Scott%County%Public%Schools%!!! Second'Grade'Mathematics' Revised'2013' ' ' ' ' Pacing'Guide'and'Curriculum'Map'

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1 Scott%County%Public%Schools% Second'Grade'Mathematics' evised'2013' ' ' ' ' Pacing'Guide'and'Curriculum'Map'

2 9"Weeks Scott"County"Pacing"Guide 1 st " """""2 nd " """""3 rd " """""4 th " " Chapter"One:"Number"Concepts" Chapter"Two:"Numbers"to"1,000" " " Chapter"Three:"Basic"Facts"and"elationships" Domain" Cluster" " Number" Operationsand AlgebraicThinking Numberand OperationsinBase Ten Numberand OperationsinBase Ten Operationsand AlgebraicThinking Workwithequalgroupsofobjectstogain foundationsformultiplication. UnderstandPlaceValue Useplacevalueunderstandingandproperties ofoperationstoaddandsubtract Addandsubtractionwithin20 2.OA.3 2.NBT.3 2.NBT.2 2.NBT.1 2.NBT.3 2.NBT.4 2.NBT.8 2.OA.2 " Determinewhetheragroupofobjects(upto20)hasanoddoreven numberofmembers,e.g.,bypairingobjectsorcountingthemby2s;write anequationtoexpressanevennumberasasumoftwoequaladdends. eadandwritenumbersto1,000usingbaseqtennumerals,numbernames, andexpandedform. Countwithina1,000;skipcountby5s,10s,100s. UnderstandthatthethreedigitsofathreeQdigitnumberrepresentamounts ofhundreds,tens,andones. eadandwritenumbersto1,000usingbaseqtennumerals,numbernames, andexpandedform. ComparetwothreeQdigitnumbersbasedonmeaningsofthehundreds, tens,andonesdigits,using>,=,<symbolstorecordtheresultsof comparisons. Mentallyadd10or100toagivennumber100Q900,andmentallysubtract 10or100fromagivennumber100Q900. Fluentlyaddandsubtractwithin20usingmentalstrategies.Byendof grade2knowfrommemoryallsumsoftwooneqdigitnumbers. 2 nd "Grade Mathematics" Suggested" #"of"days" Chapter1 15days Chapter2 15days Chapter3 7days

3 9"Weeks Scott"County"Pacing"Guide 1 st " """""2 nd " """""3 rd " """""4 th " " Chapter"Three:"Basic"Facts"and"elationships" Chapter"Four:"TwoMdigit"addition" Chapter"Five:"TwoMdigit"subtraction" Domain" Cluster" " Number" 2.OA.1 epresentandsolveproblemsinvolving additionandsubtraction Operationsand AlgebraicThinking Numberand OperationsinBase Ten Operationsand AlgebraicThinking Numberand OperationsinBase Ten Addandsubtractionwithin20 Workwithequalgroupsofobjectstogain foundationsformultiplication epresentandsolveproblemsinvolving additionandsubtraction Useplacevalueunderstandingandproperties ofoperationstoaddandsubtract epresentandsolveproblemsinvolving additionandsubtraction Useplacevalueunderstandingofpropertiesof operationstoaddandsubtract 2.OA.2 2.OA.4 2.OA.1 2.NBT.5 2.NBT.6 2.NBT.9 2.OA.1 2.NBT.5 2.NBT.9 " Useadditionandsubtractionwithin100tosolveoneandtwoQstepword problemsinvolvingsituationsofaddingto,takingfrom,puttingtogether, takingapart,andcomparing,withunknownsinallpositions. Fluentlyaddandsubtractwithin20usingmentalstrategies.Byendof grade2knowfrommemoryallsumsoftwooneqdigitnumbers. Usingadditiontofindthetotalnumberofobjectsarrangedinrectangular arrayswithupto5rowsandupto5columns;writeanequationtoexpress thetotalasasumofequaladdends. Useadditionandsubtractionwithin100tosolveoneandtwoQstepword problemsinvolvingsituationsofaddingto,takingfrom,puttingtogether, takingapart,andcomparing,withunknownsinallpositions. Fluentlyaddandsubtractwithin100usingstrategiesbasedonplacevalue, propertiesofoperations,and/ortherelationshipbetweenadditionand subtraction. AdduptofourtwoQdigitnumbersusingstrategiesbasedonplacevalueand propertiesofoperations. Explainwhyadditionandsubtractionstrategieswork,usingplacevalue andthepropertiesofoperations. Useadditionandsubtractionwithin100tosolveoneandtwoQstepword problemsinvolvingsituationsofaddingto,takingfrom,puttingtogether, takingapart,andcomparing,withunknownsinallpositions. Fluentlyaddandsubtractwithin100usingstrategiesbasedonplacevalue, propertiesofoperations,and/ortherelationshipbetweenadditionand subtraction. Explainwhyadditionandsubtractionstrategieswork,usingplacevalue andthepropertiesofoperations. 2 nd "Grade Mathematics" Suggested" #"of"days" Chapter3 15days Chapter4 15days Chapter5 15days

