2 nd Grade Standards Guide


 Griffin Small
 3 years ago
 Views:
Transcription
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
Standards for Mathematical Practice
Common Core State Standards Mathematics Student: Teacher: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively Standards for Mathematical Practice 3. Construct
More informationDCSD Common Core State Standards Math Pacing Guide 2nd Grade Trimester 1
Trimester 1 OA: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 100 to solve oneand twostep word problems involving
More informationGrade 2 Mathematics Scope and Sequence
Grade 2 Mathematics Scope and Sequence Common Core Standards 2.OA.1 I Can Statements Curriculum Materials & (Knowledge & Skills) Resources /Comments Sums and Differences to 20: (Module 1 Engage NY) 100
More informationCommon Core State Standards for Mathematics
A Correlation of To the Common Core State Standards for Mathematics Table of Contents Operations and Algebraic Thinking... 1 Number and Operations in Base Ten... 2 Measurement and Data... 4 Geometry...
More informationSecond Grade Mathematics Goals
Second Grade Mathematics Goals Operations & Algebraic Thinking 2.OA.1 within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart,
More information2nd Grade Math Curriculum Map
Standards Quarter 1 2.OA.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.3. Determine whether a group of objects
More informationGrade 2 Arkansas Mathematics Standards. Represent and solve problems involving addition and subtraction
Grade 2 Arkansas Mathematics Standards Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction AR.Math.Content.2.OA.A.1 Use addition and subtraction within 100
More informationMath Grade 2. Understand that three nonzero digits of a 3digit number represent amounts of hundreds, tens and ones.
Number Sense Place value Counting Skip counting Other names for numbers Comparing numbers Using properties or place value to add and subtract Standards to be addressed in Number Sense Standard Topic Term
More information2nd Grade TLI Common Core Emphasis Standards Emphasis Standards References
2.OA.1 2.OA.1(A) 2.OA.1(B) 2.OA.1(C) 2.OA.1(D) 2.OA.1(E) 2.OA.1(F) 2.OA.1(G) 2nd Grade 20122013 Emphasis Standards References OPERATIONS & ALGEBRAIC THINKING Represent and solve problems involving addition
More informationSecond Quarter Benchmark Expectations for Units 3 and 4
Mastery Expectations For the Second Grade Curriculum In Second Grade, Everyday Mathematics focuses on procedures, concepts, and s in four critical areas: Understanding of base10 notation. Building fluency
More informationCommon Core State Standard I Can Statements 2 nd Grade
CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Common Core State Standard 2 nd Grade Common Core State Standards for Mathematics
More informationGrade 2: Mathematics Curriculum (2010 Common Core) Warren Hills Cluster (K 8)
Focus Topic:OA Operations and Algebraic Thinking TSW = The Student Will TSW use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from,
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS K2 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS K2 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Domain: Counting and Cardinality Know number names and the count
More informationMadison County Schools Suggested 2 nd Grade Math Pacing Guide,
Madison County Schools Suggested 2 nd Grade Math Pacing Guide, 2016 2017 The following Standards have changes from the 201516 MS College and CareerReadiness Standards: Significant Changes (ex: change
More informationOPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN MEASUREMENT AND DATA GEOMETRY USER LICENSE 535
OPERATIONS AND ALGEBRAIC THINKING 003164 REPRESENT AND SOLVE PROBLEMS INVOLVING ADDITION AND SUBTRACTION ADD AND SUBTRACT WITHIN 20 WORK WITH EQUAL GROUPS OF OBJECTS TO GAIN FOUNDATIONS FOR MULTIPLICATION
More informationMathematics Grade 2. grade 2 17
Mathematics Grade 2 In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of baseten notation; (2) building fluency with addition and subtraction; (3) using standard
More informationMath Pacing Guide. 2 nd Grade
Unit 1: Extending Base 10 Understanding 5, 10 5 weeks Instructional Days August 8 September 9, 2016 Understand place value. MGSE2.NBT.1 Understand that the three digits of a threedigit number represent
More information4NPO3a Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths.
