Gresham/Barlow School District
Mathematics Curriculum Map {Grade: 2 }
2005/2006
|
COMMON GOALS |
STANDARD /FOUNDATIONS/
OSAT ELIGIBLE CONTENT AND
CLASSROOM ONLY CONTENT
(Words in bold text are
for Classroom only. Words italicized are Eligible Content for creation of
items on the OSAT.
|
*TIME
FRAME
|
*UNIT
|
*TOPICS
|
*ASSESSMENT
|
Mathematical
Problem
Solving
(current language but under revision)
Select, apply, and
translate among mathematical representations to solve problems.
Apply and adapt a variety of
appropriate strategies to solve problems. Monitor and reflect on the
process of mathematical problem solving. Communicate mathematical
thinking coherently and clearly; use the language of mathematics to express
mathematical ideas precisely. Accurately solve problems that arise in
mathematics and other contexts.
|
CONCEPTUAL UNDERSTANDING Interpret the concepts of
a problem-solving task and translate them into mathematics. PROCESSES AND STRATEGIES Choose strategies that
can work and then carry out the strategies chosen. VERIFICATION Produce identifiable
evidence of a second look at the concepts/strategies/calculations
to defend a solution. COMMUNICATION Use pictures, symbols,
and/or vocabulary to convey the path to the identified solution. ACCURACY Accurately solve
problems using mathematics. |
Sept.-June |
Mathematical Problem Solving
|
Suggested strategy
focus: Guess and Check Classroom Resources: (I.) )[1]
Problem solving is embedded within all Investigations (SF) [2]
Problem Solving Transparencies |
Sample open-ended prompts
available online at www.octm.org to be used
as work samples and scored with state scoring guide |
|
|
All Standards |
September-June |
Skill Practice and Review
|
Math
Journals: 2-3 times per week. The problems are set up so that they cycle
through all mathematics strands continuously through the year.
Classroom
Resources: (S.F.)
Spiral Review |
(S.F.) Assessment
Sourcebook: Diagnosing Readiness for Grade 2 pg. 43-46 |
|
Compute fluently and make
reasonable estimates. Represent and analyze
mathematical situations and
structures using algebraic symbols. |
Apply with fluency sums
to 18 and related subtraction facts. Construct and solve
simple number sentences involving sums to 18 and related subtraction facts
using concrete objects, pictures, or symbols. Develop and evaluate
strategies for adding and subtracting whole numbers. |
Sept. (4 Weeks) |
Addition & Subtraction Basic Facts
Strategies Review
|
Modeling Addition and
Subtraction Addition and subtraction
basic facts strategies to 18 Inverse relationship of
addition and subtraction – fact families Addition Properties
(Commutative, associative, and zero) Basic facts story problems Solving open additon and
subtraction sentences September Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info):
[3]
?
Pattern: ABBA
?
About Time: Hour
increments
?
Fact Strategy Practice:
Counting On and Back +1 ?
Place Value and
Subtraction Practice: # of days left in the year with a Linker Cube train
organized in groups of ten
?
Class Bank: +1? for
each day of school
?
Word for the Day: Read
the math vocabulary word for the day, use it in a sentence, count # of
syllables, and compare the # of vowels to consonants (words are selected from
the grade level vocabulary bank)
?
Statistics: use a bar graph to display students?
birthdays and ask questions about the number of students in each month.
?
Tooth Tape: Fill in blank squares on a Tooth
Tapes each time students report losing a tooth and at the end of the month
estimate the length of the tape in cubes, popsicle sticks, inches, and/or
centimeters.
