In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Measuring Tools
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2 - Select (appropriate measuring tools)
3 - Use (measuring tools)
2 - Measure (length)
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2 - I can select the appropriate measuring tool for a given situation or object.
3 - I can use the measuring tool for a given situation.
2 - I can correctly measure length using the unit measure on a given measuring tool.
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A. Different measuring tools are used for different measuring situations.
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A.1 Why are different measuring tools available for use?
A.2 How do I know which measuring tool to use in a given situation?
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| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Measure Twice
Length Units
Description
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1 - Measure (Length of Object)
3 - Use (Length Units of Different Lengths)
2 - Describe (Relationship of Measurement to Size of Unit)
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1 - I can measure the length of an object twice.
3 - I can use length units of different lengths for the two measurements.
2 - I can describe how the two measurements relate to the size of the unit chosen.
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A. By varying unit lengths to measure I verify accuracy.
B. Choosing the proper measuring length units will help assure accuracy.
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A.1 Why do I use length units of different lengths to measure?
B.1 How does size of chosen measuring unit relate to measurement?
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| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Estimation
Units
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6 - Estimate (Lengths)
3 - Use (Units)
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6 - I can estimate lengths.
3 - I can estimate using units of inches, feet, centimeters, and meters.
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A. By estimating, I can judge a measurement in a given unit.
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A.1 How do I measure without measuring tapes or rulers?
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| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Measurement
Length Expression
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1 - 1: Measure (Length Differences)
1 - 2: Express (Length Differences)
3 - Use (Standard Length Unit Terms)
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1 - I can measure to determine how much longer one object is than another.
2 - I can express the length difference (of objects)
3 - I can use terms of a standard length unit.
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A. Standard measurements are used to assure uniform measures anywhere.
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A.1 Why are measurements expressed in standard units?
A.2 How do I assure standard measurements are the same when comparing lengths?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Length (Same Units)
Word Problems
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3 - Use (addition and subtraction, length word problems, same units)
3 - Use (drawings, rulers)
3 - Use (equations, symbol as unknown number)
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3 - I can use addition and subtraction to solve word problems involving lengths in drawings.
3 - I can use addition and subtraction to solve word problems involving lengths in equations.
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A. Solving problems involving length requires the measurements of objects to be in the same units.
B. Drawings and equations can be used to solve length problems.
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A.1 What has to be the same to solve length problems? Why?
B.1 What can we use to solve length problems? How?
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| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Whole number Representations
Whole-number sums and differences Representations
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2 - Represent (Whole Numbers as Lengths)
2 - Represent (Whole-number Sums and Differences on a Number Line Diagram)
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2 - I can represent whole numbers as lengths from 0 on a line diagram with equally spaced points corresponding to the numbers 0,1,2,..., .
2 - I can represent whole-number sums and differences within 100 on a number line diagram.
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A. Without equal spacing, results will not appear accurately represented.
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A.1 Why must points on a number line be equally spaced?
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Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Tell (time to nearest five minutes, a.m., p.m.)
3 - Use (analog clocks, digital clocks)
1 - Write (time to nearest five minutes, a.m., p.m.)
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3 - I can use analog clocks to tell time to the nearest five minutes, a.m. or p.m.
3 - I can use digital clocks to the nearest five minutes, a.m. or p.m.
1 - I can write the time to the nearest five minutes, a.m. or p.m.
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A. Time can be determined and recorded.
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A.1 What ways can I tell time?
A.2 How can I write time down?
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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?
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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3 - Solve (word problems, dollars, coins)
1 - Use ($, ¢)
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3 - I can solve word problems involving adding or subtracting money.
1 - I can use the money symbols & and ¢ correctly.
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A. Making correct change by adding or subtracting coins and bills is an essential skill used almost daily.
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A.1 What bills and coins are available? How can I make change?
A.2 What symbols are used to represent bills and coins?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Measure (length of several objects)
2 - Measure (length of single object repeatedly)
6 - Generate (measurement data, whole number units)
6 - Generate (line plot,whole number units)
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2 - I can measure the length of different objects within a group to collect measurable data.
2 - I can measure a single object repeatedly to collect measurable data.
6 - I can generate measurement data using whole number units.
6 - I can generate a line plot using whole number units.
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A. An attribute of a single object can change as measured by data.
B. A common measurable attribute of different objects can be used for comparisons.
C. Data can be better understood using graphs.
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A.1 What kind of object can have a measurable attribute whose measure can change?
B.1 What examples of groups contain objects having common measurable attributes?
C.1 How can measurable data be represented graphically to provide additional information?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Data Sets
Bar graph problems
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3 - Draw (graphs, picture and bar, single-unit scale, data set up to four categories)
3 - Solve (bar graph problems, put-together, take-apart, compare)
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3 - I can draw picture and bar graphs using a data set with up to four categories using a single-unit scale.
3 - I can solve bar graph problems involving put-together, take-away, and compare.
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A. Math problems involving data sets can be solved using graphs.
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A.1 How can I create a picture graph using a single unit scale and four data categories?
A.2 How can I create a bar graph using a single unit scale and four data categories?
A.3 What problems can I solve using information presented in a graph?
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