2 nd Grade Standards Guide


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1 2 nd Grade Standards Guide Table of Contents Content Page Number Overview to the Math Standards Guide 23 Geometry 4 Measurement & Data 45 Number & Operations in Base Ten 56 Operations & Algebraic Thinking 7 1
2 Overview to the Math Standards Guide What is the Math Standards Guide? Teachers know the Common Core standard language is important, yet it can often be dense or confusing. The Math Standards Guide is designed to shed light on each Common Core standard, including the key parts of the standard and the aspect(s) of rigor (,, or ) to which each standard most appropriately aligns. How should I use the Math Standards Guide? Use the Standards Guide to deeply study the standards. We suggest using this document during annual and unit planning as it is designed to help you better understand the key components of each standard and see how standards fit together within their cluster and domain. What is different about the Math Standards Guide in ? We have revised this document, as we do every year, to best reflect our deepening knowledge of the Common Core. Standards are now aligned to aspects of rigor to give you a better understanding of which standards call for conceptual understanding of key concepts, speed and accuracy in calculations (procedural rigor), and/or to use math flexibly for applications in problemsolving contexts., supporting, and additional clusters are also noted. The revisions represent feedback from Achievement Network s assessment and coaching teams, Student Achievement Partners, and our schools. We suggest using this document differently than you may have used ANet s Objective Guides in the past. When planning, be sure to consider how the parts fit together, representing the breadth of the standard, as well as how the standards fit within the appropriate cluster and domain. It s important to note that fragmenting the standards may prevent you from recognizing the full scope and rigor of the standards, so avoid interpreting the parts of the standard as individual or daily objectives. 2
3 For example: Domain Cluster CC Standard CC Standard Language 4.NBT.A 4.NBT.1 Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that = 10 by applying concepts of place value and division. (4.NBT footnote: Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.) Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. Recognize that 10 tens is 100, 10 hundreds is 1,000, so forth up to 1,000,000. Apply concepts of place value to recognize quotients and products in multiplication and division problems involving whole numbers and a factor of 10. Number & Operations in Base Ten Generalize place value understanding for multidigit whole numbers. 4.NBT.2 4.NBT.3 Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and symbols to record the results of comparisons.(4.nbt footnote: Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.) Use place value understanding to round multidigit whole numbers to any place. (4.NBT footnote: Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.) Read multidigit Read whole the parts numbers individually using baseten to better numerals, understand number names, the standard s & expanded requirements form but avoid treating them as discrete or daily objectives. Instead, consider how Write multidigit the parts whole fit together, numbers using planning baseten to ensure numerals, they number will all names, be addressed & expanded in your form lesson(s). Compare multidigit numbers based on the meaning of the digits Standards each fit within a cluster and domain. Use the symbols, >, and = to compare two multidigit each numbers standard When planning, read the language of within the cluster to see how, together, they achieve the clusterlevel requirements. Note that major, supporting, and additional emphases Round multidigit are given at whole the cluster numbers level. to any place (with specific attention to thousands, ten thousands, Are there deeper connections across standards (or hundred thousands, and millions places as these are clusters) that can be made during instruction? Is there an new in Grade 4.) opportunity for supporting or additional standards to support the major work of the grade? 3
4 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. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (2.G.A.1 footnote: Sizes are compared directly or visually, not compared by measuring.) Recognize shapes having specified attributes, such as a given number of angles, sides, or equal faces (compared directly or visually, not by measuring) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes Draw shapes having specified attributes, such as a given number of angles, sides, or equal faces Geometry 2.G.A o Additional Reason with shapes and their attributes. 2.G.A.2 Partition a rectangle into rows and columns of samesize squares and count to find the total number of them. Partition a rectangle into rows and columns of samesize squares Identify and count rows and columns partitioning a rectangle Count to find the total number of samesize squares in a partitioned rectangle 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. Partition circles and rectangles into two, three, or four equal shares, and describe the shares using the words halves, thirds, half of, a third of, etc. Describe a whole as two halves, three thirds, or four fourths Recognize that equal shares of identical wholes need not have the same shape 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., Select an appropriate tool to measure an object, such as a ruler, yardstick, meter stick, or measuring tape Measure the length of an object in units such as centimeters, inches, and yards Measurement & Data 2.MD.A Measure and estimate lengths in standard units. 2.MD.A.2 2.MD.A.3 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. Estimate lengths using units of inches, feet, centimeters, and meters., Understand that the same objects can be measured using different length units, and that the measurements are equivalent in size Describe how the two measurements relate to the size of the unit chosen Measure the length of an object twice, using length units of different lengths for the two measurements 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 unit length. Measure to determine how much longer one object is than another Express a difference of length between two objects in terms of a standard length unit Measurement & Data 2.MD.B Relate addition and subtraction to length. 2.MD.B.5 2.MD.B.6 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. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the number 0, 1, 2,..., and represent wholenumber sums and differences within 100 on a number line diagram., Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units Use drawings (such as drawings of rulers) to represent a problem Use equations with a symbol for an unknown number to represent the problem Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,... Represent wholenumber differences on a number line diagram Represent wholenumber sums on a number line diagram 4