Students
particpate in games and activities
that reinforce number sense and
addition and subtraction basic facts Classroom Resources: (I.) Coins, Coupons and Combinations pg. 2-53, 86-107 Mathematical Thinking Inv. 1,2,3,4,5 Putting Together and Taking Apart Inv. 1,2,3,5 (S.F.) Ch. 1-3 |
(I.)Assmt. Master: 1 (S.F.) Ch. 1 & 2 Test |
|
Understand numbers, ways of
representing numbers, relationships among numbers, and number systems. Represent and analyze
mathematical situations and structures using algebraic symbols. |
Read, write, order,
model, and compare whole numbers less than 100. Read number words
less than one hundred and write the corresponding numeric value. Identify and model
the whole number of ones, tens, and hundreds in numbers less
than 100. Compose and
decompose whole numbers less than one hundred by place value
(e.g., 426=4-100?s,
2-10?s, 6-1?s). Locate whole
numbers on a number line. Order and compare
coins by making equivalent amounts up to $1.00. Make
change for amounts to $1.00. Estimate number of
objects and check reasonableness of answers by counting up to
100 objects. Describe
quantitative relationships using the terms ?greater than,? ?less than,? and
?equal to? and the associated symbols >, <, = . |
Oct. (4 Weeks) |
Place Value and Estimation
|
Estimation, numeration and
place value concepts in numbers up to 1000 Ordering numbers on a
numberline Even and odd numbers Counting by 2?s, 5?s 10?s Coin combinations up to
$1.00 Money word problems to
$1.00. Ordinals 1st to
10th October Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info):
?
Pattern: ABABC
?
About Time: 5 minute
increments
?
Place Value and
Subtraction Practice: # of days left in the year with Linker Cube train
organized in groups of ten
?
Fact Strategy Practice:
Counting On and Back +2 ?
Class Bank: +1? for each day of school
?
Word for the Day: Read
the math vocabulary word for the day, use it in a sentence, count # of
syllables, and compare the # of vowels to consonants (words are selected from
the grade level vocabulary bank)
?
Statistics: Use a bar
graph to display students? birthdays and ask, ?What season is your birthday
in??
?
Tooth Tape Fill in blank squares on a Tooth Tape
each time students report losing a tooth and at the end of the month estimate
the length of the tape in cubes, popsicle sticks, inches, and/or centimeters.
?
Even and Odd chart
matched to date.
Students participate in
games and activities that reinforce counting and comparing sets up to 3 digits. Classroom Resources: (I.) Mathematical Thinking at Grade 2, Coins, Coupons and Combinations pg.54-85, 108-133 Putting Together and Taking Apart Inv. 4 (S.F.)
Ch. 10: Section A
|
Asst. Master: 8 & 9 |
|
Compute fluently and make
reasonable estimates. Understand meanings of
operations and how they relate to one another. |
Add and subtract pairs of
any two-digit numbers. Find the sum of three or
more two-digit numbers. Mentally add or subtract
multiples of 10 to and from a number. Identify the most
efficient operation (add, subtract, multiply, or divide) for solving a
problem. Understand various
meanings of addition and subtraction of whole numbers and the relationship
between the operations. Use the commutative
(4+2)=(2+4) and associative (4+3)+7=4+(3+7) properties of addition to
simplify calculations. Describe the effects of
adding or subtracting by a whole number. Demonstrate the zero
property for addition and subtraction. Round one- or two-digit
whole numbers to the nearest 10 to estimate sums and differences. |
Nov./Dec. (6 Weeks) |
Addition and Subtraction Algorithm
|
Addition and subtraction of
2 digit numbers with or without regrouping Addition and subtraction on
a numberline Addition and subtraction
accuracy checks using a calculator Recognition of money amounts
through $10 Addition and subtraction of
money amounts under $10.00 with or without regrouping November Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
Pattern: ABC overlapping
with ABAB
?
Fact Strategy Practice:
Counting On and Back +3 ?
About Time: 1 minute
increments
?
Place Value and
Subtraction Practice: # of days left in the year with Linker Cube train
organized in groups of ten,
?
Class Bank: +1? for
each day of school
?
Word for the Day: Read
the math vocabulary word for the day, use it in a sentence, count # of
syllables, and compare the # of vowels to consonants (words are selected from
the grade level vocabulary bank)
?
Tooth Tape: Fill in blank squares on a Tooth Tape
each time students report losing a tooth and at the end of the month estimate
the length of the tape in cubes, inches, and/or centimeters.
December Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
ABAC with and
overlapping AAB pattern, ?
About Time: +1 minute
increments every day, ?
Facts Strategy
Practice: Can today?s date be written as a double or neighbor equation? ?
Place Value and
Subtraction Practice: # of days left in the year with Linker Cube train
organized in groups of ten ?
Class Bank: +1? for
each day of school
?
Word for the Day: Read
the math vocabulary word for the day, use it in a sentence, count # of
syllables, and compare the # of vowels to consonants (words are selected from
the grade level vocabulary bank)
?
Tooth Tape: Fill in
squares each time students report losing a tooth and estimate the length at
the end of the month. ?
Attribute Trains: 1
difference Students participate in
games and activities that reinforce adding and subtracting 2 digit numbers
that may involve regrouping. Classroom Resources: (I.) Putting Together and
Taking Apart (S.F.) Ch. 4-6 .
|
(I.) Asst. Master: 3, 4,
5, 7, 10 and 11 (S.F.) Ch. 4-6 Tests |
|
Understand patterns,
relations, and functions. Analyze characteristics and
properties of two- and three-dimensional geometric shapes and develop
mathematical arguments about geometric relationships. Use visualization, spatial
reasoning, and geometric modeling to solve problems. Specify locations and
describe spatial relationships using coordinate geometry and other
representational systems. Apply transformations and
use symmetry to analyze mathematical situations. |
Sort and classify objects
using one or more attributes by observing relationships and making
generalizations. Identify, describe,
extend, and reproduce a pattern and use it to make predictions and analyze
how repeating and growing patterns are generated. Supply a missing element
in or extend number patterns involving addition or subtraction. Demonstrate the counting
skills of skip counting by 2 to 100 and by 100 to 1000. Determine whether a set
of objects has an odd or even number of elements. Use a hundreds chart to
generate the patterns in rows, skip counting, decades, columns, and
generate arrangements of two-dimensional figures. Identify, describe,
compare, and classify two-dimensional shapes using appropriate
vocabulary (e.g., rhombus, trapezoid, parallelogram), including the
faces of three-dimensional
objects (e.g., face, base). Identify attributes of
two-dimensional shapes: sides
and angles. Model and sketch
triangles, rectangles, squares, circles, ovals, parallelograms, rhombi, and
trapezoids. Create new shapes using
combinations of known shapes (e.g., two congruent right triangles to form a
rectangle). Recognize two-dimensional
geometric shapes in the environment, including the faces of three-dimensional
objects (e.g., rectangles on a cereal box), and from different perspectives (e.g.,
use your mind?s eye to imagine what shapes would be formed if you cut a
square diagonally). Describe, name,
and interpret relative positions in space and apply ideas about relative
position to maps. Identify symmetry,
patterns, and shapes in everyday surroundings. Create designs with line
and rotational symmetry. Illustrate reflections
(flips), rotations (turns) and translations (slides) using concrete or
pictorial models (e.g., paper folding, cut outs, and pattern blocks). |
Jan./Feb. (6 Weeks) |
Patterning and Geometry |
Examples of patterns in
nature Extension and identifying
missing elements in geomtric patterns Identification,
comparison, and classification of the attributes of circle, square, triangle,
oval, rectangle, hexagon, trapeziod, rhombus, and parallelogram January Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
AAB with an overlapping
ABAB pattern, ?
About Time: What time
is it now? What time will it be in an hour ? What time was it an hour ago? ?
Fact Strategy Practice:
What fact families match with today?s date? ?
Place Value and
Subtraction Practice: # of days left in the year with Linker Cube train
organized in groups of ten, ?
Class Bank: +1? for
each day of school
?
Word for the Day: Read
the math vocabulary word for the day, use it in a sentence, count # of
syllables, and compare the # of vowels to consonants (words are selected from
the grade level vocabulary bank)
?
Tooth Tape: Fill in
squares each time students report losing a tooth and estimate the length at
the end of the month. ?
