Second Grade Mathematics Curriculum Outline (changed fall 2006)

National Council Teachers of Mathematics Standard

Nebraksa Standards Competency or Indicator

Teacher created concept, objective, outcome, competency

Curriculum investigations, units, chapters, modules...

Activities

Evaluation Levels

Numeration/Number Sense

4.1 Numeration/Number Sense

4.1.1 demonstrate place value of whole numbers through the millions and decimals to the hundredth place.

Count orally from 0 to 200.

Recognize and write numerals from 0 - 200.

Place numbers on an empty 100 chart or 99 chart when given the numerals in a random order.

Write numbers from 0 -200 in order increasing or decreasing starting with any number.

Count to 200 from memory.

Write the numerals 0 - 9 on a piece of paper with a pencil.

Give a student a random number from 0-200 and ask the student to write the next ten numbers higher. Repeat the process only ask the student to write the next ten numbers lower.

Draw a random card from the cards for a 200 chart and mark the coresponding number on the chart.

Have each student draw a card randomly from the deck of cards with numbers 0-200 and stand in order with out talking.

Read and write numerals (in digits and words) through the millions place and decimals to the hundredth place.

Recognize the number of dots (3-12 in patterns from memory).

Match dot cards with and with out patterns to numeral cards, numeral word cards, ordinal word cards, sets of manipulatives, and ten frames.

Round numbers to 10Õs

Use the greater than sign (>) and less than sign (<) to compare numbers through 999.

Flash a dot plate and have students tell the number of dots on each plate.

Look at the whole numbers on a hundred chart and explain what ten number each is closer.

Get a deck of cards. Flip over two cards to make a two- digit number. Say the number and which 10Õs number it is closer.

Two players turn over a card. Use a big puppet to grab the bigger number and a smaller puppet to grab the smaller and put them into separate piles. If the numbers are equal, then put them back into the decks from which they came. Continue until the puppets have all the cards.

Order and compare whole numbers through the millions place and decimals to the hundredth place using the symbols <, >, and =.

Recognize odd and even numbers (see reasoning and proof, if students reason and prove without teacher prompt).

Odd or even trains or buildings

Each student selects a number from 10-50 and gets that number of link cubes or blocks to represent the numbers. Each person should snap their blocks together to make one long train. Put all the trains into a row so that they are all side-by-side. Sort them into pairs of equal lengthsÐeven or unequal lengths - odd.

School number of days line

Tape adding machine paper or similar somewhere in the room so students can write a number on the tape to represent days in school. Could alternate colors to represents odd and even numbers.

100/99 chart create even and odd patterns by putting colored transparent plastic pieces into the pockets.

Use a 100 chart and color the even and odd different colors. Repeat with a 99 chart and discuss the differences in patterns.

 

.

4.1.2 write and illustrate equivalencies of whole numbers in expanded form, decimals, and fractions

Identify ordinal numbers to the 10th place. (see connections, if students connect ordinal and cardinal numbers without teacher prompt).

Ordinal match

Use two sets of pictures (10 monkeys and 10 bananas). On one set of pictures write the words first, second, third, etc. and on the set of pictures write 1st, 2nd, 3rd, etc. Match pictures.

 

Whole numbers in expanded form

Write numbers in expanded form, such as 432 = 400 + 30 + 2.

Group items into like sets according to two or more properties (small red triangles, medium red triangles, large red triangles, small red squareÉ)

Use Venn diagrams to group objects that have common and uncommon characteristics (triangles, red shapes, with an intersection of red trianglesÉ)

Similar Groups

Sort objects (pattern blocks, attribute blocks, or colored shapes cut from construction paper or oak tag) in several different categories by two or more characteristics.

Sort objects (pattern blocks, attribute blocks, or colored shapes cut from construction paper or oak tag) into categories with common and not common characteristics using a Venn diagram.

 

Fractional numbers in expanded form

Represent equivalent fractions with denominators of 2, 4, 5, 8 and 10 (1/2 = 2/4) using concrete objects.

