Download Math - Palisades School District

MATH
LENGTH OF TIME:
one year
GRADE LEVEL:
2
COURSE STANDARDS:
Students will:
1. Use numbers, number systems, and equivalent forms (including numbers, words,
objects, and graphics) to represent theoretical and practical situations. (M1a-f, M2ak)
2. Compute, measure, and estimate to solve theoretical and practical problems using
appropriate tools which include modern technology such as calculators and
computers. (M1a-f, M2a-k, M6a-h)
3. Apply the concepts of patterns, functions, and relations to solve theoretical and
practical problems. (M3a,d, M6a-h)
4. Formulate and solve problems while being able to communicate the mathematical
processes used and the reasons for using them. (M5a-c, M6a-h, M7a-c)
5. Understand and apply the basic concepts of algebra, geometry, probability, and
statistics to solve theoretical and practical problems. (M2a-k, M3a,d)
6. Evaluate and draw references from charts, tables, and graphs showing the
relationships between data and real-world situations. (M4a-f, M5a-c, M6a-h)
7. Make decisions based upon the collection, organization, analysis, and interpretation of
statistical data and predictions of outcomes based upon the application of probability.
(M4a-f, M5a-c, M6a-h)
RELATED NEW STANDARDS
M1
Arithmetic and Number Concepts
 count by 2's and 10's from any given 2 or 3 digit number
 construct fact families and extended fact families for + and  understand "What's My Rule?" routine using unknown rule
 extend addition and subtraction facts to tens and hundreds
 use a calculator to add 3 or more 2-digit numbers correctly
 add one digit numbers mentally
 use comparison symbols
 add three 1-digit numbers mentally
 count by 2's and 10's forward and backward from any 2 or 3-digit number
 multiply numbers with one as a factor
 solve addition and subtraction fact extensions mentally
 use multi-digit addition strategies
 know complements of 10
 identify place values in 3-digit numbers
 write 2 and 3-digit numbers from dictation
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read 3 and 4-digit numbers
read and write (from dictation) 4-digit numbers
shade requested fractional parts of a region
give fraction name for a shaded part of a region
show coins for a given amount of money using penny, nickel, dime and
quarter
knows cent values of nickel, dime, quarter, half-dollar and dollar
knows exchange values among US coins
use equivalent coins to show money amounts
use a calculator for entering and computing money amounts
understand the concept of equivalent number names for 2 and 3-digit numbers
M2
Geometry and Measurement
 use linear measuring tools
 identify common 3D shapes such as prisms, cylinders, pyramids, cones and
spheres
 draw given line segments
 use a ruler, tape measure, meter/yard stick correctly
 show progress with calendar concepts and skills
M3
Function and Algebra Concepts
 use comparison symbols <, >, = correctly
 uses linear patterns to solve problems: one quantity determines another one
(repeated pattern); one quantity determines another quantity in a functional
relationship (number of people and total number of eyes)
 uses letters, boxes or other symbols to stand for any number in simple
situations with concrete materials
M4
Statistics and Probability Concepts
 collect and predict class data through daily routines
 collect and predict individual data
 use individual and class data to make comparisons (e.g. shortest, tallest, etc.)
 record and make prediction on the frequency of various events (e.g. weather,
bed times)
 sort groups by attributes
 use various graphs to display data
 use a table to display data and frequency of events
 plot data on various graphs
 cooperatively graph data
 share observations about various graphs
 independently sort groups of attributes
 compare quantities from graphs
 read various graphs
 tally quantities and frequencies of events
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find median value of a data set
compare data from daily activities
compare data results of various events
finds all possible combinations with a limited number of variables
M5
Problem Solving and Mathematical Reasoning
 draw pictures to solve problems
 manipulate objects to solve a problem
 write word stories
 make a list to solve problems
 explain a solution to a number story
 determine which strategy can be used to solve a number problem
 compare and contrast patterns
 compare and contrast number stories and their solutions
 use mathematical rules in different contexts
 apply strategies to solve curriculum integrated problems
M6
Mathematical Skills and Tools
 tell time to 5 minute intervals
 use equivalent coins to show money amounts
 demonstrate calendar concepts and skills
 use a calculator to add 3 or more 2-digit numbers
 use a rules, tape measure, meter/yard stick
 use a calculator for entering and computing money amounts
 uses recall, mental computations, pencil and paper, measuring devices,
manipulatives, calculators, computers to achieve solutions
M7
Mathematical Communication
 write 2 and 3-digit numbers from dictation
 read 3 and 4-digit numbers
 write addresses correctly
 uses appropriate mathematical terms, vocabulary and language based on prior
conceptual work
 shows mathematical ideas in a variety of ways, including words, numbers,
symbols, picture, charts, graphs, tables and diagrams
 explains solutions to problems clearly and logically and supports solutions
with evidence in both oral and written work
RELATED PENNSYLVANIA STATE STANDARDS
1. Number Sense, Properties, Operations
A. Decimals
B. Fractions
C. Estimation and Rounding
D. Whole Number Operations
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2. Measurement
A. Area, Perimeter and Volume
B. Reasonable Measurement Units and Estimates
C. Solving Problems Involving Measurement Units
3. Geometry
A. Identification and Properties of Geometric Shapes
B. Lines and Angles
C. Visualizing Constructed and Changed Shapes
4. Data Analysis, Statistics and Probability
A. Interpreting Graphs
B. Probability and Statistics
5. Algebra and Functions
A. Finding Unknown
B. Patterns
PERFORMANCE ASSESSMENTS:
Students will demonstrate achievement of the standards by:
