MATH (Operation & Algebraic Thinking) 2nd Grade …ourcommoncore.wikispaces.com/file/view/Math-2nd+Grade.pdfMATH (Operation & Algebraic Thinking) 2nd Grade Common ... represent and

MATH (Operation & Algebraic Thinking) 2nd Grade Common Core Standards

CC.2.OA.1 Represent and solve problems involving addition and subtraction. 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. AR.2.A.5.3 (A.5.2.3)

Expressions, Equations and Inequalities: Recognize that symbols such as �, Δ and ◊ in an addition or subtraction

equation, represent a missing value that will make

the statement true

AR.2.A.5.1 (A.5.2.1) Expressions, Equations and Inequalities: Select and/or write number sentences to find the unknown in problem-solving contexts involving two-digit addition and subtraction using appropriate labels

Task Analysis *write the number sentence that matches the context using symbols *solve for the missing value to make the statement true

*select and/or write an equation to represent all problem types as noted in the Appendix in the Arkansas Math Frameworks

Vocabulary true false symbol number sentence

label number sentence equation


CC.2.OA.1 Represent and solve problems involving addition and subtraction. 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. AR.2.NO.2.5 (NO.2.2.5) Whole

Number Operations: Demonstrate various meaning of addition and

subtraction

AR.2.NO.3.1 (NO.3.2.1) Computational Fluency-Addition and Subtraction: Develop strategies for basic addition facts: -- counting all -- counting on, -- one more, two more, -- doubles, -- doubles plus one or minus one, -- make ten, -- using ten frames, -- Identity Property (add zero)

AR.2.NO.2.7 (NO.2.2.7) Whole Number Operations: Model, represent and explain division as sharing equally and repeated subtraction in contextual situations

AR.2.NO.3.4 (NO.3.2.4) Application of Computation: Solve problems using a variety of methods and tools (e.g., objects, mental computation, paper and pencil, and with and without appropriate technology)

Task Analysis *solve a variety of addition and subtraction problem types as noted in the Appendix in the Arkansas Math Frameworks

*develop strategies for basic addition facts using a variety of methods and materials *use addition strategies to perform basic addition

*demonstrate understanding of equal shares by separating equal groups from a set of objects *represent division as repeated subtraction (12 - 4 = 8; 8 - 4 = 4; 4 - 4 = 0; since 4 was subtracted 3 times to reach zero, 12 ÷ 4 = 3) Note: It is important that students see multiplication as repeated addition.

*apply knowledge of addition and subtraction when solving problem types as noted in the Appendix of the Arkansas Math Frameworks using objects, mental computation, paper and pencil, with and without appropriate technology

Vocabulary strategies number sentences

compose decompose

separate equal shares division


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

numbers. AR.2.NO.3.1 (NO.3.2.1) Computational Fluency-Addition and Subtraction: Develop strategies for basic addition facts: -- counting all -- counting on, -- one more, two more, -- doubles, -- doubles plus one or minus one, -- make ten, -- using ten frames, -- Identity Property (add zero)

AR.2.NO.3.3 (NO.3.2.3) Computational Fluency-Addition and Subtraction: Demonstrate computational fluency (accuracy, efficiency and flexibility) in addition facts with addends through 9 and corresponding subtractions

AR.2.NO.2.4 (NO.2.2.4) Number Theory: Apply number theory: -- determine if a two-digit number is odd or even, -- use the terms sum, addends, and difference in an appropriate context (2 + 3 = 5, 2 and 3 are addends; 5 is a sum).

Task Analysis *develop strategies for basic addition facts using a variety of methods and materials *use addition strategies to perform basic addition

*use familiar facts to help develop unfamiliar facts *demonstrate understanding of the inverse operation when developing addition and subtraction facts *develop computational fluency by stating/recalling basic addition and subtraction facts

*explain the difference between odd and even numbers *determine if a number is odd or even using knowledge of number patterns and understanding of grouping by twos

Vocabulary compose decompose

addends odd even


CC.2.OA.3 Work with equal groups of objects to gain foundations for multiplication. 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. AR.2.NO.3.1 (NO.3.2.1)

Computational Fluency-Addition and Subtraction: Develop

strategies for basic addition facts: -- counting all -- counting on,

-- one more, two more, -- doubles,

-- doubles plus one or minus one, -- make ten,

-- using ten frames, -- Identity Property (add zero)

AR.2.NO.3.3 (NO.3.2.3) Computational Fluency-Addition and Subtraction: Demonstrate computational fluency (accuracy, efficiency and flexibility) in addition facts with addends through 9 and corresponding subtractions

AR.2.NO.3.2 (NO.3.2.2) Computational Fluency-Addition and Subtraction: Demonstrate multiple strategies for adding or subtracting two-digit whole numbers: -- Compatible Numbers, -- compensatory numbers, -- informal use of commutative and associative properties of addition

AR.3.NO.2.2 (NO.2.3.2) Number Theory: Apply number theory: -- determine if a three-digit number is even or odd, -- use the terms multiple, factor, product and quotient in an appropriate context

Task Analysis *develop strategies for basic addition facts using a variety of methods and materials *use addition strategies to perform basic addition

*use familiar facts to help develop unfamiliar facts *demonstrate understanding of the inverse operation when developing addition and subtraction facts *develop computational fluency by stating/recalling basic addition and subtraction facts