4 9"Weeks Scott"County"Pacing"Guide 1 st " """""2 nd " """""3 rd " """""4 th " " Chapter"Six:"3MDigit"Addition"and"Subtraction" Chapter"Seven:"Money"and"Time" Chapter"Eight:"Length"in"Customary"Units" Domain" Cluster" " Number" 2.NBT.7 Numberand OperationsinBase Ten Measurementand Data Useplacevalueunderstandingandproperties ofoperationstoaddandsubtract Workwithtimeandmoney Measureandestimatelengthsandstandard units elateadditionandsubtractiontolength epresentandinterpretdata 2.MD.7 2.MD.8 2.MD.1 2.MD.2 2.MD.3 2.MD.5 2.MD.6 2.MD.9 *supplementbyidentifyingcoinsandtheirvalue,countingdifferentcombinationsofcoins,andmakingchange. " Addandsubtractwithin1,000,usingconcretemodelsordrawingsand strategiesbasedonplacevalue,propertiesofoperations,and/orthe relationshipbetweenadditionandsubtraction;relatethestrategyto writtenmethod.understandthatinaddingorsubtractingthreeqdigit numbers,oneaddsorsubtractshundredsandhundreds,tensandtens, onesandones;andsometimesitisnecessarytocomposeordecompose tensorhundreds. Tellandwritetimefromanaloganddigitalclockstothenearestfive minutes,usinga.m.andp.m. 2 nd "Grade Mathematics" Suggested" #"of"days" Chapter6 13days Chapter7 Solvewordproblemsinvolvingdollarbills,quarters,dimes,nickels,and 20days pennies,usingdollarandcentsymbolsappropriately.* Measurethelengthofanobjectbyselectingandusingappropriatetools suchasrulers,yardsticks,metersticks,andmeasuringtapes. Measurethelengthofanobjecttwice,usinglengthunitsofdifferent lengthsforthetwomeasurements;describehowthetwomeasurements relatetothesizeoftheunitchosen. Estimatelengthsusingunitsofinches,feet,centimeters,andmeters. Useadditionandsubtractionwithin100tosolvewordproblemsinvolving lengthsthataregiveninthesameunits. epresentwholenumbersaslengthsfromzeroonanumberlinediagram withequallyspacedpointscorrespondingtothenumbers0,1,2,,and representwholenumbersumsanddifferenceswithin100onanumberline diagram. Generatemeasurementdatabymeasuringlengthsofseveralobjectstothe nearestwholeunit,orbymakingrepeatedmeasurementsofthesame object.showthemeasurementsbymakingalineplot,wherethehorizontal scaleismarkedoffinwholeqnumberunits. Chapter8 12days

5 9"Weeks Scott"County"Pacing"Guide 1 st " """""2 nd " """""3 rd " """""4 th " " Chapter"Nine:"Length"in"Metric"Units" Chapter"Ten:"Data" Chapter"Eleven:"Geometry"and"Fraction"Concepts" " Domain" Cluster" " Number" 2.MD.1 Measurementand Data Geometry Measureandestimatelengthsandstandard units elateadditionandsubtractiontolength epresentandinterpretdata easonwithshapesandtheirattributes 2.MD.2 2.MD.3 2.MD.4 2.MD.5 2.MD.6 2.MD.10 2.G.1 2.G.2 2.G.3 " Measurethelengthofanobjectbyselectingandusingappropriatetools suchasrulers,yardsticks,metersticks,andmeasuringtapes. Measurethelengthofanobjecttwice,usinglengthunitsofdifferent lengthsforthetwomeasurements;describehowthetwomeasurements relatetothesizeoftheunitchosen. Estimatelengthsusingunitsofinches,feet,centimeters,andmeters. Measuretodeterminehowmuchlongeroneobjectisthananother, expressingthelengthdifferenceintermsofastandardlengthunit. Useadditionandsubtractionwithin100tosolvewordproblemsinvolving lengthsthataregiveninthesameunits. epresentwholenumbersaslengthsfromzeroonanumberlinediagram withequallyspacedpointscorrespondingtothenumbers0,1,2,,and representwholenumbersumsanddifferenceswithin100onanumberline diagram. Drawapicturegraphandabargraph(withsingleunitscale)torepresenta datasetwithuptofourcategories.solvesimpleputqtogether,takeqapart, andcompareproblemsusinginformationpresentedinabargraph. ecognizeanddrawshapeshavingspecifiedattributes,suchasagiven numberofanglesoragivennumberofequalfaces.identifytriangles, quadrilaterals,pentagons,hexagons,andcubes. Partitionarectangleintorowsandcolumnsofsamesizedsquaresand counttofindthetotalnumberofthem. Partitioncirclesandrectanglesintotwo,three,orfourequalshares, describethesharesusingthewordshalves,thirds,halfof,athirdof,etc., anddescribethewholeastwohalves,threethirds,andfourfourths. ecognizethatequalsharesofidenticalwholesneednothavethesame shape. 2 nd "Grade Mathematics" Suggested" #"of"days" Chapter9 10days Chapter10 15days Chapter11 15days

