MCAS Math Pacing Guide Grade: 2



MCAS Math Pacing Guide Grade: 2

Revised 2010

Core Standard 1: Number Sense and Computation

1A Place Value

Understand and use the relationship among whole numbers, including place value, to identify and compare numbers up to 100. [EDM goes to 1,000.]

1B Addition and Subtraction

Add and subtract whole numbers less than 100 using efficient methods. Understand and show the inverse relationship between addition and subtraction. [EDM goes to 1,000.]

Core Standard 2: Geometry and Measurement

2A Common shapes and Objects

Recognize, identify, and describe attributes of common shapes and solids (e.g., the same size and types of shape; number of sides, edges, vertices; location.

2B Linear Measurement

Understand and use units of linear measurement and relationships within a particular system of solve problems. Measure lengths in standard units (e.g., inches, feet, and yards) and metric units (e.g., centimeters and meters) and select appropriate units to estimate and measure length.

Math Pacing Guide

Grade 2

To successfully complete second grade the learner will

Core Standard 1: Number Sense and Computation

1A Place Value

• Understand and use the relationship among whole numbers, including place value, to identify and compare numbers to 1000.

Essential Question:

• How does place value help us identify and compare whole numbers?

|Count by ones, twos, fives, and tens to 100. |

|Working With Numbers (Option B) This is a classroom assessment covering Working With Numbers (Option B). |

|Working With Numbers (Option A) This is a classroom assessment covering Working With Numbers (Option A). |

|Counting by Groups (includes BLM Counting By Groups) In this activity, students will count by twos, fives, and tens. |

|Ideas With Food SOURCE: National Council of Teachers of Mathematics. In this three-lesson unit, from Illuminations, students focus on organization, preparation, and presentation of some simple |

|foods as a way to apply various mathematical concepts, with problem-solving techniques being central to almost all the activities. Students utilize measuring techniques and food preparation |

|experiences to practice various math concepts. |

|2.1.2 Identify the pattern of numbers in each group of ten, from tens through nineties. [pic] |

|Plus Ten, Minus Ten In this activity, students will identify a pattern when adding ten to numbers. Students will name the number that is ten more or ten less than a given number. |

|Working With Numbers (Option B) This is a classroom assessment covering Working With Numbers (Option B). |

|Working With Numbers (Option A) This is a classroom assessment covering Working With Numbers (Option A). |

|2.1.3 Identify numbers up to 100 in various combinations of tens and ones. [pic] |

|Making Cents (includes BLM Making Cents) In this activity, students will identify numbers up to 100 in various combinations of tens and ones by using dimes and pennies. |

|Working With Numbers (Option B) This is a classroom assessment covering Working With Numbers (Option B). |

|Working With Numbers (Option A) This is a classroom assessment covering Working With Numbers (Option A). |

|2.1.4 Name the number that is ten more or ten less than any number 10 through 90. [pic]Plus Ten, Minus Ten In this activity, students will identify a pattern when adding ten to numbers. |

|Students will name the number that is ten more or ten less than a given number. |

|Working With Numbers (Option B) This is a classroom assessment covering Working With Numbers (Option B). |

|Working With Numbers (Option A) This is a classroom assessment covering Working With Numbers (Option A). |

|Take Away SOURCE: National Council of Teachers of Mathematics. This lesson, from Illuminations, helps introduce elementary students to subtraction. The objective is to create a link between |

|students' experiences and mathematics. By the end of the lesson, it is expected that students should have a deep understanding of subtraction and how it relates to their world. |

|2.1.5 Compare whole numbers up to 100 and arrange them in numerical order. [pic]Working With Numbers (Option B) This is a classroom assessment covering Working With Numbers (Option B). Where |

|Do I Stand? (includes BLMs Where Do I Stand? Part I and Where Do I Stand? Part 2) In this activity, students will demonstrate an understanding of the numerical order of \nnumbers less than 100 |

|and the meaning of first, second, third, etc. Working With Numbers (Option A) This is a classroom assessment covering Working With Numbers (Option A). |

