Download 2 Math - Sallie B. Howard School

Sallie B Howard School
Instructional Guide
GRADE 2 MATHEMATICS
Course Name
TIME FRAME: FIRST GRADING PERIOD
SCOS GOALS AND OBJECTIVES
DETERMINE READINESS
Goal 1: The learner will read, write,
model and compute with whole
numbers through 999.
(a) Connect model, number word, and
number using a variety of representations.
(b) Read and write numbers.
(c) Compare and order.
(d) Rename
(e) Estimate
(f) Use a variety of models to build
understanding of place values (ones, tens,
hundreds).
1.03 Create, model, and solve problems
that involve addition, subtraction, and
equal grouping.
1.04 Develop FLUENCY with multi-digit
addition and subtraction through 999
using multiple strategies.
(a) Strategies for adding and subtracting
numbers.
(b) Estimation of sums and differences in
appropriate situations.
(c) Relationships between operations.
1.05 Create and solve (problems using
strategies such as modeling, composing
ESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLS
BENCHMARK ASSESSMENT
NUMBER SENSE
 Whole Numbers through 200
 Place Value
 Money as a manipulative
What is the relationship between addition and
subtraction?
How are different representations of numbers
used in real life?
How does pattern recognition help in problem
solving?
How can you model addition, subtraction, and
multiplication in different ways?
FLUENCY: 1.04
MAJOR CONCEPTS/SKILLS: 1.01
1
PACING
PACING:
5 Days
PCS Checklist
PACING: 15 Days
and decomposing quantities, using
doubles, and making tens and hundreds.
1.06 Define and recognize odd and even
numbers.
Goal 4: The learner will understand
and use data and simple probability
concepts.
4.01 Collect, organize, describe, and
display data using Venn diagrams (three
sets) and pictographs where symbols
represent multiple units (2’s, 5’s, 10’s).
STATISTICS
 Venn diagrams and pictographs
PACING: 14 Days
How can organizing data help in
understanding and making decisions?
How is data used in real life?
How do you display data?
Why would you need to collect data?
MAJOR CONCEPTS/SKILLS: 4.01
MAINTAIN CONCEPT/SKILLS:
 Line plots, tallies
Goal 1: The learner will read, write,
model and compute with whole
numbers through 999.
1.03 Create, model, and solve problems
that involve addition, subtraction, equal
grouping, and division into halves, thirds,
and fourths (record in fraction form).
1.05 Create and solve problems using
strategies such as modeling, composing
and decomposing quantities, using
doubles, and making tens and hundreds.
Goal 5: The learner will recognize and
represent patterns and simple
mathematical relationships.
5.01 Identify, describe, translate, and
extend repeating and growing patterns.
5.02 Write addition and subtraction
PATTERNS
 Number sentences
PACING: 8 Days
How are patterns used in the environment?
How can you use pattern blocks to make and
extend a pattern.
Why is it important to find a rule to describe a
pattern?
MAJOR: 5.02
MAINTAIN CONCEPT/SKILLS:
 Patterns
 Sort and Classify
2
number sentences to represent a problem;
use symbols to represent unknown
quantities.
1.01a,c,e,f (Numbers to 200), 1.03 (All
but division), 1.04a,b,c (Numbers to
200), 1.05, 1.06 (Numbers to 200),
4.01, 4.02, 5.01, 5.02
SPIRAL REVIEW/ASSESS
PACING: 3 Days
FLUENCY: 1.04
MAJOR CONCEPTS/SKILLS: 1.01, 4.01,
5.02
 Students will solve relevant and
authentic problems using appropriate
technology and apply these concepts as
well as those developed in earlier year.
MAINTAIN CONCEPTS/SKILLS:
 Line plots, tallies
 Patterns
 Sort and classify
TIME FRAME: SECOND GRADING PERIOD
ESSENTIAL QUESTIONS,
SCOS GOALS AND OBJECTIVES
BENCHMARKS, AND SKILLS
Goal 1: The learner will read, write,
NUMBER SENSE
model and compute with whole
 Numbers to 500
numbers through 999.
