Heartland

Elementary School Geneva 304 Math

In Math, we will be teaching math according to the Common Core. We will cover a variety of topics per trimester. We we also be refining our addition and subtraction fact skills.  Here is a basic outline of the concepts we will learn in second grade this year:

TRIMESTER ONE

2 CC.2.NBT.2(T1)Place Value count within 1000; skip-count by 5s, 10s, and 100s.

2 CC.2.NBT.3(T1)Place Value Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2 CC.2.MD.10(T1) Graphing Represent and interpret data. 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.

TRIMESTER TWO

2 CC.2.MD.9(T2) Graphing Represent and interpret data. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

2 CC.2.MD.8(T2) Money Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

2 CC.2.G.1(T2) Reason with ShapesRecognize 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. (Sizes are compared directly or visually, not compared by measuring.)

TRIMESTER THREE

CC.2.OA.1(T3)  Addition & Subtraction Word ProblemsUse 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.

2 CC.2.OA.2(T3)Addition & SubtractionFluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

2 CC.2.OA.4(T3)Multiplication FoundationsUse 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.

CC.2.NBT.1(T3)Place ValueUnderstand 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: a) 100 can be thought of as a bundle of ten tens —called a “hundred.” b) The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

2 CC.2.NBT.3(T3)Place ValueRead and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2 CC.2.NBT.5(T3)Addition & SubtractionFluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2 CC.2.NBT.7(T3)Addition & SubtractionAdd 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.

CC.2.NBT.9(T3)Addition & SubtractionExplain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

2 CC.2.MD.5(T3)Measurement in Addition & SubtractionRelate addition and subtraction to length. 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 CC.2.MD.6(T3)Measurement in Addition & SubtractionRelate addition and subtraction to length. 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.

2 CC.2.MD.7(T3)TimeTell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

2 CC.2.G.2(T3)  Reason with ShapesPartition a rectangle into rows and columns of same-size squares and count to find the total number of them.

2 CC.2.G.3(T3)Reason with Shapes 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.

2 CC.2.NBT.6(T3)Addition & SubtractionAdd up to four two-digit numbers using strategies based on place value and properties of operations.

Module Unit Reviews

Heartland Elementary School
3300 Heartland Drive
Geneva, IL 60134
630-463-3200
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