BELLE VERNON AREA SCHOOL DISTRICT

GENERAL SYLLABUS OUTLINE

**This syllabus is subject to change**

Course Name:

Mathematics

Grade:

2

1.)

Course Description:

Houghton Mifflin Mathematics is an all-new elementary mathematics program for Kindergarten

through Grade 6.  Designed to be accessible to teachers and learners, the program uses a systematic

step-by-step approach to developing mathematics concepts and skills.  The focus on problem solving

and reasoning provides opportunities for students to demonstrate and apply their understanding.

Integrated test preparation ensures that students will succeed on high-stakes state and district tests.

Practical intervention and extension strategies are built into Houghton Mifflin Mathematics to make

meeting the needs of all students natural and uncomplicated.  Note:  Chapters 1 thru 7 will be

taught in order.  Depending on teacher discretion and progress and/or ability of class, Chapters 9 and 10

may be taught intermittently and/or follow Chapter 7.  The remaining chapters (8, 11, & 12) will be

presented following the successful completion of the previous chapters as time and/or capability of

students warrant.

2.)

Learning Standards:

2.1

Numbers, Number Systems and Number Relationships

2.2

Computation and Estimation

2.3

Measurement and Estimation

2.4

Mathematical Reasoning and Connections

2.5

Mathematical Problem Solving and Communication

2.6

Statistics and Data Analysis

2.7

Probability and Predictions

2.8

Algebra and Functions

2.9

Geometry

2.10

Trigonometry

2.11

Concepts of Calculus

3.)

Student Objectives:

2.1.3     Numbers, Number Systems and Number Relationships

v

Count using whole numbers (to 10,000) and by 2's, 3's, 5's, 10's, 25's and 100's.

v

Use whole numbers and fractions to represent quantities.

v

Represent equivalent forms of the same number through the use of concrete objects,

drawings, word names, and symbols.

v

Use drawings, diagrams, or models to show the concept of fraction as part of a whole.

v

Count, compare, and make change using a collection of coins and one-dollar bills.

v

Apply number patterns (even and odd) and compare values of numbers on the hundred

board.

v

Use concrete objects to count, order, and group.

v

Demonstrate understanding of one-to-one correspondence.

v

Apply place-value concepts and numeration to counting, ordering, and grouping.

v

Estimate, approximate, round, or use exact numbers as appropriate.

v

Describe the inverse relationship between addition and subtraction.

v

Demonstrate knowledge of basic facts in four basic operations.

2.2.3     Computation and Estimation

v

Apply addition and subtraction situations using concrete objects.

v

Solve singe and double digit addition and subtraction problems with regrouping in vertical

form.

v

Demonstrate concept of multiplication as repeated addition and arrays.

v

Demonstrate concept of division as repeated subtraction and as sharing.

v

Use estimation skills to arrive at conclusions.

v

Determine the reasonableness of calculated answers.

v

Explain addition and subtraction algorithms with regrouping.

2.3.3     Measurement and Estimation

v

Compare measurable characteristics or different objects on the same dimensions (time,

temperature, area, length, weight, capacity, perimeter).

v

Determine the measurement of objects with non-standard (e.g., US customary and metric)

units.

v

Determine and compare elapsed times.

v

Tell time (analog and digital) to the minute.

v

Determine appropriate unit of measure.

v

Use concrete objects to determine area and perimeter.

v

Estimate and verify measurements.

v

Demonstrate that a single object has different attributes that can be measured in different

ways (e.g., length, mass/weight, time, area, temperature, capacity, and perimeter).

2.4.3     Mathematical Reasoning and Connections

v

Make, check, and verify predictions about the quantity, size, and shape of objects and

groups of objects.

v

Use measurements to determine the geography of the school building.

2.5.3     Mathematical Problem Solving and Communication

v

Use appropriate problem solving strategies such as guess and check and working

backwards.

v

Determine when sufficient information is present to solve a problem and explain how to

solve a problem.

v

Select and use an appropriate method, materials, and strategy to solve problems, including

mental mathematics, paper and pencil, and concrete objects.

2.6.3     Statistics and Analysis

v

Gather, organize, and display data using pictures, tallies, charts, bar graphs, and pictographs.

v

Formulate and answer questions based on data shown on graphs.

v

Predict the likely number of times a condition will occur based on the analyzed data.

v

Form and justify an opinion on whether a given statement is reasonable based on a

v

comparison to data.

2.7.3     Probability and Predictions

v

Predict and measure the likelihood of events and recognize that the results of an

experiment may not match predicted outcomes.

v

Design a fair and an unfair spinner.

v

List or graph the possible results of an experiment.

v

Analyze data using the concepts of largest, smallest, most often, least often, and middle.

2.8.3     Algebra and Functions

v

Recognize, describe extend, create, and replicate a variety of patterns including attribute,

activity, number and geometric patterns.

v

Use concrete objects and trial and error to solve number sentences and check if solutions

are sensible and accurate.

v

Substitute a missing addend in a number sentence.

v

Create a story to match a given combination of symbols and numbers.

v

Use concrete objects and symbols to model the concepts of variables, expressions,

equations, and inequalities.

v

Explain the meaning of solutions and symbols.

v

Gather information and display it in the form of a table or chart.

v

Describe and interpret the data shown in tables and charts.

v

Demonstrate simple function rules.

v

Analyze simple functions and relationships and locate points on a simple grid.

2.9.3     Geometry

v

Name and label geometric shapes in two and three dimensions (circle/sphere, square/

cube, triangle/pyramid, rectangle/prism).

v

Build geometric shapes using concrete objects (manipulatives).

drawings, word names, and symbols.

v

Draw two and three dimensional geometric shapes and construct rectangles, squares,

and triangles on the geoboard and on graph paper satisfying specific criteria.

v

Find and describe geometric figures in real life.

v

Identify and draw lines of symmetry in geometric figures.

v

Identify symmetry in nature.

v

Fold paper to demonstrate the reflections about a line.

v

Show relationships between and among figures using reflections.

v

Predict how shapes can be changed by combining or dividing them.

2.10.3     Trigonometry

v

Identify right angles in the environment.

v

Model right angles and right triangles using concrete objects.

2.11.3     Concepts of Calculus

v

Identify whole number quantities and measurements from least to most and greatest

value.

v

Identify least and greatest values represented in bar graphs and pictographs.

v

Categorize rates of change as faster and slower.

v

Continue a patterns of numbers or objects that could be extended infinitely.

4.)

Course Text:

v  Houghton Mifflin Mathematics

v  Volumes One and Two--Grade 3

5.)

Major Units or Themes:  (Include the following)

v     Addition and Subtraction Facts

v     Numbers and Number Patterns to 100

v     Data and Graphing

v     Money

v     Adding Two-Digit Numbers

v     Subtracting Two-Digit Numbers

v     Geometry, Fractions, and Probability

v     Multiplication and Division

v     Measurement

v     Time and Calendar

v     Numbers and Patterns to 1,000

v     Adding and Subtracting Three-Digit Numbers

6.)

Teaching Methods:

v     Direct Instruction

v     Computer

v     Cooperative Learning

v     Literature Connects

v     Use of Manipulatives

v     Games

v     Role Play

v     Guided Practice

7.)

Assessment:

v     Daily Practice Workbook for Review and Check

v     Observation/Boardwork

v     Quick Check

v     Homework

v     Test Prep Cumulative Review

v     Chapter Tests

v     Critical Thinking Questions