2nd Grade

2nd Grade

 

Content Area: Math

Beaumont ISD

2nd Grade

Revision Date: June 30, 2016

1st Nine Weeks

August 24 – October 14

37 school days

29 Instructional Days, 8 Test Days

Pre Inventory: window from August 24-26 (5 days)

Universal Screener-Star 360: window August 29 - September 9

9 Weeks Test: window from October 10 - 14 (3 days)

2nd Nine Weeks

October 17 – December 16

39 school days

36 Instructional Days, 3 Test Days

Universal Screener-Star 360: window from November 28 - December 9

9 Weeks Test: window from December 12 - 16 (3 days)

 

Refer to instructional timelines when planning units of instruction.

See list of Ongoing Process TEKS that should be embedded in all Units of Instruction.

ALL Process TEKS are eligible for incorporating into the assessment of at least 40% of Content TEKS.

 

STAAR Standard Key:    Blue= STAAR Readiness Standard

                                              Yellow= STAAR Supporting Standard

                                                         Bold= Highest Stakes TEKS (greatest need)

                        Italics= High Stakes TEKS

Units

Unit 1: Graphing (5 days)

Graphing: Addition, Subtraction, Solve Statistical Reasoning,

Conclusions/Predictions info on graphs,

Organize and explain data up to 4 categories 

 

Unit 2: Numeration: Addition and Subtraction up to 120       ( 24 days; continue in 2nd Nine Weeks)

Numeration: Base-10 Place Value System up to 120, Comparative Language, Multiple Representations  Standard/Expanded/Written Form up to 120, Whole Numbers, Decomposition of Numbers up to 120,  Equivalence, Recall facts within 20, Add 4 two-digit numbers

 

TEKS/SEs

 

Unit 1: Graphing

2.10(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category

 

2.10(B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more

 

2.10(D) draw conclusions and make predictions from information in a graph

 

Unit 2: Numeration: Addition and Subtraction up to 120

2.2(A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones

 

2.2(B) use standard, word, and expanded forms to represent numbers up to 1,200

 

2.2(C) generate a number that is greater than or less than a given whole number up to 1,200

 

2.2(D) use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (, or =)

 

2.2(E) locate the position of a given whole number on an open number line

 

2.2(F) name the whole number that corresponds to a specific point on a number line

 

2.4(A) recall basic facts to add and subtract within 20 with automaticity

 

2.4(B) add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

Units

Unit 2:Numeration: Addition and Subtraction up 10 120 ( 26 days)

Numeration: Base-10 Place Value System up to 120, Comparative Language, Multiple Representations  Standard/Expanded/Written Form up to 120, Whole Numbers, Decomposition of Numbers up to 120,  Equivalence, Recall facts within 20, Add 4 two-digit numbers

 

Unit 3: 2D & 3D Shapes (10 days)

2D & 3D Shapes: Composition of Figures,  Decomposition of Figures,  Classify and Sort Polygons, Geometric Attributes/Properties, Classify and Sort Three-Dimensional Figures, 

 

TEKS/SEs

 

Unit 2: Numeration: Addition and Subtraction up to 120

2.2(A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones

 

2.2(B) use standard, word, and expanded forms to represent numbers up to 1,200

 

2.2(C) generate a number that is greater than or less than a given whole number up to 1,200

 

2.2(D) use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (, or =)

 

2.2(E) locate the position of a given whole number on an open number line

 

2.2(F) name the whole number that corresponds to a specific point on a number line

 

2.4(A) recall basic facts to add and subtract within 20 with automaticity

 

2.4(B) add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

 

Unit 3: 2D Shapes & 3D Shapes

2.8(A) create two-dimensional shapes based on given attributes, including number of sides and vertices

 

2.8(C) classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices

 

2.8(E) decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts

 

2.8(B) classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language

 

2.8(D) compose two-dimensional shapes and three-dimensional solids with given properties or attributes

Process TEKS: Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

2.1(A)apply mathematics to problems arising in everyday life, society, and the workplace