Sequence numbers by skip counting forward and backward by 2, 3, 5, 10 starting with any number from 0-200

Ten more or less

Draw a card from a pile with assorted numbers from 0 - 200 cards. Tell and write the closest 10 number, another student will tell and will write the previous 10 number, another student will tell and write the next higher ten number, another student will tell and write the number that is ten higher, another student will tell and write the number that is ten less, another student will count and write to the next ten number, and another student will count back and write to the previous ten number (157, 160, 150, 160, 167, 147, 157,158,É167, 157, 156,É147).

Hundred more or less A student will draw a card from a pile with assorted numbers from 0 - 200 cards. Another student will tell and write the next 100 number, another student tell and will write the previous 100 number, another student will tell and write the number that is 100 more, and another student will tell and write the number that is 100 less (157, 200, 100, 257, 57).Play similar games as the two above with 2, 3, 5.

 

.

Compare fractions using <, >, and = for like and unlike denominators

Place Value

Recognize that 1Õs, 10Õs and 100Õs can be added to make numbers (100 + 20 + 3 = 123) and numbers can be decomposed into groups of 100, 10, and 1.

How many Days?

In the morning count days of school, have a child take a straw from a cup and add it to the ones in another cup to represent days in school.

Whenever there are 10 straws in cup put a rubber band around.

Repeat the process until there are 10 groups of 10 banded straws.

Band them together and continue.

Also keep a running total of days on the adding machine paper and on the morning meeting board with the cups of straw.

 

Decimal numbers in expanded form

Writing a rule for a relationships.

Properties of geometric shapes.

Have students make two-dimensional shapes with 3-8 sides.Have the students write the number of sides and corners on each shape.Ask the students how they could organize the shapes (could put all the shapes with the same number of sides into groups).Ask what to do next (compare the number of corners that all the shapes have with the same number of sides).Ask students how to display the information that they learned

 

Write equivalent decimals (.4 = .40).

Fractions

Identify equal parts of a whole.

Identify equal parts of sets.

Identify fractional parts of a whole (1/2, 1/3, 1/4).

Identify fractional parts of sets of objects (1/2, 1/3, 1/4).

Compare fractional parts (with the same denominator) of the same object for 1/2, 1/3, and 1/4.

Cut sheets of paper into 2, 3, & 4 unequal pieces. Ask students if the pieces are 1/2, 1/3, or _. Compare them with sheets of paper cut into equal pieces of 2, 3, and 4.

Use three dimensional objects (pattern blocks, blocks, Multilink Cubes) to show 1/2, 1/3, 1/4.

Divide shapes drawn on paper and have dotted lines into halves, thirds, and fourths, then shade the value of 1/2, 1/3, and 1/4.

Use three dimensional objects (pattern blocks, blocks, Multilink Cubes) to show the parts (1/2, & 2/2; 1/3, 2/3, & 3/3; 1/4, 2/4, 3/4, 4/4)

 

Write decimals as fractions using denominators of 10 and 100 (.68 = 68/100).

Assessment Master 29

(Putting together and taking apart)

2. Identifies and uses standard notation for addition and subtraction (Putting together and taking apart)

3. Matches addition and subtraction notations to situations they might represent (Putting together and taking apart)

4. Demonstrates knowledge of the structure and patterns of our number system from 1 to 100 (Putting together and taking apart)

5. Can use the 100 chart as a tool for combining and comparing numbers (Putting together and taking apart)

6. Compares numbers to 100 (Putting together and taking apart)

7. Adds strings of numbers by grouping numbers that go together (Putting together and taking apart)

8. Uses coins as a model for adding and subtracting multiples of 5 and 10 (Putting together and taking apart)

9. Uses knowledge of addition and subtraction to solve problems (Putting together and taking apart)

10. Accurately adds two-digit numbers (Putting together and taking apart)

11. Recognizes, understands, and solves different types of subtraction situations (Putting together and taking apart)

12. Has deepened his or her understanding of subtraction to include Òtake away,Ó comparison, and unknown change (Putting together and taking apart)

13. Accurately subtracts two-digit numbers (Putting together and taking apart)

14. Clearly expresses mathematical thinking (Putting together and taking apart)

15. Uses landmark numbers such as 10, 25, and 100 (Putting together and taking apart)

16. Can choose from a variety of strategies based on the numbers given in the problem (Putting together and taking apart)

17. Compares solutions and strategies (Putting together and taking apart)

18. Finds combinations of numbers that equal 100 (Putting together and taking apart)

19. Can work from a whole to figure out the parts (Putting together and taking apart)

Use unifix cubes to show addition facts with the same sum.

