You are on page 1of 29

Mathematics Grade 2 Transition Alignment Guide (TAG) Tool

As districts build their mathematics curriculum for 2013-14, it is important to remember the implementation schedule for new mathematics TEKS. In 2012, the Texas State Board of Education (SBOE) adopted and approved new mathematics standards for Kindergarten through High School. Implementation dates for Kindergarten through Grade 8 will begin in 2014-15, and implementation for High School will begin in 2015-16. Both implementation dates are contingent upon SBOE approval of instructional materials. For the purpose of this document, standards are referred to in the following manner: new standards = newly adopted 2012 mathematics standards that will be implemented in K 8 (2014-15) and high school (2015-16) current standards = mathematics standards that are currently required by law in the classroom With new mathematics standards on the horizon, teachers will begin to study the new standards and consider how the changes impact their current mathematics curriculum and instruction. To prepare for new standard implementation, TCMPC suggests the following:

Step 1: Teachers examine the new standards in relation to the current standards. Contact your local Education Service Center for facilitating this Side-by-Side standard study. The state's Sideby-Side resource may be found at the following URL:
http://projectsharetexas.org/resource/revisedmathematics-teks-side-side-tekscomparison?field_resource_keywords_tid=side%20by% 20side&sort_by=title&sort_order=DESC&items_per_pag e=50

Step 2: After teachers have studied the standards through the Side-bySide, they determine if the changes between new standards and current standards produce potential gaps that affect current mathematics curriculum and instruction.

Step 3: The TCMPCs newly developed Transition Alignment Guide (TAG) Tools will guide teachers through a process of determining the most significant potential curriculum gaps and how those gaps might be addressed in current TEKS Resource System curriculum documents.

The TCMPC TAG Tools are designed for K-12 Mathematics and outline the following: 1.) the grade level and school year affected by the gap, 2.) the actual curricular gaps that exist between current and new standards, and 3.) the locations within the current TEKS Resource System Unit IFDs where each potential gap could be addressed. The development of the TAG Tools focused on students moving from one grade level to the next during the transition years (2013-14 for K 8, and 2013-14 and 2014-15 for high school). The two gap considerations addressed in these tools include: 1.) gaps due to the new standard changes in the grade level they are entering and 2.) gaps due to new standards in which students did not receive instruction during the prior year. TCMPC considered both of these possible situations by identifying new standards that reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity for all grade levels.

2013, TCMPC

07/08/13

page 1 of 29

Mathematics Grade 2 Transition Alignment Guide (TAG) Tool


The Transition Alignment Guide (TAG) Tools developed by TCMPC have four components:

#1 YAG Pacing Considerations:


Reflects a summary of suggested ideas for re-calibrating the current YAG to reflect the suggested time considerations for infusing new standards into the current Unit IFDs. Provides guidance on how these new standards might be infused; however, the decision about pacing is left to teachers and local control on how best to compress or extend instruction based on student needs and the districts school calendar.

#2 Gap Identification Matrix:


Identifies only the new standards that may create curriculum gaps in each grade level (NOTE: gap standards may come from multiple grade levels). Identifies specific content gaps created by these identified new standards. Identifies the Unit IFD(s) in the current TEKS Resource System mathematics curriculum where the identified gaps may be addressed.

#3 Gap Identification At-a-Glance:


Identifies only the TEKS number of each gap standard identified. Identifies the Unit IFD(s) in the current TEKS Resource System mathematics curriculum where the identified gaps may be addressed.

#4 Unit IFD Consideration Tool:


Suggests bundling identified gaps with TEKS from specific current Unit IFDs (NOTE: gap standards may come from multiple grade levels). Suggests Unit IFD curricular considerations for only the identified gaps, as appropriate. Reflects suggested time considerations for infusing new standards.

