Concepts/Skill to Maintain
Fluency with single digit addition/subtraction facts to 18
Fair trades with coins or bills
Duration and sequence of events
Number patterns-skip count, odd/even
Fact families
Fractions: halves, fourths
Tally marks
Picture graphs
Estimation: rounding to nearest ten
Telling time
Measurement – estimating, comparing, and ordering
Basic geometric figures and spatial relationships
M2N1. Students will use multiple representations of numbers to connect symbols to quantities.
a. Represent numbers using a variety of models, diagrams, and number sentences (e.g., 4703 represented as 4,000 + 700 + 3, and units, 47 hundreds + 3, or 4,500 + 203).
b. Understand the relative magnitudes of numbers using 10 as a unit, 100 as a unit, or 1000 as a unit. Represent 2-digit numbers with drawings of tens and ones and 3-digit numbers with drawings of hundreds, tens, and ones.
c. Use money as a medium of exchange. Make change and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency.
M2N2. Students will build fluency with multi-digit addition and subtraction.
a. Correctly add and subtract two whole numbers up to three digits each with regrouping.
b. Understand and use the inverse relation between addition and subtraction to solve problems and check solutions.
c. Use mental math strategies such as benchmark numbers to solve problems.
d. Use basic properties of addition (commutative, associative, and identity) to simplify problems (e.g. 98 + 17 by taking two from 17 and adding it to the 98 to make 100 and replacing the original problem by the sum 100 + 15).
e. Estimate to determine if solutions are reasonable for addition and subtraction.
M2N3. Students will understand multiplication, multiply numbers, and verify
results.
a. Understand multiplication as repeated addition.
b. Use repeated addition, arrays, and counting by multiples (skip counting) to correctly multiply 1-digit numbers and construct the multiplication table.
c. Use the multiplication table (grid) to determine a product of two numbers.
d. Use repeated subtraction, equal sharing, and forming equal groups to divide large collections of objects and determine factors for multiplication.
M2N4. Students will understand and compare fractions.
a. Model, identify, label, and compare fractions (thirds, sixths, eighths, tenths) as a representation of equal parts of a whole or of a set.
b. Know that when all fractional parts are included, such as three thirds, the result is equal to the whole.
M2N5. Students will represent and interpret quantities and relationships using
mathematical expressions including equality and inequality signs (=, >, <, ≠).
a. Include the use of boxes or ___ to represent a missing value.
b. Represent problem solving situations where addition, subtraction or multiplication may be applied using mathematical expressions.
MEASUREMENT
Students will understand length, time, and temperature and choose an appropriate
tool to measure them.
M2M1. Students will know the standard units of inch, foot, yard, and metric units
of centimeter and meter and measure length to the nearest inch or
centimeter.
a. Compare the relationship of one unit to another by measuring objects twice using different units each time.
b. Estimate lengths, and then measure to determine if estimations were reasonable.
c. Determine an appropriate tool and unit for measuring.
M2M2. Students will tell time to the nearest five minutes and know relationships of
time such as the number of seconds in a minute, minutes in an hour and
hours in a day.
M2M3. Students will explore temperature.
a. Determine a reasonable temperature for a given situation.
b. Read a thermometer.
GEOMETRY
M2G1. Students will describe and classify plane figures (triangles, square,
rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregular
polygonal shapes) according to the number of sides and vertices and the sizes of angles (right angle, obtuse, acute).
M2G2. Students will describe and classify solid geometric figures (prisms,
pyramids, cylinders, cones, and spheres) according to such things as the
number of edges and vertices and the number and shape of faces and angles.
a. Recognize the (plane) shapes of the faces of a geometric solid and count the number of faces of each type.
b. Recognize the shape of an angle as a right angle, an obtuse, or acute angle.
M2G3. Students will describe the change in attributes as two and three-dimensional
shapes are cut and rearranged.
DATA ANALYSIS AND PROBABILITY
M2D1. Students will create simple tables and graphs and interpret their meaning.
a. Create, organize and display data using pictographs, Venn diagrams, bar graphs, picture graphs, simple charts, and tables to record results with scales of 1, 2 and 5.
b. Know how to interpret picture graphs, Venn diagrams, and bar graphs.
Terms/Symbols:
place value: thousands, sum, difference, product, factor, multiple, multiply, regroup, array, numerator, denominator, inch, foot, yard, centimeter, meter, polygon, right angle, obtuse, acute, edge, face, vertex/vertices, prism, plane, >, <, =, ≠, +, -, x, minute, hour, Venn diagram, pictograph, scale, symbol for equality, symbol for inequality
