Monroe County School District Elementary Pacing Guide

Transcription

1 Date Taught: Second Grade Unit 1: Numbers and Operations in Base Ten Timeline: August Fall Break CMA: October 6-7 M.NO.2.1 Understand that the three digits of a three-digit 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: a. 100 can be thought of as a bundle of ten tens called a hundred b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). (Reasoning) I can explain the value of each digit in a three digit number using the vocabulary ones, tens, and hundreds. (K) I can identify a bundle of tens as a hundred. (K) I can represent (show) a three digit number with hundreds, tens, or ones. (R) I can explain the value of the zeros in a given hundred (100, 200..) as 0 tens and 0 ones. M.NO.2.2 Count within 1000; skip count by 5s, 10s, and 100s. (Knowledge) I can skip to 1000 by fives, tens, and hundreds. (K) M.NO.2.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (Knowledge) I can explain what expanded form means. (K) I can recognize that digits represent amounts of 1000s, 100s, 10s, or 1s. (K) I can read and write numbers to 1000 using base ten numerals (234). (K) I can read and write numbers to 1000 using expanded form. ( ) (K) I can read and write numbers to 1000 using number names. (Two hundred thirty four.) (K) M.NO.2.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. (Reasoning) I can explain what each symbol (>, =, < ) represents. (K) I can explain a process for determining whether a three-digit number is greater than, less than, or equal to another three-digit number. (R) I can determine when a three-digit number is greater than, less than, or equal to

2 another three-digit number, and recode the comparison using the symbols >, <, and =. (R) M.NO.2.5 Fluently adds and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. (Reasoning) I can use strategies for adding and subtracting based on place value. (For example, you work from right to left.) (K) I can use strategies for adding and subtracting based on properties of operations. This means I would do the problem in parenthesis first, then addition and subtraction left to right). (K) I can use strategies for adding and subtracting based on relationship between addition and subtraction. This means if 3 +7 = 10, then 10 3 = 7. (K) I can choose a strategy to add or subtract within 100. (place value, properties of operations, and/or the relationship between addition and subtraction) (R) M.NO.2.6 Add up to four two digit numbers using strategies based on place value and properties of operations. (Reasoning) I can use strategies for adding two digit numbers based on place value and properties of operation. (K) I can use strategies to add up to four two-digit numbers. (R) M.NO.2.7 Add and subtract within 1000, using concrete models or drawings and 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 hundreds, tens, and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (Reasoning) I can understand place value within (up to 999) (K) I can decompose (break down) any number to 999, This means if I have the number 123, I have 1 hundred, 2 tens, and 3 ones. (K) I can choose and appropriate strategy for solving addition or subtraction problem up to 999. (R) I can write down and explain the steps that I followed to create a concrete model or drawing to show how I added or subtracted. (R) I can use composition (add to: how many more do I need) and decomposition

3 (break down) of hundreds and tens when necessary to add and subtract to 999. (R) M.NO.2.8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number (Reasoning) I can use place value up to 999. (K) I can mentally add or subtract 10 to or from a given number from (R) I can mentally add or subtract 100 to or from a given number (R) M.NO.2.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Reasoning) I can use addition and subtraction strategies using place value. (K) I can use addition and subtraction strategies using properties of operations. (K) I can explain addition and subtraction using place value. (R) I can explain addition and subtraction using properties of operations. (R)

4 Date Taught: Second Grade Unit 2: Operations and Algebraic Thinking Timeline: October 17-December 19 CMA: December M.OA.2.1 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 unknown in all positions, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem. (Reasoning) I can identify the unknown in an addition or subtraction word problem. (K) I can write an addition or subtraction equation with a symbol for the unknown. (K) I can use drawings or equations to represent one and two step word problems. (R) I can add and subtract within 100 to solve one and two step word problems with unknowns in all positions. (R) I can determine the operation needed to solve addition and subtraction problems in situations including add to, take from, put together, take apart, and compare. (R) M.OA.2.2 Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers. (Reasoning) I can recall from memory all sums of two one-digit numbers. (K) I can use mental strategies to add and subtract numbers within twenty with ease. (R) M.OA.2.3 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 addends. (Reasoning) I can count a group of objects up to twenty by twos. (K) I can determine that a group of objects is odd or even using a variety of strategies. (R) I can understand that all even numbers can be formed from the addition of two equal addends. ( 4+4=8, 2+2=4) (R) I can write an equation to express an even number as a sum using two equal addends. (R)

5 M.OA.2.4 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. (Reasoning) I can write an equation with repeated equal addends from an array. (K) I can explain that arrays can be written as repeated addition problems. (R) I can solve repeated addition problems to find the number of objects using arrays. (R)

