2nd Math Grade Level Overview - Georgia Standards

Georgia Standards of Excellence

Grade Level Curriculum Overview Mathematics

GSE Second Grade

These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

Georgia Department of Education

Table of Contents

Curriculum Map ............................................................................................................................ 4 Standards For Mathematical Practice ..............................................................................................5 Content Standards ............................................................................................................................7 Mindset and Mathematics....................................................................................26 Vertical Understanding of the Mathematical Learning Trajectory.....................................27 Research of Interest to Teachers............................................................................28 GloSS and IKAN..............................................................................................28 Fluency ...........................................................................................................................................29 Arc of Lesson/Math Instructional Framework...............................................................................29 Unpacking a Task ..........................................................................................................................30 Routines and Rituals ......................................................................................................................32

? Teaching Math in Context and Through Problems..............................................31 ? Use of Manipulatives...............................................................................32 ? Use of Strategies and Effective Questioning....................................................33 ? 0-99 or 1-100 Chart.................................................................................33 ? Number Lines .......................................................................................37 Math Maintenance Activities ..............................................................................37 ? Number Corner/Calendar Time ...................................................................39 ? Number Talks .......................................................................................40 ? Estimation/Estimation 180 .........................................................................42 Mathematize the World through Daily Routines.........................................................45 ? Workstations and Learning Centers...............................................................46

Georgia Department of Education July 2021 Page 2 of 54 All Rights Reserved

Georgia Department of Education ? Games.................................................................................................46 ? Journaling.............................................................................................47 General Questions for Teacher Use ...............................................................................................48 Questions for Teacher Reflection ..................................................................................................49 Depth of Knowledge ......................................................................................................................49 Depth and Rigor Statement ............................................................................................................50 K-2 Problem Solving Rubric (creation of Richmond County Schools)................................................. 51 Literature Resources ......................................................................................................................52 Technology Links ..........................................................................................................................52 Resources Consulted ......................................................................................................................53

Georgia Department of Education July 2021 Page 3 of 54 All Rights Reserved

Georgia Department of Education

Georgia Standards of Excellence Second Grade

**NEW Click on the link in the table to view a video that shows instructional strategies for teaching the specified standard.

GSE Second Grade Curriculum Map

Unit 1

Extending Base Ten Understanding

MGSE2.NBT.1 MGSE2.NBT.2 MGSE2.NBT.3 MGSE2.NBT.4 MGSE2.MD.10

Unit 2

Becoming Fluent with Addition and Subtraction

MGSE2.OA.1 MGSE2.OA.2 MGSE2.NBT.5 MGSE2.MD.8 MGSE2.MD.10

Unit 3

Understanding Measurement, Length, and Time

MGSE2.MD.1 MGSE2.MD.2 MGSE2.MD.3 MGSE2.MD.4 MGSE2.MD.5 MGSE2.MD.6 MGSE2.MD.7 MGSE2.MD.9 MGSE2.MD.10

Unit 4

Applying Base Ten Understanding

MGSE2.NBT.6 MGSE2.NBT.7 MGSE2.NBT.8 MGSE2.NBT.9 MGSE2.MD.8 MGSE2.MD.10

Unit 5

Understanding Plane and Solid

Figures

MGSE2.G.1 MGSE2.G.2 MGSE2.G.3 MGSE2.MD.10

Unit 6 Developing Multiplication

MGSE2.OA.3 MGSE2.OA.4 MGSE2.MD.10

Unit 7 Show What We

Know

ALL

These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units. All units will include the Mathematical Practices and indicate skills to maintain.

NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics. Grades K-2 Key: CC = Counting and Cardinality, G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, OA = Operations and Algebraic Thinking.

Georgia Department of Education July 2021 Page 4 of 54 All Rights Reserved

Georgia Department of Education

STANDARDS FOR MATHEMATICAL PRACTICE

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important "processes and proficiencies" with longstanding importance in mathematics education.

The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections.

The second are the strands of mathematical proficiency specified in the National Research Council's report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one's own efficacy).

Students are expected to: 1. Make sense of problems and persevere in solving them. In second grade, students realize that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. They may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, "Does this make sense?" They make conjectures about the solution and plan out a problem-solving approach.

2. Reason abstractly and quantitatively. Younger students recognize that a number represents a specific quantity. They connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities. Second graders begin to know and use different properties of operations and objects.

3. Construct viable arguments and critique the reasoning of others. Second graders may construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They practice their mathematical communication skills as they participate in mathematical discussions involving questions like "How did you get that?", "Explain your thinking," and "Why is that true?" They not only explain their own thinking, but listen to others' explanations. They decide if the explanations make sense and ask appropriate questions.

4. Model with mathematics. In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed.

Georgia Department of Education July 2021 Page 5 of 54 All Rights Reserved

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download