Grade 2: Mathematics - Martinsville City Public · PDF fileGrade 2: Mathematics . ... STAR...

Grade 4: Mathematics

Curriculum & Pacing Guide

TVaughan

Curriculum & Pacing Guide

Martinsville City Public Schools

Revised Summer 2011 Updated Summer 2012 tjv

Grade 2: Mathematics

Refer to the Curriculum Framework for actual lesson planning Modified Summer 2012 tjv

Martinsville City Public Schools’ Instructional Plan of Action

The Martinsville City Public Schools Curriculum Guide was developed using the Standards of Learning for Virginia Public Schools and the State Curriculum Framework. Also, an emphasis was placed on the integration of 21st Century Skills into all areas of K-12 education. Martinsville City Public Schools believes that to compete in a global community, all children must develop lifelong independent skills that demonstrate initiative, self direction, and the ability to problem-solve, innovate and create, and communicate by writing and speaking effectively. To provide an avenue for students to develop these important qualifications and provide a more rigorous learning environment, Martinsville City Public Schools encourages problem-based learning in all classrooms. The collaboration between students in this type of learning environment develops skills in leadership, accountability, social, and cross-cultural understanding as they communicate and think critically to problem-solve real world applications of the curriculum. Martinsville City Public Schools’ Core curriculum prepares students to achieve these 21st

Century skills through competent cross- curricular activities that apply knowledge of concepts learned in other areas of study and in the community.

Standard benchmark assessments along with project-based assessments and end of year SOL tests are administered to ensure mastery of the concepts. PALS assessments are used to ensure proficiency in Reading for grades Pre-K through Eight. To further ensure that all students learn to the best of their abilities, a Response to Intervention (RtI) system, using STAR Math, STAR Reading and ARDT (Algebra Readiness Diagnostic Test), is in place to guide classroom instruction, screen and progress monitor students so that intervention and enrichment activities are scheduled based on the students individual needs throughout the year.

The Martinsville City Public Schools’ Curriculum Guide is designed to provide a reference document for each subject and grade level that indicates The Curriculum’s Big Ideas, Instructional Strategies, Model lessons, & Assessment Instruments and suggested time frames to be used as a Guide for classroom instruction. In addition, Learning Targets at a Glance contains an overview of the curriculum taught for each grading period for each subject and grade level. 21

Curriculum Guide OVERVIEW

st

This symbol is used through to denote a 21

Century Internet Safety procedures are listed, and for Grades Three through Twelve, an SOL Testing Blueprint Target is included to give insight to the strands that will receive the most focus on the SOL Assessments. Two symbols will be used to denote the 21st Century Focus:

st

This symbol is used throughout to denote a 21

Century skill.

st

Century Global Connection.


Curriculum Big Ideas Instructional Strategies & Model Lessons Assessment Items

The organizing topics, big ideas, or strands under which student learning is organized and the Essential Understandings, Knowledge and Skills students must develop in order to master these concepts (typically from the standards found in the VDOE curriculum framework). Essential Understandings—what we want students to understand about this idea, topic, or concept Essential Knowledge—What students must know in order to develop this understanding Essential Skills—What students must be able to do in order to demonstrate that understanding

Standards of Learning that meet the criteria for 21st

Standards of Learning that meet the 21st Century Learning of Global Connections will be designated with this symbol

Century skills will be identified by this symbol

Resources, strategies, and models for delivery of the curriculum. Includes suggested teaching strategies, links to model lesson plans links to frequently referenced online sites, and suggested teacher resources and where to find them (online and hard copy, such as texts, primary source documents, etc.)

Examples of formative and summative assessments for measuring student mastery of the curriculum. Includes essential questions, writing prompts, sample test items, benchmark test links, model performance-based assessments, and other assessment resources.

