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Goddard: Second Grade Common Core State Standards (CCSS) Mathematics

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Measurement and Data Code: 2.MD.1Cluster: Measure and estimate lengths in standard units.Standard: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐

Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐Know (nouns) Definition

List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Length – the measurement from end to end Tools/manipulatives – rulers, yardsticks, meter sticks, and measuring tape

Be Able to Do (Verbs) Level I Level II Level III Level IV Level V

List the verbs that are key learning targets, then determine the cognitive demand level (Bloom’s/SEC) with verbs in context by placing a checkmark in the appropriate square:

Knowledge/ Remembering

Memorize facts, definitions, &

formulas

Comprehension/ Understanding

Perform Procedures

ApplicationDemonstrate

understanding of math

AnalysisConjecture,

Generalize, Prove

Synthesis/Evaluate/ Create; Solve non-routine problems; make connections

Measure the length – distance between numbers on a scale like a ruler

☒ ☐ ☐ ☐ ☐

Using appropriate tools – level depends on task at hand ☒ ☒ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

I can measure length using a ruler, yardstick, measure tape, or meter stick.Essential Questions:

Can I measure with a ruler? Can I measure with a yard stick? Can I measure with measure tape? Can I measure with a metric stick?

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What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed Check Level of Rigor/Cognitive Demand(Depth of Knowledge

1 Know how to use rulers, meter stick, yard stick, and measuring tape. I ☐ II ☐ III ☐ IV ☐ V ☐2 They have to select appropriate tool to use for problem. I ☐ II ☐ III ☐ IV ☐ V ☐3 Measure using correct tools. I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?)

Instructional Resources/Tools:

Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐ Oral Response ☐ Eligible as summative item ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: In work stations, students choose cards labeled with classroom items. Students select tools provided in the station, measure the objects, and record the measurements.Example 2: Students examine measuring tools and discuss the relationship between units. Students create graphic organizers labeled ruler, yardstick, and measuring tape. Students categorize items from the classroom by the most appropriate measuring tool for the measuring. Example 3:

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Measurement and Data Code: 2.MD.2Cluster: Measure and estimate lengths in standard units.Standard: 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.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐


List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Length – the measurement from end to end Units – standard and nonstandard (ex. Paper clips, connecting cubes, unit cubes, etc.) Measurement – process of measure something





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


Measure the length ☒ ☐ ☐ ☐ ☐ Using length units or different lengths ☒ ☒ ☐ ☐ ☐ Describe how the two measurements relate to the size

of the unit☐ ☒ ☐ ☐ ☐

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

I can measure the length of the same object using two different forms of measurement. I can describe how two different units of measurements compare.Essential Questions:

Can I measure the length of an object with two different forms? Can I compare two different measurements? What learning progressions are needed to master this standard? Give specific, measurable skill statements.

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1 Know difference in sizes of measurements in length. I ☐ II ☐ III ☐ IV ☐ V ☐2 Measure the object in the two different forms of measurement. I ☐ II ☐ III ☐ IV ☐ V ☐3 Compare the two measurement forms. I ☐ II ☐ III ☐ IV ☐ V ☐4 Describe the difference in measurements in relation to their size. I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?)



Example 1: Students measure objects and record the measurements in specified units. Students measure the same objects with different units and describe how the measurements are related based on the size of the units. (Measure object: inches using ruler, measure feet using ruler, measure yards using yardstick. Compare the number of inches, feet, and yards and discuss how the measurements are different. )Example 2: Students play games using rulers, spinners, and measuring tape and discuss the relationship between inches and feet.Example 3:

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Measurement and Data Code: 2.MD.3Cluster: Measure and estimate lengths in standard units.Standard: Estimate lengths using units of inches, feet, centimeters, and meters.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐


List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Standard units – metric and standard/english (ex. Inches, feet, centimeters, and meters) Length – the measurement from end to end





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


Estimate – make an educated guess ☐ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

I can estimate length using inches, feet, centimeters, and metersEssential Questions:

Can I measure using inches? Can I measure using feet? Can I measure using centimeters? Can I measure using meters? What learning progressions are needed to master this standard? Give specific, measurable skill statements.


