During this second quarter class students will learn:

Measurement
-learn what tools can be used to measure.
-Compare different lengths of measure.  (feet, yards, meters, inches, centimeters, miles) 
- Measure an object twice with different units and compare their measurements.  Explaining why the object when measured in a smaller unit has a larger number associated with it than when measured with a larger unit.  (1 foot carpet is also 30 centimeters and 12 inches.  1 foot looks like a smaller number but is actually the same length.) 
-Learn about estimation. 

Money
-Students will be introduced to US currency, and any other currency that has learner representation  in their section 
- Students will learn the values of each US coin 
- Students will learn to identify each US coin 
- Students will learn to use $ and ¢ symbols

Addition 
- Continue building fluency to 20
- Use measurement data in addition problems. 
- Continue to use multiple addition strategies 
- Use addition to add values of coins 
- Use addition to solve word problems. 

Subtraction 
-Continue building building fluency to 20
-Use subtraction to compare lengths. 
-learn multiple subtraction strategies 
-use subtraction to solve word problems. 

Students will be exposed to the following standards:  (Some of these standards run year long and will not be mastered during this 8 week session) 
CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
CCSS.MATH.CONTENT.2.MD.A.2
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.
CCSS.MATH.CONTENT.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.
CCSS.MATH.CONTENT.2.MD.A.4
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
CCSS.MATH.CONTENT.2.MD.B.5
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
CCSS.MATH.CONTENT.2.MD.B.6
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
CCSS.MATH.CONTENT.2.MD.D.9
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. 

Students will continue to work on these standards: 
CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
CCSS.MATH.CONTENT.2.NBT.A.4
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons
CCSS.MATH.CONTENT.2.NBT.B.5
 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.  
CCSS.MATH.CONTENT.2.NBT.B.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; relate the strategy to a written method. 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.
CCSS.MATH.CONTENT.2.NBT.B.8
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.

My classes are game based so that learners can stay engaged with their learning.  There will be visuals to go along with each lesson, in the form of a white board, or power point.   I will also use video clips during lessons, and songs to help students stay engaged in their learning. Each week parents will also receive a packet of materials that will be used during the week for instruction.  

Students should have access to a printer to print materials, and access to some type of counter.  This could be coins, blocks, buttons or a math manipulative counter such as unifix cubes, base ten blocks, or pattern blocks. Students will also need measuring tools, a ruler and a yard/meter stick or a tape measure.    Students will also need coins and bills these can be real or downloaded manipulatives. 

Weeks 1-4
Focus will be on measurement.  Learning the different measurement tools and measuring things in the world around us.  

Weeks 5-8 
Focus will be on money.  Counting money and making change.