The instructional materials reviewed for Ready Grade 2 meet the expectation for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings. Students use pictures, manipulatives, and models to demonstrate conceptual understanding.

The Teacher Resource Book contains a section called Concept Extension that provides teachers with additional ways to support building students’ conceptual understanding. Examples of how the Concept Extension supports teachers in building conceptual understanding include:

• Unit 3 Lesson 17 guides teachers to help students use string to measure around boxes (2.MD.1).
• Unit 3 Lesson 22 guides teachers to help students compare lengths in a line plot (2.MD.6).

Cluster 2.MD.A focuses on measuring and estimating lengths in standard units.

• In Unit 3 Lesson 16 Understand Length and Measurement Tools students consider the strengths and limitations of measuring with paperclips to develop an authentic need for a standard unit. Students are then given concrete manipulatives that are the same length as standard units and are asked to consider through mathematical discourse the reason that standard units are needed. Students answer questions such as “Why do we need standard units such as inches and centimeters?” and “What if you use inches to measure your shoe, and your friend uses paper clips to measure her shoe? Can you compare the lengths of the two shoes?”

Clusters 2.NBT.A and 2.NBT.B address conceptual understanding of place value and using the properties of operations to add and subtract.

• In Unit 2 Lesson 10 Understand Three-Digit Numbers the hundreds chart and connecting cubes are used to build one hundred and other three-digit numbers. Students are taught to represent connecting cubes with simple visual models that can be used in future learning. Students are engaged in discussion to consider the representation using questions such as “How do the models help you think about the number 345?”

The instructional materials reviewed for Ready Grade 2 meet the expectation for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency. The materials provide opportunities to attend to procedural skill and fluency throughout the course, including fluency adding and subtracting within 20 (2.OA.2) and adding and subtracting within 100 using strategies (2.NBT.5).

All lessons provide an opportunity for students to use computation skills. Each lesson contains a Building Fluency section which is designed to be used twice during a lesson. The Student Practice and Problem-Solving Book contain fluency practice pages, and Math Center Activities are included in the Teacher Toolbox which include activities for both procedural skill and fluency.

• The Student Practice and Problem-Solving Book contains fluency practice pages for adding and subtracting within 20 (2.OA.2) and adding and subtracting 2-digit and 1-digit numbers within 100 (2.NBT.5).
• In Unit 1 Lesson 3 students develop fluency in adding and subtracting within 20 by utilizing the strategy of making 10 (2.OA.2).
• In Unit 3 Lesson 23 Math Center Activity 2.46 Draw and Use a Bar Graph students create a bar graph and answer addition and subtraction questions about the graph (2.OA.2).

iReady Door 24 Plus is a free iPad app for fact fluency practice and is only available on the Apple platform. The game does include the fluencies for Grade 2.

The instructional materials reviewed for Ready Grade 2 meet the expectation for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade.

Opportunities to work with engaging applications are provided throughout the instructional materials. Beginning in Grade 2, each unit contains a lesson called Math in Action where students are exposed to non-routine problems that contain many points of entry, have more than one possible solution, integrate multiple standards, and include a Persevere on Your Own section. During guided practice Try It and independent practice Practice by Myself, students apply what they have learned to solve real-world problems. Most lessons also have an online interactive tutorial for students which features real-world applications. In addition, there are Problem Solving Connection problems where students are exposed to situations to apply problems involving addition and subtraction. The following problems are examples of the application problems included in the instructional materials:

• Unit 1 Lesson 6 Try It: “Gus had 7 shells. Then he found 4 more. Then some shells broke. Now Gus has 9 shells. How many shells broke?” (2.OA.1)
• Unit 2 Lesson 15 Independent Practice: “Pablo loses the 29 card. Taj picks three of the cards that are left. His cards have a sum less than 100. What are the three cards?” The cards at the top of the page are 27, 48, 43, 29, 34, and 35.
• Unit 3 Lesson 25 Independent Practice: “A bookmark costs 68 cents. Haley uses 3 quarters to pay for it. Which coins should she get back in change?”

