2019-20 02-Second Math QTR 4 Curriculum Maps

2019-20 Curriculum Documents
Fourth Quarter
Second Grade
Mathematics
RELEASED: December 11, 2019
 An Equal Opportunity School District 
Marion County Public Schools 2019 - 2020 SY

Elementary Math
Year at a Glance
2019-2020 School Year
FIRST DATE INST.
QTR
OF WEEK DAYS
SPECIAL DATES KINDERGARTEN 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE 5TH GRADE
12-Aug 5 12th - 1st Day of School Coordinates

Establish Classroom Routines Review Number Sense Place Value/Addition &
19-Aug 5 Place Value
Subtraction
26-Aug 5 Relate Addition & Subtraction Place Value Understand Place Value
2-Sep 4 to Counting
Quarter 1
2nd - Labor Day

Count Sequence 0-10 Factors & Multiples & Multiplicative
9-Sep 5 Represent & Solve Numerical Expressions
Comparison
16-Sep 5 17th - Constitution Day Multiplication & Division
23-Sep 5 25th - Early Release Day Properties of Addition & Subtraction Foundations for
Count to Tell the Number Multiply & Divide Whole Numbers
30-Sep 5 Addition & Subtraction Mutliplication & Division
of Objects 0-10 Using Properties & Strategies of
7-Oct 5
10th - End of 1st Quarter Multiplicaiton & Division
11th - Start of 2nd Quarter
14th - Teacher Workday Multiply & Divide
14-Oct 3 Using Properties & Strategies of
15th - Start of 2nd Quarter
Fraction Equivalence & Whole Numbers
21-Oct 5 Compare Numbers 1-10 Multiplicaiton & Division
Addition & Subtraction Comparison
Addition & Subtraction Strategies
28-Oct 5 30th - Early Release Day
One & Two Step
with Unknowns Operations with Decimals
4-Nov 5 Word Problems
Quarter 2
11-Nov 5 Count Sequence 11 to 20 Add & Subtract Fractions

Word Problems Time & Money Shapes & Attributes
18-Nov 5
25-Nov Thanksgiving Break
2-Dec 5 Word Problems Mutliply Fractions by
Count to Tell the Number Whole Numbers Add & Subtract Fractions
9-Dec 5 11th - Early Release Day Time & Money Area & Perimeter
of Objects 11-20 Represent Data with Unlike Denominators
16-Dec 4 19th - End of 2nd Quarter Relate Fractions & Decimals
23-Dec
Winter Break
30-Dec
6th - Teacher Workday
6-Jan 4 7th - Students Return Foundations for
Place Value Relate Fractions
13-Jan 5
Geometry & Decimals Multiply Fractions
20th - MLK Day
20-Jan 4 22nd - Early Release Day
Place Value
Quarter 3
Modeling Addition
27-Jan 5 Fractions
& Subtraction
3-Feb 5 Measurement
Division with Fractions
10-Feb 5 Add & Subtract within 1,000
17-Feb 4 17th - President's Day
Addition & Subtraction
Perimeter & Area
24-Feb 5 26th - Early Release Word Problems
Addition & Subtraction Place Value Addition & Subtraction Problem Measurement & Data
2-Mar 5 Measurment
Solving Two-Demensional Figures
9-Mar 5 13th - End of 3rd Quarter Identify & Classify Objects
16-Mar Spring Break
23-Mar 4 23rd - Teacher Workday Identify & Classify Objects Two-Demensional Figures
Time Time Attributes of Two-Dimensional
30-Mar 5 Measurement & Estimating Length
Compare & Create Shapes Figures
6-Apr 5 Angles
Data
13-Apr 5 15th - Early Release Day
Describe & Compare Measurable Money Volume
Quarter 4
20-Apr 5 Attributes Add & Subtract with Length

27-Apr 5
Number Names & Count Measurement
4-May 5
Sequence 21 & Beyond DATA DRIVEN REVIEW DATA DRIVEN REVIEW DATA DRIVEN REVIEW
11-May 5 Line Plots & Graphs
Shapes and Fractions
18-May 5
28th - Last day of school
Review
25-May 4 29th - Teacher Workday Review Review
1st - Weather Make Up Day
1-Jun 2nd - Weather Make Up Day

