Revised Elko County School District 2 nd Grade Math Learning Targets


 Clifton Parsons
 3 years ago
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1 Elko County School District 2 nd Grade Math Learning Targets Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Identify, use, and model place value positions of 1 s, 10 s and 100 s. Identify the value of a given digit in the 1 s, 10 s and 100 s place. a. Know the place value positions of 1 s and 10 s. b. Identify place value positions of 100 s. c. Know, understand, and use the following vocabulary: Place value Digit Ones place Tens place Value Hundreds place Expanded notation (Expanded form) Standard form a. Model place value positions of 1 s, 10 s, and 100 s. DOK 2 b. Use place value positions of 1 s, 10 s, and 100 s. c. Model one, two, and threedigit numbers to show place value using manipulatives and drawings. DOK 2 d. When shown a number using manipulatives or drawings, determine the number and digits place values. DOK 2 e. When shown a number, determine the digits place values. f. When shown a number using manipulatives or drawings, write the number and digits place values. DOK 2 g. Determine the value of a given digit in the 1 s, 10 s, and 100 s place. h. Write a given whole number in expanded notation to show understanding of place value. i. Read whole numbers to
2 j. Wrote a whole number in standard form when given the expanded notation. Teacher Notes for
3 Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (E) Identify equal parts of a whole. a. Know 1/2 is two equal parts of a whole or sets of objects. a. Model ½ as two equal parts of a whole object or set of objects. DOK 2 a. Use models to identify equal parts. DOK 2 Identify and model the unit fractions 1/2 and 1/4 as equal parts of a whole or sets of objects. b. Identify and model the unit fractions 1/2 and 1/4 as equal parts of a whole or sets of objects. c. Identify equal parts of a whole. b. Model ¼ as four equal parts of whole object or set of objects. DOK 2 c. Read and write fractions in numbers and words. d. Know, understand, and use the following vocabulary: Whole Half Equal parts Set Unit fraction Fourth Fraction Quarter d. Identify fractional parts of shaded and unshaded objects. e. Compare and describe ½ and ¼ as greater than or less than. Teacher Notes for
4 Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Read, write, compare, and order numbers from Identify ordinal positions first to twentieth. Read and write number words to 20. Create, compare, and describe sets of objects and numbers from as greater than, less than, or equal to (>, <, =). Teacher Notes for a. Know the numbers from when shown the number symbol out of sequential order. b. Know the ordinal position 1 st is the starting position and 2 nd 20 th follow sequentially. c. Read and write numbers from d. Identify ordinal positions first to twentieth. e. Know, understand, and use the following vocabulary: Ordinal number (1 st 20 th ) Set Objects Greater than Less than Equal to Compare Onetoone correspondence Ordinal positions Number line Before After Between Round a. Write numbers from b. Read numbers a c. Write number words to 20. d. Read number words to 20. e. Compare, order, and write numbers from using various strategies including hundred charts and number lines. DOK 2 a Example: 695 id read as six hundred ninetyfive not as six hundred and ninetyfive. a. Create sets of objects and numbers from and explain as greater than, less than, or equal to (>, <, =). DOK 2 b. Compare sets of objects and numbers from and explain as greater than, less than, or equal to (>, <, =). DOK 2 c. Describe sets of objects and numbers from and explain as greater than, less than, or equal to (>, <, =). DOK 2 4
5 Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (W) Use number patterns to skip count. a. Know how to count by 2 s, 5 s, and 10 s to 100 by rote memorization. b. Identify odd and even numbers. a. Use manipulatives including a hundreds chart, number line, and money to model skip counting, beginning with any number. DOK 2 a. Orally use number patterns to skip count. c. Know, understand, and use the following vocabulary: Pattern Skip counting b. Count by odd or even numbers. Note: Skip counting 2s, 5s, and 10s is reviewed. Students should be able to skip count using any number pattern, i.e. 3s, 4s, 6s, etc. Example: Count by 5 s starting at 3. Teacher Notes for
6 Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Identify and model basic addition facts (sums to 18) and the corresponding subtraction facts. Immediately recall basic addition facts (sums to 18) and the corresponding subtraction facts. a. Know the operation of the plus sign (+), minus sign (), and equals sign (=). b. Immediate recall of basic addition facts (sums to 18) and the corresponding subtraction facts. c. Identify basic addition facts (sums to 18) and the corresponding subtraction facts. a. Use manipulatives and drawings to model basic addition and subtraction. DOK 2 b. Write basic addition and subtraction sentences for modeled problems. DOK 2 c. Solve basic addition and subtraction sentences. a. Using a word problem, write the corresponding addition or subtraction sentence and solve the number sentence. DOK 2 Teacher Notes for d. Know, understand, and use the following vocabulary: Add (+) Subtract () Addition sentence Plus (+) Subtraction sentence Minus () Equals (=) Number sentence Sum Difference Addend Minuend Subtrahend Fact family d. When given three related numbers, write the corresponding fact family for sums to 18. 6