Attribute Trains:
2 Differences Students participate in
games and activities that reinforce building and extending patterns, and
identify, build and translate geometric shapes Classroom Resources: (I.) Mathematical Thinking
at Grade 2: Investigation 3 pg. , Investigations Does It Walk, Crawl, or
Swim? pg. 2-35, Timelines and Rhythm Patterns, Shapes, Halves, and Symmetry pg. 94-115 (S.F.) Ch. 7: Sections A
& B, Ch. 10: Section B |
Asst. Masters: 9-12, 23-28 |
|
Select and use appropriate
statistical methods to analyze data. Formulate questions that can
be addressed with data and collect, organize, and display relevant data to answer
them. Develop and evaluate
inferences and predictions that are based on data. |
Identify "most and
least? from data sets that contain more than 10 items (e.g., from a bar graph
that shows "how many pockets in our clothing? identify by number
"the most pockets? and "the least pockets?). Ask and answer simple
questions related to tallies, charts, and bar graphs. Record results of
probability experiments using tallies or by completing charts. Represent and interpret
data using tally charts and pictographs. Develop inferences about
the likelihood of the occurrence of an event based on data collected from
activities which have outcomes that depend on chance (e.g., tossing a two
colored counter, using a spinner). |
Feb. /Mar. (5 Weeks) |
Probability and Statistics |
Likely and unlikely
predictions Probability experiments
using coins, dice, and evenly divided spinners Organizinng data from
probability experiments Reading and interpreting
data displays (horizontal & vertical bar graphs, pictographs, charts,
calendar February Calendar(In every Investigations unit see "About Classroom Routines" for more calendar info): ?
ABAC with and
overlapping ABAB pattern, ?
About Time: What time
is it now? What time will it be 5 (in increments of 5 minutes) minutes from
now or what time was it 5 minutes ago?, ?
Fact Strategy Practice:
What is the date + 10 ?
Place Value and
Subtraction Practice: # of days left in the year with Linker Cube train
organized in groups of ten
?
Class Bank: +1? for
each day of school,
?
Word for the Day: Read
the math vocabulary word for the day, use it in a sentence, count # of
syllables, and compare the # of vowels to consonants (words are selected from
the grade level vocabulary bank)
?
Tooth Tape: Fill in
squares each time students report losing a tooth and estimate the length at
the end of the month. ?
Statistics: Use a tally
chart and bar graph to record weather data. March Calendar: ?
ABCD pattern, ?
Fact Strategy Practice:
What is the date + 9 ?
Place Value and
Subtraction Practice: # of days left in the year with Linker Cube train
organized in groups of ten
?
Class Bank: +1? for
each day of school
?
Word for the Day: Read
the math vocabulary word for the day, use it in a sentence, count # of
syllables, and compare the # of vowels to consonants (words are selected from
the grade level vocabulary bank)
?
Tooth Tape: Fill in
squares each time students report losing a tooth and estimate the length at
the end of the month ?
Coin Combinations (20
nickels and 20 dimes, pull out the number of coins to match the date. How
many of each coin did we get? What other possible outcomes could we have
gotten? Students participate in
games and activities that reinforce probability concepts and data collection using
charts and graphs. Classroom Resources: (I.) Does It Walk, Crawl, or
Swim? pg. 36-85 How Many Pockets? How Many Teeth? (S.F.) Ch. 9: Section C Probability and Statistics Literature Connections |
Asst. Masters: 13 & 14,
17 & 18, 38- 41 |
|
Understand numbers, ways of
representing numbers, relationships among numbers, and number systems. Understand measurable attributes
of objects and the units, systems, and processes of measurement. Apply appropriate
techniques, tools, and formulas to determine measurements. |
Order, model, and
identify wholes, halves, and fourths using concrete models and visual
representations. Understand a fraction
represents subdivisions of a whole into equal parts. Select an appropriate
tool and standard unit to measure length, weight, and capacity (volume) of
objects larger than the unit tools (e.g., rulers, measuring cups, balances). Understand that using
different measurement units will result in different numerical measurements
for the same object. Understand the
