2nd grade mathematics pacing guide and curriculum map

Scott County Public Schools

TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING

2011-2012 2nd

Mathematics Grade

Pacing Guide and Curriculum Map

Scott County Public Schools

TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING

Introduction Scott County Elementary Teachers, It is my hope that this new pacing guide and curriculum map for the Kentucky Core Academic Standards (KCAS)

will provide you with a wealth of instructional material to ensure at least one year’s worth of growth for every single

child that you come into contact with over the course of the school year. As you begin to look through the document, you

will first see that it is designed differently than what we have used before. Please allow me to describe each of the

different sections in detail.

Pacing Guide Each grade level and content area will begin with a one-page pacing guide overview for the year. This pacing guide is

designed with a few different purposes in mind: a) Provide continuity within all elementary schools in Scott County so

that students who transfer from school to school will not miss large chunks of instruction, b) Allow each school to have

the flexibility to group concepts within a specific 9 weeks in a sequence that is most appropriate for them. You will

notice that for each 9 weeks, the specific clusters (math) and strands/clusters (ELA) that the students need to learn are

listed. The strands and clusters are listed in a suggested order for each 9 weeks, however, as long as all concepts are

covered within that specific 9 week period, each school may determine a slightly different sequence within the 9 weeks.

This, hopefully, will allow schools to continue, as necessary, any specific scope and sequence within a strong

instructional program that has proven success in raising student achievement (Everyday Math, etc.). The pacing guide

provides a broad overview of when during the year, specific concepts should be taught.

Curriculum Map The curriculum map is a much more specific piece of the document. The curriculum map provides each standard

deconstructed into smaller learning targets. Each of these learning targets has then been rewritten in student friendly

language and, in some cases, has success criteria added. The purpose of having the specific learning targets in student

friendly language with success criteria is to communicate it to the students at the beginning of each lesson (verbally and by

posting on the board) in order to help them take more ownership and accountability for their own learning. Words and

phrases that show up in parentheses in the student friendly targets are teacher information and can be removed before

posting on the board.

You will notice that in some cases, a specific standard shows up in multiple 9 week blocks. When that happens, please

pay special attention as it may mean that the intent is to review previously learned content or it may mean that different

targets within that standard are being taught each time.

Within the curriculum map you will also see additional columns that have been intentionally left blank for the 2011-2012

school year. Please use the columns for assessments, resources, and differentiation to record what you do for each during

this school year. At the end of the year, we will begin to add them to the district document.

As always, please keep in mind that this is a living, breathing document and as such will never be “finished.” We will

continually work to improve it as we collaborate together for the benefit of our students.

- Matt Thompson, Director of Elementary Schools 6/24/11

This document would not have been possible without the tireless efforts of the following teachers and administrators: Thank you so much for all your work!!!

