Grade Level & Subject: Grade 2 Math		Curriculum Map	Year 2003-04
Calendar	April	May	June
	Fourth Nine Weeks – April - June
Possible Resources	Mathematics, Houghton Mifflin Grade 2 (AnchorText)
Nine Weeks Focus	Chapters 8, 9, and 10 (pages 351-496) Multiplication and Division, Measurement, Time, and Calendar
Skills/Standards (To teach and measure)	Number, Number Sense and Operations Standard C A 7. Model, represent and explain multiplication as repeated addition rectangular array and skip counting. 8. Model, represent and explain division as sharing equally and repeated subtraction Measurement Standard 1. Identify and select appropriate units of measure for: a. length– centimeters, meters, inches, feet or yards; b. volume (capacity) – liters, cups, pints or quarts; c. weight – grams, ounces or pounds; d. time– hours, half-hours, quarter-hours or minutes and time designations, a.m. or p.m. 2. Establish personal or common referents for units of measure to make estimates and comparisons; e.g., the width of a finger is a centimeter, a large bottle of soda pop is 2 liters, a small paper clip weighs about one gram.K 1 2 3 4 5 6 7 8 9 10 11 12 3. Describe and compare the relationships among units of measure, such as centimeters and meters; inches, feet and yards; cups, pints and quarts; ounces and pounds; and hours, half-hours, and quarter-hours; e.g., how many inches in a foot? 4. Tell time to the nearest minute interval on digital and to the nearest 5 minute interval on analog (dial) timepieces. 5. Estimate and measure the length and weight of common objects, using metric and U.S. customary units, accurate to the nearest unit. 6. Select and use appropriate measurement tools; e.g., a ruler to draw a segment 3 inches long, a measuring cup to place 2 cups of rice in a bowl, a scale to weigh 50 grams of candy. 7. Make and test predictions about measurements, using different units to measure the same length or volume. Geometry and Spatial Sense Standard Pattern, Functions and Algebra Standard 3 4 5 6 7 8 9101112 1. Extend simple number patterns (both repeating and growing patterns), and create similar patterns using different objects, such as using physical materials or shapes to represent numerical patterns. 2. Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern. 4. Use objects, pictures, numbers and other symbols to represent a problem situation. 5. Understand equivalence and extend the concept to situations involving symbols; e.g., 4 + 5 = 9 and 9 = 4 + 5, and 4 + 5 = 3 + 6 = œ + œ . Data Analysis and Probability Standard 3. Read and construct simple timelines to sequence events.
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