6 Chapter 1: Number Concepts 2.OA.3, 2.NBT.3, 2. NBT.2 9 Weeks 1 st 2 nd 3 rd 4 th Lesson Number OA.3 Student Friendly I can recognize that even number objects will have a match/partner. I can recognize that odd number objects will not have a match/partner. I can decide whether a group of objects is even or odd using many strategies. Assessments esources OA NBT NBT.3 I can recognize that adding the same two addends give me an even sum. This means I can recognize that double facts combine to make an equal sum. I can write an equation to show that adding the same two addends produces an even sum. This means I can write a doubles fact to get an even sum. I can describe how the digits in a number stand for different values (thousands, hundreds, tens, or ones). I can read numbers in expanded form to 1,000. Scott%County%Schools% 2 nd %Grade% Mathematics

7 1.5 2.NBT.3 1.6, NBT.3 1.8, NBT.2 Needs Suppleme nting: 2.OA.3 I can tell and show what expanded form means. I can read numbers to 1000 (base ten). I can read number words to I can write (base ten) numbers to I can write number words to I can write numbers in expanded form to I can use place value to show numbers different ways. I can count forward and backward up to 1000 (beginning with any number). I can tell the number that comes before, after, and in-between given numbers (1-1000). I can skip count forward and backward by 5s (beginning with any multiple of 5). I can skip count forward and backward by 10s (beginning with any number). I can skip count forward and backward by 100 (beginning with any number). I can count a group of objects up to 20 by 2s. Scott%County%Schools% 2 nd %Grade% Mathematics

8 Chapter 2: Numbers to 1,000 2.NBT.2, 2.NBT.3, 2.NBT.8, 2.NBT.4 9 Weeks 1 st 2 nd 3 rd 4 th Lesson Number NBT.2 Student Friendly I can identify a bundle of 10 tens as a hundred. Assessment esources NBT NBT.2 I can show a three digit number with hundreds, tens, and ones. I can explain the value of each digit in a 3-digit number. I can show how many hundreds, tens, and ones are in each hundred 200 through NBT.3 I can read numbers to I can write number words to NBT NBT NBT NBT.4 I can write numbers to 1000 I can write numbers in expanded form to I can use place value to show numbers different ways. I can identify 10 more, 10 less, 100 more, 100 less than a given number. I can explain the value of each digit in a three-digit number. Scott%County%Schools% 2 nd %Grade% Mathematics

9 NBT.4 Suppleme nt; 2.NBT.2 I can compare two three-digit numbers. This means I can use what I know about place value to show if a number is greater than, less then, or equal to other numbers. I can tell and show what <, >, and = mean I can compare two three-digit numbers. This means I can use what I know about place value to show if a number is greater than, less then, or equal to other numbers. I can compare two numbers using the symbols <, >, and =. I can recognize and identify ordinal numbers. Scott%County%Schools% 2 nd %Grade% Mathematics

10 Chapter 3: Basic Facts and elationships 2.OA.2, 2.OA.1, 2.OA.4 9 Weeks 1 st 2 nd 3 rd 4 th Lesson Number OA OA OA OA OA.4 Student Friendly I can add and subtract using many mental strategies. I can memorize sums of two one-digit numbers. I can quickly add and subtract numbers (within 20) using mental strategies. This means I can add and subtract using different ways I have learned (doubles, doubles plus one, counting on, skip counting, properties of operations, add three addends, fact families, etc.) I can identify the unknown (missing number) in an addition or subtraction word problem. I can write an addition or subtraction equation with a symbol for the unknown number. I can solve repeated addition problems using arrays. This means I can use drawings of items in columns and rows to solve addition problems like I can write a repeated addition equation from an array. I can prove that arrays can be written as repeated addition problems. Assessments esources Scott%County%Schools% 2 nd %Grade% Mathematics