Anne Mason Eastern Garth Northern Southern Stamping Ground Western Ruthie Adams

Maria Bennett

Amy Brannock

Crissy Ellison

Elizabeth Gabehart

Jessica Grant

Missie Hickey

Christa Kelly

Robin Lowe

Ashlee McCullough

Carla Prather

Paula Richey

Leah Riney

Annie Starnes

Ashley Beckett

Dana Boggs

Andrea Caudill

Stephanie Chenault

Ed Denney

Amanda Ford

Meghan Hillman

Lori Beth Mays

Jaime Moore

Rebecca Sargent

Morganne Vance

Rusty Andes

Ginny Barnes

Lori Bergman

Donna Cox

Amanda Featherston

Lisa Hanson

Rachel Lukacsko

Melissa Mullins

Angela Perkins

Misty Portwood

Theresa Shoup

Mary Frances Watts

Lori Wise

Kelley Bush

Monica Campbell

Melissa Chandler

Stephanie Foley

Debra Hunley

Judi Hunter

Wanda Johnson

Micah Rumer

Brittany Thomas

Marcie Ward

Tracey Werkheiser

Olivia Winkle

Dana Young

Bryan Blankenship

Laura Brock

Brooke Donovan

Marsha Downey

Jennifer Fraley

Jean Gillespie

Lori Graves

Judy Halasek

Shannon Marshall

Tammy Moore

Angela Schmidt

Angie Wallace

Robyn Bays

Stacey Carpenter

Kim Duncan

Betsy Fredericks

Amy Fryman

Wendy Holbrook

Jill Ingram

Paul Krueger

Bettie Ann Monroe

Jessica Napier

Kendle Nicholson

Sarah Price

Debbie Walker

Amy Baker

Corbie Bennett

Tammy Bisotti

Cari Bradley

Shannon Christopher

Peggy Cullen

Dorothy Daley

Cathy Gaebler

Deborah Haddad

Laura Johnson

Jeanne Keller

Amy McGuire

Heidi Mullins

Janet Parker

Lerin Parker

Terri Sutton

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Domain Key CC OA NBT NF MD G

Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry

Scott County Pacing Guide

Second Grade Mathematics

1Nine

Weeks

st 2.MD: Relate addition and subtraction to length

• 2.MD.6

2.NBT: Understand place value

• 2.NBT.2

2.OA: Work with equal groups of objects to gain foundations for multiplication

• 2.OA.3


• 2.NBT.1ab

2.NBT: Use place value understanding and properties of operations to add and subtract

• 2.NBT.8


• 2.NBT.3 • 2.NBT.4

2.OA: Add and subtract within 20


2Nine

Weeks

nd 2.NBT: Use place value understanding and properties of operations to add and subtract

• 2.NBT.8 • 2.NBT.7 • 2.NBT.6 • 2.NBT.5

3Nine

Weeks

rd 2.NBT: Use place value understanding and properties to add and subtract

• 2.NBT.9

2.OA: Represent and solve problems involving addition and subtraction

• 2.OA.1

2.MD: Work with time and money • 2.MD.7 • 2.MD.8

2.MD: Relate addition and subtraction to length

• 2.MD.6

2.MD: Measure and estimate lengths in standard units

• 2.MD.1 • 2.MD.2 • 2.MD.3 • 2.MD.4

4Nine

Weeks

th 2.MD: Relate addition and subtraction to length

• 2.MD.5 2.MD: Represent and interpret data

• 2.MD.9 • 2.MD.10

2.G: Reason with shapes and their attributes • 2.G.1 • 2.G.2 • 2.G.3


• 2.OA.4

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Make sense of problems

and persevere in solving

them.

Reason abstractly and

quantitatively.

Construct viable arguments

and critique the reasoning

of others.

Model with mathematics. Use appropriate tools

strategically.

Attend to precision. Look for and make use of

structure.

Look for and express

regularity in repeated

reasoning.

Scott County Schools 2nd Grade Mathematics

9 Weeks Grade.Content.Standard Overall Standard Type

1st 2

nd 3

rd 4

th 2.MD.6 K R S P

Domain Standard

Measurement and Data Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points

corresponding to the numbers 0, 1, 2… and represent whole-number sums and differences within 100 on a

number line diagram. Cluster

Relate addition and subtraction to length.

Assessments Vocabulary Resources Differentiation

Target

#

Target

Type

State Target Student Friendly Target Success Criteria

(If Appropriate)

Bold = First time ever Plain = previously

introduced

* = defined in glossary

Printed Resources

Technology Manipulatives Strategies Remediation Extension ESL

1 K Represent whole numbers

from 0 on a number line

with equally spaced points.

I can represent (show) a

number line with equal

spaces between the

numbers.

Equal spaces

Number line

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Make sense of problems and persevere in solving

them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning

of others.

Model with mathematics. Use appropriate tools strategically.

Attend to precision. Look for and make use of structure.

Look for and express regularity in repeated

reasoning.


9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.NBT.2 K R S P

Domain Standard Number and Operations in Base Ten Count within 1000; skip-count by 5s, 10s, and 100s.

Cluster Understand place value

Assessments Vocabulary Resources Differentiation Target

# Target Type

State Target Student Friendly Target Success Criteria (If Appropriate)

Bold = First time ever Plain = previously introduced * = defined in glossary

Printed Resources


1

K Count within 1000

I can count forward and backward up to 1000 (beginning with any number).

