· web view2.oa.a.1 use addition and subtraction within 100 to solve one- and two-step word...
Post on 22-Apr-2020
5 Views
Preview:
TRANSCRIPT
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
OPERATIONS AND ALGEBRAIC THINKINGRepresent and solve problems involving addition and subtraction.2.OA.A.1Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting from, 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.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
regularity in repeated reasoning.
In what ways can operations affect numbers?
How can different strategies be helpful when solving a problem?
I can add to solve one-step word problems using equations. (R)
I can subtract to solve one-step word problems using equations. (R)
I can add to solve two-step word problems using equations. (R)
I can subtract to solve two-step word problems using equations. (R)
I can add to solve one-step word problems using drawings. (P)
I can subtract to solve one-step word problems using drawings. (P)
I can add to solve two-step word problems using drawings. (P)
I can subtract to solve two-step word problems using drawings. (P)
Curriculum Associates TN Ready Lesson 2
Investigations Units 1,2,3,5,8
Counters Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html
additionsubtractionequationone-step word problems
Page 1 of 28
Learning Target Key
K = KnowledgeR = ReasoningPS = Performance SkillP = Product
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
http:// insidemathematics.org/index.php/2nd-grade
Add and subtract within 20.2.OA.B.2Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two one-digit numbers. (See 1.OA.6 for a list of mental strategies.)
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
regularity in repeated reasoning.
In what ways can operations affect numbers?
How can different strategies be helpful when solving a problem?
I can fluently add two 1-digit numbers (within 20) in my mind. (R)
I can fluently subtract two 1-digit numbers in my mind. (within 20) (R)
Mastering the Basic Facts in Addition and Subtraction by Sue O’Connell
Investigations Units 1-6, 8 & 9
Number lines Counters Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_
fluentlydigitsumsstrategy/plan
Page 2 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html
http:// insidemathematics.org/index.php/2nd-grade
Work with equal groups of objects to gain foundations for multiplication.2.OA.C.3Determine 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.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
regularity in repeated reasoning.
In what ways can operations affect numbers?
How can different strategies be helpful when solving a problem?
I can determine if a number is odd. (R)
I can determine if a number is even. (R)
Given an even number, I can write an equation using two equal addends. (doubles) (R)
Curriculum Associates TN Ready Lesson 4
Investigations Units 3,5,6,8
Rekenreks for arrays and grouping
Variety of counters for grouping
Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
objectsodd numbereven numbermemberspairingequationsumequal addends
Page 3 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html
http:// insidemathematics.org/index.php/2nd-grade
2.OA.C.4
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.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
In what ways can operations affect numbers?
How can different strategies be helpful when solving a problem?
Given an array, I can write an addition equation to show the sum of the objects. (repeated addition) (R)
Curriculum Associates TN Ready Lesson 4
Investigations Units 1-3 & 5
Rekenreks for arrays and grouping
Color tiles for forming rectangles
Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
rectangular arrayrowscolumnsequationequal addends
Page 4 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
regularity in repeated reasoning.
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html
http:// insidemathematics.org/index.php/2nd-grade
NUMBER AND OPERATIONS IN BASE TENUnderstand place value.2.NBT.A.1a, bUnderstand 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:
a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
b. The numbers
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision.
How does a digit’s position affect its value?
I can identify how many ones are in a number. (K)
I can identify how many tens are in a number. (K)
I can identify how many hundreds are in a number. (K)
I can identify that a bundle (group) of ten tens makes a hundred. (K)
Curriculum Associates TN Ready Lesson 10
Investigations Units 6,8
Hundreds Board (0- 99)
Blank Hundreds Boards
Rekenreks Ten frames Base-ten blocks Arrow Cards Math Journals http://
commoncoretasks.ncdpi.
digits hundreds tens one representthree-digit number
Page 5 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
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).
