ING

Getting StartedNumbe

r Square

s

For Grades K-8• Three big ideas• Supporting ideas (connections to other strands)

Review and feedback of new benchmarks: February - March, 2007

Approved by Florida State Board of Education, September 18, 2007

Now available at Website: http://www.fldoestem.org/page221.aspx

# of # of BenchmarksBenchmarks

KK 11 vs. 7211 vs. 72

11stst 14 vs. 9114 vs. 91

22ndnd 21 vs. 9821 vs. 98

33rdrd 17 vs. 9817 vs. 98

44thth 21 vs. 9921 vs. 99

55thth 23 vs. 9623 vs. 96

Money is at grade 2

Fractions are at grade 3 (Geometric parts of a whole in grade 2)

Table and graphs are in grade 3

Percents start in grade 4

Ordered pair graphing (quadrant 1) is in grade 5

Mean, median, mode, and range is moved to grade 6

Probability moved to grade 7

MA.MA. 2.2. A.A. 1.1. 1.1.

SubjectSubject Grade Grade LevelLevel

Body of Body of KnowledgKnowledg

ee

Big Idea/ Big Idea/ SupportinSupportin

g Ideag Idea

BenchmarBenchmarkk

A- Algebra

G- Geometry

BIG IDEA 1: Develop an understanding of base-ten numerations system and place-value concepts.BENCHMARK CODE

BENCHMARK

MA.2.A.1.1 Identify relationships between the digits and their place values through the thousands, including counting by tens and hundreds.

MA.2.A.1.2 Identify and name numbers through thousands in terms of place value and apply this knowledge to expanded notation.

MA.2.A.1.3 Compare and order multi-digit numbers through the thousands.

K-8 MATHEMATICS STANDARDS Grade 2

BIG IDEA 2: Develop quick recall of addition facts and related subtraction facts and fluency with multi-digit addition and subtraction. BENCHMARK CODE

BENCHMARK

MA.2.A.2.1 Recall basic addition and related subtraction facts.MA.2.A.2.2 Add and subtract multi-digit whole numbers

through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanation of those procedures.

MA.2.A.2.3 Estimate solutions to multi-digit addition and subtraction problems, through three digits.

MA.2.A.2.4 Solve addition and subtraction problems that involve measurement and geometry.

BIG IDEA 3: Develop an understanding of linear measurement and facility in measuring lengths.BENCHMARK CODE

BENCHMARK

MA.2.G.3.1 Use appropriate vocabulary to compare shapes according to attributes and properties such as number and length of sides, and number of vertices.

MA.2.G.3.2 Compose and decompose plane and solid figures, including making predictions about them, to build an understanding of part-whole relationships and properties of shapes.

MA.2.G.3.3 Apply the Transitive Property when comparing lengths of objects.

MA.2.G.3.4 Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems.

SUPPORTING IDEASAlgebra

BENCHMARK CODE

BENCHMARK

MA.2.A.4.1 Extend number patterns to build a foundation for understanding multipliers and factors – for example, skip counting by 2’s, 5’s, 10’s.

MA.2.A.4.2 Classify numbers as odd or even and explain why.

MA.2.A.4.3 Generalize numeric and non-numeric patterns using words and tables.

MA.2.A.4.4 Describe and apply equality to solve problems, such as in balancing situations.

MA.2.A.4.5 Recognize and state rules for functions that use addition and subtraction.

SUPPORTING IDEAS

Geometry and MeasurementBENCHMARK

CODEBENCHMARK

MA.2.G.5.1 Use geometric models to demonstrate the relationships between wholes and their parts as a foundation to fractions.

MA.2.G.5.2 Identify time to the nearest hour and half hour.MA.2.G.5.3 Identify, combine, and compare values of

money in cents up to $1 and in dollars up to $100, working with a single unit of currency.

MA.2.G.5.4 Measure weight/mass and capacity/volume of objects. Include the use of appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL), and liters (L).

SUPPORTING IDEAS

Number and OperationsBENCHMARK

CODEBENCHMARK

MA.2.A.6.1 Solve problems that involve repeated addition.

Develop a mathematical community of learners

Planning For Instruction

Encourage/develop:

Reflective student learningSocial interaction with othersProductive, mathematical discourseThe use of models or tools for learningThe use of the gathering area

Resources to help teachers develop a deeper understanding in setting the stage for mathematics instruction:

Teaching Student –Centered Mathematics by John Van de Walle

Classroom Discussions by Suzanne Chapin

Chapter 2- Tools of Classroom Talk Chapter 9- Getting Started

Guidewalk of

Math Curriculum

GuideLayout-Format

Add/Subtract w/ Multi-Digit NumbersMay 4th - 15th34 - 35

Repeated AdditionMay 18th - June 2nd36 - 37

24

Add/Subtract w/ GeometryApril 13th - May 1st31 - 33

November 10th - December 12th13 - 16

MeasurementMarch 9th - April 10th27 - 30

Place Value Through ThousandsFebruary 23rd - March 6th25 - 26

GeometryFebruary 17th - 20th

MoneyOctober 27th - November 7th11 - 12

TimeFebruary 9th - 13th23

Add/Subtract Multi-Digit NumbersDecember 15th - February 6th17 - 22

Place Value Through Hundreds

Number Patterns, Odd/Even, MoneyAugust 19th - September 12th1 - 4

Addition/Subtraction Facts, FunctionsSeptember 15th - October 24th5 - 10

2nd Grade 2008-2009 Mathematics Timeline

Week(s) Dates Content

TIMELINE

MA.2.G.3.1

MA.2.G.3.4

MA.2.G.3.3

March 9th - April 10thWeeks 27 - 30

MA.2.G.3.2

Measure weight/mass and capacity/volume of objects. Include the use of the appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz),pounds (lbs), grams (g), kilograms (kg), milliliters (mL), and liters (L).

