Models)”
• In Unit 7, Lesson 1, Independent Practice, students engage with 2.NBT.7, add and subtract within 1000 using concrete models or drawings and strategies based on place value, as they independently solve a three-digit subtraction. The third item states, “Solve using flats, sticks, and dots ______ $$- 348 = 650$$. Explain how you solved ______ $$- 348 = 650$$.”
• In Unit 9, Practice Workbook E, students engage with 2.NBT.7, add and subtract within 1000 using concrete models or drawings and strategies based on place value, as they independently solve a three-digit addition problem using a number line. Problem 4 states, “Use the number line to solve. Show your work. $$578 + 237 =$$ ___.” Students are provided a blank number line. 

Procedural skills (K-8) and fluency (K-6)

• In Unit 2, Lesson 4, Exit Ticket, students engage with 2.OA.2, fluently add and subtract within 20 using mental strategies, as they solve addition problems. Problem 1 states, “Solve. $$7 + 8 =$$ _____.”
• In Unit 2, Lesson 24, Exit Ticket, students engage with 2.NBT.5, fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition/subtraction, as they solve two-digit subtraction problems with missing minuends by relating addition and subtraction. Problem 1 states, “Solve. $$93 -$$ ____ $$= 62$$.” Students are provided with a blank number bond model.
• In Unit 3, Practice Workbook B, students engage with 2.NBT.5, fluently adding and subtracting within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, as they solve put together problems with an unknown addend. Problem 5 states, “$$35 +$$ ___ $$= 50$$.”
• In Unit 5, Practice Workbook B, students engage with 2.NBT.5, fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or relationship between addition and subtraction, as they practice fluently adding and subtracting. Problem 4 states, “$$45 +$$ ___ $$= 100$$”

Application

• In Unit 2, Guide to Implementing AF Math, Math Stories, October, students engage with 2.OA.1, adding and subtracting within 100 to solve one- and two-step word problems, as they solve addition problems with the change unknown. Sample Problem 2 states, “Jose has 27 erasers. Kate gave him some more. Now he has 53 erasers. How many erasers did Kate give him?”
• In Unit 3, Lesson 4, Independent Practice, students engage with 2.OA.1, use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, as they solve a story problem. Problem 4 states, “Ms. Reinhardt has 42 books. Ms. Gomez has 18 fewer books than Ms. Reinhardt. How many books does Ms. Gomez have?”
• In Unit 3, Lesson 4, Exit Ticket, students engage with 2.OA.1, use addition and subtraction within 100 to solve one- and two-step word problems, as they independently solve compare/smaller unknown word problems. Problem 1 states, “There are 59 girls on the bus. There are 26 more girls than boys on the bus. How many boys are on the bus?”
• In Unit 5, Lesson 8, Exit Ticket, students engage with 2.MD.8, solve word problems involving dollar bills, quarters, dimes, nickels and pennies, using $ and $$\cancel{C}$$, as they solve one-step story problems of all types that involve bills and coins by using the most efficient strategy. Problem 2 states, “Kevin has 75 cents. He spent 3 dimes, 3 nickels, and 4 pennies on a slice of cake. How much money does he have left?”

Multiple aspects of rigor are engaged simultaneously to develop students’ mathematical understanding of a single topic/unit of study throughout the materials. For example:

• In Unit 2, Lesson 6, Exit Ticket, students engage with 2.NBT.9, explaining why addition and subtraction strategies work, using place value and the properties of operations, and 2.OA.1, adding and subtracting within 100 to solve one- and two-step word problems, as they solve take from problems with the result unknown (application) and show their thinking (conceptual understanding). Problem 1 states, “Represent and solve. Amya has 17 pencils. 13 are red and the rest are green. How many green pencils does Amya have? Describe how you solved.”
• In Unit 3, Lesson 2, Independent Practice, students engage with 2.NBT.5, fluently add and subtract within 100 using strategies based on place value, and 2.OA.1, use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, as they determine if a representation is correct (application) and how they know (conceptual understanding). Problem 10 states, “Mr. Johnson has 46 pens. 24 are blue and the rest are black. How many of Mr. Johnson’s pens are black? Charlie and Henry represented the problem below. (Charlie $$46 + 24 =$$ ? represented/ Henry $$46 - 24 =$$ ? represented)”
• In Unit 5, Lesson 8, Exit Ticket, students engage with 2.MD.8, solve word problems involving money, as they represent (conceptual understanding) and solve story problems (application) using the most efficient strategy (procedural skill). Problem 1 states, “Jacob bought a piece of gum for 26 cents and a newspaper for 61 cents. He gave the cashier $1. How much money did he get back?”
• In Unit 8, Lesson 2, Independent Practice, students engage with 2.OA.4, use addition to find the total number of object arranged in a rectangular array, as they draw a rectangular array and write addition equations (conceptual understanding) to represent and solve word problems (application) involving equal groups of objects. Problem 6 states, “Ja-yier put 5 toys into 4 different baskets. How many toys does Ja-yier have in all?”