2nd Grade
Math Year at a Glance
2019-2020 School Year
FIRST DATE INST.
QTR SPECIAL DATES CLUSTER ASSESSMENTS
OF WEEK DAYS
12-Aug 5 12th-1st Day of School
19-Aug 5
Unit # 1
26-Aug 5
Place Value
* iReady
Quarter 1
2-Sep 4 2nd-Labor Day

Math AP1 - 8/13 - 8/30
9-Sep 5 Progress Monitoring
9/23 - 9/27
16-Sep 5
23-Sep 5 25th-Early Release Day

Unit # 2
30-Sep 5 Foundations for Addition & Subtraction
10th - End of 1st Qtr
7-Oct 5 11th - Start of 2nd Qtr
14th - Teacher Workday
14-Oct 3 15th - District Inservice
21-Oct 5 Unit # 3
* iReady
28-Oct 5 30th-Early Release Day Addition & Subtraction Strategies
Progress Monitoring
4-Nov 5 10/21 - 10/25
Quarter 2
11/18 - 11/22
11-Nov 5 Unit # 4
18-Nov 5 Time & Money
25-Nov Thanksgiving Break
2-Dec 5
Unit # 4 cont.
9-Dec 5 11th-Early Release Day
Time & Money
16-Dec 4 19th-End of 2nd Qtr
23-Dec
Winter Break
30-Dec
6th-Teacher Workday
6-Jan 4 7th-Students Return
13-Jan 5 Unit # 5
20-Jan 4
20th-MLK Day Geometry
22nd-Early Release Day
Quarter 3
27-Jan 5
* iReady
3-Feb 5 Math AP2 - 1/7 - 1/24
Unit # 6 Progress Monitoring
10-Feb 5
Add & Subtract within 1,000 2/18 - 2/21
17-Feb 4 17th-President's Day
24-Feb 5 26th-Early Release
Unit # 7
2-Mar 5
Addition & Subtraction Problem Solving
9-Mar 5 13th-End of 3rd Qtr
16-Mar Spring Break
23-Mar 4 23rd-Teacher Workday
Unit # 8
30-Mar 5
Measurement & Estimating Length
6-Apr 5
13-Apr 5 15th-Early Release Day

Quarter 4
Unit # 9 * iReady
20-Apr 5 AP3 - 4/1 - 5/28
Add & Subtract with Length
27-Apr 5 Progress Monitoring
3/24 - 3/27
4-May 5
Unit # 10
11-May 5
Line Plots & Graphs
18-May 5
28-Last Day of School
25-May 4 29-Teacher Work Day
Review
1-Jun 1st-2nd-Make-up Days

2nd Grade – Elementary Math – Alignment and Pacing of the Focus Standards
Quarter # 1 Quarter # 2 Quarter # 3 Quarter # 4

August 12th – October 10th October 14th – December 19th January 7th – March 13th March 24th – May 28th
Unit # 1 Unit # 3 Unit # 5 Unit # 8

Place Value Addition & Subtraction Geometry Measurement & Estimating
Aug. 12 – Sept. 13 Strategies Jan. 6 – Jan. 31 Length
(24 days) Oct. 14 – Nov. 15 (18 days) March 24 – April 10
MAFS.2.NBT.1.1 (18 days) MAFS.2.G.1.1 (14 Days)
MAFS.2.NBT.1.2 MAFS.2.NBT.2.5* MAFS.2.G.1.2 MAFS.2.MD.1.1
MAFS.2.NBT.1.3 MAFS.2.NBT.2.6 MAFS.2.G.1.3 MAFS.2.MD.1.2
MAFS.2.NBT.1.4 MAFS.2.MD.1.3
MAFS.2.NBT.2.8 Unit # 4 Unit # 6 MAFS.2.MD.1.4
Time & Money Add & Subtract within 1,000
Unit # 2 (24 days) Feb. 3 – Feb. 21 Unit # 9
Foundations for Addition MAFS.2.MD.3.7 (14 days) Add & Subtract with Length
& Subtraction MAFS.2.MD.3.8 MAFS.2.NBT.2.7 April 13 – May 1
Sept. 16 – Oct. 10 MAFS.2.NBT.2.9 (15 days)
(20 days) MAFS.2.MD.2.5
MAFS.2.OA.2.2* Unit # 7 MAFS.2.MD.2.6
MAFS.2.OA.3.3 Addition & Subtraction
MAFS.2.OA.3.4 Problem Solving Unit # 10
Feb. 24 – March 13 Line Plots &Graphs
(15 days) May 4 – May 22
MAFS.2.OA.1.1 (15 days)
MAFS.2.OA.1.a MAFS.2.MD.4.9
MAFS.2.MD.4.10
*Fluency Standard