Correlation: 2016 Alabama Course of Study, Mathematics standards and NAEP Objectives When teaching Alabama Course of Study content, NAEP objectives and items are useful for identifying a level of rigor
More informationCorrelation of USA Daily Math Grade 2 to Common Core State Standards for Mathematics
2.OA 2.OA.1 Use addition and subtraction within 100 to solve one and twostep word problems with unknowns in all positions. 2.OA.2 Fluently add and subtract within 20 using mental strategies. 2.OA.3 Determine
More information2.NBT.1 20) , 200, 300, 400, 500, 600, 700, 800, NBT.2
Saxon Math 2 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
More informationAIMS Common Core Math Standards Alignment
AIMS Common Core Math Standards Alignment Third Grade Operations and Algebraic Thinking (3.OA) 1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of
More information3.OA.A Represent and solve problems involving multiplication and division
MARYLAND COLLEGE AND CAREER READY STANDARDSGRADE 3 OPERATIONS AND ALGEBRAIC THINKING 3.OA.A Represent and solve problems involving multiplication and division 3.OA.A.1 Interpret products of whole numbers,
More informationThird Grade Mathematics Scope and Sequence
Third Grade Mathematics Scope and Sequence Quarter 1 Domain Operations & Algebraic Thinking Numbers & Operation in Base Ten Standard 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as
More information3rd Grade Math Unit 1 8/18. # of Days: 7. Assessment: Fluency with Addition & Subtraction 3.MD.A.1 MP 1, 2, 3, 4, 5, 6 3.MD.A.
Math Unit 1 # of Days: 7 8/18 Fluency with Addition & Subtraction. 3.MD.A.1 MP 1, 2, 3, 4, 5, 6 3.MD.A.2 MP 1, 2, 4, 5 3.NBT.A.2 3.OA.D.8 MP 1, 2, 3, 4, 5, 6 3.OA.D.9 MP 3, 6, 7, 8 3.MD.B.3 MP 2, 4 Tell
More informationxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopa Grade 2 Math Crook County School District # 1 Curriculum Guide
qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklz Crook County School District
More informationSecond Quarter Benchmark Expectations for Units 3 and 4. Represent multiplication as equal groups with arrays.
Mastery Expectations For the Third Grade Curriculum In Third Grade, Everyday Mathematics focuses on procedures, concepts, and s in four critical areas: Understanding of division and strategies within 100.
More informationOPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN NUMBER AND OPERATIONS: FRACTIONS
OPERATIONS AND ALGEBRAIC THINKING 003249 REPRESENT AND SOLVE PROBLEMS INVOLVING MULTIPLICATION AND DIVISON UNDERSTAND PROPERTIES OF MULTIPLICATION AND THE RELATIONSHIP BETWEEN MULTIPLICATION AND DIVISION
More information3.NBT NBT.2
Saxon Math 3 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
More informationFirst Grade Saxon Math Curriculum Guide Key Standards Addressed in Section
Sections and Lessons First Grade Saxon Math Curriculum Guide MAP September 15 26, 2014 Section 1: Lessons 110 Making Sets of Tens & Ones with Concrete Objects, Numerals, Comparing Numbers, Using Graphs
More informationDiocese of Erie Mathematics Curriculum Third Grade August 2012
Operations and Algebraic Thinking 3.OA Represent and solve problems involving multiplication and division 1 1. Interpret products of whole numbers. Interpret 5x7 as the total number of objects in 5 groups
More informationStandards for Mathematical Practice
Common Core State Standards Mathematics Student: Teacher: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively Standards for Mathematical Practice 3. Construct
More informationGrade 3: PA Academic Eligible Content and PA Common Core Crosswalk
Grade 3: PA Academic Eligible and PA Common Core Crosswalk Alignment of Eligible : More than Just The crosswalk below is designed to show the alignment between the PA Academic Standard Eligible and the
More informationTennessee Comprehensive Assessment Program (TCAP) Grade 2 Assessment Math Item Sampler Scoring Information
Tennessee Comprehensive Assessment Program (TCAP) Grade 2 Assessment Math Item Sampler 2016 2017 Scoring Information Scoring Information Table 2 provides the question number, item type, standard alignment
More informationResponse to Intervention. Grade 2
Houghton Mifflin Harcourt Response to Intervention FOR THE COMMON CORE STATE STANDARDS FOR MATHEMATICS Grade Math Expressions Lessons Correlated to Tier Lessons Tier Lessons correlated to Tier Skills and
More informationIstation Math Correlation of Standards Arkansas Academic Standards Mathematics
Istation Math Correlation of Standards Arkansas Academic Standards Mathematics  Grade 1 Copyright 2017 Istation  All rights reserved Counting and Cardinality (CC) Know number names and the count sequence
More informationDear Parents,
Dear Parents, This packet of math activities was created to help your child engage with and become excited about Math over the summer months. All projects in this packet are based upon the Connecticut
More informationMATHEMATICS UTAH CORE GUIDES GRADE 2
MATHEMATICS UTAH CORE GUIDES GRADE 2 UTAH STATE BOARD OF EDUCATION 250 EAST 500 SOUTH P.O. BOX 144200 SALT LAKE CITY, UTAH 841144200 SYDNEE DICKSON, Ed.D., STATE SUPERINTENDENT OF PUBLIC INSTRUCTION Operations
More informationProblem Solving with Length, Money, and Data
Grade 2 Module 7 Problem Solving with Length, Money, and Data OVERVIEW Module 7 presents an opportunity for students to practice addition and subtraction strategies within 100 and problemsolving skills
More informationBREATHITT COUNTY SCHOOLS 3 rd Grade Math Curriculum Map Week Standard Key Vocabulary Learning Target Resources Assessment
Number Operations/Fractions/Algebraic Expressions Week 1 Week 2 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100. 3.NBT.2: Fluently add and subtract within 1000 using
More informationOperations & Algebraic Thinking 3rd Grade I Can Do Math I can write and solve problems using multiplication & division.