Component #1: How do I read the YAG Pacing Considerations? Current TEKS Resource System Unit IFD lists the Unit IFD in which new mathematics standards may be infused. Suggestions for Addressing New Mathematics Standards and Additional Time identifies the new mathematics standards that may be infused in the Unit IFD, along with the possible number of days that may be needed to address these new standards. NOTE: When considering adding new mathematics standards in the current curriculum, TCMPC re-calibrated the current, published TEKS Resource System YAG to include the suggested additional time that may be needed. While we hope to provide guidance on how these new standards might be infused, the decision about pacing is left to teachers and local control on how best to compress or extend instruction based on student needs and the districts school calendar.

2013, TCMPC

07/08/13

page 2 of 29

Mathematics Grade 2 Transition Alignment Guide (TAG) Tool


Component #2: How do I read the TAG Tool: Gap Identification Matrix? 2014-15 TEKS (Adopted Standards 2012) column identifies new standards that reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity. Districts are encouraged to examine their implemented curriculum to identify additional gaps as appropriate. o The new standards Knowledge and Skill Statement o The new standards Student Expectation; underlined words reflect the content gaps from current standards to new standards. Six Weeks columns reflect each grading period. U01 IFD, U02 IFD, U03 IFD, etc. columns reflect each TEKS Resource System Unit IFD within each grading period; X indicates the Unit IFD in which the identified gaps may be addressed.

Component #3: How do I read the TAG Tool: Gap Identification At-a-Glance? 2014-15 TEKS (Adopted Standards 2012) column identifies new standards that reflect potential gaps (Student Expectation number only). Six Weeks columns reflect each grading period. U01 IFD, U02 IFD, U03 IFD, etc. columns reflect each TEKS Resource System Unit IFD within each grading period; X indicates the Unit IFD in which the identified gaps may be addressed.

2013, TCMPC

07/08/13

page 3 of 29

Mathematics Grade 2 Transition Alignment Guide (TAG) Tool


Component #4: How do I read the TAG Tool: Unit IFD Consideration Tool? Within each bundled TEKS Resource System Unit IFD, you will find the following: The number of additional days that may be needed for each unit The new standard Knowledge and Skills statement(s) The new standard Student Expectation(s); underlined words reflect the content gaps from current standards to new standards. Unit IFD Considerations addressing the new standard gaps with the school years affected. The TEKS Resource System Unit IFD considerations include: Suggested specific Unit IFDs in which the identified gaps may be addressed or suggested teacher-created new unit IFD(s) to address the identified content gaps Identified gaps for each standard in the Unit IFD (from the TAG Tool: Gap Identification Matrix)

2013, TCMPC

07/08/13

page 4 of 29

Mathematics Grade 2 TAG Tool: YAG Pacing Considerations


What are the implications regarding the current Grade 2 Year-at-a-Glance (YAG)? When considering adding new mathematics standards in the current curriculum, TCMPC re-calibrated the current, published TEKS Resource System YAG to include the suggested additional time that may be needed. While we hope to provide guidance on how these new standards might be infused, the decision about pacing is left to teachers and local control on how best to compress or extend instruction based on student needs and the districts school calendar. The Grade 2 YAG Pacing Considerations below reflects a summary of the suggested time considerations for infusing new standards into current TEKS Resource System Unit IFDs and should be used in conjunction with the current Grade 2 YAG:

Grade 2 YAG Pacing Considerations


Current TEKS Resource System Unit IFD Unit IFD 01 Unit IFD 02 Unit IFD 03 Unit IFD 04 Unit IFD 05 Unit IFD 06 Unit IFD 07 Unit IFD 08 Unit IFD 09 Unit IFD 10 Unit IFD 11 Unit IFD 12 Unit IFD 13 Unit IFD 14 Unit IFD 15 Unit IFD 16 Unit IFD 17
2013, TCMPC