 Operations: Addition/subtraction
1.01 Develop number sense for whole
numbers through 999.
Why is place value an essential concept?
(a) Connect model, number word, and
number using a variety of representations. How do odd and even numbers relate to
(b) Read and write numbers.
dividing groups equally?
(c) Compare and order.
(d) Rename
What kind of pattern relates to odd and even
(e) Estimate
numbers?
(f) Use a variety of models to build
understanding of place values (ones, tens, FLUENCY: 1.04
3
PACING
PACING: 19 Days
hundreds).
1.04 Develop fluency with multi-digit
addition and subtraction through 999
using multiple strategies.
(a) Strategies for adding and subtracting
numbers.
(b) Estimation of sums and differences in
appropriate situations.
(c) Relationships between operations.
1.05 Create and solve (problems using
strategies such as modeling, composing
and decomposing quantities, using
doubles, and making tens and hundreds.
1.06 Define and recognize odd and even
numbers.
Goal 3: The learner will perform
simple transformations.
3.01 Combine simple figures to create a
given shape.
3.02 Describe the change in attributes as
two-and three-dimensional figures are cut
and rearranged.
Identify and make:
(a) Symmetric figures
(b) Congruent figures
Goal 2: The learner will recognize and
use standard units of metric and
customary measurement.
2.01 Estimate and measure using
appropriate units.
(a) Length (meters, centimeters, feet,
inches, yards).
(b) Temperature (Fahrenheit)
Goal 2: The learner will recognize and
use standard units of metric and
customary measurement.
MAJOR CONCEPTS/SKILLS: 1.01
GEOMETRY
PACING: 8 Days
How do symmetry and congruent figures
relate?
MAJOR CONCEPTS/SKILLS: 3.03
MEASUREMENT
 Length and temperature
TIME
 Introduce, but don’t assess until 3rd
quarter
What is the best way to estimate the length of
a football field or a crayon?
Why is there 60 minutes in an hour?
4
PACING: 15 Days
)
2.02 Tell time at the five-minute intervals.
When are estimations of time useful?
Estimate/measure the time
MAJOR CONCEPTS/SKILLS: 2.01, 2.02
1.01a-f (Numbers to 500), 1.03 (All but
division), 1.04a-c (Numbers to 500),
1.05, 1.06 (Numbers to 500), 2.01a,b,
3.01, 3.02, 3.03, 4.01, 5.01, 5.02
SPIRAL REVIEW/ASSESS
PACING: 3 Days
FLUENCY: 1.04
MAJOR CONCEPTS/SKILLS:
1.01, 2.01, 3.03
 Students will solve relevant and
authentic problems using appropriate
technology and apply these concepts as
well as those developed in earlier year.
TIME FRAME: THIRD GRADING PERIOD
ESSENTIAL QUESTIONS,
SCOS GOALS AND OBJECTIVES
BENCHMARKS, AND SKILLS
Goal 1: The learner will read, write,
NUMBER SENSE
model and compute with whole
 Numbers to 750
numbers through 999.
 Operations: Addition/subtraction
Develop number sense for whole numbers
through 999.
How can this be modeled in different ways?
(a) Connect model, number word, and
number using a variety of representations.
(b) Read and write numbers.
How do fractions relate to part-whole
(c) Compare and order.
relationships?
(d) Rename
5
PACING
PACING: 20 Days
(e) Estimate
(f) Use a variety of models to build
1.03 Create, model, and solve problems
that involve addition, subtraction, equal
grouping, and division into halves, thirds,
and fourths (record in fraction form).
1.04 Develop FLUENCY with multi-digit
addition and subtraction through 999
using multiple strategies.
(a) Strategies for adding and subtracting
numbers.
(b) Estimation of sums and differences in
appropriate situations.
(c) Relationships between operations.
1.05 Create and solve problems using
strategies such as modeling, composing
and decomposing quantities, using
doubles, and making tens and hundreds.
1.06 Define and recognize odd and even
numbers.
Goal 1: The learner will read, write,
model and compute with whole
numbers through 999.
