ELEMENTARY MATH GRADE 2 MATH IN FOCUS - Edison · PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF...

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION

ELEMENTARY MATH GRADE 2 – MATH IN FOCUS

Length of Course:

Term

Elective / Required:

Required

Schools:

Elementary

Student Eligibility:

Grade 2

Credit Value:

N / A

Date Approved: October 14, 2013

Elementary Math - Grade 2

TABLE OF CONTENTS

Statement of Purpose 3 Math Overview and Suggested Pacing 4 Matrix Grade 2 – Math in Focus 5 Unit 1: Numbers to 1,000 6 Unit 2: Addition up to 1,000 9 Unit 3: Subtraction up to 1,000 11 Unit 4: Using Bar Models: Addition and Subtraction 13 Unit 5: Multiplication and Division 15 Unit 6: Multiplication Tables of 2,3,4,5, and 10 17 Unit 7: Measurement 19 Unit 8: Mass and Volume 22 Unit 9: Mental Health and Estimation 24 Unit 10: Money 26 Unit 11: Fractions 28 Unit 12: Time 30 Unit 13: Using Bar Models: Multiplication and Division 32 Unit 14: Picture Graphs 34 Unit 15: Lines and Surfaces 36 Unit 16: Shapes and Patterns 38

Elementary Math - Grade 2 3

STATEMENT OF PURPOSE

The Common Core State Standards for Mathematics challenges us to ensure focus and coherence in our mathematics curriculum across all elementary grade levels. This curriculum guide aligns these standards with our resources to ensure high achievement for all students. Coherence is supported by the alignment of the curriculum, instruction, and assessments. The repeated Domains within the CCSSM, progress through the elementary grades to allow for developmentally appropriate attainment of learning outcomes. The CCSS Matrix for each grade level can be referenced for a visual representation of this idea. The curriculum’s suggested pacing allows for the important balance of developing conceptual understanding and procedural skills. Instructional decisions are guided by the use of Board approved resources, problem-based learning, and real-world applications that incorporate technology and 21st Century Skills. Various forms of assessment are used to determine understanding of concepts and mastery of skills. This data is analyzed to inform professional development needs, revision of curriculum, as well as immediate targeted instruction for student needs. Focus is provided by explicitly naming the topics on the Overview page and providing the Unit Objectives/Enduring Understandings, key ideas, and skills on the curriculum pages. Please note, key ideas are separated from the skills by columns, but the students’ learning experiences are not separate. Students develop deeper understandings of mathematical concepts because they spend time thinking like mathematicians and are involved in the Standards for Mathematical Practices. The Standards for Mathematical Practices do not serve the same purpose as the Common Core State Standards and are not organized like them. The Common Core State Standards for Mathematics include these separate eight practices for the mathematics educators to develop these competencies within their students over time. The opportunities for modeling and developing these practices in the classroom arise when the CCSSM uses the term, understand

in a standard. Students can gain better understanding of a concept when engaged in these practices as follows.

Standards for Mathematical Practice

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.

This curriculum guide has been developed to address the rigor in the Common Core State Standards for Mathematics and the relevance in the 21st Century Skills, including technology as a tool for learning and applying new knowledge. Future revisions of this guide will be informed by new understandings of the CCSSM, reflections on instruction, and data collection from pacing and assessments.


Grade 2 MIF Overview and Pacing

Topic Suggested Pacing (Days)