Suggestions for Addressing New Mathematics Standards and Additional Time No suggested changes 2.4A (no additional days may be needed) 2.2A, 2.2B, 2.2C, 2.2D (1 additional day may be needed); 2.7B (no additional days may be needed) 2.2E (1 additional day may be needed); 2.9G (1 additional day may be needed) 2.10A, 2.10B, 2.10D (no additional days may be needed) No suggested changes No suggested changes 2.4B (1 additional day may be needed) 2.8A, 2.8B, 2.8C, 2.8D (no additional days may be needed) 2.4B (1 additional day may be needed) No suggested changes No suggested changes 2.3A, 2.3B, 2.3C, 2.3D (no additional days may be needed) 2.9C, 2.9D (1 additional day may be needed) 2.4C, 2.4D (1 additional day may be needed); 2.10C, 2.10D (no additional days may be needed) 2.9G (1 additional day may be needed) No suggested changes
07/08/13 page 5 of 29

Mathematics Grade 2 TAG Tool: Gap Identification Matrix

Grade 2
2014-15 TEKS (Adopted Standards 2012)
2.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 2.2A Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones. 2.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 2.2B Use standard, word, and expanded forms to represent numbers up to 1,200. 2.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 2.2C Generate a number that is greater than or less than a given whole number up to 1,200. 2.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 2.2D Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =). 2.2 Number and operations. The student applies mathematical process standards to 2013, TCMPC 07/08/13 page 6 of 29 1 Six Weeks
st

nd

Six Weeks

3 Six Weeks

rd

4 Six Weeks

th

5 Six Weeks

th

6 Six Weeks

th

U01 IFD

U02 IFD

U03 IFD

U04 IFD

U05 IFD

U06 IFD

U07 IFD

U08 IFD

U09 IFD

U10 IFD

U11 IFD

U12 IFD

U13 IFD

U14 IFD

U15 IFD

U16 IFD

U17 IFD

Mathematics Grade 2 TAG Tool: Gap Identification Matrix

Grade 2
2014-15 TEKS (Adopted Standards 2012)
understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 2.2E Locate the position of a given whole number on an open number line. 2.3 Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: 2.3A Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words. 2.3 Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: 2.3B Explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part. 2.3 Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: 2.3C Use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole. 2.3 Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: 2.3D Identify examples and non-examples of halves, fourths, and eighths. 2.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with 2013, TCMPC 07/08/13 page 7 of 29 1 Six Weeks
st

nd

Six Weeks

3 Six Weeks

rd

4 Six Weeks

th

5 Six Weeks

th

6 Six Weeks

th

U01 IFD

U02 IFD

U03 IFD

U04 IFD

U05 IFD

U06 IFD

U07 IFD

U08 IFD

U09 IFD

U10 IFD

U11 IFD

U12 IFD

U13 IFD

U14 IFD

U15 IFD

U16 IFD

U17 IFD

Mathematics Grade 2 TAG Tool: Gap Identification Matrix

Grade 2
2014-15 TEKS (Adopted Standards 2012)
efficiency and accuracy. The student is expected to: 2.4A Recall basic facts to add and subtract within 20 with automaticity. 2.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. The student is expected to: 2.4B Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. 2.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. The student is expected to: 2.4C Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. 2.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. The student is expected to: 2.4D Generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000. 2.7 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 2.7B Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200. 2013, TCMPC 1 Six Weeks
st

nd

Six Weeks

3 Six Weeks

rd

4 Six Weeks

th

5 Six Weeks

th

6 Six Weeks

th

U01 IFD

U02 IFD

U03 IFD

U04 IFD

U05 IFD

U06 IFD

U07 IFD

U08 IFD

U09 IFD

U10 IFD

U11 IFD

U12 IFD

U13 IFD

U14 IFD

U15 IFD

U16 IFD

U17 IFD

07/08/13

page 8 of 29

Mathematics Grade 2 TAG Tool: Gap Identification Matrix

Grade 2
2014-15 TEKS (Adopted Standards 2012)
2.8 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 2.8A Create two-dimensional shapes based on given attributes, including number of sides and vertices. 2.8 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 2.8B Classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language. 2.8 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 2.8C Classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices. 2.8 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: 2.8D Compose two-dimensional shapes and threedimensional solids with given properties or attributes. 2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: 2.9C Represent whole numbers as distances from any given location on a number line. 2013, TCMPC 07/08/13 1 Six Weeks
st