The instructional materials reviewed for Ready Grade 2 meet the expectations for balancing the three aspects of rigor. Overall, the three aspects of rigor are not always treated together and are not always treated separately within the materials.

Each lesson contains opportunities for students to build conceptual understanding, procedural skills and fluency, and apply their learning in real-world problems. Lessons are designed so students engage with all three components of rigor at different points in the lesson. During Guided Instruction and Guided Practice, students explore alternative solution pathways to master procedural fluency. During Independent Practice, students apply the concept in real world applications where they need to use both the procedural skills and their understanding of the concept to solve problems with multiple solutions and explain/compare their solutions.

For example, in Unit 1 Lesson 5 Day 1 Using Arrays students exhibit conceptual understanding by building arrays using the terms rows and columns. Students exhibit procedural skill by building arrays with a specific number of rows and columns. Students model how they add using an array, and students also apply their knowledge of arrays to demonstrate different addition facts and skip counting.

Math in Action lessons occur at the end of most units. These lessons focus on application problems where students apply procedural fluency and conceptual understanding to solve problems in a non-routine, real-world context.

The instructional materials reviewed for Ready Grade 2 meet the expectations for identifying the Mathematical Practices (MPs) and using them to enrich the mathematics content within and throughout the grade.

The MPs for each lesson are identified in the CCSS Focus section as part of the Lesson Overview. SMP TIPs are found in the Teacher Resource Book throughout the lessons, and these tips highlight the integration of particular MPs within the lessons. The MPs are also identified for each lesson in the Table of Contents for the Teacher Resource Book on pages A4-A7.

Some examples of where the MPs are identified and used to enrich the mathematics content include:

• Unit 1 Lesson 3: MPs 1, 3, 4, 5, 7, and 8 are identified in the Lesson Overview. The SMP TIP in the lesson for MP7 states, “Formal exploration of the associative property validates the structure informally used by students and provides a foundation for future applications of the property.” The SMP TIP in the lesson for MP8 states, “Encourage students to look for consistencies in patterns by following the structure of the Concept Extension, but beginning with a different set of numbers like 8 + 8 = 10 + _____.”
• Unit 2 Math in Action: MPs 1, 2, and 3 are identified in the Math In Action Overview. The SMP TIP for MP4 states, “Invite students to use a variety of representations (quick drawings, place-value charts, base-ten blocks) as they try different numbers of cookies. Prompt them to compare how each representation shows how many there are of each kind and the total.” The SMP TIP for MP2 states, “Engage students in a discussion about why they might want to use more or fewer boxes. Encourage them to use mathematical concepts to bolster their arguments.”
• Unit 3 Lesson 17: MPs 3, 4, 5, 6, and 7 are identified in the Lesson Overview. The SMP TIP in the lesson for MP5 states, “Throughout this lesson, students use tiles, rulers, yardsticks, and meter sticks to measure. This gives them the opportunity to find out how the different tools look and feel and to practice using appropriate tools strategically.” The SMP TIP in the lesson for MP6 states, “Lining up the 0 mark of a measuring tool correctly is a good opportunity for students to attend to precision. You may want to have students move objects to the left and right of the 0 mark to see how this affects the measurement.” The SMP TIP in the lesson for MP4 states, “In Problem 10, when students add 30 cm + 30 cm + 30 cm, they are modeling a situation with an equation.”

The instructional materials reviewed for Ready Grade 2 meet the expectation for carefully attending to the full meaning of each practice standard. Overall, the materials attend to aspects of the mathematical practices (MPs) during different lessons throughout the grade, so when taken as a whole, the instructional materials attend to the full meaning of each MP.

