GRADE 2 Common Core State Standards Critical Areas

Transcription

1 GRADE 2 FINAL for (revised 5/31/16) GRADE 2 Common Core State Standards Critical Areas In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition andsubtraction; (3) using standard units of measure; and (4) describing and analyzing shapes. (1) Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation,recognizing that the digits in each place represent amounts of thousands,hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones). (2) Students use their understanding of addition to develop fluency with additionand subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss,and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using their understanding of place value and the They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds. (3) Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller theunit, the more iterations they need to cover a given length. (4) Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- andthree-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades. From Common Core State Standards Mathematics, California, revised January 2013 Page 1

2 GRADE 2 FINAL for (revised 5/31/16) Quarter 1 Big Idea: Strategies for Addition and Big Idea: Place Value to 200 Subtraction (3 weeks) (3 weeks) Resources: Unit 1, Big Idea 1 Resources: Unit 2, Big Idea 1 Supplement to build basic combinations to OA.1 Use addition and subtraction within 2.NBT.1 Understand that the three digits of a three-digit number 100 to solve one- and two-step word problems represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 involving situations of adding to, taking from, hundreds, 0 tens, and 6 ones. Understand the following as special putting together, taking apart, and comparing, cases: with unknowns in all positions, e.g., by using 2.NBT.1a 100 can be thought of as a bundle of ten tens called a drawings and equations with a symbol for the hundred. unknown number to represent the problem. 2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 2.OA.2 Fluently add and subtract within 20 2.NBT.3 Read and write numbers to 1000 using base-ten using mental strategies. By end of Grade 2, know numerals, number names, and expanded form. from memory all sums of two one-digit numbers. 2.NBT.4 Compare two three-digit numbers based on meanings of 2.OA.3 Determine whether a group of objects (up to 20) has and even or odd number of members, e.g., by pairing objects or counting them by 2s: write an equation to express an even number as the sum of two equal addends. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the 2.MD.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. the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Big Idea: Addition and Subtraction Situations and Complex Situations(3 weeks) Resources: Unit 1, Big Idea 2 and 3 Supplement to build basic combinations to OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. NBT.7.1 Use estimation strategies to make reasonable estimates in problem solving. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the Page 2

3 GRADE 2 FINAL for (revised 5/31/16) Use single digit numbers in addition and subtraction. Make and use a number line to model addition and subtraction within 20. Fluently add and subtract within 10. (Fluency = 3-4 seconds per fact) Determine whether a group of objects (up to 20) is even or odd and write an equation to express an even number as the sum of two equal addends. The Teen Machine (Lesson 2, 3, 4, 5, 6, 7) Unknown Addend (Lesson 5, 6, 7) Common Assessment HMH Assessment Guide: To Be Determined Represent, read, and write numbers to using pictures base ten numerals number names, and expanded form. Understand digits in a number up to 100 as hundreds, ten, or ones. Represent numbers in different ways (base ten, expanded, diagrams). Compare numbers within using >, <, and = symbols. Counting by Tens to 120 (Lesson 1, 2, 3, 4, 5, 6) Dive the Deep (Lesson 1, 2, 3) Tens Talking (Lesson 4, 5, 6, 7, 8, 9) Comparing 2-Digit Numbers Make and use a number line to model addition and subtraction within 20. Fluently add and subtract within 20. (Fluent performance is 3 seconds or less per problem). Add three or four 1-digit addends. Use addition and subtraction within 20 to solve one-and two-step word problems. Understand all addition and subtraction problems subtypes Stay or Go? (Lesson 8, 9, 10, 12, 13) Unknown Addend or Prairie Dog (Lesson 5, 6, 8, 9, 10) Equation Chains (Lesson 11, 12, 13, 14, 15, 16) Count by 2s (Lesson 14, 15, 16) Mathematical Practices: 1. Make sense of 2. Reason problems and persevere abstractly and in solving them 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 Page 3