11 Chapter 4 : Two-Digit Addition 2.NBT.6, 2.NBT.9, 2.NBT.5, 2.OA.1 9 Weeks 1 st 2 nd 3 rd 4 th Lesson Number NBT NBT NBT NBT.5 4.7, NBT OA.1 Student Friendly I can identify strategies for adding two-digit numbers. I can use different strategies to add up to four two-digit numbers. I can explain why I can use place value to add or subtract. I can explain why I can use properties of operations to add or subtract. I can identify strategies for adding two-digit numbers. I can use different strategies to add up to four two-digit numbers. I can add using place value strategies. I can choose the strategy that is most appropriate and solve an addition problem. This means I can look at an addition problem and decide which strategy would best help me solve it accurately. I can use that strategy to solve the problem. I can solve one and two-step word problems through pictures or equations. Assessments esources Scott%County%Schools% 2 nd %Grade% Mathematics

12 OA , NBT.6 I can write an addition or subtraction equation with a symbol for the unknown number. I can identify strategies for adding two-digit numbers. I can use different strategies to add up to four two-digit numbers. Scott%County%Schools% 2 nd %Grade% Mathematics

13 Chapter 5: 2-Digit Subtraction 2.NBT.5, 2.OA,1 9 Weeks 1 st 2 nd 3 rd 4 th Lesson Number NBT NBT NBT OA OA.1 Student Friendly I can subtract using the properties of operations I can subtract using place value strategies. I can choose a strategy that is most appropriate and solve a subtraction problem. This means I can look at a subtraction problem and decide which strategy would best help me solve it accurately. I can solve one and two-step word problems through pictures or equations I can decide if I need to add or subtract using words from the word problem (add to, take from, put together, take apart, compare). I can subtract (within 100) to solve one-step word problems with unknowns (in any position). This means I can decide what numbers I know, what number is missing, and what operation to use in a one-step word problem. Assessments esources Scott%County%Schools% 2 nd %Grade% Mathematics

14 OA.1 I can add and subtract to solve two step word problems with unknowns (in any positions). This means I can decide what numbers I know, what numbers are missing, and which two operations to use in a 2-step word problem. Chapter 6: Three-Digit Addition and Subtraction 2.NBT.7 9 Weeks 1 st 2 nd 3 rd 4 th Lesson Number Student Friendly I can identify and show the place value for the digits in a number. Assessments esources NBT.7 I can decompose any number (within 1000) into hundreds, tens, and ones. This means I can split a number and show how many hundreds, tens, and ones are in it. I can define compose NBT.7 I can define decompose. I can decompose any number (within 1000) into hundreds, tens, and ones. This means I can split a number and show how many hundreds, tens, and ones are in it. I can compose numbers to add and subtract (within 1000). This means I can put numbers together in order Scott%County%Schools% 2 nd %Grade% Mathematics

15 to add or subtract. I can decompose numbers to add and subtract (within 1000). This means I can take numbers apart in several ways in order to add or subtract NBT NBT NBT NBT NBT.7 I can choose the strategy that is most appropriate and solve an addition problem. I can compose numbers to add and subtract (within 1000). This means I can put numbers together in order to add or subtract. I can decompose numbers to add and subtract (within 1000). This means I can take numbers apart in several ways in order to add or subtract. I can choose the strategy that is most appropriate and solve a subtraction problem. I can compose numbers to add and subtract (within 1000). This means I can put numbers together in order to add or subtract. I can decompose numbers to add and subtract (within 1000). This means I can take numbers apart in several ways in order to add or subtract. I can use a strategy to solve a math problem and explain in writing why Scott%County%Schools% 2 nd %Grade% Mathematics

16 it works. Scott%County%Schools% 2 nd %Grade% Mathematics

17 Chapter 7: Money and Time 2.MD.8, 2.MD.7 9 Weeks 1 st 2 nd 3 rd 4 th Lesson Number Student Friendly I can identify the value of dollar MD.8 bill, quarters, dimes, nickels, and pennies 2.MD.8 I can identify what the $ and are. 7.1 I can find the total values of Text Book collections of dimes, nickels, and pennies. 7.2 I can find the total values of Text Book collections of quarters, dimes, nickels, and pennies Text Book Text Book I can order coins in a collection by value and then find the total value. I can represent money amounts less than a dollar using two different combinations of coins. Text Book I can show one dollar in a variety of ways. 2.MD.8 I can identify what the $ and are. I can find and record the total value Text Book for money amounts greater than one dollar. Assessments esources MD.8 I can solve money word problems and label the answer with the correct money symbols. This means I can solve word problems with money and decide whether to label Scott%County%Schools% 2 nd %Grade% Mathematics

18 MD MD.7 the answer with a $ or. I can tell time on an analog clock to the nearest 5 minutes. I can tell time on a digital clock to the nearest 5 minutes. I can write what time it is after looking at an analog and digital clock. I can identify which hand is the hour hand and which hand is the minute hand. I can tell what time is represented by the hands on an analog clock. This means I can look at the numbers and where the hands are on an analog clock and tell what time it is. I can identify and label a.m. and p.m. times with appropriate events. Scott%County%Schools% 2 nd %Grade% Mathematics