Skip-count

2 I can tell the number that comes before, after, and in-between given numbers (1-1000).

3 I can recognize and identify ordinal numbers.

4 K Skip-count by 5s I can skip count forward and backward by 5s (beginning with any multiple of 5).

5 K Skip-count by 10s I can skip count forward and backward by 10s (beginning with any number).

6 K Skip-count by 100s I can skip count forward and backward by 100 (beginning with any number).

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.OA.3 K R S P

Domain Standard Operations and Algebraic Thinking Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by paring

objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

Cluster Work with equal groups of objects to gain foundations for multiplication.


# Target Type



Printed Resources


1 K Count a group of objects up to 20 by 2s.

I can count a group of objects up to 20 by 2s.

Addend Equation* Equal to Even Odd Objects Sum Count

2 K Recognize in groups that have even numbers objects will pair up evenly

I can recognize that even number objects will have a match/partner.

3 K Recognize in groups of odd numbers objects will not pair up evenly.

I can recognize that odd number objects will not have a match (pair) but will have one left over.

4 K I can define addend and sum.

5 R Determine whether a group of objects is odd or even, using a variety of strategies.

I can decide whether a group of objects is even or odd using many strategies.

6 R Generalize the fact that all even numbers can be formed from the addition of 2 equal addends.

I can recognize that adding the same two addends gives me an even sum.

This means I can recognize that doubles facts combine to make an equal sum.

7 R Write an equation to express a given even number as a sum of two equal addends

I can write an equation to show that adding the same two addends produces an even sum.

This means I can write a doubles fact to get an even sum.

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Domain Standard Number and Operations in Base Ten Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g.,

706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens – called a “hundred.” b. 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).

Cluster Understand Place Value


# Target Type



Printed Resources


1

K Explain the value of each digit in a 3-digit number

I can explain the value of each digit in a 2-digit number.

Base ten numerals (teacher only)* Bundle* Digit Expanded form* Standard unit* Word form*

2 I can explain the value of each digit in a 3-digit number.

3 K Identify a bundle of 10 tens as a “hundred.”

I can identify how much a bundle of 10 tens is.

4 R Represents a three digit number with hundreds, tens, and ones.

I can show a number (three digit) with hundreds, tens, and ones.

This means that I can show how many hundreds, tens, and ones are in a number using base ten blocks, standard form, word form, and expanded form.

5 R Represent 200, 300, 400, 500, 600, 700, 800, 900 with one, two, three, four, five, six, seven, eight, or nine hundreds and 0 tens and 0 ones.

I can show how many hundreds, tens, and ones are in each hundred 200 through 900.

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Domain Standard Number and Operations in Base Ten Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number

100-900. Cluster Use place value understanding and properties of operations to add and subtract.


# Target Type



Printed Resources


1 K Know place value within 1000.

I can identify the place value for digits in numbers up to 1000.

Mental strategies

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Domain Standard Number and Operations in Base Ten Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Cluster Understand place value


# Target Type



Printed Resources


1 K Know what expanded form means.

I can tell and show what expanded form means.

Numeral (teacher only)*

2 K Recognize that the digits in each place represent amounts of thousands, hundreds, tens, or ones.

I can recognize that the digits in an number stand for different values (thousands, hundreds, tens, or ones).

3 K Read numbers to 1000 using base ten numerals

I can read numbers to 1000 (base ten).

4 K Read numbers to 1000 using number names

I can read number words to 1000.

5 K Read numbers to 1000 using expanded form

I can read numbers in expanded form to 1000.

6 K Write numbers to 1000 using base ten numerals

I can write (base ten) numbers to 1000.

7 K Write numbers to 1000 using number names.

I can write number words to 1000.

8 K Write numbers to 1000 using expanded form.

I can write numbers in expanded form to 1000.

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Domain Standard Number and Operations in Base Ten Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and

< symbols to record the results of comparisons. Cluster Understand place value


# Target Type



Printed Resources


1

K Know the value of each digit represented in the three-digit number.

I can tell and show the value of each digit shown in a two-digit number.

Comparison Compare Greater than Less than Equal to Place value* Value*

2 I can tell and show the value of each digit shown in a three-digit number.

3 K Know what each symbol represents >, <, and =.

I can tell and show what <, >, and = mean.