|2.1.7 Identify odd and even number up to 100. |

| |

|Non Core Indicators: |

|Recognize, name, and compare the unit of fractions: ½, 1/3, ¼,1/5, 1/6, 1/8, 1/10, 1/12 |

|Represent, compare and interpret data using tables, tally charts and bar graphs. |

|Learning Targets |

|Concepts: Need to Know |

|Whole numbers to 1000 |

|Hundreds, Tens and ones |

|10 more and ten less to 1000 |

|Patterns of numbers in each group of tens |

|Skip counting |

|Smallest to greatest in numerical order |

|Compare whole numbers to 1000 |

|Odd and even numbers |

|Fractions |

|Charts, tables and graphs. |

| |

|Skills: Be Able to Do |

|Identify whole numbers to 1000. |

|Name hundreds, tens and ones. |

|Name 10 more and ten less to 1000. |

|Identify patterns of numbers in each group of tens. |

|Count 2’s, 5’s, 10’s. to 100. |

|Arrange whole numbers from smallest to greatest in numerical order. |

|Compare whole numbers to 1000. |

|Identify odd and even numbers. |

|Use and understand tally charts, tables and bar graphs. |

|Key Vocabulary |

|Whole number Tables |

|Place value (ones, tens, hundreds) Charts |

|Even and odd numbers Graphs |

|Less and more Tally |

|Fractions |

1B Addition and Subtraction

• Add and subtract whole numbers less than 1000 using efficient methods. Understand and show the inverse relationship between addition and subtraction.

Essential Question:

• Why do I need to know different strategies for adding and subtracting multi-digit numbers?

|2.21 Model addition of numbers les than 100 with objects and pictures. |

|2.2.1 Add two whole numbers less than 100 with and without regrouping. |

|2.2.3 Subtract two whole numbers less than 100 without regrouping. |

|2.2.4 Understand and use the inverse relationship between addition and subtraction. |

|2.2.6 Use mental arithmetic to add or subtract 0, 1, 2, 3, 4, 5, or 10 with numbers less than 100. |

|2.3.1 Relate problem situations to number sentences involving addition and subtraction. |

|2.3.4 Create, describe, and extend number patterns using addition and subtraction. |

|Learning Targets |

|Concepts: Need to Know |

|Addition |

|Regrouping |

|Subtraction |

|Inverse relationship between addition and subtraction |

|Mental arithmetic |

|Word Problems |

|Number sentences |

|Number patterns |

| |

|Skills: Be Able to Do |

|Model addition of numbers less than 100. Use objects and pictures. |

|Add two whole numbers less than 1000 with and without regrouping. |

|Subtract two whole numbers less than 1000 without regrouping. |

|Understand and use the inverse relationship between addition and subtraction. |

|Use mental arithmetic to add or subtract 0,1,2,3,4,5, or 10 with numbers less than 100. |

|Use number sentences in story/word problems. |

|Create, describe and extend number patterns. |

|Key Vocabulary |

|Addition Mental Arithmetic (math) |

|Subtraction Number patterns |

|Regroup Word problems |

|Inverse relationships Number sentences |

Core Standard 2: Geometry and Measurement

2A Common shapes and Objects

• Recognize, identify, and describe attributes of common shapes and solids (e.g., the same size and type of shape; number of sides, edges, vertices; location)

Essential Question:

• How can I identify and describe shapes and solids and find them in my environment?

|Describe, classify, and sort plane and solid geometric shapes (triangle, square, rectangle, cube, rectangular prism) according to the number and shape of faces, and the number of edges and |

|vertices. |

|Identify congruent two-dimensional shapes in any position. |

|Recognize geometric shapes and structures in the environment and specify their locations. |

|Learning Targets |

|Concepts: Need to Know |

|Plane shapes |

|Solid shapes |

|Congruency |

| |

|Skills: Be Able to Do |

|Describe, classify and sort plane and solid geometric shapes according to the number and shape of faces, and the number of edges and vertices. |

|Identify congruent two-dimensional shapes in any position. |

|Recognize geometric shapes and structures in the environment. |

|Key Vocabulary |

|Whole number Place value (ones, tens, hundreds) |

|Even and odd numbers Less and more |

|Addition Subtraction |

|Regroup Inverse relationships |

|Mental arithmetic |

Core Standard 2: Geometry and Measurement

2B Linear Measurement

• Understand and use units of linear measurement and relationships within a particular system to solve problems. Measure lengths in standard units (e.g., inches, feet and yards) and metric units (e.g., centimeters and meters) and select appropriate units to estimate and measure lengths.