Chapter 1 Numbers up to 1,000 11-22 days

Chapter 2 Addition up to 1,000 9-18 days

Chapter 3 Subtraction up to 1,000 8-16 days

Chapter 4 Bar Models: Addition and Subtraction 10-20 days

Chapter 5 Multiplication and Division 10-20 days

Chapter 6 Multiplication Tables of 2, 3, 4, 5, and 10 20-30 days

Chapter 7 Measurement 12-24 days

Chapter 8 Mass and Volume 12-24 days

Chapter 9 Mental Math and Estimation 11-22 days

Chapter 10 Money 9-18 days

Chapter 11 Fractions 6-12 days

Chapter 12 Time 8-16 days

Chapter 13 Bar Models: Multiplication and Division 7-14 days

Chapter 14 Picture Graphs 7-14 days

Chapter 15 Lines and Surfaces 5-10 days

Chapter 16 Shapes and Patterns 12-24 days


Common Core State Standards Matrix – Grade 2 – Math In Focus

Ch #

OA 1

OA 2

OA 3

OA 4

NBT 1a

NBT 1b

NBT 2

NBT 3

NBT 4

NBT 5

NBT 6

NBT 7

NBT 8

NBT 9

MD 1

MD 2

MD 3

MD 4

MD 5

MD 6

MD 7

MD 8

MD 9

MD 10

G 1

G 2

G 3

1 X X X X X

2 X X X X

3 X X X X

4 X

5 X X X X

6 X

7 X X X X X X

8 *

9 *

10 X X

11 X

12 X X X

13 X X X X X X

14 X

15

16 *

17 X X

18 X

19 X

Chapter 5 also addresses 3.OA.1,2 and 3 Chapter 15 addresses 3.OA.3 and 7 *Chapters 8 and 9 address 3.MD.2 Chapter 6 also addresses 3.OA.3 and 7 *Chapter 16 addresses 3.OA.3


Chapter 1 Numbers to 1,000 Approximate Pacing 11-22 days

Unit Objectives/Enduring Understandings Students will count and compare numbers to 1,000 independently.

PRIORITY COMMON CORE STATE STANDARDS

Domain Numbers and Operations in Base Ten

Cluster Heading

Understand place value Common Core

State Standards

2.NBT.A.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

2.NBT.A.1a 100 can be thought of as a bundle of ten tens — called a “hundred.”

2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2.NBT.A.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.

21st CENTURY LIFE AND CAREER (STANDARD 9) AND/OR TECHNOLOGY STANDARD (STANDARD 8)

8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment.

9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.


Standard

8.1.2.A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments.

8.1.2.B.1 Illustrate and communicate original ideas and stories using digital tools and media-rich resources.

9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.

Unwrapped Standards

Key Knowledge Process/Skills/Procedures/Application of Key knowledge Higher Level Thinking/Blooms

Students will know: -counting by 1s, 10s, 100s -place value -comparing numbers -order and patterns of numbers

Students will be able to: -recognize, read, and write numbers to 1,000. -count on by 1s, 10s, and 100s to 1,000. -read and write numbers to 1,000 in standard form, expanded form, and word form. -compare numbers using the terms greater than and less than. -compare numbers using symbols > and <. -order three digit numbers. -identify the greatest number and the least number. -identify number patterns.

Evidence of Learning

Formative Assessment

Pre-Test Teacher Observation Ticket Out Class work Homework Problem of the Lesson Math Games


Summative Assessment

Chapter Review/Test Test Prep

Resources

Math in Focus Chapter 1 Think Central Every Day Counts


Chapter 2 Addition up to 1,000 Approximate Pacing 9-18 days

Unit Objectives/Enduring Understandings Students will understand: three digit numbers can be added with and without regrouping.



Cluster Heading

Use place value understanding and properties of operations to add and subtract

Common Core State Standards

• 2.NBT.B.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.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

• 2.NBT.B.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.

• 2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8)




Standard 8.1.2.A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments.



Unwrapped Standards

Key Knowledge Process/Skills/Procedures/Application of Key knowledge

Higher Level Thinking/Blooms

Students will know: -addition without regrouping -addition with regrouping in the ones -addition with regrouping in the tens -addition with regrouping in the ones and tens

Students will be able to: -add up to three-digit numbers with and without regrouping. -solve real-world addition problems.