6 Date Taught: Second Grade Unit 3: Measurement and Data Timeline: January 2 February 17 CMA: February M.MD.2.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. (Performance) I can identify tools used to measure length. (K) I can identify the unit of length for the tool used. (inches, centimeters, feet and meters) (K) I can select an appropriate tool to measure an object. ( ruler, yard stick, meter stick, measuring tape) (R) I can measure the length of an object using an appropriate tool. (S) M.MD.2.2 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. ( Reasoning) I can measure the length of objects with different units. (inches, centimeters, feet and meters) (K) I can compare measurements of an object taken by two different units. (R) I can describe why the measurements of an object, taken with two different units, are different. (R) I can explain the length of an object using the units I used to measure the object). (R) M.MD. 2.3 Estimate lengths using units of inches, feet, centimeters, and meters. (Reasoning) I can use strategies for estimating length. (K) I can recognize the size of inches, feet, centimeters and meters. (K) I can estimate the lengths in units of inches, feet, centimeters and meters. (R) I can determine (decide) if estimate is reasonable. (R)

7 M.MD. 2.4 Measure to determine how much longer one object is than another, expressing the length differences in terms of a standard length unit. (Reasoning) I can name standard length units. (K) I can compare lengths of two objects. (R) I can find the difference in length between two objects using standard units. (R) M.MD.2.5 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 equation with a symbol for the unknown number to represent the problem. ( Reasoning) I can add and subtract lengths of the same unit within 100. (K) I can solve word problems with lengths of the same units. (R) I can solve for the unknown number in an equation from a word problem. (R) M.MD.2.6 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. (Reasoning) I can create a number line with whole number intervals that are equally spaced. (K) I can explain length as the distance between zero and another mark on the number line. (R) I can find sums and differences within 100 using a number line. (R) M.MD.2.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. ( Reasoning) I can tell time to the nearest five minutes using analog and digital clocks. (K) I can write the time using analog and digital clocks. (K) I can identify the hour and minute hand on an analog clock. (K) I can explain the difference between A.M. (midnight to 11:59) and P.M. (noon to 11:59) (K) I can determine the time by the numbers on the clock face and the position of the hands. (R)

8 M.MD.2.8 Solve word problems involving 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? ( Reasoning) I can identify and give the value of dollar bills, quarters, dimes, nickels and pennies. (K) I can use $ (dollar) and (cent) symbol appropriately. (K) I can solve a word problem with dollar bills, quarters, dimes, nickels and pennies and using appropriate symbols. (R) M.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements by making a line plot, where the horizontal scale is marked off in whole number units. (Product) I can read tools of measurement to the nearest unit. (K) I can record length measurements on a line plot. (R) I can measure lengths of several objects to the nearest whole unit. (PS) I can measure an object using repeated measurement. (PS) I can create a line plot with a horizontal scale marked off in whole number units. (P) M.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. (Performance) I can recognize and identify picture and bar graphs. (K) I can identify and label components (parts) of a picture and bar graph. (K) I can compare data on a graph. (more than, less than, etc.) (R) I can solve addition and subtraction problems using data from a picture or bar graph. (R) I can make a picture or bar graph with up to four categories to represent data. (PS)

9 Date Taught: Second Grade Unit 4: Geometry Timeline: February 27-April 27 CMA: April M.G. 2.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a give number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Product) I can identify the attributes (faces, angles, sides, vertices, etc.) of triangles. (K) I can identify the attributes (faces, angles, sides, vertices, etc.) of quadrilaterals. (K) I can identify the attributes (faces, angles, sides, vertices, etc.) of pentagons. (K) I can identify the attributes (faces, angles, sides, vertices, etc.) of hexagons. (K) I can identify the attributes (faces, angles, sides, vertices, etc.) of cubes. (K) I can describe and analyze shapes by examining their sides and angles, not by measuring. (R) I can compare shapes by their attributes. (For example, faces and angles) (R) I can draw shapes with specified attributes. (PS) M.G.2.2 Partition a rectangle into rows and columns of same size squares and count to find the total number in them. (Reasoning) I can count the equal size squares in a rectangle. (K) I can define partition (how it is divided). (K) I can identify a row and a column. (K) I can determine how to partition a rectangle into same size squares. (R) M.G. 2.3 Partition a rectangle 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 share of identical wholes need not have same shapes. (Reasoning) I can partition a circle and rectangle into two, three, or four equal parts. (K) I can describe the equal shares with words. (Half, Thirds, Fourths) (K) I can describe the whole as two halves, three thirds, or four fourths. (K) I can explain why a whole of one shape is the same as a whole of another shape. They both are the whole shape. (R)

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