Make a list of facts on the board. 0 + 10, 1+9=10, 2+8=10, 3+7=10 ...

 

4.1.3 will describe and apply relationships between whole numbers, decimals, and fractions by order, comparison, and operation.

Solve addition and subtraction double-digit problems mentally or with an abacus, or hundred's chart.

Use an abacus or counting board to solve addition and subtraction problems.

Use a hundreds chart to add and subtract.

Use arrow math to add and subtract.

Make a design and tell the partner where he/she is placing each piece as they make the design. The partner attempts to make the same design from the oral directions. When done compare, talk, and report, taking turns as needed.

Use a number line to add and subtract.

 

Illustrate mathematical concepts by using objects and drawing pictures or diagrams (subtraction as the opposite of addition and multiplication as repeated addition).

Addition and subtraction

Find the attendance.

Take attendance.

Could take the total number of students minus how many are gone equal how many are here.Count back from total number in class for each student absent to find those present.Or different ways of adding students (3 groups of 5 plus 2 = 17)

 

Order and compare whole numbers, common fractions, and decimals using the symbols <, >, and =.

Assessment Master 12

(Coins, Coupons, and Combinations)

1. Knows combinations of 10 (1 + 9, 2 + 8, etc.) (Coins, Coupons, and Combinations)

2. Knows doubles combinations (3 + 3, 4 + 4, 5 + 5, etc.) (Coins, Coupons, and Combinations)

3. Knows doubles + 1 combinations (4 + 5, 5 + 6, etc.) (Coins, Coupons, and Combinations)

4. Rote counts by 2Õs to ________ (Coins, Coupons, and Combinations)

5. Rote counts by 5Õs to ________

6. Rote counts by 10Õs to _________

7. Counts a set of objects by 2Õs (Coins, Coupons, and Combinations)

8. Counts a set of objects by 5Õs (Coins, Coupons, and Combinations)

9. Counts a set of objects by 10Õs  (Coins, Coupons, and Combinations)

10. Is developing strategies for adding two or more numbers (using doubles, near doubles, sums that make 10, 10+ combinations, and 9+ combinations) (Coins, Coupons, and Combinations)

11. Recognizes coins: penny, nickel, dime, and quarter (Coins, Coupons, and Combinations)

12. Knows coin equivalencies for nickel, dime, and quarter (Coins, Coupons, and Combinations)

13. Uses money as a model for counting by 5Õs and 10Õs  (Coins, Coupons, and Combinations)

14. Understands the concept of addition (Coins, Coupons, and Combinations)

15. Understands the concept of subtraction as Òtake awayÓ (Coins, Coupons, and Combinations)

16. Accurately adds double-digit plus single-digit numbers (Coins, Coupons, and Combinations)

17. Accurately subtracts a single-digit number from a double-digit number (Coins, Coupons, and Combinations)

18. Determines what a story problem is asking and selects an appropriate solution strategy (Coins, Coupons, and Combinations)

19. Records solutions strategies clearly (Coins, Coupons, and Combinations)

20. Uses the 100 chart as a tool for combining and comparing numbers (Coins, Coupons, and Combinations)

21. Matches addition and subtraction notations to situations they could represent (Coins, Coupons, and Combinations)

22. Writes equivalent equations for a given total (Coins, Coupons, and Combinations)

Use input/output or function box to identify and extend patterns.

Assessment Master 33

(How long? How Far?)