nd

Six Weeks

3 Six Weeks

rd

4 Six Weeks

th

5 Six Weeks

th

6 Six Weeks

th

U01 IFD

U02 IFD

U03 IFD

U04 IFD

U05 IFD

U06 IFD

U07 IFD

U08 IFD

U09 IFD

U10 IFD

U11 IFD

U12 IFD

U13 IFD

U14 IFD

U15 IFD

U16 IFD

U17 IFD

page 9 of 29

Mathematics Grade 2 TAG Tool: Gap Identification Matrix

Grade 2
2014-15 TEKS (Adopted Standards 2012)
2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: 2.9D Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes. 2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: 2.9G Read and write time to the nearest oneminute increment using analog and digital clocks and distinguish between a.m. and p.m. 2.10 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 2.10A Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. 2.10 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 2.10B Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more. 2.10 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 2.10C Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. 2.10 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student 2013, TCMPC 07/08/13 page 10 of 29 1 Six Weeks
st

nd

Six Weeks

3 Six Weeks

rd

4 Six Weeks

th

5 Six Weeks

th

6 Six Weeks

th

U01 IFD

U02 IFD

U03 IFD

U04 IFD

U05 IFD

U06 IFD

U07 IFD

U08 IFD

U09 IFD

U10 IFD

U11 IFD

U12 IFD

U13 IFD

U14 IFD

U15 IFD

U16 IFD

U17 IFD

Mathematics Grade 2 TAG Tool: Gap Identification Matrix

Grade 2
2014-15 TEKS (Adopted Standards 2012)
is expected to: 2.10D Draw conclusions and make predictions from information in a graph. 1 Six Weeks
st

nd

Six Weeks

3 Six Weeks

rd

4 Six Weeks

th

5 Six Weeks

th

6 Six Weeks

th

U01 IFD

U02 IFD

U03 IFD

U04 IFD

U05 IFD

U06 IFD

U07 IFD

U08 IFD

U09 IFD

U10 IFD

U11 IFD

U12 IFD

U13 IFD

U14 IFD

U15 IFD

U16 IFD

U17 IFD

NOTE: New standards listed reflect potential gaps in comparison to current standards and the current TEKS Resource System VAD specificity. Districts are encouraged to examine their implemented curriculum to identify additional gaps as appropriate.

2013, TCMPC

07/08/13

page 11 of 29

Mathematics Grade 2 TAG Tool: Gap Identification At-a-Glance

Grade 2
2014-15 TEKs (Adopted Standards 2012) 1st 6 Weeks U01 IFD
2.2A 2.2B 2.2C 2.2D 2.2E 2.3A 2.3B 2.3C 2.3D 2.4A 2.4B 2.4C 2.4D 2.7B 2.8A 2.8B 2.8C 2.8D 2.9C 2.9D 2.9G 2.10A 2.10B 2.10C 2.10D

2nd 6 Weeks U04 IFD U05 IFD U06 IFD

3rd 6 Weeks U07 IFD U08 IFD U09 IFD

4th 6 Weeks U10 IFD U11 IFD U12 IFD

5th 6 Weeks U13 IFD U14 IFD U15 IFD

U02 IFD

U03 IFD

6th 6 Weeks U16 U17 IFD IFD

x x x x x x x x x x x x x x x x x x x x x x x x x x x x

NOTE: New standards listed reflect two gap considerations: 1.) gaps due to the new standard changes in the grade level they are entering and 2.) gaps due to new standards in which students did not receive instruction during the prior year. TCMPC considered both of these situations by identifying new standards that reflect potential gaps in comparison to current standards and in comparison to current TEKS Resource System VAD specificity for all grade levels. Districts are encouraged to examine their implemented curriculum and their prior implementation of all VAD specificity to determine additional potential gaps.
2013, TCMPC 07/08/13 page 12 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool

Grade 2 Unit 02 IFD Quick Retrieval using Problem Situations


(no additional days may be needed) Grade 2 2014-15 Standard(s) 2.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. The student is expected to: 2.4A Recall basic facts to add and subtract within 20 with automaticity. 201314 School Year Grade 2 Teacher Recall basic facts to add and subtract within 20 with automaticity. Automaticity executing the fact with little or no conscious effort. NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. 201415 School Year NEW K 8 Mathematics Standards Implemented

2013, TCMPC

07/08/13

page 13 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool

Grade 2 Unit 03 IFD Numeration


(1 additional day may be needed) Grade 2 2014-15 Standard(s) 2.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 2.2A Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones. 2.2B Use standard, word, and expanded forms to represent numbers up to 1,200. 2.2C Generate a number that is greater than or less than a given whole number up to 1,200. 2.2D Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =). 201314 School Year Grade 2 Teacher Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones. Understand the magnitude of 1,000. Ex: 1,000 can be represented as a 1,000-cube/disk, 1 one thousand. Ex: 1,000 can be represented as 10 100-flats/disks, 10 one hundreds. Ex: 1,000 can be represented as 100 10-longs/disks, 100 tens. Ex: 1,000 can be represented as 1,000 unit cubes/disks, 1,000 ones. Compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones. Ex: 1,200 as 1 1,000-cube/disk and 2 100-flats/disks; 1,200 as 12 100-flats/disks; etc. Ex: 1,200 as 1,000 and 200; 1,200 as 500, 500, and 200; 1,200 as 1,000, 100, and 100; etc. Ex: 1,200 = 1,000 + 200; 1,200 = 500 + 500 + 200; 1,200 = 1,000 + 100 + 100; etc. Use standard, word, and expanded forms to represent numbers up to 1,200. Understand that the thousands place is a new period and is separated from the units period with a comma. Ex: Adding 1 to 999 introduces a new period, the thousands period. Represent a four-digit number by increments of thousands, hundreds, tens, and ones and use a comma to separate the thousands place from the hundreds place. Represent numbers up to 1,200 in standard, word, and expanded forms. Ex: Standard form: 1,200 Ex: Word form: 1,200 as one thousand, two hundred or twelve hundred Ex: Expanded form: 1,200 = 1,000 + 200 Generate a number that is greater than or less than a given whole number up to 1,200. Concrete and pictorial models Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =). NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
2013, TCMPC 07/08/13 page 14 of 29

201415 School Year NEW K 8 Mathematics Standards Implemented

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool


Grade 2 2014-15 Standard(s) 2.7 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: 2.7B Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200. 201314 School Year Grade 2 Teacher Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200. Ex: 1,100 (1,200 is 100 more because when comparing the hundreds place, 200 is 100 more than 100. So, 1,100 is less than 1,200 and 1,200 1,100.) Ex: 1,010 (1,110 is 100 more because when comparing the hundreds place, 100 is 100 more than 0. So, 1,010 1,110 and 1,110 is greater than 1,010.) NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. 201415 School Year NEW K 8 Mathematics Standards Implemented

2013, TCMPC

07/08/13

page 15 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool

Grade 2 Unit 04 IFD Number Lines


(2 additional days may be needed) Grade 2 2014-15 Standard(s) 2.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: 2.2E Locate the position of a given whole number on an open number line. 201314 School Year Grade 2 Teacher Locate the position of a given whole number on an open number line. Compare and contrast a number line with pre-determined intervals to an open number line. Number line Pre-determined intervals may or may not be indicated with a number. Pre-determined intervals are proportional. Magnitude of numbers is represented by the intervals. Numbers do not always begin with zero. Number lines extend infinitely in both directions (arrows indicate the infinitive direction). Numbers increase from left to right. Open number line (a type of number line) No pre-determined numbers or marked intervals are provided. Determined intervals are approximately proportional. Magnitude of numbers is represented by the distance between the whole numbers. Numbers do not always begin with zero. Open number lines extend infinitely in both directions (arrows indicate the infinitive direction). Numbers increase from left to right. Locate the position of a given whole number on a partially complete open number line. Ex: Locate the position of the number 50 on each of the number lines below. 201415 School Year NEW K 8 Mathematics Standards Implemented

