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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