2nd Grade Math Common Core Curriculum


 Myra Parker
 2 years ago
 Views:
Transcription
1 Quarter 1 I. Number B.1 To allow for refinement of curricular content and to guide the creation of quality aligned assessments, the Objectives column is intentionally incomplete. The District s Curriculum Team should take ownership and customize this framework utilizing Webb s Depth of Knowledge concepts to represent amounts of tens and ones and to compare three digit B.2 concepts to read, write and skip count to Formative Summative (Benchmark and/or Diagnostic if applicable) Intentionally vague to allow for professional development opportunities for school entities and Intermediate Unit A. Count and Write Numbers 1 to 200 B. Skip Count Numbers 2's, 5's, 10's C. Apply Odd and Even Numbers Cite evidence of the understanding of the order and patterns of numbers from 1 to 200 II. Money A.3 Solve problems using coins and paper currency. Compare Penny and Nickel numerals, number names, and expanded form. 3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal ends. 8. Solve word 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) extending understanding of baseten notation (2) building fluency with ition and subtraction (3) using standard units of measure (4) describing and analyzing shapes Digits Count Forward Count Backward SkipCount Ten More Ten Less Even Odd Penny Nickel Decimal Point Greatest Least IXL: Names of Numbers Haelmedia: Skip Counting Hundreds Splat Square Identify Coins UnitFix Cubes Coins III. Place Value B.1 Count Tens and Ones 1. Understand that the three digits of a threedigit 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: Ones Tens Learning Block: Catch Ten BaseTen Blocks 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 IV. Fractions A.2 Use the understanding of fractions to partition shapes into halves, quarters, and thirds. A. Identify Equal Parts numerals, number names, and expanded form. 3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Fraction Whole Equal Parts Halves Thirds Fourths Fraction Printables Cuissinaire Rods V. TwoDimensional and Three Dimensional A.1 Analyze and draw two and threedimensional shapes having specified attributes.
2 A. Recognize, 1. Recognize and draw shapes having specified Describe, and attributes, such as a given Build Plane number of angles or a given number of equal (Square, faces. Rectangle, 5. Identify triangles, Triangle, quadrilaterals, pentagons, hexagons, and cubes Hexagon, Trapezoid, Parallelogram, and Circle) VI. Tables and Graphs A.4 data using line plots, picture graphs, and bar graphs. Plane Square Rectangle Triangle Hexagon Trapezoid Parallelogram Circle Angle Square corner Side BBC Schools: Multiple Sets of Plain Identify Plain A. Organize and Display Data in Graphs and Charts 1. Construct a Pictograph Bar Graph Line Graph Grid Point Range Median Mode Coordinate Chart Pictograph Gameaquarium: Data Pictographs Stickers B.Conduct Surveys and Graph Results Survey Surveys/Graphs VII. Measurement A.1 lengths in standard units using appropriate tools A.2 Tell and write time to the nearest five minutes. A. Determine and Compare Digital and Analog Time 1. Demonstrate Time to the Hour and Half Hour Minute Hour HalfHour Quarter Past Half Past Woodlands Junior: Clocks Stop the Clock: Hours and Half Hours Analog/Digital Clocks Judy Clock VIII. B. Utilize Non Standard Measurement Addition and B.3 understanding and properties of operations to and subtract within Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure Unit Longer Longest Shorter Shortest Paper Clips String A.1 ition and subtraction within A.2 Use mental strategies to and subtract within
3 A. Solve with Sums to 20 Add Plus Count on Sum Doubles Doubles Plus One Addend Make a Ten Number Sentence Arcademic Skill Builders: Addition Two Sided counters Place Value Mats 1. Solve Two Digit B. Solve with Differences from 20 word situations of ing to, Minus Count back Difference Subtract Missing end That's a Fact: Addition Arcademic Skill Builders: C. Recognize Fact Families Fact Family House Fact Family House IX A A.2 A. Describe Steps Necessary to Solve a Problem word situations of ing to, Altogether How Many More How Many Less B. Analyze and Decide Whether to Use Addition or word situations of ing to, Take Away Join Dad's : C. Use a Variety of Strategies to Solve and Defend word situations of ing to, Super Teachers: D. Explain Appropriate Process of Addition to Solve word situations of ing to, Kid Zone: Quarter 2 I. Number B B.2