The Second Grade student will be provided many opportunities to engage in experiences involving problem solving, data collection and analysis, and algebraic thinking. The Virginia Standards of Learning provide the foundation for second grade mathematics. The standards are organized into 6 strands:

Learning Overview

Number/Number Sense: The focus of instruction allows students to understand counting, classification, whole numbers, place value, fractions, number relationships and the effects of single-step and multistep computations.. Computation and Estimation: The focus of instruction allows students to develop an understanding of the meaning of the operations such as addition and subtraction.. Measurement: The focus of instruction allows students to develop skills and tools needed to measure length, weight/mass, capacity, time, temperature, area, perimeter, volume, and money. Geometry: The focus of instruction allows students to observe, identify, describe, compare, contrast, and investigate plane figures and solid objects. Probability and Statistics: The focus of instructions allows students to develop methods of collecting, organizing, describing, displaying, and interpreting data to answer questions they have posed about themselves and their world. Patterns, Functions, and Algebra: The focus of instruction allows students to observe, recognize, create, extend, and describe a variety of patterns.


Learning Targets at a Glance – 2nd

Grade Math

**2nd Grade SOLS will be reflected in the 3rd

Grade SOLS

First Quarter 8/13-10/15

Second Quarter 10/16-12/21

Third Quarter 1/8-3/13

Fourth Quarter 3/14-5/22

Calendar Activities: 2.13 Calendar skills 2.12 Time Skills 2.14 Temperature Skills 2.17 Graphing skills Instruction: 2.1 Place Value 2.2 Ordinal Numbers 2.4 Counting 2.20 Extending Patterns

Calendar Activities: 2.13 Calendar skills 2.12 Time Skills 2.14 Temperature Skills 2.17 Graphing skills Instructions: 2.5 Addition Facts 2.9 Related Add/Subt. Facts 2.6 Estimate w/additions 2.7 Estimate w/subtraction 2.8 problem solving 2.21 Story problems

Calendar Activities: 2.13 Calendar skills 2.12 Time Skills 2.14 Temperature Skills 2.17 Graphing skills

2.22 Inequality Instructions:

2.16 Shapes 2.15 Symmetry 2.10 Money 2.11 Standard/Metric Measurement

Calendar Activities: 2.13 Calendar skills 2.12 Time Skills 2.14 Temperature Skills 2.17 Graphing skills

2.18 Predict Outcomes Instructions:

2.19 Graphing- analyze data 2.3 Fractions

Grade 3 Mathematics Test Blueprint Summary Table

50 question test

Number/Number Sense Computation/Estimation Measurement/Geometry Probability, Statistics, Patterns, Functions and Algebra

10 10 11 9


5 Minutes

10 Minutes25 Minutes

20 Minutes

Suggested Time Allocation for a 60 Minute Math Block

Bellringer

Calendar Activity

Skill Lesson

Practice/Small Group Instruction


21st

1. Teachers should review all internet sites and links prior to using them in the classroom. During this review, teachers need to ensure the Century Internet Safety Procedures

appropriateness of the content on the site. Checking for broken links and paying attention to inappropriate pop-ups or solicitations of information. 2. Teachers should circulate throughout the classroom while students are on the internet to make sure the students are on the appropriate site and are not minimizing other inappropriate sites. 3. Teachers should periodically check and update any web addresses that they have on their MCPS webpage. 4. Teachers should assure that the use of these websites correlate with the objectives of the lesson and provide students with the appropriate challenges.


Content: Mathematics Grade 2

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Instructional Strategies & Model Lessons

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Grading period

First 20 Days *On-going Calendar Activity

SOL 2.13 Calendar The student will

a) determine past and future days of the week; and

b) identify specific days and dates on a given calendar.

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Read a calendar to locate a given day or date.

• Identify the seven days in a week. • Determine the days/dates before

and after a give day/date. • Determine the date day that is a

specific number of days or weeks in the past or in the future from a given date, using a calendar.

• Identify specific days and dates (e.g., the third Monday in a given month or what day of the week does May 11 fall on).