2nd Grade
Math Curriculum Map Marion County Public Schools 2019-2020 School Year
Unit 8: Measuring & Estimating Length Duration: 3/24 – 4/10 (14 days)
Standards:
MAFS.2.MD.1.1 - Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such
as rulers, yardsticks, meter sticks, and measuring tapes. (DOK 2)
MAFS.2.MD.1.2 – Describe the inverse relationship between the size of a unit and number of units needed to measure a given
object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of
rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. (DOK 2)
MAFS.2.MD.1.3 – Estimate lengths using units of inches, feet, yards, centimeters, and meters. (DOK 2)
MAFS.2.MD.1.4 – Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard
length unit. (DOK 2)
Standards for Mathematical Practice Academic Vocabulary:

MAFS.K12.MP.2.1– Reason abstractly and quantitatively.
 Students reason quantitatively as they make sense of the relationship between the unit size and number of  centimeter
units in a measured length.  meter
 measuring tape
MAFS.K12.MP.5.1 – Use appropriate tools strategically.  meter stick
 Selecting from a variety of tools that measure standard units is new for students. Students become familiar  ruler
with available tools and recognize the strengths and weaknesses of these tools in order to make their own  yard stick
decisions about when and why certain tools are useful.  length
 longer
MAFS.K12.MP.6.1 – Attend to precision.
 shorter
 Students are precise in their measurements, for example, while measuring objects iteratively (repetitively),
 estimate
students check to make sure that there are no gaps or overlaps and always attend to labeling measures
with appropriate units.
PD Videos Teaching Student – Centered Mathematics Common Core Mathematics Companion
MAFS.2.MD.1.1 pg. 144

Chapter 15 pgs. 284-286 MAFS.2.MD.1.2 pg. 145
MAFS.2.MD.1.3 pg. 146
Just In Time Videos

Teacher Notes For This Unit:
MAFS.2.MD.1.1:
 Students should have many experiences choosing objects, identifying the appropriate tool and unit, and then measuring the object.
 Students should develop an understanding of how to use all of the tools listed in the standard. Each of these tools can be used to measure
metric and customary units.
MAFS.2.MD.1.2:
 This standard calls for students to be able to make sense of how unit sizes and measuring tools relate to each other.
 Students should practice measuring the same object using different tools; this helps students develop an understanding as to which tool is
more appropriate for measuring a given object.
 Students should describe the relationship between the size of the measurement and the number of units needed to measure something. For
example, develop understandings such as: “The longer the unit, the fewer I need.”
 Students may explore an example such as discovering that their door’s height is larger in meters then centimeters, since centimeters are
smaller units than meters. This standard does not specify whether the units have to be within the same system.
MAFS.2.MD.1.3:
 Estimation helps students focus on the attribute being measured.
 Providing students with familiar benchmarks (ex: from a door knob to the floor is about one meter) may help develop more efficient
estimation. Students may also discover these benchmarks on their own.
MAFS.2.MD.1.4:
 Students should choose two objects, identify appropriate tools and units, measure both objects, and then determine the difference in
lengths.
 Students should use comparative phrases such as: “It is longer by 2 centimeters” or “It is shorter by two meters” to describe the difference
between two objects’ lengths.
 It is important that students have multiple opportunities to work with real world objects.
Common Misconceptions:
 Students may not align the end of a ruler, yard stick, or meter stick to the beginning point which is before 1 usually.
 Some students may think they can only measure lengths with a ruler starting at the left edge.
 Students may count marks, instead of counting spaces between marks, when they are measuring.
 Students may think that the measurement of a larger unit will have a larger number. When the unit of measurement is larger the
measurement will have a smaller number, just like the number of feet is smaller than the number of inches because the unit of measurement
is larger. For example: 24 inches= 2 feet.
 Students may struggle to visualize measuring tools when estimating lengths.
Graphic Clarifications:

Instructional Resources:
GO Math: K-5 Math Teaching Resources
 Chapter 8: Lessons 1-4 & 6-8 MAFS.2.MD.1.1
 Chapter 9: Lessons 1-3 & 5-7  Measuring Paths
MAFS.2.MD.1.2
Hands on Standards  How Big is a Foot?
MAFS.2.MD.1.1:  Measure it Twice
 Standard Units pg. 64 MAFS.2.MD.1.3
 Inches and Feet pg. 68  Estimating Meter Measures
 Choosing a Unit pg. 72 MAFS.2.MD.1.4
MAFS.2.MD.1.3  Comparing Lengths in Centimeters
 Estimating and Measuring pg. 76  Gummy Worm Stretch
MAFS.2.MD.1.4
 Comparing Two Lengths pg. 80 Teaching Student Centered Mathematics:
MAFS.2.MD.1.1
Standard Checks:  11.3 Estimating groups of tens and ones pg. 184
 MAFS.2.MD.1.1  15.1 About one unit pg. 274
 MAFS.2.MD.1.2  15.2 Familiar references pg. 275
 MAFS.2.MD.1.3  15.3 Personal benchmarks pg. 275
 MAFS.2.MD.1.4  15.14 Make your own ruler pg. 285
MAFS.2.MD.1.3
MFAS Task:  15.7 Longer, shorter, same pg. 280
MAFS.2.MD.1.1 MAFS.2.MD.1.3  15.11 How long is the teacher? pg. 283
 Measuring to the  Estimating in Inches  15.12 Estimate and measure pg. 283
Nearest  Estimating in Feet  15.13 Changing units pg. 284
 Inch and Centimeter  Estimating in
 Measuring a Segment Literature:
Centimeters
 How Big is a Foot? by Rolf Myller
 Longer Than 12 Inches  Estimating in Meters  Giraffes of the Savanna (Leveled reader from Wonders)
 Measuring a Curve
 Inch by Inch by Leo Lionni
 Rulers and Meter Sticks  Me and the Measure of Things by Joan Sweeney
 Measuring to the  Measuring Penny by Loreen Leedy
Nearest Foot  Spaghetti and Meatballs for All by Marilyn Burns
 How Tall, How Short, How Far Away, by David Adler
MAFS.2.MD.1.2  The Long and Short of It by Cheryl Nathan and Lisa McCourt
 Inches and Centimeters  The Fattest, Tallest, Biggest Snowman Ever by Bettina Ling
MAFS.2.MD.1.4  Jim and the Beanstalk by Raymond Briggs Inchworm and a Half
 Feet and Yards
 Walking Ants by Elinor J. Pinczes
 Centimeters and Meters
 Comparing Zigzag  myON: How Do You Measure Length and Distance? By Thomas K.
 Feet and Inches and Heather Adamson
Segments
 How Much Longer?  myON: How Long? By Jessica Gunderson
 Dragonflies and  More Math Literature Titles
Grasshoppers
2nd Grade Standards Focus Board Alignment Unit # 8
Topic:
Measurement
Focus Standard:
MAFS.2.MD.1.1 - Measure the length of an object to the nearest inch, foot, centimeter, or meter by
selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Learning Goal:
Goal # 1: I can explain how a ruler, yardstick, meter stick, and measuring tape works.
Goal # 2: I can select and use an appropriate tool to measure an object.
Goal # 3: I can measure an object using a tool.
Check for Understanding:
Guiding Questions to Develop a Check for Understanding:
 How do you/your students use the assessment to monitor progress toward the learning goals
and overall mastery of the standard?
 How do you establish a purpose for student learning? How do you know if the students
understand the purpose for learning?
 How do you know when students understand? What evidence do you accept for this
understanding?
 How do you identify preconceptions and misconceptions students possess?
 How do you use student understanding to plan future instruction?

