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2nd

VIEWS: 15 PAGES: 5

									                                                           Tuscaloosa City Schools 2nd Grade Math Pacing Guide
                                                                                                                                           February 2007
                                   Number and Operations                       Algebra         Geometry     Measurement             Data Analysis and Probability
Vocabulary                      COS 1: Demonstrate concepts of          COS 5: Create                                             SAT 10- Communication and
- Counting                      number sense by using multiple          growing patterns                                          Representation
  forward                       representations of whole numbers        Examples:                                                 Demonstrate an
- Counting                      up to 1000, counting forward and        □, □□, □□□;                                               understanding of the symbols
  backward                      backward by threes from a given         a b, a a b, a a a b                                       and terms utilized in
- Odd                           number, identifying a number that is                                                              mathematics, and correctly
- Even                          100 more or 100 less than a given       COS 6: Solve                                              interpret alternative
- Ordinal                       number, and differentiating             problems using the                                        representations of numbers,
  numbers                       between odd and even numbers.           associative property                                      expressions, and data
- Digit                         Example: 251, two hundred fifty-        of addition.
- Ones                          one, 200+50+1                                                                                     COS 13: Create displays,
- Tens                          COS 1.1: Identifying position using                                                               including appropriate labels
- Hundreds                      ordinal numbers to 100th                                                                          or a given set of data using
- Thousands                     COS 1.2: Determining the value of a                                                               pictographs, tally charts, bar
- Expanded                      digit in the ones, tens, hundreds,                                                                graphs, or single- or double-
  notation                      and thousands place                                                                               loop Venn diagrams
- Estimate                      COS 1.3: Determining the value of a                                                                COS 13.1: Interpreting
- Growing                       number expressed in expanded                                                                       graphic displays
  pattern                       notation
- Associative                    Example: 700 + 70 + 3 = 773                                                                      COS 14: Determine if one
  property of                   COS1.4: Demonstrating                                                                             event related to every day
                  1st 9 weeks




  addition                      computational fluency for basic                                                                   life is more likely or less likely to
- Pictographs                   addition and subtraction facts with                                                               occur than another event
- Venn                          sums through 18 and differences                                                                   Example: Determining if it is
  diagrams                      with minuends through 18 using                                                                    more likely to rain or snow on
- Probability                   horizontal and vertical forms.                                                                    July 4th in Alabama
- More likely                   COS 1.5 Solving multistep addition
- Less likely                   and subtraction problems                                                                          Stanford10 p 47 Data,
- Horizontal                    originating from real-life                                                                        Statistics, and Probability
  form                          experiences
- Vertical form                 EXAMPLE: There were 5 students                                                                    Stanford 10 p48
- Multi-step                    on the bus after the first stop.                                                                  Mathematical Connections
                                Three students got on at the                                                                      Demonstrate an
                                second stop. The bus made one                                                                     understanding of the
                                more stop before arriving at
                                                                                                                                  interrelatedness of
                                school. When the bus arrived at
                                                                                                                                  mathematical concepts,
                                school, 18 students got off. How
                                many students got on at the last
                                                                                                                                  procedures, and processes
                                stop?                                                                                             both among different
                                COS 1.6: Justifying the strategy used                                                             mathematical topics and
                                to solve addition and subtraction                                                                 with other context areas.
                                problems
                                COS 1.7: Using an estimate to
                                determine if an answer is
                                reasonable.