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
I can identify how many hundreds, tens, and ones are in a multiple of one hundred. (K)
wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html
http:// insidemathematics.org/index.php/2nd-grade
2.NBT.A.2Count within 1000; skip-count by 5s, 10s, and 100s.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
How does a digit’s position affect its value?
I can count to 1,000. (R) I can skip count by fives to 1,000.
(R) I can skip count by tens to 1,000.
(R) I can skip count by hundreds to
1,000. (R)
Curriculum Associates TN Ready Lesson 10
Investigations Units 1-8
Hundreds Board (0-99)
Blank Hundreds Boards
Rekenreks Ten frames Base-ten blocks Arrow Cards
skip-count
Page 6 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
structure. 8. Look for and express
regularity in repeated reasoning.
Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html
2.NBT.A.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
How does a digit’s position affect its value?
I can read numbers to 1,000. (Pf) I can read number names (words)
to 1,000. (PS) I can read numbers up to 1,000 in
expanded form. (PS) I can write a number up to 1,000
in expanded form. (R) I can write numbers to 1,000. (P) I can write number names (words)
Curriculum Associates TN Ready Lesson 11
Investigations Units 1,5,6
Hundreds Board (0- 99)
Blank Hundreds Boards
Rekenreks Ten frames Base-ten blocks Arrow Cards Math Journals
base-ten numerals number names expanded form
Page 7 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
structure. 8. Look for and express
regularity in repeated reasoning.
to 1,000. (P) http:// commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html
2.NBT.A.4Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
How does a digit’s position affect its value?
I can compare 3-digit numbers by looking at the hundreds, tens and ones digits. (R)
I can use the symbols >, <, and = to compare 3-digit numbers. (R)
Curriculum Associates TN Ready Lesson 12
Investigations Unit 6 Hundreds Board (0-
99) Blank Hundreds
Boards Rekenreks Ten frames Base-ten blocks
compare symbols record comparisons< less than>greater than= equal
Page 8 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
5. Use appropriate tools strategically.
6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
regularity in repeated reasoning.
Greater than, less than, equal to cards
Arrow cards Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html
http:// insidemathematics.org/index.php/2nd-grade
Use place value understanding and properties of operations to add and subtract.2.NBT.B.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique
How does a digit’s position affect its value?
I can fluently add 2-digit numbers without regrouping. (R)
I can fluently subtract 2-digit
Curriculum Associates TN Ready Lessons 8, 9
Investigations Units 1,3,4-9
Rekenreks Arrow Cards
place value
properties of operations relationships
add/ subtract
Page 9 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
subtraction. the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
regularity in repeated reasoning.
numbers without regrouping. (R) Ten Frames Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html
http:// insidemathematics.org/index.php/2nd-grade
within
2.NBT.B.6Add up to four two-digit numbers using strategies based on place
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and
How does a digit’s position affect its value?
Curriculum Associates TN Ready Lesson 15
Investigations
two-digit
Page 10 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
value and properties of operations.
quantitatively. 3. Construct viable
arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
regularity in repeated reasoning.
I can add up to four 2-digit numbers using regrouping strategies. (R)
I can add up to four 2-digit numbers using my knowledge of place value. (R)
Units 3,5,6,8 Counters Number lines Hundreds Board
(0-99) Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html
http:// insidemathematics.org/index.php/2nd-grade
Page 11 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
2.NBT.B.7Add 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.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
regularity in repeated reasoning.
How does a digit’s position affect its value?
I can subtract 2-digit numbers without regrouping. (R)
I can subtract 2-digit numbers with regrouping. (R)
I can add 3-digit numbers without regrouping. (R)
I can add 3-digit numbers with regrouping. (R)
I can subtract 3-digit numbers without regrouping. (R)
I can subtract 3-digit numbers with regrouping. (R)
I can determine if my answer makes sense. (R)
I can explain the steps I used to solve the problem. (R)
Curriculum Associates TN Ready Lessons 13, 14
Investigations Units 1 & 8
Base-ten blocks Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html
http://
strategies relate written method
Page 12 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
insidemathematics.org/index.php/2nd-grade
2.NBT.B.8Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
regularity in repeated reasoning.
