second grade math maury county public school...

E: Standard explicitly instructed: introduced and taught with explicit, direct instruction. O: On-going standard: continually instructed and assessed throughout the year M: Standard instructed and assessed: reteaching and assessment are expected throughout school year. Starred standards: labeled as major content of the grade on TN Department of Education Mathematics Blueprint

Second Grade Math Maury County Public School Year at a Glance

Operations and Algebraic Thinking

Q1 Q2 Q3 Q4 Coding Standard Stems

E O E M *2.OA.A.1 Add and subtract within 100 to solve one- and two-step contextual problems…

E O O M *2.OA.B.2 Fluently add and subtract within 30 using mental strategies…

EM 2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number…

EM 2.OA.C.4 Use repeated addition to find the total number of objects arranged in rectangular arrays…

Number and Operations in Base Ten


E M *2.NBT.A.1 Know that the three digits of a three-digit number represent amounts of hundreds, tens, and ones…

E M *2.NBT.A.2 Count within 1000. skip-count within 1000 by 5s, 10s, and 100s…

E M *2.NBT.A.3 Read and write numbers to 1000…

EM *2.NBT.A.4 Compare two three-digit numbers…

E M *2.NBT.B.5 Fluently add and subtract within 100…

EM *2.NBT.B.6 Add up to four two-digit numbers…

E M *2.NBT.B.7 Add and subtract within 1000 using concrete models, drawings, strategies…

E M *2.NBT.B.8 Mentally add 10 or 100 to a given number…

E M *2.NBT.B.9 Explain why addition and subtraction strategies work…

Measurement and Data


EM *2.MD.A.1 Measure the length of an object by selecting and using appropriate tools…

EM *2.MD.A.2 Measure the length of an object using two different units of measure…

EM *2.MD.A.3 Estimate lengths using units…

EM *2.MD.A.4 Measure to determine how much longer one object is than another…

E M *2.MD.B.5 Add and subtract within 100 to solve contextual problems involving lengths…

EM *2.MD.B.6 Represent whole numbers as lengths from 0 on a number line…

E O M 2.MD.C.7 Tell and write time…

E M 2.MD.C.8 Solve contextual problems involving dollar bills…

EM 2.MD.D.9 Generate measurement data by measuring lengths…a line plot…

EM 2.MD.D.10 Draw a pictograph and a bar graph…

Geometry


EM 2.G.A.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes…

EM 2.G.A.2 Partition a rectangle into rows and columns…

EM 2.G.A.3 Partition circles and rectangles into two, three, and four equal shares…


The following are the eight standards for mathematical practice from the Tennessee Math Standards document:

Standards for Mathematical Practice

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.

The following are the four literacy skills for mathematical practice from the Tennessee Math Standards document:

Literacy Skills for Mathematical Proficiency

1. Use multiple reading strategies.

2. Understand and use correct mathematical vocabulary.

3. Discuss and articulate mathematical ideas.

4. Write mathematical arguments.

The following is the most recent (May 2017) testing information from the TN Department of Education:

Grade 2: Mathematics Blueprint Data from TN Department of Education

# of Items

# of Score Points

% of Test

Computation with Whole Numbers

*2.OA.A – Represent and solve problems involving addition and subtraction.

*2.OA.B – Add and subtract within 30.

*2.NBT.B – Use place value understanding and properties of operations to add and

subtract.

12-16 15-19 25-33

Number Relationships and Patterns 2.OA.C – Work with equal groups of objects to gain foundations for multiplication.

*2.NBT.A – Understand place value.

10-14 12-16 20-28

Measurement Concepts

*2.MD.A – Measure and estimate lengths in standard units.

*2.MD.B – Relate addition and subtraction to length.

2.MD.C – Work with time and money.

9-13 11-15 18-26

Data and Geometric Concepts 2.MD.D – Represent and interpret data. 2.G.A – Reason about shapes and their attributes.

6-10 7-11 12-20

Problem Solving Integrated content from at least two standards from different domains.

1 5-6 5-13

38-54 50-67 100

*Major content of the grade


1st Quarter Second Grade Math Maury County Public Schools

NUMBERS TO 100

OPERATIONS AND ALGEBRAIC THINKING

***2.OA.A - Represents and solve problems involving addition and subtraction***

2.OA.A.1

E Add and subtract within 100 to solve one- and two-step contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. use objects, drawings, and equations with a symbol for the unknown number to represent the problem.