Calendar Months Date Year Before After Past Future Week

Calendars

Brain Pop Jr. Pete’s Power Point

Teacher and student text Math Out of the

Box: Large/Small Lesson: 13 VDOE ESS: 2.13Let Me Check My Calendar

Daily Classroom Routines a built on live skills and should be used all year. The content identified to be taught during the first 20 days of school is either a review or extension of previous knowledge and should be addressed in scaffolded assessments throughout the year. Teachers are encouraged to use the first twenty days of school to introduce calendar concepts, time on a clock, temperature, and data as part of daily routines.

Include life skill questions like:

• It is nine o’clock now; we have art in an hour. What time will it be then? • Yesterday was Tuesday. What day is today? What day will tomorrow be? • How many days are in this month? • If this month ends on Wednesday, on which day is the first of the next month?



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SOL 2.12 The student will tell and write time to the nearest five minutes, using analog and digital clocks The student will use problem solving, mathematical communication, mathematical reasoning, connections and representations to

• Show, tell, and write time to the nearest five minutes, using an analog and digital clock

• Match a written time to a time shown on a clock face to the nearest five minutes

Clock

Digital

Analogue

Hour

Time

minutes

Clocks VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Brain Pop Jr. Pete’s Power Point Waterford Math


Box: Large/Small Lessons: 14-15 VDOE ESS: 2.12 Check the Time

*review SOL 1.8 (hour and half-hour) beginning of year –after completed instruction of SOL 2.4 introduce 5 minute intervals on the clock during calendar time



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SOL 2.14 The student will read the temperature on a Celsius and/or Fahrenheit thermometer to the nearest 10 degrees. The student will use problem solving, mathematical communication, mathematical reasoning, connections and representations to

• Read temperature to the nearest 10 degrees from real Celsius and Fahrenheit thermometers and from physical models (including pictorial representations) of such thermometers

Thermometer

Temperature

Celsius

Fahrenheit

Degrees

Thermometer VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Brain Pop Jr. Pete’s Power Point Waterford Math


Box: Large/Small Lesson 12 VDOE ESS: 2.14 A Fine Day For …

*Co-ordinate with Science SOL 2.1 and 2.6 lab experiences



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SOL 2.17 The student will use data from experiments to construct picture graphs, pictographs, and bar graphs. The student will use problem solving, mathematical communication, mathematical reasoning, connections and representations to

• Organize data from experiments, using lists, tables, objects, pictures, symbols, tally marks, and charts, in order to construct a graph

• Read the information presented horizontally and vertically on picture graphs, pictographs, and bar graphs

• Collect no more than 16 pieces of data to answer a given question

• Represent data from experiments by constructing picture graphs, pictographs, and bar graphs.

• Label the axes on a bar graph, limiting the number of categories (categorical data) to four and the increments to multiples of whole numbers (e.g. multiples of 1, 2 or 5)

• On a pictograph, limit the number of categories to four and include a key where appropriate

Graph

Data

Tables

Tally marks

Picture graphs

Pictographs

Bar graphs

VDOE Math Word Wall Voc. Dinah Zikes Foldable:


Box: Collecting/Sorting Lessons: 11-16 19-20 Enrichment: Lessons: 17-20 VDOE ESS: 2.17 You are Bugging Me

*Co-ordinate with Science SOL 2.1 lab experiences


Content: Mathematics Grade Level: 2

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3 weeks, and ongoing

SOL 2.1 Place Value The student will

a) Read, write, and identify the place value of each digit in a three-digit numeral, using numeration models;

b) Round two-digit numbers to the nearest ten; and

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to : • Demonstrate the understanding of the ten-to-one relationships among ones, tens, and hundreds, using manipulatives (e.g., beans and cups, Base-10 blocks, bundles of 10 sticks). • Determine the place value of each digit in a three-digit numeral presented as a pictorial representation(e.g., a picture of Base-10 blocks) or as a physical representation (e.g., actual Base-10 blocks). • Write numerals, using a Base-10 model or picture. • Read three-digit numbers when shown a numeral, a Base-10 model of the number, or a pictorial representation of the number.