Examples of where the instructional materials attend to each of the MPs include:

• MP1: In Unit 3 Lesson 21 the SMP TIP for MP1 states, “As students complete problem 7, emphasize the importance of taking the time to understand what the problem is asking. Also, encourage students to look back at the problem after they have solved it to make sure the model they used and the answer they found make sense.”
• MP2: In Unit 1 Lesson 6 students decontextualize a problem about pears to reason abstractly and recognize the relationship among equations and then reason quantitatively about the quantities in the equations. In Unit 3 Lesson 23 students use a bar graph to represent information and to interpret information.
• MP4: In Unit 4 Math in Action students determine how they will cut three cakes into pieces that represent different fractions of the whole. Students are then presented with the solution of a fictitious student and are supposed to discuss their solution and the fictitious one with a partner. Students are given the opportunity to analyze their original solution, the solution of the fictitious student, and determine if both solutions are appropriate and why or if either solution needs to be revised.
• MP5: In Unit 3 Math in Action has students measuring 8 scraps of wood and answering various questions about the measurements they obtain. Students are given the opportunity to choose what tool they will use to measure the scraps of wood, what units they will measure the scraps in, and whether exact measurement is needed or if estimation is sufficient.
• MP7: In Unit 2 Lesson 7 students look for and use place value structure to add numbers within 100. Students examine pictures of objects and place them into groups of ten in order to help with addition. Students also use place value structure as they work with base ten blocks and open number lines to add within 100.
• MP8: In Unit 2 Lesson 15 students look for and express regularity in repeated reasoning as they use different number facts when adding up to four two-digit numbers. The SMP TIP for MP8 states, “As students analyze strategies for adding numbers, they recognize the structure and regularity of those strategies. By generalizing and applying strategies to new situations, they gain fluency in mental computation.”

The instructional materials reviewed for Ready Grade 2 meet the expectation for prompting students to construct viable arguments and analyze the arguments of others. Overall, the materials offer students multiple opportunities to construct viable arguments and/or analyze the arguments of others throughout the materials.

Examples where students are prompted to construct viable arguments and analyze the arguments of others include:

• Unit 2 Lesson 7 students choose the correct answer out of four for a word problem. They are then asked: “Brady chose A as the answer. This answer is wrong. How did Brady get his answer?”
• Unit 2 Lesson 10 students are given the following prompt: “Lana did this homework problem. What did she do wrong?” In the problem the student wrote 2 hundreds (206) as 2 tens (26).
• Unit 4 Lesson 26 students are shown a shape that is a rectangle. They are told that Bruce says the shape is a square, and they construct an argument for whether or not they agree with Bruce’s claim.

The instructional materials reviewed for Ready Grade 2 meet the expectation for assisting teachers to engage students in constructing viable arguments and analyzing the arguments of others concerning key grade level mathematics detailed in the content standards. The materials provide teachers with SMP TIPs to help facilitate students to construct arguments and/or analyze the arguments of others.

Examples where teachers are supported to help students construct viable arguments and analyze the arguments of others include:

• In Unit 1 Lesson 1 teachers have students share strategies about how they created fact families and then discuss the similarities and differences with each other.
• The SMP Tip in Unit 2 Lesson 14 says to “(h)ave students compare the strategies they used to calculate. Discuss the similar elements and differences of each one and ask students to justify their computational approaches.”

The instructional materials reviewed for Ready Grade 2 meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of Mathematics.

• The Student Practice and Problem Solving Book has notes at the bottom of the pages where mathematical vocabulary is defined.
• The Teacher Resource Book has Lesson Vocabulary for each lesson with mathematical terms and their definitions.
• Teachers are prompted in the Teacher Resource Book to have students use precise mathematical language. For example, Unit 2 Lesson 14 Mathematical Discourse 2 states, “To regroup when subtracting, we can break apart, or decompose, 1 ten into 10 ones.”
• Each lesson has an “English Language Learners” section in the Teacher Resource Book that contains some ways to support vocabulary development for all students.
• Lessons contain language objectives. For example, Unit 2 Lesson 11 states, “Read aloud three-digit numbers. Write three-digit numbers in expanded form. Write a three-digit number shown with base ten blocks.”

The instructional materials reviewed for Ready Grade 2 meet expectations for distinguishing between problems and exercises. Each problem or exercise has a purpose.