                                         MINIMUM STANDARDS IDENTIFIED BY ALABAMA COURSE OF STUDY—EXPAND BASED ON STUDENT NEEDS.
                                                                                   1
                                                        Tuscaloosa City Schools 2nd Grade Math Pacing Guide
                                                                                                                                                     February 2007
                                  Number and Operations                    Algebra            Geometry             Measurement                 Data Analysis and Probability
Vocabulary                     COS 2: Apply the operations of       COS 7: Describe                      COS 9: Describe the route from       COS 13: Create displays,
- Regroup                      addition and subtraction to          change over time in                  one location to another by           including appropriate
- Estimation                   solve problems involving two-        observable                           applying concepts of direction       labels, for a given set of
- Symbolic                     digit numerals, using multiple       (qualitative) and                    and distance.                        data using pictographs,
  notation                     strategies with and without          measurable                           Examples: direction—left, right,     tally charts, bar graphs, or
- Qualitative                  regrouping.                          (quantitative) terms.                north, south, east, west; distance   single- or double-loop
- Quantitative                 Example: using concrete              Examples:                            (nonstandard) – twenty-five          Venn diagrams
- Direction                    objects, mental calculations, or     recognizing that a                   steps from the library; distance      COS 13.1: Interpreting
- Left                         paper-and-pencil activities          plant grew taller                    (standard) – ten feet from the        graphic displays
- Right                                                             (qualitative, requiring              walkway
- North                        Stanford 10 p 48 – Estimation        observation);                                                             COS 14: Determine if one
- South                        Apply estimations strategies in      recognizing that                     COS 9.1: Following multistep         event related to everyday
- East                         problem solving and determine        plant grew three                     directions to locate objects         life is more likely or less
- West                         the reasonableness of the            inches (quantitative,                                                     likely to occur than
- Distance                     results.                             requiring                            COS 9.2: Reading maps of the         another event
- Map                                                               measurement)                         school environment                   Example: determining if it
- Grid                         COS 1.5: Solving multistep                                                Example: Using a school map          is more likely to rain or
- Grid point                   addition and subtraction                                                  to tell how to get from the          snow July 4th in Alabama
                               problems originating from real-                                           classroom to the office.
                               life experiences                                                                                               Stanford 10 p 48
                 2nd 9 Weeks




                                 Example: There were 5 students                                          COS 9.3: Using grids for             Reasoning and Problem
                                 on the bus after the first stop.                                        movement between points              Solving
                                 Three students got on at the                                            Example: Moving from the             Demonstrate the ability to
                                 second stop. The bus made                                                                                    apply inductive,
                                                                                                         house (        ) to the tree (
                                 one more stop before arriving                                                                                deductive, or spatial
                                 at school. When the bus                                                       ) by moving two down           reasoning and to make
                                 arrived at school, 18 students                                          and five over on the grid.           valid inferences and raw
                                 got off. How many students                                                                                   valid conclusions.
                                 got on at the last stop?                                                                                     Demonstrate the ability to
                               COS 1.6: Justifying the strategy                                                                               apply strategies to solve
                               used to solve addition and                                                                                     conventional and
                               subtraction problems                                                                                           nonroutine problems.
                               COS 1.7: Using an estimate to
                               determine if an answer is
                               reasonable.

                               Stanford 10 p48- Number Facts
                               /Computation with Whole
                               Numbers

                               Stanford 10 p48 – Number Facts/
                               Process/ Computation in Context

                               Stanford 10 p48 – Number
                               Facts/Process/ Computation with
                               Symbolic Notation

                                        MINIMUM STANDARDS IDENTIFIED BY ALABAMA COURSE OF STUDY—EXPAND BASED ON STUDENT NEEDS.
                                                                                  2
                                                        Tuscaloosa City Schools 2nd Grade Math Pacing Guide
                                                                                                                                                     February 2007
                                    Number and Operations          Algebra             Geometry                     Measurement                Data Analysis and Probability


Vocabulary                       COS 3.1: Label equal parts of                 COS 8.1: Describe            COS 12: Tell time to the minute   COS 13: Create displays,
- Half                           a whole using ½ ⅓, and ¼                      attributes of two-           using analog and digital          including appropriate
- Third                                                                        dimensional (plane) and      clocks.                           labels, for a given set of
- Fourth                         COS 4: Determine the                          three dimensional (solid)                                      data using pictographs,
- Penny                          monetary value of sets of                     figures using the terms                                        tally charts, bar graphs,
- Nickel
                                 coins and bills up to $2.00 ⅓ ¢               side, surface, edge,                                           or single- or double- loop
- Dime
                                                                               vertex, and angle.                                             Venn diagrams.
- Quarter
                                 COS 4.1: Exchanging coins of
- Half dollar
                                 equivalent value.                              COS 8.1: Identifying                                          COS 13.1: Interpreting
- One dollar
- Cent
                                                                                quadrilaterals,                                               graphic displays
- Decimal                        COS 4.2: Applying monetary                     pentagons, hexagons,
- Decimal                        symbols, including dollar ($),                 or octagons                                                   COS 14: Determine if
point                            cent (¢), and decimal point                    COS 8.2: Identifying line                                     one event related to
- Plane                          (.)                                            symmetry in plane                                             everyday life is more
- Solid                                                                         geometric figures                                             likely or less likely to
- Side                           COS 4.3: Recognizing the                       COS 8.3: Creating                                             occur than another
- Surface                        decimal numbers .10, .25,                      designs that exhibit line                                     event
- Edge                           and .75 as related to money.                   symmetry                                                        Example: Determining if
- Vertex                                                                        COS 8.4: Recognizing                                            it is more likely to rain or
                   3rd 9 Weeks