Ones Tens Hundreds Numeral Place value Digit Rounding

Beans and cups Base10 blocks Bundles of 10 Popsicle sticks Numberline Hundreds Chart VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Brain Pop Jr. Gamequarium Website Fun Kids Website

Math Out of the Box:

More/Less Module A Lessons: 11, 12, 14, 16 Module B Lessons: 1-2 Enrichment: Lesson: 3 VDOE ESS: 2.1a -Three Digit Place Value -Race to 100 2.1b -Rounding on the Hundreds Chart VDOE Math Modules: 2.1b -Rounding with Base 10 Blocks -Rounding with Numberlines

STAR Math Teacher Made Assessments



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3 weeks Continued

SOL 2.1 Place Value cont. 2.1c Compare two whole numbers between 0 and 999, using symbols (>.<. or =) and words (greater than, less than, or equal to.) The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Compare two numbers between 0 and 999 represented pictorially or with concrete objects (e.g., bBase-10 blocks), using the words greater than, less than or equal to.

Equals Greater than Less than Equal to Compare Determine

Base10 blocks Bundles of 10 Popsicle sticks Numberline VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Brain Pop Jr. Gamequarium Website Fun Kids Website


More/Less Lesson: 13, 15 VDOE ESS: VDOE Math Modules: 2.1b -Comparing Numbers w/Base 10 Blocks -Comparing Numbers with Linking Cubes



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SOL 2.2 The student will

a) Identify the ordinal positions first through twentieth, using an ordered set of objects; and

b) Write the ordinal numbers. The student will use problem solving mathematical communication, mathematical reasoning, connections, and representations to: • Count an ordered set of objects, using number words first through twentieth. • Identify the ordinal positions first through twentieth using an ordered set of objects. •Identify the ordinal positions first through twentieth using an ordered set of objects. * Identify the ordinal positions first through twentieth using an ordered set of objects presented in lines or rows from

--Left to right; --Right to left; --Top to bottom; and --Bottom to top.

* Write 1st. 2nd, 3rd, through 20th

in numerals.

Ordinal position Ordered set

Ordinal flash cards Colored/object counters Classroom game line-up VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Harcourt Website

Teacher and student text Harcourt Teacher Resource Book Math Out of the

Box: **NONE VDOE ESS: 2.2 Ordinals VDOE Math Modules: 2.2 -Ordinal Numbers: Crab House *

A House For Hermit Crab

Carle -

-Ordinal Numbers:Door Bell *

The Door Bell

Rang



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SOL 2.4 The students will

a) count forward by twos, fives, and tens to 100, starting at various multiples of 2, 5, or 10;

b) count backward by tens from 100; c) recognize even and odd numbers.

The student will use problem solving, mathematical communication, mathematical reasoning connections, and representations to • Determine patterns created by counting by twos, fives, and tens on a hundred chart. • Skip count by twos, fives, and tens to 100, using manipulatives, a hundred chart, mental mathematics, a calculator, and/or paper and pencil. • Skip count by twos, fives, and tens to 100. • Count backward by tens from 100. Use objects to determine whether a number is odd or even

Odd Even Forward Backward Skip counting Pattens Predict Mental math

Calculator Money Clock Hundred chart Counters Collection of objects Number line VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Iknowthat.com website

Teacher and student text


Collecting/Sorting Lessons 8-10 Enrichment: Lessons: 5-7 VDOE ESS: 2.4 -Even or Odd -Guess My Pattern VDOE Math Modules: 2.4 -Magic Number Machine -Estimation Jar



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SOL 2.20 The student will identify, create, and extend a wide variety of patterns The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Identify a growing and/or repeating pattern from a given geometric or numeric sequence. • Predict the next number, geometric figure, symbol, picture

, or object in a given pattern.