7 Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Estimate the number of objects in a set to 20 and verify by counting. a. Understand the concept of reasonable guessing. b. Understand the concept of size. c. Understand how many is 10. a. Estimate the number of objects in a set to 20 and verify by counting. DOK 2 a. Given two or more groups, estimate the sum up to 20. DOK 2 b. Given two groups, estimate the difference. DOK 2 d. Know how many is 20. Teach in conjunction with Standard Teacher Notes for e. Know, understand, and use the following vocabulary: Estimate About 7
8 Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Add and subtract one and twodigit numbers without regrouping. a. Understand the concept of addition and subtraction without regrouping. b. Know, understand, and use the following vocabulary: Addition Subtraction Sum Difference Addends Mental math Regrouping Minuend Subtrahend Fact Family a. Use a variety of strategies to add and subtract 1 and 2digit numbers without regrouping. b. Use a variety of strategies to add three or more 1 and 2digit numbers without regrouping. a. Apply the correct operation to solve a given problem in practical situations. DOK 2 b. Use vocabulary as clues to determine the appropriate operation to solve problems. DOK 2 c. Identify the correct operation to solve problems. Teach in conjunction with Examples of Strategies: Mental math, expanded notation, counting up, groups of 10. Teacher Notes for
9 Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Generate and solve onestep addition and subtraction problems based on practical situations. Model addition and subtraction in a variety of ways using pictorial representations and symbols to illustrate subtraction of sets, comparison of sets, and missing addends. Reinforce the use of mathematical vocabulary and symbols to describe addition, subtraction, and equality. a. Understand the plus sign, minus sign, and equals sign. b. Know basic facts to 18. c. Know, understand, and use the following vocabulary: Subtract/Subtraction Difference Add/Addition Sum Equal Equality Number sentence Addend Sets Missing addend a. Model addition and subtraction in a variety of ways using pictorial representations and symbols to illustrate addition and subtraction of sets. DOK 2 b. Model addition and subtraction in a variety of ways using pictorial representations and symbols to illustrate comparison of sets. DOK 2 c. Model addition and subtraction in a variety of ways using pictorial representations and symbols to illustrate missing addends. DOK 2 d. Use mathematical vocabulary and symbols to describe addition, subtraction, and equality. DOK 2 a. Generate and solve onestep addition and subtraction problems based on practical situations. DOK 2 b. Use manipulatives and drawings to demonstrate and model the joining and separating of sets to show basic addition and subtraction in word problems. DOK 2 Teach in conjunction with Example: Use a graph, drawing, etc. Teacher Notes for
10 Content Standard 2.0 Students will use various algebraic methods to analyze, illustrate, extend, and create numerous representations (words, numbers, tables, and graphs) of patterns, functions, and algebraic relations as modeled in practical situations to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Recognize, describe, extend, and create repeating and increasing patterns using symbols, objects, and manipulatives. Use patterns and their extensions to solve problems. a. Understand the concept of patterns. b. Recognize repeating patterns. c. Recognize increasing patterns. d. Know, understand, and use the following vocabulary: Sequence Pattern Manipulatives Repeating patterns Increasing patterns a. Describe repeating and increasing patterns. DOK 2 b. When given an increasing or repeating pattern, extend the pattern. DOK 2 a. Create, extend, and describe repeating and increasing patterns using symbols, objects, and manipulatives. DOK 3 b. Use patterns and their extensions to solve problems. DOK 2 c. Describe orally and in writing, repeating and increasing patterns using symbols, objects, and manipulatives. DOK 2 Teacher Notes for
11 Content Standard 2.0 Students will use various algebraic methods to analyze, illustrate, extend, and create numerous representations (words, numbers, tables, and graphs) of patterns, functions, and algebraic relations as modeled in practical situations to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Model, explain, and identify missing operations and missing numbers in open number sentences involving number facts in addition and subtraction. Teacher Notes for a. Recognize missing operations and missing numbers in open number sentences. b. Review that unknowns in an addition or subtraction equation represent a missing value that will make the statement true. c. Know, understand, and use the following vocabulary: Digits Operations (addition and subtraction) Open number sentence Equation Value Unknown a. Model missing operations and missing numbers in open number sentences involving number facts in addition and subtraction. DOK 2 b. Identify missing operations and missing numbers in open number sentences involving number facts in addition and subtraction. a. Model and explain missing operations and missing numbers in open number sentences involving number facts in addition and subtraction. DOK 2 11
