Mathematics Curriculum Guides

Transcription

1 Scott Foresman Addison Wesley Mathematics Grade 2 Mathematics Curriculum Guides Wisconsin Mathematics Standard MPS Learning Target Wisconsin Assessment Descriptors for Mathematics (For Beginning Grade 3) Curriculum Throughout The Year A. Mathematical Processes Note: Mathematical processes need to be embedded in all mathematical strands throughout the school year. Math processes are assessed on the WKCE-CRT and reported as a separate proficiency area. For example, students are asked to provide written justifications and explanations, pose problems, and represent concepts. 1) Reasoning: Use reasoning and logic to: Perceive patterns Identify relationships Formulate questions Pose problems Make conjectures Justify strategies Test reasonableness of results 2) Communication: Communicate mathematical ideas and reasoning using the vocabulary of mathematics in a variety of ways (e.g., using words, numbers, symbols, pictures, charts, tables, diagrams, graphs, and models). 3) Connections: Connect mathematics to the real world as well as within mathematics. 4) Representations: Create and use representations to organize, record, and communicate mathematical ideas. 5) Problem Solving: Solve and analyze routine and non-routine problems. 1

2 Time September 19 teaching days Curricular Connections Units/Lessons Chapter 1 Understanding Addition and Subtraction 1.1 Joining Groups to Add 1.2 Writing Addition Sentences 1.3 Write a Number Sentence 1. 4 Thinking of Ways to Subtract 1. 5 Comparing to Find How Many More 1.6 Writing Subtraction Sentences (NO&R, AR) 1.7 Choose An Operation 1.8 Adding in Any Order 1.9 Ways to Make Ten 1.10 Fact Families 1.11 Find the Missing Part 1.12 Frogs and Toads MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections District Model CABS Relationships # 1 Use and explain strategies to compare and rename numbers and to solve addition and subtraction basic facts and word problems while applying placevalue concepts and using money. (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 2.1, 2.2, 2.3) #8 Describe and analyze how patterns (attribute, number, and geometric) are generated through repetition, increase, or decrease, and describe rules for relationships. (1.9, 2.1) #9 Explain and use equality, properties, and relationships to solve open and true-false number sentences and use notation to communicate mathematical ideas. (1.1, 1.2, 1.3, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 2.1, 2.2, 2.3) Relationships B.a:2 Read, write, and represent numbers using words, numerals, pictures (e.g., base-ten blocks), number lines, arrays, expanded forms (e.g., 24=20+4) and symbolic renaming (e.g., 24=30-6) (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12,2.1, 2.2, 2.3) B.b:8 Use addition and subtraction in everyday situations and solve one-step word problems. (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 2.1, 2.2,2.3) B.b:9 Solve single and double-digit addition and subtraction problems with regrouping including horizontal format in problems with and without context. (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 2.1, 2.2, 2.3) F.a:1 Recognize, extend, describe, create and replicate a variety of patterns including attribute, number and geometric patterns, such as picture patterns, patterns in tables and charts, What s My Rule? patterns, patterns using addition and subtraction rules. Focus on relationships within patterns as well as extending patterns e.g., patterns and relationships represented with pictures, tables, and charts, and What s My Rule? patterns using addition and subtraction rules (1.9, 2.1) MPS Number Operations and Relationships CABS #8, MPS Algebraic Relationships CABS #1, #4, #9, #13, #14 F.b:3 Demonstrate an understanding that the = sign means the same as by solving open or true/false number sentences. (1.8, 1.9, 1.10, 1.11, 1.12, 2.1, 2.2, 2.3) 2

3 September Chapter 2 Fact Strategies for Addition and Subtraction 2.1 Counting On 2.2 Double Facts to Doubles plus 1 F.b:4 Use notation to represent mathematical thinking: letter or box (variable); operation symbols (+,, =). (1.1, 1.2, 1.3, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 2.1, 2.2, 2..3) F.c:5 Use properties and/or relationships of arithmetical thinking to determine and to reason about what number goes in a box to make a numbers sentence true. (1.8, 1.10) 3

