2 nd Grade Math Curriculum Map General Information

Transcription

1 Standard 2 nd Grade Math Curriculum Map General Information You must begin explicit instruction of the eight Standards of Mathematical Practice. Students are expected to know and be able to use them daily. Addition and subtraction will be taught together. Critical Focus Areas should be of primary importance. Standards NBT 2 and OA 2 will be taught throughout the school year. Notes OA3 NBT1 NBT1a NBT1b 2 nd Grade Math Curriculum Map First Nine Weeks 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. [2-OA3] M : Define pair, odd and even. M : Recall doubles addition facts with sums to 20. M : Apply signs + and = to actions of joining sets. M : Model written method for composing equations. M : Skip count by 2s. 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. Understand the following as special cases: [2-NBT1] a. 100 can be thought of as a bundle of ten tens, called a hundred. [2-NBT1a] b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). [2-NBT1b] Go Math resouces: Chapters 1 & 2 Lessons 1-8 Expanded notation through 100 s no thousands 180days of math 5teachingresourses.com

2 M : Match the number in the ones, tens, and hundreds position to a pictorial representation or manipulative of the value. M : Represent numbers with multiple concrete models. Examples: concrete models base ten blocks, number lines, linking cubes, straw bundles M : Count to 1000 by hundreds. M : Count to 100 by tens. M : Create groups of 10. M : Match the numeral in the ones and tens position to a pictorial representation or manipulative of the value. M : Match the numeral to the number of objects or picture of objects. NBT2 NBT3 NBT8 Count within 1000; skip-count by 5s, 10s, and 100s. [2-NBT2] M : Create a number pattern. M : Count backward from 100 by fives and tens. M : Count forward to 100 by fives and tens. M : Count to 100 by ones. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. [2-NBT3] M : Identify zero as a place holder in two digit and three digit numbers. M : Match the number in the ones, tens, and hundreds position to a pictorial representation or manipulative of the value. M : Identify the value of number in the ones, tens and hundreds place. M : Identify place value for ones, tens and hundreds. M : Read number names one through one hundred. M : Write numerals 1 to 100. M : Recognize number names one through twenty. M : Trace numerals 0 to 100. Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number [2-NBT8] M : Demonstrate conceptual understanding of adding or subtracting 10 using concrete Go Math resources Chapter 2 Lessons 9-12

3 NBT4 OA2 models. M : Recognize the place value of ones, tens and hundreds. M : Count forward and backward by 100. M : Count forward and backward by 10. M : Recall single-digit subtraction facts. M : Recall single-digit addition facts. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons. [2-NBT4] M : Define greater than, less than and equal to. M : Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. M : Arrange two digit numbers in order from greatest to least or least to greatest. M : Identify zero as a place holder in two digit and three digit numbers. M : Model using >, =, and < symbols to record the results of comparisons of two two-digit numbers. M : Select numbers on a number line that are more than, less than or equal to a specified number. M : Match the words greater than, equal to and less than to the symbols >, =, and <. M : Determine the value of the digits in the ones and tens place. M : Identify sets with more, less or equal objects. Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers. [2-OA2] M : Recall single digit subtraction facts with minuends of 10 or less. M : Recall single digit addition facts with sums up to 10. M : Apply addition and subtraction strategies. Examples: doubles, doubles plus one, doubles minus one M : Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Chapter 3 No regrouping No 3 digit addition No missing addends

4 OA4 OA1 (only one step addition will be tested) 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. [2-OA4] M : Distinguish between rows and columns. M : Use repeated addition to solve problems with multiple addends. M : Count forward in multiples from a given number. Examples: 3, 6, 9, 12; 4, 8, 12, 16 M : Recall doubles addition facts. M : Model written method for composing equations. 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. (See Appendix A, Table 1.) [2-OA1] M : Solve one-step addition and subtraction word problems with an unknown by using drawings and equations with a symbol for the unknown number to represent the problem. M : Understand key words in addition and subtraction word problems. Examples: adding to, taking from, putting together, taking apart, sum, difference, all together, how many more, how many are left, in all M : Locate the unknown regardless of position. Examples: start unknown, change unknown, and result unknown M : Apply signs +, -, = to actions of joining and separating sets. M : Add and subtract within 50, e.g., by using objects or drawings to represent the problem. M : Solve addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects or drawings to represent the problem. M : Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. M : Represent numbers with objects or drawings. Take 1 st 9 weeks assessment. Test Code: 19786

5 NBT2 NBT6 NBT5 2 nd Grade Math Curriculum Map Second Nine Weeks Count within 1000; skip count by 5 s, 10 s, and 100 s. [2-NBT2] M.2.6.1: Create a number pattern. M.2.6.2: Count backward from 100 by fives and tens. M.2.6.3: Count forward by 100 by fives and tens. M.2.6.4: Count to 100 by ones. Add up to four two-digit numbers using strategies based on place value and properties of operations. [2-NBT6] M : Add within 100, including adding a two-digit number and a one-digit number and adding two two-digit numbers, 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. M : Add within 20, demonstrating fluency for addition within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; and creating equivalent but easier or known sums. M : Determine the value of the number in the ones, tens and hundreds place. M : Model written method for recording horizontal and vertical addition problems. M : Understand that the two digits of a two-digit number represent amounts of tens and ones. M : Match the number in the ones and tens position to a pictorial representation or manipulative of the value. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2-NBT5] M : Define regrouping, total, sum, difference and solve. Go Math resources: Chapter 4 Chapter 5 Chapter 6