Essential Question:

• Why do we need to know and be able to use common units of measurement:

|Measure and estimate the length to the nearest inch, foot, yard, centimeter and meter. |

|Describe the relationships between inch, foot and yard. Describe the relationships between centimeter and meter. |

|Describe which unit of length is most appropriate in a given situation. |

|Non Core Indicators: |

|Tell time to the nearest quarter hour, be able to tell 5 minute intervals and know the difference between AM and PM. |

|Find the value of a collection of pennies, nickels, dimes, quarters, half dollars |

|and dollars. |

|Learning Targets |

|Concepts: Need to Know |

|Standard units of measurement such as inch, foot, yard, centimeter and meter. |

|Time |

|Money |

| |

|Skills: Be Able to Do |

|Measure and estimate the length to the nearest inch, foot, yard, centimeter and meter. |

|Describe the relationships between inch, foot and yard. Describe the relationships between centimeter and meters. |

|Describe which unit of length is most appropriate in a given situation. |

|Tell time in five minute intervals. |

|Count money. |

|Key Vocabulary |

|Inch Meter |

|Foot Intervals |

|Centimeter AM |

|Height Coins (penny, nickel, dime, quarter, half-dollar, dollar) |

|Hour Clock |

|Length Minute |

|Yard PM |

Mathematics Curriculum Map Grade 2

To successfully complete second grade the learner will:

▪ Add and subtract numbers up to 100.

▪ Recognize number patterns (count by 1s, 2s, 5s and 10s to 100).

▪ Use problem-solving strategies correctly.

▪ Demonstrate understanding of measurement (time, money, length to nearest inch, foot, yard, centimeter and meter).

Mathematics Teaching Models, and Suggested supplementary materials may include:

• Everyday Math Program (MCAS adopted math program)

• Math Exemplars ( )

• Purdue Collaborative Problem Solving (Dr. David Feikus, Purdue North Central)

• Math Their Way ( )

Math Academic Milestones to be achieved by all second graders by the end of the current school year:

• 80 % accuracy on EDM unit tests.

• Demonstrate grade appropriate problem solving strategies (including the scientific method).

• Achieve targeted RIT score on Fall and Spring NWEA test.

• Develop skills in basic computation skills: Addition, and Subtraction.

Highlighted items: “Core Standards” These are ongoing and need to be mastered in Second Grade

|Time-frame |Content/Performance Standards |EDM Pacing Guide |Assessment Suggestions |

| |Addressed | | |

|First |2.1.1 Count by ones, twos, fives, and tens to 100. |Unit 1 |Aug. 26- Sept. 1 |Everyday Math Pretest and Yearend |

|Quarter: : | |(14 lessons) | |test. |

|August 26, |2.1.2 Identify the pattern of numbers in each group of ten, from tens through nineties. | | |EDM Chapter Tests |

|2009 - | |Unit 2 |Sept. 21- Oct. 14 |EDM Math Boxes/Daily Assignments |

|October 30, |2.1.3 Identify numbers up to 100 in various combinations of tens and ones. |(14 lessons) | |EDM Games |

|2009 | | | |Math Journals |

| |2.1.6 Match the number names first, second, third, etc. with an ordered set of up to 100 |Unit 3 |Oct. 15- |Math Flash Cards |

| |items. |(9 lessons) |Oct. 30 |Timed Tests |

| | | | | |

| |2.1.7 Identify odd and even numbers up to 100. | | |Compass Learning Odyssey Learning |