5 Tell time using analog and digital clocks Measurement & Data 2.MD.C p Supporting Work with time and money. 2.MD.C.7 2.MD.C.8 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 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? Express time shown on a digital clock using an analog clock, and vice versa Write time on a digital or analog clock given a description of the time (e.g. "fifteen minutes after nine in the morning") Identify coins and know their value in cents Solve problems involving adding amounts of money given in coins and/or dollars Solve problems involving subtracting amounts of money given in coins and/or dollars 2.MD.D p Supporting Represent and interpret data. 2.MD.D.9 2.MD.D.10 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 wholenumber units. Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (2.MD.D.10 footnote: See CCSS Glossary, Table 1.) Measure lengths of several objects to the nearest whole unit, or make repeated measurements of the same object Record measurement data in a table and/or with tally marks Show the measurements by making a line plot, where the horizontal scale is marked off in wholenumber units Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph 2.NBT.A.1a 100 can be thought of as a bundle of ten tens called a hundred. Understand that 100 can be thought of as a bundle of ten tens  called a "hundred" 2.NBT.A.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). Understand that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones) Number & Operations in Base Ten 2.NBT.A Understand place value. 2.NBT.A.2 Count within 1000; skipcount by 5s, 10s, and 100s. Count within 1000 Skipcount up and down by 5s, 10s, and 100s, including starting from values that are not multiples of those numbers 2.NBT.A.3 Read and write numbers to 1000 using baseten numerals, number names, and expanded form. Read multidigit whole numbers using baseten numerals, number names, and expanded form Write multidigit whole numbers using baseten numerals, number names, and expanded form 5
6 2.NBT.A (cont'd) Understand place value. 2.NBT.A.4 Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and symbols to record the results of comparisons. Compare two quantities using >, =, and symbols Compare two threedigit numbers by breaking apart the place values and comparing them individually Compare two threedigit numbers using >, =, and symbols, and explain the comparison using place value language Fluently add and subtract within 100 using strategies based on place value 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. Fluently add and subtract within 100 using strategies based on properties of operations Fluently add and subtract within 100 using strategies based on the relationship between addition and subtraction 2.NBT.B.6 Add up to four twodigit numbers using strategies based on place value and properties of operations., Add up to four twodigit numbers using strategies based on place value, such as breaking apart ones and tens Add up to four twodigit numbers using strategies based on properties of operations Number & Operations in Base Ten 2.NBT.B Use place value understanding and properties of operations to add and subtract. 2.NBT.B.7 2.NBT.B.8 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 threedigit 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. Mentally add 10 or 100 to a given number 100 to 900, and mentally subtract 10 or 100 from a given number 100 to 900. 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 addition or subtraction strategy used to a written method Understand that in adding or subtracting threedigit 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 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number Use hundreds charts and number lines to notice patterns in adding or subtracting 10 or 100 Explain that adding zero to any number results in that number (identity property) 2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (2.NBT.B.9 footnote: Explanations may be supported by drawings or objects.) Explain that the grouping of 3 or more addends does not affect the sum (associative property) Explain that the order of addends does not affect the sum (commutative property) Use place value to explain why addition and subtraction strategies work 6
7 Use subtraction to solve problems involving taking apart or taking from an amount 2.OA.A Represent and solve problems involving addition and subtraction. 2.OA.A.1 Use addition and subtraction within 100 to solve one and twostep 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. (2.OA.1 footnote: See CCSS Glossary, Table 1.) Use subtraction to solve problems involving comparison Use drawings and equations with a symbol for the unknown number to represent the problem Use addition to solve problems involving comparison Solve twostep word problems involving addition and subtraction Operations & Algebraic Thinking 2.OA.B Add and subtract within OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two onedigit numbers. (2.OA.B.2 footnote: See Standard 1.OA.C.6 for a list of mental strategies.) Fluently add and subtract within 20 using mental strategies such as counting on, making ten, decomposing a number leading to a ten, using the relationship between By end of Grade 2, know from memory all sums of two onedigit numbers Recognize that a number up to 20 is even if it can be grouped into pairs with none left over 2.OA.C p Supporting 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. Recognize that a number up to 20 is even if it ends in 0, 2, 4, 6, or 8 (can count by 2s to get the number) Recognize that a number up to 20 is even if it is the sum of two equal addends; write an equation to express an even number as a sum of two equal addends Work with equal groups of objects to gain foundations for multiplication. 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. Recognize that a number up to 20 is odd if it is not even 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 addend 7
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