Grade 2 Math

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Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403


Grade Two Math
Scope and Sequence

Students will follow the Everyday Mathematics Project Program. Everyday Mathematics offers children a broad background in mathematics. The approaches used in this program may differ from those you learned as a child. 

Following are some program highlights of Everyday Mathematics:
  • Partner and small-group activities that promote cooperative learning, discussion, and communicating mathematically;
  • Explorations of patterns in numbers and extensions of mathematical concepts;
  • A hands-on approach often using physical and pictorial models to represent mathematical concepts;
  • A problem-solving approach that uses everyday situations;
  • Concepts and skills introduced and reviewed throughout the school year, not only promoting retention but allowing for a variety of exposures;
  • Opportunities for home involvement;
  • Frequent practice using games. 
  • K-4 Everyday Mathematics emphasizes the following contents:
  • Numeration and Order: saying, reading, and writing numbers; place value of whole numbers.
  • Operations: number facts; fact families and simple addition and subtraction problems.
  • Data and Chance: collecting, organizing, and interpreting data using tables, charts and graphs.
  • Geometry and Spatial Sense: exploring 2 and 3-dimensional shapes and classifying polygons.
  • Measures and Measurement: using tools to measure length, weight, capacity, and volume; exchanging money amounts; using money as a tool for place value and decimal concepts.
  • ·Reference Frames: activities involving clocks, calendars, thermometers, and number lines.
  • Patterns, Functions and Sequences: functions, relations, attributes, patterns, and sequences.
  • Algebra and Uses of Variables: missing numbers; properties of operations; “What’s My Rule?” puzzles.


YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT

SUBJECT AREA: MATHEMATICS GRADE: 2

Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. NUMBER:  Students use numbers in everyday and mathematical contexts to quantify or describe phenomena, develop concepts of operations with different types of numbers, use the structure and properties of numbers with operations to solve problems, and perform mathematical computations.  Students develop number sense related to magnitude, estimation, and the effects of mathematical operations on different types of numbers.  It is expected that students use numbers flexibly, using forms of numbers that best match a situation. Students compute efficiently and accurately. Estimation should always be used when computing with numbers or solving problems.

WHOLE NUMBER

 

 
 

 

A.1. Students understand and use number notation and place value to 1000 in numerals.

a. Read and write numbers to 1000 using numerals.

Numbers and Numeration Goal 2
 
Read, write and model with manipulatives whole numbers up to 10,000; identify places in such numbers and the values of the digits in those places; read and write money amounts in dollars-and-cents notation.
 
Units 1, 3, 4 and 10
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 

b. Recognize the place values of digits in numbers (hundreds, tens, and ones).

Numbers and Numeration Goal 2
 
Read, write and model with manipulatives whole numbers up to 10,000; identify places in such numbers and the values of the digits in those places; read and write money amounts in dollars-and-cents notation.
 
Units 1, 3, 4 and 10
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 

c. Compare and order one-digit, two-digit, and three-digit numbers.

Numbers and Numeration Goal 7

Compare and order whole numbers up to 10,000; use area models to compare fractions  

Units 1, 7, 8 and 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
A.2. Students understand and use procedures to add and subtract whole numbers with one and two digits.

a. Use and explain multiple strategies for computation.

Operations and Computation Goal 2

Use manipulatives, number grids, tally marks, mental arithmetic, paper & pencil, and calculators to solve problems involving the addition and subtraction of 2- digit whole numbers;  describe the strategies used;  calculate and compare values of coin and bill combinations.

Units 1, 2, 3, 4, 6, 7, 9, 10, 11 and 12
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 

b. Use an operation appropriate to a given situation.

Operations and Computation Goal 4

Identify and describe change, comparison, and parts-and-total situations; use repeated addition, arrays and skip counting to model multiplication;  use equal sharing and equal grouping to model division

Units 2, 4, 6, 8, 11 and 12



Patterns, Functions and Algebra Goal 2

Read, write, and explain expressions and number sentences using the symbols +, -, =, >, and <;  solve number sentences involving addition and subtraction;  write expressions and number sentences to model number stories.

Units 1, 2, 4, 6 and 11
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
RATIONAL NUMBER

 

 

 

 

A.3. Students recognize unit fractions including 1/2, 1/4, and 1/3.