19 Chapter 8: Length in Customary Units 2.MD.1, 2.MD.3, 2.MD.5, 2.MD.6, 2.MD.2, 2.MD.9 9 Weeks 1 st 2 nd 3 rd 4 th Lesson Number 8.1, MD.1 S Student Friendly I can measure the length of objects using the correct tool. Assessments esources I can identify ways to estimate length. I can identify how long inches, feet, centimeters, and meters are MD.3 I can estimate how long objects are in inches, feet, centimeters, and meters. I can decide if an estimate is reasonable. This means I can compare an estimate to the actual object to see if the estimate is reasonable MD.1 S I can measure the length of objects using the correct tool MD.5 I can add and subtract lengths. I can solve length word problems when all the units are the same. I can solve length word problems Scott%County%Schools% 2 nd %Grade% Mathematics

20 2.MD MD MD.3 with unknown numbers. This means I can read a word problem, write an equation with a symbol for the unknown number, and solve the equation. I can represent a number line with equal spaces between the numbers. I can explain that length is the number of equal spaces between zero and another mark on the number line. I can use a number line to solve addition and subtraction problems (within 100). I can measure how long something is using two different units. I can measure an object using different units and compare the results. I can measure an object using two different units and tell why the measurements are different. I can explain how the length of an object is related to the size of the units I used to measure it. I can identify ways to estimate length. I can identify how long inches, feet, centimeters, and meters are. I can estimate how long objects are in inches, feet, centimeters, and meters. I can decide if an estimate is reasonable. This means I can compare an estimate to the actual Scott%County%Schools% 2 nd %Grade% Mathematics

21 8.8 2.MD MD.9 S P object to see if the estimate is reasonable. I can identify different tools that are used to measure length. I can identify the unit of measurement for the tool I use. I can decide which tool to use to measure the length of an object in standard units. I can read measurement tools to the nearest unit. I can define a line plot. I can define data. I can display measurement data on a line plot. I can measure the lengths of several objects to the nearest whole unit. I can measure how long something is multiple times to double check my measurement. I can create and label a horizontal line plot using data from things I have measured. Scott%County%Schools% 2 nd %Grade% Mathematics

22 Chapter 9: Length in Metric Units 2.MD.1, 2.MD.3, 2.MD.5, 2.MD.6, 2.MD.2, 2.MD.4 9 Weeks 1 st 2 nd 3 rd 4 th Lesson Number 9.1, MD.1 S Student Friendly I can measure the length of objects using the correct tool. Assessments esources I can identify ways to estimate length I can identify how long inches, feet, centimeters, and meters are. 9.2, MD MD.5 I can estimate how long objects are in inches, feet, centimeters, and meters. I can decide if an estimate is reasonable. This means I can compare an estimate to the actual object to see if the estimate is reasonable I can add and subtract lengths. I can solve length word problems when all the units are the same. I can solve length word problems with unknown numbers. This means I can read a word problem, write an equation with a symbol for the unknown number, and solve the equation. Scott%County%Schools% 2 nd %Grade% Mathematics

23 2.MD MD MD.4 I can represent a number line with equal spaces between the numbers. I can explain that length is the number of equal spaces between zero and another mark on the number line. I can use a number line to solve addition and subtraction problems (within 100). I can measure how long something is using two different units. I can measure an object using different units and compare the results I can measure an object using two different units and tell why the measurements are different. I can explain how the length of an object is related to the size of the units I used to measure it I can name standard units of length. I can compare the lengths of two different objects. This means I can tell how the lengths of two objects are similar and different after measuring them. I can figure out how much longer one object is than another object and show the difference in standard units. Scott%County%Schools% 2 nd %Grade% Mathematics

24 Chapter 10: Data 2.MD.10 9 Weeks 1 st 2 nd 3 rd 4 th Lesson Number MD P 10.4 Student Friendly I can collect data and record it in a tally chart. I can recognize and identify picture graphs. I can identify and label the parts of a picture graphs. I can solve addition and subtraction problems about data in picture graphs. I can compare data in graphs. This means I can use the terms more than, less than, and equal to when comparing data in a graph. I can create a picture graph with up to four categories to represent data. This means I can draw a picture graph with 4 categories and include a title, label, and key. I can recognize and identify bar graphs. I can identify and label the parts of a bar graph. I can solve addition and subtraction problems about data in bar graphs. I can compare data in graphs. This means I can use the terms more than, less than, and equal to when Assessments esources Scott%County%Schools% 2 nd %Grade% Mathematics

