BLOOMFIELD PUBLIC SCHOOLS...Bloomfield Grade 2 (2016-2017) 6 Evidence (Stage 2) Checks for Alignment Evaluation Criteria Performance is judged in terms of… Assessment Evidence U1

Bloomfield Grade 2 (2016-2017)

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BLOOMFIELD PUBLIC SCHOOLS

Bloomfield, New Jersey 07003

Curriculum Guide

Mathematics Grade 2

Prepared by:

Nancy Schultz

Salvatore Goncalves, Superintendent of Schools Sandra Searing, Assistant Superintendent of Curriculum and Instruction

Roger Marchegiano, Supervisor of Mathematics

Conforms to the New Jersey Student Learning Standards

Curriculum Committee Review: September 7, 2016


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Title of Unit Operations and Algebraic Thinking Grade Level 2

Curriculum Area Mathematics Time Frame 24-26 days

Desired Results (Stage 1)Established Goals/Standards

Represent and solve problems involving addition and subtraction. 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. Art: Create pictures that represent addition and subtraction. Music: Sing addition and subtraction songs 21st Century Interdisciplinary Themes:

_x Global Awareness _x Financial, economic, business, and entrepreneurial literacy __ Civic Literacy __ Health Literacy

TransferStudents will be able to independently use their learning to solve real-world problems using addition and subtraction, e.g., find the total number of students in two second-grade classes.

MeaningUnderstandings Students will understand that…

Essential QuestionsStudents will keep considering…


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U1 - addition involves adding to and putting together. U2 - subtraction involves taking from, taking apart, and comparing. U3 - missing numbers in a math sentence can be found using addition and subtraction. U4 - a symbol can represent an unknown. U5 - the unknown may be located in any position in the equation. U6 - objects, drawings, and equations can be used to solve problems.

Q1 - How can one find the total of parts? Q2 - How can one find the missing part of a whole?

Knowledge Students will know…

SkillsStudents will be able to…

K1 - the meaning of addition. K2 - the meaning of subtraction. K3 - there are multiple interpretations of addition and subtraction. K4 - some problems take more than one step to solve.

S1 - use addition and subtraction within 100 to solve word problems that involve one-and two-step problems. S2 - use objects and drawings to represent problems. S3 - use equations with a symbol for the unknown number to represent the problem.

Evidence (Stage 2) Checks for Alignment Evaluation Criteria

Performance is judged in terms of… Assessment Evidence

U1 – U6 Q1 – Q2 K1 – K4

Formative question-answer in class homework portfolio

Summative periodic assessment tasks/checklists

Transfer Task(s)

Represent problems involving addition and subtraction. Solve problems involving addition and subtraction.

S1- S3

Learning Plan (Stage 3) Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources

Classroom Routine (CR) Activity Discussion Math Workshop Assessment Session Follow-Up Games

Investigations3: Unit 1: 2.3, 2.4, 3.1, 3.3, 3.4, 3.6, 3.7, Investigation 4 Unit 2: CR 1.4, CR 3.3 Unit 3: 1.2, 1.3, CR 1.4, 1.5, 1.6, 1.7, 1.8, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, Investigation 3 Unit 4: CR 1.2, 1.4, 1.5, 1.6, CR 2.1, 2.2, CR 2.6 Unit 5: 1.3, 1.5, 1.6, Investigation 3 Unit 6: 1.2, 1.3, 1.5, 1.6, 2.1, 2.2, CR 2.3, 2.4, 2.5, 2.6 Unit 7: CR 2.3 Unit 8: 1.1, 1.2, 1.3, CR 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, CR 2.1, CR


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2.3, CR 2.5, CR 2.6, CR 2.7 Grade 2 Mathematics Curriculum Binder

Suggested Activities Suggested Resources Illuminations lessons http://illuminations.nctm.org

http://nlvm.usu.edu https://www.illustrativemathematics.org/


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Add and subtract within 20. 2.OA.B.2 Fluently add and subtract within 20 using mental strategies. ***By end of Grade 2, know from memory all sums of two one-digit numbers.

Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. Art: Create pictures that represent addition and subtraction. Music: Sing addition and subtraction songs 21st Century Interdisciplinary Themes:


Transfer Students will be able to independently use their learning to mentally add or subtract numbers.



U1 - there are multiple strategies to add and subtract.

Q1 - How can a problem be simplified? Q2 - What strategies are available to determine how much or how many we have?



K1 - numbers that make 10 will help solve problems. K2 - numbers can be decomposed into simpler terms. K3 - the inverse relationship between addition and subtraction. K4 - solutions can be found by forming equivalent but easier or known sums.

S1 - fluently add within 20 using mental strategies. S2 - fluently subtract within 20 using mental strategies.


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U1 Q1 – Q2 K1 – K4


Summative periodic assessment

tasks/checklists

Transfer Task(s)

Represent problems involving addition and subtraction. Solve problems involving addition and subtraction.

S1-S2



Investigations3: Unit 1: 1.1, CR 1.2, 1.3, CR 1.4, CR 1.5, CR 1.6, Investigation 2, 3.2, 3.3, 3.4, 3.6, 3.7, CR 4.2, CR 4.4, CR 4.5 Unit 2: CR 1.1, CR 2.1, 2.3, 2.4, CR 2.5, CR 3.1 Unit 3: CR 1.1, CR 1.3, 1.4, 1.6, 1.7, 1.8, 2.1, 2.2, CR 2.3, 2.6, 2.7, 2.8, CR 3.2, 3.3, 3.5, 3.6 Unit 4: CR 1.1, CR 1.2, 1.4, 1.5, 1.6, CR 2.1, 2.2, CR 2.4, CR 2.5, CR 2.6 Unit 5: 1.1, 1.3, 1.5, 1.6, 2.1, CR 2.3, 3.3, CR 3.7 Unit 6: CR 1.6, CR 2.3, CR 2.6 Unit 7: CR 1.3, 2.1, CR 2.3, 2.5, 2.6 Unit 8: 1.2, 1.3, CR 1.5, 1.9, 1.11, CR 2.1, CR 2.3, 2.5, CR 2.7, 2.8

Grade 2 Mathematics Curriculum Binder Suggested Activities Suggested Resources Illuminations lessons http://illuminations.nctm.org



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Work with equal groups of objects to gain foundations for multiplication. 2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books.

21st Century Interdisciplinary Themes: _x Global Awareness _x Financial, economic, business, and entrepreneurial literacy __ Civic Literacy __ Health Literacy

Transfer Students will be able to independently use their learning to mentally add or subtract numbers.



U1 - a total number of objects can be found in a rectangular array by finding the sum of equal addends. U2 - odd numbers cannot be paired and even numbers can be paired. U3 - even numbers can be counted using skip-counting by 2s.

Q1 - Why would one need to pair things?


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K1 - odd numbers cannot be paired completely and even numbers can. K2 - that when counting by 2s, even numbers will finish the group of

S1 - determine whether a group of objects (up to 20) has an odd or even number of members S2 - use addition to find the total number of objects in a rectangular array (with up to 5 rows and 5 columns). S3 - write an equation expressing the total of a rectangular array as a sum of equal addends.



U1 Q1 – Q2 K1 – K4



Transfer Task(s)

Independently use their learning to understand Work with groups of equal objects to gain foundations for multiplication

S1-S3



Investigations3: Unit 7: Investigation 1, Investigation 2

Grade 2 Mathematics Curriculum Binder




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Title of Unit Number and Operations in Base Ten Grade Level 2



Understand place value. 2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens — called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. 21st Century Interdisciplinary Themes:


Transfer Students will be able to independently use their learning to read numbers on signs or in books.



U1 – the location of digits in a number determines the value of the number. U2 – to compare two numbers, one must compare the digits in each place, starting with the largest place.

Q1 – Why is place value important?