Operations & Algebraic Thinking I can write and solve problems using multiplication & division. 3.OA.1.a I can understand multiplication by thinking about groups of objects. 3.OA.2.a I can understand division
More informationGRADE 4. M : Solve division problems without remainders. M : Recall basic addition, subtraction, and multiplication facts.
GRADE 4 Students will: Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as
More informationCORRELATIONS COMMON CORE STATE STANDARDS (CCSS) FOR MATHEMATICS SERIES YABISÍ (SANTILLANA) KINDERGARTEN
CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) FOR MATHEMATICS SERIES YABISÍ (SANTILLANA) KINDERGARTEN CCSS Teacher s Guide Student Edition Student Workbook Counting and Cardinality K.CC Know number names
More informationVocabulary Cards and Word Walls
Vocabulary Cards and Word Walls Revised: June 29, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,
More informationThird Grade Mathematics
Standard 1: Number & Operation 3.M.1.1.1 Read, write, compare, and order whole numbers to 10,000. (287.01.a) and use numbers 3840% and use numbers Content Limit: When comparing numbers between 1,000 and
More information3rd Grade Math Pacing Guide Unit 1 Board Approved: December 12, 2016
Unit 1 Board Approved: December 12, 2016 # CCSS Unit 1: Represent and solve problems involving multiplication and division September/October 31 Days Go Math Chapters Covered: Completed Student Learning
More informationCounting and Cardinality (CC)
Counting Cardinality (CC) K.CC.B Count to tell the number of objects. K.CC.A Know number names the counting sequence. Domain Cluster Stards 1 st nd rd 4 th K.CC.A.1 Count to 100 by ones, fives by tens.
More informationContent Area: Mathematics 3 rd Grade
Unit: Operations and Algebraic Thinking Topic: Multiplication and Division Strategies Multiplication is grouping objects into sets which is a repeated form of addition. What are the different meanings
More informationMath 2 nd Grade GRADE LEVEL STANDARDS/DOK INDICATORS
Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop
More informationI Can Read. (Reading Foundational Skills) I can read words by using what I know about letters and sounds.
I Can Read (Reading Foundational Skills) I can read words by using what I know about letters and sounds. RF.2.3 I can show what I have learned about letters and sounds by figuring out words. RF.2.3A I
More informationFormative type assessment (i.e. windshield check, dry erase boards, exit tickets, multiple choice, journals, checklists, etc.
Jones County School District Assessment Blueprint 20132014 Grade/Subject Level: 3rd Grade Math Team Members: A. Mobley, K. Husser, R. Sims, S. Clark, K. Knight, J. Hall Creating Summative / District Benchmark
More informationI Can Read. (Reading Foundational Skills) I can read words by using what I know about letters and sounds.
I Can Read (Reading Foundational Skills) I can read words by using what I know about letters and sounds. RF.2.3 I can show what I have learned about letters and sounds by figuring out words. RF.2.3A I
More informationAIMS Common Core Math Standards Alignment
AIMS Common Core Math Standards Alignment Third Grade Operations and Algebraic Thinking (.OA) 1. Interpret products of whole numbers, e.g., interpret 7 as the total number of objects in groups of 7 objects
More informationNSCAS  Math Table of Specifications
NSCAS  Math Table of Specifications MA 3. MA 3.. NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics
More information2nd Grade Math 2007 Standards, Benchmarks, Examples & Vocabulary
2nd Grade Math 2007 Stards, Benchmarks, s & Vocabulary Str Stard No. Benchmark (2nd Grade) 2.1.1.1 Read, write represent whole numbers up to 1000. Representations may include numerals, addition, subtraction,
More information2. George collected 36 oak leaves. He collected 41 maples leaves. Show how you can break apart the addends to show how many leaves George collected.