25 10.5 P 2.MD.10 comparing data in a graph. I can create a bar graph with up to four categories to represent data. This means I can draw a bar graph with 4 categories and include a title, labels, and scale. I can solve addition and subtraction problems about data in bar graphs. I can create a bar graph with up to four categories to represent data. This means I can draw a bar graph with 4 categories and include a title, labels, and scale Scott%County%Schools% 2 nd %Grade% Mathematics

26 Chapter 11: Geometry and Fraction Concepts 2.G.1, 2.G.2, 2.G.3 9 Weeks 1 st 2 nd 3 rd 4 th Lesson Number Student Friendly Success Criteria (If Appropriate) Assessments esources 11.1, 11.2, G.1 I can identify the attributes of triangles, quadrilaterals, pentagons, hexagons and cubes, this means identifying the number of faces, angles, sides, and vertices G G.1 I can identify different shapes by their attributes (triangles, quadrilaterals, pentagons, hexagons, and cubes). This means that I can look at attributes I am given and tell what shape it is. I can compare shapes using their attributes. I can count to find the total number of same size squares G.2 I can define partition. I can identify a row. I can identify a column. I can draw rows and columns inside Scott%County%Schools% 2 nd %Grade% Mathematics

27 G G G G.3 a rectangle. I can decide how to divide (partition) a rectangle into same size squares. This means I can use rows and columns to split a rectangle into equal size squares. I can identify parts of a whole (two, three, and four equal shares). I can describe equal parts by using fraction vocabulary (halves, thirds, fourths, half of, third of, etc.) I can describe how many parts make up a whole object by using fraction vocabulary (two halves, three thirds, or four fourths.) I can divide identical shapes into equal parts in different ways. I can describe equal parts by using fraction vocabulary (halves, thirds, fourths, half of, third of, etc.) I can explain why identical shapes can be divided into equal parts in different ways. This means I can give reasons why two identical shapes (like two rectangles of the same size and shape) can be split into fourths in different ways. Scott%County%Schools% 2 nd %Grade% Mathematics

28 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.G.1 S P Domain Geometry Cluster eason with shapes and their attributes. ecognize 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. *Sizes are compared directly or visually, not compared by measuring. State Identify the attributes of triangles, quadrilaterals, pentagons, hexagons, and cubes (e.g., faces, angles, sides, vertices, etc.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes based on the given attributes. Student Friendly I can identify the attributes of triangles, quadrilaterals, pentagons, hexagons and cubes, this means identifying the number of faces, angles, sides, and vertices. I can identify different shapes by their attributes (triangles, quadrilaterals, pentagons, hexagons, and cubes). This means that I can look at attributes I am given and tell what shape it is. I can describe a shape and tell what shape it is after looking at its sides and angles. Describe and analyze shapes by examining their sides and angles, not by measuring. Compare shapes by their attributes. I can compare shapes using their attributes. P Draw shapes with specific attributes. I can draw a specific shape when given specific attributes. This means I can look at attributes I am given and draw the shape. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

29 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.G.2 S P Domain Geometry Cluster eason with shapes and their attributes. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. State Student Friendly Success Criteria (If Appropriate) Counts to find the total number of same size squares. I can count to find the total number of same size squares. Defines partition I can define partition. Identify a row I can identify a row. Identify a column I can identify a column. Textbook I can draw rows and columns inside a rectangle. Determine how to partition a rectangle into same-size squares. I can decide how to divide (partition) a rectangle into same size squares. This means I can use rows and columns to split a rectangle into equal size squares. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

30 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.G.3 S P Domain Geometry Cluster eason with shapes and their attributes. 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, four fourths. ecognize that equal shares of identical wholes need not have the same shape. State Student Friendly Identify two, three and four equal shares of a whole. I can identify parts of a whole (two, three, and four equal shares). Describe equal shares using vocabulary: halves, thirds, fourths, half of, third of, etc. I can describe equal parts by using fraction vocabulary (halves, thirds, fourths, half of, third of, etc.) Describe the whole as two halves, three thirds, or four fourths. I can describe how many parts make up a whole object by using fraction vocabulary (two halves, three thirds, or four fourths.) I can divide identical shapes into equal parts in different ways. Justify why equal shares of identical wholes need not have the same shape. I can explain why identical shapes can be divided into equal parts in different ways. This means I can give reasons why two identical shapes (like two rectangles of the same size and shape) can be split into fourths in different ways. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

31 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.MD.1 S P Domain Measurement and Data Cluster Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. State Student Friendly Identify tools that can be used to measure length. I can identify different tools that are used to measure length. Identify the unit of length for the tool used (inches, centimeters, feet, meters) I can identify the unit of measurement for the tool I use. This means I can look at the tool and decide what units it measures in. Determine which tool to use to measure the length of an object. I can decide which tool to use to measure the length of an object in standard units. This means I can see what needs to be measured and then pick the appropriate tool to use to measure its length. S Measure the length of objects by using appropriate tools. I can measure the length of objects using the correct tool. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

