GRADE 2
GOAL: The student understands and applies the concepts and procedures of mathematics.
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Essential Academic
Learning Requirements |
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Assessment Strategies |
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The
learner will: 1.1 Understanding apply concepts
and procedures from number sense BENCHMARKS
Number and Numeration Use objects, pictures, or
symbols to demonstrate understanding of whole and fractional numbers, and
place value in whole numbers. Identify, compare and order
whole numbers and simple fractions Demonstrate an understanding of the properties of the whole number system. Computation
and Estimation
Show understanding of whole number operations (+, -, x, ¸) using blocks, sticks, beans, etc. Add, subtract, multiply, and divide whole numbers Use mental arithmetic, pencil and paper, or calculator as appropriate to the task involving whole numbers Identify situations involving whole numbers in which estimation is useful Use estimation to predict computation results and to determine the reasonableness of answers, for example, estimating a grocery bill |
To meet this standard the
learner will: 1.1 Uses physical models to demonstrate the relationship between ones, tens and 100’s , and identify them appropriately as place values to 100 Counts forward and backward by tens and hundreds to 1000 Reads and writes numerals to 1000 Creates and uses strategies to solve basic addition and subtraction facts (doubles, doubles plus one, doubles plus two, and their reverses) Describes and compares strategies to solve addition and subtraction computation problems Adds and subtracts two-digit numbers Describes and justifies reasonableness of an estimate to an addition or subtraction problem Uses physical models, diagrams, and/or acts out problems involving real life multiplication and division situations |
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GOAL: The student understands and applies the concepts and procedures of mathematics.
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Suggested
Instructional Strategies / Activities |
Resources &
Materials |
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1.1 Chapter – a variety of
teacher selected work-book pages form Silver Burdett and Ginn Page 67 Counting Tens Opt. 3 Page 71 Using Models Opt. 1 Page 149 Arranging Piles of Loose Cubes Daily Fill in Hundreds Chart TerriPage 261 Model that number Opt. 3 Page 263 Models of Three digit Numbers Opt. 2 |
Developing NumberSense Using Unifix Cubes Kathy Richardson |
GOAL: The student understands and applies the concepts and procedures of mathematics.
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Washington State Essential Academic
Learning Requirements |
Meridian School District Math Framework |
Assessment Strategies |
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The
learner will: 1.2 Understand and apply concepts and procedures from measurement BENCHMARKS
Attributes
and dimensions
Understand concepts of perimeter, area, and volume Use directly measurable attributes such as length, perimeter, areas, volume/capacity, angle, weight/mass, money, and temperature to describe and compare objects Approximation
and precision
Understand that measurement of approximate Estimate to predict and determine when measurement are reasonable, for example, estimating the length of the playground by pacing it off Systems
and tools
Understand the benefits of using standard units of measurement for measuring length, area, and volume Understand appropriate units of measure for time, money, length, area, volume, mass, and temperature Select and use appropriate tools for measuring time, money, length, area, volume, mass, and temperature |
To
meet this standard the learner will: 1.2 Estimates and measures area and perimeter of regular two-dimensional figures Estimates and measures length, area, weight/mass, and capacity, time and temperature using referents in familiar setting from other disciplines to the nearest whole unit Uses standard units of measure of length, area, weight, capacity, time and temperature in familiar settings from other disciplines Selects appropriate unit of measure for given objects/situations Describes and justifies own methods of estimating involving realistic measurement situations (time, money, length, etc.) Uses cent and dollar notation when relating values of coins, up to one dollar Makes change from one dollar |
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