Standards: Connecticut has adopted the Common Core State Standards (CCSS) as the Connecticut State Standards (CSS). The relevant Common Core State/Connecticut State Standard is listed after each content bullet (example: 2.OA.A.1).

Instruction: All students will engage the Standards of Mathematical Practice when problem solving and thinking mathematically. Mathematics Instruction will follow the C-P-A pedagogy of concrete, pictorial and abstract components when solving mathematical problems. Mathematical instruction focuses heavily on visual representation as a strategy to support mathematical thinking. Strategies such as number bonds for composing and decomposing numbers, bar models, and open number lines to support problem solving and mental math, are ongoing strategies students are encouraged to use.

Personalized Learning Resources: DreamBox, NWEA Assessments

Standard Assessments: Students take the NWEA Assessment three times a year

STANDARDS

• 2.OA.B.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.

BIG IDEAS / UNDERSTANDINGS

• Understanding of basic facts and algorithms for all operations allow for the fluency needed to solve real-world problems efficiently and with precision.

CONTENT / CONCEPTS

The student will be able to . . .

• use the strategy of “making ten” to solve more complex facts.
• use the strategy of using “doubles” to solve more complex facts.

STANDARDS

Understand place value

• 2.NBT.A.1 - Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
• 2.NBT.A.2 - Count within 1000; skip-count by 5s, 10s, and 100s.
• 2.NBT.A.3 - Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
• 2.NBT.A.4 - Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

BIG IDEAS / UNDERSTANDINGS

• The base-ten system provides a structure for expressing numbers using the numbers 0-9 that extends to operations, fractions, and decimals.
• Numeric patterns and relationships can be described by mathematical rules and extending them can solve real-world problems.
• Numbers, measures and expressions can be compared directly by their relative values.

CONTENT / CONCEPTS

The student will be able to . . .

• read and write 3 digit numbers.
• decompose numbers in different ways based on place value.
• mentally add and subtract 10 and 100 from 3 digit numbers.

STANDARDS

• 2.NBT.B.5 - Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
• 2.NBT.B.6 - Add up to four two-digit numbers using strategies based on place value and properties of operations.

BIG IDEAS / UNDERSTANDINGS

• Addition, subtraction, multiplication, and division can be used with models, strategies, and their relationships with one another to solve real-world problems.
• The base-ten system provides a structure for expressing numbers using the numbers 0-9 that extends to operations, fractions, and decimals.

CONTENT / CONCEPTS

The student will be able to . . .

• add and subtract 2-digit numbers using specific strategies based on place value.

STANDARDS

• 2.OA.A.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.

BIG IDEAS / UNDERSTANDINGS

• Addition, subtraction, multiplication, and division can be used with models, strategies, and their relationships with one another to solve real-world problems.

CONTENT / CONCEPTS

The student will be able to . . .

• solve addition and subtraction problems of 2- and 3-digit numbers with the unknown in all positions.
• solve two-step problems using models

STANDARDS

• 2.MD.A.1 - Measure the length of an object by selecting and using appropriate tools such as rulers.
• 2.MD.A.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.
• 2.MD.A.3 - Estimate lengths using units of inches, feet, centimeters and meters.
• 2.MD.A.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
• 2.MD.B.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.
• 2.MD.B.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.

BIG IDEAS / UNDERSTANDINGS

• Measurable attributes of objects can be described mathematically by standard units.
• Approximating calculations using place value understanding and measurements using units can assist in mental computation and approximating measurements in known units can assist in efficient measuring.
• Numbers, measures and expressions can be compared directly by their relative values.
• Addition, subtraction, multiplication, and division can be used with models, strategies, and their relationships with one another to solve real-world problems.
• The set of real numbers is infinite, has a numerical sequence, corresponds to unique points on the number line, and represent values.
• Addition, subtraction, multiplication, and division can be used with models, strategies, and their relationships with one another to solve real-world problems.

CONTENT / CONCEPTS

The student will be able to . . .

• measure and estimate length to the nearest unit.
• use appropriate measurement tools.
• use a line plot to show measurement data.
• add and subtract to solve problems about length.

STANDARDS

• 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.
• 2.NBT.B.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 or decompose tens or hundreds.

BIG IDEAS / UNDERSTANDINGS

• Addition, subtraction, multiplication, and division can be used with models, strategies, and their relationships with one another to solve real-world problems.
• The base-ten system provides a structure for expressing numbers using the numbers 0-9 that extends to operations, fractions, and decimals.

CONTENT / CONCEPTS

The student will be able to . . .

• add and subtract 3-digit numbers applying various place value strategies
• explain strategies to show understanding of addition and subtraction process.

STANDARDS

• 2.MD.C.7 - Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
• 2.MD.C.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?

BIG IDEAS / UNDERSTANDINGS

• Numbers, measures, and expressions can be expressed in an infinite number of equal ways.
• Addition, subtraction, multiplication, and division can be used with models, strategies, and their relationships with one another to solve real-world problems.

CONTENT / CONCEPTS

The student will . . .

• know the difference between AM and PM.
• be able to write and tell time to the nearest 5 minutes on an both a digital and analog clock.
• be able to show monetary amounts using the dollar and cent symbols.
• be able to solve word problems related to money.
• be able to count coins based on value.

STANDARDS

Work with equal groups of objects to gain foundations for multiplication.

• 2.OA.C.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.
• 2.OA.C.4 - Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.\

BIG IDEAS / UNDERSTANDINGS

• Addition, subtraction, multiplication, and division can be used with models, strategies, and their relationships with one another to solve real-world problems.

CONTENT / CONCEPTS

The student will know . . .

• odd and even numbers.
• the relationship between equal groups and repeated addition.
• how to use visuals that show equal groups or equal rows.

STANDARDS

• 2.MD.D.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.

BIG IDEAS / UNDERSTANDINGS

• Collecting data from sources can lead to analyzing and interpreting real world situations and problems.
• Tables, charts, and graphs allows for analyzing data efficiently and effectively.

CONTENT / CONCEPTS

The student will be able to . . .

• interpret data on a picture and bar graph.
• create picture and bar graphs from data.
• solve addition and subtraction problems using data from picture and bar graphs.

STANDARDS

Reason with shapes and their attributes.

• 2.G.A.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.
• 2.G.A.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
• 2.G.A.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.

BIG IDEAS / UNDERSTANDINGS

• Shapes and objects can be described, classified and compared by defining and non-defining attributes.
• Measurable attributes of objects can be described mathematically by standard units.
• Fractions are numbers that can be represented in many different ways and correspond to a unique point on the infinite number line.

CONTENT / CONCEPTS

The student will be able to . . .

• identify and describe shapes based on attributes.
• identify and describe 3 dimensional shapes based on attributes.
• draw shapes with specific attributes (e.g. 4 sides).
• recognize the category of shapes known as quadrilaterals.
• correctly use of terms such as half of, third of, fourth of, quarter of.
• understand that equal shares of a same size whole do not have to look the same.
• partition circles and rectangles into two, three and four equal shares.