Topic:
Measurement
Focus Standard:
MAFS.2.MD.1.2 – Describe the inverse relationship between the size of a unit and number of units
needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot
rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer
yardsticks than rulers to do the job? Explain your answer.
Learning Goal:
Goal # 1: I can measure objects with two different units and discuss how the size of those
units relate to each other.

understanding?

Topic:
Measurement
Focus Standard:
MAFS.2.MD.1.3 – Estimate lengths using units of inches, feet, yards, centimeters, and meters.
Learning Goal:
Goal # 1: I can estimate the length of a given object in inches and feet.
Goal # 2: I can estimate the length of a given object in centimeters and meters.

understanding?

Topic:
Measurement
Focus Standard:
MAFS.2.MD.1.4 – Measure to determine how much longer one object is than another, expressing the
length difference in terms of a standard length unit.
Learning Goal:
Goal # 1: I can measure the length of an object in a given unit.
Goal # 2: I can find the difference in length between two objects in terms of a standard unit.

understanding?

2nd Grade
Unit 9: Add & Subtract with Length Duration: 4/13 – 5/1 (15 days)
Standards:
MAFS.2.MD.2.5 – 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. (DOK 2)
MAFS.2.MD.2.6 - 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. (DOK 2)
 customary
MAFS.K12.MP.1.1- Make sense of problems and persevere in solving them.
 length
 Students must interpret and problem solve measurement word problems using manipulatives or
 ruler
drawings. Students must make sense of the quantities involved in each measurement problems.
 foot
 number line
MAFS.K12.MP.6.1 – Attend to precision.
 yard stick
 inch
 Students label the number line precisely.
 measuring tape
MAFS.2.MD.2.5 pg. 148

Chapter 15 pgs. 280-281
MAFS.2.MD.2.6 pg. 149
Just In Time Videos

MAFS.2.MD.2.5:
 Students can practice making sense of what the question is asking in their own words.
 Students can practice setting up and solving an equation that represents the given word problem.
 Strategies to solve may include using: number lines, drawings, measuring tools, counting on, and counting back
 Addition and subtraction problems will use the same units.
MAFS.2.MD.2.6:
 This standard calls for students to represent their thinking when adding and subtracting within 100 by using a number line.
 Students should recognize the similarities between a number line and a ruler.
 Students may not be able to draw a picture to match the problem or write an equation to show how they solved the problem.
Concrete objects may work better for these students.
 Students may solve the problems by modeling counting jumps by ones, which is a more tedious process. Show them how to jump by
fives or tens first and then jump the leftover ones.

MAFS.2.MD.2.5
 Chapter 8: Lesson 5  Length Word Problems
 Chapter 9: Lesson 4
Teaching Student Centered Mathematics:
MAFS.2.MD.2.6:
 9.3 Up and down the number line pg. 136
 11.6 Who am I? pg. 194
Hands on Standards  11.7 Who could they be? pg. 194
MAFS.2.MD.2.6 MAFS.2.MD.2.5:
 Whole Numbers as Lengths on a  Review unit 3- Addition and subtraction
Number Line pg. 84 strategies
 Review unit 8- Measurement and estimating length
Standard Checks: Literature:

 MAFS.2.MD.2.5  How Big is a Foot? by Rolf Myller
 MAFS.2.MD.2.6  Giraffes of the Savanna (Leveled reader from Wonders)
 Inch by Inch by Leo Lionni
 Me and the Measure of Things by Joan Sweeney
MFAS Task:  Measuring Penny by Loreen Leedy
 Spaghetti and Meatballs for All by Marilyn Burns
MAFS.2.MD.2.5  How Tall, How Short, How Far Away, by David Adler
 Adding Measures  The Long and Short of It by Cheryl Nathan and Lisa McCourt
 Subtracting Measures  The Fattest, Tallest, Biggest Snowman Ever by Bettina Ling
 Heading Home  Jim and the Beanstalk by Raymond Briggs Inchworm
 String for Bracelets and a Half by Elinor J. Pinczes
myON
MAFS.2.MD.2.6  How Do You Measure Length and Distance? By
 Representing Nine on the Number Line Thomas K. and Heather Adamson
 Sums on a Number Line  How Long? By Jessica Gunderson
More Math Literature Titles
 Representing Numbers with Length
 Differences on a Number Line

Topic:
Focus Standard:
MAFS.2.MD.2.5 – 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.
Learning Goal:
Goal # 1: I can represent word problems involving length with physical models and
drawings.
Goal # 2: I can write an equation for a word problem involving length with a symbol for the
unknown.
Goal # 3: I can solve word problems involving length.
understanding?