4 R Compare two three-digit numbers based on place value of each digit.

I can compare two three-digit numbers.

This means I can use what I know about place value to show if a number is greater than, less then, or equal to other numbers.

5 R Use >, =, and < symbols to record the results of comparisons.

I can compare two numbers using the symbols <, >, and =.

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strategically.


structure.



reasoning.



1st 2

nd 3

rd 4

th 2.OA.2 K R S P

Domain Standard

Operations and Algebraic Thinking Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all

sums of two one-digit numbers. Cluster

Add and subtract within 20.


Target

#

Target

Type


(If Appropriate)


introduced


Printed Resources


1 K Know mental strategies for

addition and subtraction

I can add and subtract

using many mental

strategies.

Addition

Subtraction

Sum

Doubles*

Doubles plus 1*

Mental strategies

Skip counting

One digit

numbers

2 K Know from memory all

sums of two one-digit

numbers

I can memorize sums of

two one-digit numbers.

3

R

Apply mental strategies to

add and subtract fluently

within 20

I can quickly add numbers

(within 20) using mental

strategies.

This means I can add and

subtract using different

ways I have learned

(doubles, doubles plus one,

counting on, skip counting,

properties of operations,

etc.)

4 I can quickly add and

subtract numbers (within

20) using mental strategies.

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Domain Standard Operations and Algebraic Thinking Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by paring

objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

Cluster Work with equal groups of objects to gain foundations for multiplication.


# Target Type



Printed Resources


1 K Count a group of objects up to 20 by 2s.

I can count a group of objects up to 20 by 2s.

Addend Equation* Equal to Even Odd Objects Sum Count

2 K Recognize in groups that have even numbers objects will pair up evenly

I can recognize that even number objects will have a match/partner.

3 K Recognize in groups of odd numbers objects will not pair up evenly.

I can recognize that odd number objects will not have a match (pair) but will have one left over.

4 K I can define addend and sum.

5 R Determine whether a group of objects is odd or even, using a variety of strategies.

I can decide whether a group of objects is even or odd using many strategies.

6 R Generalize the fact that all even numbers can be formed from the addition of 2 equal addends.

I can recognize that adding the same two addends gives me an even sum.

This means I can recognize that doubles facts combine to make an equal sum.

7 R Write an equation to express a given even number as a sum of two equal addends

I can write an equation to show that adding the same two addends produces an even sum.

This means I can write a doubles fact to get an even sum.

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Domain Standard Number and Operations in Base Ten Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number

100-900. Cluster Use place value understanding and properties of operations to add and subtract.


# Target Type



Printed Resources


1 K Know place value within 1000.

I can identify the place value for digits in numbers up to 1000.

Mental strategies

2 R Apply knowledge of place value to mentally add or subtract 10 or 1000 to/from a given number 100-900.

I can add or subtract 10 or 100 in my head to any number between 100 and 900.

This means that when I am given a number between 100 and 900, I can tell what 10 more, 10 less, 100 more, and 100 less is without using paper.

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Domain Standard Number and Operations in Base Ten 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 three-digit 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.

Cluster Use place value understanding and properties of operations to add and subtract.


# Target Type



Printed Resources


1 K Understand place value within 1000.

I can identify and show the place value for the digits in a number.

Compose* Decompose* Strategy*

2 K Define compose I can define compose. 3 K Define decompose I can define decompose. 4 K Decompose any number

within 1000 into hundred(s), ten(s), and one(s).

I can decompose any number (within 1000) into hundreds, tens, and ones.

This means I can split a number and show how many hundreds, tens, and ones are in it.

5 R Choose an appropriate strategy for solving an addition or subtraction problem within 1000.

I can choose the strategy that is most appropriate and solve an addition problem. (making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier known sums, counting up, etc.)

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6 R Choose an appropriate strategy for solving an addition or subtraction problems within 1000.

I can choose the strategy that is most appropriate and solve a subtraction problem. (decomposing a number leading to a ten, using the relationship between addition and subtraction, counting up/back, etc.)

7 R Relate the chosen strategy (using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction) to a written method (equation) and explain the reasoning used.

