**Note: These suggestions are not my own. They have been taken directly from the material available on the Engage NY website. Please visit them for additional information: https://www.engageny.org/ Grade 2 - Module 1 It is not recommended to modify or omit any lessons in Module 1. The concepts learned in this module serve as the foundation for all other lessons in Grade 2. Grade 2 Module 2 If pacing is a challenge, consider the following modifications and omissions. If students show conceptual understanding of iterated length units in Lesson 1, consider consolidating Lessons 2 and 3. If consolidated, students can apply the “mark and move forward” strategy to making a ruler. Grade 2 Module 3 If pacing is a challenge, consider the following modifications and omissions. Omit the Application Problem in Lesson 7 in order to give more time to practice the multiple segments in the Concept Development. Reduce the Concept Development of Lesson 9 by omitting the empty number line. Instead, have students draw the bills used to count up from one amount to the next as was done in Lesson 3 but with bundles. If the empty number line is omitted in Lesson 9, then the component following the Problem Set of Lesson 13, “Estimating Numbers on the Empty Number Line,” should also be omitted along with related questions from the Debrief and Problem 2 of the Exit Ticket. Consider using the empty number line as an extension. Consider consolidating Lesson 4, which provides practice measuring the lengths of various objects using rulers and meter sticks, with Lesson 5, if a chart of benchmarks is created while measuring. Lesson 8 could be omitted unless students demonstrate a need to use the number line to solve addition and subtraction problems. Grade 2 Module 4 If pacing is a challenge, consider the following modifications and omissions. Consider pacing more quickly the lessons that follow Topic A in Module 4 as students readily grasp renaming different hundreds, tens, and ones. Spend additional instructional minutes with word problems, unknowns in different places (e.g., 27 + ____ = 350 or 281 = ____ – 99), and mental math. Note that this same adjustment in pacing can also be made in looking ahead to the lessons that follow Topic A in Module 5. Consider omitting Lessons 29 and 30. Instead, introduce the concept of “Totals Below” in Lesson 21. Continue to embed “Totals Below” in the Concept Development or in the Debrief of subsequent lessons. Grade 2 Module 5 If pacing is a challenge, consider the following modifications. The lessons that follow Topic A in Module 5 could be paced more quickly as students readily grasp the concepts. Grade 2 Module 6 If pacing is a challenge, consider consolidating Lessons 1 and 2. Omit Lessons 3, 8, and 11. Use Lesson 3’s Problem Set and Homework as a center activity for early finishers or for a future date when additional review homework is needed. Consider moving Lesson 16, which guides students through a tessellation project with 1-inch tiles, to art class. Grade 2 Module 7 If pacing is a challenge, consider consolidating Lessons 1 and 2, Lessons 3 and 4, Lessons 11 and 12, and Lessons 14 and 15. Omit Lesson 26, or consolidate it with Lesson 25. Omit Lesson 10, and use it instead as an extension for early finishers or as a center activity during a different time of day (e.g., RTI time, economics, morning work, or problem of the week).
Reduce Lesson 11 by omitting the use of Dienes blocks in the Concept Development. Distribute bills instead. Omit the discussion about the difference between modeling with the blocks and the bills. Have students only model with bills and place value disks in the Problem Set. Omit, or move to morning work, the Application Problems in Lessons 12 and 14 to allow more time for the Concept Developments. Consolidate Lessons 17 and 18, or perhaps use Lesson 18 as an activity for centers to allow students continued practice comparing numbers when represented in different forms. Consider using Lesson 21 as either a center activity or morning work.
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