Curriculum Leadership: Models and Strategies ​ED820XB

Professo​r - Dr. John R. Morton

Ashlyn Simmons

Grade Level: 2nd Grade

Subject: Math

Standard 2.NBT.A.3 Read and write numbers to 1000 using base-ten

numerals, number names, and expanded form.

What content must be Students must learn to write one, two, and three-digit numbers
learned? in different forms. Students learn word form, expanded form,
standard form, and a variety of other forms such as the
number of hundreds/tens/ones in the number and drawing
picture models of base-ten blocks to represent numbers.

What skills do the The students must be able to accurately write numbers using
students need to be able correct place value. They must be able to create multiple
to do? representations of a three-digit number.

What academic vocabulary Number form, standard form, expanded form, base-ten, ones,
needs to be addressed? tens, hundreds, value

What Webb's Depth of Level 2. Students must ​distinguish between ​multiple forms of
Knowledge level(s) is/are written numbers and ​construct ​multiple representations.
necessary for this
standard?

What is the learning 1st grade: There is not a standard that is exactly this standard.
progression of this They do have to be able to represent a number of objects with
standard? a written numeral (1.NBT.A.1) and that the two digits of a
two-digit number represent amounts of tens and ones
(1.NBT.B.2)

3rd grade: There is not a standard which correlates exactly.

Standard 2.NBT.A.4 Compare two three-digit numbers based on

meanings of the hundreds, tens, and ones digits, using
>,=, and < symbols.

What content must be Students must learn to identify the greater of two numbers, up
learned? to three-digits, by looking at the digit in the hundreds place of
each number.

What skills do the Identify the hundreds, tens, and ones place. Determine the
students need to be able value of a digit. Determine which hundreds place digit is
to do? greater between two numbers.
What academic vocabulary Hundreds, tens, ones, greater than, less than, equal to, digit,
needs to be addressed? value, compare

What Webb's Depth of Level 3. Students must ​assess ​digits to ​compare ​them in
Knowledge level(s) is/are value.
necessary for this
standard?

What is the learning 1st grade: 1.NBT.B.3 is to compare a two-digit number using
progression of this the same symbols.
standard?
3rd grade: There is not a standard which correlates exactly.

Standard 2.OA.A.1 Use 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.

What content must be Students must learn key words in word problems and they
learned? must learn addition and subtraction strategies prior to this
standard.

What skills do the word problem solving strategies (CUBS), fluently add and
students need to be able subtract to 100, and choose an addition or subtraction strategy
to do? that fits the problem appropriately

What academic vocabulary Addition, subtraction, more, less, both, altogether, how much,
needs to be addressed? in all, sum, total, fewer, changed, decrease by, difference, how
many/much more, less, minus

What Webb's Depth of Level 3. Students must ​assess ​the problem and then
Knowledge level(s) is/are formulate ​a plan or a strategy to use to solve it, especially in a
necessary for this two-step word problem.
standard?

What is the learning 1st grade: Students solve word problems up to 20 using
progression of this addition and subtraction (1.OA.A.1).
standard?
3rd grade: Solve two step word problems using all four
operations and writing equations with variables (3.OA.D.8).

Standard 2.G.A.1 Recognize and draw shapes having specified

attributes, such as a given number of angles or a given
number of equal faces.

What content must be 2-D and 3-D shapes names, attributes of shapes
learned?
What skills do the Draw a shape having a certain attribute, draw shapes by
students need to be able name, identify triangles, quadrilaterals, pentagons, hexagons,
to do? and cubes

What academic vocabulary Attribute, 2-D, 3-D, triangle, quadrilateral, pentagon, hexagon,
needs to be addressed? cube, square, rectangle, angles, sides, face, edge, vertices

What Webb's Depth of Level 4. Students must ​create ​shapes with a given attribute
Knowledge level(s) is/are and ​analyze ​a shape to determine its attributes.
necessary for this
standard?

What is the learning 1st grade: Distinguish between defining attributes versus
progression of this non-defining attributes; build and draw shapes to possess
standard? defining attributes (1.G.A.1)

3rd grade: Understand that shapes in different categories may

share attributes, and that the shared attributes can define a
larger category. Now they recognize rhombuses, rectangles,
squares and examples of quadrilaterals. They also must be
able to draw examples of quadrilaterals that do not belong to
any of those categories (3.G.A.1).

Standard 2.MD.C.7 Tell and write time using analog and digital
clocks to the nearest 5 minutes using a.m. and p.m.

What content must be Each number on a clock represents 5 minutes, when a.m. is
learned? (midnight to noon) and when p.m. is (noon to midnight), they
must know the difference between the hour and minute hand

What skills do the Skip count by 5s, draw the two different analog clock hands,
students need to be able tell about activities that happen in a.m. or p.m.
to do?

What academic vocabulary Hour, minute, analog, digital, hand, quarter, half, a.m., p.m.,
needs to be addressed? noon, midnight

What Webb's Depth of Level 2. STudents must be able to ​distinguish ​between the
Knowledge level(s) is/are hour and minute hand and they have to be able to ​identify the
necessary for this pattern ​in skip counting by 5s to be able to tell time to the
standard? nearest 5 minutes on an analog clock.

What is the learning 1st grade: They tell and write time in hours and half hours
progression of this using analog and digital clocks (1.MD.B.3).
standard?
3rd grade: They tell and write time to the nearest minute and
measure time intervals in minutes. They also solve word
problems involving addition and subtraction of time intervals in
minutes (3.MD.A.1).