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K1 – the three digits in a three-digit number represent the amount of hundreds, tens and ones, respectively. K2 – the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

S1 – identify one hundred as a bundle of ten tens and ten as a bundle of ten ones. S2 – count within 1000. S3 – skip-count by 5s, 10s, and 100s. S4 – read numbers to 1000. S5 – write numbers to 1000 using base-ten numerals, number names, and expanded form. S6 – compare three digit numbers using <, =, and >.



U1 – U2 Q1 K1 – K2



Transfer Task(s)

Independently use their learning to understand place value. S1 – S6



Investigations3: Unit 1: 1.2, 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, CR 3.7 Unit 3: 1.4, 1.5, 1.6, 1.7, 1.8, CR 2.4, 3.2, 3.3, CR 3.3, CR 3.4, 3.5, CR 3.5, 3.6, CR 3.6, CR 3.7 Unit 4: CR 1.5, CR 2.2 Unit 5: 2.2, CR 2.2, 2.3, 2.4, CR 2.4, 2.5, 2.6, CR 3.2, 3.3, CR 3.4, 3.5, 3.6, 3.7, 3.8 Unit 6: CR 1.1, CR 1.2, CR 1.4, CR 1.5, CR 2.2 Unit 7: 1.1, CR 1.1, 1.2, CR 1.4, 2.1, CR 2.1, 2.2, 2.3, 2.4 Unit 8: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 CR 2.9




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Title of Unit Number and Operations in Base Ten Grade Level 2



Use place value understanding and properties of operations to add and subtract. 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.B.7Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. Social Studies: Relate fact families to students’ families. 21st Century Interdisciplinary Themes:


Transfer Students will be able to independently use their learning to find the number of students in four classrooms.


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U1 - concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction can help one solve problems. U2 - when adding 10 or 100, one must add one to the tens-digit or one to the hundreds-digit and not change the ones-digit. U3 - when subtracting 10 or 100, one must subtract one from the tens-digit or one from the hundreds-digit and not change the ones-digit.

Q1 - How does place value help one find the answers to addition and subtraction problems?



K1 - properties of operations to add and subtract. K2 - the values of the digits in a three-digit number. K3 - sometimes it is necessary to compose or decompose tens or hundreds.

S1 - fluently add and subtract within 100 S2 - add up to four two-digit numbers, using strategies using place value and properties of operations. S3 - add and subtract within 1000. S4 - mentally add 10 or 100 to a given number 100-900. S5 - mentally subtract 10 or 100 from a given number 100-900. S6 - explain why addition and subtraction strategies work, using place value and the properties of operations.



U1 – U3 Q1 K1 – K3



Transfer Task(s)

Use place value understanding to add and subtract. Use properties of operations to add and subtract.

S1 – S6


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Investigations3: Unit 1: 2.2, 2.3, CR 2.4, 2.5, 2.6, 2.8, 3.1, 3.2, 3.4, 3.6, 3.7, Investigation 4 Unit 2: CR 3.4 Unit 3: 1.4, 1.5, CR 1.5, 1.6, 1.7, 1.8, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, Investigation 3 Unit 4: CR 1.1, CR 2.5 Unit 5: Investigation 1, CR 1.4, CR 1.6, Investigation 2, CR 2.3, Investigation 3, CR 3.7, CR 3.8 Unit 6: CR 1.1, 1.2, CR 1.2, 1.3, CR 1.4, 1.5, CR 1.5, 1.6, 2.1, 2.2, CR 2.3, 2.4, CR 2.4, 2.5, 2.6 Unit 7: CR 1.1, CR 1.4, Investigation 2 Unit 8: Investigation 1, CR 1.7, Investigation 2, CR 2.6, CR 2.9




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Title of Unit Measurement and Data Grade Level 2



Measure and estimate lengths in standard units. 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.

2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. Social Studies: Create a time line of the students’ day Science: Graph the weather Health: Measure one another’s height and compare Physical Education: Graph number of jumping jacks, how far everyone can kick a ball, etc… 21st Century Interdisciplinary Themes:

_x Global Awareness _x Financial, economic, business, and entrepreneurial literacy __ Civic Literacy _x Health Literacy

TransferStudents will be able to independently use their learning to measure the length of a student desk and a teacher desk, and determine the difference in length.