Resources



Chapter 3 Subtraction up to 1,000 Approximate Pacing 8-16 days

Unit Objectives/Enduring Understandings Students will be able to subtract up to three-digit numbers with and without regrouping independently.



Cluster Heading

Use place value understanding and properties of operations to add and subtract Common Core

State Standards

• 2.NBT.B.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.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

• 2.NBT.B.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.

• 2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8)



Standard

8.1.2.A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments.




Unwrapped Standards



Students will know: -subtraction without regrouping -subtraction with regrouping in the tens and ones -subtraction with regrouping in the hundreds and tens -subtraction with regrouping in the hundreds, tens, and ones -subtraction across the zeros

Students will be able to: -subtract from three-digit numbers with and without regrouping. -apply the inverse operations of addition and subtraction. -solve real-world subtraction problems.






Resources



Chapter 4 Using Bar Models: Addition and Subtraction

Approximate Pacing 10-20 days

Unit Objectives/Enduring Understandings Students will understand: addition and subtraction can be shown with bar models.


Domain Operations and Algebraic Thinking

Cluster Heading

Represent and solve problems involving addition and subtraction


• 2.OA.A.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.








Chapter Review/Test Test Prep Cumulative Test Review Chapters 1-4


Resources



Chapter 5 Multiplication and Division Approximate Pacing 10-20 days

Unit Objectives/Enduring Understandings Students will understand: Multiplication and division use equal groups



Cluster Heading Work with equal groups of objects to gain foundations of multiplication Represent and solve problems involving multiplication and division


• 2.OA.C.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.

• 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

• 3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

• 3.OA.A.3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

21st CENTURY LIFE AND CAREER (STANDARD 9) AND/OR TECHNOLOGY STANDARD (STANDARD 8)







Unwrapped Standards


Students will know: -multiplication -division -odd and even numbers -multiplication and division real-world problems

Students will be able to: -use equal groups and repeated addition to multiply. -create multiplication sentences and stories about pictures. -divide to share equally. -divide by repeated subtraction of equal groups. -solve multiplication and division word problems.






Resources



Chapter 6 Multiplication Tables of 2, 3, 4, 5, and 10 Approximate Pacing

20-30 days

Unit Objectives/Enduring Understandings Students will understand: known multiplication facts can be used to find other multiplication and division facts.



Cluster Heading Work with equal groups of objects to gain foundations of multiplication

Represent and solve problems involving multiplication and division


• 2.OA.C.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.

• 3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

• 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.








Unwrapped Standards


Students will know: -multiplying by 2's, 3's, 4's, 5's and 10's using skip counting and dot paper -division using related multiplication facts

Students will be able to: -skip-count by 2's, 3's, 4's, 5's, and 10's. -solve multiplication and division word problems. -identify related multiplication facts. -formulate new multiplication facts by using known multiplication facts. -multiply by 2's, 3's, 4's, 5's, and 10's using dot paper. -formulate related division facts using related multiplication facts. -write a multiplication sentence and a related division sentence.





Chapter Review/Test Test Prep Cumulative Test Review Chapter 5-6 Benchmark Assessment Chapter 1-6

Resources

Math in Focus Chapter 6 and 15 Think Central Every Day Counts


Chapter 7 Measurement Approximate Pacing 12-24 days

Unit Objectives/Enduring Understandings Students will understand: rulers, centimeter rulers, and meter sticks can be used to measure and compare how long and how tall things are.

Priority CCSS

Domain Measurement and Data

Cluster Heading Measure and estimate lengths in standard units Relate addition and subtraction to length


• 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

• 2.MD.A.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.

• 2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.

• 2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

• 2.MD.B.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.B.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.








Unwrapped Standards


Students will know: --measuring in lengths in feet, inches, meters, and centimeters -comparing of different lengths in feet, inches, meters, and centimeters -solutions to real-world problems using customary and metric length

Students will be able to: -estimate and measure length using a centimeter ruler and meterstick. -measure and compare lengths. -find the difference in lengths of objects. -draw parts of lines of given lengths. -find the difference in centimeters and inches in lengths of objects. -measure the same objects in inches and feet. -understand how measurements relate to the sizes of units. -solve one-step and two-step problems involving length. -draw models to solve real-world problems.