*use base 10 blocks to solve two-digit addition and subtraction problems for conceptual understanding of place value *apply knowledge of inverse operations when solving subtraction problems *represent addition and subtraction problems with an equation *demonstrate the commutative and associative properties for addition, and show that these properties do not hold for subtraction *add and subtract two-digit using compatible and compensatory numbers (Ex. use 25 + 70 for estimating 22 + 73 (compatible numbers); 23 + 18 can be solved by using 23 + 20 = 43; 43 - 2 = 41, making 2 the compensatory number)

*identify the digit in the one's place and determine if the 3-digit number is even or odd based on the digit in the one's place (no matter the other digits) *identify the patterns for even (0,2,4,6,8) *identify the patterns for odd (1,3,5,7,9)

Vocabulary compose decompose

addends two-digit number strategies compose decompose place value compatible number compensatory number commutative property of addition associative property of addition

even odd number theory



CC.2.OA.3 Work with equal groups of objects to gain foundations for multiplication. 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. AR.1.NO.2.3 (NO.2.1.3) Number Theory: Apply

number theory: -- determine if a one-digit

number is odd or even, -- use the terms sum and difference in appropriate

context, -- use conventional symbols

(+, -, =) to represent the operations of addition and

subtraction.

Task Analysis *identify one-digit odd and even numbers

Vocabulary odd even


CC.2.OA.4 Work with equal groups of objects to gain foundations for multiplication. 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. AR.3.NO.2.4 (NO.2.3.4) Whole

Number Operations: Model, represent and explain division as

measurement and partitive division including equal groups, related rates, price, rectangular

arrays (area model), combinations and multiplicative comparison

AR.2.G.10.1 (G.10.2.1) Coordinate Geometry: Extend the use of directional words to include rows and columns

Task Analysis *identify/describe when you know the number in each set and the total but not how many sets, that is division as measurement *identify/describe when you know how many sets and the total but not how many in each set, that is partitive division *apply to price, rate, and multiplicative comparison (see last column) *use rectangular arrays and combinations to show division in these two forms *explain how a remainder may impact an answer in a real-world situation

*identify a column and row in contextual situations *describe a column and row in context of physical models

Vocabulary division partitive division measurement division remainder inverse operation rate

chart table

MATH (Number and Operations in Base Ten) 2nd Grade Common Core Standards CC.2.NBT.1 Understand place value. 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).

AR.2.NO.1.4 (NO.1.2.4) Whole Numbers: Represent numbers to 100

in various forms

AR.4.NO.1.2 (NO.1.4.2) Whole Numbers: Use the place value structure of the base ten number system and be able to represent and compare whole numbers to millions (using models, illustrations, symbols, expanded notation and problem solving)

AR.3.NO.1.2 (NO.1.3.2) Whole Numbers: Use the place value structure of the base ten number system and be able to represent and compare whole numbers including thousands (using models, illustrations, symbols, expanded notation and problem solving)

AR.1.NO.1.4 (NO.1.1.4) Whole Numbers: Represent numbers to 20 in various forms

Task Analysis *show numbers using manipulatives and pictorial representations *represent numbers using bundles of tens and ones *model numbers to 100 in various forms

a. *recite/identify place value to millions. *write numbers in standard form *use base ten blocks to create numbers to the millions *apply expanded notation to the millions *represent numbers in a variety of ways b. *create numbers using base ten blocks and compare *read numbers on a number line *locate numbers on a number line *use <, >, = to compare 2 numbers to the millions

*use manipulative to show whole numbers up to and including thousands *use manipulative to compare numbers up to and including thousands *illustrate to show whole numbers up to and including thousands *illustrate to compare whole numbers up to and including thousands *use symbols to compare whole numbers up to and including thousands *use expanded form to write and to compare whole numbers up to and including thousands *solve real-world problems by applying their knowledge of showing and comparing whole numbers up to and including thousands

*orally count to 20 *model numbers to 20 in various forms such as pictures, numerals, sets of objects, words, tally marks, base ten blocks

Vocabulary expanded notation

standard form symbol

compare represent place value thousands expanded notation models base ten period comma

base ten blocks

MATH (Number and Operations in Base Ten) 2nd Grade Common Core Standards

CC.2.NBT.1 Understand place value. 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).

AR.1.NO.1.5 (NO.1.1.5) Whole Numbers: Use

multiple models to develop understandings of place value including tens and

ones

AR.2.NO.1.5 (NO.1.2.5) Whole Numbers: Use multiple models to represent understanding of place value including hundreds

Task Analysis *demonstrate place value using manipulatives *demonstrate place value (ones and tens) *illustrate representations of groups of tens and ones *Ex. pictures of base 10 blocks to show 23 will be ___tens and ___ones = _____

*use manipulatives to represent numbers *use the commutative property of addition *use base 10 blocks to show place value *compose and decompose number using place value through 100s.

Vocabulary place value ones tens grouping


CC.2.NBT.2 Understand place value. Count within 1000; skip-count by 5s, 10s, and 100s.