4 October 20 teaching days Chapter 2 Fact Strategies for Addition and Subtraction 2.4 Using Strategies to Add Three numbers (NO&R,AR) 2.5 Making 10 to Add Making 10 to Add 7 or Write a Number Sentence (NO&R,AR) 2.8 Counting Back 2.9 Thinking Doubles to Subtract (NO&R, AR) 2.10 Thinking Addition to Subtract 2.11 Use Data from a Picture (NO&R,AR) 2.12 Baby Bird Chapter 3 Place Value to 100 and Money 3.1 Counting with Tens and Ones 3.2 Using Tens and Ones ( NO&R) 3.3 Number Words 3.4 Make An Organized List Relationships #1 Use and explain strategies to compare and rename numbers and to solve addition and subtraction basic facts and word problems while applying place-value concepts and using money. (2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 3.1, 3.2, 3.2, 3.4, 3.5, 3.6, 3.7, 3.8) Relationships #2 Represent concepts of multiplication (e.g., grouping, skip counting, repeated addition) and division (i.e., sharing, measuring, repeated subtraction) in everyday situations. (3.4, 3.8) #8 Describe and analyze how patterns (attribute, number, and geometric) are generated through repetition, increase, or decrease, and describe rules for relationships. (2.6, 2.9, 2.10, 2.11, 2.12,3.7, 3.8) #9 Explain and use equality, properties, and relationships to solve open and true-false number sentences and use notation to communicate mathematical ideas. (2.4, 2.5, 2.6, 2.7, 2.9, 2.10, 2.11, 3.3, 3.5) Relationships B.a:1 Recognize and apply place-value concepts to whole numbers less than 1,000. (3.1, 3.2) B.a:2 Read, write, and represent numbers using words, numerals, pictures (e.g., base-ten blocks), number lines, arrays, expanded forms (e.g., 24=20+4) and symbolic renaming (e.g., 24=30-6). (2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 3.1, 3.2, 3.3, 3.4) B.a:3 Compare and order whole numbers less than 1,000. (3.2, 3.5, 3.6,3.7, 3.8) B.a:4 Count by 2s, 3s, 5s, 10s, 25s, and 100s (3.4, 3.8) B.b:8 Use addition and subtraction in everyday situations and solve one-step word problems. (2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 3.1, 3.2) B.b:9 Solve single and double-digit addition and subtraction problems with regrouping including horizontal format in problems with and without context. (2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12) F.a:1 Recognize, extend, describe, create and replicate a variety of patterns including attribute, number and geometric patterns, such as picture patterns, patterns in tables and charts, What s My Rule? patterns, patterns using addition and subtraction rules. Focus on relationships within patterns as well as extending patterns e.g., patterns and relationships represented with pictures, tables, and charts, and What s My Rule? patterns using addition and subtraction rules. (2.6, 2.9, 2.10, 2.11, 2.12, 3.7, 3.8) MPS Number Operations and Relationships CABS #9, #11 MPS Algebraic Relationships CABS #7 4

5 October 20 teaching days Chapter 3 Place Value to 100 and Money 3.5 Comparing Numbers (NO&R, AR) 3.6 Finding the Closet Ten 3.7 Before, After and Between (NO&R,AR) 3.8 Skip Counting on the Hundred Chart F.b:3 Demonstrate an understanding that the = sign means the same as by solving open or true/false number sentences (2.4, 2.5, 2.6, 2.7, 2.9, 2.10, 2.11, 2.12) F.b:4 Use notation to represent mathematical thinking: letter or box (variable); operation symbols (+,, =). (2.4, 2.5, 2.6, 2.7, 3.5) F.c:5 Use properties and/or relationships of arithmetical thinking to determine and to reason about what number goes in a box to make a numbers sentence true. (3.3, 3.5) 5

6 November 20 teaching days Chapter 3 Place Value to 100 and Money 3.9 Even and Odd Numbers (NO&R,AR) 3.10 Ordinal Number Through Twentieth 3.11 Use Data From a Chart ( NO&R, AR) 3.12 Dime, Nickel and Penny 3.13 Quarter and Half Dollar 3.14 Counting Sets of Coins 3.15 Comparing Sets of Coins 3.16 Ways to Show the Same Amount 3.17 Making Change 3.18 Dollar Bill and Dollar Coin 3.19 Money, Money, Money ( NO&R) Relationships #1 Use and explain strategies to compare and rename numbers and to solve addition and subtraction basic facts and word problems while applying place-value concepts and using money. (3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15, 3.16, 3.17, 3.18, 3.19, 4.1, 4.2, 4.3, 4.4) #8 Describe and analyze how patterns (attribute, number, and geometric) are generated through repetition, increase, or decrease, and describe rules for relationships. (3.9, 4.4) #9 Explain and use equality, properties, and relationships to solve open and true-false number sentences and use notation to communicate mathematical ideas. (3.11, 3.14, 3.17) Relationships B.a:2 Read, write, and represent numbers using words, numerals, pictures (e.g., base-ten blocks), number lines, arrays, expanded forms (e.g., 24=20+4) and symbolic renaming (e.g., 24=30-6). (3.10, 4.1, 4.2, 4.3) B.a:3 Compare and order whole numbers less than 1,000. (3.10) B.a:5 Count, compare, and make change using a collection of coins (up to one dollar) and one-dollar bills. (3.12, 3.13, 3.14, 3.15, 3.16, 3.17, 3.18, 3.19) B.b:8 Use addition and subtraction in everyday situations and solve one-step word problems. (4.1, 4.2, 4.3,) B.b:9 Solve single and double-digit addition and subtraction problems with regrouping including horizontal format in problems with and without context. (4.1, 4.2, 4.3) B.b.14 Estimate sums to tens and hundreds and differences to ten (3.14, 4.4) F.a:1 Recognize, extend, describe, create and replicate a variety of patterns including attribute, number and geometric patterns, such as picture patterns, patterns in tables and charts, What s My Rule? patterns, patterns using addition and subtraction rules. Focus on relationships within patterns as well as extending patterns e.g., patterns and relationships represented with pictures, tables, and charts, and What s My Rule? patterns using addition and subtraction rules (4.4) MPS Number Operation and Relationship CABS #6, #13, #15, #16, #17 MPS Algebraic Relationships CABS #2 6