***2.OA.B - Add and subtract within 30***

2.OA.B.2

E Fluently add and subtract within 30 using mental strategies. by the end of 2nd grade, know from memory all sums of two one-digit numbers and related subtraction facts.

2.OA.C - Work with equal groups of objects to gain foundations for multiplication

2.OA.C.3

E/M Determine whether a group of objects (up to 20) has an odd or even number of members by pairing objects or counting them by 2s. Write an equation to express an even number as a sum of two equal addends.

NUMBER AND OPERATIONS IN BASE TEN

***2.NBT.A - Understand place value***

2.NBT.A.1

E

2.NBT.A.2

E

2.NBT.A.3

E

Know that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (e.g., 706 can be represented in multiple ways as 7 hundreds, 0 tens, and 6 ones; 706 ones; or 70 tens and 6 ones).

Count within 1000. skip-count within 1000 by 5s, 10s, and 100s, starting from any number in its skip counting sequence.

Read and write numbers to 1000 using standard form, word form, and expanded form.

MEASUREMENT AND DATA

2.MD.C - Work with time and money

2.MD.C.7

E

Tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks.

2.MD.C.8

E Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately.

GEOMETRY


2nd Quarter Second Grade Math Maury County Public Schools

NUMBERS TO 1,000



2.OA.A.1

O Add and subtract within 100 to solve one- and two-step contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. use objects, drawings, and equations with a symbol for the unknown number to represent the problem.


2.OA.B.2

O Fluently add and subtract within 30 using mental strategies. by the end of 2nd grade, know from memory all sums of two one-digit numbers and related subtraction facts.


***2.NBT.A - Understand place value***

2.NBT.A.1

M

2.NBT.A.2

M

2.NBT.A.3

M 2.NBT.A.4

E/M




Compare two three-digit numbers based on the meaning of the digits in each place and use the symbols >, =, < to show the relationship.

***2.NBT.B - Use place value understanding and properties of operations to add and subtract***

2.NBT.B.5

E

2.NBT.B.7

E

2.NBT.B.8

E

Fluently add and subtract within 100 using properties of operations, strategies based on place value, and/or the relationship between addition and subtraction.

Add and subtract within 1000 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used.

Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100– 900.



2.MD.C.7

E Tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks.

2.MD.C.8

M Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately.

GEOMETRY


3rd Quarter Second Grade Math Maury County Public Schools Numbers to 1,000 and Measurement



2.OA.A.1

O

Add and subtract within 100 to solve one- and two-step contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. use objects, drawings, and equations with a symbol for the unknown number to represent the problem.

***2.OA.B - Add and subtract within 30*** 2.OA.B.2

O Fluently add and subtract within 30 using mental strategies. by the end of 2nd grade, know from memory all sums of two one-digit numbers and related subtraction facts.

2.OA.C - Work with equal groups of objects to gain foundations for multiplication

2.OA.C.4

E/M Use repeated addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.


***2.NBT.B - Use place value understanding and properties of operations to add and subtract*** 2.NBT.B.5

M

2.NBT.B.7

M

2.NBT.B.8

M

2.NBT.B.9

E




Explain why addition and subtraction strategies work using properties of operations and place value. (Explanations may include words, drawing, or objects.)


***2.MD.A - Measure and estimate lengths in standard units*** 2.MD.A.1

E/M

2.MD.A.2

E/M

2.MD.A.3

E/M 2.MD.A.4

E/M

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Measure the length of an object using two different units of measure and describe how the two measurements relate to the size of the unit chosen.

Estimate lengths using units of inches, feet, yards, centimeters, and meters.

Measure to determine how much longer one object is than another and express the difference in terms of a standard unit of length.

***2.MD.B - Relate addition and subtraction to length*** 2.MD.B.5

E

2.MD.B.6

E/M

Add and subtract within 100 to solve contextual problems involving lengths that are given in the same units by using drawings and equations with a symbol for the unknown to represent the problem.

Represent whole numbers as lengths from 0 on a number line and know that the points corresponding to the numbers on the number line are equally spaced. Use a number line to represent whole number sums and differences of lengths within 100.


2.MD.C.7

M Tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks.

