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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) bd 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. 5