7 November 20 teaching days Chapter 4 Mental Math: Addition and Subtraction 4.1 Adding Tens 4.2 Adding Ones 4.3 Adding Tens and Ones 4.4 Estimating Sums F.a:2 Determine odd or even with a total set of 20 or less. (3.9) F.b:4 Use notation to represent mathematical thinking: letter or box (variable); operation symbols (+,, =) (3.11, 3.14, 3.17) 7

8 December 15 teaching days Chapter 4 Mental Math: Addition and Subtraction 4.5 Subtracting Tens 4.6 Subtracting Tens and Ones 4.7 Estimating Differences (NO&R, AR) 4.8 Try, Check and Revise 4.9 Addition and Subtraction Patterns 4.10 Finding Parts of Look Back and Check (NO&R 4.12 Take Me Out to the Ball Game! (NO&R, AR) Relationships # 1 Use and explain strategies to compare and rename numbers and to solve addition and subtraction basic facts and word problems while applying placevalue concepts and using money. (4.5, 4.6, 4.7, 4.8,. 4.9, 4.10, 4.11, 4.12) #8 Describe and analyze how patterns (attribute, number, and geometric) are generated through repetition, increase, or decrease, and describe rules for relationships. (4.9, 4.12) #9 Explain and use equality, properties, and relationships to solve open and true-false number sentences and use notations to communicate mathematical ideas. (4.7, 4.12) Relationships B.a:2 Read, write, and represent numbers using words, numerals, pictures (e.g., base-ten blocks), number lines, arrays, expanded forms (e.g., 24=20+4) and symbolic renaming (e.g., 24=30-6) (4.7 B.b:8 Use addition and subtraction in everyday situations and solve one-step word problems. (4.5, 4.6, 4.7, 4.10, 4.11, 4.12) B.b:9 Solve single and double-digit addition and subtraction problems with regrouping including horizontal format in problems with and without context. (4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.11, 4.12) B.b:14 Estimate sums to tens and hundreds and differences to tens. (4.7) F.a:1 Recognize, extend, describe, create and replicate a variety of patterns including attribute, number and geometric patterns, such as picture patterns, patterns in tables and charts, What s My Rule? patterns, patterns using addition and subtraction rules. Focus on relationships within patterns as well as extending patterns e.g., patterns and relationships represented with pictures, tables, and charts, and What s My Rule? patterns using addition and subtraction rules (4.9, 4.12 MPS Algebraic Relationships CABS #10 F.b:3 Demonstrate an understanding that the = sign means the same as by solving open or true/false sentences. (4.7, 4.12) 8