| | | | |Path …pre and post tests. |

| |2.2.1 Model addition of numbers less than 100 with objects and pictures. | |See additional | |

| | | |Pacing Guide |NWEA Fall Assessment |

| |2.2.4 Understand and use the inverse relationship between addition and subtraction. | |Suggestions (Troy, | |

| | | |Michigan resource) |Math-Facts In A Flash computer |

| |2.3.1 Relate problem situations to number sentences involving addition and subtraction. | |attached. |program |

| | | | | |

| |2.3.2 Use the commutative and associative rules for addition to simplify mental calculations | | |United Streaming Assignment builder|

| |and to check results. | | |and quiz builder |

| | | | | |

| |2.6.1 Choose the approach, materials, and strategies to use in solving problems. | | | |

| | | | | |

| |2.6.2 Use tools such as objects or drawings to model problems. | | | |

Highlighted items: “Core Standards” These are ongoing and need to be mastered in Second Grade

|Time-frame |Content/Performance Standards |EDM Pacing Guide |Assessment Suggestions |

| |Addressed | | |

|Second |Name the number that is ten more or ten less than any number 10 through 90. |Unit 4 |Nov. 2- |Everyday Math Pretest and Yearend test. |

|Quarter: | |(10 lessons) |Nov. 20 |EDM Chapter Tests |

|November 2, |2.2.2….. Add two whole numbers less than 100 with and without regrouping. | | |EDM Math Boxes/Daily Assignments |

|2009 – January| | | |EDM Games |

|20, 2010 |2.2.3….. Subtract two whole numbers less than 100 without regrouping. | | |Math Journals |

| | | | |Math Flash Cards |

| |Use estimation to decide whether answers are reasonable in addition problems. |Unit 5 | |Timed Tests |

| | |( 10 lessons) |Nov. 23- |Teacher observation |

| |2.3.3 Recognize and extend a linear pattern by its rules. | |Dec. 18 | |

| | | | |Compass Learning Odyssey Learning Path |

| |2.3.4 Create, describe, and extend number patterns using addition and subtraction. | | |…pre and post tests. |

| | | | | |

| |Construct squares, rectangles, triangles, cubes, and | | | |

| |rectangular prisms with appropriate materials. |Unit 6 | |Math-Facts In A Flash computer program |

| | |(8 out of 12 | | |

| |Describe, classify, and sort plane and solid geometric shapes |lessons) |Jan. 4- Jan. 15 |United Streaming Assignment builder and |

| |(triangle, square, rectangle, cube, rectangular prism) according to the number and shape of faces, and the number| | |quiz builder |

| |of edges and vertices.** | | | |

| | | | | |

| |Investigate and predict the result of putting together and | | | |

| |taking apart two-and three-dimensional shapes. | | | |

| | | | | |

| |2.4.4 Identify congruent two-dimensional shapes in any position. | |Mid-term exam week of | |

| | | |January 19. | |

| |2.4.5 Recognize geometric shapes and structures in the | | | |

| |environment and specify their locations. | |See additional Pacing | |

| | | |Guide Suggestions (Troy,| |

| |2.5.8 Estimate temperature. Read a thermometer in Celsius and Fahrenheit. | |Michigan resource) | |

| | | |attached. | |

| |2.5.9........Tell time to the nearest quarter hour, be able to tell five-minute intervals, and know the | | | |

| |difference between a.m. and p.m. | | | |

| | | | | |

| |2.5.12......Find the value of a collection of pennies, nickels, dimes, quarters, half-dollars, and dollars. | | | |