U1 - the difference between non-standard and standard measurement. U2 - measurement tools vary in the size of the unit on them; this variation will affect the choice of tools.

Q1 - Why do we measure objects? Q2 - How do we measure objects? Q3 - Why do we need standard units of measurement?


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K1 - appropriate tools must be used in order to properly measure an object. K2 - the approximate length of an inch, foot, centimeter, and meter.

S1 - select an appropriate tool to measure an object. S2 - measure the length of an object. S3 - measure the length of an object with two different tools. S4 - describe how the measurements of one object differ when using two different tools (relate the measurement to the size of the unit chosen). S5 - estimate lengths using units of inches, feet, centimeters, and meters. S6 - measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.



U1 – U2 Q1 – Q3 K1 – K2



Transfer Task(s)

Estimate lengths in standard units. Measure lengths in standard units.

S1 – S6



Investigations3: Unit 6: 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6





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Relate addition and subtraction to length. 2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.



Transfer Students will be able to independently use their learning to relate addition and subtraction to length.



U1 - addition and subtraction can be used to solve word problems involving lengths that are given in the same units. U2 - whole numbers can be represented as the lengths from 0 to the number located on an equally-spaced number line. U3 - whole-number sums and differences can be represented on a number line.

Q1 - How are the locations of numbers on a number line related to length? Q2 - How can addition and subtraction be used to find lengths?


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K1 - drawings (such as drawings of rulers) can be used to solve problems involving length. K2 - equations with an unknown can be used to solve problems involving length.

S1 - add within 100 to solve word problems involving length. S2 - subtract within 100 to solve word problems involving length. S3 - represent whole numbers on a number line as length from 0. S4 - represent whole numbers sums and differences with 100 on a number-line diagram.



U1 – U3 Q1 – Q2 K1 – K2



Transfer Task(s)

Relate addition to length. Relate subtraction to length.

S1 – S4



Investigations3: Unit 1: 1.1, 1.2, CR 1.3, 1.4, CR 1.6, 2.1, 2.2, CR 2.4, 2.6, 3.1, 3.2, CR 3.3, CR 3.4, CR 3.5, 3.7, Investigation 4 Unit 2: CR 2.1, CR 3.4 Unit 3: 1.4, 1.5, 1.6, 1.7, 1.8, 2.1, 2.2, 2.6, 2.7, 2.8, 3.1, CR 3.2, 3.3, 3.4, 3.6, 3.7 Unit 5: 1.1, 1.5, 3.1, 3.2, 3.6 Unit 6: 1.4, 1.6, 2.1, CR 2.1, 2.2, 2.4, 2.5, 2.6 Unit 8: 1.1, 1.2, 1.3, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11




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Work with time and money. 2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. Social Studies: Create a time line of the students’ day 21st Century Interdisciplinary Themes:


Transfer Students will be able to independently use their learning to work with time and money.



U1 - when time passes, the hour hand and the minute hand move at different rates. U2 - different coins have different values, not related to the size of the coin.

Q1 - How do the positions of the hands on an analog clock indicate the time? Q2 - How do the numbers on a digital clock indicate the time? Q3 - How do we determine how much money is needed and how money one has?


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K1 - between the hour hand and the minute hand. K2 - on an analog clock, on the hour, the hour hand is pointing exactly to the number that represents the hour; on the half-hour, the hour hand is pointing exactly half-way between two numbers. K3 - on a digital clock, the digits to the left of the colon represent the hour and the digits to the right of the colon represent the minutes. K4 - the value of a dollar bill, quarter, dime, nickel and penny.

S1 - tell and write time to the nearest five minutes using a.m. and p.m., on an analog clock. S2 - tell and write time to the nearest five minutes using a.m. and p.m., on a digital clock. S3 - solve word problems involving dollar bills, quarters, dimes, nickels and pennies using $ and ¢ symbols appropriately.