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1 Know units of measurement : inches, feet, centimeters, and meters. I ☐ II ☐ III ☐ IV ☐ V ☐2 Estimate the unit of measurement for various lengths. I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?)



Example 1: Using personal benchmarks (the width of a child’s finger is about 1 cm), students estimate the lengths of objects and record their predictions. Students measure the objects with standard measuring tools and record. Students compare their estimates to the actual measurements. Example 2: As standard units are introduced, students locate objects that are about the same size as that unit (e.g- centimeter- width of the pencil, yard- height of teachers desk, ect…) Example 3:

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Measurement and Data Code: 2.MD.4Cluster: Measure and estimate lengths in standard units.Standard: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐


List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Length – the measurement from end to end Standard units – English and metric (ex. Inches or centimeters) Object – thing that you are measuring





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


Measure length- distance from one point to another on a ruler

☒ ☐ ☐ ☐ ☐

Expressing the length difference – subtracting your actual measurement from your guess

☐ ☒ ☐ ☐ ☐

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

I can measure to tell how much longer one object compared to another object.Essential Questions:

Can I measure to tell how much longer one object is compared to another? What learning progressions are needed to master this standard? Give specific, measurable skill statements.

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1 Estimate one object in one standard unit of measurement. I ☐ II ☐ III ☐ IV ☐ V ☐2 Measure one object in one standard unit of measurement. I ☐ II ☐ III ☐ IV ☐ V ☐3 Find the difference between the two measurements. I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?)



Example 1: Students measure 2 objects of different lengths using the same measuring tool, compare the lengths, and record the difference between the two measures. Example 2: In pairs, students select items for desks. Student’s measure items using the same units and complete sentences using the words longer or shorter (e.g., My scissors are 2 inches longer than your pencil. ) Example 3:

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Measurement and Data Code: 2.MD.5Cluster: Relate addition and subtraction to length.Standard: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of

rulers) and equations with a symbol for the unknown number to represent the problem.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐


List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Addition – grouping two or more numbers together to achieve a sum Subtraction – separating two or more numbers to achieve a difference Word problems – type of problem written out in text Length – the measurement from end to end Equations – mathematic statement that asserts the equality of two expressions Drawings – picture or diagram that helps solve the problem ex. Number line Symbol – picture representing object in problem Unit- what you are measuring Unknown number- answer





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


Use addition and subtraction ☒ ☐ ☐ ☐ ☐ Solve word problems ☐ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

I can use addition and subtraction to solve word problems with length.Essential Questions:

Can I use addition to solve a length related word problem? Can I use subtraction to solve a length related word problem?

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What learning progressions are needed to master this standard? Give specific, measurable skill statements.


1 Recognize the numbers from 1 to 100. I ☐ II ☐ III ☐ IV ☐ V ☐2 Know how to solve a story problem with a mathematical sentence. I ☐ II ☐ III ☐ IV ☐ V ☐4 Know how to solve addition and subtraction problems with an answer less than 100. I ☐ II ☐ III ☐ IV ☐ V ☐3 Be able to solve a word problem by using drawings. I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?)



Example 1: Students use the Think Aloud strategy to solve word problems involving length. Students show solutions using words/drawings and write appropriate number sentences. Example 2: Students create word problems involving length. Students exchange problems with partners, write the equations, and solve.Example 3:

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Measurement and Data Code: 2.MD.6Cluster: Relate addition and subtraction to length.Standard: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-

number sums and differences within 100 on a number line diagram.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐


List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Whole numbers – numbers without fractions Length – the measurement from end to end Number line – line in which numbers are marked at intervals Sum – answer to an addition problem Difference- answer to a subtraction problem





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


Represent whole numbers as lengths ☒ ☐ ☐ ☐ ☐ Represent whole number sums and differences ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

I can use and create a number line.Essential Questions:

Can I use a number line? Can I create a number line? What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed Check Level of Rigor/Cognitive Demand

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(Depth of Knowledge1 Recognize and write numbers to 100. I ☐ II ☐ III ☐ IV ☐ V ☐2 Know how to draw a number line with equally spaced whole number intervals. I ☐ II ☐ III ☐ IV ☐ V ☐3 Use a number line to solve addition and subtraction problems. I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?)