AR.2.A.4.4 (A.4.2.4) Recognize, describe and develop patterns: Identify, describe and extend skip

counting patterns from any given number

AR.3.A.4.1 (A.4.3.1) Recognize, describe and develop patterns: Count forward and backward when given a number less than or equal to 1000 ____, 399, ___, ____

AR.3.A.4.2 (A.4.3.2) Recognize, describe and develop patterns: Relate skip-counting patterns to multiplication

AR.K.A.4.5 (A.4.K.5) Recognize, describe and develop patterns: Identify, describe and extend skip-counting patterns by 5s and 10s

Task Analysis *demonstrate knowledge of number sequence and place value in the context of number patterns *recognize patterns in numbers from any given point *extend skip counting patterns from a given number *describe a skip counting pattern

*count forward and backward by any given number to 1000 in written or oral form

*practice skip counting by any given number up to ten *relate skip counting to repeated addition *use skip counting as a strategy for multiplication

*use patterns to skip count *label/describe a visual skip counting pattern (by 5s and 10s) *label/describe a verbal skip counting pattern (by 5s and 10s) *determine the next number in a verbal/visual skip counting pattern

Vocabulary skip counting forward

backward multiples of numbers skip counting

skip counting extend pattern


CC.2.NBT.2 Understand place value. Count within 1000; skip-count by 5s, 10s, and 100s.

AR.2.A.4.3 (A.4.2.3) Recognize, describe and

develop patterns: Use patterns to count forward

and backward when given a number less than or equal to

100 ___, 69, ___, ___

Task Analysis *demonstrate knowledge of number sequence and place value in context of number patterns *count forward using patterns *count backwards using patterns

Vocabulary


CC.2.NBT.3 Understand place value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

AR.2.NO.1.4 (NO.1.2.4) Whole Numbers: Represent numbers to

100 in various forms

AR.2.NO.2.1 (NO.2.2.1) Number Theory: Count on (forward) and back (backward) on a number line and a 100's chart starting at any whole number up to 100

AR.3.NO.1.1 (NO.1.3.1) Whole Numbers: Recognize equivalent representations for the same whole number and generate them by composing and decomposing numbers

Task Analysis *show numbers using manipulatives and pictorial representations *represent numbers using bundles of tens and ones *model numbers to 100 in various forms

*count to 100 using one to one correspondence on a 100s chart and/or number line *count forward and backward to 100 from a given number using a 100s chart and number line

*use addition strategies to solve contextual problems through 999 (strategies may include mental math, composing and decomposing, finding benchmark numbers, compatible numbers, rounding, inverse operation) *use subtraction strategies to solve contextual problems through 999 (strategies may include mental mouth, composing and decomposing, finding benchmark numbers, compatible numbers, rounding, inverse operations) *illustrate that addition and subtraction are inverse (opposite) operations *use technology to solve contextual problems using addition and subtraction

Vocabulary number line

100s chart sum difference estimation multi-digit addends compatible number inverse compensatory numbers


CC.2.NBT.4 Understand place value. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

AR.2.NO.1.7 (NO.1.2.7) Whole Numbers: Compare 2 numbers, less than 100 using numerals and =, <, >

with and without appropriate technology

AR.3.NO.1.3 (NO.1.3.3) Whole Numbers: Use mathematical language and symbols to compare and order four-digit numbers with and without appropriate technology

AR.3.NO.1.2 (NO.1.3.2) Whole Numbers: Use the place value structure of the base ten number system and be able to represent and compare whole numbers including thousands (using models, illustrations, symbols, expanded notation and problem solving)

Task Analysis *apply knowledge of number value and number sequence *compare number sets *compare two numbers using =, <, >, with and without appropriate technology.

*identify the thousands place *introduce the comma in a number *identify the value of the digits to compare and order 4-digit numbers *use <, >, = when comparing two 4-digit numbers *sequence multiple 4-digit numbers from greatest to least *sequence multiple 4-digit numbers from least to greatest

*use manipulative to show whole numbers up to and including thousands *use manipulative to compare numbers up to and including thousands *illustrate to show whole numbers up to and including thousands *illustrate to compare whole numbers up to and including thousands *use symbols to compare whole numbers up to and including thousands *use expanded form to write and to compare whole numbers up to and including thousands *solve real-world problems by applying their knowledge of showing and comparing whole numbers up to and including thousands

Vocabulary greater than less than equal to compare

less than greater than equal to order compare

compare represent place value thousands expanded notation models base ten period comma


CC.2.NBT.5 Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

AR.2.NO.2.6 (NO.2.2.6) Whole Number Operations:

Demonstrate various addition and subtraction

relationships (property) to solve problems in contextual

situations involving whole numbers

AR.2.NO.2.5 (NO.2.2.5) Whole Number Operations: Demonstrate various meaning of addition and subtraction

Task Analysis *apply commutative and associative properties when solving addition and subtraction problems in contextual situations *write a subtraction equation from an addition equation (if 2 + 3 = 5, then 5 - ____ = ____) in contextual situations

*solve a variety of addition and subtraction problem types as noted in the Appendix in the Arkansas Math Frameworks

Vocabulary strategies

number sentences

MATH (Number and Operations in Base Ten) 2nd Grade Common Core Standards CC.2.NBT.6 Use place value understanding and properties of operations to add and subtract. Add up to four two-digit numbers using strategies based on place value and properties of operations.

