|
|
|
EAST LONGMEADOW PUBLIC SCHOOLS |
|
2006 - 2007 DISTRICT CURRICULUM GUIDES |
|
Mathematics - Grade 2 |
|
|
Algorithms: Understand/Use/Add/Subtract
The learner will be able to
understand and use the algorithms for addition (two 3-digit numbers and three 2-digit numbers) and subtraction (two 3-digit numbers).
| Strand |
Scope |
Source |
| Algorithms |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.11 |
|
Number Sentences: Write/Relationships
The learner will be able to
write number sentences representing mathematical relationships in everyday scenarios using the +, -, <, >, and/or = symbols.
| Strand |
Scope |
Source |
| Number Sentence |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.6 |
|
Number Sentence: Solve/Unknown Value
The learner will be able to
determine solutions to number sentences with an unknown value.
| Strand |
Scope |
Source |
| Number Sentence |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.5 |
|
Number Sentence: Construct/Variable
The learner will be able to
construct number sentences by applying a variable to represent an unknown amount.
| Strand |
Scope |
Source |
| Number Sentence |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.5 |
|
Facts: Understand/Addition/Subtraction
The learner will be able to
understand the addition facts (sums to 20) and associated subtractions facts, and apply them to obtain problem solutions.
| Strand |
Scope |
Source |
| Fact Families |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.9 |
|
Operations: Meaning/Addition/Subtraction
The learner will be able to
show an understanding of the several meanings for addition and subtraction using the words total, sum, in all, difference, less more, equal and remaining.
| Strand |
Scope |
Source |
| Operations: Add/Subtract |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.7 |
|
Inverse Operations: Add/Subtract
The learner will be able to
develop an understanding of the inverse relationship that exists between addition and subtraction.
| Strand |
Scope |
Source |
| Inverse Operations |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.8 |
|
Number Sense: Common Fractions
The learner will be able to
recognize and illustrate basic fractions (1/4, 1/3 and 1/2) as parts of a whole, parts of a group, and numbers on the number line.
| Strand |
Scope |
Source |
| Number Sense |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.3 |
|
Figures: Curved
The learner will be able to
recognize, explain, draw, and compare curved figures.
| Strand |
Scope |
Source |
| Figures |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.2 |
|
Transformations: Identify
The learner will be able to
recognize figures that have undergone transformations such as rotation (turn), reflection (flip), and/or translation (flip).
| Strand |
Scope |
Source |
| Transformations |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.4 |
|
Polygons: Up to Six Sides
The learner will be able to
recognize, explain, draw, and compare polygons that have up to six sides.
| Strand |
Scope |
Source |
| Polygons |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.2 |
|
Solids: Explain/Characteristics
The learner will be able to
explain the characteristics of three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.1 |
|
Solids: Explain/Parts
The learner will be able to
explain the parts of three-dimensional solids (faces,edges lengths of sides and corners).
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.1 |
|
Shapes: Explain/Characteristics
The learner will be able to
explain the characteristics of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.1 |
|
Shapes: Explain/Parts
The learner will be able to
explain the parts of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.1 |
|
Shapes: Draw
The learner will be able to
create drawings of two dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.2 |
|
Two-Dimensional Shapes: Compare
The learner will be able to
make comparisons of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.2 |
|
Figures: Identify
The learner will be able to
identify two dimensional figures.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.2 |
|
Figures: Describe
The learner will be able to
describe two-dimensional figures.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.2 |
|
Transformations: Recognize/Enlarged
The learner will be able to
recognize a figure that has been enlarged.
| Strand |
Scope |
Source |
| Transformations |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.4 |
|
Transformations: Explain/Direction
The learner will be able to
explain the direction of a translation (translation).
| Strand |
Scope |
Source |
| Translations |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.4 |
|
Symmetry: Identify/Plane Figures
The learner will be able to
identify symmetry in two dimensional figures.
| Strand |
Scope |
Source |
| Symmetry |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.5 |
|
Connecting: Geometry/Numbers
The learner will be able to
associate geometric concepts to numbers.
| Strand |
Scope |
Source |
| Connecting |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.7 |
|
Congruence: Identify
The learner will be able to
recognize congruent figures.