1. Jerry picked 16 red apples. He picked 27 green apples. How many apples did Jerry pick? Label the bar model. Write a number sentence with a n for the missing number. Solve. 2.OA.A.1 Represent and solve
More informationGrade 4 Mathematics Indiana Academic Standards Crosswalk
Grade 4 Mathematics Indiana Academic Standards Crosswalk 2014 2015 The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content and the ways
More informationGRADE 3 TEKS ALIGNMENT CHART
GRADE 3 TEKS ALIGNMENT CHART TEKS 3.2.A compose and decompose numbers up to,000 as the sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial
More informationSaxon Math Manipulatives in Motion Primary. Correlations
Saxon Math Manipulatives in Motion Primary Correlations Saxon Math Program Page Math K 2 Math 1 8 Math 2 14 California Math K 21 California Math 1 27 California Math 2 33 1 Saxon Math Manipulatives in
More informationKenmoreTown of Tonawanda UFSD. We educate, prepare, and inspire all students to achieve their highest potential
KenmoreTown of Tonawanda UFSD We educate, prepare, and inspire all students to achieve their highest potential Grade 2 Module 8 Parent Handbook The materials contained within this packet have been taken
More informationRevised Elko County School District 2 nd Grade Math Learning Targets
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;
More informationI can understand how text is supposed to be read.
I can understand how text is supposed to be read. RF RF.2.3 I can show what I have learned about letters and sounds by figuring out words. RF.2.3A I can read long and short vowels correctly in words. RF.2.3B
More informationMeasurement and Data Core Guide Grade 4
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit (Standards 4.MD.1 2) Standard 4.MD.1 Know relative sizes of measurement units within each system
More informationFoundations of Multiplication and Division
Grade 2 Module 6 Foundations of Multiplication and Division OVERVIEW Grade 2 Module 6 lays the conceptual foundation for multiplication and division in Grade 3 and for the idea that numbers other than
More informationIstation Math Correlation of Standards Idaho Content Standards Mathematics
Istation Math Correlation of Standards Idaho Content Standards Mathematics Grades KNG1 Copyright 2017 Istation  All rights reserved Kindergarten K12 Standards for Mathematical Practices (MP) The Standards
More informationShapes. Practice. Family Note. Unit. show 3sided, 4sided, 5sided, and 6sided shapes. Ask an adult for permission first. Add.
Home Link 81 Shapes In this lesson children examined different shapes, such as triangles, quadrilaterals, pentagons, and hexagons. They also discussed these shapes attributes or characteristics such as
More informationSubtract 2digit numbers mentally with or without regrouping. Use frontend estimation to estimate sums and differences
3 rd Grade Math in Focus Chapter 1Numbers to 10,000 Counting Place Value Comparing Ordering Numbers Use baseten blocks to count, read, write numbers to 10,000 Count on by 1s, 10s, 100s, 1,000s to 10,000
More informationNUMBER, NUMBER SYSTEMS, AND NUMBER RELATIONSHIPS. Kindergarten:
Kindergarten: NUMBER, NUMBER SYSTEMS, AND NUMBER RELATIONSHIPS Count by 1 s and 10 s to 100. Count on from a given number (other than 1) within the known sequence to 100. Count up to 20 objects with 11
More informationSecond Quarter Benchmark Expectations for Units 3 and 4
Mastery Expectations For the Fourth Grade Curriculum In Fourth Grade, Everyday Mathematics focuses on procedures, concepts, and s in three critical areas: Understanding and fluency with multidigit multiplication,
More informationMath Mammoth Grade 4. Class Description:
Math Mammoth Grade 4 Class Description: In the fourth grade, students focus on multidigit multiplication and division, and a start to studying fractions and decimals, accompanied by studies in geometry
More informationDiocese of Boise Math Curriculum Kindergarten
Diocese of Boise Math Curriculum Kindergarten ESSENTIAL Sample Questions What are numbers? counting and how can it be used Counting and Cardinality Know number names and count sequence Count to tell number
More informationGeorgia Department of Education Teacher and Leader Keys Effectiveness Systems. Table of Specifications by Item Grade: Third (3)
Table of Specifications by Item Subject: Mathematics/Grade 3 Assessme nt Title:. Ite m 3 rd Grade Math Pre/Post Assessment Course Number: TOS Date: SLO Measure Development Complete during SLO Development
More informationStandards Based Report Card Rubrics
Grade Level: Kindergarten Standards Based Report Card Rubrics Content Area: Math Standard/Strand: MA.K.CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens. count to 100 by ones and/or tens with
More informationMath  1st Grade. Number and Operations Count, write, and order numbers
Number and Operations Count, write, and order s N.ME.01.01 Count to 110 by 1's, 2's, 5's, and 10's, starting from any in the ; count to 500 by 100's and 10's; use ordinals to identify position in a, e.g.,
More informationAny items left blank for a given term means the skill is not being assessed at this time.