How does a digit’s position affect its value?
I can mentally add 10 to any 3-digit number. (R)
I can mentally subtract 10 from any 3-digit number. (R)
I can mentally add 100 to any 3-digit number. (R)
I can mentally subtract 100 from any 3-digit number. (R)
Curriculum Associates TN Ready Lessons 7, 8
Investigation Unit 6
Math Journals Number lines 1000s chart http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/
mental
Page 13 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
second_grade.aspx http://www.k-
5mathteachingresources.com/2nd-grade-number-activities.html
2.NBT.B.9Explain why addition and subtraction strategies work, using place value and the properties of operations. (Note: Explanations may be supported by drawings or objects).
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
regularity in repeated reasoning.
How does a digit’s position affect its value?
I can explain what strategy I used to solve my problem writing a sentence. (P)
I can explain what strategy I used to solve my problem by drawing a picture. (P)
I can verbally explain what strategy I used to solve my problem. (R)
Curriculum Associates TN Ready Lessons 8, 9
Investigations Units 1, 3, 6, 8
Math Journals Rekenreks Number lines Arrow Cards Counters Base-ten blocks http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
addition subtraction strategies
Page 14 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-number-activities.html
http:// insidemathematics.org/index.php/2nd-grade
MEASUREMENT AND DATAMeasure and estimate lengths in standard units.2.MD.A.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
Why does “what” we measure influence “how” we measure?
Why display data in different ways?
I can identify measuring tools. (K) I can select the appropriate tool to
measure the length of an object. (R)
I can measure the length of an object using a ruler, yardstick,
Curriculum Associates TN Ready Lessons 16, 17
Investigations Unit 9 Ruler- inches &
centimeters Color tiles Yard sticks Measuring tapes Meter sticks Trundle wheel Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https://
length object appropriate tools rulers yardsticks meter sticks measuring tapesstandard unit
Page 15 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
structure. 8. Look for and express
regularity in repeated reasoning.
meter stick and measuring tapes. (PS)
grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-measurement-and-data.html
http:// insidemathematics.org/index.php/2nd-grade
2.MD.A.2Measure 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.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
Why does “what” we measure influence “how” we measure?
Why display data in different ways?
I can measure one object using two different units of measurement. (PS)
I can compare two different units of measurement of one object. (R)
Curriculum Associates TN Ready Lesson 18
Investigations Unit 9
Ruler - inches & centimeters
Color tiles Yard sticks Measuring tapes Meter sticks Trundle wheel Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
length object twice length units measurements relate
Page 16 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
regularity in repeated reasoning.
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-measurement-and-data.html
http:// insidemathematics.org/index.php/2nd-grade
2.MD.A.3Estimate lengths using units of inches, feet, centimeters, and meters.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure.
Why does “what” we measure influence “how” we measure?
Why display data in different ways?
I can measure in inches. (PS) I can measure in feet. (PS) I can measure in centimeters.
(PS) I can measure in meters.(PS) I can estimate length in
inches. (R) I can estimate length in feet.
(R)
Curriculum Associates TN Ready Lesson 19
Investigations Unit 9
Ruler - inches & centimeters
Color tiles Yard sticks Measuring tapes Meter sticks Trundle wheel Math Journals http://
length units inches feet centimeters meters
Page 17 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
8. Look for and express regularity in repeated reasoning.
I can estimate length in centimeters.(R)
I can estimate length in meters. (R)
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-measurement-and-data.html
2.MD.A.4Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure.
Why does “what” we measure influence “how” we measure?
Why display data in different ways?
