GRADE 2

GOAL: The student understands and applies the concepts and procedures of mathematics.

Washington State Essential Academic Learning Requirements	Meridian School District Math Framework	Assessment Strategies
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	1	2	3	4	5

GOAL: The student understands and applies the concepts and procedures of mathematics.

Suggested Instructional Strategies / Activities	Resources & Materials
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 Terri Page 261 Model that number Opt. 3 Page 263 Models of Three digit Numbers Opt. 2	Developing Number Sense Using Unifix Cubes Kathy Richardson

GOAL: The student understands and applies the concepts and procedures of mathematics.

Washington State Essential Academic Learning Requirements	Meridian School District Math Framework	Assessment Strategies
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	1	2	3	4	5

GOAL: The student understands and applies the concepts and procedures of mathematics.

Suggested Instructional Strategies / Activities	Resources & Materials
Area and Perimeter Chapter 10 Lesson 6 Page 294 Problem Solver 2 Page 293-294 Student page Page 293 Activity option 1 Chapter 8 Estimate Length Lesson 1 Page 223 Opt 1 Page 223-224 Chapter 8 Capacity Page 239 Opt 1 Page 239-240 Chapter 7 Time Page 206 #7, #8 Money Chapter 4 Page 107-118 Values of Coins Page 125- 126 Making Change Activity Opt 3 Page 125

GOAL: The student understands and applies the concepts and procedures of mathematics.

Washington State Essential Academic Learning Requirements	Meridian School District Math Framework	Assessment Strategies
The learner will: 1.3 Understand and apply concepts and procedures from geometric sense BENCHMARKS Shape and dimension Use attributes and properties of parallel and perpendicular to identify, name, compare, and sort geometric shapes and figures. Recognize geometric shapes in the surrounding environment, for example, identify rectangles within windows Understand concepts of symmetry, congruence, and similarity Draw and build simple shapes and figures using appropriate tools, such as a straightedge, ruler, protractor, or nets. Relationships and transformations Describe the location of objects relative to each other on grids or maps cooridinate grids in the first quadrant. Understand and construct simple geometric transformations using slides, flips, or turns	1.3 Sorts, classifies, and uses 2D and 3D geometric figures in order to solve problems in real life settings Uses manipulatives and drawings to describe geometric transformations (translations, reflections, and rotations) Identifies and graphs ordered pairs of whole numbers on a coordinate plane	1	2	3	4	5

GOAL: The student understands and applies the concepts and procedures of mathematics.

Suggested Instructional Strategies / Activities	Resources & Materials
1.3 Chapter 10 Geometry Page 283-289 Student pages Page 284 Opt. 3 Exploring Plane and Space Shapes Page 287 Opt. 1 Shaping houses Pentominoes Direction Graphing Chapter 10 Page 315 Extension page	Washington State Geometry Toolkits

GOAL: The student understands and applies the concepts and procedures of mathematics.

Washington State Essential Academic Learning Requirements	Meridian School District Math Framework	Assessment Strategies
The learner will: 1.4 Understand and apply concepts and procedures from probability and statistics BENCHMARKS Probability Understand the difference between certain and uncertain events Know how to list all possible outcomes of simple experiments Understand and use experiments to investigate uncertain events Statistics Collect data in an organized way. Organize and display data in numerical and graphical forms such as tables, charts, pictographs, and bar graphs. Understand measures of central tendency data such as mean, median, and mode in describing data. Know that data can be represented in different forms such as tabulations of events, objects, or occurrences Prediction and inference Predict outcomes of simple activities and compare predictions to experimental results Understand and make inferences based on experimental results using coins, number cubes, spinners, etc.	To meet this standard the learner will: 1.4 Describes possible outcomes in a simple experiment where outcomes are not likely Collects, organizes, and displays data in familiar situations from other disciplines using tables, bar graphs, pictographs, and Venn diagrams Describes data using words like “most often” and “least often”	1	2	3	4	5

GOAL: The student understands and applies the concepts and procedures of mathematics.