Locate the position of a given whole number on the open number line. Ex: Locate the position of the numbers 30, 50, and 80 on the number line below.

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
2013, TCMPC 07/08/13 page 16 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool


Grade 2 2014-15 Standard(s) 2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: 2.9G Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. 201314 School Year Grade 2 Teacher Read and write time to include one-minute increment using analog clocks and digital clocks. Understand the movement of the minute hand on an analog clock as it moves from one five-minute increment to the next five-minute increment. Associate the organization, structures, and numerical patterns of a number line to the face of an analog clock. Understand which digit(s) on a digital clock changes as time increases by one minute. Ex: 2:15 to 2:16 Ex: 2:19 to 2:20 Ex: 2:59 to 3:00 NOTE: Distinguishing between a.m. and p.m. is included in Grade 2 Unit 16 IFD. Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. 201415 School Year NEW K 8 Mathematics Standards Implemented

2013, TCMPC

07/08/13

page 17 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool

Grade 2 Unit 05 IFD Data Representations


(no additional days may be needed) Grade 2 2014-15 Standard(s) 2.10 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 2.10A Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. 2.10B Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more. 2.10D Draw conclusions and make predictions from information in a graph. 201314 School Year Grade 2 Teacher Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. Examine the relationships between bar-type graphs and bar graphs. Characteristics of a bar-type graph Bars are divided into cells representing one unit of data. Value of the data is read by counting the cells. Categorical data is represented with labels. Characteristics of a bar graph Bars are solid. Scale of the axis may be intervals of one or more and scale intervals are proportionally displayed. Length of the bar represents the number of data points for a given category. Value of the data represented by the bar is determined by reading its associated number (the intervals) on the axis scale. Categorical data is represented with labels. Examine the relationships between picture graphs and pictographs. Characteristics of a picture graph Each category may use a different picture that represents the category. Each picture represents one unit of data. Value of the data in each category is determined by the total number of pictures in that category. Categorical data may be represented with or without labels. Characteristics of a pictograph One picture or symbol is used to represent all categories. A key is used to identify the value of each picture or symbol. Number of pictures and half-pictures or symbols represents the number of data points for a given category. Value of the data in each category is determined by the total value of the pictures or symbols in that category. Categorical data is represented with labels. Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more. Apply bar graphs to problems in everyday life, society, and the workplace. Scale represents intervals of one or more.
2013, TCMPC 07/08/13

201415 School Year NEW K 8 Mathematics Standards Implemented

page 18 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool


Up to four categories may be represented. Apply pictographs to problems in everyday life, society, and the workplace. Each picture or symbol represents one or more than one piece of data. Data can be represented with half of a picture or symbol. Up to four categories may be represented. Make predictions from information in a graph. Bar graphs and pictographs with intervals of one or more

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

2013, TCMPC

07/08/13

page 19 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool

Grade 2 Unit 08 IFD Multi-Digit Addition and Subtraction Flexible Methods


(1 additional day may be needed) Grade 2 2014-15 Standard(s) 2.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. The student is expected to: 2.4B Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. 201314 School Year Grade 2 Teacher Add up to four two-digit numbers and subtract two-digit numbers using mental strategies based on knowledge of place value and properties of operations. Ex: 23 + 42 + 11 + 33 Partial sums: 201415 School Year NEW K 8 Mathematics Standards Implemented

Compensation: Sum of the ones equals 9 which is only 1 away from 10. So, 10 + 20 + 40 + 10 + 30 = 110 and 110 1 = 109. Compatible numbers: 20 + 30 = 50, 40 + 10 = 50, so 50 + 50 = 100. 2 + 1 is 3, so 3 + 3 + 3 = 9. Therefore, 100 + 9 = 109. Varied solution strategies based on place value may include an open number line solution strategy, expanded notation addition and subtraction, composition and decomposition of numbers, etc.

