Instructional Planning: Long Term Template

2nd Grade Math

Name: Emma Dodson

1. Student Achievement – Can you briefly describe how this plan leads your students to
the achievement of the big goal?
Following the Eureka Math curriculum, students are led to success of major goals and
standards for Grade 2 through delivery of core content, fluency practice, independent practice,
“sprints”, and homework. Eureka Math is excellent for students and teachers and truly embodies
the axiom “work smarter, not harder”. Eureka provides materials, lessons, checks for
understanding, and beginning, middle, and end of module assessments to target and track
student growth. This plan leads to dramatic growth across math standards for second grade
students by starting with big picture goals pulled from Common Core and building challenges
modules around each goal, while scaffolding for students who may be still focused on achieving
less challenging goals from previous grades; involving them in the process through methods of
inclusion.
Teach for America’s instructional philosophy tells us that standards are broad, vague
guidelines; requiring teachers to fill in the blanks, and that teachers must begin with the end in
mind when planning lessons, assessments, and tasks (Teach for America, 2011). This plan
goes an excellent job of explaining the broad concepts students must grasp, as well as the
foundational skills leading up to this concept. For example, during Unit III (place value), students
must first grasp the concepts of tens, ones, and hundreds before they can identify place value
up to 1000, a second-grade standard.
2. Organization/Sequence of Units – Can you explain how the learning goals within each
unit logically fit together? Can you explain how the sequence of units or topics helps
build student learning?
In Grade 2 Eureka, Modules grow to become progressively more challenging, as well as
progress from the purely theoretical to the practical; as the final module has students practicing
real-world applications such as time, money, geometry, and fractions; laying the foundation for
the rest of their mathematical careers. This is a logical progression and will mirror the rest of
mathematics curriculum: students must first learn algebra, then geometry, then subjects that
apply those concepts, from physics to statistics to calculus, in a real-world setting. Those
subjects are not so far off from Grade 2- Brown & Kaminske theorized that many of the key

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skills seen in early childhood classrooms play themselves out in high school and at Universities;
from multitasking to attention and focus (Brown 2018). Every skill developed in these units will
help students build and grow.
Spiraling, enrichment, and remediation are all outlined in the module materials and teacher
guides. Lower-level standards, particularly centered around fluency and number sense, are
incorporated into each module seamlessly. Sprints and drills to build fluency are also
incorporated and are designed to include every student, from advanced to struggling, and help
them build up their pace and they grow from intentionally solving problems to
automaticity/fluency when solving problems. Likewise, pacing can be altered by combining
lessons if need be.
3. Timing – Does the timing of your units (each unit and the course as a whole) take into
account your school calendar?
Yes- though this is a tricky question for me to answer, giving that I am switching from a
Kindergarten classroom at a charter school to a second-grade classroom in a district school.
However, to complete this activity, I used the scope and sequence from the Eureka website
and compared it to the DCPS traditional calendar I found online. I will be jumping into
Module 3 with my new class when I start; mid-module assessments have already been
administered according to my new principal, so I will be able to jump right in with that data.
Luckily, I have taught Eureka in the past, and my new school also uses the Eureka
curriculum.

COURSE OVERVIEW AND TIMING

This section is designed to help you see the flow of your units/topics across the entire school
year.

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 Unit Unit Length

10 days
Unit 1: Sums and Differences to 100 2 weeks
1st trimester

12 days
Unit 2: Addition and Subtraction of Length Units 2-3 weeks
1st trimester

24 days
Unit 3: Place Value, Counting and Comparison of Numbers to 1000 4-5 weeks
1st trimester

20 days
Unit 4: Addition and Subtraction within 200 4 weeks
nd
2 trimester

21 days
Addition and Subtraction within 1000 with Word Problems to
Unit 5: 4 weeks
100
2nd trimester

20 days
Unit 6: Foundations of Multiplication and Division 4 weeks
rd
3 trimester

10 days
Unit 7: Problem Solving with Length, Money and Data 2 weeks
rd
3 trimester

14 days
Unit 8: Time, Shapes, and Fractions as Equal Parts of Shapes 2-3 weeks
3rd trimester

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks
to the number of days/weeks you have accounted for in your Long Term Plan

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 Course Length

Total number of instructional weeks/days in school year: 180 days

Total number of instructional weeks/days for all units included in Long- 180 days/26
Term Plan: weeks

*Note: Be sure to account for all instructional days in the school year, including those
after end-of-year testing (if any).