Summative Assessment Chapter Review/Test Test Prep


Resources

Chapter 7 and 13 Think Central Every Day Counts


Chapter 8 Mass and Volume Approximate Pacing 12-24 days

Unit Objectives/Enduring Understandings Students will understand: a scale can be used to measure and compare masses in kilograms and grams. Students will understand: volume is the amount of liquid in a container. Liters can be used to measure volume.

Priority CCSS


Cluster Heading

Solve problems involving measurement and data


3.MD.A.2

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.








Unwrapped Standards



Students will know: -measurement in kilograms, grams, and liters -comparisons of masses in kilograms and grams -solutions to real-world problems involving mass and volume

Students will be able to: -measure mass in kilograms and grams using a measuring scale. -explore and compare volume. -estimate, measure, and compare volume using liters, -compare and order masses. -solve real-world problems about mass using bar models.





Chapter Review/Test Test Prep Cumulative Test Review Chapter 7-9 Mid-Year Test Chapter 1-9

Resources

Math in Focus Chapter 8 and 9 Think Central Every Day Counts


Chapter 9 Mental Math and Estimation Approximate Pacing 11-22 days

Unit Objectives/Enduring Understandings Students will understand: mental math can be used when an exact answer is needed. Estimation can be used when an exact answer is not needed.

Priority CCSS


Cluster Heading Use place value understanding and properties of operations to add and subtract


• 2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

• 2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.








Unwrapped Standards



Students will know: -meaning of sum and difference -mental addition and subtraction -rounding numbers to estimate

Students will be able to: -relate "sum" to the addition operation. -add and subtract numbers with up to 3-digits mentally with and without regrouping. -relate "difference" to the subtraction operation. -round numbers to the nearest 10. -estimate sums an differences. -estimate to check reasonableness of answers.






Resources



Chapter 10 Money Approximate Pacing 9-18 days

Unit Objectives/Enduring Understandings Students will understand: money amounts can be shown and counted using bills and coins



Cluster Heading Work with time and money

• 2.MD.C.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?








Unwrapped Standards


Students will know: -different coins and bills -comparison of amounts of money -solutions to real-world problems involving money

Students will be able to: -recognize $1, $5, $10, $20 bills. -display money amounts by counting using coins and bills to $20. -write money amounts using the dollar and cent sign. -write dollars as cents and cents as dollars. -compare amounts of money using a table. -solve real-world problems involving addition and subtraction of money.






Resources



Chapter 11 Fractions Approximate Pacing 6-12 days

Unit Enduring Objectives/Understandings Students will understand: fractions can be used to describe how equal parts are related to a whole.


Domain Geometry

Cluster Heading Reason with shapes and their attributes

CCSS# CCS Standard

• 2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

• 2.G.A.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.

21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards 8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment.



Unwrapped Standards



Students will know: -understand fractions -comparison of fractions -adding and subtraction of like fractions

Students will be able to: -identify whether a shape is divided into equal fractional parts. -read, write, and identify unit fractions for halves, thirds, and fourths. -show fractions and a whole using model drawings. -compare two or more unit fractions using models of the same size. -order two or more unit fractions with or without the use of models of the same size. -identify fractions that name more than one equal part of a whole. -add and subtract fractions using models. -add and subtract fractions using models.





Chapter Review/Test Test Prep Cumulative Test Review 10-12


Resources

Chapter 12 Think Central Every Day Counts


Chapter 12 Time Approximate Pacing 8-16 days

Unit Enduring Objectives/Understandings Students will understand: time of day can be shown in different ways.



Cluster Heading Work with time and money

CCSS# CCS Standard • 2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards 8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment.




