Essential Standards Chart:  What is it we expect students to learn?  

Grade:

 2nd

Subject:  

Math

Semester

2017-2018

Team

Members:  

Sam Parker

Marie Miller

Bethany King

Kelsey Hansen

Hannah Pierce

Katelyn Clayton

Standard Description

Example Rigor

Prerequisite Skills

Common

Assessment

When Taught?

Extension Standards

What is the essential standard to be learned?  Describe in student-friendly vocabulary.

What does proficient student work look like?  Provide an example and/or description.

What prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard?

What assessment(s) will be used to measure student mastery?

When will this standard

be taught?

What will we do when students have learned the essential standard(s)?

Standard 2.NBT.1

I can identify ones, tens and hundreds in a 3 digit number.

What is the value of the digit      . in the number

     ?              

Which digit is in the (hundreds, tens, ones) place in the number      ?

What number is represented by this picture?

Counting, number sense, number identification, vocabulary (digit, value, greater than, less than), knowing the value of ones and tens, knowing what the ones and tens manipulatives represent

GoMath Chapter 2 Test

Teacher Created Pre-Assessment

Teacher Created Intervention Tests

September

Identify thousands

Standard 2.NBT.7

I can add and subtract within 1,000 using different strategies.

       234        358

    +  152      - 272

Jake has 57 stamps. He buys 37 more stamps. How many stamps does he have now?

Ms. Kim sells 243 tickets to the play. Mr. Brown sells 128 tickets to the play. How many fewer tickets does Mr. Brown sell than Ms. Kim?

Vocabulary (more, less, equal, add, subtract), add and subtract one digit numbers (mental math), add and subtract a two digit number with a multiple of ten or a one digit number

Go Math Chapter 6 Test

Teacher Created Pre-Assessment

Teacher Created Intervention Tests

February - March

Create arrays, skip counting by all numbers through 10

Standard 2.G.3

I can divide circles and rectangles into 2, 3, or 4 equal parts and can describe those parts using halves, thirds, and fourths.

Mr. Rudd cuts a piece of toast into four equal pieces like this:

What is a different way to cut the toast? What is the name of those parts?

Which shows a third of the shape shaded?

Which shape shows four EQUAL parts?

Shape recognition, Vocabulary (equal parts, whole and part), Divide a shape into halves and fourths, Understand that more pieces will make smaller pieces

Chapter 11 GoMath Test

April

Comparing fractions, fifths, sixths, eighths

Splitting fractions between a different number of people

Standard 2.MD.8

I can solve problems using dollar bills, quarters, dimes, nickels and pennies.

What is the total value of these coins?

Which group of coins has the same total value?

Callie wants to buy a toothbrush that costs $1.00. Which coins could she use to buy the toothbrush?

Identify the coins, Knowing the names and values of coins, compare the values of different coins, Vocabulary (more, less, quarter, dime, nickel, penny, worth, cents)

Half of GoMath Chapter 7

March

Exchanging money, cashier/shopper giving change back, knowing what we spend money on

Buffum/Mattos/Weber, 2011