I can use a strategy to solve a math problem and explain in writing why it works.

8

R

Use composition and decomposition of hundreds and tens when necessary to add and subtract within 1000.

I can compose numbers to add and subtract (within 1000).

This means I can put numbers together in order to add or subtract.

9 I can decompose numbers to add and subtract (within 1000)

This means I can take numbers apart in several ways in order to add or subtract.

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Domain Standard Number and Operations in Base Ten Add up to four two-digit numbers using strategies based on place value and properties of operations.

Cluster Use place value understanding and properties of addition to add and subtract.


# Target Type



Printed Resources


1 K Know strategies for adding two digit numbers base don place value and properties of operations.

I can identify strategies for adding two-digit numbers.

Two-digit numer

2 R Use strategies to add up to four two-digit numbers.

I can use different strategies to add up to four two-digit numbers.

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Domain Standard Number and Operations in Base Ten Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or

the relationship between addition and subtraction. Cluster Use place value understanding and properties of addition to add and subtract.


# Target Type



Printed Resources


1

K Know strategies for adding and subtracting based on place value.

I can identify different strategies for adding (using place value).

Add Compose* Decompose* Equivalent Fact family Fluently Properties of operations*

2 I can identify different strategies for subtracting (using place value).

3 K Define properties of operation.

I can identify the rules for addition and subtraction.

4

K Know strategies for adding and subtracting based on properties of operations.

I can identify different strategies for addition.

5 I can identify different strategies for subtraction.

6

K

Know strategies for adding and subtracting based on the relationship between addition and subtraction.

I can identify fact families and other strategies that help add and subtract.

7 I can define estimation. 8

R

Choose a strategy (place value, properties of operations, and/or the relationship between addition and subtraction) to fluently add and subtract within 100.

I can choose the strategy that is most appropriate and solve an addition problem.

This means I can look at an addition problem and decide which strategy would best help me solve it accurately. I can use that strategy to solve the problem.

9 R Choose a strategy (place I can choose the strategy This means I can look at a

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value, properties of operations, and/or the relationship between addition and subtraction) to fluently add and subtract within 100.

that is most appropriate and solve a subtraction problem.

subtraction problem and decide which strategy would best help me solve it accurately. I can use that strategy to solve the problem.

10 R Choose a strategy (place value, properties of operations, and/or the relationship between addition and subtraction) to fluently add and subtract within 100.

I can use estimation to check my answers for addition and subtraction problems.

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Domain Standard Number and Operations in Base Ten Explain why addition and subtraction strategies work, using place value and the properties of operaton.

*Explanations may be supported by drawings or objects.

Cluster Use place value understanding and properties of operations to add and subtract.


# Target Type



Printed Resources


1

K

Know addition and subtraction strategies using place value and properties of operations related to addition and subtraction.

I can identify strategies that use place value to help add and subtract.

Addition Subtraction Place Value* Properties of operations*

2 I can identify strategies that use properties of operations to help add and subtract.

3 R Explain why addition and subtraction strategies based on place value and properties of operations work.

I can explain why strategies that use place value and properties of operations work.

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Domain Standard Operations and Algebraic Thinking Use addition and subtraction within 100 to solve one- and two-step 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.

Cluster Represent and solve problems involving addition and subtraction


# Target Type



Printed Resources


1 K Identify the unknown in an addition or subtraction word problem.

I can identify the unknown (missing number) in an addition or subtraction word problem.

Addition Subtraction Equivalent* One-step word problems Two-step word problems Word problem

2

K Write an addition and subtraction equation with a symbol for the unknown

I can define an equation. 3 I can write an addition or

subtraction equation with a symbol for the unknown number.

4

R Use drawings or equations to represent one- and two-step word problems

I can show one-step word problems through pictures or equations.

5 I can show two-step word problems through pictures or equations.

6

R

Add and subtract within 100 to solve one-step word problems with unknowns in all positions (see page 88 in glossary in original common core document)

I can add (within 100) to solve one-step word problems with unknowns (in any position).

This means I can decide what numbers I know, what number is missing, and what operation to use in a one-step word problem.