GEOMETRY


4th Quarter Second Grade Math Maury County Public Schools

Wrap up all standards



2.OA.A.1

M



2.OA.B.2

M Fluently add and subtract within 30 using mental strategies. by the end of 2nd grade, know from memory all sums of two one-digit numbers and related subtraction facts.

NUMBER AND OPERATIONS IN BASE TEN ***2.NBT.B - Use place value understanding and properties of operations to add and subtract***

2.NBT.B.6

E/M

2.NBT.B.9

M

Add up to four two-digit numbers using properties of operations and strategies based on place value.


MEASUREMENT AND DATA ***2.MD.B - Relate addition and subtraction to length***

2.MD.B.5

M


2.MD.D - Represent and interpret data

2.MD.D.9

E/M

2.MD.D.10

E/M

Generate measurement data by measuring lengths of several objects to the nearest whole unit. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Draw a pictograph and a bar graph (with intervals of one) to represent a data set with up to four categories. Solve addition and subtraction problems related to the data in a graph.

GEOMETRY 2.G.A - Reason about shapes and their attributes

2.G.A.1

E/M

2.G.A.2

E/M

2.G.A.3

E/M

Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. draw two-dimensional shapes having specified attributes (as determined directly or visually, not by measuring), such as a given number of angles or a given number of sides of equal length.

Partition a rectangle into rows and columns of same-sized squares and find the total number of squares.

Partition circles and rectangles into two, three, and four equal shares, describe the shares using the words halves, thirds, fourths, half of, a third of, and a fourth of, and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.


*2.OA.A.1 - Q1 (E) Q2 (O) Q3 (E) Q4 (M)

PRIOR EXPERIENCE 2ND GRADE TARGET

1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Table 1 - Addition and Subtraction Situations)


VOCABULARY I CAN STATEMENTS

Sum Difference

Model Unknown Outcome Equation

Equal Sign Addend Symbol

Unknown Represent

• I can determine whether a word problem requires addition and/or subtraction to solve.

• I can represent addition and subtraction word problems using objects, drawings, and equations with unknowns in all positions.

• I can write equations to represent a word problem using unknown numbers in different positions. (e.g. 5 + __ = 13, __ + 8 = 13. 5 + 8 = __)

PLANNING RESOURCES and CONSIDERATIONS

Q1 – solve one-step problems, include money word problems with numbers to 100 Q2 – solve one-step problems, including money word problems with numbers to 1000 Q3 – solve one-step problems, including problems involving length, begin two-step problems Q4 – one-step problems, two-step problems, include money and length word problems


*2.OA.B.2 - Q1 (E) Q2 (O) Q3 (O) Q4 (M) PRIOR EXPERIENCE 2ND GRADE TARGET

1.OA.C.6 Fluently add and subtract within 20 using mental strategies. By the end of 1st grade, know from memory all sums up to 10.

Fluently add and subtract within 30 using mental strategies. by the end of 2nd grade, know from memory all sums of two one-digit numbers and related subtraction facts.


Sum

Difference Add

Addend Subtract

Fact Family Pattern Doubles

Plus Number sentence

Grouping

• I can recall from memory all the sums of two one-digit numbers. Ex: 4 + 9, 9 + 8, 5 + 7, etc. (Q1)

• I can recall from memory all of the differences within 20. (Q2)

• I can use mental math strategies (e.g., count on, make a ten, decompose numbers into smaller parts) to add or subtract numbers within 20 with ease.

• I can add within 30 using mental strategies. (Q3)

• I can subtract within 30 using mental strategies. (Q4)



2.OA.C.3 - Q1 (EM) PRIOR EXPERIENCE 2ND GRADE TARGET

N/A

Determine whether a group of objects (up to 20) has an odd or even number of members by pairing objects or counting them by 2s. Write an equation to express an even number as a sum of two equal addends.


Equal Even Odd

Identical Equation

Sum Pair

Addends

• I can identify a group of objects as having an even or odd number of items using different strategies.

• I can write an equation to demonstrate that the sum of two identical numbers is even. (e.g. 5 + 5 = 10, 6 + 6 = 12)



2.OA.C.4 - Q3 (EM) PRIOR EXPERIENCE 2ND GRADE TARGET

N/A

Use repeated 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.


Array Row

Column Rectangular

Equal Addition Addends Equation

Total Sum

• I can create and describe a rectangular array in terms of rows and columns.