UNIT 1: Sums and Differences to 100

UNIT 1 LENGTH: 10 days
UNIT 1 Learning Goals
Learning Goals SWBAT fluently add and subtract using mental strategies.
SWBAT know from memory sums and differences of one
digit numbers.
Spiraling SWBAT first use templates, maps, and visual strategies to
solve sums and differences within base ten to 100.
SWBAT then translate objectives to fluency/sprints.
SWBAT quickly recall “make ten” facts (7 + 3, 2 + 8)
Remedial (R) SWBAT apply problems to real world situations.
Enrichment (E) SWBAT decompose numbers less than or equal to ten into
(to be completed after receiving pairs in more than one way.
diagnostic assessment results)

UNIT 2: Addition and Subtraction of Length Units

UNIT 2 LENGTH: 12 Days
UNIT 2 Learning Goals
Learning Goals SWBAT Measure the length of an object by selecting and
using appropriate tools such as rulers, yardsticks, meter
sticks, and measuring tapes. 


SWBAT Measure the length of an object twice, using length

units of different lengths for the two measurements;
describe how the two measurements relate to the size of
the unit chosen.

SWBAT Estimate lengths using units of inches, feet,

centimeters, and meters. 


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 UNIT 2 Learning Goals
Spiraling SWBAT compare the lengths of two objects.
SWBAT Express the length of an object as a whole number
of length units, by laying multiple copies of a shorter object
(the length unit) end to end; understand that the length
measurement of an object is the number of same-size
length units that span it with no gaps or overlaps. 

Remedial (R) SWBAT solve word problems using a ruler as a number
Enrichment (E) line.
(to be completed after receiving SWBAT apply conceptual understanding of measurement
diagnostic assessment results) to a variety of different problems.

UNIT 3: Place Value, Counting and Comparison of Numbers to 1000

UNIT 3 LENGTH: 24 days
UNIT 3 Learning Goals
Learning Goals SWBAT Understand that the three digits of a three-digit
number represent amounts of hundreds, tens, and ones;
e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
SWBAT count with 1000- skip count by 5’s, 10’s.
SWBAT read and write numbers to 1000 using base-ten
numerals, number names, and expanded form.

Spiraling SWBAT understand that the two digits in a two digit number
represent a group of 10s and 1s.
SWBAT understand that the three digits in a three-digit
number represent a group of 10s and 1s.
Remedial (R) SWBAT make sense of quantities of numbers and their
Enrichment (E) relationship to problems and real-life situations.
(to be completed after receiving
diagnostic assessment results)

UNIT 4: Addition and Subtraction within 200

UNIT 4 LENGTH: 21 days

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 UNIT 4 Learning Goals
Learning Goals SWBAT 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, e.g., by using
drawings and equations with a symbol for the unknown
number to represent the problem.

SWBAT fluently add and subtract within 100 using

strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction. 


Spiraling SWBAT apply properties of operations as strategies to add

Remedial (R)
Enrichment (E)
(to be completed after receiving
diagnostic assessment results)
and subject.
SWBAT understand subtraction as an unknown addend
problem.
SWBAT read and write numbers to 1000 using base ten
numerals, number names, and expanded form (concrete-
pictorial-abstract progression)
SWBAT compose 1 hundred from 10 tens within 200 in
problems with up to four addends

UNIT 5: Addition and Subtraction within 1000 with Word Problems to 100
UNIT 5 LENGTH: 21 days
UNIT 5 Learning Goals
Learning Goals SWBAT 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; relate the strategy to a written
method. 


