The instructional materials reviewed for Primary Mathematics Common Core Edition Grade 2 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

Sometimes supporting work is used to enhance focus and coherence by engaging students in the major work of the Grade 2.

• A connection is made between the supporting standard 2.MD.7 and the major standard 2.NBT.2. In the Teacher’s Guide page 153, the teacher is directed to, “Ask students to use the clock face to find the number of minutes in an hour. Ask students how they can count the number of minutes in the shortest time possible; they should count by 5s.” In the Student Textbook page 68, the multiples of five are shown adjacent to the numbers on the clock face, and on Workbook page 120, students fill in the missing multiples of five that are displayed adjacent to the numbers on the clock face.
• The supporting standard 2.MD.9 is connected to the major standard 2.MD.1. In Unit 11, three connections are made between hands-on measuring and line plots. For example, in Student Textbook 2B page 93, the directions state, “Measure the length of the right feet of 15 classmates to the nearest centimeter. … Create a line plot showing the length of the feet of your classmates in centimeters.”
• Connections are made as students use their understanding of the major work of solving addition and subtraction word problems within 100 (2.OA.1) to solving word problems with money (2.MD.8). For example, on Workbook page 85, students solve the following problem: “Matthew counted his money. He had 2 twenty-dollar bills, 3 five-dollar bills, 6 one-dollar bills, 8 quarters, 4 dimes, 3 nickels, and 18 pennies. How much money did he have altogether?”

Supporting standards are often taught in isolation. Some connections are implicitly made; however, the connections are not fully explored. For example:

• Supporting standard 2.OA.4, Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. In Teacher’s Guide Lesson 4.1c, page 174, two examples of repeated addition are given; however, the focus of the chapter is moving students directly to multiplication aligned to 3.OA rather than on using arrays to build a foundation for multiplication in Grade 3.
• Materials do not sufficiently connect the supporting domain of Geometry to major work of Grade 2. In Unit 12 Geometry, one of the 7 seven lessons connects to 2.OA.2. In Lesson 12.3, students write an equation for, “How many more sides does a hexagon have than a quadrilateral?” This is the connection to 2.OA.2, and there are missed opportunities to connect 2.OA.2 to 2.G.2. For example, workbook page 163, students fill in a table on sides/angles of a shape, and natural connection would be to compare sides/angles using addition/subtraction.

The instructional materials for Primary Mathematics Common Core Edition Grade 2 partially meet expectations for the materials being consistent with the progressions in the standards. Content from prior or future grades is not clearly identified in the materials and does not support the progressions of the grade-level standards. Materials do always relate grade-level concepts explicitly to prior knowledge.

• Each unit does begin with prerequisite skills. For example, Teacher’s Guide 2A, Unit 2, page 40 lists prerequisites: Students should have a good knowledge of place value concepts within 100 and should know addition and subtraction facts within 10.
• The Notes section in Teacher’s Guide 2A, pages 6-10 describes the continuum of skills present in each unit.

However, content from prior or future grades are not clearly identified in the materials and do not support the progressions of the grade-level standards. For example:

• In Unit 8, students work with money using decimal points. (4.NF.4)
• Workbook 2A, page 51, Problem 3: "Mr. Cohen sold 242 books. He had 304 books left. How many books did he have at first?" The problem situation uses numbers above Grade 2 standards and is not identified as such in the materials.

Materials require significant redesign in order to align them to Grade 2 standards. For example, Teacher’s Guide 2A, Unit 4, pages 163 -164 maps out approximately nine instructional days worth of lessons. However, the majority of these lessons align to Grade 3 standards. Units 4, 5, 7, and 9 address Grade 3 multiplication and division standards. The Grade 3 standards are listed in the Teacher’s Guide at the beginning of each of these units.

Primary Mathematics Common Core Edition Grade 2 materials do not provide all students extensive work with grade-level problems. Materials contain a large amount of lessons above grade level; there is not an extensive amount of time and practice for students with on grade-level problems. Less than 50 percent of the materials (70 of the 146 lessons) align to grade-level standards. There is limited practice on Standard 2.MD.10. Students are given three opportunities to complete a bar graph with information given. Two of these opportunities (Workbook 2B, pages 138 and 141) do not have “single scale units” as specified in Grade 2 CCSSM.

The instructional materials for Primary Mathematics Common Core Edition Grade 2 partially meet expectations that materials foster coherence through connections at a single grade, where appropriate and required by the standards.

Materials include learning objectives that are not consistently shaped by CCSSM cluster headings. Additionally, the cluster headings are not explicitly identified within the materials.

• Materials are not visibly shaped by the CCSSM cluster headings. Connections made are not specifically stated to the teacher and/or students.
• Several units include math that is not related to cluster headings, such as: Unit 4 Multiplication and Division, Unit 5 Multiplication Tables of 2 and 3, and Unit 7 Multiplication and Division.
• Lesson 8.1, Workbook 2B pages 66-68 include money with decimals, which do not support the Grade 2 cluster heading and go beyond Grade 2 standards.
• An NBT cluster heading for Grade 2 is, “Use place-value understanding and properties of operations to add and subtract.” Unit 2 includes several lessons that connect to this cluster heading. For example, in Teacher’s Guide, Lesson 2.1a pages 45 – 48, students add 2 one-digit numbers by decomposing one of the addends to make a partner-of-ten fact. In Teacher’s Guide, Lesson 2.2a pages 68 – 69, students use place-value disks to solve two- and three-digit addition problems.
• Workbook 2B, Lesson 10.1 pages 120-124 partially supports the cluster, "Work with time and money," by giving students the opportunity to tell and write the time from analog and digital clocks.

Materials sometimes include problems and activities that serve to connect two or more clusters in a domain; however, important connections are missed.

• An important connection between the number line and measurement is not made and opportunities to connect 1.OA.A.1 with place-value understanding are not developed.
• Unit 1: Connections are missed between 2.NBT.A.2 and 2.NBT.B.4, although both standards are identified for the lesson. In Textbook, page 25 Problem 5b, students “Count on in steps of 10: 475, 485, 495, … 535.” The opportunity to connect this to addition is missed. In Lesson 1.2b, a connection between 1.NBT.A and 1.NBT.B.7 is not identified as students write numbers within 1,000 using expanded form.
• Unit 2: Connections are made between 2.OA.A, 2.OA.B, 2.NBT.A, and 2.NBT.B. For example, in Lesson 2.2b, students solve addition and subtraction word problems using base-ten understanding. In Textbook 2A, page 44, students solve the following word problem: “There are 236 boys and 362 girls. How many children are there altogether?”
• Unit 3: Connections are made between length and addition and subtraction as students solve word problems related to length. (2.OA.A, 2.MD.A, and 2.MD.B). For example, in Textbook 2A, page 86, students solve the following word problem; “The grasshopper is 4 cm long. The fish is 6 cm long. The grasshopper is ___ cm shorter than the fish. The fish is ___ cm longer than the grasshopper.”
• Unit 6: Connections between NBT and OA are not fully developed in the chapter on addition and subtraction. There are few examples of word problems in the unit. The focus of the unit is computation.