• I can represent multiplication using models (a rectangular array) to show sets of equal groups. (e.g. 5 x 2 is 5 groups of 2).

• I can represent multiplication as repeated addition.



*2.NBT.A.1 - Q1 (E) Q2 (M) PRIOR EXPERIENCE 2ND GRADE TARGET

1.NBT.B.2 Know that the digits of a two-digit number represent groups of tens and ones (e.g., 39 can be represented as 39 ones, 2 tens and 19 ones, or 3 tens and 9 ones).



Digit

Hundreds Tens Ones Value Place

• I can represent each digit in a 3 digit number using hundreds, tens, and ones.

• I can relate the value of each digit in a three-digit number to the place it holds in the number. (place value)

• I can represent a hundred as 10 groups of 10.

• I can interpret the value of the zeroes in a given hundred as zero tens and zero ones.

• I understand the 7 in 706 represents 7 hundreds, and 706 can be decomposed and represented as 70 tens.



*2.NBT.A.2 - Q1 (E) Q2 (M) PRIOR EXPERIENCE 2ND GRADE TARGET

1.NBT.A.1 Count to 120, starting at any number. Read and write numerals to 120 and represent a number of objects with a written numeral. Count backward from 20.



Skip count

• I can count to 1000 from any given number. (e.g. 799, 800, 801, etc.)

• I can skip count to 1000 by 5’s, 10’s, and 100’s starting with any number in its skip counting sequence.



*2.NBT.A.3 – Q1 (E) Q2 (M) PRIOR EXPERIENCE 2ND GRADE TARGET

N/A



Standard form

Word form Expanded form

Digit Value Place

Model

• I can recognize that the digits in a 4-digit number represent ones, tens, hundreds, and thousands.

• I can read and write numbers to 1000 in standard form, word form, and expanded form.

• I can model and draw 3-digit numbers using quick pictures, place-value models, and place-value (HTO) charts.



*2.NBT.A.4 - Q2 (EM)


1.NBT.B.3 Compare two two-digit numbers based on the meanings of the digits in each place and use the symbols >, =, and < to show the relationship.

Compare two three-digit numbers based on the meaning of the digits in each place and use the symbols >, =, < to show the relationship.


Relationship

Compare Less than

Greater than Equal to

• I can determine whether a three-digit number is greater than, less than, or equal to another three-digit number, and record comparisons using the symbols >, <, and = to show the relationship.

• I can plot and compare whole numbers up to 1,000on an open number line.



*2.NBT.B.5 – Q2 (E) Q3 (M)


1.NBT.C.4 Add a two-digit number to a one-digit number and a two-digit number to a multiple of ten (within 100). Use concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used.



Add

Subtract Place Value

Addends Sum

Difference Regroup

Commutative property Associative property

• I can add and subtract within 100 using strategies based on place value.

• I can add and subtract within 100 using properties of operations.

o Commutative property: The order of the addends does not affect the sum. (e.g. 41 + 50 = 50 + 41)

o Associative property: It does not matter which addends you combine first, the sum will still be the same. (e.g. 18 + 31 + 12 is the same as (18 + 12) +31)

• I can explain the relationship between addition and subtraction. (e.g. If I know that 20 – 12 = 8, then I also know that 8 + 12 = 20)



*2.NBT.B.6 – Q4 (EM) PRIOR EXPERIENCE 2ND GRADE TARGET

N/A

Add up to four two-digit numbers using properties of operations and strategies based on place value.


Digit Place Value Add

Regroup

• I can add up to four two-digit numbers by applying strategies (e.g. decomposing numbers, rearranging the order of the numbers, making tens or multiples of tens) and properties (commutative, associative, and identity) based on place value.



*2.NBT.B.7 – Q2 (E) Q3 (M)


N/A



Models

Strategies Addition

Subtraction Sum

Difference Regroup

• I can use concrete models such as an open number line and other drawings to demonstrate how to add or subtract within 1.000 using strategies based on place value.

• I can choose an appropriate strategy (written method) for solving an addition and subtraction problem within 1,000 and explain my reasoning.



*2.NBT.B.8 – Q2 (E) Q3 (M)


1.NBT.C.5 Mentally find 10 more or 10 less than a given two-digit number without having to count by ones and explain the reasoning used.