1. Understands the process of measuring (How long? How Far?)

2. Uses a nonstandard unit to measure length (How long? How Far?)

3. Compares the effects on measurement of using units of different sizes (How long? How Far?)

4. Uses direct and indirect comparisons to compare lengths (How long? How Far?)

5. Communicates the need for using a standard unit (How long? How Far?)

6. Uses a measuring device with understanding of the measurement process (How long? How Far?)

7. Understands that units must be used in consistent ways (How long? How Far?)

8. Understands a turn as a change in orientation or heading (How long? How Far?)

9. Uses findings to discuss the relationships among units and decides which units are best for certain measurement tasks (How long? How Far?)

10. Visualizes and then represents a path (How long? How Far?)

11. Determines path length by iterating (repeating) and then counting units (How long? How Far?)

Use input/output or function box to identify and extend patterns.

Recognize and use a cup, pint, quart and liter and use in measurement.

Display the measuring utensils; 1 cup, pint, quart, half gallon, gallon, and liter.

Estimate how many cups in a pint, quart, half gallon, gallon, and liter. Measure how many cups are in a pint, quart, half gallon, gallon, and liter. Record the number of cups each container holds on a chart and estimate how many other containers it would take to fill the others (pints in a cup, quart, half gallon, gallon, liter). Do others as desired.

 

Solve and check a mathematical problem by using the related facts.

Compare 2 or more objects height, length, and weight  Measure objects by laying units of measure end to end  Locate 12 inches on a foot ruler and 36 on a yard ruler  Estimate lengths of objects using student's foot  Conservation of length Measure objects by inches with a foot and yard ruler Compare objects weight..

Trace students' body outlines on large paper Cut out the body outlines  Fasten them on the wall  Compare the heights of bodies and lengths of different pairs of body parts  Estimate how many of their foot lengths a distance (under ten children feet) from one place to another is Measure and cut a piece of paper to the length of his or her foot Use the paper length foot to measure the distance  Ask students to demonstrate how they measured Measure different parts of their cut out body with their cut out foot  Locate numbers on a foot ruler and explain what they are  Have students locate numbers on a yard ruler and explain what they are  Students measure objects (all objects should be shorter than the ruler used to measure it) with inches on a foot ruler and yard stick  Compare lengths of objects at different positions  Direct the students to measure the sticks while horizontal on the desk  Record the lengths  Direct the students to stand one object up-right  Measure it  Compare to the length when horizontal  Continue this task with different sized objects  Students will compare the weight of different objects by identifying the heavier and lighter of different pairs of objects that are easily differentiate by holding.

 

4.1.4 identify examples of positive and negative numbers and zero.

Measure objects to the nearest foot and inch using a foot or yard rule and centimeter using a meter ruler or tape.

Estimate lengths of objects

Is there a pattern in our body parts? Record and estimate, then measure and chart each students' height and arm span in inches and centimeters. Is there a pattern?

 

Demonstrate simple concepts of positive and negative numbers (a thermometer for temperature or distances to the right or left of zero on a number line).

Read a. thermometer

Place thermometers in different areas inside and outside the school, read the temperature at different times of the day and chart them. At the end of the day give reasons for any changes.

 

4.1.5 make change and count out in amounts up to $20.00.

Assessment Master 42

(Timelines and Rhythm Patterns)

1. Sequences events (Timelines and Rhythm Patterns)

2. Represents events in time (Timelines and Rhythm Patterns)

3. Compares durations of time periods within a day (Timelines and Rhythm Patterns)

4. Looks for and represents patterns (Timelines and Rhythm Patterns)

5. Represents rhythms showing sequencing and time (Timelines and Rhythm Patterns)

6. Communicates with and interprets written symbols (Timelines and Rhythm Patterns)

7. Times one-hour and half-hour intervals beginning on the hour and records start-and-stop times in both analog and digital time (Timelines and Rhythm Patterns)

8. Investigates timing devices (Timelines and Rhythm Patterns)

Count back change from purchase price to amount given using fewest coins possible

Tell time on digital and analog clocks.