9 January 18 teaching days Chapter 5 Two-Digit Addition 5.1 Adding With and Without Regrouping 5.2 Recording Addition 5.3 Adding Two-Digit numbers With and Without Regrouping 5.4 Practice with Two-Digit Addition 5.5 Adding Money 5.6 Adding Three Numbers 5.7 Using Data From a Table (NO&R, S&P) 5.8 Estimating Sums 5.9 Ways to Add 5.10 Try, Check and Revise 5.11 The Wonderful World of Plants Chapter 6 Two-Digit Subtraction 6.1 Subtracting With and Without Regrouping 6.2 Recording Subtraction Relationships # 1 Use and explain strategies to compare and rename numbers and to solve addition and subtraction basic facts and word problems while applying placevalue concepts and using money. (5.1, 5.2, 5.3, 5.4, 5.5, 5.8, 6.1, 6.2, 6.3, 6.4, 6.5) Statistics and Probability # 7 Pose and answer questions about real-world situations by collecting and displaying data from surveys and experiments (e.g., spinners), and draw reasonable conclusions including the likelihood of events. (5.7) #8 Describe and analyze how patterns (attribute, number, and geometric) are generated through repetition, increase, or decrease, and describe rules for relationships. (5.3) #9 Explain and use equality, properties, and relationships to solve open and true-false number sentences and use notations to communicate mathematical ideas. (5.9, 5.10, 5.11, 6.5) Relationships B.a:2 Read, write, and represent numbers using words, numerals, pictures (e.g., base-ten blocks), number lines, arrays, expanded forms (e.g., 24=20+4) and symbolic renaming (e.g., 24=30-6) (6.1, 6.2, 6.3, 6.4) B.b:8 Use addition and subtraction in everyday situations and solve one-step word problems. (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 6.1, 6.2, 6.3, 6.4, 6.5) B.b:9 Solve single and double-digit addition and subtraction problems with regrouping including horizontal format in problems with and without context. (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 6.1, 6.2, 6.3, 6.4, 6.5) B.b:14 Estimate sums to tens and hundreds and differences to tens. (5.8) B.b:15 Determine the reasonableness of answers. (5.3, 6.2) Statistics and Probability E.a:4 Read, use information and draw reasonable conclusions from data in graphs, tables, charts and Venn diagrams. (5.7) MPS Number Operation and Relationship CABS #10, #12 MPS Algebraic Relationships CABS #15 9

10 January 18 teaching days Chapter 6 Two-Digit Subtraction 6.3 Subtracting Two- Digit Numbers With and Without Regrouping 6.4 Practice with Two- Digit Subtraction 6.5 Write a Number Sentence F.a:1 Recognize, extend, describe, create and replicate a variety of patterns including attribute, number and geometric patterns, such as picture patterns, patterns in tables and charts, What s My Rule? patterns, patterns using addition and subtraction rules. Focus on relationships within patterns as well as extending patterns e.g., patterns and relationships represented with pictures, tables, and charts, and What s My Rule? patterns using addition and subtraction rules (5.3) F.b:3 Demonstrate an understanding that the "=" sign means the same as by solving open or true/false sentences. (6.5) F.b:4 Use notation to represent mathematical thinking: letter or box (variable); operation symbols (+,, =). (5.9, 5.10, 5.11) 10

11 February 20 teaching days Chapter 6 Two-Digit Subtraction 6.6 Subtracting Money 6.7 Use Addition to Check Subtraction 6.8 Estimate Differences 6.9 Ways to Subtract 6.10 Extra Information 6.11 Here Kitty, Kitty! Chapter 7 Geometry and Fractions 7.1 Flat surfaces, Vertices, and Edges (G, AR) 7.2 Relating Plane Shapes to Solid Figures (G, AR) 7.3 Use Data From a Picture (SP, G) 7.4 Making New Shapes (G) 7.5 Congruence (G) 7.6 Slides, Flips, and Turns (G) 7.7 Symmetry (G) 7.8 Use Logical Reasoning (G) 7.9 Equal Parts Relationships # 1 Use and explain strategies to compare and rename numbers and to solve addition and subtraction basic facts and word problems while applying placevalue concepts and using money. (6.6, 6.7, 6.8,. 6.9, 6.10, 6.11) Relationships # 3 Represent fractions as part of a whole and as part of a set to solve problems (e.g. equal sharing or partitioning) in everyday situations. (7.9, 7.10, 7.11) Geometry #4 Describe and compare properties (e.g., sides, faces, corners, edges) of two- and three-dimensional shapes and represent figures on a simple coordinate system. (7.1, 7.2, 7.4, 7.5, 7.7, 7.8) Geometry #5 Predict the results of combining and decomposing shapes and recognize and apply slides, flips, and turns of twodimensional shapes. (7.3, 7.4, 7.6) Relationships B.a:5 Count, compare and make change using a collection of coins (up to one dollar) and one-dollar bills. (6.6) B.a:6. Identify a fractional part of a collection/set.(7.9, 7.10, 7.11) B.b:8 Use addition and subtraction in everyday situations and solve one-step word problems. (6.6, 6.7, 6.8, 6.9, 6.10, 6.11) B.b:9 Solve single and double-digit addition and subtraction problems with regrouping including horizontal format in problems with and without context. (6.6, 6.7, 6.8, 6.9, 6.10, 6.11) B.b:12 Use fractions to represent quantities when solving problems involving equal partitioning or sharing. (7.9, 7.10, 7.11) B.b:13 Represent fractions with shaded circles, rods, squares, pictorial representations of a whole. (7.9, 7.10, 7.11) B.b:14 Estimate sums to tens and hundreds and differences to tens. (6.8) Geometry C.a:4 Identify, describe, and compare properties of 2 and 3 dimensional figures such as squares, triangles, rectangles, circles, pattern block shapes, cubes, pyramids, rectangular prisms, cylinders, and spheres (e.g., comparing sides, faces, corners, and edges) (7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.14) MPS Number Operation and Relationship CABS #12, #14 MPS Geometry CABS #1-#16 11