1.02 Use area or region models and set
models of fractions to explore part-whole
relationships in context.
(a) Represent fractions (halves, thirds,
fourths) concretely and symbolically.
(b) Compare fractions (halves, thirds,
fourths) using models.
(c) Make different representations of the
same fraction.
(d) Combine fractions to describe parts of
a whole.
Goal 4: The learner will understand
and use data and simple probability
concepts.
FLUENCY: 1.04
MAJOR CONCEPTS/SKILLS: 1.01
NUMBER SENSE
 Fractions
PACING: 15 Days
How do you use geometric models to
understand fractions?
PROBABILITY
PACING: 7 Days
Why is probability an important mathematic
6
4.02 Conduct simple probability
experiments; describe the results and
make predictions.
1.01a-f (Numbers to 750),
1.03(Addition, Subtraction, Grouping,
Division of 2-digit by 1-digit),
1.04a-c (Numbers to 750), 1.05, 1.06
(Numbers to 750), 2.01a-d, 2.02, 4.01,
4.02, 5.01, 5.02


Assess time (2.02)
Spiral/assess geometry objectives
(3.01, 3.02, 3.03, 3.04)
concept?
MAJOR CONCEPTS/SKILLS: 4.02
SPIRAL REVIEW/ASSESS
PACING: 3 Days
FLUENCY: 1.04
MAJOR CONCEPTS/SKILLS: 1.01, 2.02,
4.02
 Students will solve relevant and
authentic problems using appropriate
technology and apply these concepts as
well as those developed in earlier year.
TIME FRAME: FOURTH GRADING PERIOD
ESSENTIAL QUESTIONS,
SCOS GOALS AND OBJECTIVES
BENCHMARKS, AND SKILLS
Goal 1: The learner will read, write,
NUMBER SENSE
model and compute with whole
 Numbers to 999
numbers through 999.
 Operations: Addition/subtraction
1.01 Develop number sense for whole
numbers through 999.
What patterns are found in numbers to 1000?
(a) Connect model, number word, and
number using a variety of representations.
(b) Read and write numbers.
(c) Compare and order.
MAJOR CONCEPTS/SKILLS: 1.01
(d) Rename
(e) Estimate
(f) Use a variety of models to build
understanding of place values (ones, tens,
hundreds).
7
PACING
PACING: 8 Days
1.03 Create, model, and solve problems
that involve addition, subtraction, equal
grouping, and division into halves, thirds,
and fourths (record in fraction form).
1.04 Develop fluency with multi-digit
addition and subtraction through 999
using multiple strategies.
(a) Strategies for adding and subtracting
numbers.
(b) Estimation of sums and differences in
appropriate situations.
(c) Relationships between operations.
1.05 Create and solve problems using
strategies such as modeling, composing
and decomposing quantities, using
doubles, and making tens and hundreds.
1.06 Define and recognize odd and even
numbers.
Goal 1: The learner will read, write,
model and compute with whole
numbers through 999.
1.03 Create, model, and solve problems
that involve addition, subtraction, equal
grouping, and division into halves, thirds,
and fourths (record in fraction form).
1.04 Develop FLUENCY with multi-digit
addition and subtraction through 999
using multiple strategies.
(a) Strategies for adding and subtracting
numbers.
(b) Estimation of sums and differences in
appropriate situations.
(c) Relationships between operations.
EXTENDED PROBLEM SOLVING/
INTERVENTION
MULTIPLICATION AND DIVISION
 Solve problems using addition,
subtraction, equal grouping and division
PACING: 17 Days
What is the relationship between division and
multiplication?
FLUENCY: 1.04
FLUENCY: 1.04
PACING: 10 Days
MAJOR CONCEPTS/SKILLS:
8
1.01a-f, 1.04a,b, 2.01a, 2.02, 3.03a,b, 4.01,
4.02, 5.02
 Students will solve relevant and
authentic problems using appropriate
technology and apply these concepts as
well as those developed in earlier year.
CONCEPTS/SKILLS TO MAINTAIN
 Patterns
 Sort and classify
 Line plots, tallies
9