Have students make a king size clock on the floor or very large piece of paper. Have the class write 12:00, 1:00, to 11:00 on the clock. Then have them mark minute marks. Next have them use Multilink cubes or glue polka-dots to represent the number of minutes at each mark (1 minute = 1, 2 minutes = 2, É60 minutes = 60).

Make individual clocks out of paper plates and brass fasteners. Number the minutes 1-60 in small numbers and hours 1-12 in larger (you probably will need to have marks for students to know where to write the numbers). Make cutouts lines on the hand patterns so students know how to cut them. The patterns should have the hour hand shorter than the minute hand, the minute hand long enough to touch the marks for the minutes, and both wide enough for students to write "hour" on the hour hand and "minute" on the minute hand. Use the clocks throughout the day to set the clocks for different activities

 

Calculate change through subtraction and choose correct bills and coins to make this amount.

Tell time on a digital and analog clocks to the hour and the half hour.

Randomly select an hour time and make the time on a clock manipulative.

Randomly select a half hour time and set a clock for that time (7:30).

Match time on a digital clock to an analog clock.

 

4.2 Computation/Estimation

Use a calendar to find the days, weeks, months and holidays.

Tell how many days in a week, months in a year, days in a year, and days in some months.

Orient themselves in time (past, present, future earlier and later).

In groups have students use a calendar and find: how many days in every week in the year, how many weeks in a year, how many months in a year, and how many days in a year; and record the information on a chart. Let groups resolve any differences by using a calendar.

 

4.2.1 estimate, add, subtract, multiply, and divide whole numbers without and with calculators and solve word problems.

Charts help organize data.

Sequence pictures of daily activities.Tell which activities come earlier or later, and what events were in the past, present, or future.

 

Demonstrate with accuracy and reasonable speed the basic facts of addition (1-20), subtraction (1-20), multiplication (1-144), and division (1-44).

Construct, identify and describe basic 2-D geometric shapes. (circles, squares, triangle, and rectangles.) and 3-D shapes (cube, cone, cylinder, sphere, pyramid) from models and in the environment.

Compare shapes that are similar or congruent as they are translated in space (flips, turns, slides).

Organize, display, and interpret information.

Explore 3-D objects that are used in everyday (pop cans, cereal boxes, party hats and balls. Describe and compare the objects in words.

Show how each object changes if it flips, turns and slides.

Use tangrams to make different shapes and create pictures while discussing flips, turns and slides.

Make charts to show the different 2-D shapes on 3-D shapes.

 

Add and subtract accurately five-digit numbers including columns of numbers.

Assessment Master 22

(Shapes, halves, and symmetry)

1. Sorts, describes, and identifies 2-D and 3-D shapes by various attributes (Shapes, halves, and symmetry)

2. Composes and decomposes 2-D and 3-D shapes (Shapes, halves, and symmetry)

3. Visualizes, constructs, and draws rectangular arrays (Shapes, halves, and symmetry)

4. Fits shapes together to cover a given region (Shapes, halves, and symmetry)

5. Constructs arrays to represent numbers and identifies halves of the arrays (Shapes, halves, and symmetry)

6. Describes fractional parts of an array both numerically and visually (Shapes, halves, and symmetry)

7. Identifies triangles and rectangles based on the number of sides and corners (Shapes, halves, and symmetry)

8. Finds and describes objects that have mirror symmetry (Shapes, halves, and symmetry)

9. Makes 2-D symmetrical designs (Shapes, halves, and symmetry)

10. Builds 3-D symmetrical designs (Shapes, halves, and symmetry)

11. Identifies halves of a 3-D solid (Shapes, halves, and symmetry)

12. Constructs a 2-D array divided into thirds or fourths (Shapes, halves, and symmetry)

13. Describes mental images of spatial representations of a given number (Shapes, halves, and symmetry)

14. Builds visual images of 10 (Shapes, halves, and symmetry)

Multiply up to a three-digit number by a two-digit number.