Students will know: -minute and hour hand -how to read and write time -the difference between and A.M. and P.M. -elapsed time

Students will be able to: -show and tell the number for every five minutes after the hour using the minute hand. -show and tell time in hours and minutes. -show morning, afternoon, or night using A.M. and P.M. -order events by time. -determine how much time has passed.






Chapter Review/Test Test Prep Cumulative Test Review Chapter 13-14 Benchmark Assessment Chapter 10-14

Resources



Chapter 13 Using Bar Models: Multiplication and Division

Approximate Pacing 7-14 days

Unit Enduring Objectives/Understandings Students will understand: bar models can be used to solve multiplication and division problems.



Cluster Heading Represent and solve problems involving multiplication and division

CCSS# CCS Standard

• 3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards

CPI # Cumulative Process Indicator (CPI) 8.1 All students will develop an understanding of the nature and impact of technology, engineering, technological design and the designed world as they relate to the individual, global society, and the environment.


Unwrapped Standards



Students will know: -solutions to multiplication, division, measurement, and money real-world problems

Students will be able to: -solve real-world multiplication and division problems using bar models. -write multiplication and division sentences to solve word problems.







Resources



Chapter 14 Picture Graphs Approximate Pacing 7-14 days

Unit Enduring Objectives/Understandings Students will understand: picture graphs use pictures to show data about things you can count.



Cluster Heading Represent and interpret data

CCSS# CCS Standard

• 2.MD.D.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.

• 2.MD.D.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 problems1 using information presented in a bar graph.




Unwrapped Standards



Students will know: -picture graphs and scales -how to make picture graphs -solutions to picture graph real-world problems -line plots -

Students will be able to: -read, analyze, and interpret picture graphs. -complete picture graphs. -create picture graphs. -create a line plot to show data.






Chapter Review/Test Test Prep Cumulative Test Review Chapter 15-17

Resources



Chapter 15 Lines and Surfaces Approximate Pacing 5-10 days

Unit Enduring Objectives/Understandings Students will understand: properties of parts of lines, curves, and surfaces can be seen and felt.


Domain Geometry

Cluster Heading

Reason with shapes and their attributes

CCSS# CCS Standard

• 2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.




Unwrapped Standards



Students will know: -parts of lines and curves -flat and curved surfaces

Students will be able to: -recognize, identify, and describe parts of lines and curves. -draw parts of lines and curves. -identify, classify, and count flat and curved surfaces. -identify solids that can stack, slide, and/or roll.





Summative Assessment Chapter Review/Test Test Prep

Resources



Chapter 16 Shapes and Patterns Approximate Pacing 12-24 days

Unit Enduring Objectives/Understandings Students will understand: planes and solid shapes can be identified and classified. They can be separated and combined to make other shapes.


NJCCS/CCSS Geometry

Math CCSS

Reason with shapes and their attributes

CPI#/CCSS# Cumulative Progress Indicators (CPI)/ CCS Standard

• 2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.


CPI # Cumulative Process Indicator (CPI)


Unwrapped Standards



Students will know: -plane shapes -quadrilaterals and pentagons -solid shapes -faces of a cube -patterns

Students will be able to: -recognize and identify plane shapes. -combine smaller plane shapes to make larger plane shapes. -separate larger plane shapes into smaller plane shapes. -combine and separate plane shapes in figures. -draw plane shapes and figures on dot paper and square grid paper. -identify quadrilaterals and pentagons. -recognize and draw shapes having a given number of angles. -recognize and identify solid shapes. -build models using solid shapes. -combine and separate solid shapes. -identify and count the equal faces on a cube. -identify, describe, extend, and create patterns using different sizes, shapes, colors, and positions.





Chapter Review/Test Test Prep Cumulative Test Review 18-19 End of the Year Assessment


Resources


ELEMENTARY MATH GRADE 2 MATH IN FOCUS - Edison · PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF...

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