NOTE: The U.S. traditional algorithm is included in Grade 2 Unit 10 IFD. Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

2013, TCMPC

07/08/13

page 20 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool

Grade 2 Unit 09 IFD Geometry


(no additional days may be needed) Grade 2 2014-15 Standard(s) 2.8 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and threedimensional solids to develop generalizations about their properties. The student is expected to: 2.8A Create two-dimensional shapes based on given attributes, including number of sides and vertices. 2.8D Compose two-dimensional shapes and three-dimensional solids with given properties or attributes. 201314 School Year 201415 School Year NEW K 8 Mathematics Standards Implemented

Grade 2 Teacher
Create two-dimensional shapes based on given attributes, including number of sides and vertices. The given attributes determine the shape. Ex: Create a two-dimensional shape with three sides and three vertices. Compose two-dimensional shapes with given properties or attributes. Ex: Compose a two-dimensional shape with square corners when given unit squares.

Ex: Compose a two-dimensional shape with square corners when given two triangles.

Ex: Compose a two-dimensional shape with all sides equal in length when given two triangles.

Ex: Compose two-dimensional shape with four vertices and opposite sides equal in length when given four triangles.

Larger two-dimensional shapes can be composed from smaller two-dimensional shapes and vice versa.

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
2013, TCMPC 07/08/13 page 21 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool


Grade 2 2014-15 Standard(s) 2.8 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and threedimensional solids to develop generalizations about their properties. The student is expected to: 2.8C Classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices. 201314 School Year Grade 2 Teacher Classify and sort polygons with 12 or fewer sides according to attributes. Understand and describe attributes of two-dimensional shapes to classify and sort a collection of polygons with 12 or fewer sides. Use formal geometric vocabulary to identify and describe collections of polygons with 12 or fewer sides. Ex: Each figure in the collection of 9-sided figures (known as nonagons) has 9 sides and 9 vertices; each figure in the collection of 10sided figures (known as decagons) has 10 sides and 10 vertices; each figure in the collection of 11 sided figures (known as undecagons) has 11 sides and 11 vertices; each figure in the collection of 12 sided figures (known as dodecagons) has 12 sides and 12 vertices. NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. Grade 2 2014-15 Standard(s) 2.8 Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and threedimensional solids to develop generalizations about their properties. The student is expected to: 2.8B Classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms, (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language. 2.8D Compose two-dimensional shapes and three-dimensional solids with given properties or attributes. 201314 School Year Grade 2 Teacher Classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms, (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language. Understand and describe attributes of three-dimensional solids to classify and sort. Classify and sort three-dimensional solids by comparing and contrasting the similarities and differences in their attributes. Use formal geometric vocabulary to identify and describe collections of three-dimensional solids. Ex: Spheres, cones, and cylinders are all curved surface figures; rectangular prisms, cubes, and triangular prisms are all prisms with edges, faces, and vertices. Compose three-dimensional solids with given properties or attributes. Ex: Build a three-dimensional solid with 6 faces and 8 vertices using cubes. 201415 School Year NEW K 8 Mathematics Standards Implemented 201415 School Year NEW K 8 Mathematics Standards Implemented

2013, TCMPC 07/08/13 page 22 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool


Ex: Compose a three-dimensional solid when given two triangles and three rectangles.