Example 1: Students use 0-100 number line diagrams to solve for sums, placing objects end to end on the diagrams. Students solve for differences, placing objects parallel to compare. Students then move on a 0-100 floor number line to act out addition or subtraction word problems. Example 2: Students examine a meter stick and/or yardstick and use a graphic organizer to denote similarities and differences between the measuring tools and a number line. Student use the tools to find sums and differences. Example 3:

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Measurement and Data Code: 2.MD.7Cluster: Work with time and money.Standard: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐


List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Time – progress of events that occur in succession Analog clock – clock with hour and minute hands, time using angles Digital clock – clock with only numbers Minutes – 60 seconds Am – morning or before noon (anti meridian) Pm – afternoon (post meridian)





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


Tell time ☒ ☐ ☐ ☐ ☐ Write (show) time ☐ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

I can tell and write time using an analog clock and digital clock to the nearest 5 minutes.Essential Questions:

Can I tell time on an analog clock to the nearest 5 minutes? Can I tell time on a digital clock to the nearest 5 minutes? Can I write time on an analog clock to the nearest 5 minutes? Can I write time on a digital clock to the nearest 5 minutes? What learning progressions are needed to master this standard? Give specific, measurable skill statements.


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(Depth of Knowledge1 Know how to read both analog and digital clocks to the nearest hour and half hour. I ☐ II ☐ III ☐ IV ☐ V ☐2 Know how to read both analog and digital clocks to the nearest 5 minute interval. I ☐ II ☐ III ☐ IV ☐ V ☐3 Understand what how to decide if it is AM or PM on both style clocks. I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?)



Example 1: Students set individual geared clocks to specific times.Example 2: Students match times on analog clocks to digital clock displays. Write daily events that typically occur in a.m. and p.m. Example 3:

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Measurement and Data Code: 2.MD.8Cluster: Work with time and money.Standard: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies,

how many cents do you have?Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐


List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Word problems – type of problem written out in text Currency – dollar bills, quarters, dimes, nickels, pennies $ - dollar sign ₵ - cent sign symbol – picture representation of object from problem





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


solve word problems ☐ ☒ ☐ ☐ ☐ using symbols appropriately ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

I can solve word problems with dollars and cents. I can use the $ and ₵ symbols.Essential Questions:

Can I solve word problems with dollars and cents? Can I use the $ and ₵ signs? What learning progressions are needed to master this standard? Give specific, measurable skill statements.


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(Depth of Knowledge1 Identify value of American currency up to a $1 bill. I ☐ II ☐ III ☐ IV ☐ V ☐2 Understand how to solve money related word problems. I ☐ II ☐ III ☐ IV ☐ V ☐3 Use money symbols correctly to solve problem. I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?)



Example 1: After reading the book, Alexander, Who Used to be Rich Last Sunday , By Judith Viorst, students use coins to act out events from the story and write word problems for the events. Example 2: Students create price tags for items, showing prices written with dollar and cent symbols. Students write and solve word problems using the items and prices. Example 3:

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Measurement and Data Code: 2.MD.9Cluster: Represent and interpret data.Standard: 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.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐


List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Data -information Length- measurement from end to end Nearest whole unit – whole number without fractions Repeated measurement – measure more than once Line plot – data on a number line using symbols to show frequency Horizontal scale – numbers lined up from side to side (labeled on bottom of line)





formulas


Perform Procedures



AnalysisConjecture,

Generalize, Prove


Generate measurement data ☐ ☐ ☒ ☐ ☐ Making repeated measurements ☐ ☐ ☒ ☐ ☐ Show the measurements on a line plot ☐ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

I can use measurements to create data for a line plot.Essential Questions:

Can I use measurements to create data for a line plot? What learning progressions are needed to master this standard? Give specific, measurable skill statements.

