KCAS Standards Curriculum Map

Magoffin County Schools

KCAS Standards Curriculum Map

Grade 2

Math

STANDARDS TO BE TAUGHT THROUGHOUT THE SCHOOL YEAR
In 2nd grade, spiraling review should be embedded in all assessments. Teachers will need to review standards throughout the year on a regular basis. Discovery Education, Study Island, common assessments and formative assessments will drive the instruction that needs to be taught throughout the year.
Recommended Week(s) / Standard
Number / Standards
Weeks
1-6 / 2.OA.3
/ 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.
Learning Targets:
I can:
·  Determine whether a group of objects is odd or even / Vocabulary
Order, total, addend, doubles, calculator, count, combination, equal groups, even, odd, nickel, penny, quarter, dime, tally marks, equation, plus sign, equal sign
2.NBT.1
/ Understand that the three digits of a three digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0tens, 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).
Learning Target:
I can:
·  Represent a three digit number with hundreds, tens, and ones. / KCAS Note: 2.NBT.1- Numbers need to be increased to include groups of 100.
KCAS Note: 2.NBT.2- Additional counting and skip counting opportunities can be placed into morning meetings and transition times.
www.amathsdictionaryforkids.com
“What is the Value of the Place?”
2.NBT.2
/ Count within 1000; skip count by 5’s, 10’s, and 100’s.
Learning Target:
I can:
·  Skip count by 5’s, 10’s and 100’s up to 500
2.NBT.5
/ Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learning Target:
I can:
·  Add and subtract fluently within 50 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction / KCAS Note: 2.NBT.5- To fully reach this standard, students need to demonstrate fluency for addition and subtraction with numbers up to 50. Flexibility in strategy choice needs to be encouraged.
“Two-Digit Addition” mental math
Recommended Week(s) / Standard
Number / Standards
Week
7-12 / 2.OA.1
/ 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.
Learning Targets:
I can:
·  Use addition and subtraction strategies to solve one step word problems within 100 / Vocabulary
Parts, whole, more, same, fewer, dozen, array, polygon, geometry, two-dimensional shape, three dimensional shape, face, vertex, angle, right angle, rectangular, quadrilateral, triangle, pentagon, hexagon, congruent, order, total, addend, doubles, addition, subtraction, equation, column, row
“Base Ten Number Talks” –found under NYC Silicon Valley
KCAS Note: 2.OA.1- Make sure students are exposed to numbers up to 100 when adding and subtracting.
2.OA.2
/ Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one digit numbers.
Learning Targets:
I can:
·  Use mental strategies to add and subtract fluently within 20 / KCAS Note: 2.OA.2 is only addressed during Classroom Routines.
2.NBT.3
/ Read and write nmbers to 1000 using base ten materials, number names, and expanded form.
Learning Targets:
I can:
·  Read and write numbers to 500 using base-ten numerals, names and expanded form / KCAS Note: 2.G.1- The term vertex needs to be used when introducing the attributes of a cube.
KCAS Note: 2.MD.7 is only addressed during Classroom Routines.
2.G.1
/ 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.
Learning Targets:
I can:
·  Identify triangles, quadrilaterals, pentagons, hexagons, and cubes
·  Recognize and draw shapes based on attributes / KCAS Note: 2.OA.4-This is for the foundation for multiplication, for students who are ready, they can be introduced to the multiplication concept.
2.G.2

/ Partition a rectangle into rows and columns of same size squares and count to find the total number of them.
Learning Targets:
I can:
·  Partition a rectangle into same size squares and identify the total number of squares
2.MD.7

/ Tell and write time from analog and digital clocks to the nearest five minutes, using a.m and p.m.
Learning Targets:
I can:
Fluently add and subtract within 1000 using my strategies and algorithms
Recommended Week(s) / Standard
Number / Standards
Weeks
13-18 / 2.OA.4

/ Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and 5 columns; write an equation to express the total as a sum of two equal addends.
Learning Targets:
I can:
·  Use addition to find the total number of objects arranged in rectangular arrays / Vocabulary
Representation, table, column, row, digit, hundreds, tens, ones, story problems, nickel, penny, dime, cents, multiple, skip, counting, expanded form
KCAS Note: 2.OA.4- This is the foundation for multiplication, for students who are ready, they can be introduced to the multiplication concept.
2.NBT.1 / Understand that the three digits of a three digit number will represent amounts of hundreds, 0 tens, and 6 ones. Understand the following 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)
Learning Targets:
I can:
·  Explain the value of each digit in a 3 digit number
·  Explain the relationship between ten tens and a hundred
2.NBT.4

/ Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, <, and = symbols to record thhe resultsf comparisons
Learning Targets:
I can:
·  Compare two three-digit numbers based on place value using the symbols >, <, and =
2.NBT.5 / Fluently add and subtract within100 using strategies based on place value, properties of operations, and/or the relatioship between addition and subtraction.
Learning Target:
I can:
·  Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction / “Two-Digit Computation” (Mental Math)
2.NBT.8

/ Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
Learning Target:
I can:
·  Mentally add and subtract 10 or 100 to a number within 1000
Recommended Week(s) / Standard # / Standard
Weeks
19-24 / 2.OA.1
/ 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.
Learning Target:
I can:
·  Use addition and subtraction strategies to solve two step word problems within 100 / Vocabulary
Hundreds, tens, ones, story problem, 100 chart, nickel, penny, dime, dollar, cents, array, multiple, skip counting
KCAS Note: 2.NBT.2 To fully meet this standard, make sure students are working with numbers up to 1000.
KCAS Note: 2.NBT.3 To fully meet this standard, make sure students are working with numbers up to 1000.
2.OA.3
/ 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 2’s; write an equation to express an even number as a sum of two equal addends.
Learning Target:
I know:
·  That all even numbers can be formed from the addition of two equal addends
2.NBT.2
/ Count within 1000; by 5’s, 10’s, and 100’s.
Learning Targets:
I can:
·  Skip count by 5’s, 10’s, and 100’s up to 1000
2.NBT.3
/ Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Learning Targets:
I can:
·  Read and write numbers to 1000 using numerals, number names, and expanded form / Formative Assessment Lesson – Level 2
“What is the Value of the Place?”
Recommended Week(s) / Standard # / Standard
2.NBT.7 / 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 and decompose tens and hundreds.
Learning Targets:
I can:
·  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 / KCAS Note: 2.NBT.7 To fully meet this standard, make sure students are working with numbers up to 1000.
2.MD.6
/ 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 diagram period.
Learning Targets:
I can:
·  Add and subtract within 100 using a number line
2.MD.8
/ Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ___ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Learning Targets:
I can:
·  Solve word problems involving dollars, quarters, nickels, dimes, and pennies using symbols correctly
Recommended Week(s) / Standard # / Standard
Weeks
25-30 / 2.G.3

/ 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
Learning Targets:
I can:
·  Partition circles and rectangles into two, three and four equal parts
·  explain fractional parts of a whole
·  recognize equal shares of a whole / Vocabulary
One half, fraction, equal, half, one and a half, two and a half, one fourth, one quarter, one third, even, odd, vertical, horizontal, diagonal, length, width, measure, estimate, height, unit, inch, measurement, ruler, tape measure, yardstick, yard, foot, benchmark, metric system, centimeter, meter
KCAS Note: 2.G.3- More visual representations of fractional parts need to be created or used. One option would be cutting and grouping each “flag” to show common fractional parts. Having students complete a fraction sort is another option.
2.MD.1

/ Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, ad measuring tape.
Learning Targets:
I can:
·  measure the length of objects by using the correct tools
(Tools: rulers, yardsticks, meter sticks, and measuring tapes / KCAS Note: 2.MD.1- To meet the standard teachers need to have students measure using yardsticks, meter sticks, rulers, etc.
Formative Assessments- Level 2
FAL- What is Measurement
2.MD.2

/ 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.
Learning Targets:
I can:
·  describe why the measurements of the same object taken with two different units are different / KCAS Note: 2.MD.3- When measuring objects allow students to estimate the length before actually measuring.
2.MD.3

/ Estimate lengths using units of inches, feet, centimeters, and meters.
Learning Target:
I can:
·  estimate length in inches, feet, centimeters, and meters
2.MD.4

/ Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Learning Target:
I can:
·  determine how much longer one object is than another, using standard length units
2.MD.5

/ 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.
Learning Target:
I can:
·  solve word problems involving lengths that have equations with a symbol for the unknown number
2.MD.9
/ 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.
Learning Target:
I can:
·  represent multiple measurements on a line plot
Weeks
31-36 / 2.OA.2
/ Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers.
Learning Target:
I can:
·  fluently add and subtract within 20 using mental strategies / Vocabulary
Bar graph, picture graph, category, key, scale
KCAS Note: 2.NBT.6- Students need to be working with up to 4 digit numbers.
2.NBT.6
/ Add up to four two-digit numbers using strategies based on place value and properties of operations.
Learning Target:
I can:
·  use place value and properties of operations to add up to four two-digit numbers
2.NBT.7
/ 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 and decompose tens and hundreds.
Learning Target:
I can:
·  add and subtract within 1000 using models, drawings, or strategies based on place value, properties of operations and/or the relationship between addition and subtraction
2.NBT.9
/ Explain why addition and subtraction strategies work, using place value and the properties of operations.
Learning Target:
I can:
·  explain how to use place value and properties of operations to add and subtract
2.MD.10
/ 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.
Learning Target:
I can:
·  draw a single-unit scale picture graph to represent a given set of data with up to four categories
·  draw a single-unit scale bar graph to represent a given set of data with up to four categories
·  solve problems relating to data in graphs by using addition and subtraction
·  make comparisons between categories in the graph

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