Students are learning new mathematics and solving problems in the beginning stages of each lesson in the Use What You Know, Find Out More, Reflect, Picture It, and Model It sections. At the conclusion of lesson instruction, students complete exercises in the Guided Practice and Independent Practice that engage them in exercises to practice skills and in problems to apply learning.

The instructional materials provide problems and exercises in both the Ready Instruction book and the Practice and Problem Solving Book. For example, in Lesson 8 during Modeled and Guided Instruction Subtracting by Regrouping students explore different ways to subtract two digit numbers. In Model It students use base ten blocks to represent regrouping a ten and then subtracting, and to represent subtracting the tens first. In Connect It they develop understanding of different ways to subtract. The problems include multiple representations and error analysis. In the Practice and Problem Solving Books on pages 87-88 students practice regrouping tens and subtracting tens first, filling in the blank to show the next step and answer.

The instructional materials reviewed for Ready Grade 2 meet the expectations that the design of assignments is not haphazard and that the exercises are given in intentional sequences.

Problem sets and daily practice exercises relate to the mathematical concept developed in each lesson. The sequence of topics in each unit is intentionally planned to move from working with concrete and pictorial representations to more abstract work with numbers and computation. Each unit has a progressions chart showing what students have learned in previous grades connected to what they will learn in Grade 2 and how this will relate to what they will learn in future grades. Each lesson has a Learning Progression section in the lesson overview of the Teacher Resource Book which states what was learned in the previous grade, what students are learning in Grade 2 and how it relates the current lesson, and what will happen in the next grades.

Concepts are explored and developed in daily lessons and reinforced through partner work and independent practice. Lessons are designed using a scaffolded approach. Students are guided by the teacher in the beginning of instruction, move toward work with partners or in small groups, and finally work independently. For example, Lessons 10, 11, and 12 relate to the understanding of place value (2.NBT.A). The lessons and the practice and assignments within them progress from understanding three-digit numbers in Lesson 10 to reading and writing three-digit numbers in Lesson 11 to comparing three-digit numbers in Lesson 12.

The instructional materials reviewed for Ready Grade 2 meets expectations that there is a variety in what students are asked to produce.

Students are expected to respond and produce solutions in various ways. They are asked not only to produce answers but to provide evidence through drawings, representations, and written explanations. Students are often asked to analyze and defend the work of others. They must justify their conclusions with verbal statements and mathematical reasoning.

Lessons are designed with a consistent routine that includes whole group, partner, and independent work. The Picture It, Model It, Connect It, and Try It portions of each lesson require students to represent the problem in a drawing and make connections between the drawing and the equations. The Pair/Share portion of each lesson asks students to discuss their approaches to solving problems with another student, promoting students to justify their work and reason through the work of others. Question types vary and include multiple choice, true/false, draw a model, short answer, solve, explain, find the mistake, and multi-step performance tasks. Students are asked to produce various answers for the mathematical content that is the focus of each lesson. For example, in Unit 3 Lesson 24 students are engaged in learning how to tell time to the nearest five minutes. In the lesson, students are asked to tell time to the nearest five minutes from an analog and digital clock, but students are also engaged in thinking about the structure of analog clocks. Students are asked, “Why can you skip count by five to show there are 60 minutes in an hour?” Further, students are asked to explain the process one uses to tell time from an analog clock, “Tell how you know what the hour is.”

The instructional materials reviewed for Ready Grade 2 meet expectations for providing manipulatives that are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.

In the Hands-On Activities found within each lesson students use a variety of manipulatives including counters, connecting cubes, base-ten materials, ten-frames, and number bonds. Students are frequently asked to look at a manipulative model and create a math equation from the representation. For example, in Lesson 14 students use base ten blocks and then create subtraction equations.

Throughout the materials, various manipulatives are introduced and used in lessons. Their use is appropriate for the mathematics content represented. For example, in Unit 2 Lesson 7 students use base-ten blocks to model two-digit numbers and then to add two two-digit numbers. Later in the lesson, students connect the base-ten representation to a number line for addition, and in subsequent lessons, student connect these representations to the written algorithm.