| Strand |
Scope |
Source |
| Congruence |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.3 |
|
Combine/Partition: Predict/Subdivide
The learner will be able to
make predictions of the results of subdividing figures.
| Strand |
Scope |
Source |
| Combine/Partition/Transform |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.6 |
|
Combine Figures: Predict
The learner will be able to
predict the results of combining figures.
| Strand |
Scope |
Source |
| Combine/Partition/Transform |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.6 |
|
Measurement: Estimation
The learner will be able to
apply measurement approximations for time, volume, weight and area.
| Strand |
Scope |
Source |
| Measurement: Estimation |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
|
Measurement Concepts: Comparison
The learner will be able to
compare the length, weight, area, and volume of at least two shapes through direct comparisons.
| Strand |
Scope |
Source |
| Direct/Indirect Measure |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.3 |
|
Measurement Concepts: Measure/Compare
The learner will be able to
apply metric and English units of length to measure and compare common objects.
| Strand |
Scope |
Source |
| Length |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.4 |
|
Calendar: Recognize/Parts of Day
The learner will be able to
recognize parts of the day.
| Strand |
Scope |
Source |
| Calendar |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.1 |
|
Calendar: Months/Days
The learner will be able to
identify days of the week and months of the year.
| Strand |
Scope |
Source |
| Calendar |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.1 |
|
Calendar: Dates
The learner will be able to
identify specific dates on a given calendar.
| Strand |
Scope |
Source |
| Calendar |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.1 |
|
Time: Tell/Quarter-Hour/Digital/Analog
The learner will be able to
tell time in quarter-hour intervals on analog and digital clocks applying A.M. and P.M.
| Strand |
Scope |
Source |
| Time |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.2 |
|
Time: Apply/Estimates
The learner will be able to
apply time estimates.
| Strand |
Scope |
Source |
| Time |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
|
Time: Estimate
The learner will be able to
estimate time.
| Strand |
Scope |
Source |
| Time |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
|
Money: Count
The learner will be able to
count the value of coins and bills up to $5.00.
| Strand |
Scope |
Source |
| Money |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.6 |
|
Money: Recognize/Value/U.S. Coins/Bills
The learner will be able to
recognize the value of all the U.S. coins and $1, $5, $10, and $20 bills.
| Strand |
Scope |
Source |
| Money |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.6 |
|
Money: Find/Representations/Up to $5
The learner will be able to
find the different ways to represent money amounts up to five dollars.
| Strand |
Scope |
Source |
| Money |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.6 |
|
Money: Apply/Notation
The learner will be able to
apply suitable notation for monetary amounts.
| Strand |
Scope |
Source |
| Money |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.6 |
|
Area: Estimate
The learner will be able to
estimate area.
| Strand |
Scope |
Source |
| Area |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
|
Area: Apply/Estimates
The learner will be able to
apply area estimates.
| Strand |
Scope |
Source |
| Area |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
|
Weight: Estimate
The learner will be able to
estimate weight.
| Strand |
Scope |
Source |
| Weight |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
|
Weight: Apply/Estimates
The learner will be able to
apply weight estimates.
| Strand |
Scope |
Source |
| Weight |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
|
Volume: Estimate
The learner will be able to
estimate volume.
| Strand |
Scope |
Source |
| Volume |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
|
Volume: Apply/Estimates
The learner will be able to
apply volume estimates.
| Strand |
Scope |
Source |
| Volume |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
|
Measurement: Estimation
The learner will be able to
make measurement estimations.
| Strand |
Scope |
Source |
| Measurement: Estimation |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
|
Converting: Explain/Functions
The learner will be able to
explain conversion functions, including coin and measurement conversions.
| Strand |
Scope |
Source |
| Converting |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.P.7 |
|
Tools: Use/Appropriate
The learner will be able to
use suitable measurement instruments.
| Strand |
Scope |
Source |
| Tools/Instruments |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.5 |
|
Tools: Choose/Appropriate
The learner will be able to
choose a suitable measurement instrument.
| Strand |
Scope |
Source |
| Tools/Instruments |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.5 |
|
Number Sense: Recognize/Distinguish
The learner will be able to
recognize and distinguish between the multiple applications of numbers, including cardinal and ordinal, and numbers as labels and as measurements.