• Extend a given pattern, using numbers, geometric figures, symbols, pictures

, or objects.

• Create a new pattern, using numbers, geometric figures, pictures

, symbols, or objects.

• Recognize the same pattern in different manifestations.

Pattern Geometric Geometric figure Numeric Sequence Growing pattern Repeating pattern Analyze Predict Symbol Create Recognize

Pattern blocks Number tiles Counters Connecting links Connecting cubes Variety of objects VDOE Math Word Wall Voc. Dinah Zikes Foldable

Iknowthat.com Website


Box: Collecting/Sorting Lessons: 1-4, 10 VDOE ESS: 2.20 -Exercising Patterns



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SOL 2.5 The student will recall addition facts with sums to 20 or less and the corresponding subrtraction facts.

The student will use problem solving, mathematical communication, mathematical reasoning, connections and representations to:

• Recall and write the basic addition facts

corresponding subtraction facts, when a problems are presented in either horizo

Sum Difference Addition Subtraction Minus Related facts

Counters Flash cards Number line Hundred chart Unifix/connecting cubes Dominos VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Fun Kids website Basic Skill Practice Games website Iknowthat.com website Waterford Math


Box: More/Less Module A Lessons: 1-5 VDOE ESS: 2.5 -Four in a Row Addition



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2nd Grading period weeks

SOL 2.9 The student will recognize and describe the related facts that represent and describe the inverse relationship between addition and subtraction The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Determine the missing number in a number sentence (e.g., 3 + __ = 5 or __+ 2 = 5; 5 – __ = 3 or 5 – 2 = __). • Write the related facts for a given addition or subtraction fact (e.g., given 3 + 4 = 7, write 7 – 4 = 3 and 7 – 3 = 4).ge)

Missing number Missing addend Number sentence Related facts Inverse operations Fact families

Unifix/connecting cubes Counters Number line VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Iknowthat.com website Waterford Math


Box: More/Less Module A Lessons: 6-10 VDOE ESS: 2.9 -Related Facts



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SOL 2.6 The student, given two whole numbers whose sum is 99 or less, will

a) Estimate the sum; and b) Find the sum, using various

methods of calculations The student will use problem solving, mathematical communication, mathematical reasoning, connections and representations to: • Regroup 10 ones for 1 ten, using bBase-10 models, when finding the sum of two whole numbers whose sum is 99 or less. • Estimate the sum of two whole numbers whose sum is 99 or less and recognize whether the estimation is reasonable. • Find the sum of two whole numbers whose sum is 99 or less, using bBase-10 models, such as Base-10 blocks and bundles of tens. • Solve problems presented vertically or horizontally that require finding the sum of two whole numbers whose sum is 99 or less, using paper and pencil. • Solve problems, using mental computation strategies, involving addition of two whole numbers whose sum is 99 or less.

Estimate Estimation Rounding Addend Sum Regroup Reasonable

Hundred chart Number line Unifix/connecting cubes Base ten blocks VDOE Math Word Wall Voc. Dinah Zikes Foldable:


Box: More/Less Module A Lessons 17-19 Module B Lessons: 4-6, 10 Enrichment: Module B Lesson 7 VDOE ESS: 2.6 -Target to 100



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SOL 2.6 – continued • Building an understanding of the algorithm

by first using concrete materials and then a do-and-write approach connects it to the written form of the algorithm

• The traditional algorithm for two-digit

numbers is contrary to the natural inclination to begin with the left-hand number

• Regrouping is used in addition when a sum in a particular place value is 10 or greater.

Estimate Estimation Rounding Addend Sum Regroup Reasonable



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nd

week

SOL 2.7 The student, given two whole numbers, each of which is 99 or less, will

a) Estimate the difference; and b) Find the difference, using various

methods of calculation The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Regroup 1 ten for 10 ones, using Base-10 models, such as Base-10 blocks and bundles of tens.

• Estimate the difference of two whole numbers each 99 or less and recognize whether the estimation is reasonable.

