2nd+Grade+Timeline

Version:1.0 StartHTML:0000000167 EndHTML:0000027174 StartFragment:0000000457 EndFragment:0000027158 __**Grade 2**__ __**Mathematics Timeline**__


 * __**Date**__ || __**Standards**__ || __**Topic Title**__ || __**Topic #**__ ||
 * Sept || 2.N.9 Know addition facts (addends to 18) and related subtraction facts, and use them to solve problems.

2.N.7 Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]).

2.N.8 Understand and use the inverse relationship between addition and subtraction (e.g., 8 + 6 = 14 is equivalent to 14 - 6 = 8 and is also equivalent to 14 - 8 = 6) to solve problems and check solutions.

2.N.6 Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $.50. Use appropriate notation, e.g., $.69, $1.35. || Understanding Addition and Subtraction || Topic 1 ||
 * Sept || 2.N.9 Know addition facts (addends to 18) and related subtraction facts, and use them to solve problems.

2.N.7 Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]).

2.P.5 Construct and solve open sentences that have variables (e.g.,   + 7 = 100).

2.P.6 Write number sentences using +, -, <, =, and/or > to represent mathematical relationships in everyday situations. || Addition Strategies || Topic 2 ||
 * Oct || 2.N.7 Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]).

2.N.8 Understand and use the inverse relationship between addition and subtraction (e.g., 8 + 6 = 14 is equivalent to 14 - 6 = 8 and is also equivalent to 14 - 8 = 6) to solve problems and check solutions.

2.N.9 Know addition facts (addends to 18) and related subtraction facts, and use them to solve problems.

2.P.5 Construct and solve open sentences that have variables (e.g.,   + 7 = 100).

2.P.6 Write number sentences using +, -, <, =, and/or > to represent mathematical relationships in everyday situations. || Subtraction Strategies || Topic 3 ||
 * Oct / Nov || 2.N.1 Name and write (in numerals) whole numbers to 1000, identify the place values of the digits, and order the numbers

2.N.4 Compare whole numbers using terms and symbols (e.g., less than, equal to, greater than [<, =, >]).

2.N.5 Identify odd and even numbers and determine whether a set of objects has an odd or even number of elements. 2.P.2 Identify different patterns on the hundreds chart. 2.P.3 Describe and create addition and subtraction number patterns (e.g., 1, 4, 7, 10 …, or 25, 23, 21….). 2.P.4 Skip count by twos, fives, and tens up to at least 50, starting at any number. || Place Value: Numbers to 100 and 1000 || Topic 4 and 17 || 2.N.6 Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $.50. Use appropriate notation, e.g., $.69, $1.35.
 * Nov || 2.P.4 Skip count by twos, fives, and tens up to at least 50, starting at any number.

2.P.7 Describe functions related to trading, including coin trades and measurement trades (e.g., five pennies make one nickel or four cups make a quart). || Counting Money || Topic 5 ||
 * Dec || 2.N.12 Estimate, calculate, and solve problems involving addition and subtraction of two-digit numbers. Describe differences between estimates and actual calculations.

2.N.7 Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]).

2.P.1 Identify, reproduce, describe, extend, and create simple rhythmic, shape, size, number, color, and letter repeating patterns.

2.P.3 Describe and create addition and subtraction number patterns (e.g., 1, 4, 7, 10 …, or 25, 23, 21….).

2.P.4 Skip count by twos, fives, and tens up to at least 50, starting at any number. || Mental Addition || Topic 6 ||
 * Dec. || 2.N.7 Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]).

2.N.8 Understand and use the inverse relationship between addition and subtraction (e.g., 8 + 6 = 14 is equivalent to 14 - 6 = 8 and is also equivalent to 14 - 8 = 6) to solve problems and check solutions. 2.N.12 Estimate, calculate, and solve problems involving addition and subtraction of two-digit numbers. Describe differences between estimates and actual calculations. || Mental Subtraction || Topic 7 ||
 * Jan. || 2.N.7 Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]).

2.N.11Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition (two 3-digit numbers and three 2-digit numbers) and subtraction (two 3-digit numbers).

2.N.12 Estimate, calculate, and solve problems involving addition and subtraction of two-digit numbers. Describe differences between estimates and actual calculations.

<span style="color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.P.6 Write number sentences using +, -, <, =, and/or > to represent mathematical relationships in everyday situations. || Adding Two-digit Numbers || Topic 8 ||
 * Mid Year ||  ||   ||   ||
 * Feb || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="background-attachment: scroll; background-clip: initial; background-color: #ffff00; background-image: none; background-origin: initial; background-position: 0% 0%; background-repeat: repeat repeat;">2.M.1 Identify parts of the day (e.g., morning, afternoon, evening), days of the week, and months of the year. Identify dates using a calendar.