4 A. Count and Write Numbers 1 to 500 To allow for refinement of curricular content and to guide the creation of quality aligned assessments, the Objectives column is intentionally incomplete. The District s Curriculum Team should take ownership and customize this framework utilizing Webb s Depth of Knowledge numerals, number names, and expanded form. Blank Formative Summative (Benchmark and/or Diagnostic if applicable) Intentionally vague to allow for professional development opportunities for school entities and Intermediate Unit B. Skip Count Numbers 2's, 5's, 10's C. Compare Amounts Using Greater Than/Less Than D. Round Numbers to the Nearest Ten 4. Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 1. Understand that the three digits of a threedigit number represent understanding and amounts of hundreds, tens, and ones; e.g., 706 properties of operations to 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. Fewest Greater Than Less than Equal Estimate Round Toon University: Comparing Numbers National Library of Virtual Manipulatives: Numberline Base Ten Blocks II. Money A.3 Compare Penny, Nickel, and Dime 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 8. Solve word 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? Dime Coins III. Place Value B B B.3 A. Identifying and Counting Tens and Ones.1.a,b 1. Understand that the three digits of a threedigit 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: Math Salamanders: Place Value BaseTen Blocks 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 IV. Fractions A.2 A. Use Fractions to Represent the Quantities Halves and Whole numerals, number names, and expanded form. 3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Whole Half Fourths Thirds Fraction Printables Cuissinaire Rods V. TwoDimensional and Three Dimensional A.1 A. Name and Describe Solid Figures (Rectangular Prism, Sphere, Cone, Cylinder, Cube Pyramid) 1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes Solid Figures BBC Schools: Rectangular Prism Identify Plain Sphere Cone Cylinder Cube Pyramid Set of Solid Figures VI. Tables and Graphs A.4
5 A. Organize and Display Data in Graphs and Charts takeapart, and compare problems using Popular Graphs & Charts Printables, Stickers Grades K2 1. Construct Bar Graphs and Concrete Graphs 2. Construct Line Plots Based on Repeated Measurement 9. 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 wholenumber units. B. Compare More than One Graph with the Same Information takeapart, and compare problems using Completed Graphs VII. Measurement A A A.6 Extend the concepts of ition and subtraction to length. A. Determining and Comparing Digital and Analog Time Woodlands Junior: Clocks Analog Clock Digital Clock Judy Clocks 1. Demonstrate Time to the Hour, Half Hour, Quarter Stop the Clock: Quarter Hours B. Estimate, Measure, and Compare Objects Using Inches 3. Estimate lengths using units of inches, feet, centimeters, and meters. Inch Ruler C. Estimate, Measure, and Compare the Lengths of objects 2. 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. D. Determine Operation to Solve Word Involving Length Relate ition and subtraction to length. 3. Estimate lengths using units of inches, feet, centimeters, and meters. 5. Use ition and subtraction within 100 to solve word lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a Primary Resources: Word 6. 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. VIII. Addition and B A A.2
6 A. Solve Two Digit with Regrouping. understanding and properties of operations to word problems involving situations of ing to, taking from, with e.g., by using drawings and equations with a symbol for the unknown 6. Add up to four twodigit numbers using strategies based on place value and properties of operations. Regroup Fuel the Brain: Two Sided counters Two Digit Missing Addend Addition Place Value Mats B. Add 10 or 100 to a given number understanding and properties of operations to , using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between ition and subtraction; relate the strategy to a written method. Understand that in ing or subtracting three digit numbers, one s or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds 8. Mentally 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number Place Value Mats C. Solving with Differences from 20 emanipulatives: Two Sided counters Place Value Mats 1.Count Back by Tens.2 understanding and properties of operations to 8. Mentally 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number Teaching Ideas: Mental Math Starters D. Recognize Fact Families Fact Family House Flash Cards IX A A.2 A. Describe Steps Necessary to Solve a Problem.1 word situations of ing to, B. Analyze and Decide Whether to use Addition or.1 word situations of ing to, Dad's : C. Use a Variety of Strategies to Solve and Defend.1 word situations of ing to, Super Teachers:
7 D. Explain Appropriate Process of.1 word situations of ing to, Addition to Solve Quarter 3 I. Numbers B B.2 Kid Zone: A.Count and Write To allow for refinement of Numbers 1 to 800 curricular content and to guide the creation of quality aligned assessments, the Objectives column is intentionally incomplete. The District s Curriculum Team should take ownership and customize this framework utilizing Webb s Depth of Knowledge numerals, number names, and expanded form. Blank Formative Summative (Benchmark and/or Diagnostic if applicable) Intentionally vague to allow for professional development opportunities for school entities and Intermediate Unit B. Skip Counting using 2's, 5's, 10's, and 100's C. Compare Amounts Using Greater Than/Less Than 4. Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. und BaseTen Blocks D. Rounding to the Nearest Ten and Hundreds Place 1. Understand that the three digits of a threedigit number represent amounts of hundreds, understanding and tens, and ones; e.g., 706 equals 7 hundreds, 0 properties of operations to 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. 