1. Objective tests using pencil, paper, and calculator activities with/without rubrics.
(Course Standards 1-7)
2. Demonstration of the problem solving process with routine and non-routine problems.
(Course Standards 1-7)
3. Oral questioning and interviewing. (Course Standards 1-7)
4. Self and peer assessment. (Course Standards 1-7)
5. Teacher observation at completion of task or activity. (Course Standards 1-7)
6. Student portfolio to maintain student work. (Course Standards 1-7)
7. Math journal. (Course Standards 1-7)
8. Oral or written presentation to demonstrate a solution, concept, project, survey, etc.
with/without rubrics. (Course Standards 1-7)
9. Free response questions with/without rubrics. (Course Standards 1-7)
10. Class and homework assignments. (Course Standards 1-7)
DESCRIPTION OF COURSE:
This course stresses the fundamentals, application, and appreciation of mathematics. The
course focuses on the NCTM Standards suggested for second grade to include problem
solving, communication with the use of math language, reasoning ,estimation, number
sense and numeration, whole number concepts and computation, geometry, measurement,
fractions, patterns, statistics, and probability. Technology will be integrated throughout
the course.
The course will be presented to the students in a manner that appropriately follows the
district’s Developmentally Appropriate Practices Program. Instruction will include, but
not be limited to: addition and subtraction facts through 18; numeration and place value
through 999 (including skip counting 2,3,5,10); identifying coin currency; comparing
money amounts through $1.99; determine and compare times by the hour, half-hour, and
five minutes; calendar days, weeks, and months; measurement units including centimeter,
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inch, liter, cups, pints, quarts, gallons, kilogram and pound; addition and subtraction of
two and three digit whole numbers with limited renaming; multiplication by twos, threes,
fours, and fives; construct and name squares, rectangles, triangles, circles; writing
fractions and diagrams including halves, thirds, fourths, and tenths; constructs bar graphs,
charts, pictographs, surveys, and tallies; with problem solving skills, estimation abilities,
and technology integrated throughout the course.
TITLES OF UNITS:
1. Number sense and operations
12 weeks
2. Measurement
4 weeks
3. Probability and statistics
6 weeks
4. Patterns and geometry
4 weeks
5. Time and money
4 weeks
6. Problem solving, estimation, and technology are appropriately integrated throughout
SAMPLE INSTRUCTIONAL STRATEGIES:
1. Teacher/student made activities
2. Teacher/student led discussions and activities
3. Problem solving strategies
4. Calculators and computers
5. Individual and group explorations and investigations
6. Games and manipulatives
7. Written explanations and journal activities
8. Teacher/peer modeling
9. Math Word Wall
MATERIALS:
1. Everyday Mathematics: The University of Chicago School Mathematics Project,
Everyday Learning Corporation, 1999, Chicago, Illinois.
2. Calculators
3. Computers
4. Enrichment materials
5. Computer software
6. Standard related games and manipulatives
7. Base 10 blocks
METHODS OF ASSISTANCE AND ENRICHMENT:
A.
Assistance
1. IST
2. Cooperative groups
3. ADAPT
4. Peer helpers
5. Volunteers/tutors
6. Flexible/modified grouping
7. Re-teaching with alternative strategies
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8. Extended instructional time
B.
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7.
Enrichment
Modified curriculum
Peer tutoring
Modified testing
Math journal and/or projects
Individual mathematical investigations
IST
PAL
PORTFOLIO DEVELOPMENT:
1. Teacher/student assessments
2. Math journals
3. Individual/group investigations, projects, and/or activities
4. Written explanation of problem solving strategies
5. Student reflections
6. End of the year assessment task (measure all skills)
7. District developed four problem solving tasks (measure all focused problem solving
strategies)
METHODS OF EVALUATION:
1. Teacher/student checklists
2. Individual/group tests
3. Investigations, projects, and/or journals
4. Problem solving activities
5. Written and oral presentations
6. End of the year assessment tasks
7. District developed four problem solving tasks
INTEGRATED ACTIVITIES:
1.
Concepts
-demonstrate knowledge of the basic concepts and principles for the above
mentioned standards
2.
Communication
-compose and make oral presentations using appropriate mathematical language
-written entries in math journal using appropriate mathematical terms and
vocabulary
-explains solutions and strategies clearly and logically with supporting evidence
-listen to, and understand, oral math presentations
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3.
Thinking/Problem Solving
-apply the concepts of the above mentioned standards to formulate and solve
problems
-make critical judgments using the learned skills
-draw conclusions and show relationships in mathematical settings
-make decisions and predictions based upon the application of learned skills
4.
Application of Knowledge
-use learned skills to solve authentic problems
-exhibit skills with calculators and computers
-examine, evaluate, and solve routine and non-routine problems
5.
Interpersonal Skills
-work cooperatively with others on projects and investigations
-work effectively with others on projects and investigations
-communicate effectively using appropriate mathematical language
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