Highlighted items: “Core Standards” These are ongoing and need to be mastered in Second Grade

|Time-frame |Content/Performance Standards |EDM Pacing Guide |Assessment Suggestions |

| |Addressed | | |

|Third quarter:|2.1.5 Compare whole numbers up to 100 and arrange them in numerical order. |Unit 6 |Jan. 25- |Everyday Math Pretest and Yearend test. |

|January 22, | |(Last 4 lessons |Jan. 29- |EDM Chapter Tests |

|2010 - March |2.1.8 Recognize fractions as parts of a whole or parts of a group (up to 12 parts). |of 12 lessons in | |EDM Math Boxes/Daily Assignments |

|26, 2010 | |progress) | |EDM Games |

| |Recognize, name, and compare the unit fractions: 1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, and 1/12. | | |Math Journals |

| | | | |Math Flash Cards |

| |Know that, when all fractional parts are included, the result |Unit 7 | |Timed Tests |

| |is equal to the whole and to one. |10 lessons) | | |

| | | |Feb. 1- | |

| |2.1.11 .Collect and record numerical data in systematic ways. | |Feb. 19 |Compass Learning Odyssey Learning Path |

| | |Unit 8 | |…pre and post tests. |

| |2.1.12 Represent, compare, and interpret data using tables, tally charts, and bar graphs. |(8 lessons) | | |

| | | | | |

| |Model addition of numbers less than 100 with objects and pictures. |Unit 9 |Feb. 22- |Math-Facts In A Flash computer program |

| | |(11 lessons) |Mar 5 | |

| |2.2.6 Use mental arithmetic to add or subtract 0, 1, 2, 3, 4, 5, or 10 with numbers less than 100. | | |United Streaming Assignment builder and |

| | | | |quiz builder |

| |Measure and estimate length to the nearest inch, foot, | |Mar. 8- | |

| |yard, centimeter, and meter. | |26 | |

| | | | | |

| |Describe the relationships among inch, foot, and yard. | | | |

| |Describe the relationship between centimeter and meter. | | | |

| | | |See additional | |

| |Decide which unit of length is most appropriate in a given situation. | |Pacing Guide | |

| | | |Suggestions (Troy, | |

| | | |Michigan resource) | |

| | | |attached. | |

Highlighted items: “Core Standards” These are ongoing and need to be mastered in Second Grade

|Time-frame |Content/Performance Standards |EDM Pacing Guide |Assessment Suggestions |

| |Addressed | | |

|Fourth |2.2.2….. Add two whole numbers less than 100 with and without regrouping. |Unit 10 |Mar. 29- |Everyday Math Pretest and Yearend test. |

|Quarter: | |(12 lessons) |Apr. 23 |EDM Chapter Tests |

|March 29, |2.2.3….. Subtract two whole numbers less than 100 without regrouping. | | |EDM Math Boxes/Daily Assignments |

|2010 - June | |Unit 11 | |EDM Games |

|8, 2010 |2.3.1........Relate problem situations to number sentences involving addition and |(10 lessons) |Apr. 26- |Math Journals |

| |subtraction. | |May 14 |Math Flash Cards |

| | | | |Timed Tests |

| |2.5.4 Estimate area and use a given object to measure the area of other objects. |Unit 12 | | |

| | |(8 lessons) | | |

| |2.5.5 Estimate and measure capacity using cups and pints. | |May 17- |Compass Learning Odyssey Learning Path |

| | | |May 28 |…pre and post tests. |

| |2.5.6 Estimate weight and use a given object to measure the weight of other objects. | | |NWEA Spring Assessment |

| | | | | |

| |Recognize the need for a fixed unit of weight. | |Year-end test the week|Math-Facts In A Flash computer program |

| | | |of June 1-4. | |

| |2.5.10 Know relationships of time: seconds in a minute, minutes in an hour, hours in a day, days in a week, and | | |United Streaming Assignment builder and |

| |days, weeks, and months in a year. | |See additional Pacing |quiz builder |

| | | |Guide Suggestions | |

| |Find the duration of intervals of time in hours. | |(Troy, Michigan | |

| | | |resource) attached. | |

| |2.5.12 Find the value of a collection of pennies, nickels, dimes, quarters, half-dollars, and dollars. | | | |

| | | | | |

| |2.6.1 Choose the approach, materials, and strategies to use in solving problems. | | | |

| | | | | |

| |2.6.5 Understand and use connections between two problems. | | | |

Highlighted items: “Core Standards” These are ongoing and need to be mastered in Second Grade

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