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="background-attachment: scroll; background-clip: initial; background-color: #ffff00; background-image: none; background-origin: initial; background-position: 0% 0%; color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.M.2 Tell time at quarter-hour intervals on analog and digital clocks using a.m. and p.m.

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.M.5 Select and correctly use the appropriate measurement tools (e.g., ruler, balance scale, thermometer).

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">2.M.6 Make and use estimates of measurement, including time, volume, weight, and area

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="background-attachment: scroll; background-clip: initial; background-color: #ffff00; background-image: none; background-origin: initial; background-position: 0% 0%; background-repeat: repeat repeat;">2.N.7 Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]). || Time and Temperature || Topic 15 || March || 2.N.7 Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]).
 * Feb/

2.N.8 Understand and use the inverse relationship between addition and subtraction (e.g., 8 + 6 = 14 is equivalent to 14 - 6 = 8 and is also equivalent to 14 - 8 = 6) to solve problems and check solutions.

2.N.12 Estimate, calculate, and solve problems involving addition and subtraction of two-digit numbers. Describe differences between estimates and actual calculations. || Subtracting Two-Digit Numbers || Topic 9 ||
 * March || 2.N.4 Compare whole numbers using terms and symbols (e.g., less than, equal to, greater than [<, =, >]).

2.N.7 Demonstrate an understanding of various meanings of addition and subtraction (e.g., addition as combination [plus combined with, more]; subtraction as comparison [how much less, how much more], equalizing [how many more are needed to make these equal], and separation [how much remaining]).

<span style="color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.N.12 Estimate, calculate, and solve problems involving addition and subtraction of two-digit numbers. Describe differences between estimates and actual calculations. || Using Addition and Subtraction || Topic 10 ||
 * March || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">2.N.10 Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently.

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.N.11<span style="background-attachment: scroll; background-clip: initial; background-color: #ffff00; background-image: none; background-origin: initial; background-position: 0% 0%; background-repeat: repeat repeat;"> Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition (two 3-digit numbers and three 2-digit numbers) and subtraction (two 3-digit numbers).

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.D.2<span style="background-attachment: scroll; background-clip: initial; background-color: #ffff00; background-image: none; background-origin: initial; background-position: 0% 0%; background-repeat: repeat repeat;"> Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs, and Venn diagrams; interpret the representations. || Three-digit Addition and Subtraction || Topic 18 ||

April || 2.G.1 Describe attributes and parts of two- and three-dimensional shapes (e.g., length of sides, and number of corners, edges, faces, and sides).

2.G.2 Identify, describe, draw, and compare two-dimensional shapes, including both polygonal (up to six sides) and curved figures such as circles.

<span style="color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.G.3 Recognize congruent shapes.

<span style="color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.G.4 Identify shapes that have been rotated (turned), reflected (flipped), translated (slid), and enlarged. Describe direction of translations (e.g., left, right, up, down).

<span style="background-attachment: scroll; background-clip: initial; background-color: #ffff00; background-image: none; background-origin: initial; background-position: 0% 0%; color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.G.5 Identify symmetry in two-dimensional shapes.

2.G.6 Predict the results of putting shapes together and taking them apart

2. G.7 Relate geometric ideas to numbers (e.g., seeing rows in an array as a model of repeated addition). || Geometry || Topic 11 ||
 * April || 2.N.3 Identify and represent common fractions ( ½, ⅓, ¼) as parts of wholes, parts of groups, and numbers on the number line || Fractions || Topic 12 ||
 * May || <span style="color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.M.4 Measure and compare common objects using metric and English units of length measurement (e.g., centimeter, and inch).

3.M.4 || Measurement: Length and Area || Topic 13 ||
 * May || <span style="color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.M.3 Compare the length, weight, area, and volume of two or more objects by using direct comparison.

<span style="color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.M.5 Select and correctly use the appropriate measurement tools (e.g., ruler, balance scale, thermometer).

2.M.6 Make and use estimates of measurement, including time, volume, weight, and area || Measurement: Capacity and Weight || Topic 14 ||
 * June || 2.D.1 Use interviews, surveys, and observations to gather data about themselves and their surroundings.

2.D.2 Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs, and Venn diagrams; interpret the representations.

<span style="color: #000000; font-family: 'Times New Roman',serif; font-size: 8pt;">2.D.4 Decide which outcomes of experiments are most likely.

3.G.5 || Graphs and Probability || Topic 16 || 3.N.7 3.N.9 || Multiplication Concepts || Topic 19 ||
 * Not taught in grade 2 || 3.N.6
 * || 4.N.8 || Division Concepts and Facts || Topic 20 ||