12 February 20 teaching days Chapter 7 Geometry and Fractions 7.10 Unit Fractions 7.11 Non-Unit Fractions #8 Describe and analyze how patterns (attribute, number, and geometric) are generated through repetition, increase, or decrease, and describe rules for relationships. (7.1, 7.2) #9 Explain and use equality, properties, and relationships to solve open and true-false number sentences and use notations to communicate mathematical ideas. (6.7, 6.8) Geometry C.b:2 Identify 2-dimensional geometric shapes created by combining or decomposing other shapes (e.g., square/rectangles, trapezoid/rhombus, hexagon/triangle, triangles, rhombus, trapezoid). (7.3, 7.4) C.b:3 Apply concepts of single motion geometry (e.g., slides, flips, and turns) to match two identical shapes. (7.5, 7.6, 7.7) F.a:1 Recognize, extend, describe, create and replicate a variety of patterns including attribute, number and geometric patterns, such as picture patterns, patterns in tables and charts, What s My Rule? patterns, patterns using addition and subtraction rules. Focus on relationships within patterns as well as extending patterns e.g., patterns and relationships represented with pictures, tables, and charts, and What s My Rule? patterns using addition and subtraction rules (7.1, 7.2) F.b:3 Demonstrate an understanding that the "=" sign means the same as by solving open or true/false sentences. (6.8) F.b:4 Use notations to represent mathematical thinking: letter or box (variable); operation symbols (+, -, =) (6.7, 6.8, 6.11) F.c:5 Use properties and/or relationships of arithmetical thinking to determine and to reason what number goes in a box to make a number sentence true. (6.7, 6.8, 6.11) 12

13 March 14 teaching days Chapter 7 Geometry and Fractions 7.12 Estimating Fractions 7.13 Fractions of a Set 7.14 Under the Sea (NO&R, G) Chapter 8 Time, Data and Graphs 8.1 Telling Time to Five Minutes (M) 8.2 Telling Time After the Hour (M) 8.3 Telling Time Before the Hour (M) 8.4 Estimating Time (M) 8.5 Elapsed Time (M) 8.6 A.M. and P.M. (M) 8.7 Using a Calendar (M) 8.8 Equivalent Times (M) 8.9 Make a Table (SP) 8.10 Recording Data From a Survey (SP) 8.11 Using a Venn Diagram (SP) 8.12 Pictographs (SP) 8.13 Bar Graphs (SP) 8.14 Line Plots (SP) Relationships # 3 Represent fractions as part of a whole and as part of a set to solve problems (e.g. equal sharing or partitioning) in everyday situations. (7.12, 7.13, 7.14) Measurement #6 Determine estimates and exact measurements of length, weight, area, temperature, and time by using appropriate standard and non-standard units, appropriate tools, and common referents. (8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8) Statistics and Probability #7 Pose and answer questions about real-world situations by collecting and displaying data from surveys and experiments (e.g., spinners) and draw reasonable conclusions including the likelihood of events. (8.9, 8.10, 8.11, 8.12, 8.13, 8.14) Relationships B.a:6. Identify a fractional part of a collection/set. (7.12, 7.13, 7.14) B.b:12 Use fractions to represent quantities when solving problems involving equal partitioning or sharing. (7.12) B.b:13 Represent fractions with shaded circles, rods, squares, pictorial representations of a whole. (7.12) Measurement D.a:1 Describe attributes of length, time, temperature, and identify appropriate units to measure them. Units include inches, feet, yards, centimeters, meters, seconds, minutes, hours, days, months, years, degrees Fahrenheit/Celsius. (8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8) D.b:5 Tell time to the nearest minute using analog and digital clocks; translate time from analog to digital clocks and vice versa. (8.1, 8.2, 8.3, 8.5, 8.7) D.c:7 Apply estimation technique using non-standard units. (8.4) Statistics and Probability E.a:1 Answer and pose questions about collecting, organizing, and displaying data. Work with data in the context of real-world situations by determining what data to collect and when and how to collect it to answer questions. (8.9, 8.10, 8.11, 8.12, 8.13, 8.14) E.a:2 Collect, organize and display data in simple bar graphs and charts including transferring data from one to the other. (8.9, 8.10, 8.11, 8.12, 8.13, 8.14) MPS Number Operation and Relationship CABS #11 MPS Measurement CABS #1, #5, #6, #7, #8 MPS Statistics and Probability CABS #3, #5, #6, #8, #9, #11 13