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 Hundredths Learning Box: Rounding to Hundreds II. Money A.3 Compare Penny, Nickel, Dime, Quarter and Half Dollar III. Place Value B.1 Count Tens, Ones, and Hundreds 8. Solve word 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? Quarter, Half Dollar TVO Kids: Coin Combo Coins 1. Understand that the three digits of a threedigit 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: 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 CDK Education Links: Place Value BaseTen Blocks numerals, number names, and expanded form. IV. Fractions A.2 A. Using Fractions to Represent the Quantities Halves, Whole, and Thirds 3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Fraction Printables Cuissinaire Rods V. TwoDimensional and Three Dimensional A.1
8 A. Recognize 1. Recognize and draw shapes having specified Congruent Figures attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes Congruence Learner.org: Congruent VI. Measurement A A A A.6 A. Determine Digital and Analog Elapsed time Woodlands Junior: Clocks Analog Clock Digital Clock Judy Clock 1. Demonstrate Time to the Hour, Half Hour, Quarter Hour, Minute, and 5 Minute Intervals Stop the Clock: Five Minutes Analog Clock Digital Clock Judy Clock B. Estimate, Measure, and Compare Objects Using Centimeters 3. Estimate lengths using units of inches, feet, centimeters, and meters. Metric Ruler C. Estimating, Measuring, and Comparing Lengths 2. 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. 4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. VII. Probability A.4 A. Predict Outcomes and Analyze Results takeapart, and compare problems using Certain Impossible Likely Unlikely More Likely Less Likely Most Likely Least Likely Equally Likely Interactivate: Fair Spinner with Tallies Dice B. Determine the Likelihood of Events Outcome Event Random.org: Dice Roller Fair Spinner Unfair Spinner VIII. Addition and B A A.2 A. Solving with Sums to 20 mental strategies. By end of That's a Fact: Addition Two Sided counters Place Value Mats 1. Sums of Two and Three Digit Numbers with Regrouping word problems involving situations of ing to, taking from, understanding and with e.g., by using properties of operations to drawings and equations with a symbol for the unknown 6. Add up to four twodigit numbers using strategies based on place value and properties of operations , using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between ition and subtraction; relate the strategy to a written method. Understand that in ing or subtracting three digit numbers, one s or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds Two Sided counters Place Value Mats
9 B. Review Solving with Differences from 20 Flash Cards 1. Counting Back by Tens mental strategies. By end of C. Describe the Inverse Relationship Between Addition and word problems involving situations of ing to, taking from, understanding and with properties of operations to number to represent the problem. 5. Fluently and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between 9. Explain why ition and subtraction strategies work, using place value and the properties of operations EZSchool: Facts IX A A.2 A. Describe Steps Necessary to Solve a Problem word situations of ing to, B. Analyze and Decide Whether to Use Addition or word situations of ing to, Dad's : C. Use a Variety of Strategies to Solve and Defend word situations of ing to, Super Teachers: D. Explain Appropriate Process of Addition to Solve word situations of ing to, Kid Zone: Quarter 4 I. Numbers B B.3 A. Count and To allow for refinement of Write Numbers 1 curricular content and to to 1000 guide the creation of quality aligned assessments, the Objectives column is intentionally incomplete. The District s Curriculum Team should take ownership and customize this framework utilizing Webb s Depth of Knowledge numerals, number names, and expanded form. Fuel the Brain: Counting to 1000 UnitFix Cubes Formative Summative (Benchmark and/or Diagnostic if applicable) Intentionally vague to allow for professional development opportunities for school entities and Intermediate Unit B. Skip Counting using 2's, 5's, 10's, and 100's
10 C. Round to the 1. Understand that the three digits of a threedigit Nearest number represent amounts of hundreds, Hundredth tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: Learning Box: Rounding to Hundreds II. Money A.3 A. Penny, Nickel, Dime, Quarter, Half Dollar, and Dollar , using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between ition and subtraction; relate the strategy to a written method. Understand that in ing or subtracting three digit numbers, one s or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds 8. Solve word 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? One Dollar Dollar Sign Toon University: Discovering Coin Values Coins Bills III. Place Value B B.2 A. Identifying and Counting by Tens, Ones, and Hundreds 1. Understand that the three digits of a