 

Numbers and Numeration Goal 3  

Use manipulatives and drawings to model fractions as equal parts of a region or a collection;  describe the models and name the fractions

Units 8, 9 and 10

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
REAL NUMBERS

 

 
 

 

No performance indicator. Although no performance indicators are states, students are expected to have instructional experiences in which they continue to use prior concepts and skills in new and familiar contexts.

 

 
 

 

B. DATA: Students make measurements and collect, display, evaluate, analyze and compute with data to describe or model phenomena and to make decisions based on data. Students compute statistics to summarize data sets and use concepts of probability to make predictions and describe the uncertainty inherent in data collection and measurement. It is expected that when working with measurements students:

  • understand that most measurements are approximations and that taking repeated  measurements reveals this variability;  
  •  understand that a number without a unit is not a measurement, and that an appropriate unit must always be attached to a number to provide a measurement;  
  •  understand that the precision and accuracy of a measurement depends on selecting the appropriate tools and units; and use estimation comparing measures to benchmarks appropriate to the type of measure and units.
MEASUREMENT AND APPROXIMATION
 
 
 
 
B.1. Students understand and use units of time, temperature, and money.
a. Apply and use sequences of hours in a day, days in a week, and months in a year.
Measurement and Reference Frame Goal 3

Describe relationships between days in a week and hours in a day.

Units 1 and 12

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics 
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 
b. Tell time to the hour and half hour.
Measurement and Reference Frame Goal 6  
Tell and show time to the nearest five minutes on an analog clock;  tell and write time in digital notation.  

Units 1, 3, 5 and 12

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 
c. Identify and give the value of different coins.
Measurement and Reference Frame Goal 4  
Make exchanges between coins and bills.  

Units 1, 3 and 10
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 
d. Find the total value of collections of coins up to $1.00.
Measurement and Reference Frame Goal 4
Make exchanges between coins and bills.  

Units 1, 3 and 10

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 
e. Read temperature on thermometers with scales marked with one degree intervals.
Measurement and Reference Frame Goal 5

Read temperature on both Fahrenheit and Celsius.

Unit 4

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
DATA ANALYSIS
 
 
 
 
B.2. Students read, construct, and interpret picture graphs.
 
Data and Chance   Goal 1

Collect and organize data or use given data to create tally charts, tables, bar graphs, and line plots

Units 3, 7 and 12

 
Data and Chance   Goal 2

Use graphs to ask and answer simple questions and draw conclusions;  find the maximum, minimum, mode, and median of a data set.

Units 3, 7 and 12
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
PROBABILITY
 
 
 
 
No performance indicator. Although no performance indicators are stated, students are expected to have experiences with probability in grade two, but it is not expected that the knowledge will be secure.
 
 
 
 
C. GEOMETRY: Students use measurement and observation to describe objects based on their sizes and shapes; model or construct two-dimensional and three-dimensional objects; solve problems involving geometric properties; compute areas and volumes based on object properties and dimensions; and perform transformations on geometric figures. When making or calculating measures, students use estimation to check the reasonableness of results.
GEOMETRIC FIGURES
 
 
 
 
C.1. Students recognize, classify, and create geometric figures in two and three dimensions.
a. Identify shapes in the physical environment.
 
Geometry Goal 2  

Identify, describe, and model plane and solid figures including circles, triangles, squares, rectangles, hexagons, trapezoids, rhombuses, spheres, cylinders, rectangular prisms, pyramids, cones and cubes.

Units 5, 9 and 10
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 
b. Classify figures as circles, triangles, and quadrilaterals by focusing on their properties.
Geometry Goal 1

Drawn line segments and identify parallel line segments.

Unit 5

Geometry Goal 2

Identify, describe, and model plane and solid figures including circles, triangles, squares, rectangles, hexagons, trapezoids, rhombuses, spheres, cylinders, rectangular prisms, pyramids, cones and cubes.

Units 5, 9 and 10
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 
c. Create shapes by using objects to combine and decompose other shapes.
Geometry Goal 3

Create and complete two-dimensional symmetric shapes or designs.

Unit 5


  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
GEOMETRIC MEASUREMENT
 
 
 
 
C.2. Students understand how to measure length and capacity and use appropriate units.
a. Measure length and capacity by direct and indirect comparison.
Measurement and Reference Frame Goal 1

Estimate length with and without tools;  measure length to the nearest inch and centimeter;  use standard and nonstandard tools to measure and estimate weight.

