Amherst and Pelham Public Schools
Curriculum Overview
Subject: Mathematics Grade
Level: Second Grade
|
Concepts/Enduring
Understandings/Themes |
Topics/Units |
Content/Skills |
Essential
Activities/Agreements |
|
Number Sense and
Operations Patterns,
Relations, and Algebra Geometry Measurement Data Analysis, Statistics, and Probability |
Investigations materials: --Counting, Coins, and Combinations --Parts of a Whole, Parts of a Group --Stickers, Number Srings,
and Story Problems --Partners, Teams, and Paper Cups --How Many Tens?
How Many Ones? --How Many Floors?
How Many Rooms? Scott Foresman Addition
Wesley text, Lessons
in Chap. 3,10,11 Investigations materials: --Counting, Coins, and Combinations --Stickers, Number Srings,
and Story Problems --How Many Tens?
How Many Ones? --How Many Floors?
How Many Rooms? Investigations materials: --Shapes, Blockes and
Symmetry --Counting, Coins, & Combinations, pp. 36-37 Investigations materials: --Measuring Length & Time --How Many Floors? How Many Rooms? Scott Foresman Addition
Wesley text, Chapter 9 Investigations materials: --Pockets, Teeth, & Favorite Things Scott Foresman Addition
Wesley text, Lessons
in Chap. 8 & 9 |
*Name and write (in
numerals) whole numbers to 1000, identify the place values of the digits, and
order the numbers. *Identify and represent
common fractions as parts of wholes, parts of groups, and numbers on the
number line. *Compare whole numbers
using terms and symbols, (e.g., less than, equal to, greater than, <, =,
>). *Identify the value of
all *Demonstrate the ability
to add and subtract three-digit numbers accurately and efficiently with and
without regrouping. *Demonstrate an
understanding of and the ability to use alternative and conventional
algorithms for addition (two 3-digit numbers and three 2-digit numbers) and
subtraction (two 3-digit numbers). *Use concrete materials
to investigate situations that lead to multiplication and division *Explore and investigate addition of
common fractions, (e.g., ½
+ ½ = 1, ¼ +
¼ = ½). *Describe addition and subtraction number
patterns, (e.g., 1, 4, 7, 10) *Construct and solve sentences that have
variables, (e.g., ∆ + 7=10). *Write number
sentences using +, –, <, = , and/or > to
represent mathematical relationships in everyday situations. *Identify, describe, draw,
and compare two-dimensional shapes, including both polygonal (up to six
sides) and curved figures such as circles, and recognize congruent shapes. *Recognize geometric shapes
and structures in the environment and specify their location. *Identify shapes that have
been turned, flipped, slid, and enlarged.
*Recognize and represent
shapes from different spatial perspectives. *Tell
time at quarter-hour and 5 minute intervals on analog and digital clocks *Select and correctly use the appropriate
measurement tools, (ruler, balance scale, thermometer, yardstick, tape
measure, pints, quarts, liters, pounds,) to
determine a measurement. *Formulate
inferences (draw conclusions) and make educated guesses (conjectures) about a
situation based on information gained from data. *Investigate
which outcomes of experiments are more likely, likely, and impossible
outcomes using spinners, counters, and other concrete objects |
The mathematics period in
the second grade classroom should be at least 45 minutes long each day. In addition, mathematics should be embedded
in common classroom routines such as attendance, calendar, schedule, weather
measurements, etc. Teachers will also
incorporate the activities/suggestions in the Classroom Routines (pages 25 - 40) section
of the Implementing Investigations in
Grade 2 Guide into their daily class schedule. |