AR.3.NO.3.1 (NO.3.3.1) Computational Fluency-Addition and

Subtraction: Develop, with and without appropriate technology, computational

fluency, in multi-digit addition and subtraction through 999 using

contextual problems: -- strategies for adding and

subtracting numbers, -- estimation of sums and differences

in appropriate situations, -- relationships between operations

AR.3.NO.3.4 (NO.3.3.4) Application of Computation: Solve simple problems using one operation involving addition and subtraction using a variety of methods and tools (e.g., objects, mental computation, paper and pencil and with and without appropriate technology)

Task Analysis *use addition strategies to solve contextual problems through 999 (strategies may include mental math, composing and decomposing, finding benchmark numbers, compatible numbers, rounding, inverse operation) *use subtraction strategies to solve contextual problems through 999 (strategies may include mental mouth, composing and decomposing, finding benchmark numbers, compatible numbers, rounding, inverse operations) *illustrate that addition and subtraction are inverse (opposite) operations *use technology to solve contextual problems using addition and subtraction

*use objects, mental computation, paper and pencil, and appropriate technology to solve simple addition and subtraction problems in different ways

Vocabulary sum difference estimation multi-digit addends compatible number inverse compensatory numbers

addition subtraction operation tools expanded notation

MATH (Number and Operations in Base Ten) 2nd Grade Common Core Standards CC.2.NBT.7 Use place value understanding and properties of operations to add and subtract. Add 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.

AR.2.NO.2.5 (NO.2.2.5) Whole Number Operations: Demonstrate various meaning

of addition and subtraction

AR.2.NO.2.6 (NO.2.2.6) Whole Number Operations: Demonstrate various addition and subtraction relationships (property) to solve problems in contextual situations involving whole numbers

AR.2.NO.3.2 (NO.3.2.2) Computational Fluency-Addition and Subtraction: Demonstrate multiple strategies for adding or subtracting two-digit whole numbers: -- Compatible Numbers, -- compensatory numbers, -- informal use of commutative and associative properties of addition

AR.2.NO.1.2 (NO.1.2.2) Whole Numbers: Represent a whole number in multiple ways using composition and decomposition


*apply commutative and associative properties when solving addition and subtraction problems in contextual situations *write a subtraction equation from an addition equation (if 2 + 3 = 5, then 5 - ____ = ____) in contextual situations

*use base 10 blocks to solve two-digit addition and subtraction problems for conceptual understanding of place value *apply knowledge of inverse operations when solving subtraction problems *represent addition and subtraction problems with an equation *demonstrate the commutative and associative properties for addition, and show that these properties do not hold for subtraction *add and subtract two-digit using compatible and compensatory numbers (Ex. use 25 + 70 for estimating 22 + 73 (compatible numbers); 23 + 18 can be solved by using 23 + 20 = 43; 43 - 2 = 41, making 2 the compensatory number)

*count forward and backward *apply knowledge of whole numbers *use knowledge of place value in composing and decomposing 2-digit numbers in more than one way


two-digit number strategies compose decompose place value compatible number compensatory number commutative property of addition associative property of addition

compose decompose place value


CC.2.NBT.7 Use place value understanding and properties of operations to add and subtract. Add 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. AR.4.NO.1.1 (NO.1.4.1) Whole Numbers: Recognize equivalent representations for the same whole number and generate them by composing and decomposing numbers

Task Analysis *define equivalent *compose numbers (put together) *decompose numbers (take apart)

Vocabulary compose decompose equivalent expanded notation


CC.2.NBT.8 Use place value understanding and properties of operations to add and subtract. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. AR.2.A.4.5 (A.4.2.5) Recognize, describe and develop patterns: Identify a number that is more or less than any whole number less than 100 using multiples of ten

AR.3.A.4.3 (A.4.3.3) Recognize, describe and develop patterns: Identify a number that is more or less than any whole number up to 1000 using multiples of ten and/or 100

AR.4.A.4.1 (A.4.4.1) Recognize, describe and develop patterns: Identify a number that is more or less than any whole number using multiples of 10, 100 and/or 1000

Task Analysis *demonstrate knowledge of number sequence and place value in the context of number patterns *use increments of ten when identifying a number more or less than a given number apart)

*skip count by multiples of ten from any number forward and backward (Ex. 23, 33, 43, 53, etc.) with objects such as 100s charts *skip count by multiples of one hundred from any number forward and backward (Ex. 114, 214, 314, 414, etc.) with objects such as numbers charts

*recite/identify place value *define multiples *list a number which is more than or less than a given number using multiples of 10, 100, or 1,000

Vocabulary more

less multiple whole number

odd even inverse operation fact family


CC.2.NBT.9 Use place value understanding and properties of operations to add and subtract. Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) AR.2.NO.2.5 (NO.2.2.5) Whole Number Operations: Demonstrate various meaning of addition and subtraction





MATH (Measurement and Data) 2nd Grade Common Core Standards

CC.2.MD.1 Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

AR.2.M.13.10 (M.13.2.10) Applications: Select appropriate customary measurement tools (rulers, balance scale, cup and

thermometer) for situations involving length, capacity, and

mass

AR.3.M.13.9 (M.13.3.9) Applications: Estimate and measure length, capacity/volume and mass using appropriate customary units: -- Length: 1 inch; -- Perimeter: inches, feet, etc; -- Area: square inches (use models); -- Weight: pounds/ounces; -- Capacity: cups, pints, quarts, gallons.

AR.3.M.13.8 (M.13.3.8) Applications: Use appropriate customary measurement tools for length, capacity and mass

AR.K.M.13.4 (M.13.K.4) Applications: Name common tools for measurement (balance scale, ruler and thermometer)

Task Analysis *recognize customary measurement tools *choose appropriate tools for various situations *use customary measurement tools in various situations

*describe the order of the measurement tools (largest to smallest, smallest to largest) *relate a measurement tool to a non-standard tool (fingertip, paper clip, arm span) in order to estimate *measure length, capacity, and mass with a measurement tool

*identify which measurement tool applies to various situations (ruler, yard stick, measuring tape, thermometer, scale, balance scale, teaspoons, cups, gallons, pints, quarts) *use the appropriate tool to measure length, capacity, and mass

*identify a ruler *identify a balance scale *identify a thermometer *identify a tape measure *identify purpose of common tools for measurement (which tools to use when measuring length, etc.)