7 I can subtract (within 100) to solve one-step word problems with unknowns (in any position).

8 R Add and subtract within I can add and subtract This means I can decide

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100 to solve two-step word problems in all positions

(within 100) to solve two-step word problems with unknowns (in any positions).

what numbers I know, what numbers are missing, and which two operations to use in a 2-step word problem.

9 R Determine operation needed to solve addition and subtraction problems in situations including add to, take from, put together, take apart, and compare.

I can decide if I need to add or subtract using words from the word problem (add to, take from, put together, take apart, compare).

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.MD.7 K R S P

Domain Standard Measurement and Data Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Cluster Work with time and money.


# Target Type



Printed Resources


1 K Tell time using analog clocks to the nearest 5 minutes.

I can tell time on an analog clock to the nearest 5 minutes.

a.m. p.m. Analog clock Digital clock Hour hand Minute hand Time

2 K Tell time using digital clocks to the nearest 5 minutes.

I can tell time on a digital clock to the nearest 5 minutes.

3 K Write time using analog clocks and digital clocks.

I can write what time it is after looking at an analog and digital clock.

4 K Identify the hour and minute hand on an analog clock.

I can identify which hand is the hour hand and which hand is the minute hand.

5 K Identify and label when a.m. and p.m. occur.

I can identify and label a.m. and p.m. times with appropriate events.

6 R Determine what time is represented by the combination of the number on the clock face and the position of the hands.

I can tell what time is represented by the hands on an analog clock.

This means I can look at the numbers and where the hands are on an analog clock and tell what time it is.

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Domain Standard Measurement and Data 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? Cluster Work with time and money.


# Target Type



Printed Resources


1 K Identify and recognize the value of dollar bills, quarters, dimes, nickels, and pennies.

I can identify the value of dollar bill, quarters, dimes, nickels, and pennies.

Money Dollar sign Cent sign Dollar Dime Nickel Penny Quarter Symbol

2 K Identify the $ and ¢ symbol.

I can identify what the $ and ¢ are.

3 R Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and ¢ symbols appropriately.

I can solve money word problems and label the answer with the correct money symbols.

This means I can solve word problems with money and decide whether to label the answer with a $ or ¢.

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Domain Standard Measurement and Data Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points

corresponding to the numbers 0, 1, 2… and represent whole-number sums and differences within 100 on a number line diagram.

Cluster Relate addition and subtraction to length.


# Target Type



Printed Resources


1 K Represent whole numbers from 0 on a number line with equally spaced points.

I can represent (show) a number line with equal spaces between the numbers.

Equal spaces Number line

2 R Explain length as the distance between zero and another mark on the number line diagram.

I can explain that length is the number of equal spaces between zero and another mark on the number line.

3 R Use a number line to represent the solution of whole-number sums and differences related to length within 100.

I can use a number line to solve addition and subtraction problems (within 100).

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Domain Standard Measurement and Data Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter

sticks, and measuring tapes. Cluster Measure and estimate lengths in standard units.


# Target Type



Printed Resources


1

K Identify tools that can be used to measure length.

I can identify different tools that are used to measure how long something is.

Centimeters Inches Feet/foot Length Meters Measure Objects Tools* Units*

2 I can define standard and nonstandard units.

3 K Identify the unit of length for the tool used (inches, centimeters, feet, meters)

I can identify the unit of measurement for the tool I use.

This means I can look at the tool and decide what units it measures in.

4 R Determine which tool to use to measure the length of an object.

I can decide which tool to use to measure the length of an object in standard units.

This means I can see what needs to be measured and then pick the appropriate tool to use to measure its length.

5 S Measure the length of objects by using appropriate tools.

I can measure the length of objects using the correct tool.

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Domain Standard Measurement and Data 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. Cluster Measure and estimate lengths in standard units.


# Target Type



Printed Resources


1 K Know how to measure the length of objects with different units.

I can measure how long something is using two different units.

Compare Length Measure Objects Units*

2 R Compare measurements of an object taken with two different units.

I can measure an object using different units and compare the results.

3 R Describe why the measurements of an object taken with two different units are different.

I can measure an object using two different units and tell why the measurements are different.