U1 – U2 Q1- Q3 K1 – K4



Transfer Task(s)

Independently use their learning to understand time. Independently use their learning to understand money.

S1 – S3



Investigations3: Unit 1: 1.4, 3.3, 3.4, 3.6, 3.7 Unit 2: CR 1.3, CR 2.2, CR 3.7, CR 3.8 Unit 3: 1.3, CR 1.4, CR 1.5, CR 2.4, CR 2.5, 2.7, 2.8, 2.9, CR 2.9, CR 3.1, 3.2, CR 3.4, 3.6 Unit 4: CR 1.3, CR 1.6, CR 2.3 Unit 5: CR 1.1, 1.4, 1.5, 1.6, 2.2, CR 3.1 Unit 6: CR 1.3, CR 2.5 Unit 7: CR 1.2, CR 1.4 Unit 8: 1.4, 1.5, 1.6, CR 1.7, 1.9, 1.10, 1.11, CR 2.6, CR 2.9




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Represent and interpret data. 2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.



Transfer Students will be able to independently use their learning to represent and interpret data.



U1 - there are many ways to analyze data. Q1 - How can representing data help us to interpret it and draw conclusions?


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K1 - the difference between a picture graph and a bar graph. K2 - how to make a line plot.

S1 - generate measurement data by measuring lengths of several objects to the nearest whole unit. S2 - generate measurement data by making repeated measurements of the same object. S3 - show measurements by making a line plot, where the horizontal scale is marked off in whole-number units. S4 - organize data with up to four categories. S5 - represent data with up to four categories using a picture graph. S6 - represent data with up to four categories using a bar graph. S7 - solve simple put-together, take-apart, and compare problems using a bar graph.



U1 Q1 K1 – K2



Transfer Task(s)

Independently use their learning to represent data. Independently use their learning to interpret data.

S1 – S7



Investigations3: Unit 4: 1.1, 1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.4, 2.5, 2.6 Unit 6: 2.4, 2.5





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Title of Unit Geometry Grade Level 2



Reason with shapes and their attributes. 2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Primary Interdisciplinary Connections LAL: Connect math and literacy through reading books. Art: Lines of symmetry Science: Explore butterflies and symmetry 21st Century Interdisciplinary Themes:


Transfer Students will be able to independently use their learning to recognize shapes and their attributes.



U1 - shares of a whole must always be equal. U2 - decomposing into more equal shares creates smaller shares. U3 - equal shares of identical wholes need not have the same shape.

Q1 - Why do we need to identify shapes? Q2 - Why would we partition shapes?


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K1 - the characteristics of triangles, quadrilaterals, pentagons, hexagons, and cubes. K2 - the word half, third, and fourth refers, respectively, to having 2, 3, and 4 equal parts.

S1 - recognize shapes having specified attributes. S2 - draw shapes having specified attributes. S3 - identify triangles, quadrilaterals, pentagons, hexagons, and cubes. S4 - partition a rectangle into rows and columns of the same-size squares. S5 - count the squares in a partitioned rectangle to find the total number. S6 - partition circles into two, three, or four equal shares. S7 - partition rectangles into two, three, or four equal shares. S8 - appropriately use the words halves, thirds, fourths and quarters and the phrases half of, a third of, a fourth of, and quarter of. S9 - describe the whole as two halves, three thirds, or four fourths. S10 - identify equal shares of identical wholes even though they do not have the same shape.



U1 – U3 Q1 – Q2 K1 – K2



Transfer Task(s)

Independently use their learning to reason with shapes. Independently use their learning to understand attributes of shapes.

S1 – S10



Investigations3: Unit 1: 1.2, 1.3, 1.4, 1.5 Unit 2: Investigation 1, Investigation 2, Investigation 3 Unit 7: CR 2.2, CR 2.4





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Documents

BLOOMFIELD PUBLIC SCHOOLS...Bloomfield Grade 2 (2016-2017) 6 Evidence (Stage 2) Checks for Alignment Evaluation Criteria Performance is judged in terms of… Assessment Evidence U1