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1 Measure numerous objects in the same unit of measurement. I ☐ II ☐ III ☐ IV ☐ V ☐2 Know how to make a horizontal scaled line plot. I ☐ II ☐ III ☐ IV ☐ V ☐3 Input information measured into line plot. I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?)



Example 1: Students use common units to measure lengths of items in sets and label items with the measurements. Students use x’s to plot the data on number lines showing the range and frequency of the measurements. Example 2: Working in pairs, students fill a bag of interlocking cubes containing a random number of eight colors of cubes. Students sort the cubes, connect by color, and count the cubes in each train. Students create blind plots of their data and explain the representations. Example 3:

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Domain: Measurement and Data Code: 2.MD.10Cluster: Represent and interpret data.Standard: 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

problems10 using information presented in a bar graph.10See Glossary, Table 1.

Result Unknown Change Unknown Start UnknownAdd to Two bunnies sat on the grass. Three more

bunnies hopped there. How many bunnies are on the grass now?2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two?2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?? + 3 = 5

Take from Five apples were on the table. I ate two apples. How many apples are on the table now?5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?5 – ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before?? – 2 = 3

Total Unknown Addend Unknown Both Addends Unknown

Put Together/ Take Apart Three red apples and two green apples are on the table. How many apples are on the table?3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How many apples are green?3 + ? = 5, 5 – 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase?5 = 0 + 5, 5 = 5 + 05 = 1 + 4, 5 = 4 + 15 = 2 + 3, 5 = 3 + 2

Difference Unknown Bigger Unknown Smaller Unknown

Compare (―How many more?‖ version):Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy?(―How many fewer?‖ version):Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie?2 + ? = 5, 5 – 2 = ?

(Version with ―more‖):Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have?(Version with ―fewer‖):Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have?2 + 3 = ?, 3 + 2 = ?

(Version with ―more‖):Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?(Version with ―fewer‖):Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have?5 – 3 = ?, ? + 3 = 5

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

Picture graph – pictorial representation using data Bar graph – pictorial representation with bars Data – information in problem Four categories – four different choices in problem Single – unit scale – numbers from 0 to 9


List the verbs that are key learning targets, then Knowledge/ Comprehension/ Application Analysis Synthesis/Evaluate/

19

determine the cognitive demand level (Bloom’s/SEC) with verbs in context by placing a checkmark in the appropriate square:

RememberingMemorize facts,

definitions, & formulas

UnderstandingPerform Procedures

Demonstrate understanding of

math

Conjecture, Generalize, Prove

Create; Solve non-routine problems; make connections

Draw a picture and bar graph ☒ ☐ ☐ ☐ ☐ Solve simple problems ☐ ☒ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐This standard means a student will know and be able to do…(use your own words)

I can draw a picture graph and a bar graph with 4 categories. I can solve problems using a graph.Essential Questions:

Can I draw a picture graph and a bar graph with 4 categories? Can I solve problems using a graph? What learning progressions are needed to master this standard? Give specific, measurable skill statements.


1 Recognize a picture and bar graph. I ☐ II ☐ III ☐ IV ☐ V ☐2 Compare/contrast picture and bar graphs. I ☐ II ☐ III ☐ IV ☐ V ☐3 Generate a bar graph and picture graph with 4 categories. I ☐ II ☐ III ☐ IV ☐ V ☐4 Use bar graphs and picture graph to solve numerous problems involving data. I ☐ II ☐ III ☐ IV ☐ V ☐ I ☐ II ☐ III ☐ IV ☐ V ☐Assessments: (What will be acceptable evidence the student has achieved the desired results?)



Example 1: Students create real graphs to collect, organize, and display data (graph shoes by type or color). Students transfer the data from the graph (using die cut shapes) or two bar graphs (using square sticky notes). Students answer questions about the data that require the use of addition and subtraction. Example 2: Students conduct class surveys using up to four choices (favorite ice cream). Students tally responses and organize data on picture graphs or bar graphs. Students answer questions comparing the data.

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Example 3:

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