threedigit 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: 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 BaseTen Blocks IV. Fractions A.2 A. Using Fractions to Represent the Quantities Halves, Whole, and Thirds, and Fourths numerals, number names, and expanded form. 3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Fraction Printables Cuissinaire Rods V. TwoDimensional and Three Dimensional A.1 Create Symmetrical and Congruent and Solids 1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes VI. Measurement A A A A.6 A. Determining Digital and Analog Elapsed time Woodlands Junior: Clocks Analog Clock Digital Clock Judy Clocks 1. Demonstrating Time to the Hour, Half Hour, Quarter Hour, Minute, and Five Minute Intervals B. Measure and Calculate Area Stop the Clock: Minutes 2. Partition a rectangle into rows and columns of samesize squares and count to find the total number of them Area C. Representing Whole Numbers as Lengths from 0 to 99 on a Number Line 2. 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. VII. Probability A.4
11 A. Recording and Analyze Data from represent a data set with up Experiments to four categories. Data Fair Spinner Dice VIII. Addition and A. Construct Addition using Arrays IX A.1 A. Describe Steps Necessary to Solve a Problem B. Analyze and Decide Whether to Use Addition or C. Using a Variety of Strategies to Solve and Defend D. Explaining Appropriate Process of Addition to Solve *Expand upon and review concepts from Quarter 1, Quarter 2, and Quarter B A A A.3 Work with equal groups of objects to gain foundations for multiplication. Work with equal groups of 4. Use ition to find the total number of objects to gain foundations objects arranged in rectangular arrays with up to for 5 rows and up to 5 columns; write an multiplication. equation to express the total as a sum of equal ends. word problems involving situations of ing to, taking from, with word problems involving situations of ing to, taking from, with word problems involving situations of ing to, taking from, with word situations of ing to, Beacon Learning Center: Arrays Dad's : Super Teachers: Kid Zone:
Huntsville City Schools Second Grade Math Pacing Guide
Huntsville City Schools Second Grade Math Pacing Guide 20162017 Thoughtful and effective planning throughout the school year is crucial for student mastery of standards. Once a standard is introduced,
More informationTopic: 1  Understanding Addition and Subtraction
8 days / September Topic: 1  Understanding Addition and Subtraction Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one and twostep
More informationSecond Grade Math Standards and I Can Statements
Second Grade Math Standards and I Can Statements Standard CC.2.OA.1 Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting
More informationGrade 2. M4: and M:5 Addition and Subtraction of Numbers to 1000. M3: Place Value, Counting, and Comparison of Numbers to 1000
Grade 2 Key Areas of Focus for Grades K2: Addition and subtractionconcepts, skills and problem solving Expected Fluency: Add and Subtract within 20 Add and Subtract within 100 Module M1: Mastery of Sums
More informationMathematics Florida Standards (MAFS) Grade 2
Mathematics Florida Standards (MAFS) Grade 2 Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Represent and solve problems involving addition and subtraction. MAFS.2.OA.1.1 Use addition and subtraction
More informationKindergarten Common Core Standards & Learning Targets
Kindergarten Common Core Standards & Learning Targets CCS Standards: Counting and Cardinality K.CC.1. Count to 100 by ones and by tens. K.CC.2. Count forward beginning from a given number within the known
More information1) Make Sense and Persevere in Solving Problems.
Standards for Mathematical Practice in Second Grade The Common Core State Standards for Mathematical Practice are practices expected to be integrated into every mathematics lesson for all students Grades
More informationfor the Common Core State Standards 2012
A Correlation of for the Common Core State s 2012 to the Common Core Georgia Performance s Grade 2 FORMAT FOR CORRELATION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS (CCGPS) Subject Area: K12 Mathematics
More informationCommon Core State Standards DECONSTRUCTED. Booklet I: Kindergarten to Second Grade, Math FOR INTERNAL USE ONLY
Common Core State Standards DECONSTRUCTED Booklet I: Kindergarten to Second Grade, Math How to use this booklet You cannot teach a Common Core Standard you must teach the skills inside of each standard.
More informationGrade 1 Math Expressions Vocabulary Words 2011
Italicized words Indicates OSPI Standards Vocabulary as of 10/1/09 Link to Math Expression Online Glossary for some definitions: http://wwwk6.thinkcentral.com/content/hsp/math/hspmathmx/na/gr1/se_9780547153179
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:
More informationCorrelation to the Common Core State Standards. Math in Focus
Correlation to the Common Core State Standards Math in Focus Correlation to the Common Core State Standards Table of Contents Explanation of Correlation.......................... 1 Grade 1...........................................