The instructional materials reviewed for Ready Grade 2 meet expectations that materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. Support is provided in the following ways:

• Step by Step in each lesson organizes content into chunks for student learning and includes guiding questions, key points, and teacher prompts. For example, in Lesson 23 teachers are instructed to ask questions to help students to extend their observations of a picture graph. Students are asked what vegetables are listed in a picture graph and are asked to compare the numbers for each category of the graph.
• The Mathematical Discourse section in each lesson includes questions to engage students and advance their mathematical understanding. For example, Lesson 12 Mathematical Discourse 1 provides students several questions as they begin comparing hundreds and tens: “What other numbers could Kim have made with her tosses? What other number could Jon have made? Why is there only one other number Jon could make?”

The instructional materials reviewed for Ready Grade 2 meet expectations that they contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The instructional materials provide resources to support teacher planning.

• The Teacher Resource Book provides a separate pacing guide for the year, month, week, and day.
• The Unit Overview page includes lesson titles, page numbers, the primary and supporting standards, prerequisite skills, content objectives, learning progressions, lesson vocabulary, and a detailed pacing guide for whole and small group instruction for each lesson.
• Two Common Core correlation charts, Ready Instruction Correlation and Interim Assessment Correlation, are included.
• The Cognitive Rigor and Ready Chart lists specific questions identified as DOK level 3.

The Teacher Resource Book contains components to assist with lesson delivery.

• At a Glance explains what students will be doing during each component of the lesson.
• Step by Step organizes the lesson into chunks and provides guiding questions.
• SMP Tips highlight specific Standards for Mathematical Practice.
• Mathematical Discourse includes questions to engage students and advance their learning. Possible answers and key ideas to listen for in student responses are included.
• Try It Solutions provide complete explanations and multiple solutions.
• Concept Extensions, ELL Support, and Visual Models provide support, suggestions, and strategies to engage students with activities that support varied abilities.
• Solutions in the Independent Practice section includes a correct response, at least one possible solution method, and the DOK level for the problems.
• Quick Check and Remediation includes an exit slip to monitor understanding. A chart includes error analysis and remediation suggestions.
• Hands-On Activity extends the concepts and skills using manipulatives and a collaborative group approach.
• Challenge Activity extends the learning of those students who have mastered the skills and concepts.

The Teacher Toolbox found online contains the following technology components to assist with lesson delivery:

• Interactive Tutorials are referenced as part of Day 1 instruction for most lessons and provide interactive video clips for delivery of student mathematical learning.
• i-Ready Door 24 Plus is a free iPad app for fact fluency practice but is not explicitly included in the Teacher Resource Book for instruction.

i-Ready is an Online Diagnostic and Instruction component available for an additional cost.

The instructional materials reviewed for Ready Grade 2 meet expectations for containing a teacher’s edition in print and online that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their knowledge of the subject, as necessary.

In each lesson, information is provided for the teacher to understand and make connections between the mathematical content and practices, errors or misconceptions that may arise, and the rationale behind specific lesson parts.

• The Unit 1 Lesson 4 Lesson Overview Learning Progression begins with an explanation of the Grade 1 content that prepared students for the lesson. The Learning Progression explains that “(i)n Grade 2 students continue to develop skip-counting abilities and deepen understanding of equality. In this lesson students connect skip counting by 2s to the concept of odd and even numbers. They learn that even numbers can be seen as equal groups of 2 or as 2 equal groups of any number. Students relate the concept of 2 equal groups to doubles, examine doubles +1 facts, and relate both to the structure of even and odd numbers in a 1-20 chart and study patterns.” This grade-level work is then connected to future work in Grade 3.
• In Unit 2 Lesson 9 Introduction the SMP TIP Use Tools states: “Asking students to evaluate the use of a model makes them aware of the types of models that are appropriate to use in this kind of problem situation as well as which models are useful for organizing the information found in the problem. Further, asking students to select a model for solving a problem independently promotes good decision-making.”

Throughout Ready Grade 2 there is guidance for teachers that identifies and connects the underlying mathematics of a lesson. These are written in adult language.

