Our curriculum consists of 6 units that will be taught in the following sequence:
Linear Measurement: In Grade 2, students begin the year with linear measurement, building their understanding of standard units of measurement and relating that to the number line. This number line understanding is the foundation for the rest of their school year.
2-Digit Addition and Subtraction: Students will learn to add and subtract within 100 in Unit 2 using the number line and other written methods to become fluent.
Money: Unit 3 is an application of the addition and subtraction skills, as students study money. They work with either dollars or cents but not mixed dollars and cents—as they have not been introduced to decimals. Students will learn coin values, count coins with a dollar, and solve real-world problems involving money.
Place Value within 1000: Unit 4 is a study of Place value within 1000 at the conceptual level, where students use manipulatives, pictures, symbols and language to interpret values within 1000 and represent addition and subtraction with the tools.
Multiplication Readiness: Unit 5 lays a foundation for the work with multiplication and division in grade 3, by introducing arrays and proving that quantities are even or odd.
Geometry and Time: Finally, in unit 6, second graders will engage in a further study of geometric figures, as students recognize and draw figures with particular attributes. In addition, they will learn to tell time to the nearest 5 minutes.
This year, we will be using resources from the Illinois State Board of Education Model Mathematics Curriculum. Here are the key topics in mathematics this year:
Critical Area #1: Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).
Critical Area #2: Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base- ten notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds.
Critical Area #3: Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length.
Critical Area #4: Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.