Suggested Instructional Strategies / Activities	Resources & Materials
1.4 Probability and statistic Chapter 10 Page 307 – 308 Activity Opt. 1 Page 309 Activity Opt. 2	Supplemental notebook Weekly Reader Powermath

GOAL: The student understands and applies the concepts and procedures of mathematics.

Washington State Essential Academic Learning Requirements	Meridian School District Math Framework	Assessment Strategies
The learner will: 1.5 Understand and apply concepts and procedures from algebraic sense BENCHMARKS Patterns Recognize, create, and extend patterns of numbers, shapes or objects such as beans, toothpicks, pattern blocks, cubes, colored tiles. Representations Understand equality and inequality and use =, >, and < in number sentences. Use standard notation in reading and writing open sentences, for example , 3 x ð = 18 Operations Evaluate simple expressions using blocks, sticks, beans, pictures, etc. Solve equations using blocks, sticks, beans, pictures, etc.	To meet this standard the learner will: 1.5 Represents patterns symbolically Given pairs of numbers, orally describes the functional relationship (e.g., guess my rule) Completes number sentences using +,-,=,<,>	1	2	3	4	5

GOAL: The student understands and applies the concepts and procedures of mathematics.

Suggested Instructional Strategies / Activities	Resources & Materials
Chapter 1 & 2 Page 5 & 6 Activity Opt. 2 page 5 Page 9 & 10 Doubles Activity Opt. Discussion card Page 27 & 28 Opt. 2 Chapter 3 Page 91 & 92 Activity Opt. 1	Discussion cards using ten frames Powermath Math timings

GOAL: The student uses mathematics to define and solve problems.

Washington State Essential Academic Learning Requirements	Meridian School District Math Framework	Assessment Strategies
The learner will: 2.1 The student uses mathematics to define and solve problems BENCHMARKS Investigate situations Search for patterns in simple situations Use a variety of strategies and approaches Recognize when information is missing or extraneous Recognize when as approach is unproductive and try a new approach 2.2 Formulate questions and define the problem BENCHMARKS Identify questions to be answered in familiar situations Define problems in familiar situations Identify the unknowns in familiar situations 2.3 Construct solutions BENCHMARKS Organize relevant information Select and use appropriate mathematical tools Apply viable strategies, concepts, and procedures to construct a solution.	To meet this standard the learner will: 2.1 Given pairs of numbers, orally describes the functional relationship (e.g., guess my rule) 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 Uses physical models, diagrams, and/or acts out problems involving real life multiplication and division situations Uses a variety of strategies and approaches to solve problems (ex: physical models, diagrams, act out) Organizes relevant information to solve a problem (ex: makes a Venn diagram to determine which of three different recipes each classmate likes), and identifies missing information 2.2 Define problems in familiar situations (ex: How much time do we have before P.E?) 2.3 Organizes relevant information to solve a problem (ex: makes a Venn diagram to determine which of three different recipes each classmate likes), and identifies missing information Selects appropriate tools to measure length, area, weight/mass, and capacity/volume Sorts, classifies, and uses 2D and 3D geometric figures in order to solve problems in real life settings Collects , organizes, and displays data in familiar situations from other disciplines using tables, bar graphs, pictographs, and Venn diagrams Estimates and measures area and perimeter of regular two-dimensional figures Selects appropriate unit of measure for given objects/situations	1	2	3	4	5

GOAL: The student uses mathematics to define and solve problems.

Suggested Instructional Strategies / Activities	Resources & Materials
2.1 These framework ideas are addressed previous chapters.	Powermath Weekly Reader Problem of the Day

GOAL: The student uses mathematical reasoning.

