SCIENCE
SOCIAL STUDIES
MATHEMATICS
LANGUAGE ARTS
FLP
CONTACTS
Mathematics Grade 2
Standard 1: Students understand and use basic and advanced concepts of number and number of systems
Standard 2: Geometry and Spatial Sense
Standard 3: Data Analysis, Statistics, and Probability
Standard 5: Algebra, Functions, and Patterns
| Standard 1: Students understand and use basic and advanced concepts of number and number systems | ||
| Numbers, Number Relationships, and Number Systems | ||
| 2.1.1 - Count and order numbers up to 1,000 | Students count the seeds contained within a pumpkin (often hundreds) during an invetigation of pumpkins. | |
| Students count apples "produced" during a game that teaches about pollination. | ||
| Students record the servings and kinds of food that they eat throughout a day, then transfer those items to the appropriate space on a Food Guide Pyramid. | ||
| 2.1.2 - Count backward from 100 | ||
| 2.1.3 - Count by 2's, 5's, and 10's | ||
| 2.1.4 - Identify and write numerals to 1,000 | ||
| 2.1.5 - Connect number words and numerals to the quantities they represent up to 100 | ||
| 2.1.6 - Demonstrate, identify, and explain the difference between odd and even numbers using concrete objects or drawings | ||
| 2.1.7 - Identify place value concepts through the hundreds place | ||
| 2.1.8 - Use symbols (i.e., >, <, =) to compare whole numbers to 1,000 | ||
| 2.1.9 - Round numbers to tens and hundreds | ||
| 2.1.10 - Use grade-appropriate terms when communicating about addition and subtraction; i.e., addend, sum, difference | ||
| 2.1.11 - Represent and explain fractions (i.e., one half, one third, one fourth, one sixth and one eighth) as part of a whole and part of a set | ||
| Operations and Their Properties | ||
| 2.1.12 - Select an operation to solve problems involving addition and subtraction of whole numbers | Students keep track of foods and food groups they eat, then compare to daily requirements. | |
| Students survey friends and family about their favorite holidays, then list and tally the times each celebration was selected. Total the results. | ||
| Students add and subtract while playing a "germ busters" game in which students play the roles of soap bubbles and germs, to illustrate the importance of properly washing their hands. | ||
| 2.1.13 - Demonstrate the inverse relationship between addition and subtraction; i.c., 3+4 = 7, 7-4 = 3 | ||
| 2.1.14 - Model multiplication using equal sets of objects | ||
| 2.1.15 - Add and subtract two-digit whole numbers between 0 and 100 without regrouping | ||
| Computational Fluency and Estimation | ||
| 2.1.16 - Recall addition facts and subtraction facts (0-18) | ||
| 2.1.17 - Estimate whole number sums and differences | ||
| Return to Top | ||
| Standard 2: Geometry and Spatial Sense | ||
| Two- and Three-dimensional shapes, geometric properties and relationships | ||
| 2.2.1 - Recognize geometric shapes and structures in their environment | ||
| 2.2.1 - Identify, describe, and sort three-demensional objects; i.e., pyramid, cube, rectangular prism, cone, cylinder, and sphere | ||
| 2.2.3 - Predict and demonstrate the results of putting together and taking apart shapes | ||
| Coordinate Geometry | ||
| No benchmark expectations at this level | ||
| Transformation and Symmetry | ||
| 2.2.4 - Identify symmetrical shapes and draw their line of symmetry | ||
| 2.2.5 - Identify congruent figures from a selection of similar figures | ||
| Visualization, Spatial Reasoning, and Geometric Modeling | ||
| No benchmark expectations at this level | ||
| Return to Top | ||
| Standard 3: Data Analysis, Statistics, and Probability | ||
| Data Collection, Display, and Interpretation | ||
| 2.3.1 - Sort and classify objects according to their attributes and organize data about the objects; e.g., Venn diagrams, graphs, tables | Students put collected data about pumpkins into a graph. | |
| Students create various graphs to display the information about apples "produced" during various growing seasons. | ||
| Students list and tally the total times that each celebration was selected during interviews. Students make a simple bar or picture graph to show favorite celebrations. | ||
| Students use the information that was recorded and put into graphs about the growth of microbes on three different potatoes. The students use the graphs to determine which potatoes grew the least microbes; the one handled by unwashed hands, the one handled by washed hands, or the not handled potato. | ||
| Students creat Venn diagrams to help them compare and contrast information about the foods they eat. | ||