KINDERGARTEN MATHEMATICS GRADING BENCHMARK (11.29.2016) Any items left blank for a given term means the skill is not being assessed at this time. Counting and Cardinality ENDURING UNDERSTANDING Students
More informationSaxon Math Grade 1. GPS Pacing Guide
Saxon Math Grade 1 GPS Pacing Guide GRADE 1 Differentiate Instruction with the Saxon GPS Pacing Guide Taking Students from Where They Are to Where They Need to Be Saxon Math was customized to cover all
More information15 8 = = = = = = = = = 9. Choose the correct answer.
Page 1 Choose the correct answer. 1. Which shows a related addition fact? 15 8 = 7 15 + 7 = 22 8 7 = 1 7 + 8 = 15 23 8 = 15 2. There are 9 bugs on the grass and 5 bugs on a leaf. Which number sentence
More informationContents. PART 1 Unit 1: Probability and Data Management: Sorting and Attributes. Unit 2: Number Sense: Counting to 10
Contents PART 1 Unit 1: Probability and Data Management: Sorting and Attributes PDM11 Sorting into Groups 1 PDM12 Circles 3 PDM13 Identifying Attributes 5 Unit 2: Number Sense: Counting to 10 NS11
More informationGeorgia Department of Education
Fourth Grade 4.NOP.1 Multiplication and division; Find the factor pairs for a given whole number less than or equal to 100; recognize prime numbers as numbers greater than 1 with exactly one factor pair.
More informationGRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: Read (in standard form) whole numbers. whole numbers Equivalent Whole Numbers
CRAWFORDSVILLE COMMUNITY SCHOOL CORPORATION 1 GRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: 2019 2020 GRADING PERIOD: QUARTER 1 MASTER COPY 1 20 19 NUMBER SENSE Whole Numbers 4.NS.1: Read and write whole
More informationBELLEVILLE PUBLIC SCHOOLS SUMMER MATH PACKET STUDENTS ENTERING 3 rd GRADE REQUIRED MATERIALS: Pencil Centimeter/Inch Ruler Scrap Paper
BELLEVILLE PUBLIC SCHOOLS SUMMER MATH PACKET STUDENTS ENTERING 3 rd GRADE 20162017 REQUIRED MATERIALS: Pencil Centimeter/Inch Ruler Scrap Paper SUMMER MATH PACKET 20162017 NAME: SCHOOL: 1.Carol is reading
More informationCCSS Mathematics Standards Operations & Algebraic Thinking Third Grade Date Taught
Operations & Algebraic Thinking Retaught Reviewed Represent and solve problems involving multiplication and division. Assessed CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret
More informationTriangles, Rectangles, Squares, and Circles
LESSON Name 2 Teacher Notes: page 27 Triangles, Rectangles, Squares, and Circles Refer students to Circle on page 4 in the Student Reference Guide. Post Reference Chart Circle. Use the compasses from the
More informationMeasurement. Larger Numbers Addition Subtraction
1 st Nine Weeks Math Year at a Glance: 1 st Nine Weeks 2 nd Nine Weeks 3 rd Nine Weeks 4 th Nine Weeks Geometry Sorting Positions Patterns Positions Counting Compare Numbers Addition Measurement Larger
More informationCalifornia 1 st Grade Standards / Excel Math Correlation by Lesson Number
California 1 st Grade Standards / Excel Math Correlation by Lesson Lesson () L1 Using the numerals 0 to 9 Sense: L2 Selecting the correct numeral for a Sense: 2 given set of pictures Grouping and counting
More informationMathematics Expectations Page 1 Grade 04
Mathematics Expectations Page 1 Problem Solving Mathematical Process Expectations 4m1 develop, select, and apply problemsolving strategies as they pose and solve problems and conduct investigations, to
More informationCore Learning Standards for Mathematics Grade 1 SAMPLE. Mondays p. 58 #3 4 p. 67 #2 5 p. 76 #2 5
Core Learning Standards for Mathematics Grade 1 Use addition and subtraction within 20 to solve word problems. Solve word problems that call for addition of three whole numbers whose sum is less than or
More informationSOL Instruction Tracking Form Grade 3 Mathematics
SOL Instruction Tracking Form Grade 3 Mathematics Place the SOL Instruction Tracking Form after the VGLA Collection of Evidence (COE) Coversheet. Use the SOL Instruction Tracking Form to track the evidence
More informationMath Kindergarten. Within 10 Within 20 standard order, pairing each object with only one number name, and one name with one number of objects counted.