Topic:
Focus Standard:
MAFS.2.MD.2.6 - 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.
Learning Goal:
Goal # 1: I can create a number line with whole number intervals (equal spacing).
Goal # 2: I can represent whole numbers on a number line.
Goal # 3: I can represent a whole number on two different number lines that have different
endpoints (e.g. place 80 on a number line that has endpoints of 0 and 100 and 50 and 100).
Goal # 4: I can find sums and differences within 100 using a number line.

understanding?

2nd Grade
Unit 10: Line Plots & Graphs Duration: 5/4 – 5/22 (15 days)
Standards:
MAFS.2.MD.4.9 – 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. (DOK 2)
MAFS.2.MD.4.10 – 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. (DOK 2)
 line plot
 length
MAFS.K12.MP.1.1- Make sense of problems and persevere in solving them.  measure
 key
 Students will analyze patterns and relationships among the quantities involved to make sense  ruler
 picture
of the situations.  inch
graph
MAFS.K12.MP.4.1 – Model with mathematics.  foot
 bar graph
 Line plots, picture graphs, and bar graphs are strong contexts for modeling with  yard stick
 compare
mathematics.  measuring
 data
tape
MAFS.2.MD.4.9 pg. 154

Chapter 17 pgs. 336-339 MAFS.2.MD.4.10 pg. 155
Just In Time Videos

MAFS.2.MD.4.9:
 This standard calls for students to represent the length of several objects by making a line plot.
 This standard calls for students to measure the same object using various units (ex: measure a pencil with paper clips, unifix cubes, and
in inches) and represent the data by making a line plot.
 This will be students first time working with line plots.
MAFS.2.MD.4.10:
 This standard calls for students to interpret bar graphs to solve simple one-step word problems involving the combination or comparison
of the representation of the data.
 This standard calls for students to draw both picture and bar graphs representing data that can be sorted up to four categories using
single unit scales (e.g., scales should count by ones).
 Picture graphs should include symbols that represent single units. Picture graphs should include a title, categories, category label, key,
and data.
 Bar graphs should include a title, scale, scale label, categories, category label, and data.
 Students should draw both horizontal and vertical bar graphs. The data should be used to solve put together, take-apart, and
compare problems.
 Some students may mark Xs on the line plot as different sizes, some small and some large. Talk with students to help them understand
that different sizes of Xs on the plot may make it difficult to analyze and interpret.
 Some students may forget to label and title the graphs.
 Students may not realize that each X represents a piece of data.

MAFS.2.MD.4.9
 Chapter 10  Pencil Plot
 Chapter 8: Lesson 9
MAFS.2.MD.4.10
 Collecting and Representing Data
Teaching Student Centered Mathematics:

Standard Checks: MFAS.2.MD.4.10
 MAFS.2.MD.4.9  17.6 Story Bars- Use a bar diagram to display
 MAFS.2.MD.4.10 and analyze data pg. 347
 17.7 Explore a line plot as a way to organize
and analyze data pg. 348
MFAS Task:  Expanded Lesson pg. 351-352
MAFS.2.MD.4.9
 Measuring Hand Spans – Part One Literature:
 Measuring Hand Spans – Part Two  Clean-Sweep Campers by Lucille Recht Penner
 Measuring our Pencils – Part One  The Great Graph Contest by Loreen Leedy
 Measuring our Pencils – Part Two  Lemonade for Sale by Stuart Murphy
 Bar Graphs by Vijaya K. Bodach
MAFS.2.MD.4.10  Pictographs by Vijaya K. Bodach
 Number of Players  The Everglades: Graphs, Tables and Charts by Colleen Adams
 Features of our Shirts  Tally O’Malley by Stuart Murphy
 Favorite Books myOn:
 Shoe Sizes  Lions and Tigers, and Graphs! Oh my! by Jennifer Besel
 Graphing Away  Bar Graphs by Vigiya Bodach
 M & M Lab  Tally Charts by Vigiya Bodach
 Analyzing Doggie Data by Marcie Avoff
More Math Literature Titles