Grade 2: Assessment Master 6

(Mathematical Thinking) at Grade 2

1. Identifies uses of numbers in the world (Mathematical Thinking)

2. Writes number expressions that describe an arrangement of objects

3. Writes several equations for a given number (Mathematical Thinking)

4. Counts 15-60 objects (Mathematical Thinking)

5. Rote counts by 1Õs, 2Õs, 5Õs, and 10Õs (Mathematical Thinking)

6. Counts objects in more than one way (Mathematical Thinking)

7. Writes numbers up to 100 (Mathematical Thinking)

8. Knows combinations of 10 (1 + 9, 2 + 8, etc.) (Mathematical Thinking)

9. Combines and compares amounts (Mathematical Thinking)

10. Combines different coins to make 25¢ and 50¢ (Mathematical Thinking)

11. Collects, records, and represents data (Mathematical Thinking)

12. Describes and sorts information and materials based on their attributes (Mathematical Thinking)

13. Identifies categories for different things (Mathematical Thinking)

14. Assigns items to categories based on their attributes (Mathematical Thinking)

15. Sorts and describes 2-dimensional and 3-dimensional shapes (Mathematical Thinking)

16. Finds different shapes and arrangements to cover patterns (Mathematical Thinking)

17. Is able to talk and write about problem-solving strategies (Mathematical Thinking)

Divide up to a three-digit number by a one-digit divisor.

Assessment Master 16

(Does it walk, crawl, or swim?)

1. Identifies and describes attributes of various materials (Does it walk, crawl, or swim?)

2. Sorts and categorizes based on attributes (Does it walk, crawl, or swim?)

3. Identifies sorting rules (Does it walk, crawl, or swim?)

4. Constructs clear definitions for describing each category (Does it walk, crawl, or swim?)

5. Uses negative information to clarify the definition of a category (Does it walk, crawl, or swim?)

6. Creates representations of sorted objects (Does it walk, crawl, or swim?)

7. Gathers, collects, categorizes, and records data (Does it walk, crawl, or swim?)

8. Has a plan for keeping track of data (Does it walk, crawl, or swim?)

9. Explains and interprets results of surveys (Does it walk, crawl, or swim?)

10. Makes sense of other studentsÕ representations of data (Does it walk, crawl, or swim?)

11. Uses and can explain a Venn diagram to represent information (Does it walk, crawl, or swim?)

12. Represents data in several ways (Does it walk, crawl, or swim?)

Choose correct operation and solve word problems.

Assessment Master 37

(How many pockets? How many teeth?)

1. Collects numerical data (How many pockets? How many teeth?)

2. Keeps track of data and can identify sorting rules (How many pockets? How many teeth?)

3. Explores different ways of organizing numerical data (How many pockets? How many teeth?)

4. Creates representations of numerical data (How many pockets? How many teeth?)

5. Sees representations as a way of communicating to others (How many pockets? How many teeth?)

6. Describes and interprets representations of data (How many pockets? How many teeth?)

7. Focuses on important features of the data, such as range and outlier (How many pockets? How many teeth?)

8. Represents the same data set using different materials (How many pockets? How many teeth?)

9. Compares data sets (How many pockets? How many teeth?)

10. Interprets data and makes hypotheses based on data (How many pockets? How many teeth?)

11. Can plan a data-analysis project (How many pockets? How many teeth?)

12. Engages in all phases of data analysis, including collecting, organizing, representing, and interpreting data (How many pockets? How many teeth?)

13. Uses data representations to communicate information (How many pockets? How many teeth?)

4.2.2 estimate, add, and subtract decimals without and with calculators and solve word problems.

Add and subtract decimals to the hundredth place.

4.2.3 estimate, add, and subtract fractions with like denominators without calculators and solve word problems.

Solve problems involving fractions of halves, fourths, and eighths using the operations of addition and subtraction.

Measurement

Measurement 4.3

 

4.3.1 estimate, measure, and solve word problems using metric units for linear measure, area, mass/weight, capacity, and temperature.

Count money amounts up to $3.00

Add and subtract money amounts up to $3.00

Create variety of patterns using shapes, numbers, colors, objects, and sounds.