4 R Explain the length of an object in relation to the size of the units used to measure it.

I can explain how the length of an object is related to the size of the units I used to measure it.

This means I can explain why the smaller the units the larger the measurement. For example, there will be more centimeters than inches when measuring because centimeters are smaller.

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Domain Standard Measurement and Data Estimate lengths using units of inches, feet, centimeters, and meters.

Cluster Measure and estimate lengths in standard units.


# Target Type



Printed Resources


1 K Know strategies for estimating length.

I can identify ways to estimate length.

Centimeters Estimate Feet/foot Inches Identical wholes* Length Meters Units* Reasonable

2 K Recognize the size of inches, feet, centimeters, and meters.

I can identify how long inches, feet, centimeters, and meters are.

3 R Estimate lengths in units of inches, feet, centimeters, and meters.

I can estimate how long objects are in inches, feet, centimeters, and meters.

4 R Determine if estimate is reasonable.

I can decide if an estimate is reasonable.

This means I can compare an estimate to the actual object to see if the estimate is reasonable.

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Domain Standard Measurement and Data Measure to determine how much longer one object is than another, expressing the length difference in

terms of a standard length unit. Cluster Measure and estimate lengths in standard units.


# Target Type



Printed Resources


1 K Name standard length units I can name standard units of length.

Objects Standard units*

2 R Compare lengths of two objects.

I can compare the lengths of two different objects.

This means I can tell how the lengths of two objects are similar and different after measuring them.

3 R Determine how much longer one object is than another in standard length units.

I can figure out how much longer one object is than another object and show the difference in standard units.

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Domain Standard Measurement and Data Use addition and subtraction within 100 to solve word problems involving lengths that are given in the

same units, e.g., by using drawing (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

Cluster Relate addition and subtraction to length.


# Target Type



Printed Resources


1 K Add and subtract lengths within 100.

I can add and subtract lengths.

Equation* Word problems

2 R Solve word problems involving lengths that are given in the same units.

I can solve length word problems when all the units are the same.

3 R Solve word problems involving length that have equations with a symbol for the unknown number.

I can solve length word problems with unknown numbers.

This means I can read a word problem, write an equation with a symbol for the unknown number, and solve the equation.

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Domain Standard Measurement and Data 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 whole-number units.

Cluster Represent and interpret data.


# Target Type



Printed Resources


1 K Read tools of measurement to the nearest unit.

I can read measurement tools to the nearest unit.

Horizontal line plot/line plot* Measure Tools* Units* Whole number (teacher only) Whole unit (teacher only) Nearest unit

2 K Define a line plot. I can define a line plot. 3 K Define data I can define data. 4 R Represent measurement

data on a line plot. I can display measurement data on a line plot.

5 S Measure lengths of several objects to the nearest whole unit.

I can measure the lengths of several objects to the nearest whole unit.

6 S Measure lengths of objects by making repeated measurements fo the same object.

I can measure how long something is multiple times to double check my measurement.

7 P Create a line plot with a horizontal scale marked in whole numbers using measurements.

I can create and label a horizontal line plot using data from things I have measured.

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structure.



reasoning.



1st 2

nd 3

rd 4

th 2.MD.10 K R S P

Domain Standard

Measurement and Data Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four

categories. Solve simple put-together, take-apart, and compare problems using information presented in a

bar graph. Cluster

Represent and interpret data


Target

#

Target

Type


(If Appropriate)


introduced


Printed Resources


1 K Recognize and identify

picture graphs and bar

graphs

I can recognize and

identify picture graphs.

Bar Graph

Picture Graph

Categories

Data

2 K I can recognize and

identify bar graphs.

3 K Identify and label the

components of a picture

graph and bar graph.

I can identify and label the

parts of a picture graphs.

4 K I can identify and label the

parts of a bar graph.

5 R Solve problems relating to

data graphs by using

addition and subtraction.

I can solve addition and

subtraction problems about

data in picture graphs.

6 R I can solve addition and

subtraction problems about

data in bar graphs.

7 R Make comparisons

between categories in the

graph using more than, less

than, etc.

I can compare data in

graphs.

This means I can use the

terms more than, less than,

and equal to when

comparing data in a graph.