• Find the difference of two whole numbers each 99 or less, using Base-10 models, such as Base-10 blocks and bundles of tens.

• Solve problems presented vertically or horizontally that require finding the difference between two whole numbers each 99 or less, using paper and pencil.

• Solve problems, using mental computation strategies, involving subtraction of two whole numbers each 99 or less.

Difference Estimate Estimation Regrouping Vertical Horizontal

Base ten blocks Hundred chart Number line Flash cards VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Teacher and student text

Math Out of the Box –

More/Less Module B Lessons: 20-22 Module B Lessons: 8-10 VDOE ESS: 2.7 -What’s the Difference -Hopping on the Number LIne



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SOL 2.8 The student will create and solve one- and two-step addition and subtraction problems, using data from simple tables, picture graphs, and bar graphs. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Identify the appropriate data and the operation needed to solve an addition or subtraction problem where the data are presented in a simple table, picture graph, or bar graph.

• Solve addition and subtraction problems requiring a one- or two-step solution, using data from simple tables, picture graphs, bar graphs, and everyday life situations.

• Create a one- or two-step addition or subtraction problem using data from simple tables, picture graphs, and bar graphs

whose sum is 99 or less

Data Graphs Picture graphs Bar graphs Tables


Pete’s Power Point website Iknowthat.com website Harcourt website


Box: **NONE VDOE ESS: 2.8 -What’s the Problem?



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1 week and

ongoing

SOL 2.21 Story Problems The student will solve problems by completing numerical sentences involving the basic facts for addition and subtraction. The student will create story problems, using the numerical sentences. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Solve problems by completing a numerical sentence involving the basic facts for addition and subtraction (e.g., 3 + __ = 7, or 9 – __ = 2).

• Create a story problem for a given numerical sentence.

Numerical sentence Missing addend Addition Subtraction Missing subtrahend Operation Story Problem Create

Unifix/connecting cubes Counters Number line Counters VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Iknowthat.com website Pete’s Power Point


Box: More/Less Module B Lessons: 9-10 VDOE ESS: 2.21 -The FUNction Machine



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2nd Grading period

1 week

SOL 2.22 Inequality The student will demonstrate and understanding of equality by recognizing that the symbol = in an equation indicates equivalent quantities and the symbol ≠ indicates that quantities are not equivalent. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Identify the equality (=) and inequality (≠) symbols.

• Identify equivalent values and equations. (e.g., 8 = 8 and 8 = 4 + 4)

• Identify nonequivalent values and equations. (e.g., 8 ≠ 9 and 4 + 3 ≠ 8)

• Identify and use the appropriate symbol to distinguish between equal and not equal quantities. (e.g., 8 + 2 = 7 + 3 and 1 + 4 ≠ 6 + 2)

Equal symbol Inequality symbol Equivalent Nonequivalent Equations

Unifix/connecting cubes Counters Equation balancing scale Tiles VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Iknowthat.com website Pete’s Power Point


Box: VDOE ESS: 2.22 -Balancing Act

STAR Math Teacher Made Assessments Benchmark



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3rd

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1 week

SOL 2.15 Symmetry The student will

a) draw a line of symmetry in a figure; and

b) identify and create figures with at least one line of symmetry.


• Identify figures with at least one line of symmetry, using various concrete materials.

• Draw a line(s) of symmetry — horizontal, vertical, and diagonal — in a figure.

• Create figures with at least one line of symmetry using various concrete materials (paper, mirrors/miras, pattern blocks, wax paper, or tracing paper).

Symmetry Horizontal Vertical Diagonal Figure

Mirrors Wax paper Tracing paper Plane figures VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Alphabet letters Brain Pop Jr. Gamequarium website United streaming

Student and teacher text Math Out of the

BoxRows/Columns

;

Lessons: 10-11 VDOE ESS: 2.15 -Symmetrical Cube Design -Symmetrical Snow Fun



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3rd

Grading Period

2 weeks

SOL 2.16 Shapes The student will identify, describe, compare, and contrast plane and solid geometric figures (circle/sphere, square/cube, and rectangle/ rectangular prism). The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Determine similarities and differences between related plane and solid figures (e.g., circle/sphere, square/cube, rectangle/rectangular prism, using models and cutouts.