1.NBT.C.6 Subtract multiples of 10 from multiples of 10 in the range 10-90 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.



Mentally Addition

Subtraction Base-ten system

• I can apply what I know about place value to: o Mentally add 10 to any number

from 100-900 o Mentally add 100 to any number

from 100-900 o Mentally subtract 10 from any

number from 100-900 o Mentally subtract 100 from any

number from 100-900



*2.NBT.B.9 – Q3 (E) Q4 (M)


N/A



Explain

Addition Subtraction Strategies

Place Value

• I can explain addition and subtraction strategies in relation to properties of operations.

o Identity property: you can add zero to any number, and the number will stay the same. (e.g. 6 + 0 = 6)

o Commutative property: The order of the addends does not affect the sum. (e.g. 6 + 5 = 5 + 6)

o Associative property: It does not matter which addends you add together first, the sum will still be the same. (e.g. (8 + 2) + 4 = 8 + (2 + 4))



*2.MD.A.1 – Q3 (EM) PRIOR EXPERIENCE 2ND GRADE TARGET

1.MD.A.2 Measure the length of an object using non-standard units and express this length as a whole number of units.

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.


Explain Addition

Subtraction Place Value

Addends Sum

Difference Unit

Standard unit Measure

Ruler

• I can select and use the appropriate tool needed to measure the length of an object. (ruler, yard stick, meter stick, and measuring tape)

• I can determine the appropriate unit of length to use for measuring different objects. (centimeters, inches, feet, yards, and meters)

• I can recognize which units of measurement are comparable in size. (e.g. inch/cm, yard/m)



*2.MD.A.2 - Q3 (EM)


N/A

Measure the length of an object using two different units of measure and describe how the two measurements relate to the size of the unit chosen.


Measure Length

• I can measure the length of an object, to the nearest whole unit, using two different units of measure and compare them. (e.g. measure the same length in inches and feet)

• I can explain how the size of the unit length affects the measurement. For example, an object measured in both inches and feet could be 12 inches, or 1 foot; therefore, having more inches than feet because inches are smaller units.



*2.MD.A.3 - Q3 (EM)


N/A

Estimate lengths using units of inches, feet, yards, centimeters, and meters.


Estimate Length

Reasonable Unit Inch Foot Yard

Meter Centimeter

Distance

• I can describe strategies for estimating length (e.g. a meter is about the length from floor to above the door knob)

• I can discriminate between the size of centimeters, inches, feet, yards, and meters. (e.g. A ladybug is about a centimeter in length; whereas a book might be a foot in length.)

• I can estimate lengths in units of centimeters, inches, feet, yards, and meters.

• I can determine if my estimate is reasonable.



*2.MD.A.4 - Q3 (EM)


1.MD.A.1 Order three objects by length. Compare the lengths of two objects indirectly by using a third object. For example, to compare indirectly the heights of Bill and Susan: if Bill is taller than mother and mother is taller than Susan, then Bill is taller than Susan.

Measure to determine how much longer one object is than another and express the difference in terms of a standard unit of length.


Measure Longer

Difference Subtract

Standard unit

• I can measure to determine how much longer one object is than another and determine the difference using the same unit of measurement.



*2.MD.B.5 - Q3 (E) Q4(M)


N/A



Add

Subtract Solve

Length Units

Equations Symbol

Unknown Model

• I can add and subtract lengths within 100. (e.g. 45cm – 24cm = 21cm on a bar model, open number line, or other pictorial representation)

• I can solve addition and subtraction contextual problems involving lengths of the same unit within 100 using drawings and equations with a symbol for the unknown numbers.



*2.MD.B.6 - Q3 (EM)


N/A

Represent whole numbers as lengths from 0 on a number line and know that the points corresponding to the numbers on the number line are equally spaced. Use a number line to represent whole number sums and differences of lengths within 100.


Length

Number line Point Equal Sum

Difference Add

Subtract

• I can create a number line with whole number intervals within 100. (Attempt equal spacing)

• I can identify each point within 100 on a number line.

• I can compute sums and differences within 100 using both an open number line and a labeled number line.



2.MD.C.7 – Q1 (E) Q2(0) Q3(M) PRIOR EXPERIENCE 2ND GRADE TARGET

1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.

Tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks.


Time Quarter

Hour Minute Nearest

a.m. p.m.