Washington State Essential Academic Learning Requirements	Meridian School District Math Framework	Assessment Strategies
The learner will: 3.1 The student uses mathematical reasoning BENCHMARKS Compare and interpret information in familiar situations Validate thinking using models, known facts, patterns, and relationships 3.2 Predict results and make inferences BENCHMARKS Make conjectures and inferences based on analysis of familiar problem situations 3.3 Draw conclusions and verify results BENCHMARKS Test conjectures by finding examples to support or contradict them Support arguments and justify results based on own experiences Check for reasonableness of results Reflect on and evaluate procedures and results in familiar situations	To meet this standard the learner will: 3.1 Interprets and compares information in familiar situations (ex: determines which day of the week was the hottest) Validates own thinking using models and patterns (ex: uses square tiles to illustrate the area of a rectangle); recognizes relatedness of similar problems Uses physical models to demonstrate the relationship between ones, tens, and 100s, and identify them appropriately as place values to 1000 Uses models to represent halves, thirds, and fourths of objects and sets of objects Describes and justifies own methods of estimating involving realistic measurement situations (time, money, length, etc.) 3.2 Describes possible outcomes in a simple experiment where outcomes are not likely Makes and tests conjectures based on collected data (ex: given a bag containing 4 cubes in 2 different colors, guesses how many of each color there are after picking a cube 10 items with replacement ), and adjusts using supporting or contradictory results 3.3 Describes and justifies reasonableness of an estimate to an addition or subtraction problem Describes and justifies own methods of estimating involving realistic measurement situations (time, money, length, etc.) Checks for reasonableness of answers(ex: after computing the sum of two numbers, uses estimation to see if the answer makes sense)	1	2	3	4	5

GOAL: The student uses mathematical reasoning.

Suggested Instructional Strategies / Activities	Resources & Materials
3.1 Covered in the optional activities 3.1 Fraction Chapter 10 Page 299-300 Opt. 2 Page 301-302 Opt. 1 3.2 In other chapters – also Powermath 3.3 Problems	The Hershey’s Milk Chocolate Fractions Book

GOAL: The student communicates knowledge and understanding in both everyday and mathematical language.

Washington State Essential Academic Learning Requirements	Meridian School District Math Framework	Assessment Strategies
The learner will: 4.1 Gather information BENCHMARKS Develop and follow a simple plan for collecting information Use reading, listening, and observation skills to access and extract mathematical information from a variety of sources such as pictures, diagrams, physical models, classmates, oral narrative, and symbolic representations Use available technology to browse and retrieve mathematical information from a variety of sources 4.2 organize and interpret information BENCHMARKS Organize and clarify mathematical information in at least one way- reflecting, verbalizing discussion, or writing 4.3 Represent and share information BENCHMARKS Express ideas using mathematical language and rotation such as physical or pictorial models, tables, charts, graphs, or symbols Explain mathematical ideas to familiar people for a given purpose.	To meet this standard the learner will: 4.1 Uses physical models, diagrams, and/or acts out problems involving real multiplication and division situations Extracts mathematical information from pictures, diagrams, and physical models (ex: explores area and perimeter of a variety of rectangles made with square tiles) 4.2 Organizes and clarifies mathematical information orally and in writing (ex: describes strategy for solving a subtraction problem in a math journal Describe and justifies reasonableness of an estimate to an addition or subtraction problem 4.3 Uses physical models to demonstrate the relationship between ones, tens and 100s , and identify them appropriately as place values Uses models to represent halves, thirds, and fourths of objects and sets of objects Describes and compares strategies to solve addition and subtraction computation problems Describes and justifies own methods of estimating involving realistic measurement situations (time, money, length, etc.) Uses collections of objects to demonstrate how to determine if a number is even or odd Uses manipulatives and drawings to describe geometric transformations (translations, reflections, and rotations ) Describes possible outcomes in a simple experiment where outcomes are not equally likely Collects, organizes, and displays data in familiar situations from other disciplines using tables, bar graphs, pictographs, and Venn diagrams Describes data using words like “most often” and “least often” Represents patterns symbolically	1	2	3	4	5

GOAL: The student communicates knowledge and understanding in both everyday and mathematical language.

Suggested Instructional Strategies / Activities	Resources & Materials
4.1 & 4.2 Powermath activities See previous pages