• Trace faces of solid figures (e.g., cube and rectangular solid) to create the set of plane figures related to the solid figure.

• Identify and describe plane and solid figures (e.g., circle/sphere, square/cube, and rectangle/rectangular prism), according to the number and shape of their faces, edges, and vertices using models.

• Compare and contrast plane and solid geometric figures (e.g., circle/sphere, square/cube, and rectangle/rectangular prism) according to the number and shape of their faces (sides, bases), edges, vertices, and angles.

Plane figures Solid figures Circle Sphere Square Cube Rectangle Rectangular Prism Figure Vertices Angles

Plane figures Pattern blocks Solid figures VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Brain Pop Jr. Gamequarium Website Harcourt Website


Box; Rows/Columns Lessons: 1-9, 12 Enrichment: Lessons: 13-20 VDOE ESS: 2.16 -The Shape Show



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3Grading period

rd

3 weeks and ongoing

SOL 2.10 Money The student will

a) count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and

b) correctly use the cent symbol (¢ ), dollar symbol ($), and decimal point (.).


• Determine the value of a collection of coins and one-dollar bills whose total value is $2.00 or less.

• Compare the values of two sets of

coins and one dollar bills (each set having a total value of $2.00 or less), using the terms greater than, less than, or equal to.

• Simulate everyday opportunities to count and compare a collection of coins and one-dollar bills whose total value is $2.00 or less.

• Use the cent (¢) and dollar ($) symbols

and decimal point (.) to write a value of money which is $2.00 or less.

Count Compare Coins Dollar bill Symbol Dollar sign Decimal point Value Collection

I have, you have games Coins Money bingo VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Fun Kids website Brainpop Jr. Pete’s Power point website


Box: Large/Small Lessons: 8-10 Enrichment: Lesson 11 VDOE ESS: 2.10 -Cool Coin Comparison



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rd

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SOL 2.11 Standard and Metric Measurement The student will estimate and measure

a) length to the nearest centimeter and inch;

b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and

c) liquid volume in cups, pints, quarts, gallons, and liters.

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Estimate and measure the length of

various line segments and objects to the nearest inch and centimeter.

• Identify kilogram as a metric unit for measuring mass.

• Estimate and then measure the weight/mass of objects to the nearest pounds/ounces and kilograms/grams, using a scale.

• Estimate and measure liquid volume in

cups, pints, quarts, gallons, and liters.

Centimeters Inches Measure Length Pounds Ounces Kilograms Mass Weight/mass Cups Pints Quarts Gallons Liters Volume Metric and Customary units

Centimeter rulers Inch rulers Yardstick Tape measure Standard and metric measuring kit Scales Balance scales VDOE Math Word Wall Voc. Dinah Zikes Foldable:

Pete’s Power Point Gamequarium Harcourt website


Box Large/Small Lessons: 1-5 16-20 Enrichment: Lessons: 6-7 VDOE ESS: 2.11 -A Weigh We Go -How Much will it Hold? -Kite-Tail Measurement



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week

SOL 2.17 (In Depth) The student will use data from experiments to construct picture graphs, pictographs, and bar graphs. The student will use problem solving, mathematical communication, mathematical reasoning, connections and representations to

• Organize data from experiments, using lists, tables, objects, pictures, symbols, tally marks, and charts, in order to construct a graph

• Read the information presented horizontally and vertically on picture graphs, pictographs, and bar graphs

• Collect no more than 16 pieces of data to answer a given question

• Represent data from experiments by constructing picture graphs, pictographs, and bar graphs.