Analog Digital

Half hour

• I can tell time to the 5 minute interval using analog and digital clocks. (Q1)

• I can write time to the nearest 5 minutes by reading analog and digital clocks. (Q1)

• I can tell and write time to the quarter hour using analog and digital clocks. (Q2)

• I can use a.m. and p.m. correctly. (Q3)



2.MD.C.8 – Q1 (E) Q2(M)


1.MD.B.4 Count the value of a set of like coins less than one dollar using the ¢ symbol only.

Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately.


Solve Dollar

Quarter Dime Nickel Penny

¢ $

Value Symbol

Compare Coin

Decimal point

• I can identify the name and value of dollar bills, quarters, dimes, nickels and pennies.

• I can identify the dollar ($), cent (¢), and (.) symbol and place them appropriately.

• I can compare money amounts.

• I can count combinations of dollars and coins (e.g. If you have 2 dimes and 3 pennies, how many cents do you have?)

• I can solve conceptual problems involving dollar bills, quarters, dimes, nickels, and pennies.

• I can explain that a decimal point is used to separate dollars from cents and is read as the word “and”.



2.MD.D.9 - Q4 (EM)


N/A

Generate measurement data by measuring lengths of several objects to the nearest whole unit. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.


Generate

Data Length

Line plot Horizontal Measure

• I can measure lengths of several objects to the nearest whole unit.

• I can measure lengths of objects by making repeated measurements of the same objects.

• I can represent measurement data using a line plot.



2.MD.D.10 - Q4 (EM)


1.MD.C.5 Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Draw a pictograph and a bar graph (with intervals of one) to represent a data set with up to four categories. Solve addition and subtraction problems related to the data in a graph.


Set Pictograph Bar graph Interval

Data Category

Solve Addition

Subtraction Sum

Difference Tally chart

Table Horizontal

Vertical

• I can draw a pictograph and a bar graph (with intervals of one) to represent a data set with up to four categories.

• I can use a tally chart to create and complete a pictograph.

• I can solve addition and subtraction problems using data from a pictograph or bar graph (within a single-unit scale or intervals of one).

• I can compare data on a bar graph in terms of “how many more”, “how many fewer/less”, “how many in all”.



2.G.A.1 - Q4 (EM)


1.G.A.1 Distinguish between attributes that define a shape (e.g., number of sides and vertices) versus attributes that do not define the shape (e.g., color, orientation, overall size); build and draw two-dimensional shapes to possess defining attributes.

Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. draw two-dimensional shapes having specified attributes (as determined directly or visually, not by measuring), such as a given number of angles or a given number of sides of equal length.


Identify Triangle

Quadrilateral Pentagon Hexagon

Cube Dimension

Geometric shapes/figures Equivalent

Two-dimensional Three-dimensional

Attribute Angle Sides Equal Vertex

• I can identify and describe the attributes of two-dimensional shapes (e.g. sides, vertices, angles).

• I can identify and describe the attributes of three-dimensional shapes. (e.g. faces, vertices, edges)

• I can compare two- and three-dimensional shapes based on their attributes.

• I can identify and draw shapes having specified attributes, such as a given number of angles or given number of sides of equal length.



2.G.A.2 - Q4 (EM)


N/A Partition a rectangle into rows and columns of

same-sized squares and find the total number of squares.


Partition Rectangle

Row Column Equal Total

• I can define partition in my own words.

• I can partition a rectangle into same-size squares.

• I can determine the total number of squares.



2.G.A.3 – Q4 (EM)


1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that partitioning into more equal shares creates smaller shares.

Partition circles and rectangles into two, three, and four equal shares, describe the shares using the words halves, thirds, fourths, half of, a third of, and a fourth of, and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.


Partition

Circle Rectangle

Equal Half

Third Fourth

Fraction Horizontally

Vertically Diagonally

Part Whole

• I can partition (divide) a circle and rectangle into two, three, or four equal parts.

• I can describe the equal parts with words such as halves, thirds, and fourths.

• I can describe a whole using the number of equal parts it has, such as two halves make a whole.

• I can explain and give examples to show that halves, thirds, and fourths of an identical whole need not be the same shape. (e.g. half of a rectangle can be shown horizontally or vertically)

• I can identify and write fractions to represent parts of a whole. (e.g. recognizing ¼ as 1 out of 4)


second grade math maury county public school...

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