32 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.MD.2 S P Domain Measurement and Data Cluster Measure and estimate lengths in standard units. 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. State Student Friendly now how to measure the length of objects with different units. I can measure how long something is using two different units. Compare measurements of an object taken with two different units. Describe why the measurements of an object taken with two different units are different. Explain the length of an object in relation to the size of the units used to measure it. I can measure an object using different units and compare the results. I can measure an object using two different units and tell why the measurements are different. I can explain how the length of an object is related to the size of the units I used to measure it. This means I can explain why the smaller the units the larger the measurement. For example, there will be more centimeters than inches when measuring because centimeters are smaller. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

33 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.MD.3 S P Domain Measurement and Data Cluster Measure and estimate lengths in standard units. Estimate lengths using units of inches, feet, centimeters, and meters. State Student Friendly now strategies for estimating length. I can identify ways to estimate length. ecognize the size of inches, feet, centimeters, and meters. I can identify how long inches, feet, centimeters, and meters are. Estimate lengths in units of inches, feet, centimeters, and meters. I can estimate how long objects are in inches, feet, centimeters, and meters. Determine if estimate is reasonable. I can decide if an estimate is reasonable. This means I can compare an estimate to the actual object to see if the estimate is reasonable. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

34 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.MD.4 S P Domain Measurement and Data Cluster Measure and estimate lengths in standard units. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. State Student Friendly Name standard length units I can name standard units of length. Compare lengths of two objects. I can compare the lengths of two different objects. This means I can tell how the lengths of two objects are similar and different after measuring them. Determine how much longer one object is than another in standard length units. I can figure out how much longer one object is than another object and show the difference in standard units. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

35 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.MD.5 S P Domain Measurement and Data Cluster elate addition and subtraction to length. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawing (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. State Add and subtract lengths within 100. I can add and subtract lengths. Student Friendly Solve word problems involving lengths that are given in the same units. Solve word problems involving length that have equations with a symbol for the unknown number. I can solve length word problems when all the units are the same. I can solve length word problems with unknown numbers. This means I can read a word problem, write an equation with a symbol for the unknown number, and solve the equation. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

36 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.MD.6 S P Domain Measurement and Data Cluster elate addition and subtraction to length. epresent 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. State epresent whole numbers from 0 on a number line with equally spaced points. Explain length as the distance between zero and another mark on the number line diagram. Use a number line to represent the solution of whole-number sums and differences related to length within 100. Student Friendly I can represent a number line with equal spaces between the numbers. I can explain that length is the number of equal spaces between zero and another mark on the number line. I can use a number line to solve addition and subtraction problems (within 100). Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

37 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.MD.7 S P Domain Measurement and Data Cluster Work with time and money. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. State Student Friendly Tell time using analog clocks to the nearest 5 minutes. I can tell time on an analog clock to the nearest 5 minutes. Tell time using digital clocks to the nearest 5 minutes. I can tell time on a digital clock to the nearest 5 minutes. Write time using analog clocks and digital clocks. I can write what time it is after looking at an analog and digital clock. Identify the hour and minute hand on an analog clock. I can identify which hand is the hour hand and which hand is the minute hand. Identify and label when a.m. and p.m. occur. I can identify and label a.m. and p.m. times with appropriate events. Determine what time is represented by the combination of the number on the clock face and the position of the hands. I can tell what time is represented by the hands on an analog clock. This means I can look at the numbers and where the hands are on an analog clock and tell what time it is. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

38 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.MD.8 S P Domain Measurement and Data Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ Cluster and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many Work with time and money. cents do you have? State Identify and recognize the value of dollar bills, quarters, dimes, nickels, and pennies. Identify the $ and symbol. I can identify what the $ and are. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and symbols appropriately. Textbook s Student Friendly I can identify the value of dollar bill, quarters, dimes, nickels, and pennies. I can solve money word problems and label the answer with the correct money symbols. This means I can solve word problems with money and decide whether to label the answer with a $ or. I can find the total values of collections of dimes, nickels, and pennies. I can find the total values of collections of quarters, dimes, nickels, and pennies. I can order coins in a collection by value and then find the total value. I can represent money amounts less than a dollar using two different combinations of coins. I can show one dollar in a variety of ways. I can find and record the total value for money amounts greater than one dollar. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