- Angle                                                                         the results of changing                                         snow on July 4th in
- Geometry                                                                      the position                                                    Alabama
- Quadrilaterals                                                                (transformation) of
- Hexagon                                                                       objects or shapes by
- Octagon                                                                       sliding (translation),
- Pentagon
                                                                                turning (rotation), or
- Rectangular
                                                                                flipping (reflection)
- Transformation
- Translation
- Rotation                                                                      Examples:
- Reflection
- Sliding                                                                       Sliding (vertically)
- Turning                                                                       b
- Flipping                                                                      ↓
- Line                                                                          b
symmetry
                                                                                Turning
                                                                                   b
                                                                                          
                                                                                            q
                                                                                Flipping (horizontally)

                                                                                bd



                                         MINIMUM STANDARDS IDENTIFIED BY ALABAMA COURSE OF STUDY—EXPAND BASED ON STUDENT NEEDS.
                                                                                   3
                                                          Tuscaloosa City Schools 2nd Grade Math Pacing Guide
                                                                                                                                                                 February 2007
                                    Number and Operations              Algebra                    Geometry                       Measurement               Data Analysis and Probability

Vocabulary                       COS 2.4: Interpreting                                                                COS 10: Measure length in           COS 13: Create displays,
- Multiplication                 multiplication as repeated                                                           customary units, including          including appropriate
- Inch                           addition and division as equal                                                       inches, feet, and yards             labels, for a given set of
- Foot                           groupings                                                                                                                data using pictographs,
- Yard                           Examples: 3 x 5 =5 + 5 + 5                                                              COS 10.1 Using metric units      tally charts, bar graphs,
- Metric units                   IIIII + IIIII + IIIII                                                                                                    or single-or double-loop
- Rulers                                                                                                                 COS 10.2 Using appropriate       Venn diagrams.
- Yard sticks
                                 20 ÷ 4 = 5                                                                              tools, including rulers, yard
                   4th 9 Weeks



- Meter sticks
                                                                                                                         sticks, meter sticks, or tape     COS 13.1: Interpreting
- Tape
                                                                                                                         measures                          graphic displays
  measures
- Tally charts
- Bar graphs                                                                                                          COS 11: Estimate weight and         COS 14: Determine if
- Double loop                                                                                                         capacity by making                  one event related to
                                 SAT 10 p 48 – Number Facts                                                           comparisons with familiar           everyday life is more
  Venn
  diagrams                                                                                                            objects                             likely or less likely to
- More likely                                                                                                          Examples: a desk weighing          occur than another
- Less likely                                                                                                          more than a pencil, a cup          event
                                                                                                                       holding less than a bucket           Example: determining if
                                                                                                                                                            it is more likely to rain or
                                                                                                                                                            snow on July 4th in
                                                                                                                                                            Alabama

                                                                          *** Introduce open-ended style questions. ***
                                                          *** Review all 2nd Grade skills and introduce 3rd Grade 1st 9 Weeks Skills. ***
                                                                       2nd Grade Predictors for Success:

             - Use multiple representations                                - Count to and from 1000                                  - Count to 100 by threes
             - Add and subtract two-digit numbers with and                 - Label parts of a whole as ¼, 1/3, or ½                  - Determine monetary value of coins and bills
             without regrouping                                                                                                      up to $2.00
              - Create growing patterns                                    - Solve problems using associative property               - Describe observable and measurable change

             - Describe attributes of plane and solid figures              - Describe route using direction and distance             - Measure length using customary units

             - Estimate weight and capacity                                - Tell time to the minute                                 - Create and label data displays

             - Compare likelihood of two events

                  Incorporate ―bubbling‖ on assessments.
                  All skills should be revisited frequently to retain mastery.
                  Teacher-made tests should spiral in nature including previous skills taught to indicate mastery of skills.
                                         MINIMUM STANDARDS IDENTIFIED BY ALABAMA COURSE OF STUDY—EXPAND BASED ON STUDENT NEEDS.
                                                                                   4
           Tuscaloosa City Schools 2nd Grade Math Pacing Guide
                                                                                         February 2007




MINIMUM STANDARDS IDENTIFIED BY ALABAMA COURSE OF STUDY—EXPAND BASED ON STUDENT NEEDS.
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