measurement process (choosing a measurement unit, comparing that unit to the
object, and reporting the number of units). Demonstrate an
understanding of time and use of time relationships (e.g., how many minutes
in an hour, days in a week, months in a year). Tell time to the nearest
half hour using analog and digital clocks. Measure length using
multiple copies of units of the same size (such as paper clips) laid end to
end. Estimate length in
standard and nonstandard units (e.g., finger lengths, pencil lengths). Determine the capacity
(volume) of an object by counting and filling (e.g., how many small
containers fit in a larger container, how many scoops of beans in a can). Estimate capacity
(volume) of objects in standard units (e.g., cups in a bowl, cubes in a box). Determine the
weight of an object using a balance scale. Estimate weight of
objects. Find the area of a two-dimensional
figure by covering the figure with unit figures (e.g., how many small squares cover a larger shape). Describe, name,
and interpret relative positions in space and apply ideas about relative
position to maps. Describe, name, and
interpret direction and distance in navigating space and apply ideas about
direction and distance to maps and routes. |
Apr./May (8 Weeks) |
Fractions and Measurement |
Proper
and common fractions (1/4, 1/3, ½, 1/6, ¾)
Pictorial representations of
linear, set, and area models of fractions Telling time to 5 minute
intervals Time related to calendar Length in non-standard and
metric units Equivalence of centimeter,
decimeter, and meter Weight comparisons in
non-standard and metric units Equivalence of gram and
kilogram Volume/capacity comparisons
in non-standard and metric units Equivalence of mililiters to
liters Perimeter comparisons in
non-standard and metric units Area comparisons of two
dimensional shapes Longest and shortest paths April Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
Growing pattern:
Squared Number Pattern (1,4,9,16) ?
Fact Strategy Practice:
What is the date + 8? ?
About Time: Date one
week ago, three days ago, etc. ?
Place Value and
Subtraction Practice: # of days left in the year with Linker Cube train
organized in groups of ten, ?
Class Bank: +1? for
each day of school,
?
Word for the Day: Read
the math vocabulary word for the day, use it in a sentence, count # of
syllables, and compare the # of vowels to consonants (words are selected from
the grade level vocabulary bank)
?
Tooth Tape: Fill in
squares each time students report losing a tooth and estimate the length at
the end of the month. ?
Measurement
Records (+ a decimeter each day) May Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
Growing pattern: A, B,
AA, B, AAA, B, ? ?
Place Value and
Subtraction Practice: # of days left in the year with Linker Cube train
organized in groups of ten, ?
Class Bank: +1? for
each day of school,
?
Word for the Day: Read
the math vocabulary word for the day, use it in a sentence, count # of
syllables, and compare the # of vowels to consonants (words are selected from
the grade level vocabulary bank)
?
Tooth Tape: Fill in
squares each time students report losing a tooth and estimate the length at
the end of the month. ?
Measurement Records:
(Grams and Kilograms + 100 grams to a scale each day) ?
Equations for the Date Students particpate in games
and activities that reinforce fraction concepts and measurement skills Classroom Resources: (I.) Shapes, Halves, and
Symmetry pg. 2-93, How Long? How Far? (S.F.) Ch. 7: Section C and
Ch. 9: Sections A & B Measurement and Fractions Literature Connections |
|
|
|
|
June |
Review |
Self Evaluation and
Reflections June Calendar (In every Investigations unit see "About Classroom Routines" for more calendar info): ?
Growing pattern:
Fibonacci sequence (1,1, 2, 3, 5, 8) ?
Place Value and
Subtraction Practice: # of days left in the year with Linker Cube train
organized in groups of ten, ?
Class Bank: +1? for
each day of school,
?
Word for the Day: Read
the math vocabulary word for the day, use it in a sentence, count # of
syllables, and compare the # of vowels to consonants (words are selected from
the grade level vocabulary bank)
?
Tooth Tape: Fill in
squares each time students report losing a tooth and estimate the length at
the end of the month. ?
Measurement
Records: (+100 Milliliters to a
Liter each day) ?
Equations for the Date |
Open-Ended
Math Work
Samples (S.F.) Cummulative |