39 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.MD.9 S P Domain Measurement and Data Cluster epresent and interpret data. 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. State Student Friendly ead tools of measurement to the nearest unit. I can read measurement tools to the nearest unit. Define a line plot. I can define a line plot. Define data I can define data. epresent measurement data on a line plot. I can display measurement data on a line plot. S Measure lengths of several objects to the nearest whole unit. I can measure the lengths of several objects to the nearest whole unit. S P Measure lengths of objects by making repeated measurements for the same object. Create a line plot with a horizontal scale marked in whole numbers using measurements. I can measure how long something is multiple times to double check my measurement. I can create and label a horizontal line plot using data from things I have measured. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

40 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.MD.10 S P Domain Measurement and Data Cluster epresent and interpret data. 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. State Student Friendly ecognize and identify picture graphs and bar graphs I can recognize and identify picture graphs. I can recognize and identify bar graphs. Identify and label the components of a picture graph and bar graph. I can identify and label the parts of a picture graphs. I can identify and label the parts of a bar graph. P P Solve problems relating to data graphs by using addition and subtraction. Make comparisons between categories in the graph using more than, less than, etc. Draw a single-unit scale picture graph to represent a given set of data with up to four categories. Draw a single-unit scale bar graph to represent a given set of data with up to four categories. Textbook I can solve addition and subtraction problems about data in picture graphs. I can solve addition and subtraction problems about data in bar graphs. I can compare data in graphs. This means I can use the terms more than, less than, and equal to when comparing data in a graph I can create a picture graph with up to four categories to represent data. This means I can draw a picture graph with 4 categories and include a title, label, and key. I can create a bar graph with up to four categories to represent data. This means I can draw a bar graph with 4 categories and include a title, labels, and scale. I can collect data and record it in a tally chart. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

41 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.NBT.1 S P Domain Number and Operations in Base Ten Understand that the three digits of a three-digit number represent amounts of hundreds, Cluster tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the Understand Place Value following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred. 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). State Student Friendly Explain the value of each digit in a 3-digit number I can explain the value of each digit in a 3-digit number. Identify a bundle of 10 tens as a hundred. I can identify how much a bundle of 10 tens is. epresents a three digit number with hundreds, tens, and ones. I can show a number (three digit) with hundreds, tens, and ones. This means that I can show how many hundreds, tens, and ones are in a number using base ten blocks, standard form, word form, and expanded form. epresent 200, 300, 400, 500, 600, 700, 800, 900 with one, two, three, four, five, six, seven, eight, or nine hundreds and 0 tens and 0 ones. I can show how many hundreds, tens, and ones are in each hundred 200 through 900. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

42 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.NBT.2 S P Domain Number and Operations in Base Ten Count within 1000; skip-count by 5s, 10s, and 100s. Cluster Understand Place Value State Student Friendly Count within 1000 I can count forward and backward up to 1000 (beginning with any number). I can tell the number that comes before, after, and in-between given numbers (1-1000). I can recognize and identify ordinal numbers. Skip-count by 5s I can skip count forward and backward by 5s (beginning with any multiple of 5). Skip-count by 10s I can skip count forward and backward by 10s (beginning with any number). Skip-count by 100s I can skip count forward and backward by 100 (beginning with any number). Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

43 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.NBT.3 S P Domain Number and Operations in Base Ten ead and write numbers to 1000 using base-ten numerals, number names, and Cluster expanded form. Understand Place Value State Student Friendly now what expanded form means. I can tell and show what expanded form means. ecognize that the digits in each place represent amounts of thousands, hundreds, tens, or ones. I can describe how the digits in an number stand for different values (thousands, hundreds, tens, or ones). ead numbers to 1000 using base ten numerals I can read numbers to 1000 (base ten). ead numbers to 1000 using number names I can read number words to ead numbers to 1000 using expanded form I can read numbers in expanded form to Write numbers to 1000 using base ten numerals I can write (base ten) numbers to Write numbers to 1000 using number names. I can write number words to Write numbers to 1000 using expanded form. I can write numbers in expanded form to Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

44 9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 2.NBT.4 S P Domain Number and Operations in Base Ten Compare two three-digit numbers based on meanings of the hundreds, tens, and ones Cluster digits, using >, =, and < symbols to record the results of comparisons. Understand Place Value State now the value of each digit represented in the three-digit number. Student Friendly I can tell and make a model to show the value of each digit in a two-digit number. I can tell and make a model to show the value of each digit in a three-digit number. now what each symbol represents >, <, and =. I can tell and show what <, >, and = mean. Compare two three-digit numbers based on place value of each digit. I can compare two three-digit numbers. This means I can use what I know about place value to show if a number is greater than, less then, or equal to other numbers. Use >, =, and < symbols to record the results of comparisons. I can compare two numbers using the symbols <, >, and =. Make sense of problems and persevere in solving them. eason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Scott%County%Schools% 2 nd %Grade% Mathematics Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.