8 P Draw a single-unit scale

picture graph to represent a

given set of data with up to

four categories.

I can create a picture graph

with up to four categories

to represent data.

This means I can draw a

picture graph with 4

categories and include a

title, label, and key.

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strategically.


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reasoning.


9 P Draw a single-unit scale

bar graph to represent a

given set of data with up to

four categories.

I can create a bar graph

with up to four categories

to represent data.

This means I can draw a

bar graph with 4 categories

and include a title, labels,

and scale.

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reasoning.



1st 2

nd 3

rd 4

th 2.G.1 K R S P

Domain Standard

Geometry 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.

*Sizes are compared directly or visually, not compared by measuring.

Cluster

Reason with shapes and their attributes


Target

#

Target

Type


(If Appropriate)


introduced


Printed Resources


1 K Identify the attributes of

triangles, quadrilaterals,

pentagons, hexagons, and

cubes (e.g., faces, angles,

sides, vertices, etc.)

I can identify the attributes

of triangles.

Attributes

Cubes

Hexagon

Pentagon

Quadrilaterals

2 K I can identify the attributes

of quadrilaterals.

3 K I can identify attributes of

pentagons.


of hexagons.


of cubes.

6 K Identify triangles,

quadrilaterals, pentagons,

hexagons, and cubes based

on the given attributes.

I can identify different

shapes by their attributes

(triangles, quadrilaterals,

pentagons, hexagons, and

cubes).

This means that I can look

at attributes I am given and

tell what shape it is.

7 R Describe and analyze

shapes by examining their

sides and angles, not by

measuring.

I can describe a shape and

tell what shape it is after

looking at its sides and

angles.

8 R Compare shapes by their I can compare shapes using

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attributes. their attributes. 9 P Draw shapes with specific

attributes. I can draw a specific shape when given specific attributes.

This means I can look at attributes I am given and draw the shape.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.G.2 K R S P

Domain Standard Geometry Partition a rectangle into rows and columns of same-size squares and count to find the total number of

them. Cluster Reason with shapes and their attributes


# Target Type



Printed Resources


1 K Counts to find the total number of same size squares.

I can count to find the total number of same size squares.

Column Row Partition

2 K Defines partition I can define partition. 3 K Identify a row I can identify a row. 4 K Identify a column I can identify a column. 5. K I can draw rows and

columns inside a rectangle.

6 R Determine how to partition a rectangle into same-size squares.

I can decide how to divide (partition) a rectangle into same size squares.

This means I can use rows and columns to split a rectangle into equal size squares.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.G.3 K R S P

Domain Standard Geometry 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.

Cluster Reason with shapes and their attributes.


# Target Type



Printed Resources


1 K Identify two, three and four equal shares of a whole.

I can identify parts of a whole (two, three, and four equal shares).

Equal parts Fourths Halves Thirds Whole Identical shapes

2 K Describe equal shares using vocabulary: halves, thirds, fourths, half of, third of, etc.

I can describe equal parts by using fraction vocabulary (halves, thirds, fourths, half of, third of, etc.)

3 K Describe the whole as two halves, three thirds, or four fourths.

I can describe how many parts make up a whole object by using fraction vocabulary (two halves, three thirds, or four fourths.)

4

R Justify why equal shares of identical wholes need not have the same shape.

I can divide identical shapes into equal parts in different ways.

5 I can explain why identical shapes can be divided into equal parts in different ways.

This means I can give reasons why two identical shapes (like two rectangles of the same size and shape) can be split into fourths in different ways.

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Domain Standard Operations and Algebraic Thinking 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. Cluster Work with equal groups of objects to gain foundations for multiplication.


# Target Type



Printed Resources


1 K Write an equation with repeated equal addends from an array

I can write a repeated addition equation from an array.

Array* Repeated addition*

2 R Generalize the fact that arrays can be written as repeated addition problems.

I can prove that arrays can be written as repeated addition problems.

3 R Solve repeated addition problems to find the number of objects using rectangular arrays.

I can solve repeated addition problems using arrays.

This means I can use drawings of items in columns and rows to solve addition problems like 3 + 3 + 3.

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2nd grade mathematics pacing guide and curriculum map

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