I can compare the lengths of two objects. (R)
Curriculum Associates TN Ready Lesson 20
Investigations Unit 9
Ruler- inches & centimeters
Color tiles Yard sticks Measuring tapes Meter sticks Trundle wheel Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/
standard length unit
Page 18 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
8. Look for and express regularity in repeated reasoning.
Second+Grade+Tasks https://
grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-measurement-and-data.html
http:// insidemathematics.org/index.php/2nd-grade
Relate addition and subtraction to length.2.MD.B.5Use 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.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision.
Why does “what” we measure influence “how” we measure?
Why display data in different ways?
I can use addition to solve measurement word problems using equations. (R)
I can use subtraction to solve measurement word
Curriculum Associates TN Ready Lesson 21
Investigations Unit 9
Ruler - inches & centimeters
Color tiles Yard sticks Measuring tapes Meter sticks Trundle wheel
addition subtraction
Page 19 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
problems using equations. (R)
I can use addition to solve measurement word problems using drawings. (P)
I can use subtraction to solve measurement word problems using drawings. (P)
Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-measurement-and-data.html
2.MD.B.6Represent 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.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
Why does “what” we measure influence “how” we measure?
Why display data in different ways?
I can use a number line to find the sums of two lengths. (R)
I can use a number line to find the differences of two lengths. (R)
Curriculum Associates TN Ready Lesson 21
Investigations Units 1,3,6,8
Number lines Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.
number line diagram, equally spaced pointssumsdifferences
Page 20 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
structure. 8. Look for and express
regularity in repeated reasoning.
org/Grade+2+Home http://
www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-measurement-and-data.html
Work with Time and Money2.MD.C.7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision.
Why does “what” we measure influence “how” we measure?
Why display data in different ways?
I can tell time using a digital clock to the nearest 5 minutes. (K)
I can write time using a digital clock to the nearest 5 minutes. (K)
Curriculum Associates TN Ready Lesson 24
Investigations Units 1-9
Digital Clocks Styrofoam Clock with
golf tees Homemade clock with
hour hand only Number lines Math Journals http://
commoncoretasks.nc
analog digital five minutes a.m. p.m.
Page 21 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
I can determine the difference between A.M. and P.M. (R)
I can tell time using an analog clock to the nearest 5 minutes. (R)
I can write time using an analog clock to the nearest 5
minutes. (R)
dpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-measurement-and-data.html
http:// insidemathematics.org/index.php/2nd-grade
2.MD.C.8Solve 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?
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision.
Why does “what” we measure influence “how” we measure?
Why display data in different ways?
I can count money combinations including dollars, quarters, dimes, nickels, and pennies. (R)
I can write money amounts using the symbols $ and ¢. (R)
Curriculum Associates TN Ready Lesson 24
Investigations Unit 6
Coins/Samples of real coins
Paper dollar bills Adding Machine
Tape http://
commoncoretasks.ncdpi.wikispaces.net/
word problems dollar bills dimes nickels pennies $ (dollar) ¢ (cent)symbol
Page 22 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
I can solve word problems using dollars, quarters, dimes, nickels, and pennies. (R)
Second+Grade+Tasks https://
grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-measurement-and-data.html
http:// insidemathematics.org/index.php/2nd-grade
Represent and interpret data.2.MD.D.9Generate 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.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically.
Why does “what” we measure influence “how” we measure?
Why display data in different ways?
I can measure objects to the nearest unit and record my data. (PS)
I can record measurement data on a number line. (P)
Curriculum Associates TN Ready Lesson 22
Investigations Units 9
Line plots Ruler - inch &
centimeter Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/
measurement data measuring lengths whole units repeatedmeasurementsline plot horizontal scale whole-number units
Page 23 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
regularity in repeated reasoning.
Second+Grade+Tasks https://
grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-measurement-and-data.html
http:// insidemathematics.org/index.php/2nd-grade
2.MD.D.10Draw 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.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision.
Why does “what” we measure influence “how” we measure?
Why display data in different ways?