12 Content Standard 2.0 Students will use various algebraic methods to analyze, illustrate, extend, and create numerous representations (words, numbers, tables, and graphs) of patterns, functions, and algebraic relations as modeled in practical situations to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Complete number sentences with the appropriate words and symbols (+, , =). Represent mathematical situations using numbers, symbols, and words. Teach with Standard Teacher Notes for a. Review comparing objects and numbers with the words greater than, less than, and equal to. b. Explain in words and use correctly +, , =. c. Know, understand, and use the following vocabulary: Addition symbol Subtraction symbol Equal to Word form a. Complete number sentences with the appropriate words and symbols (+, , =). Example: 2 3 = 5 a. Represent mathematical situations using numbers, symbols, and words. DOK 2 12
13 Content Standard 3.0 Students will use appropriate tools and techniques of measurement to determine, estimate, record, and verify direct and indirect measurements to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Compare, order, and describe objects by various measurable attributes for length, weight, and temperature. Teacher Notes for a. Review that objects are different lengths and weights. b. Know that objects are different temperatures. c. Know, understand, and use the following vocabulary: Length Weight Temperature Attributes Compare Order Thermometer Ruler Scale Measure a. Compare and order objects by length. DOK 2 b. Compare and order objects by weight. DOK 2 c. Compare and order objects by temperature. DOK 2 d. Identify an appropriate tool to measure the attribute. a. Compare and describe objects by various measurable attributes for length. DOK 2 b. Compare and describe objects by various measurable attributes for weight. DOK 2 c. Compare and describe objects by various measurable attributes for temperature. DOK 2 d. Create drawings or use manipulatives to represent objects by length, weight, and temperature. DOK 2 e. Describe activities to do at various temperatures. DOK 2 13
14 Content Standard 3.0 Students will use appropriate tools and techniques of measurement to determine, estimate, record, and verify direct and indirect measurements to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Compare objects to standard whole units to find objects that are greater than, less than, and/or equal to a given unit. a. Review length and weight. b. Review nonstandard measurement. c. Review greater than, less than, and equal to and their symbols. a. Compare objects to standard whole units to find objects that are greater than, less than, and/or equal to a given unit. DOK 2 a. Explain orally or in writing how the objects compare to one another using greater than, less than, or equal to a given unit. DOK 2 d. Know, understand, and use the following vocabulary: Standard unit Greater than (>) Less than (<) Equal to (=) Nonstandard unit Inch Foot Yard Teacher Notes for
15 Content Standard 3.0 Students will use appropriate tools and techniques of measurement to determine, estimate, record, and verify direct and indirect measurements to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (E) Determine the value of any given set of coins. Use decimals to show money amounts. Recognize equivalent combinations of coins. a. Review the monetary value of a penny, nickel, and dime. b. Review: 5 pennies = 1 nickel 2 nickels = 1 dime 10 pennies = 1 dime c. Know how to use decimals to show money amounts. a. Determine the value of any given set of coins. b. Use decimals to show money amounts. c. Recognize equivalent combinations of coins. a. When given a specific monetary amount, equivalent combinations of coins. DOK 2 d. Know value of quarter. e. When shown a coin, identify the coin by name. Teacher Notes for f. Know, understand, and use the following vocabulary: Penny Nickel Dime Quarter Monetary value Decimal point Cent sign Dollar sign Money 15
16 Content Standard 3.0 Students will use appropriate tools and techniques of measurement to determine, estimate, record, and verify direct and indirect measurements to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (E) Read time to the nearest half hour and quarter hour. Use elapsed time in one hour increments, beginning on the hour, to determine start, end, and elapsed time. Recognize that there are 12 months in 1 year, 7 days in 1 week, and 24 hours in 1 day. Teacher Notes for a. Review time to the nearest hour. b. Review using a calendar to identify days, weeks, month, and a year. c. Recognize that there are 12 months in 1 year, 7 days in 1 week, and 24 hours in 1 day. d. Know: half hour = 30 minutes quarter hour = 15 minutes 1 hour = 60 minutes e. Know, understand, and use the following vocabulary: Elapsed time Months Year Week Hours Increments Quarter hour Half hour Minute a. Given a time, represent the time on both an analog clock and digital clock. DOK 2 b. When shown a time on an analog clock, tell the correct time to the nearest half hour. c. When shown a time on an analog clock, tell the correct time to the nearest quarter hour. d. Given the starting hour, determine end time and amount of elapsed time in one hour increments. e. Given the end time and the elapsed time in one hour increments, determine the start time. f. Find patterns as it relates to the calendar. a. Use elapsed time in one hour increments, beginning on the hour, to determine start, end, and elapsed time. 16