More informationNext Generation Standards and Objectives for Mathematics in West Virginia Schools
Next Generation Standards and Objectives for Mathematics in West Virginia Schools Descriptive Analysis of Second Grade Objectives Descriptive Analysis of the Objective a narrative of what the child knows,
More informationUnit 1: Addition and Subtraction Within 20
Math Unit 1 Overview MATH Grade 2 Essential Questions: Unit 1: Addition and Subtraction Within 20 Time Frame: 29 days Key Vocabulary: Equation, Math Mountain, Partners, Addends, Total, Dime, Penny, Makeaten
More informationC R O S S W A L K. Next Generation Mathematics Content Standards and Objectives for WV Schools
C R O S S W A L K Next Generation Mathematics Content Standards and Objectives for WV Schools Introduction to the Next Generation West Virginia Content Standards and Objectives Crosswalk to the West Virginia
More informationContent Elaborations. Standards
Grade Two Mathematics Domain Operations and Algebraic Thinking Cluster Represent and solve problems involving addition and subtraction Pacing Quarter 1: Stepping Stones Modules 1, 2, 3 Quarter 2: Stepping
More informationGO Math! is built. for the COMMON CORE. Includes Complete Common Core Correlation Grades K 6
GO Math! is built for the COMMON CORE Includes Complete Common Core Correlation Grades K 6 It s New! NEW Writein Student Edition Children record, represent, solve, and explain as they discover and build
More informationFirst Grade Math Standards and Learning Targets (I Can Statements)
First Grade Math Standards and Learning Targets (I Can Statements) Operations and Algebraic Thinking 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding
More informationAnalysis of California Mathematics standards to Common Core standards Kindergarten
Analysis of California Mathematics standards to Common Core standards Kindergarten Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS Strand Number Sense
More informationStandard Content I Can Vocabulary Assessment Time Frame (Marking Period) 1.OA.1
1.OA.1 Use addition and subtraction within I can add and Chapter Tests 20 to solve word problems subtract to 20 so 1 1.OA.3 involving situations of adding to, I can solve word 2 1 st marking period taking
More informationProgressing toward the standard
Report Card Language: The student can add and subtract fluently within 20. CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies, by end of grade, know from memory all sums of two onedigit
More informationGrade 2 Math Expressions Vocabulary Words
Grade 2 Math Expressions Vocabulary Words Unit 1, Book 1 Understanding Addition and Subtraction OSPI word: number pattern, place value, value, whole number Link to Math Expression Online Glossary for some
More informationGrades K 5 Scope and Sequence. Your #1 Choice for WorldClass Mathematics! Deep Math Understanding. RealWorld Problem Solvers.
Grades K 5 Scope and Sequence Your #1 Choice for WorldClass Mathematics! Deep Math Understanding. RealWorld Problem Solvers. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Math in Focus : Singapore
More informationSue. Rubric for the Critical Area of Mathematics Grades K  2
Rubric for the Critical Area of Mathematics Grades K  2 The intent of this document is to provide support as teachers transition to Common Core s. It draws attention to the most critical skills for their
More informationSCOPE & SEQUENCE. Kindergarten, First Grade, and Second Grade. Skills and Activities
SCOPE & SEQUENCE Kindergarten, First Grade, and Second Grade Skills and Activities INNOVATIVE LEARNING CONCEPTS INC. creators of TOUCHMATH TouchMath materials were first published in 1975. Innovative Learning
More informationRoosevelt Union Free School District Common Core Curriculum Maps in Mathematics Go Math Grade 2
Common Core Curriculum Maps in Mathematics Go Math Go Math! Alignment Map: Story of Units Module 1 ~ Add/Subtract Numbers to 100, Fluency with Sums and Differences to 0 Clusters: Represent and solve problems
More informationMathematics K8 Critical Areas of Focus
Mathematics K8 Critical Areas of Focus The Common Core State Standards (CCSS) for Mathematics include critical areas for instruction in the introduction for each grade, K8. The critical areas are designed
More informationMathematics K8 Critical Areas of Focus
Mathematics K8 Critical Areas of Focus The Common Core State Standards (CCSS) for Mathematics include critical areas for instruction in the introduction for each grade, K8. The critical areas are designed
More informationCommon Core State Standard I Can Statements 1 st Grade Mathematics
CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Common Core State Standard 1 st Grade Mathematics Common Core State Standards
More informationK 3 Mathematics Core Course Objectives
K 3 Mathematics Core Course Objectives The Massachusetts Department of Elementary and Secondary Education (ESE) partnered with WestEd to convene panels of expert educators to review and develop statements
More informationLanguage Companion to the DESE Math Model Curriculum, Grade 2
ST. LOUIS PUBLIC SCHOOLS Language Companion to the DESE Math Model Curriculum, Grade 2 Developed as part of Saint Louis Public Schools Math Success for ELLs grant, a partnership between Webster University,
More informationKindergarten Math I can statements
Kindergarten Math I can statements Student name:. Number sense Date Got it Nearly I can count by 1s starting anywhere from 1 to 10 and from 10 to 1, forwards and backwards. I can look at a group of 1 to
More informationGRADE 2 MATHEMATICS. Students are expected to know content and apply skills from previous grades.