The instructional materials reviewed for Ready Grade 2 meet expectations for containing a print teacher’s edition (in print and in the on-line Teacher Toolbox) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.

Each unit begins with a Lessons Progressions Chart. This chart begins by listing lessons that students are building upon. These lessons can come from previous grades and from Grade 2. For example, Unit 2 Lesson 11 builds upon Grade 1 Lessons 21 and 22 and Grade 2 Lesson 10. The chart also lists lessons that students are preparing for. For example, Unit 3 Lesson 25 is preparing students for Grade 4 Lesson 24.

Each Lesson Overview includes a Learning Progression section. This section begins with an explanation of how the lesson builds on prior knowledge from Grade 1. The Learning Progression explains the lesson's overall connection to Grade 2 and the mathematical content of the lesson. This section also explains connections to Grade 3 and, if appropriate, to other future grades.

The instructional materials reviewed for Ready Grade 2 instructional materials meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

• Each lesson follows a gradual release model in which carefully scaffolded support is withdrawn as students gain mastery. Each lesson consists of four components: Introduction, Modeled and Guided Instruction, Guided Practice, and Independent Practice.
• Lessons are sequenced to build from conceptual understanding, using concrete and pictorial representations to more abstract representations.
• The margin notes in the Teacher Resource book often suggest ways to support students as a whole and subgroups of students who might need extra support. Notes include sections on vocabulary, concept extensions, visual models, hands-on activities, and real-world connections.
• Each lesson contains a Differentiated Instruction page which contains an Intervention Activity, On-Level Activity, and a Challenge Activity.
• Center Activity PDF’s can be found online in the Teacher Toolbox to help further differentiation.

The instructional materials reviewed for Ready Grade 2 meet expectations for providing teachers with strategies for meeting the needs of a range of learners.

The Teacher Resource Book contains the following support:

• Each lesson includes a section called Small Group Differentiation that consists of three subsections: Reteach, Teacher-led Activities, and Student-Led Activities. Prerequisite lessons from earlier grades can be used to review or fill in gaps in student knowledge. Student–led Math Center activities in three different levels are referenced for additional instruction, if needed.
• The margin notes in the Teacher Resource Book suggest ways to support students as a whole and provide specific strategies for subgroups of students who might need extra support. This includes sections on vocabulary, concept extensions, visual models, hands-on activities, and challenge activities.
• The Math In Action section for each unit has a Differentiated Instruction page that includes an Intervention and a Challenge Activity.
• The student Practice and Problem Solving book includes three levels of problems (basic, medium, challenge) that include verbal, visual, and symbolic representations.

The instructional materials reviewed for Ready Grade 2 meet expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

When solving problems, students often choose their own solution strategy and/or representation. The embedded tasks are presented using multiple representations (drawings, charts, graphs, numbers, or words) and different solution strategies.

• In Unit 1 Lesson 6 Ways to Solve Two-Step Word Problems Modeled and Guided Instruction students explore ways to solve a two-step word problem. In Picture It students use drawings to create a visual representation of the problem: “Meg had 8 pears in her basket. Then she picked 6 more pears. After that, she gave away 5 pears to her friends. How many pears are in the basket now?” In Model It students solve the same problem represented in two tape diagrams. They interpret what each number represents in the problem and discuss with a partner the missing number (8 + 6 = 5 + ___). In Connect It students write an equation for each step of the problem. Students use these models to solve problems throughout the lesson.
• In the Math in Action at the end of each unit, students solve problems using multiple strategies over a series of days. For example, the Unit 2 Math in Action Add, Subtract and Compare Numbers is a five-day lesson. The Lesson at a Glance in the Lesson Overview provides the context for the problems: “Students apply skills from the unit to solve real-world problems related to a food shop. Problems involve comparing and ordering 3-digit numbers, and adding and subtracting 1-, 2-, and 3-digit numbers with and without regrouping.” In the Introduction students are introduced to the problem and analyze a solution. During Guided and Modeled Instruction students explore other approaches to solve the problem. In Guided Practice students discuss models and strategies. During Independent Practice students need to “determine amounts of 2 types of food given criteria about the total and the quantities of each type used.” After students have explored the problem they work through a modeled solution. Students are then invited to find a different solution.
• In Unit 3 Lesson 16 Understand Length and Measurement Tools students explore various tools and compare results as they develop their understanding of length and measurement. Students solve questions about length using 1-inch grid paper, objects, fingers, rulers, and 1-centimeter tiles.
• In Unit 4 Lesson 26 Recognize and Draw Shapes Independent Practice “Students use attributes and logical reasoning to answer questions about polygons.” Students explore shapes using tangram pieces and explore drawing shapes using given attributes. Problem 6: “Draw a shape that has between 3 and 6 sides. Use the dots below. What is the name of your shape? Explain how you know.” Students’ answers will vary as they create the shape and use attributes of shapes to name their drawing.