6 M : Represent numbers with multiple models. Examples: models base ten blocks, number lines, linking cubes, straw bundles M : Recall single-digit addition and subtraction facts. M : Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. M : Add and subtract within 5. M : Match the number in the ones, tens, and hundreds position to a pictorial representation or manipulative of the value. NBT9 NBT7 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2-NBT9] M : Explain addition and subtraction problems using concrete objects, pictures. M : Use multiple strategies to add and subtract including counting on, counting back and using doubles. M : Recall single-digit subtraction facts. M : Recall single-digit addition facts. M : Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 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.[2-nbt7] M :Define regrouping, total, sum, difference and solve. M :Add and subtract two two-digit numbers with and without regrouping. M :Determine the value of the number in the ones, tens, hundreds and thousands place using concrete models or drawings and strategies based on place value.

7 M :Match the number in the ones, tens, hundreds and thousands position to a pictorial representation or manipulative of the value. M :Model written method for recording horizontal and vertical addition and subtraction problems. M :Represent two-and three-digit numbers with multiple models. Examples :models base ten blocks, number lines, linking cubes, straw bundles M :Recall single-digit addition and subtraction facts. M :Add and subtract within 20, e.g., by using objects or drawings to represent the problem. OA1 (two step problems) 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. (See Appendix A, Table 1.) [2-OA1] M : Solve one-step addition and subtraction word problems with an unknown by using drawings and equations with a symbol for the unknown number to represent the problem. M : Understand key words in addition and subtraction word problems. Examples: adding to, taking from, putting together, taking apart, sum, difference, all together, how many more, how many are left, in all M : Locate the unknown regardless of position. Examples: start unknown, change unknown, and result unknown M : Apply signs +, -, = to actions of joining and separating sets. M : Add and subtract within 50, e.g., by using objects or drawings to represent the problem. M : Solve addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects or drawings to represent the problem. M : Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. M : Represent numbers with objects or drawings.

8 OA2 Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers. [2-OA2] M : Recall single digit subtraction facts with minuends of 10 or less. M : Recall single digit addition facts with sums up to 10. M : Apply addition and subtraction strategies. Examples: doubles, doubles plus one, doubles minus one M : Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Take 2 nd 9 weeks assessment. Test Code: 21815

9 OA1 2 nd Grade Math Curriculum Map Third Nine Weeks 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. (See Appendix A, Table 1.) [2-OA1] M : Solve one-step addition and subtraction word problems with an unknown by using drawings and equations with a symbol for the unknown number to represent the problem. M : Understand key words in addition and subtraction word problems. Examples: adding to, taking from, putting together, taking apart, sum, difference, all together, how many more, how many are left, in all M : Locate the unknown regardless of position. Examples: start unknown, change unknown, and result unknown M : Apply signs +, -, = to actions of joining and separating sets. M : Add and subtract within 50, e.g., by using objects or drawings to represent the problem. M : Solve addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects or drawings to represent the problem. M : Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. M : Represent numbers with objects or drawings. Go Math resources: Chapter 7 Chapter 9 MD1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2-MD1] M : Identify units of measurement for length. Examples: inches, feet, yard; centimeter, meters M : Demonstrate how to use measurement tools. Example: avoiding gaps and overlaps M : Identify measurement tools. M : Model measuring using non-standard units.

10 M : Order three objects by length. M : Compare the lengths of two objects indirectly by using a third object. M : Describe measureable attributes of objects such as length or weight. MD2 MD3 MD4 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. [2- MD2] M : Identify units of measurement for length. Examples: inches, feet, yard; centimeter, meters M : Demonstrate how to use measurement tools. Example: avoiding gaps and overlaps M : Identify units of measure on measurement tools. M : Use vocabulary related to comparison of length. Examples: longer, shorter, longest, shortest, taller M : Identify numbers one to 50. Estimate lengths using units of inches, feet, centimeters, and meters. [2-MD3] M : Define estimate. M : Measure objects using standard and non-standard units. M : Identify units of measure on measurement tools. M : Model measuring using non-standard units. M : Use vocabulary related to comparison of length. Examples: longer, shorter, longest, shortest, and taller Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.[2-md4] M :Measure objects using standard units. M :Record lengths with appropriate units. M :Use subtraction within 20 to solve problems. M :Compare length using non-standard units to determine which is longer. M :Use vocabulary related to comparison of length. Examples: longer, shorter, longest,

