2nd Grade Math Common Core Curriculum

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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 base-ten notation (2) building fluency with ition and subtraction (3) using standard units of measure (4) describing and analyzing shapes Digits Count Forward Count Backward Skip-Count Ten More Ten Less Even Odd Penny Nickel Decimal Point Greatest Least IXL: Names of Numbers Haelmedia: Skip- Counting Hundreds Splat Square Identify Coins Unit-Fix 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 Base-Ten 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. Two-Dimensional 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 Half-Hour 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 three-digit 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 Base-Ten 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. Two-Dimensional 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 take-apart, and compare problems using Popular Graphs & Charts Printables, Stickers Grades K-2 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 whole-number units. B. Compare More than One Graph with the Same Information take-apart, 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 two-digit 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 three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. und Base-Ten 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 Base-Ten 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. Two-Dimensional 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 take-apart, 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 two-digit 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 Unit-Fix 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 Base-Ten 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. Two-Dimensional 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 same-size 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:

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