14 Statistics and Probability Chapter 8 Time, Data and Graphs E.a:3 Draw reasonable conclusions bases on simple interpretations of data. (8.12, 8.13) E.a:4 Read, use information and draw reasonable conclusions from data in graphs, tables, charts, and Venn diagrams. (8.9, 8.10, 8.11, 8.16, 8.12, 8.13, 8.14) 14

15 April 21 teaching days *The time allotted and the emphasis on these lessons is at the discretion teachers. These sub-skills are beyond the parameters of the state descriptors and the Milwaukee Public Schools Learning Targets for 2 nd grade. April Chapter 8 Time, Data and Graphs 8.15 Coordinate Graphs (G, SP) 8.16 Use Data From a Graph (SP) 8.17 Fly, Butterfly, Fly! (M) Chapter 9 Measurement and Probability 9.1 Understanding Length and Width (M) 9.2 Inches and Feet (M) 9.3 Inches, Feet and Yards (M) 9.4 Centimeters and Meters (M) 9.5 Act It Out (M) 9.6 Understanding Capacity* (M) 9.7 Cups, Pints and Quarts* (M, A) 9.8 Liters* (M) 9.9 Understanding Volume* (M) 9.10 Understanding Weight (M) 9.11 Pounds and Ounces (M) 9.12 Grams and Kilograms (M) Geometry #4 Describe and compare properties (e.g., sides, faces, corners, edges) of two- and three-dimensional shapes and represent figures on a simple coordinate system. (8.15) Measurement #6 Determine estimates and exact measurements of length, weight, area, temperature, and time, by using appropriate standard and non-standard units, appropriate tools, and common referents. (8.17, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9, 9.10, 9.11, 9.12, 9.13) Statistics and Probabillity#7 Pose and answer questions abut real-world situations by collection ad displaying data from surveys and experiments (e.g., spinners), and draw reasonable conclusions including the likelihood of events. (8.16, 9.14) #8 Describe and analyze how patterns (attribute, number, and geometric) are generated through repetition, increase, or decrease, and describe rules for relationships. (9.7) Geometry C.c:4 Use simple 2-dimensional coordinate systems to find locations on maps and to represent points and simple figures with coordinates of letters and numbers (e.g., (E, 3)). (8.15) Measurement D.a:1 Describe attributes of length, time, temperature and identify appropriate units to measure them. Units include inches, feet, yards, centimeters, meters, seconds, minutes, hours, days, moths, years, and degrees Fahrenheit/Celsius.(8.17, 9.1, 9.2, 9.4, 9.4, 9.10, 9.11, 9.12, 9.13,9.16, 9.17) D.a:2 Compare attributes of length and weight by observation or when given actual measurements. (9.1, 9.2, 9.3, 9.4, 9.10, 9.11, 9.12, 9.13, 9.17) D.b:3 Read and interpret measuring instruments to determine the measurement of objects with nonstandard and standard units to the nearest centimeter or half-inch. (9.1, 9.2, 9.3, 9.4, 9.17) D.b:4 Read thermometers to the nearest 5 degrees F/C. (9.13) D.b:5 Tell time to the nearest minute using analog and digital clocks; translate time from analog to digital clocks and vice versa. (8.17) D.b:6 Investigate measurements of area. (9.5) D.c:7 Apply estimation techniques using non-standard units. (9.1, 9.2, 9.3, 9.4, 9.10, 9.17) MPS Measurement CABS #2, #3, #4, #9, #10, #11 MPS Statistics and Probability CABS #1, #2, #4, #7, #10 15

16 9.13 Temperature: Fahrenheit and Celsius (M) 9.14 Understanding Probability (P&S) Statistics and Probability E.a:1 Answer and pose questions about collecting, organizing, and displaying data. Work with data in the context of real-world situations by determining what data to collect and when and how to collect it to answer questions. (8.16) E.a:3 Draw reasonable conclusions bases on simple interpretations of data. (8.16) E.a:4 Read, use information and draw reasonable conclusions from data in graphs, tables, charts, and Venn diagrams. (8.16) E.b:5 Determine if the accidence of future events are more, less, or equally likely to occur. (9.14) E.b:6 Choose a fair and an unfair spinner. (9.14) F.a:1 Recognize, extend, describe, create and replicate a variety of patterns including attribute, number and geometric patterns, such as picture patterns, patterns in tables and charts, What s My Rule? patterns, patterns using addition and subtraction rules. Focus on relationships within patterns as well as extending patterns e.g., patterns and relationships represented with pictures, tables, and charts, and What s My Rule? patterns using addition and subtraction rules (9.7) May 21 teaching days 16