GRADE 2 MATHEMATICS Students are expected to know content and apply skills from previous grades. Mathematical reasoning and problem solving processes should be incorporated throughout all mathematics standards.
More informationQuarter One: AugustOctober
Quarter One: AugustOctober (Chapters 1 3, 56, 10) August  December Quarterly Addition facts with sums through 20 General Math Content 1. Write sums through 20. 1. Choose and enter the appropriate answer.
More informationPocantico Hills School District Grade 1 Math Curriculum Draft
Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGrawHill GOALS The following tables list the GradeLevel Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More information3 rd 5 th Grade Math Core Curriculum Anna McDonald School
3 rd 5 th Grade Math Core Curriculum Anna McDonald School Our core math curriculum is only as strong and reliable as its implementation. Ensuring the goals of our curriculum are met in each classroom,
More informationMathematics Curriculum Framework
1 THIS PAGE INTENTIONALLY LEFT BLANK 2 Archdiocese of Louisville According to Principles and Standards for School from the National Council of Teachers of, new knowledge, tools, and ways of doing and communicating
More informationElizabethtown Independent Schools First Grade Math Standards and I Can Statements
Elizabethtown Independent Schools First Grade Math Standards and I Can Statements (P) Priority Standard (M) Multiple Unit Standard CC.1.OA.1 Use addition and subtraction within 20 to solve word problems
More informationFirst Grade Mathematics Curriculum Guide Plainwell Community Schools. Topic Pacing EnVision Math Lessons Common Core State Standards Topic 1
First Grade Mathematics Curriculum Guide Plainwell Community Schools Topic Pacing EnVision Math Lessons Common Core State Standards Topic 1 Understanding Addition @ 10 Days September 11: Spatial Patterns
More informationUnit 1: Operations and Algebraic Thinking (Grade 2)
Unit 1: Operations and Algebraic Thinking (Grade 2) Content Area: Mathematics Course(s): Generic Course Time Period: 1 marking period Length: 12 Weeks Status: Published Unit Overview Utilize addition and
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary
Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Mathematics Content Maps Second Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed of West Virginia
More informationGrade 3 Math Expressions Vocabulary Words
Grade 3 Math Expressions Vocabulary Words Unit 1, Book 1 Place Value and MultiDigit Addition and Subtraction OSPI words not used in this unit: add, addition, number, more than, subtract, subtraction,
More informationFirst Grade CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students do not need to learn them.
First Grade CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students do not need to learn them. Add To combine; put together two or more quantities. Addend Any
More informationMAFS: Mathematics Standards GRADE: K
MAFS: Mathematics Standards GRADE: K Domain: COUNTING AND CARDINALITY Cluster 1: Know number names and the count sequence. CODE MAFS.K.CC.1.1 Count to 100 by ones and by tens. MAFS.K.CC.1.2 MAFS.K.CC.1.3
More informationGrade 2 Vocabulary Cards (Draft) Missouri Mathematics Core Academic Standards
Grade 2 Vocabulary Cards (Draft) Missouri Mathematics Core Academic Standards The Missouri Mathematics Core Academic Standards Grade 2 Vocabulary Cards (Draft) are aligned to explicit mathematical terms
More informationSecond Quarter Assurances Vocabulary Number Chat/Singapore Math Number Bonds (020) Number Line (0999) Number Collections (020) Model Drawing
Second Quarter Assurances The student will explore the inverse relationship between addition and subtraction. The student will explore numbers in depth using a number line, 100s chart, and place value.
