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Striving toward greater focus and coherence throughContent Standards and Practice Standards

Waterloo Community Unit School District

Second GradeMathematics Curriculum Map

Waterloo School District

How to Read the Grade Level Content Standards

Standards define what students should understand and be able to do.

Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.

Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.

Standards for Mathematical PracticeThe Common Core State Standards for Mathematical Practice are expected to be integrated into every mathematics lesson for all students Grades K-12. Below are a few examples of how these Practices may be integrated into tasks students complete.

1. Make sense of problems and persevere in solving them.

Mathematically proficient students in Second Grade examine problems and tasks, can make sense of the meaning of the task and find an entry point or a way to start the task. Second Grade students also develop a foundation for problem solving strategies and become independently proficient on using those strategies to solve new tasks. In Second Grade, students’ work continues to use concrete manipulatives and pictorial representations as well as mental mathematics. Second Grade students also are expected to persevere while solving tasks; that is, if students reach a point in which they are stuck, they can reexamine the task in a different way and continue to solve the task. Lastly, mathematically proficient students complete a task by asking themselves the question, “Does my answer make sense?”

2. Reason abstractly and quantitatively.

Mathematically proficient students in Second Grade make sense of quantities and relationships while solving tasks. This involves two processes- decontexualizing and contextualizing. In Second Grade, students represent situations by decontextualizing tasks into numbers and symbols. For example, in the task, “There are 25 children in the cafeteria and they are joined by 17 more children. How many students are in the cafeteria? ” Second Grade students translate that situation into an equation, such as: 25 + 17 = __ and then solve the problem. Students also contextualize situations during the problem solving process. For example, while solving the task above, students can refer to the context of the task to determine that they need to subtract 19 since 19 children leave. The processes of reasoning also other areas of mathematics such as determining the length of quantities when measuring with standard units.

3. Construct viable arguments and critique the reasoning of others.

Mathematically proficient students in Second Grade accurately use definitions and previously established solutions to construct viable arguments about mathematics. During discussions about problem solving strategies, students constructively critique the strategies and reasoning of their classmates. For example, while solving 74 - 18, students may use a variety of strategies, and after working on the task, can discuss and critique each others’ reasoning and strategies, citing similarities and differences between strategies.

4. Model with mathematics.

Mathematically proficient students in Second Grade model real-life mathematical situations with a number sentence or an equation, and check to make sure that their equation accurately matches the problem context. Second Grade students use concrete manipulatives and pictorial representations to provide further explanation of the equation. Likewise, Second Grade students are able to create an appropriate problem situation from an equation. For example, students are expected to create a story problem for the equation 43 + 17 = such as “There were 43 gumballs in the machine. Tom poured in 17 more gumballs. How many gumballs are now in the machine?”

5. Use appropriate tools strategically.

Mathematically proficient students in Second Grade have access to and use tools appropriately. These tools may include snap cubes, place value (base ten) blocks, hundreds number boards, number lines, rulers, and concrete geometric shapes (e.g., pattern blocks, 3-d solids). Students also have experiences with educational technologies, such as calculators and virtual manipulatives, which support conceptual understanding and higher-order thinking skills. During classroom instruction, students have access to various mathematical tools as well as paper, and determine which tools are the most appropriate to use. For example, while measuring the length of the hallway, students can explain why a yardstick is more appropriate to use than a ruler.

6. Attend to precision.

Mathematically proficient students in Second Grade are precise in their communication, calculations, and measurements. In all mathematical tasks, students in Second Grade communicate clearly, using grade-level appropriate vocabulary accurately as well as giving precise explanations and reasoning regarding their process of finding solutions. For example, while measuring an object, care is taken to line up the tool correctly in order to get an accurate measurement. During tasks involving number sense, students consider if their answer is reasonable and check their work to ensure the accuracy of solutions.

7. Look for and make use of structure.

Mathematically proficient students in Second Grade carefully look for patterns and structures in the number system and other areas of mathematics. For example, students notice number patterns within the tens place as they connect skip count by 10s off the decade to the corresponding numbers on a 100s chart. While working in the Numbers in Base Ten domain, students work with the idea that 10 ones equals a ten, and 10 tens equals 1 hundred. In addition, Second Grade students also make use of structure when they work with subtraction as missing addend problems, such as 50- 33 = __ can be written as 33+ = 50 and can be thought of as,” How much more do I need to add to 33 to get to 50?”

8. Look for and express regularity in repeated reasoning.

Mathematically proficient students in Second Grade begin to look for regularity in problem structures when solving mathematical tasks. For example, after solving two digit addition problems by decomposing numbers (33+ 25 = 30 + 20+ 3 +5), students may begin to generalize and frequently apply that strategy independently on future tasks. Further, students begin to look for strategies to be more efficient in computations, including doubles strategies and making a ten. Lastly, while solving all tasks, Second Grade students accurately check for the reasonableness of their solutions during and after completing the task.