17 Chapter 9 Measurement and Probability 9.15 Using Probability (S&P) 9.16 Multiple-Step Problems 9.17 How Do You Measure Up (M) Relationships # 1 Use and explain strategies to compare and rename numbers and to solve addition and subtraction basic facts and word problems while applying placevalue concepts and using money. (9.16, 10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9, 10.10, 10.11) Relationships B.a:1 Recognize and apply place-value concepts to whole numbers less than 1,000. (10.1, 10.2, 10.3) B.a:2 Read, write, and represent numbers using words, numerals, pictures (e.g., base-ten blocks), number lines, arrays, expanded forms (e.g., 24=20+4) and symbolic renaming (e.g., 24=30-6). (10.1, 10.2, ) B.a:3 Compare and order whole numbers under 1,000. (10.5, 10.9, 10.10) MPS Number Operations and Relationships CABS #2, #3, #4 MPS Algebraic Relationships #3, #6, #7, #8, #12 May *The time allotted and the emphasis on these lessons is at the discretion Chapter 10 Numbers to 1, Building 1, Counting Hundreds, Ten and Ones 10.3 Writing Numbers to 1, Changing Numbers by Hundreds and Tens 10.5 Comparing Numbers 10.6 Parts of 1, Use Data from a Chart (S&P) 10.8 Before, After and Between (NO&R, A) 10.9 Ordering Numbers (NO&R, A) Look for a Pattern (NO&R, A) Rescue Vehicles (NO&R, A) Measurement #6 Determine estimates and exact measurements of length, weight, area, temperature, and time, by using appropriate standard and non-standard units, appropriate tools, and common referents. (9.17) Statistics and Probabillity#7 Pose and answer questions abut real-world situations by collection ad displaying data from surveys and experiments (e.g., spinners), and draw reasonable conclusions including the likelihood of events. (9.15) B.a:4 Count by 2s, 3s, 5s, 10s, 25s, and 100s. (10.10) B.b:8 Use addition and subtraction in everyday situations and solve one-step word problems. (9.16, 10.4, 10.6) B.b:9 Solve single and double-digit addition and subtractions problems with regrouping including horizontal format in problems with and without context. (10.4, 10.6) Measurement D.b:3 Read and interpret measuring instruments to determine the measurement of objects with non-standard and standard units to the nearest centimeter or half-inch. (9.17) D.c:7 Apply estimation techniques using non-standard units. (9.17) Statistics and Probability E.a:4 Read, use information and draw reasonable conclusions from data in graphs, tables, charts and Venn diagrams. (10.7) E.b:5 Determine if the accidence of future events are more, less, or equally likely to occur. (9.15) E.b:6 Choose a fair and an unfair spinner. (9.15) 17

18 teachers. These sub-skills are beyond the parameters of the state descriptors and the Milwaukee Public Schools Learning Targets for 2 nd grade. May Chapter 11* Addition and Subtraction of Three- Digit Numbers 11.1 Using Mental Math 11.2 Estimating Sums 11.3 Adding with Models 11.4 Adding Three- Digit Numbers 11.5 Practice with Three-Digit Addition 11.6 Make a Graph (S&P) 11.7 Ways to Find Missing Parts (NO&R, A) 11.8 Estimating Differences (NO&R, A) 11.9 Subtracting with Models subtracting Three-Digit Numbers Practice with Three-Digit Subtraction Exact Answer or Estimate? Amazing Animals Relationships # 1 Use and explain strategies to compare and rename numbers and to solve addition and subtraction basic facts and word problems while applying placevalue concepts and using money. (11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.7, 11.8, 11.9, 11.10, 11.11, 11.12, 11.13) #8 Describe and analyze how patterns (attribute, number, and geometric) are generated through repetition, increase, or decrease, and describe rules for relationships. (11.6) #9 Explain and use equality, properties, and relationships to solve open and true-false number sentences and use notation to communicate mathematical ideas. (11.6, 11.7, 11.8) *The time allotted and the emphasis on these lessons is at the discretion teachers. These Relationships B.a:1 Recognize and apply place-value concepts to whole numbers less than 1,000. (11.1, 11.3, 11.4, 11.8, 11.9, 11.0, 11.11) B.a:2 Read, write, and represent numbers using words, numerals, pictures (e.g., base-ten blocks), number lines, arrays, expanded forms (e.g., 24=20+4) and symbolic renaming (e.g., 24=30-6) (11.1, 11.3, 11.4, 11.8, 11.9, 11.0, 11.11) B.b:8 Use addition and subtraction in everyday situations and solve one-step word problems. (11.1, 11.3, 11.4, 11.8, 11.9, 11.0, 11.11, 11.13) B.b:9 Solve single and double-digit addition and subtraction problems with regrouping including horizontal format in problems with and without context. (11.1, 11.3, 11.4, 11.8, 11.9, 11.0, 11.11) B.b:14 Estimate sums to tens and hundreds and differences to tens. (11.2, 11.8, 11.12) Statistics and Probability E.a:4 Read, use information and draw reasonable conclusions from data in graphs, tables, charts and Venn diagrams. (11.6) F.a:1 Recognize, extend, describe, create and replicate a variety of patterns including attribute, number and geometric patterns, such as picture patterns, patterns in tables and charts, What s My Rule? patterns, patterns using addition and subtraction rules. Focus on relationships within patterns as well as extending patterns e.g., patterns and relationships represented with pictures, tables, and charts, and What s My Rule? 18