More informationExcel Math Fourth Grade Standards for Mathematical Practice
Excel Math Fourth Grade Standards for Mathematical Practice The Common Core State Standards for Mathematical Practice are integrated into Excel Math lessons. Below are some examples of how we include these
More informationChapter 1: Addition Facts
Math 2, 3 rd Edition Plan Overview 1 4 5 1 4 2 * 6 7 5 6 Chapter 1: Addition Facts Zero Principle of Addition count on 1 or 2 add with 5 Order Principle of Addition count 0 20 on a number line sequence
More informationGLE ID (Content Area, Grade, GLE No.) GLE 1. Count to 100 by ones and by tens. M Count to 100 by 1s, 5s, 10s, and 25s
COMMON CORE STATE STANDARDS (CCSS) LOUISIANA GRADELEVEL EXPECTATIONS (GLE) CCSS ID (Grade, Domain, Grade Specific Stard No.) Grade Domain Cluster CCSS K.CC.1 K Counting Cardinality K.CC.2 K Counting
More informationOverview of PreK6 GradeLevel Goals. Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
Overview of 6 GradeLevel Goals Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting Goal 1: Verbally count in
More informationMathematics Florida Standards (MAFS) Grade 1
Mathematics Florida Standards (MAFS) Grade 1 Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Represent and solve problems involving addition and subtraction. MAFS.1.OA.1.1 Use addition and subtraction
More informationTopic 1: Understanding Addition and Subtraction
Topic 1: Understanding Addition and Subtraction 11: Writing Addition Number Sentences Essential Understanding: Parts of a whole is one representation of addition. Addition number sentences can be used
More information1st Grade Math Standard I Rubric. Number Sense. Score 4 Students show proficiency with numbers beyond 100.
1st Grade Math Standard I Rubric Number Sense Students show proficiency with numbers beyond 100. Students will demonstrate an understanding of number sense by: counting, reading, and writing whole numbers
More informationMathematics Scope and Sequence, K8
Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count
More informationFirst Grade Math Standards and I Can Statements
First Grade Math Standards and I Can Statements CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Mathematics Content Maps First Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed of West Virginia
More informationBob Jones University Press Course Outline First Grade, 3 rd Edition Math Unit Content and Objectives Time Methods, Activities and Evaluation
Course Outline First Grade, 3 rd Edition Unit 1: Numbers to 10 Identify the numbers, dot patterns, and number words for 0 10 Write numbers 0 10 in order Make and compare sets of objects to match numbers
More informationBuilding number sense and place value and money understanding
Unit: 1 Place Value, Money, and Sense s to be mastered in this unit: 3.N.1 Skip count by 25 s, 50 s, 100 s to 1,000 3.N.2 Read and write whole numbers to 1,000 place 3.N.3 Compare and order numbers to
More informationEveryday Mathematics. Grade 3 GradeLevel Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread Grade Level Goal
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationFIRST GRADE MATH Summer 2011
Standards Summer 2011 1 OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in
More information1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count
More informationDecision One: Curriculum Map
Understand and apply the properties of operations and the relationship between addition and subtraction while representing and solving problems involving addition and subtraction equations. Operations
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationMATH EXPRESSIONS GRADE 1  SCOPE AND SEQUENCE
UNIT 1: EARLY NUMBER ACTIVITIES Math Expressions, Investigations 2 Investigations Games: Dot Addition, Compare, Double Compare; On & Off; Counters in a Cup 1520 Days Apply properties of operations and
More informationGrades K 8. Scope and Sequence. Math K 4. Intermediate 3 5. Courses 1 3
Grades K 8 Scope and Sequence 4 Intermediate 3 5 Courses 1 3 K 4 4 Scope and Sequence The Scope and Sequence for the K 4 mathematics series is intended to help educators view the progression of mathematical
More information1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
More informationISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourthgrade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
More informationIllinois State Standards Alignments Grades Three through Eleven
Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
More informationIndicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication.
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More informationVirginia Standards of Learning: Math K 2. Pixie
How to read the Pixie Standards Correlations The Pixie Standards Correlations include information on how you and your students can use Pixie to meet your K2 language arts and math standards. Since you
More informationMath Dictionary Terms for Grades K1:
Math Dictionary Terms for Grades K1: A Addend  one of the numbers being added in an addition problem Addition  combining quantities And  1) combine, 2) shared attributes, 3) represents decimal point
More informationCCSSM Critical Areas: Kindergarten
CCSSM Critical Areas: Kindergarten Critical Area 1: Represent and compare whole numbers Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such
More informationNEW JERSEY STUDENT LEARNING STANDARDS FOR Mathematics
NEW JERSEY STUDENT LEARNING STANDARDS FOR Mathematics Table of Contents Standards for Mathematical Practice 3 Standards for Mathematical Content Kindergarten 7 Grade 1 11 Grade 2 16 Grade 3 21 Grade 4
More informationArizona s College and Career Ready Standards Mathematics Kindergarten Standards Placemat
Arizona s College and Career Ready Standards Mathematics Kindergarten Standards Placemat 1. Representing and comparing whole numbers, initially with sets of objects Students use numbers, including written
More informationA Story of Units: A Curriculum Overview for Grades P5
New York State Common Core P5 Mathematics Curriculum GRADE A Story of Units: A Curriculum Overview for Grades P5 Table of Contents: Introduction... 2 Curriculum Map... 3 PreKindergarten... 4 Kindergarten...