The instructional materials reviewed for Achievement First Mathematics Grade 2 meet expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. The student materials prompt students to both construct viable arguments and analyze the arguments of others even though mathematical dialogue is mainly between the teacher and individual students.  

Examples of constructing viable arguments include: 

• In Unit 2, Lesson 21, Exit Ticket, students explain the strategies they used to solve two problems, and why they chose each strategy. Problem C states, “How did you solve $$68 - 21$$? Explain the steps you took to solve question A. How is this different from how you solved $$68 + 21$$ in question B? Why?”
• In Unit 5, Lesson 3, Workshop Worksheet, Problem 3 states, “Megan has 4 dimes and 15 pennies. Joshua has the same amount of money as Megan but none of the same coins. What coins does Joshua have? How do you know?” 
• In Unit 7, Lesson 19, Assessment, Problem 4 states, “Find the missing numbers to make each statement true. Show your strategy to solve. a. ___ $$= 407 - 159$$. Explain how you solved this using what you know about place value.”
• In Unit 9, Lesson 4, Intro, Problem 2 states, “Chase offers to share his pie with Jariah and Luke. They want to have the largest pieces possible. Should Chase cut it into thirds or fourths? Why?” 

Examples of analyzing the arguments of others include: 

• In Unit 2, Lesson 24, Workshop Worksheet, students use knowledge of place value and expanded notation to critique the work of other students, and show how their work can be fixed. Problem 2 states, “Cat solved the problem below using expanded notation. $$95 -$$ _____ $$= 27$$, $$90 + 5$$, - (subtraction symbol)  $$20 + 7$$,  _______, $$70 + 2 = 72$$, Is she correct? If not, how can she fix her work?” (Commas separate different lines of example student work.)

• In Unit 3, Lesson 2, Introduction, Problem 2 states, “Khaleel and Mauricia represented the problem below. There were 36 kids on the playground. Some more kids came over to join them. Now there are 62 kids on the playground. How many kids came to join them? Look at Khaleel and Mauricia’s representations. Who is correct? How do you know?” 
• In Unit 4, Lesson 4.2, Cumulative Review, Problem 6 states, “Kimberly was solving the problem below using expanded notation. What mistake did she make? Fix Kimberly’s work in the box and then explain her mistake on the lines below. 67 - 39 = ___, $$60 + 7$$, - (subtraction symbol) $$30 + 9$$, ______, $$30+2=32$$.” (Commas separate different lines of example student work.)
• In Unit 5, Lesson 9, Independent Practice, Problem 7 states, “Calvin has 72 cents. Michelle says he needs 1 quarter and 5 pennies to make a dollar. Sarah says he needs 3 pennies, 2 dimes, and a nickel to make a dollar. a) How much money does Calvin need to make a dollar? b) Who is right and how do you know?” 
• In Unit 8 Assessment, students use their knowledge of arrays to analyze the mathematical thinking of a fictitious student. Item 1 states, “Angela wants to make 3 pins. Angela wants to put 5 beads on each pin. Angela has a bead box with three rows in it. Each row has five sections. Angela has one bead in each section. Angela says that she has enough beads to make three pins. Is Angela correct? Show all of your mathematical thinking.”

The instructional materials reviewed for Achievement First Mathematics Grade 2 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics. Examples of the materials assisting teachers in engaging students to construct viable arguments and analyze the arguments of others include: 

• In Unit 2, Lesson 3, Introduction, students are prompted to analyze the thinking of others as they determine the mistakes made by the teacher as he/she models how to find the unknown number in a number bond. The materials state, “(Model an intentional mistake--add when you should subtract.) (Show number bond with 9 in the center/whole and 5 in the part--label 9 red and blue crayons, 5 red crayons, missing # blue crayons.) Oh! I can find the missing number by adding 5 and 9. (EV) What do you think? No. (TT) What mistake did I make? How can I fix it? You added the 5 red crayons to the 9 red and blue crayons and we know that 5 of those crayons are red. We need to figure out how many of those crayons are blue. We need to subtract to find the missing part, not add.”
• In Unit 2, Lesson 21, Workshop, students solve two-digit addition and subtraction problems on a number line. While circulating during Workshop, the teacher may ask the following questions to check for understanding, “How did you solve the problem? Why did you make ___ jumps of ___? Which direction did you hop and why? (Where did you start with and where did you hop to and why?) Why did you start at XX and make jumps of XX?”
• In Unit 3, Lesson 6, Independent Practice, Check for Understanding, teachers are provided with a list of prompts designed to engage students in constructing viable arguments as they represent and solve story problems. The materials state, “How did you know that $$x$$? What strategy did you use? Why are you adding $$x$$ and x/subtracting $$x$$ and $$x$$? What in the story made you think that? Why did you have to regroup?”
• In Unit 5, Lesson 5, Independent Practice, Check for Understanding states, “Why did you trade ___ for ___? What strategy did you use to make trades?”
• In Unit 6, Lesson 9, Introduction, students count up between 90 and 1,000 by using skip counting. The materials state, “Pose the Problem: I have 286 gumballs. I want to see how many more I need to get to 500.” Students are given three minutes to represent and solve with a partner. The teacher then asks, “How did you find out how many gumballs I need to make 500 (call on someone with correct representation who solved on a number line)?” After the student shares, the teacher follows up with the following questions, “Agree/Disagree/Clarification; Why does that work? Why do you think we counted by ones first? Why do we count by tens next?” 
• In Unit 7, Lesson 7, Introduction, students work to answer three-digit addition problems. Questioning guidance is provided to assist the teacher for two different scenarios, $$>\frac{2}{3}$$ correct and $$<\frac{2}{3}$$correct. The materials state, “Agree/Disagree/Clarification (TT) Why did they have to regroup? (CC) How did they show regrouping?”