2.1(B)use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

2.1(C)select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

2.1(D)communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

2.1(E)create and use representations to organize, record, and communicate mathematical ideas

2.1(F)analyze mathematical relationships to connect and communicate mathematical ideas

2.1(G)display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

Beaumont  22nd Century Skills

                 Critical Thinking and Reasoning:  Thinking Deeply, Thinking Differently

Information Literacy: Untangling the Web

Collaboration: Working Together, Learning Together

Self-Direction: Own Your Learning

Invention: Creating Solutions

 

 

 

Content Area: Math

Beaumont ISD

2nd Grade

Revision Date: June 30, 2016

3rd Nine Weeks

January 3 – March 10

47 school days

37 Instructional Days, 10 Test Days

Inventory: window from

January 9 - 13 (3 days)

ITBS Testing: window from

February 27 - March 10 (5days)

9 Weeks Test: window from

 March 6 - 10 (2 days)

4th Nine Weeks

May 20 – June 1

51 school days

46 Instructional Days, 5 Test Days

Universal Screener-Star 360: window from April 3 - 14 (1 day)

Inventory: window from

May 15 - 19 (3 days)

9 Weeks Test: window from

May 30 - June 1 (1 day)

Refer to instructional timelines when planning units of instruction.

See list of Ongoing Process TEKS that should be embedded in all Units of Instruction.

ALL Process TEKS are eligible for incorporating into the assessment of at least 40% of Content TEKS.

 

STAAR Standard Key:    Blue= STAAR Readiness Standard

                                              Yellow= STAAR Supporting Standard

                                                         Bold= Highest Stakes TEKS (greatest need)

                        Italics= High Stakes TEKS

Units

Unit 4: Numeration, Addition & Subtraction up to 1,200 (20 Numeration: Base-10 Place Value System up to 1,200, Comparative Language, Multiple Representations  Standard/Expanded/Written Form (Notation) up to 1,200, Whole Numbers, Decomposition of Numbers up to 1,200,  Equivalence, Recall facts within 20, Add 4 two-digit numbers days)

 

Unit 5: Measurement ( 12 days)

Measurement: Distance, Length, Measurement Tools, Units of Measure, Whole numbers represented as distance on a number line, estimation of length, use concrete models to cover area, 

 

 

Unit 6: Fractions (5 days; continue in 4th Nine Weeks)

Fractions: Partitioning Fractions, Decomposition of 2D Figures, Geometric Attributes/Properties, Identify non-examples of halves, fourths, eighths

 

 

TEKS/SEs

 

Unit 4: Numeration, Addition & Subtraction up to 1,200

2.2(A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones

 

2.2(B) use standard, word, and expanded forms to represent numbers up to 1,200

 

2.2(C) generate a number that is greater than or less than a given whole number up to 1,200

 

2.2(D) use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (, or =)

 

2.2(E) locate the position of a given whole number on an open number line

 

2.2(F) name the whole number that corresponds to a specific point on a number line

 

2.9(C) represent whole numbers as distances from any given location on a number line

 

2.4(A) recall basic facts to add and subtract within 20 with automaticity

 

 2.4(B) add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

 

2.4(C) solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms

 

 2.4(D) generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000

 

2.7(A) determine whether a number up to 40 is even or odd using pairing of objects to represent the number

 

 2.7(B) use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200

 

2.7(C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem

 

2.5(A) determine the value of a collection of coins up to one dollar

 

2.5(B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins

 

2.11(A) calculate how money saved can accumulate into a larger amount over time

 

2.11(B) explain that saving is an alternative to spending

 

2.10(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category

 

2.10(B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more

 

2.10(C) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one

 

2.10(D) draw conclusions and make predictions from information in a graph

 

Unit 5: Measurement

2.9(A) find the length of objects using concrete models for standard units of length

 

2.9(B) describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object

 

2.9(C) represent whole numbers as distances from any given location on a number line

 

2.9(D) determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes

 

2.9(E) determine a solution to a problem involving length, including estimating lengths

 