The instructional materials reviewed for Ready Grade 2 meet expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

The Teacher Resource Book and online Teacher Toolbox contain the following support:

• ELL Support Tips are found in the margin notes of each lesson of the Teacher Resource Book. For example, Unit 2 Lesson 11 Modeled and Guided Instruction includes an English Language Learners Tip: “For students who are not familiar with American dollars, use money from their native country whose denominations are in powers of ten, such as the Mexican 1 peso coin, 10 peso coin, and 100 peso bill.”
• Prerequisite lessons include specific ELL support as needed. For example, in Unit 2 Lesson 8 there are two prerequisite lessons. Prerequisite Lesson 19 includes an English Language Leaners support that states: “In some languages the words for multiples of ten are more explicit than the English words. Many languages use words that describe 2 tens, 3 tens, etc. Help children relate the terms used in their native language by saying: 42 is 4 tens and 2. When you add a ten, you have 5 tens and 2, or 52.”
• A Differentiated Instruction page is included in some lessons of the Teacher Resource Book. For example, Unit 3 Lesson 22 Understanding Reading and Making Line Plots includes an Intervention Activity, an On-Level Activity, and a Challenge Activity.
• Prerequisite lessons include a Differentiated Instruction page. For example, Unit 2 Lesson 20 Add and Subtract Tens includes a Quick Check and Remediation, Hands-on Activity, and a Challenge Activity. Unit 2 Lesson 26 Understand Shapes includes an Intervention Activity, On-Level Activity, and a Challenge Activity.
• Math Center Activities are provided On Level, Below Level, and Above Level.

The instructional materials reviewed for Ready Grade 2 meet expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Materials offer the following instructional support for advanced learners:

• Each lesson of the Teacher Resource Book provides a Challenge Activity that provides students who have mastered the concepts and skills of the lesson with a more sophisticated problem. For example, the Unit 1 Lesson 5 Challenge Activity begins with students using 20 counters to arrange in groups of 2, 3, and 5 counters in separate arrays. Students are asked what these arrays all have in common. Students are then challenged to “find other numbers (to 20) that can only be arranged in either 1 row or 1 column when making an array.”
• The Math In Action section for each unit in the Teacher Resource Book has a Differentiated Instruction page that includes a Challenge Activity. For example, the Unit 1 Math in Action Use Equal Groups and Add Differentiated Instruction Challenge Activity Nuts and Bolts extends the Independent Practice problem. Students need to tell how many nuts are taken from each box, how many are now in each box, and show that their answer works.
• A Differentiated Instruction page that provides Challenge activities is included in some lessons of the Teacher Resource Book. For example, Unit 2 Lesson 10 Understand Three-Digit Numbers includes a Challenge Activity to find all the ways to show a three-digit number.

The instructional materials reviewed for Ready Grade 2 meet the expectation for providing a balanced portrayal of various demographic and personal characteristics.

• The names and situations in the story problems represent a variety of cultural groups.
• Student edition pictures include students from a variety of cultures.
• The Let’s Talk About It section in each lesson includes four faces of various demographics and represents both genders.
• The application problems include real-world situations that are appropriate to a variety of cultural and gender groups.
• Interactive tutorials found online in the Teacher Toolbox represent students of both genders and various ethnicities.