Math Kindergarten Reporting Categories  Kindergarten Number Sense Counting Identifying number of objects Writing numbers Comparing numbers Instant recognition of quantities (to 6) Counting on Standards
More information4 th Grade Math Notebook
4 th Grade Math Notebook By: Aligned to the VA SOLs Table of Contents Quarter 1 Table of Contents Quarter 2 Table of Contents Quarter 3 Table of Contents Quarter 4 Hundred Millions Ten Millions Millions
More informationFor more information on the Common Core State Standards, visit Beast Academy Grade 4 Chapters 112:
Beast Academy Scope and Sequence for Grade 4 (books 4A through 4D). The content covered in Beast Academy Grade 4 is loosely based on the standards created by the Common Core State Standards Initiative.
More information2 Developing. 2 Developing
Roosevelt School District Report Card Rubric Math Kindergarten Reporting : Knows the number names and the counting sequence. K.CC.A. Counts to 0 by ones. Counts to 0 by ones; count to 00 by tens. Counts
More informationI can use the four operations (+, , x, ) to help me understand math.
I Can Common Core! 4 th Grade Math I can use the four operations (+, , x, ) to help me understand math. Page 1 I can understand that multiplication fact problems can be seen as comparisons of groups (e.g.,
More informationCollege and Career Readiness Standards Narrative Summary for Fourth Grade Mathematics
College and Career Readiness Standards Narrative Summary for Fourth Grade Mathematics In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with
More informationCorrelation of Nelson Mathematics 2 to The Ontario Curriculum Grades 18 Mathematics Revised 2005
Correlation of Nelson Mathematics 2 to The Ontario Curriculum Grades 18 Mathematics Revised 2005 Number Sense and Numeration: Grade 2 Section: Overall Expectations Nelson Mathematics 2 read, represent,
More informationMath CC Review 25 SHOW YOUR WORK!
Math CC Review 25 SHOW YOUR WORK! What time is it? 4 10 62  51 Place , = 99 100 Write the numbers: 6 tens, 5 ones 2 tens, 12 ones Oliver had 14 pennies. He gave 4 to Karl. How many pennies did
More informationSecond Grade Fourth Nine Week Study Guide
Second Grade Fourth Nine Week Study Guide Use the study guide to help prepare your child for the fourth nineweek math assessment. The following standards will be assessed on this test. 2.G.1 1. Tom drew
More informationMultiplication and Area
Grade 3 Module 4 Multiplication and Area OVERVIEW In this 20day module students explore area as an attribute of twodimensional figures and relate it to their prior understandings of multiplication. In
More information17 9 = = = = = = = = = 12. Choose the correct answer.
Page 1 Choose the correct answer. 1. Which shows a related addition fact? 17 9 = 8 17 + 9 = 26 9 8 = 1 8 + 9 = 17 25 8 = 17 2. There are 7 big dogs and 6 small dogs. Which number sentence shows how many
More informationScaffolded Math Practice. Daily Morning Work: 1 Quarter. 3 Grade. 45 Days
Scaffolded Math Practice Daily Morning Work: st 1 Quarter rd 3 Grade 45 Days Table of Contents Using this Product Pages 3 5 Weekly Skills Practiced Pages 6 10 Morning Work Pages Pages 11 56 Grading Rubric
More informationBracken County Schools Curriculum Guide Math. Grade 1 Unit 1: Number Computation Suggested Length: Ongoing
Grade 1 Unit 1: Number Computation Suggested Length: Ongoing Program of Studies 1. How are numbers used in our everyday life? NC2 order groups of objects according to quantity NC3 explore appropriate
More information