More informationK12 Louisiana Student Standards for Mathematics: Table of Contents
K12 Louisiana Student Standards for Mathematics: Table of Contents Introduction Development of K12 Louisiana Student Standards for Mathematics... 2 The Role of Standards in Establishing Key Student Skills
More informationGrade 1 Scoring Rubric/Curriculum Guide Mathematics First Grade
OPERATIONS AND ALGEBRIC THINKING Essential Standard: Solves addition word problems up to twenty ESSENTIAL KNOWLEDGE OUTCOME: Students understand addition and subtraction through modeling and manipulation
More informationMATHEMATICS GRADE 2 Extension Projects
MATHEMATICS GRADE 2 Extension Projects WITH INVESTIGATIONS 2009 These projects are optional and are meant to be a springboard for ideas to enhance the Investigations curriculum. Use them to help your students
More informationVoyager Sopris Learning Vmath, Levels CI, correlated to the South Carolina College and CareerReady Standards for Mathematics, Grades 28
Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156159 Module 4: Lesson 7: 220223 2. Reason both contextually
More informationMath, Grades 13 TEKS and TAKS Alignment
111.13. Mathematics, Grade 1. 111.14. Mathematics, Grade 2. 111.15. Mathematics, Grade 3. (a) Introduction. (1) Within a wellbalanced mathematics curriculum, the primary focal points are adding and subtracting
More informationCHARLESTON CUSD #1 MATH CURRICULUM GRADE KINDERGARTEN
CHARLESTON CUSD #1 MATH CURRICULUM GRADE KINDERGARTEN Kindergarten Math Assessment Framework Skill / Concept Standards Timeline Classroom Connections Assessment Number Sense /Computation Reading, Writing,
More information MartensdaleSt. Marys Community School Math Curriculum
 MartensdaleSt. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.
More informationStandardsBased Progress Mathematics. Progress in Mathematics
SADLIER StandardsBased Progress Mathematics Aligned to SADLIER Progress in Mathematics Grade 5 Contents Chapter 1 Place Value, Addition, and Subtraction......... 2 Chapter 2 Multiplication....................................
More informationCalifornia Common Core State Standards Comparison FOURTH GRADE
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. Standards
More informationPrairieHills Elementary School District 144 Kindergarten ~ MATH Curriculum Map
Quarter 1 PrairieHills Elementary School District 144 Kindergarten ~ MATH Curriculum Map Domain(s): Counting and Cardinality Geometry Cluster(s): Identify and describe shapes (squares, circles, triangles,
More informationThe symbols indicate where the topic is first introduced or specifically addressed.
ingapore Math Inc. cope and equence U: U.. Edition : ommon ore Edition : tandards Edition : ommon ore tandards 1 2 3 4 5 Reviews in ommon ore Edition cover just the unit whereas those in U.. and tandards
More informationMaths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. use number facts to solve problems
Maths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. Begin to use the term multiple identify and represent numbers using different representations
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationConcepts of Elementary Mathematics Enduring Understandings & Essential Questions
Concepts of Elementary Mathematics & First through Fourth Grade Content Areas: Numbers and Operations Algebra Geometry Measurement Data Analysis and Probability Above all, students should feel enchanted
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS K5 Overview
COMMON CORE STATE STANDARDS FOR MATHEMATICS K5 Overview Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Kindergarten Counting and Cardinality Operations and Algebraic Thinking Number
More informationKindergarten Math Standards at a Glance By the end of Kindergarten, students should be able to: Add and subtract numbers up to 5 Know number names
Kindergarten Math Standards at a Glance By the end of Kindergarten, students should be Add and subtract numbers up to 5 Know number names and count to 100 Count to tell the number of objects in a group
More informationGrade 5 Math Content 1
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
More informationFirst Grade Math Curriculum GLOBAL
First Grade Math Curriculum GLOBAL 1 st 2 nd Quarter 2 nd 3 rd Quarter 4 th Quarter 4 th Quarter First Grade Math Curriculum First Quarter OA.1 Use addition and subtraction within 20 to solve word problems
More information3rd Grade Texas Mathematics: Unpacked Content
3rd Grade Texas Mathematics: Unpacked Content What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student must
More informationMathematics: Standards for Mathematical Practice
Mathematics: Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.
More informationNumeracy Targets. I can count at least 20 objects
Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects
More information