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

2013, TCMPC

07/08/13

page 23 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool

Grade 2 Unit 10 IFD Multi-Digit Addition and Subtraction Standard Methods


(1 additional day may be needed) Grade 2 2014-15 Standard(s) 2.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. The student is expected to: 2.4B Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. 201314 School Year Grade 2 Teacher Add up to four two-digit numbers using an algorithm based on knowledge of place value and properties of operations. U.S. traditional algorithm Ex: 201415 School Year NEW K 8 Mathematics Standards Implemented

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

2013, TCMPC

07/08/13

page 24 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool

Grade 2 Unit 13 IFD Fractions and Probability


(no additional days may be needed) Grade 2 2014-15 Standard(s) 2.3 Number and operations. The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to: 2.3A Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words. 2.3B Explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part. 2.3C Use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole. 2.3D Identify examples and non-examples of halves, fourths, and eighths. 201314 School Year Grade 2 Teacher Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words. Decompose an object into halves, fourths, and eighths and name the fractional parts using words. Recognize that equal shares of identical wholes are not always the same shape. Ex: Recognize that one-half of two non-identical wholes are not equal in size or shape. Ex: 201415 School Year NEW K 8 Mathematics Standards Implemented

Explain that the more fractional parts used to make a whole, the smaller the part. Explain that the fewer the fractional parts, the larger the part. Count fractional parts beyond one whole. Halves, fourths, and eighths Ex:

Identify non-examples of halves, fourths, and eighths.

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.
2013, TCMPC 07/08/13 page 25 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool

Grade 2 Unit 14 IFD Measurement: Linear


(1 additional day may be needed) Grade 2 2014-15 Standard(s) 2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: 2.9C Represent whole numbers as distances from any given location on a number line. 2.9D Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes. 201314 School Year Grade 2 Teacher Represent whole numbers as distances from any given location on a number line. Examine and define the relationships between rulers, number lines, and the scale of a bar graph. Relate rulers to number lines as linear models involving unit lengths from 0 to a given number. Compare the scale of a ruler to the scale of a bar graph. Determine the length of an object to nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes. Standard linear measurement tools to determine length Customary: rulers, yardsticks, measuring tapes Metric: rulers, meter sticks, measuring tapes NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. 201415 School Year NEW K 8 Mathematics Standards Implemented

2013, TCMPC

07/08/13

page 26 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool

Grade 2 Unit 15 IFD Multi-Digit Addition and Subtraction Operations


(1 additional day may be needed) Grade 2 2014-15 Standard(s) 2.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy. The student is expected to: 2.4C Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. 2.4D Generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000. 201314 School Year Grade 2 Teacher Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. Associate the process of solving addition/subtraction situations of two-digit numbers to the process of solving addition/subtraction situations of three-digit numbers. Ex: 201415 School Year NEW K 8 Mathematics Standards Implemented

Generate problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. Grade 2 2014-15 Standard(s) 2.10 Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: 2.10C Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. 2.10D Draw conclusions and make predictions from information in a graph.

2013, TCMPC

07/08/13

page 27 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool


201314 School Year Grade 2 Teacher Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. Ex: 201415 School Year NEW K 8 Mathematics Standards Implemented

Possible created problem: How many more people like to picnic at the beach than at the zoo? Solution: 7 3 = 4; 4 people prefer to picnic at the beach than the zoo. Make predictions from information in a graph. Pictographs and bar graphs with intervals of one or more

NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate.

2013, TCMPC

07/08/13

page 28 of 29

Mathematics Grade 2 TAG Tool: Unit IFD Consideration Tool

Grade 2 Unit 16 IFD Applying Fractions, Coins, Time, and Temperature to Real-Life Situations
(1 additional day may be needed) Grade 2 2014-15 Standard(s) 2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: 2.9G Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. 201314 School Year Grade 2 Teacher Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. A day is divided into two halves or periods. From midnight until noon is called a.m. From noon until midnight is called p.m. NOTE: Consider infusing new standard skills and concepts into daily routines and/or spiral reviews as appropriate. 201415 School Year NEW K 8 Mathematics Standards Implemented

2013, TCMPC

07/08/13

page 29 of 29

You might also like