4 GRADE 2 FINAL for (revised 5/31/16) Quarter 2 Big Idea: Add 2-Digit Numbers, Money and Fluency to 100 (5 weeks) Big Idea: Length and Shapes (4 weeks) Resources: Unit 2, Big Idea 2 and 3 Resources: Unit 3 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word 2.MD.1 Measure the length of an object by selecting and using appropriate tools problems involving situations of adding to, taking from, putting together, taking apart, and such as rulers, yardsticks, meter sticks, and measuring tapes. comparing, with unknowns in all positions, e.g., by using drawings and equations with a 2.MD.2 Measure the length of an object twice, using length units of different symbol for the unknown number to represent the problem. lengths of the two measurements; describe how the two measurements relate to 2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, the size of the unit chosen. know from memory all sums of two one-digit numbers.. 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, 2.MD.4 Measure to determine how much longer one object is than another, properties of operations, and/or the relationship between addition and subtraction. expressing the length difference in terms of a standard length unit. 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and 2.MD.9 Generate measurement data by measuring lengths of several objects to 2.NBT.7.1 Use estimation strategies to make reasonable estimates in problem solving. 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 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the marked off in whole-number units. 2.G.1 Recognize and draw shapes having specified attributes, such as a given 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and number of angles or a given number of equal faces. Identify triangles, pennies, using $ and symbols appropriately. quadrilaterals, pentagons, hexagons, and cubes. Add two numbers with up to 2-digits, sums within 200. Add three or four 2-digit addends, sums within 200. Solve word problems that incorporate 2 digit numbers. Model 2 digit addition and subtraction using an open number line. Fluently add up to 15 and subtract from 15. (fluent performance is 3 seconds or less per fact) Fluency with strategies to add and subtract to 100. Accurately estimate and measure an object using a ruler in inches, feet, centimeter, and meters Measure the same object using different units of measure and describe how the measurement relates to the size of the unit. Compare the measurement of two different objects using the same unit. Generate and use line plot using measurement data. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Draw shapes given the attributes of the number of sides, angles or Tens Talking (Lesson 4, 5, 6, 7, 8, 9) Unscramble the Hundreds, Tens, and Ones (Lesson 7, 8, 9, 10, 11, 12) Count by Tens from (Lesson 10, 11, 12, 13, 14) Trios (Lesson 13, 14) equal faces. Count by Ones from 1-50 (Lesson 1) Dive the Deep (Lesson 1, 2, 3, 4) Count by Ones from (Lesson 2) Count by Ones (Lesson 3) Count by Ones (Lesson 4) Even or Odd? (Lesson 5, 6, 7, 8, 9) Page 4

5 GRADE 2 FINAL for (revised 5/31/16) Comparing 2-Digit Numbers Common Assessment HMH Assessment Guide: To Be Determined Comparing 2-Digit Numbers (unit 2) Dimes, Nickels, Pennies Mathematical Practices: 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 Page 5

6 GRADE 2 FINAL for (revised 5/31/16) Quarter 3 Big Idea:Subtract 2-Digit Numbers (4 weeks) Big Idea: 3-Digit Addition and Subtraction (5 weeks) Resources: Unit 4 Resources: Unit 6 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word 2.NBT.1 Understand that the three digits of a three-digit number represent amounts problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: with a symbol for the unknown number to represent the problem. 2.NBT.1a 100 can be thought of as a bundle of ten tens called a hundred. 2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of 2.NBT.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, Grade 2, know from memory all sums of two one-digit numbers. two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.5 Fluently add and subtract within 100 using strategies based on place 2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s. value, properties of operations, and/or the relationship between addition and 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, subtraction. and expanded form. 2.NBT.6 Add up to four two-digit numbers using strategies based on place value 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, and tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, strategies based on place value, properties of operations, and/or the relationship properties of operations, and/or the relationship between addition and subtraction. between addition and subtraction; relate the strategy to a written method. 2.NBT.7 Add and subtract within 1000, using concrete models or drawings and Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and 2.NBT.7.1 Use estimation strategies to make reasonable estimates in problem hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or solving. decompose tens or hundreds. 2.NBT.9 Explain why addition and subtraction strategies work, using place value 2.NBT.7.1 Use estimation strategies to make reasonable estimates in problem solving. and the 2.NBT.8 Mentally add 10 or 100 to a given number , and mentally subtract 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and 10 or 100 from a given number pennies, using $ and symbols appropriately. 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and Explain subtractions methods using place value. Compute differences within 200 using place value and the relationship between addition and subtraction. Become fluent with subtraction within 100. Solve problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and cent symbols appropriately. Explain why addition and subtraction strategies work using place value and the pennies, using $ and symbols appropriately. Read, write, and represent (drawings) numbers to Compare two 3-digit numbers using >, =, < symbols to record the results of the comparison. Count within 1,000; skip counting by 2s, 5s, 10s, 100s. Add 10 or 100 to any given number or subtract 10 or 100 from any given number. Add and subtract within 1000 Use rounding to estimate answers. Page 6