The instructional materials reviewed for Achievement First Mathematics Grade 2 meet expectations that materials explicitly attend to the specialized language of mathematics.

The materials provide explicit instruction in how to communicate mathematical thinking using words, diagrams, and symbols. The materials also use precise and accurate terminology and definitions when describing mathematics, and support students in using them. 

Examples of explicit instruction on the use of mathematical language include:

• In Unit 4, Lesson 2, Introduction, students are provided explicit instruction in the meaning of a pictograph as they learn to use them to represent data. The materials state, “Yesterday we worked so hard to categorize data and represent it in tally charts. Today we are going to represent using a new kind of graph--a pictograph! A pictograph represents data using pictures. There are important elements that must be part of a pictograph so people can understand it. (Reveal top quality graph VA as you go.) We need a title, category labels, and a KEY!”
• In Unit 5, Overview, Major Misconceptions & Clarifications states, “Misconception: Students struggle with the terms ‘quarter after’ and ‘quarter of’ since the coin ‘quarter’ represents 25 cents and is taught during this unit. Clarification: Have students shade their paper clocks into 4 quarters. Call attention to the fact that 4 quarters equal 1 dollar - and we name it a ‘quarter’ because it’s a quarter of a dollar.”
• In Unit 8, Lesson 3, Introduction, students are provided explicit instruction in the definition of an array, horizontally, and vertically, as they organize objects of equal groups into rows and columns. The materials state, “An array has rows that go horizontally, or side to side, and it has columns that go vertically, or up and down (fill in on VA). In an array, all of the rows are equal and all of the columns are equal. We can think of the rows as our groups (teacher rows and labels groups) and the columns help us see how many we have in each group (label on VA).”
• In Unit 9, Lesson 3, Introduction states, “Yesterday you used pattern blocks to divide shapes into equal parts-halves, thirds, and fourths. (TT) Teach your partner what you know about halves, thirds, and fourths. Halves means 2, the whole is divided into 2 equal parts, thirds means the whole is divided into 3 equal parts, fourths means the whole is divided into 4 equal parts.”

Examples of  the materials using precise and accurate terminology and definitions: 

• In Unit 2, Lesson 5, Introduction, accurate terminology is used as students use doubles to solve addition and subtraction problems. The materials state, “Skeleton VA: (remember that strategies section should be added/co-created with students during the intro and should include visual representations of strategies at work) 2. Solve. Addition: - Count on -Known doubles facts; Subtraction: -Count up -Count back -Known doubles addition facts.” 
• In Unit 3, Lesson 4, $$>\frac{2}{3}$$ Correct representation, students use accurate terminology as they discuss solving a word problem. The materials state, “How did you represent the problem? I represented with a tape diagram. I put 29 in the long box because Anthony has 29 cars and he has more cars than Jason. I put 16 in one small box because Anthony has 16 more cars than Jason. Then I put J in the other small box because we don’t know how many cars Jason has.” 
• In Unit 4, Lesson 3, Introduction, accurate terminology is used as students learn to create bar graphs to represent data. The materials state, “You know how to sort objects into categories to create tally charts and pictographs. Today we are going to use those categories to make bar graphs. (VH) Before we can make a bar graph what are some things we need in our graph? (Reveal top quality graph VA as you go) We need a title, categories, category labels, scale, scale labels, and bars! The scale is the number on the side of the bar graph that tells us how many in each category. (TT) How do I know where to stop on my scale? You need to find the category with the largest number, then you need to make sure the scale goes up to that number so that all of your data fits.”
• Unit 6, Lesson 2, Introduction, accurate terminology is used on a skeleton visual aid as students learn to represent three-digit numbers using multiple forms. Teachers fill in the different forms during instruction and leave the VA posted in the classroom. The materials state, “Writing 3-Digit Numbers, Standard Form 235, Place Value Models (Flats, Sticks, and Dots), Base Ten Numeral Form, Unit Form, Word Form, Expanded Form.”
• In Unit 9, Overview, Major Misconceptions & Clarifications states, “Misconception: Students confuse numerator and denominator. Clarification: Have students label their fraction with words. The numerator as the part and the denominator as all of the parts. Have VA posted and labeled and help students reference it until it becomes second nature.”