| Strand |
Scope |
Source |
| Number Sense |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.2 |
|
Place Value: Less Than 1000
The learner will be able to
identify place value in whole numbers up to 1000.
| Strand |
Scope |
Source |
| Place Value |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.1 |
|
Odd: Identify
The learner will be able to
identify odd numbers.
| Strand |
Scope |
Source |
| Odd/Even |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.5 |
|
Even: Identify
The learner will be able to
identify even numbers.
| Strand |
Scope |
Source |
| Odd/Even |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.5 |
|
Write Numbers: At Most 1000
The learner will be able to
write whole numbers to at most 1000 in numeric form.
| Strand |
Scope |
Source |
| Write Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.1 |
|
Cardinal Numbers: Determine/Odd/Even
The learner will be able to
determine whether a set contains an even or odd cardinality.
| Strand |
Scope |
Source |
| Cardinal Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.5 |
|
Patterns: Recognize/Explain/Extend
The learner will be able to
recognize, explain, extend, reproduce, and create basic color, rhythmic, shape, number, and letter patterns.
| Strand |
Scope |
Source |
| Patterns: Identify/Describe/Continue |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.1 |
|
Pattern: Recognize/Hundred Chart
The learner will be able to
recognize number patterns on a hundred chart.
| Strand |
Scope |
Source |
| Patterns: Number |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.2 |
|
Patterns: Number/Addition/Explain
The learner will be able to
explain addition number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.3 |
|
Patterns: Number/Subtraction/Explain
The learner will be able to
explain subtraction number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.3 |
|
Patterns: Number/Addition/Create
The learner will be able to
create addition number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.3 |
|
Patterns: Number/Subtraction/Create
The learner will be able to
create subtraction number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.3 |
|
Skip Counting: Twos/Fives/Tens
The learner will be able to
skip count by twos, fives, and tens up to at least 50, beginning from any number.
| Strand |
Scope |
Source |
| Skip Counting |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.4 |
|
Estimation: Exact/Approximate/Describe
The learner will be able to
describe the difference between exact and estimated values.
| Strand |
Scope |
Source |
| Estimation |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.12 |
|
Data: Hypothesis
The learner will be able to
make inferences and formulate hypotheses based on data.
| Strand |
Scope |
Source |
| Data |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.D.3 |
|
Data Analysis
The learner will be able to
organize, classify, represent, and interpret data through tallies, charts, tables, bar graphs, pictographs, and Venn diagrams, and interpret the various displays.
| Strand |
Scope |
Source |
| Data Analysis |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.D.2 |
|
Outcomes: Most Likely
The learner will be able to
decide which outcomes are most likely to occur in particular situations.
| Strand |
Scope |
Source |
| Outcomes |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.D.4 |
|
Data Collection: Interviews/Surveys
The learner will be able to
gather data about themselves and their environment through interviews, surveys, and observations.
| Strand |
Scope |
Source |
| Data Collection |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.D.1 |
|
Problem Solving: Inverse Relationship
The learner will be able to
apply the inverse relationship that exists between addition and subtraction to solve problems and/or verify results.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.8 |
|
Problem Solving: Add/Subtract/2-Digit
The learner will be able to
perform approximations, computations, and obtain solutions to problems involving the addition, subtraction and regrouping of 2-digit numbers.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.12 |
|
Add/Subtract: 3 Digits
The learner will be able to
perform the addition and subtraction of two three-digit whole numbers.
| Strand |
Scope |
Source |
| Add/Subtract Whole Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.10 |
|
Compare: Terminology
The learner will be able to
apply the use of comparative terminology when comparing whole numbers.
| Strand |
Scope |
Source |
| Compare/Order |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.4 |
|
Ordering: Up to 1000
The learner will be able to
order whole numbers up to 1000.
| Strand |
Scope |
Source |
| Compare/Order |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.1 |
|
Compare: Whole Numbers/Symbols
The learner will be able to
apply symbols to compare whole numbers.
| Strand |
Scope |
Source |
| Compare/Order |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.4 |
|
Whole Numbers: Name/Up to 1000
The learner will be able to
name whole numbers up to 1,000.
| Strand |
Scope |
Source |
| Whole Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.1 |
|
|