Vocabulary ruler balance scale cup thermometer length capacity mass

estimate pound ounce customary units

length capacity mass measurement tool ruler yard stick measuring tape thermometer scale balance scale teaspoon cup gallon pint

ruler balance scale thermometer measure


CC.2.MD.1 Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

AR.8.M.13.1 (M.13.8.1) Attributes and Tools: Draw and apply measurement

skills with fluency to appropriate levels of

precision

AR.5.M.12.1 (M.12.5.1) Attributes and Tools: Identify and select appropriate units and tools to measure

AR.5.M.13.2 (M.13.5.2) Attributes and Tools: Determine which unit of measure or measurement tool matches the context for a problem situation

AR.6.M.13.2 (M.13.6.2) Attributes and Tools: Determine which unit of measure or measurement tool matches the context for a problem situation

Task Analysis *read units of measure with different tools (protractor, ruler, tape measure, etc) *draw units of measure with different tools (protractor, ruler, meter stick) *apply measurement skills (Ex. determine the perimeter of geometric shapes)

*identify units/tools of measurements *recognize that a protractor is the appropriate tool to measure angles *recognize that a ruler, yard stick, meter stick, tape measure, etc. are used for linear measure *select appropriate unit for measurement *thermometer for temperature

*identify the necessary unit and then measurement tool to solve problems

*identify tools for measure *identify appropriate units of measure *use appropriate tools and units of measure

Vocabulary precision of measurement accurate represent estimate protractor ruler meter stick yard stick standard/customary units metric units

protractor angle ruler yard stick tape measure meter stick Celsius Fahrenheit thermometer


CC.2.MD.1 Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. AR.6.M.13.3 (M.13.6.3)

Attributes and Tools: Draw and measure

distance to the nearest mm and 1/8 inch

accurately

Task Analysis

*label parts of an inch *label parts of a centimeter *draw and measure distance to the nearest 1/8 inch *draw and measure distance to the nearest millimeter

Vocabulary precision


CC.2.MD.2 Measure and estimate lengths in standard units. 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.

AR.2.M.12.6 (M.12.2.6) Tools and Attributes: Make simple comparisons within units of like dimension (units of

length, mass/weight and capacity)

AR.3.M.12.4 (M.12.3.4) Tools and Attributes: Demonstrate the relationship among different standard units: -- Length: 12 in = 1 ft, 3 ft = 1 yd, 36 in = 1 yd, -- Capacity: 2 cups = 1 pint, 2 pints = 1 quart, 4 quarts = 1 gallon, -- Weight: 16 ounces = 1 lb.

AR.4.M.12.3 (M.12.4.3) Tools and Attributes: Use the relationship among units of measurement: --Length: 12 in = 1 ft, 3 ft = 1 yd, 36 in = 1 yd, 100 cm = 1 m; --Capacity: 2 cups = 1 pint, 2 pints = 1 quart, 4 quarts = 1 gallon; --Weight: 16 ounces = 1 lb

Task Analysis *recall benchmark numbers for units of length, mass/weight, and capacity (Ex. 12 in. = 1 ft.) *identify equalities and inequalities of numbers *compare quantities of measurement

*identify how many inches are in a foot and in a yard, feet in a yard using tools (rulers, etc.) *identify how many cups are in a pint, how many pints in a quart, and how many quarts in a gallon using materials *identify how many ounces are in a pound using materials *identify the abbreviations for the standard units or measurement *apply measurement relationships in context

*identify units of measurement in customary and metric *apply equivalencies in units of measurement when converting within the same system

Vocabulary number line thermometer temperature Fahrenheit

foot inch yard cup pint quart ounce pound length capacity weight/mass standard units of measurement linear measurement (measuring a straight line)

metric customary length capacity weight


CC.2.MD.3 Measure and estimate lengths in standard units. Estimate lengths using units of inches, feet, centimeters, and meters.

AR.2.M.13.11 (M.13.2.11) Applications: Estimate and measure length, capacity/volume and mass

with non-standard units to recognize the need for standard units

AR.4.M.13.8 (M.13.4.8) Applications: Estimate and measure length, capacity/volume and mass using appropriate customary and metric units: -- Length: 1/2 inch, 1 cm; -- Perimeter: inches, feet, centimeters, meters; -- Area: square inches, square feet, square centimeters, square meters; -- Weight: pounds/ounces; -- Mass: kilograms/grams; -- Capacity: cups, pints, quarts, gallons; -- Volume: liters.

AR.3.M.13.9 (M.13.3.9) Applications: Estimate and measure length, capacity/volume and mass using appropriate customary units: -- Length: 1 inch; -- Perimeter: inches, feet, etc; -- Area: square inches (use models); -- Weight: pounds/ounces; -- Capacity: cups, pints, quarts, gallons.