19 sub-skills are beyond the parameters of the state descriptors and the Milwaukee Public Schools Learning Targets for 2 nd grade Chapter 11* Addition and Subtraction of Three- Digit Numbers patterns using addition and subtraction rules (11.6) F.b:4 Use notations to represent mathematical thinking: letter or box (variables); operations symbols (+, -, =). (11.6, 11.7, 11.8) F.c:5 Use properties, and/or relationships of arithmetical thinking to determine and to reason about what number goes in a box to make a number sentence true. (11.7, 11.8) May 25 teaching days 19

20 June 7 teaching days Chapter 12 Understanding Multiplication and Division 12.1 Skip Counting Equal Groups (NO&R, A) 12.2 Repeated Addition and Multiplication (NO&R, A) 12.3 Building Arrays 12.4 Multiplying in Any Order (NO&R, A) 12.5 Vertical Form 12.6 Draw a Picture (NO&R, A) Relationships #2 Represent concepts of multiplication (e.g., grouping, skip counting, repeated additions) and division (e.g., sharing, measuring, repeated subtraction) in everyday situations. (12.1, 12.2, 12.3, 112.4, 12.5, 12.6) #8 Describe and analyze how patterns (attribute, number, and geometric) are generated through repetition, increase, or decrease, and describe rules for relationships. (12.1, 12.2, 12.4) #9 Explain and use equality, properties, and relationships to solve open and true-false number sentences and use notation to communicate mathematical ideas. (12.1, 12.2, 12.4, 12.6) Relationships B.a:4 Count by 2s, 3s, 4s, 5s, 10s, 25s, and 100s. (12.1, 12.3, 12.4, 12.5, 12.6) B.c:10 Demonstrate the context of multiplication as grouping or repeated addition in context with products up to 50. (12.1, 12.2, 12.3, 12.4, 12.5, 12.6) F.a:1 Recognize, extend, describe, create and replicate a variety of patterns including attribute, number and geometric patterns, such as picture patterns, patterns in tables and charts, What s My Rule? patterns, patterns using addition and subtraction rules. Focus on relationships within patterns as well as extending patterns e.g., patterns and relationships represented with pictures, tables, and charts, and What s My Rule? patterns using addition and subtraction rules. (12.1, 12.2, 12.4) F.b:4 Use notations to represent mathematical thinking: letter or box (variables); operations symbols (+, -, =). (12.1, 12.2, 12.4, 12.6) F.c:5 Use properties, and/or relationships of arithmetical thinking to determine and to reason about what number goes in a box to make a number sentence true. (12.1, 12.2, 12.4, 12.6) MPS Number Operations and Relationships CABS #1 20

21 Chapter 12 Understanding Multiplication and Division 12.7 Making Equal Groups 12.8 Writing Division Sentences 12.9 Choose an Operation (NO&R, A) Up, UP and Away! Relationships #2 Represent concepts of multiplication (e.g., grouping, skip counting, repeated additions) and division (e.g., sharing, measuring, repeated subtraction) in everyday situations. (12.7, 12.8, 12.9, 12.10) #9 Explain and use equality, properties, and relationships to solve open and true-false number sentences and use notation to communicate mathematical ideas. (12.9) Relationships B.b:10 Demonstrate the context of multiplication as grouping or repeated addition in context with products up to 50. (12.10) B.b:11 Demonstrate understanding of the concept of division as repeated subtractions, partitioning/sharing or measuring (dividends up to 30 and divisors up to 5). (12.7, 12.8, 12.9, 12.10) F.b:4 Use notations to represent mathematical thinking: letter or box (variables); operations symbols (+, -, =). (12.9) F.c:5 Use properties, and/or relationships of arithmetical thinking to determine and to reason about what number goes in a box to make a number sentence true. (12.9) MPS Number Operations and Relationships CABS #7 21