2.9(F) use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit

 

Unit 6: Fractions

2.3(A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words

 

2.3(D) identify examples and non-examples of halves, fourths, and eighths

 

2.8(E) decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts

Units

Unit 6: Fractions (7 days; continued)

Fractions: Partitioning Fractions, Decomposition of 2D Figures, Geometric Attributes/Properties, Identify non-examples of halves, fourths, eighths

 

Unit 7: Multiplication & Division ( 13 days)

Multiplication & Division: Division/Partitioning,  model, create, and describe contextual multiplication and division,

 

Unit 8: Numeration up to 1,200 ( 14 days)

Numeration: Base-10 Place Value System up to 1,200, Comparative Language, Multiple Representations  Standard/Expanded/Written Form (Notation) up to 1,200, Whole Numbers, Decomposition of Numbers up to 1,200,  Equivalence, Recall facts within 20, Add 4 two-digit numbers

 

Unit 9: Time (7 days)

Time: Read and write time to the nearest minute, digital clock and analog clock, distinguish between a.m. and p.m.

 

Unit 10: Personal Financial Literacy ( 5 days)

Personal Financial Literacy: Borrowing,  Deposits/Withdrawals, Lending, Spending/Saving,  Savings Plan,  Cost, Producers/Consumers

 

TEKS/SEs

 

Unit 6: Fraction (continued)

2.3(A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words

 

2.3(B) explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part

 

2.3(C) use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole

 

2.3(D) identify examples and non-examples of halves, fourths, and eighths

 

2.8(E) decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts

 

Unit 7: Multiplication & Division

2.6(A) model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined

 

2.6(B) model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets

 

Unit 8: Numeration up to 1,200

2.2(A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones

 

2.2(B) use standard, word, and expanded forms to represent numbers up to 1,200

 

2.2(C) generate a number that is greater than or less than a given whole number up to 1,200

 

2.2(D) use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (, or =)

 

2.2(E) locate the position of a given whole number on an open number line

 

2.2(F) name the whole number that corresponds to a specific point on a number line

 

2.9(C) represent whole numbers as distances from any given location on a number line

 

2.4(A) recall basic facts to add and subtract within 20 with automaticity

 

 2.4(B) add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

 

2.4(C) solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms

 

2.4(D) generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000

 

2.7(A) determine whether a number up to 40 is even or odd using pairing of objects to represent the number

 

 2.7(B) use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200

 

2.7(C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem

 

2.5(A) determine the value of a collection of coins up to one dollar

 

2.5(B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins

 

2.11(A) calculate how money saved can accumulate into a larger amount over time

 

 2.11(B) explain that saving is an alternative to spending

 

2.10(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category

 

2.10(B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more

 

2.10(C) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one

 

2.10(D) draw conclusions and make predictions from information in a graph

 

Unit 9: Time

2.9(G) read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m

 

Unit 10: Personal Financial Literacy

2.11(A) calculate how money saved can accumulate into a larger amount over time

 

2.11(B) explain that saving is an alternative to spending

 

2.11(C) distinguish between a deposit and a withdrawal

 

2.11(D) identify examples of borrowing and distinguish between responsible and irresponsible borrowing

 

2.11(E) identify example of lending and use concepts of benefits and costs to evaluate lending decisions

 

2.11(F) differentiate between producers and consumers and calculate the cost of produce a simple item

Process TEKS:2.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

2.1(A)apply mathematics to problems arising in everyday life, society, and the workplace

2.1(B)use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

2.1(C)select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

2.1(D)communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

2.1(E)create and use representations to organize, record, and communicate mathematical ideas

2.1(F)analyze mathematical relationships to connect and communicate mathematical ideas

2.1(G)display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

Beaumont  22nd Century Skills

 

                                      Critical Thinking and Reasoning:  Thinking Deeply, Thinking Differently

                              Information Literacy: Untangling the Web

                              Collaboration: Working Together, Learning Together

                              Self-Direction: Own Your Learning

                                     Invention: Creating Solutions