Task Analysis *explain length, capacity, volume, and mass *measure objects using non-standard units *compare results of nonstandard verses standard measurement to recognize the need for standard units

*develop estimation strategies using common objects (width of little finger = about 1 cm; distance from the floor to the doorknob = about 1 meter) *estimate then measure length with ruler (customary and metric) *estimate then measure perimeter in feet, centimeters and meters *estimate then measure the area of a square in feet, centimeters and meters *estimate then measure weight in pounds and ounces *estimate then measure mass with kilograms and grams *estimate then measure capacity with cups, pints, quarts and gallons *estimate then measure volume with liters

*describe the order of the measurement tools (largest to smallest, smallest to largest) *relate a measurement tool to a non-standard tool (fingertip, paper clip, arm span) in order to estimate *measure length, capacity, and mass with a measurement tool

Vocabulary nonstandard standard length capacity/volume mass

perimeter area weight mass capacity

estimate pound ounce customary units


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

AR.2.M.13.11 (M.13.2.11) Applications: Estimate and

measure length, capacity/volume and mass with non-standard units to

recognize the need for standard units

AR.5.M.13.5 (M.13.5.5) Applications: Count the distance between two points on a horizontal or vertical line and compare the lengths of the paths on a grid

Task Analysis

*explain length, capacity, volume, and mass *measure objects using non-standard units *compare results of nonstandard verses standard measurement to recognize the need for standard units

a.*count the distance between two points on a line or a grid b.*determine the length of a path on a grid *compare the lengths of paths on a grid


horizontal vertical interval


CC.2.MD.5 Relate addition and subtraction to length. 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.

AR.2.M.13.11 (M.13.2.11) Applications: Estimate and

measure length, capacity/volume and mass with

non-standard units to recognize the need for

standard units

AR.2.NO.3.4 (NO.3.2.4) Application of Computation: Solve problems using a variety of methods and tools (e.g., objects, mental computation, paper and pencil, and with and without appropriate technology)


Task Analysis explain length, capacity, volume, and mass *measure objects using non-standard units *compare results of nonstandard verses standard measurement to recognize the need for standard units

*apply knowledge of addition and subtraction when solving problem types as noted in the Appendix of the Arkansas Math Frameworks using objects, mental computation, paper and pencil, with and without appropriate technology




CC.2.MD.6 Relate addition and subtraction to length. 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 diagramquations with a symbol for the unknown number to represent the problem.

Task Analysis

Vocabulary



CC.2.MD.7 Work with time and money. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

AR.2.M.13.2 (M.13.2.2) Clock: Tell time to the

nearest five-minute interval

AR.3.M.12.2 (M.12.3.2) Time: Clock: Recognize that 60 minutes equals 1 hour and that a day is divided into A.M. and P.M.

AR.2.M.12.2 (M.12.2.2) Time: Clock: Recognize that there are 24 hours in a day

R.1.M.12.3 (M.12.1.3) Time: Clock: Recognize that an hour is longer than a minute and a minute is longer than a second

Task Analysis *count by 5's to 60 *locate features on a clock *identify starting point of a clock when telling time *determine time by stating the hour and minutes to the nearest five-minute interval

*recognize that 60 minutes equals one hour *recognize that a day is divided into A.M. and P.M.

*explain how many hours in one day

*recognize a clock *identify the hour hand, second hand, and minute hand *restate that there are 60 seconds in a minute and 60 minutes in an hour *identify that an hour is more than a minute and a minute is more than a second

Vocabulary hour hand / hour minute hand / minute second hand / seconds clock time

A.M. (Ante-Meridian) P.M. (Post-Meridian)

hours day

hour minute second


CC.2.MD.7 Work with time and money. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

AR.4.M.13.5 (M.13.4.5) Money: Apply money

concepts in contextual situations

Task Analysis

a. *compare prices and determine the better buy b. *determine the correct amount of change with the least amount of currency c. *compare money in contextual situation

Vocabulary currency change


CC.2.MD.8 Work with time and money. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

AR.2.M.13.4 (M.13.2.4) Money: Determine the value of a combination of coins up

to the dollar

AR.2.M.13.5 (M.13.2.5) Money: Demonstrate a given value of money up to $1.00 using a variety of coin combinations

AR.2.M.13.6 (M.13.2.6) Money: Demonstrate a given value of money up to $1.00 using the fewest coins possible

AR.2.M.13.7 (M.13.2.7) Money: Represent and write the value of money using the cent sign and in decimal form when using the dollar sign

Task Analysis

*demonstrate knowledge of coins *count by 1's, 5's,10's, and 25's to 100 *count money to one dollar

*compose and decompose numbers up to 100 in a variety of ways *demonstrate composing and decomposing coins up to $1.00

*compose and decompose numbers up to 100 *identify coin values *demonstrate a given value of money up to $1.00 using the fewest coins possible

*record the symbol of the cent sign when writing the value of money *record the value of money using decimal form including the dollar sign

Vocabulary value penny nickel dime quarter dollar half dollar

value penny nickel dime quarter dollar half dollar

value penny nickel dime quarter dollar half dollar

$ ¢ .


CC.2.MD.8 Work with time and money. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

AR.1.M.12.6 (M.12.1.6) Money: Compare the value of coins (pennies, nickels, dimes and

quarters)

AR.1.M.13.4 (M.13.1.4) Money: Determine the value of a small collection of coins (with a total value up to one dollar) using one or two different types of coins, including pennies, nickels, dimes and quarters

AR.1.M.13.5 (M.13.1.5) Money: Represent and write the value of money using the cent sign

AR.1.M.13.8 (M.13.1.8) Applications: Estimate and measure length, capacity/volume and mass with non-standard units

Task Analysis *name the value of the coins *recognize coins *state the value of one coin in terms of another coin (1 dime = 2 nickels or 10 pennies, etc.) *compare the value of coins (nickel is less than a dime, etc.)