17 Content Standard 4.0 Students will identify, represent, verify, and apply spatial relationships and geometric properties to solve problems, communicate, and make connections within and beyond the field of mathematics (E) Describe, sketch, and compare twodimensional shapes regardless of orientation. Teacher Notes for a. Review sorting and sketching twodimensional shapes. b. Describe properties of twodimensional shapes. c. Know, understand, and use the following vocabulary: Plane figure Twodimensional shapes Property Circle Triangle Rectangle Square Side Polygon a. Sketch twodimensional shapes regardless of orientation. DOK 2 b. Given the shapes, compare twodimensional shapes regardless of orientation. DOK 2 a. Sketch and compare twodimensional shapes regardless of orientation, then describe orally and in writing. DOK 2 17
18 Content Standard 4.0 Students will identify, represent, verify, and apply spatial relationships and geometric properties to solve problems, communicate, and make connections within and beyond the field of mathematics (I) Identify congruent and similar shapes (circles, triangles, and rectangles including squares). a. Review the positions up/down, top/bottom, left/right. b. Review symmetry. a. Identify congruent and similar shapes (circles, triangles, and rectangles including squares) based on their properties. a. Create models or drawing that are congruent or similar. DOK 2 c. Know the meaning of congruent, similar, and symmetrical. d. Know, understand, and use the following vocabulary: Congruent Similar Circle Triangle Rectangle including square Symmetry Example: Use geoboards. Teacher Notes for
19 Content Standard 4.0 Students will identify, represent, verify, and apply spatial relationships and geometric properties to solve problems, communicate, and make connections within and beyond the field of mathematics (I) Identify figures with symmetry as they appear in the environment. a. Review the meaning symmetry. b. Review a line of symmetry in a twodimensional object. a. Identify figures with symmetry as they appear in the environment. DOK 2 a. Draw an object from the environment, and draw the line of symmetry. DOK 2 Teach in conjunction with Teacher Notes for c. Know, understand, and use the following vocabulary: Symmetry Environment Figures Symmetrical Line of Symmetry 19
20 Content Standard 4.0 Students will identify, represent, verify, and apply spatial relationships and geometric properties to solve problems, communicate, and make connections within and beyond the field of mathematics (I) Identify, name, sort, and describe two and threedimensional geometric figures and objects including circle/sphere and square/cube. a. Review names of threedimensional shapes (cone, sphere, rectangular prism, and cube). b. Identify two and threedimensional geometric figures and objects including circle/sphere and square/cube. a. Identify and name two and threedimensional geometric figures and objects including circle/sphere and square/cube. a. Sort and describe orally and in writing, two and threedimensional geometric figures and objects including circle/sphere and square/cube. DOK 2 Teacher Notes for c. Know, understand, and use the following vocabulary: Threedimensional Twodimensional Geometric figure Circle/Sphere Square/Cube Rectangular prism Cone Face Edge Vertex 20
21 Content Standard 4.0 Students will identify, represent, verify, and apply spatial relationships and geometric properties to solve problems, communicate, and make connections within and beyond the field of mathematics (I) Sort and classify objects by two or more attributes. a. Know that logic is the process by which a conclusion is derived. b. Know what an attribute is, for example, thickness, shape, etc. a. Sort objects by two or more attributes. DOK 2 a. Sort and classify objects by two or more attributes. DOK 2 Teacher Notes for c. Know, understand, and use the following vocabulary: Sort Classify Attribute 21
22 Content Standard 5.0 Students will collect, organize, display, interpret, and analyze data to determine statistical relationships and probability projections to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Collect, record, and classify data in response to questions posed by teacher and/or students. Use tables, pictographs, and bar graphs to represent data. Teacher Notes for a. Review use of tally marks for collecting data. b. Review the meaning of data. c. Know, understand, and use the following vocabulary: Data Tally chart Bar Graph Tables Pictographs Survey Tally mark Symbol Key a. Collect and record data in response to questions posed by teacher and/or students, and represent data in a table, pictograph, or bar graph. DOK 2 b. Given a table, pictograph, and/or bar graph, identify and label (title, x axis, yaxis, headings, columns, etc.) a. Collect, record, and classify data in response to questions posed by teacher and/or students. DOK 2 b. Use tables, pictographs, and bar graphs to represent data with correct labeling. DOK 2 c. Make generalizations based on the data collected. DOK 2 22
23 Content Standard 5.0 Students will collect, organize, display, interpret, and analyze data to determine statistical relationships and probability projections to solve problems, communicate, reason, and make connections within and beyond the field of mathematics (I) Use informal concepts of probability (certain and impossible) to make predictions about future events. a. Understand the concept of probability. b. Know the meaning of prediction. a. Conduct simple probability experiments using concrete materials. DOK 2 a. Write results of simple probability experiments, using the terms certain and impossible. DOK 2 c. Know the meaning of certain in relation to probability. d. Know the meaning of impossible in relation to probability. e. Know, understand, and use the following vocabulary: Probability Certain Impossible Prediction Teacher Notes for
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