Second Grade Mathematics Curriculum MapWaterloo School District Scope and Sequence Overview

Unit of StudyEveryday

Math Alignment

Domain and Standards

1 Section 1Domain:Standards:

Second GradeInstruction and Assessment Schedule

2013-2014

It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed.

Approx. Number of

Days of Instruction

?? ?? ??

End ofYear

InstructionalContent

Unit ofStudy

Getting Ready for Gr.1 Unit

Assessment Ch. 1Test

Ch. 2Test

Ch. 3Test

Ch. 4Test

Ch. 5Test

Ch. 6Test

Ch. 7 Test

Ch. 8Test

Ch. 9Test

Ch. 10Test

Ch. 11Test

Ch. 12Test

Second Grade Mathematics Curriculum Map - Overview Waterloo School District policy requires elementary mathematics instruction to be 60 minutes per day.

Unit of Study The mathematical content is sequenced in Units of Study that will take approximately 2-3 weeks each to teach.The sequence of Units of Study provides a coherent flow to mathematics instruction throughout the year.

Everyday Math The primary textbook adopted in Waterloo School District for Grades K-6

Teacher’sResources and Notes

Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit ofStudy.

AdditionalResources

Assessment

There are many formative and summative assessment options:

Unit of Study 1: Routines Second Grade Quarter ?? Approx. daysDomain: NBTCluster(s): 2.NBT.1, 2.NBT.1a, 2.NBT.2, 2.NBT.3

Domain: MDCluster(s): 2.MD.6, 2.MD.7, 2.MD.8Domain: OACluster(s): 2.OA.2, 2.OA.3

Math Content Objectives Vocabulary Teacher’s Resources and Notes

I can:2.NBT.1

Apply the concepts of the place values of ones, tens, and hundreds

2.NBT.1a Identify how many 10s are in 100

2.NBT.2 Count to 1,000 Skip count by 5s, 10s, and 100s within 1,000

2.NBT.3 Read and write numbers to 1,000 using base

ten numerals Read and write numbers to 1,000 using

number names 2.MD.6

Use a number line to sequence whole numbers forward and backward within 1,000

2.MD.7 Identify parts of a clock Tell and write time on both analog and

digital clocks to the nearest hour, half hour, and quarter hours.

Place value Base-10 blocks Cube Even number Equivalent names Explorations Fahrenheit Flat Is equal to, = Is greater than, > Is less than, < Long Math message My reference book Number line Number scroll Odd number Ordinal numbers Pattern-Block template Slate/white board Table of contents Temperature Thermometer Tool kit a.m. p.m.

Unit of Study 1: Routines (continued)Math Content Objectives Vocabulary Teacher’s Resources and Notes

2.MD.8 Identify and name the value of dollars,

quarters, dimes, nickels and pennies. Use the dollar and cents signs

appropriately. Solve word problems involving money. Find the value of various coin

combinations up to $1.002.OA.2

Fluently add and subtract within 20 using a variety mental strategies.

Recall the sums of 1 digit numbers within 18.

2.OA.3 Determine whether a given number is

even or odd.

analog clock digital clock dollar quarter dime nickel penny

Everyday MathCommon Core Alignment

Unit of Study 1 – Additional Resources

Lesson 1-1:2.NBT.12.NBT.1a2.NBT.22.NBT.32.MD.6

Lesson 1-2:2.NBT.2

Lesson 1-3:2.MD.7

Lesson 1-4:2.OA.2

Lesson 1-5:2.NBT.12.NBT.22.MD.8

Lesson 1-6:2.OA.22.MD.8

Lesson 1-7:2.NBT.22.NBT.3

Lesson 1-8:2.OA.22.NBT.22.NBT.8

Lesson 1-9:2.NBT.12.NBT.22.MD.8

Lesson 1-10:2.OA.32.NBT.12.NBT.2

Lesson 1-11:2.OA.22.NBT.4

Lesson 1-12:2.OA.32.NBT.1a2.NBT.22.NBT.3

Lesson 1-13:*Do not assess counting 2s

Unit of Study 2 Second Grade Quarter ?? Approx. ?? daysDomain:Cluster(s):

Domain:Cluster(s):

I can:

Unit of Study 2 (continued)Math Content Objectives Vocabulary Teacher’s Resources and Notes

Domain:Cluster(s):

I can:

Domain:Cluster(s):

I can:

Domain:Cluster(s):

I can:

Domain:Cluster(s):

I can:

Domain:Cluster(s):

I can:

Domain:Cluster(s):

I can:

Domain:Cluster(s):

I can:

Domain:Cluster(s):

I can:

Domain:Cluster(s):

I can:

Domain:Cluster(s):

I can:

€¦ · Web viewTool kit. a.m. p.m. Unit of Study 1: Routines (continued) M. a. th. Con. t. e....

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