*determine the value of a collection of the same coin (3 nickels, etc.) *determine the value of a small collection of coins containing 2 different coins with a total value up to one dollar (5 nickels + 3 dimes) *apply counting and adding strategies (sorting coins of equal value, counting coins with most value first, etc.) to determine the value of a small collection of coins with a total less than one dollar

*recognize the value of coins *recognize and record the cent sign when writing the value of money

*identify length, capacity/volume, mass *choose appropriate non-standard units of measurement *estimate measurements using non-standard units *measure using non-standard units and compare to estimate

Vocabulary pennies nickels dimes quarters

money pennies nickels dimes quarters coin value

value ¢

length capacity/volume mass non-standard units


CC.2.MD.8 Work with time and money. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? AR.2.M.12.4 (M.12.2.4) Money: Compare the

value of all coins

AR.2.M.12.3 (M.12.2.3) Money: State the value of all coins and a dollar

AR.1.M.12.5 (M.12.1.5) Money: State the values of a penny, nickel, dime, and quarter and dollar bill

AR.1.M.13.6 (M.13.1.6) Money: Show different combination of coins that have the same value

Task Analysis

*compare value of coins to each other (2 nickels = 1 dime; 1 dime is more than 1 nickel)

*name value of all coins *name value of a dollar in relation to coins

*identify and describe the value of the coin and of a dollar bill *recognize and state values of coins and of dollar bill

*recognize the value of coins *review addition skills *when given an amount of money, decompose the amount into at least 2 combinations of coins

Vocabulary compare value coin names

coin dollar

attributes penny nickel dime quarter dollar bill

value coin


CC.2.MD.8 Work with time and money. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? AR.K.M.12.4 (M.12.K.4) Money: Recognize and

identify attributes of penny, nickel, dime, and

quarter

AR.4.M.13.5 (M.13.4.5) Money: Apply money concepts in contextual situations

Task Analysis

*describe attributes of coins *recognize coins (penny, nickel, dime, quarter) *name coins

a. *compare prices and determine the better buy b. *determine the correct amount of change with the least amount of currency c. *compare money in contextual situations

Vocabulary penny nickel dime quarter head/tails money attributes

currency change


CC.2.MD.9 Represent and interpret data. 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.

Task Analysis

Vocabulary

MATH (Measurement and Data) 2nd Grade Common Core Standards CC.2.MD.10 Represent and interpret data. 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 problems using information presented in a bar graph.

AR.K.DAP.14.1 (DAP.14.K.1) Collect, Organize and display

data: Explore and discuss data collection by collecting, organizing

and displaying physical objects

AR.1.DAP.14.1 (DAP.14.1.1) Collect, Organize and display data: Identify the purpose for data collection and collect, organize and display physical objects for describing the results

AR.2.DAP.14.1 (DAP.14.2.1) Collect, Organize and display data: Identify the purpose for data collection and collect, organize, record and display the data using physical materials (pictographs, Venn diagrams and vertical and horizontal bar graphs)

AR.3.DAP.14.1 (DAP.14.3.1) Collect, Organize and display data: Design a survey question after being given a topic and collect, organize, display and describe simple data using frequency tables or line plots, pictographs, and bar graphs

Task Analysis *define data/information *organize/sort physical objects *determine/discover ways to display data *collect data in classroom and display the results with objects on a graph Ex. How you get to school: walk, ride bus, car rider One color tile represents each student.

*state a question such as, "Which pattern block has more in the box?" *sort objects to answer question given *graph collected data using manipulatives related to lesson (leaves, cubes)

*collect data in various situations *sort data in order to organize information *organize and display information on a physical model (pictographs, Venn diagrams, and vertical and horizontal bar graphs) using physical materials

*describe a frequency table, line plot, bar graph, and pictograph *identify what a survey is *design a question from the given topic *collect and sort data *decide how to display data *organize and display data using a frequency table, line plot, pictograph, and bar graph *label and title graph or table correctly (vertical and horizontal labels, values, key) *apply data procedure with frequency tables, line plots, pictographs, and bar graphs

Vocabulary data information graph organize sort display

data collection graph

pictograph Venn diagram bar graph

survey data frequency table line plot pictograph key (on a pictograph) bar graph organize display tally mark


CC.2.MD.10 Represent and interpret data. 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 problems using information presented in a bar graph.

AR.3.DAP.15.1 (DAP.15.3.1) Data Analysis: Read and

interpret pictographs and bar graphs in which symbols or

intervals are greater than one

AR.2.DAP.16.1 (DAP.16.2.1) Inferences and Predictions: Make simple predictions for a given set of data

AR.2.DAP.15.2 (DAP.15.2.2) Data Analysis: Make true statements comparing data displayed on a graph or chart

AR.4.DAP.14.1 (DAP.14.4.1) Collect, Organize and display data: Create a data collection plan after being given a topic and collect, organize, display, describe and interpret simple data using frequency tables or line plots, pictographs and bar graphs

Task Analysis *identify and count symbols on a pictograph in intervals greater than one using the key *find information on a bar graph by counting in intervals greater than one (2's, 5's, 10's, etc.) *identify that a half symbol represents half of the value on a pictograph *read and interpret pictographs and bar graphs in which symbols or intervals are greater than one

*evaluate a given set of data and make predictions

*interpret and analyze data from a model *make predictions from the information on the organizer *determine generalizations based on the data to make true statements

*define frequency table, line plots, pictographs and bar graphs *identify the organizer that would best fit data collection plan *collect, organize and display data *describe information *interpret information

Vocabulary key (on a pictograph) symbol vertical label horizontal label pictograph bar graph

frequency table line plot pictograph bar graph


CC.2.MD.10 Represent and interpret data. 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 problems using information presented in a bar graph.