11 shortest, and taller MD5 MD6 MD7 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. [2-MD5] M : Use addition and subtraction within 20 to solve one-step addition and subtraction word problems with an unknown number. M : Understand key words in addition and subtraction word problems involving length. Examples: adding to, taking from, putting together, taking apart, sum, difference, all together, how many more, how many are left, in all, inches, feet, yards, longer, shorter, farther, closer M : Locate the unknown number regardless of position. M : Add and subtract within 50, e.g., by using objects or drawings to represent the problem. M : Model writing equations from word problems. M : Identify units of measurement for length. Examples: inches, feet, yard; centimeter, meters M : Apply signs +, -, = to actions of joining and separating sets. 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. [2-MD6] M : Recognize that each successive number name refers to a quantity that is one larger; and each previous number name refers to a quantity that is one less. M : Use a number line to add and subtract within 10. M : Write numerals 0 to 100. M : Trace numerals 0 to 100. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. [2-MD7] M : Tell and write time in hours and half-hours using analog and digital clocks. M : Recognize vocabulary terms related to time measurements.

12 Examples: minute, hour, half hour, o clock, morning, evening, a.m., p.m. M : Illustrate time to hour and half hour. Example: Given the time 3:00, illustrate long hand and short hand positions on a clock. M : Identify the short hand as the hour hand, and the long hand as the minute hand on an analog clock. M : Identify the first number as the hour, and the numbers after the colon as the minutes on a digital clock. M : Write numerals 0 to 59. M : Recognize numerals 0 to 59. M : Count to 60 by fives. M : Distinguish between analog and digital clocks. MD8 MD9 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. [2-MD8] Example: If you have 2 dimes and 3 pennies, how many cents do you have? M : Determine the monetary value of a set of like and unlike bills. M : Determine the monetary value of a set of like and unlike coins. M : Apply addition and subtraction strategies. M : Understand key words in addition and subtraction word problems involving money. Examples: adding to, taking from, putting together, taking apart, sum, difference, all together, how much more, how much is left, in all, cents, dollar, change, paid, total M : Count forward from a given number by ones, fives, tens, and twenty-fives. M : Identify coins and bills and their value. M : Identify symbols for dollar ($), cent ( ). M : Identify coins by name including penny, nickel, dime and quarter. M : Sort pennies, nickels, dimes, and quarters. M : Count 10 objects. Examples: pennies and dollar bills Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in whole-number units. [2-MD9]

13 M : Define length and line plot. M : Use vocabulary related to comparison of length. Examples: longer, shorter, longest, shortest, taller M : Demonstrate rounding up to the nearest whole unit on measurement tools. M : Demonstrate measuring length using standard units. M : Describe a line plot. M : Model measuring length using standard units. M : Identify objects by length. M : Sort objects according to length. M : Explore objects in relationship to length. Take 3 rd 9 weeks assessment. Test Code: 16232

14 MD10 OA1 2 nd Grade Curriculum Map Fourth Nine Weeks Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10] M : Use addition and subtraction within 20 to solve addition and subtraction word problems with an unknown number. M : Describe picture graph and bar graph. M : Demonstrate conceptual understanding of adding or subtracting using a variety of materials. M : Use vocabulary related to comparing data. Examples: more than, less than, most, least, equal M : Recognize attributes of data displays. M : Locate information on data displays. M : Classify objects into given categories. M : Sort the categories by count. M : Recognize different types of data displays. M : Count objects up to 50. 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. (See Appendix A, Table 1.) [2-OA1] M : Solve one-step addition and subtraction word problems with an unknown by using drawings and equations with a symbol for the unknown number to represent the problem. M : Understand key words in addition and subtraction word problems. Examples: adding to, taking from, putting together, taking apart, sum, difference, all together, how many more, how many are left, in all M : Locate the unknown regardless of position. Examples: start unknown, change unknown, and result unknown M : Apply signs +, -, = to actions of joining and separating sets. M : Add and subtract within 50, e.g., by using objects or drawings to represent the

15 problem. M : Solve addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects or drawings to represent the problem. M : Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. M : Represent numbers with objects or drawings. NBT2 G1 G2 Count within 1000; skip-count by 5s, 10s, and 100s. [2-NBT2] M : Create a number pattern. M : Count backward from 100 by fives and tens. M : Count forward to 100 by fives and tens. M : Count to 100 by ones. Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2-G1] M : Define side, angle, face, closed, and open. M : Use vocabulary related to shape attributes. Examples: sides, angles, face, closed, open M : Trace shapes. M : Sort triangles, quadrilaterals, pentagons, hexagons, and cubes. M : Explore triangles, quadrilaterals, pentagons, hexagons, and cubes. Partition a rectangle into rows and columns of same-size squares, and count to find the total number of them. [2-G2] M : Define rows, columns, and total. M : Identify rectangle. M : Count to 20 by ones. M : Trace partitions in a rectangle.

16 G3 Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2-G3] M : Define halves, thirds, fourths, quarters, whole, parts (shares) and equal. M : Distinguish between equal and non-equal parts. M : Model partitioning circles and rectangles. M : Decompose pictures made of simple shapes. M : Identify squares, circles, triangles and rectangles. M : Explore shapes or figures that can be decomposed into smaller equal parts. Take 4 th 9 weeks assessment. Test Code: 21431