Trace hands on paper and count by 5Õs as a class.

Alternate colors of hands to count by 10Õs. Example: 2 blue, 2 red, 2 green.

Count by 5Õs and 10Õs in a rhythm emphasizing the second or alternate number, ex.: 5, 10, 15, 20, etc. or 10, 20, 30, 40 etc.

Put students in a circle and have them count by ___Õs to see how many times they can go around without miss counting.

Create a pattern as a class and continue on their own.

Write a number for each day of school and alternate colors for 2's and 3's.

Clap a pattern.

Use manipulatives to create a 2, 3 or 4 part patterns

Play store.

Pick 2 or more food items to buy. Then each pair of students will find the cost and what kinds of money they would use to pay for it. If they choose more than the cost, then they must tell what they would expect to get in change. Compare the different ways and create a list of procedures to use with money.

 

Use the appropriate units of measurement.

Charts

Construct a graph or a chart

During calendar time add the kind of weather each day (cloudy, clear, rain, snow) to a chart with the specific weather type. Create problems from the chart. How many days wereÉ? How many more days were É than É?

Estimate and accurately measure length to the nearest meter or centimeter and calculate area.

Story Problems

Identify action words in a story problem

Read a story problem and highlight the action words that can be used to decide what operation needs to be done or what additional information needs to be added to solve the problem. List ideas (together - more than one combined could be added - How much do _ and _ have together? Or subtraction Together they had _ and _ has _ how much does _ have?

Estimate and accurately measure mass/weight to the nearest gram.

Estimate lengths to one foot.

Estimate amounts to 20.

Estimation is a comparison of a know to an unknown.

From a collection of articles of different lengths on a table identify the items that you think are 1 foot. Discuss the strategies that students used.

Give students a transparent jar and allow them to put a different number of things in their jar. Then have the rest of the students estimate how many things are in the jar. Discuss how they estimated.

Estimate and accurately measure capacity to the nearest milliliter.

Measure and read temperature accurately to the nearest degree using Celsius thermometer

4.3.2 estimate, measure, and solve word problems using standard units for linear measure, area, mass/weight, capacity, and temperature.

Use the appropriate units of measurement.

Estimate and accurately measure length to the nearest yard, foot, inch, and quarter inch and calculate area.

Estimate and accurately measure mass/weight to the nearest ounce and pound.

Estimate and accurately measure capacity to the nearest fluid ounce.

Measure and read temperature accurately to the nearest degree using Fahrenheit thermometer.

4.3.3 tell and write correct time to the minute using an analog clock.

Set an analog clock to a given time.

State time in different ways (8:35, 35 minutes after 8:00 or 25 minutes until 9:00).

Identify time of day (AM, PM, noon, and midnight).

Geometry

4.4 Geometry/Spatial

4.4.1 identify, describe, and create two and three dimensional geometric shapes.

4.4.2 identify and draw points, lines, line segments, rays, and angles.

4.4.3 By the end of fourth grade, students will identify, analyze, and compare two-dimensional geometric figures using congruence, symmetry, similarity, and simple transformations.

Data Analysis

4.5 Data Analysis, Probability, and Statistical Concepts

4.5.1 collect, organize, record, and interpret data and describe the findings.

Collect, organize, and interpret data in line plots, tables, charts, and graphs (pie graphs, bar graphs, and pictographs).

Draw valid conclusions from displayed data.

Investigate and record patterns in a simple probability situation in an organized way.

Algebra

4.6 Algebraic Concepts

4.6.1 use and interpret variables and mathematical symbols to write and solve one-step equations.

Use letters, boxes, or other symbols to stand for any number, measured quantity, or object in simple situations to demonstrate the beginning concept of a variable and writing formulas.

Identify and use various indicators of multiplication (parentheses, x, *) and division (/, Ö).

4.6.2 identify, describe, and extend arithmetic patterns, using concrete materials and tables.

Use input/output or function box to identify and extend patterns.

Dr. Robert Sweetland's Notes ©