• Label the axes on a bar graph, limiting the number of categories (categorical data) to four and the increments to multiples of whole numbers (e.g. multiples of 1, 2 or 5)

• On a pictograph, limit the number of categories to four and include a key where appropriate

Graph

Data

Tables

Tally marks

Picture graphs

Pictographs

Bar graphs



Box: Collecting/Sorting Lessons: 11-13 Enrichment: Lessons: 17-20 VDOE ESS: 2.17 -You are Bugging Me

STAR Math Teacher Made Assessments Benchmark



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4th

Grading period

2 weeks

SOL 2.18 Probability The student will use data from experiments to predict outcomes when the experiment is repeated. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Conduct probability experiments, using multicolored spinners, colored tiles, or number cubes

• Record the results of probability experiments, using tables, charts, and tally marks.

and use the data from the experiments to predict outcomes if the experiment is repeated.

• Interpret the results of probability experiments (e.g., the two-colored spinner landed on red 5 out of 10 times).

• Predict which of two events is more likely to occur if an experiment is repeated.

Likelihood Determine Predict Probability Experiments Conduct Record Results Certain More likely Less likely Impossible Equally likely Outcomes

Spinners Two colored chips Multicolored spinners Colored tiles Number cubes Die and dice VDOE Math Word Wall Voc. Dinah Zikes Foldable

Brain Pop Jr.


Box: More/Less Module B Lessons: 18-20 VDOE ESS: 2.18 -We are Spinning in 2nd

Grade



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2 weeks

SOL 2.19 Graphs – analyze data The students will analyze data displayed in picture graphs, pictographs, and bar graphs. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Analyze information from simple picture graphs, pictographs, and bar graphs by writing at least one statement that covers one or both of the following:

− Describe the categories of data and the data as a whole (e.g., the total number of responses).

− Identify parts of the data that have special characteristics, including categories with the greatest, the least, or the same.

• Select the best analysis of a graph from a set of possible analyses of the graph.

Key Data Interpret Analyze Predict Generalize Solve Picture graph Pictograph Bar graph Characteristics Greatest Least Same

VDOE Math Word Wall Voc. Dinah Zikes Foldable


Box:

VDOE ESS: VDOE Math Modules:



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4Grading period

th

3 weeks

SOL 2.3 Fractions The student will

a) identify the parts of a set and/or region that represent fractions for halves, thirds, fourths, sixths, eighths, and tenths;

b) write the fractions; and c) compare the unit fractions for

halves, thirds, fourths, sixths, eighths, and tenths.


• Recognize fractions as representing equal-size parts of a whole.

• Identify the fractional parts of a whole

or a set for22

, 23

, 34

, 26

, 78

, 710

, etc.

• Identify the fraction names (halves, thirds, fourths, sixths, eighths, tenths)

for the fraction notations22

, 23

, 34

, 26

, 78

, 710

, etc.

.

Fraction Whole Whole set Equal parts Equal share Numerator Denominator Fraction names

Region area models Pie pieces Pattern blocks Fraction strips Geoboards Chips Counters Connecting cubes VDOE Math Word Wall Voc. Dinah Zikes Foldable

Brain Pop Jr . Ganequarium Website Fun Kids Website Basic Skill Practice Games Website Grampy’s Cookies Websites


Box: More/Less Module B Lesson 17 VDOE ESS: 2.3 -Fair Shares VDOE Math Modules: 2.3 -Fractions with Pattern Blocks



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SOL 2.3 Fractions- continued • Represent fractional parts of a whole

for halves, thirds, fourths, sixths, eighths, tenths.

– region/area models (e.g., pie pieces, pattern blocks, geoboards);

– sets (e.g., chips, counters, cubes); and

– measurement models (e.g., fraction strips, cuisenaire rods, connecting cubes).

• Compare unit fractions (1/2, 1/3, 1/4,

1/6, 1/8, 1/10) using the words greater than, less than, or equal to and the symbols (>, <, =).

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