| Students sort types of processed foods into groups based on the raw food source. They create Venn diagrams for processed foods made from more than one raw food. | ||
| 2.3.2 - Demonstrate that data can be represented in a variety of ways | Students put collected data about pumpkins into a graph. | |
| Students create various graphs to display the information about apples "produced" during various growing seasons. | ||
| Students list and tally the total times that each celebration was selected during interviews. Students make a simple bar or picture graph to show favorite celebrations. | ||
| Students use the information that was recorded and put into graphs about the growth of microbes on three different potatoes. The students use the graphs to determine which potatoes grew the least microbes; the one handled by unwashed hands, the one handled by washed hands, or the not handled potato. | ||
| 2.3.3 - Formulate and answer simple questions from data represented by graphs | Students use the information that was recorded and put into graphs about the growth of microbes on three different potatoes. The students use the graphs to determine which potatoes grew the least microbes; the one handled by unwashed hands, the one handled by washed hands, or the not handled potato. | |
| Students create Venn diagrams to help them compare and contrast information about the foods they eat. | ||
| Probability | ||
| No benchmark expectations at this level | ||
| Statistical Methods | ||
| No benchmark expectations at this level | ||
| Predictions, Data Analysis and Inferences | ||
| 2.3.4 - Record results of activities involving change (e.g., coin flips, dice rolls) and make reasonable predictions based upon data | ||
| 2.3.5 - Describe the likelihood of an event; e.g., cloudy, it may rain | Students predict the outcome of an experiment about microbial growth. Three potatoes are used in the experiment, one that is not handled, one that was handled by unwashed hands and one that is handled with washed hands. | |
| Return to Top | ||
| Standard 4: Measurement | ||
| Measurable attributes, measurement systems and units | ||
| 2.4.1 - Tell time to the nearest quarter hour and 5 minute intervals using digital and analog clocks | ||
| 2.4.2 - Distinguish between week days and weekend days | ||
| 2.4.3 - Recall the months of the year in order | To build awareness of seasonal change, students use their own birthdates, a comparison of seasons in different settings, and self made books. | |
| 2.4.4 - Count mixed coins to $1.00 | ||
| 2.4.5 - Estimate and measure weight to the nearest pound or kilogram | Students work together in groups to estimate, and then measure the circumference, diameter and height of their pumpkin. | |
| 2.4.6 - Estimate and measure capacity to the nearest cup or liter | ||
| 2.4.7 - Estimate and measure length to the nearest inch, half-inch, foot, or centimeter | Students work together in groups to estimate, and then measure the circumference, diameter and height of their pumpkin. | |
| 2.4.8 - Estimate and verify a quantity; e.g., marbles in a jar | Students count the seeds contained within a pumpkin (often hundreds) during an investigation of pumpkins. An estimate of the seeds could be made before they are counted. | |
| 2.4.9 - Compare and order given lengths, capacities, weights, or temperatures that are expressed in the same unit of measure | ||
| 2.4.10 - Identify the approximate size of basic units; e.g., width of finger is about one centimeter, large soda bottle is two liters, a paper clip weighs one gram | ||
| Measurement tools, Techniques, and Formulas | ||
| 2.4.11 - Select the appropriate units for measuring time, length, weight, and temperature | Students work together in groups to estimate, and then measure the circumference, diameter and height of their pumpkin. They then measure the pumpkin, and compare their estimates to the actual measurements. | |
| 2.4.12 - Use the symbols for the dollar and cent | ||
| Return to Top | ||
| Standard 5: Algebra, Functions, and Patterns | ||
| Patterns, Relations, adn Functions | ||
| 2.5.1 - Extend and create number patterns | ||
| 2.5.2 - State the rule that describes a given repeating and growing pattern | ||
| Numeric and Algebraic Representations | ||
| 2.5.3 - Solve addition and subtraction equations with unknown numbers; e.g., 2 + ? = 5 | ||
| Mathematical Modeling | ||
| 2.5.4 - Use symbols (i.e., +, -, =, <, >) to write simple number sentences | ||
| Rate of Change | ||
| No benchmark expectations at this level | ||
| Return to Top | ||