MA.2.G.5.4

Estimate and use standard units, including inches and centimeters, to partition and measurelengths of objects.

Describe the inverse relationship between the size of a unit and number of units needed to measure a given object.

Apply the Transitive Property when comparing lengths of objects.

Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems.

Benchmarks

MA.2.G.3.1

Students should be able to explain and justify their reasoning both orally and in writing.

MA.2.G.5.4Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems.

Measure weight/mass and capacity/volume of objects. Include the use of the appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL), and liters (L).

Develop these concepts with hands-on experiences using real-world tools.

MA.2.G.3.2 MA.2.G.3.4Measure and compare common objects using metric and customary units.

Continue to build the concept of using personal referents in order to estimate length.

Example: • The width of a little finger is about 1 cm. • The length of a small paper clip is about 1 in.

Explore inverse relationships between size of a unit and number of units.

Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line the room with yardsticks instead of rulers. How will the number of yardsticks compare to the number of rulers?

MA.2.G.3.3The Transitive Property states:If object A is longer than object B, and object B is longer than object C, then object A is longer than object C.

C

B

A

Use nonstandard/standard methods to compare objects according to their lengths/heights.

Essential Content

Essential Content

About Teaching Mathematics K-8 (Marilyn Burns) • Measurement (read overview) • Foot Cut Out • Book Measuring

Connect to NCTM Standards 2000 • Estimating Length pgs. 96-113 Illuminations , http://illuminations.nctm.org/ • Measurement 3-5 Going Places Judge and Jury Magnificent Measurement How Big Is Your Heart? How Long? How Wide? How Tall? How Deep? Math Solutions, http://www.mathsolutions.com/ Classroom Lessons • 2-3 Estimating Length: Differentiating Within a Unit Groundworks Select appropriate lessons

Resource MenuTeaching Student-Centered Mathematics Gr. K-3 (Van de Walle) • Ch. 8, pgs. 245-248 (read) • Ch. 8, activities 8.17-8.20

Roads to Reasoning Super Source • Base Ten Blocks K-2 Looking for Length pgs. 42-45 Harcourt(Focus planning on pgs. A & B of each lesson, hands-on activities, and math games.)

• Ch. 22 - Lessons 22.3, 22.4, 22.6 • Ch. 23 - Lessons 23.2, 23.4, 23.5 • Ch. 24 - Lessons 24.1, 24.3, 24.5

Harcourt Mega Math CDs • Shapes Ahoy! CD Made to Measure - Levels E-J

Problem Solver Select appropriate lessons

Resource Menu

Every Day Counts Destination MathContinue: • Calendar

• Counting Tape and Hundred Chart

• Coin Counter- continue counting mixed coins; solve shopping problems; also Guess My Coins problem solving activity in April

• Computations and Connections (’05 ed. users only) March- explore multiplication as adding equal groups April- explore division as sharing equally

• Daily Depositor (’98 ed. users only) March- subtracting from quantities less than 100 with regrouping (use straws and 4-9 Digit Cards) April- explore sums to 18

• Clock (’98 ed. users only) March- understand fractions of an hour in 15 min. increments – quarter past, half past, quarter to (element ends)

• Graph March- coin toss experiment

• Measurement March- cups/pints/quarts; visualizing fourths and halves of containers (’98 ed. users see T. Guide for May p. 96) April- capacity in liters (’98 ed. users see T. Guide for Mar. p. 74); (element ends)

Course I, Module 3, Unit 1,Session 1: LengthEvery Day Counts

Destination Math

Your turn to look over the guide!

Whew! Let’s take a

break!15 minutes

Resource Walk

A familiar piece:Harcourt

A new way to plan…………maybe

A & B pages

Let’s Have Fun!

http://www.mathnstuff.com/papers/langu/100s/big100s.gif

http://www.mathnstuff.com/papers/langu/100s/big100s.gif

8 8

8 8 8

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834

How do you know what numbers are missing?

43

65

68

75

96

100’s Board Puzzles

Teaching Student-Centered

Mathematics

by John Van de Walle

Let’s look at:

pages 287-288 pages XIV to XXI pages 4-9 pages 22-28 correlation chart

Math Lesson Planning Template Materials Adapted from Classroom Discussions (Chapin, O’Connor, & Anderson) Chapter 10

Mathematical Goals/Objective(s): (What is the math?) The Big Idea: Mathematical Understanding(s)

Vocabulary: Introduction: (How can I introduce this content?)

Discussion & Questions: (What are we going to talk about and what talk moves am I going to use?) Talk Moves: Revoicing Restating Wait Time Prompting Adding on

Task/ Exploration & Format: (What are the students going to do, and how?) Formats: Whole class Small Group Partner talk

Wrap-up: (How am I going to debrief/bring closure to the lesson with the students?) Anticipating Confusion: (What confusions may need to be cleared up through discussion?)

Next Steps and Extensions:

Websites:

IlluminationsMath Solutions

Every Day CountsCalendar Math

Wrap-up