7 GRADE 2 FINAL for (revised 5/31/16) Make-a-Ten Cards Addition (Lesson 1, 3, 5, 7) Count by Tens from (Lesson 1, 2, 3, 4, 5, 6, 7) Make-a-Ten Cards: Subtraction (Lesson 2, 4, 6, 8) Count by Fives from (Lesson 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19) Dive the Deep (Lesson 9,) Addition Sprint (Lesson 15, 17, 19, 21) Subtraction Sprint (Lesson 16, 18, 19, 20, 22 Count by 5 s from (Lesson 19, 20, 21, 22) Estimating Units of Length Common Assessment HMH Assessment Guide: To Be Determined Apply 2 and 3 digit addition and subtraction skills to one and two step word problems. Apply strategies of place value and properties, written records, and models to add and subtract problems to Add and subtract 3 digit whole dollar amounts in word problems without using a decimal point. Ex. $115 + $124 = $239 Count by 10 s to 200 (Lesson 1, 2, 3,4, 5) Make-a-Ten Cards: Subtraction (Lesson 1, 2) Add or Subtract 100 (Lesson 3, 4, 5) Add or Subtract by 10 (Lesson 6, 7, 8,) Count by 100 s from 100-1,000 (lesson 6, 7, 8) Add Over the Hundred (Lesson 9, 10, 11, 12) Count by 10 s from 500 to 600 (Lesson 9,10) Count by 10 s from 200 to 500 and 800 to 1000(Lesson 11, 12) Count by 5 s from 350 to 750 (Lesson 13, 14) Math Mountains for 100 or 2 Digit Numbers Mathematical Practices: 1. Make sense of 2. Reason problems and persevere abstractly and in solving them 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 Page 7

8 GRADE 2 FINAL for (revised 5/31/16) Quarter 4 Big Idea: Time, Graphs, and Word Problems (5 weeks) Big Idea: Arrays, Equal Shares, and Adding or Subtracting Lengths(4 weeks) Resources: Unit 5 Resources: Unit 7 2.OA.1 Use addition and subtraction within 100 to solve one- 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. with a symbol for the unknown number to represent the problem. 2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, 2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems using information presented in a bar graph. Tell and write time to nearest 5 minutes on analog and digital clocks. Identify AM/PM for appropriate situations. Show the relationship between units of time. Generate/draw and interpret vertical and horizontal bar graphs and picture graphsup to four categories. Relate the scale of bar graphs to a number line diagram. Solve simple problems (put together, take-apart, and e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.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. 2.G.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. 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.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. Identify equal parts as halves, thirds, fourths. Do not need to write the fraction. Create equal parts as halves, thirds, fourths. Do not need to write the fraction. Describe using fraction language the whole as two halves, three thirds, four fourths. Do not need to write the fraction. Decompose a rectangle into equal parts and recognize that equal shares of identical wholes do not have to have the same shape. Draw arrays up to 5 by 5. Write the total of the array as repeated addition. Page 8

9 GRADE 2 FINAL for (revised 5/31/16) compare problem) using a bar graph and picture graphs. Solve 2-step problems using information from a graph. Solve compare problems within 100. Even or Odd? (Lesson 1, 2, 3, 4) Count by 5 s (Lesson 1, 2, 3, 4) Teen Addition Flash (Lesson 5, 6, 7) Teen Subtraction Flash (Lesson 8, 9) Make-a-Ten Cards: Addition (Lesson 5, 6, 7) Make-a-Ten Cards: Subtraction (Lesson 8, 9) Time Routine Common Assessment HMH Assessment Guide: To Be Determined Use addition and subtraction within 100 to solve word problems involving lengths. Addition Sprint (Lesson 1, 5) Add or Subtract 10 (Lesson 1, 2) Subtraction Sprint (Lesson 2, 4) Count by 100 s to 1,000 (Lesson 3, 4, 5) Comparing 3 Digit Numbers Mathematical Practices: 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 Page 9