SWBAT understand that in adding or subtracting three-digit

numbers, one adds or subtracts hundreds and hundreds,
tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.

SWBAT Mentally add 10 or 100 to a given number 100–

900, and mentally subtract 10 or 100 from a given number
100–900. 

Spiraling SWBAT mentally find 10 more or 10 less than any given
two-digit number, without having to count; explain the

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Remedial (R)
Enrichment (E)
(to be completed after receiving
diagnostic assessment results)
UNIT 5 Learning Goals
reasoning used. 

SWBAT Subtract multiples of 10 in the range 10–90 from
multiples of 10 in the range 10–90 (positive or zero
differences), using concrete models or drawings and
strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the
reasoning used. 

SWBAT construct viable arguments and critique the
reasoning of others.
SWBAT fluently add and subtract within 100 using
strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction.

UNIT 6: Foundations of Multiplication and Division

UNIT 6 LENGTH: 20 days
UNIT 6 Learning Goals
Learning Goals SWBAT determine whether a group of objects (up to 20)
has an odd or even number of members, e.g., by pairing
objects or counting them by 2s; write an equation to
express an even number as a sum of two equal addends.

SWBAT create and decompose even groups of arrays.

SWBAT Partition a rectangle into rows and columns of

same-size squares and count to find the total number of
them.
Spiraling SWBAT understand the meaning of the equal sign.
SWBAT use true/false statements to determine if an
equation involving addition/subtraction is true/false.
Remedial (R) SWBAT skip count by 2’s, 5’s, 10’s to reach 1000 with
Enrichment (E) fluency and accuracy.
(to be completed after receiving SWBAT add up to four two-digit numbers.
diagnostic assessment results)

UNIT 7: Problem solving with length, money, and data

UNIT 7 LENGTH: 12 days

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 UNIT 7 Learning Goals
Learning Goals SWBAT Use place value understanding and properties of
operations to add and subtract.
SWBAT Measure and estimate lengths in standard units.
Spiraling SWBAT relate addition and subtraction to length.
Remedial (R) SWBAT work with time and money.
Enrichment (E) SWBAT Generate measurement data by measuring lengths
(to be completed after receiving of several objects to the nearest whole unit, or by making
diagnostic assessment results) repeated measurements of the same object. 


UNIT 8: Time, shapes, and fractions as equal parts of shapes

UNIT 8 LENGTH: 14 days
UNIT 8 Learning Goals
Learning Goals SWBAT expand understand of parts/whole relationship
through the lens of geometry.

SWBAT tell and write time from analog and digital clocks to
the nearest five minutes, using a.m. and p.m.

SWBAT recognize and draw shapes having specified

attributes, such as a given number of angles or a given
number of equal faces. Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes.
Spiraling SWBAT tell and write time in hours and half-hours using
analog and digital clocks.

SWBAT recognize and identify coins, their names, and their

value.

Remedial (R) SWBAT distinguish defining attributes such as sides and

Enrichment (E) angles of various shapes.
(to be completed after receiving SWBAT partition circles and rectangles into equal shares.
diagnostic assessment results) SWBAT distinguish between two-dimensional and three-
dimensional shapes.

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 References

Great Minds, Inc. Eureka Math, Grade 2. 2018. Retrieved from:

https://greatminds.org/download_pages/teacher_resource_pack?opened_product_id=188

Common Core Standards, math. http://www.corestandards.org/Math/Content/2/OA/

Teach For America. (2011). Instructional planning & delivery. Retrieved from
https://docs.google.com/file/d/0B9aKdxaTnscyZmZ4aVh5Wnd4aG8/view?pli=1

Brown, A. M., & Need Kaminske, A. (2018). Five teaching and learning myths–debunked: A
guide for teachers. New York, NY: Routledge. pp. 1-12.

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