Topic:
Line Plots
Focus Standard:
MAFS.2.MD.4.9 – 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.
Learning Goal:
Goal # 1: Measure and record the lengths of several objects to the nearest whole-number.
Goal # 2: I can create a line plot with a horizontal scale marked off in whole-number units.
Goal # 3: I can record length measurements on a line plot.
understanding?

Topic:
Graphs
Focus Standard:
MAFS.2.MD.4.10 – 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.
Learning Goal:
Goal # 1: Make a picture or bar graph with up to four categories to represent data.
Goal # 2: Compare data on a bar graph.
Goal # 3: Solve addition and subtraction problems using data from a picture or bar graph.

understanding?

2019-20 02-Second Math QTR 4 Curriculum Maps

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2019-20 02-Second Math QTR 4 Curriculum Maps

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2019-20 Curriculum Documents

 An Equal Opportunity School District 

Marion County Public Schools 2019 - 2020 SY

12-Aug 5 12th - 1st Day of School Coordinates

2nd - Labor Day

11-Nov 5 Count Sequence 11 to 20 Add & Subtract Fractions

20-Apr 5 Attributes Add & Subtract with Length

Marion County Public Schools 2019 - 2020 SY

12-Aug 5 12th-1st Day of School

2-Sep 4 2nd-Labor Day

23-Sep 5 25th-Early Release Day

25-Nov Thanksgiving Break

24-Feb 5 26th-Early Release

16-Mar Spring Break

23-Mar 4 23rd-Teacher Workday

13-Apr 5 15th-Early Release Day

1-Jun 1st-2nd-Make-up Days

Marion County Public Schools 2019 - 2020 SY

Quarter # 1 Quarter # 2 Quarter # 3 Quarter # 4

Unit # 1 Unit # 3 Unit # 5 Unit # 8

Marion County Public Schools 2019 - 2020 SY

Standards for Mathematical Practice Academic Vocabulary:

MAFS.2.MD.1.1 pg. 144

Just In Time Videos

Marion County Public Schools 2019 - 2020 SY

Goal # 2: I can select and use an appropriate tool to measure an object.

Goal # 3: I can measure an object using a tool.

Check for Understanding:

Guiding Questions to Develop a Check for Understanding:

Marion County Public Schools 2019 - 2020 SY

Check for Understanding:

Guiding Questions to Develop a Check for Understanding:

Marion County Public Schools 2019 - 2020 SY

Check for Understanding:

Guiding Questions to Develop a Check for Understanding:

Marion County Public Schools 2019 - 2020 SY

Goal # 1: I can measure the length of an object in a given unit.

Check for Understanding:

Guiding Questions to Develop a Check for Understanding:

Marion County Public Schools 2019 - 2020 SY

Standards for Mathematical Practice Academic Vocabulary:

MAFS.2.MD.2.5 pg. 148

Marion County Public Schools 2019 - 2020 SY

Marion County Public Schools 2019 - 2020 SY

Standard Checks: Literature:

Marion County Public Schools 2019 - 2020 SY

Add & Subtract with Length

Goal # 3: I can solve word problems involving length.

Check for Understanding:

Guiding Questions to Develop a Check for Understanding:

Marion County Public Schools 2019 - 2020 SY

Add & Subtract with Length

Goal # 2: I can represent whole numbers on a number line.

Check for Understanding:

Guiding Questions to Develop a Check for Understanding:

Marion County Public Schools 2019 - 2020 SY

Standards for Mathematical Practice Academic Vocabulary:

PD Videos Teaching Student – Centered Mathematics Common Core Mathematics Companion

MAFS.2.MD.4.9 pg. 154

Just In Time Videos

Marion County Public Schools 2019 - 2020 SY

Marion County Public Schools 2019 - 2020 SY