AR.5.DAP.15.1 (DAP.15.5.1) Data Analysis: Interpret

graphs such as line graphs, double bar graphs, and circle

graphs

Task Analysis

*utilize information to draw conclusions (change over time, comparisons, part of a whole)

Vocabulary line graph double bar graphs circle graphs

MATH (Geometry) 2nd Grade Common Core Standards

CC.2.G.1 Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.) AR.3.G.8.1 (G.8.3.1) Characteristics and Properties-Three Dimensional: Compare, contrast and build three-dimensional solids by investigating the number of faces, edges, and vertices on models

AR.3.G.8.2 (G.8.3.2) Characteristics and Properties-Two Dimensional: Identify regular polygons with at least 4 sides (square, pentagon, hexagon and octagon)

AR.2.G.8.1 (G.8.2.1) Characteristics and Properties-Three Dimensional: Identify, name, sort and describe three-dimensional solids (cube, sphere, rectangular prism, cone, and cylinder) according to the shapes of faces

AR.2.G.8.2 (G.8.2.2) Characteristics and Properties-Three Dimensional: Match three-dimensional objects to their two-dimensional faces

Task Analysis *identify 3-D solids (G.8.2.1) *use 3-D models to show faces, edges, and vertices *count the faces, edges, and vertices on each 3-D model *compare/contrast the faces, edges, and vertices of all 3-D models *build a 3-D solid using the number of faces, edges, and vertices given

*identify a polygon *know the definition of a regular polygon (equal sides, equal angles) *identify square, regular pentagon, regular hexagon, and regular octagon

*identify, name three-dimensional solids (cube, sphere, rectangular prisms, cone, cylinder) *sort and classify three-dimensional solids according to the shape of faces *describe the features of three-dimensional solids (types of faces, etc.)

*identify three-dimensional objects by their two-dimensional faces

Vocabulary faces edges vertices solids three-dimensional (3-D) rectangular prism cone sphere cube cylinder properties

regular polygon square regular pentagon regular hexagon regular octagon properties

cube sphere rectangular prism cone cylinder three-dimensional faces

cube sphere rectangular prism cone cylinder three-dimensional two-dimensional


CC.2.G.1 Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.) AR.2.A.4.1 (A.4.2.1) Sort and Classify: Sort, classify, and label objects by three or more attributes in more than one way

AR.2.M.13.13 (M.13.2.13) Area: Find the area of a region by counting squares on a grid

AR.3.M.13.11 (M.13.3.11) Area: Find the area of any region counting squares and half-squares

Task Analysis *identify three or more attributes of an object *sort objects in more than one way *classify and label objects using three or more attributes in more than one way

*explain area *apply counting strategies (groups of 2, 5, etc.) for counting squares on a grid to determine the area

*identify that area is the measurement of the interior of a figure *contrast square units with units. *recognize that each square represents one square unit *combine half square units into whole square units using grid paper, square tiles, pictures to find the area of any region

Vocabulary attributes area

grid array

area square square unit grid array


CC.2.G.2 Reason with shapes and their attributes. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

AR.4.M.13.10 (M.13.4.10) Area: Use strategies for finding the area of a rectangle

AR.K.M.13.7 (M.13.K.7) Area: Cover a figure with one type of shape and tell how many it takes to cover

AR.1.M.13.10 (M.13.1.10) Area: Cover a figure with squares and tell how many it takes

AR.2.NO.1.9 (NO.1.2.9) Rational Numbers: Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals, and physical models

Task Analysis *define area *use arrays to develop the formula for area of a rectangle *apply strategies to solve a problem, including covering with squares and 1/2 squares and using a formula

*define area: (Area answers the question How much to cover?) *cover a figure with objects *count the number of objects needed to cover the figure

*cover a figure with squares *count number of objects needed to cover the figure

*demonstrate understanding of the concept of a whole *read fractions in different forms (words, numerals) *explain how equal shares are equal portions of a set of objects *explain how equal shares are equal portions of a whole *match the fraction name to the physical model

Vocabulary area area equal shares

fractions thirds sixths eighths


CC.2.G.2 Reason with shapes and their attributes. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. AR.1.M.13.10 (M.13.1.10) Area: Cover a figure with squares and tell how many it takes

Task Analysis *cover a figure with squares *count number of objects needed to cover the figure

Vocabulary area


CC.2.G.3 Reason with shapes and their attributes. 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. AR.2.NO.1.9 (NO.1.2.9) Rational Numbers: Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals, and physical models

Task Analysis `

Vocabulary equal shares fractions thirds sixths eighths

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MATH (Operation & Algebraic Thinking) 2nd Grade …ourcommoncore.wikispaces.com/file/view/Math-2nd+Grade.pdfMATH (Operation & Algebraic Thinking) 2nd Grade Common ... represent and