Units 4 and 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
  •  
 
b. Measure the length and capacity of objects using non-standard units.
Measurement and Reference Frame Goal 1

Estimate length with and without tools;  measure length to the nearest inch and centimeter;  use standard and nonstandard tools to measure and estimate weight.

Units 4 and 9

Measurement and Reference Frame Goal 2

Count unit squares to find the area of rectangles

Units 4 and 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 
c. Measure the length of objects to whole inches and centimeters.
Measurement and Reference Frame Goal 1

Estimate length with and without tools;  measure length to the nearest inch and centimeter;  use standard and nonstandard tools to measure and estimate weight.

Units 4 and 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
TRANSFORMATIONS
 
 
 
 
No performance indicators. Although no performance indicators are stated, students are expected to have experiences with symmetry, transformations, and congruence in grade two, but it is not expected that the knowledge will be secure.
 
 
 
 
D.  ALGEBRA: Students use symbols to represent or model quantities, patterns and relationships and use symbolic manipulation to evaluate expressions and solve equations.  Students solve problems using symbols, tables, graphs and verbal rules choosing the most effective representation and converting among representations.
SYMBOLS AND EXPRESSIONS  
 
 
 
 
D.1. Students understand how to represent quantities as simple expressions using addition and subtraction.
a. Show that any quantity can be represented by multiple equivalent expressions where each represents the quantity 10.
Numbers and Numeration Goal 5  

Use tally marks, arrays, and numerical expressions involving addition and subtraction to give equivalent names for whole numbers  

Units 1, 9 and 10

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 
b. Know that addition is commutative and apply this understanding in computation and problem-solving.
Patterns, Functions and Algebra Goal 3  

Describe the Commutative and Associative Properties of Addition and apply them to mental arithmetic problems.  

Units 2, 4 and 12
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 
c. Know that addition and subtraction are inverse operations and apply this understanding in computation and problem-solving.
Operations and Computation Goal 1

Demonstrate automaticity with +/- 0, +/- 1, doubles, and sum-equals-ten facts, and proficiency with all addition and subtraction facts through 10 + 10.  

Units 1, 2, 4 and 5
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
EQUATIONS AND INEQUALITIES
 
 
 
 
D.2. Students understand that the equal sign means, "is the same as."
a. Identify true and false number sentences.
Patterns, Functions and Algebra Goal 1  

Extend, describe, and create numeric, visual, and concrete patterns;  describe rules for patterns and use them to solve problems;  use words and symbols to describe and write rules for functions involving addition and subtraction and use those rules to solve problems.

Units 1, 2, 4, 5, 7 and 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
  
b. Describe what makes number sentences true or false and apply this knowledge.
 Patterns, Functions and Algebra Goal 2  

Read, write, and explain expressions and number sentences using the symbols +, -, =, >, and <;  solve number sentences involving addition and subtraction;  write expressions and number sentences to model number stories.

Units 1, 2, 4, 6 and 11
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
  •  
 
c. Find solutions for unknowns in simple open number sentences such as 12 = 4 + [ ].
Patterns, Functions and Algebra Goal 2

Read, write, and explain expressions and number sentences using the symbols +, -, =, >, and <;  solve number sentences involving addition and subtraction;  write expressions and number sentences to model number stories.

Units 1, 2, 4, 6 and 11
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
FUNCTIONS AND RELATIONS
 
 
 
 
D.3. Students understand how to create, identify, describe, and extend patterns given a pattern or a rule.
a. Describe, extend, and create repeating patterns.
Patterns, Functions and Algebra Goal 1

Extend, describe, and create numeric, visual, and concrete patterns;  describe rules for patterns and use them to solve problems;  use words and symbols to describe and write rules for functions involving addition and subtraction and use those rules to solve problems.

Units 1, 2, 4, 5, 7 and 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays
 
b. Describe, extend and create growing patterns.
Patterns, Functions and Algebra Goal 1

Extend, describe, and create numeric, visual, and concrete patterns;  describe rules for patterns and use them to solve problems;  use words and symbols to describe and write rules for functions involving addition and subtraction and use those rules to solve problems.

Units 1, 2, 4, 5, 7 and 9
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • student/parent conferences
  • teacher websites
  • email communication
  • community performances/displays

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

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As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.