I can solve word problems using the data from a bar graph. (R)
I can draw a picture graph to represent
data with up to four
Curriculum Associates TN Ready Lesson 23
Investigations Unit 4 & 5
Focus on the Question flipcharts
Color tiles Line plot Counters Math Journals
picture graph bar graph data set categories
Page 24 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
categories. (P) I can draw a bar graph
to represent data with up to four categories. (P)
http:// commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-measurement-and-data.html
http:// insidemathematics.org/index.php/2nd-grade
GEOMETRYReason with shapes and their attributes.2.G.A.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Note: Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
How does geometry better describe objects?
I can identify that any closed 3-sided shape is a triangle. (K)
I can identify that any closed 4-sided shape is a quadrilateral. (K)
Curriculum Associates TN Ready Lesson 26
Investigations Units 1 & 2, 4-6
Cut out of different shapes
Set of 3- dimensional shapes
attributesanglesequal facestrianglequadrilateralpentagonhexagoncuberectangular prism
Page 25 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
5. Use appropriate tools strategically.
6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
regularity in repeated reasoning.
I can identify a pentagon. (K) I can determine a 2-D and
3-D shape when given a set of attributes. (edges, faces, vertices, bases, sides, angles) (R)
I can draw a 2-D and 3-D shape when given a set of attributes. (edges, faces, vertices, bases, sides, angles) (P)
Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-geometry.html
http:// insidemathematics.org/index.php/2nd-grade
conecylinder
2.G.A.2Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
How does geometry better describe objects?
I can count the number of squares in a rectangle to determine area. (K)
I can divide a rectangle into rows and columns of same
Curriculum Associates TN Ready Lesson 27
Investigations Unit 2
Color tiles Math Journals http://
commoncoretasks.n
partitionrectanglerow columnsame size square
Page 26 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
4. Model with mathematics. 5. Use appropriate tools
strategically. 6. Attend to precision. 7. Look for and make use of
structure. 8. Look for and express
regularity in repeated reasoning.
size squares. (area) (P) cdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-geometry.html
http:// insidemathematics.org/index.php/2nd-grade
2.G.A.3Partition 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. Recognize that equal shares of identical wholes
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and
How does geometry better describe objects?
I can write a fraction to represent parts of a whole.(K)
I can divide a circle into halves.(R) I can divide a circle into thirds.(R) I can divide a circle into fourths.(R) I can divide a rectangle into
halves. (R)
Curriculum Associates TN Ready Lesson 28
Investigations Unit 7
Cut outs of circles and rectangles
circles rectanglesequal shareshalvesthirdshalf ofthird oftwo halves
Page 27 of 28
CLEVELAND CITY SCHOOLS • GRADE 2 STANDARDS GUIDE • MATHEMATICS
StandardSuggested
Mathematical Practices
Essential Question(s)Learning Target(s)
Materials/Resources
Essential Vocabulary
need not have the same shape. critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision. 7. Look for and make
use of structure. 8. Look for and express
regularity in repeated reasoning.
I can divide a rectangle into thirds. (R)
I can divide a rectangle into fourths. (R)
I can describe a circle using the words halves and half of. (R)
I can describe a circle using the words thirds and third of. (R)
I can describe a circle using the words fourths and fourth of. (R)
I can describe a rectangle using the words halves and half of. (R)
I can describe a rectangle using the words thirds and third of. (R)
I can describe a rectangle using the words fourths and fourth of. (R)
Math Journals http://
commoncoretasks.ncdpi.wikispaces.net/Second+Grade+Tasks
https:// grade2commoncoremath.wikispaces.hcpss.org/Grade+2+Home
http:// www.readtennessee.org/math/teachers/k-3_common_core_math_standards/second_grade.aspx
http://www.k- 5mathteachingresources.com/2nd-grade-geometry.html
http:// insidemathematics.org/index.php/2nd-grade
three thirdsfour fourthsidenticalwhole
Page 28 of 28
top related