2nd+Math+Standard+1

**0206.1.2 Relate days, dates, weeks, months, and years to a calendar.** || **What might you do on a week day that you would not do on a weekend?** **When will you get to stay at home with your parents?** ||
 * **Subject/Course: Math** **Grade Level: 2nd** ||
 * **Standard: Mathematical Processes** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Differentiate between week days and week end days** ||
 * **Essential Question (s):** ||
 * **Lesson 16**

**0206.1.8 Use concrete models or pictures to show whether a fraction is less than a half, more than a half, or equal to a half.** || **When might you need to know when to divide something equally?** **How would you divide a candy bar in half?** **Lesson 23** **Where might you see half of something?** **Why would you need to divide something in half?** **Lesson 24** **How many different ways can you divide a square in half?** **When you divide a square in half what other shapes do you form?** ||
 * **Subject/Course:** Math **Grade Level: 2nd** ||
 * **Standard: Mathematical Processes** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Recognizing when to divide into equal parts and just parts** ||
 * **Essential Question (s):** ||
 * **Lesson 19**

**0206.1.10 Develop a story problem that illustrates a given addition or subtraction number sentence.** || **How might you take information given to make a number sentence?** **Where might you see an example of a some and some more problem?** ||
 * **Subject/Course:** Math **Grade Level:** 2nd ||
 * **Standard: Mathematical Processes** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Translate a word problem into a number sentence.** ||
 * **Essential Question (s):** ||
 * **Lesson 22**

**0206.1.4 Solve problems involving elapsed time in hour and half-hour intervals.** || **What might you do for 30 minutes or half hour?** **Where might we be in 30 minutes?** ||
 * **Subject/Course:** Math **Grade Level: 2nd** ||
 * **Standard: Mathematical processes** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Telling time to half hour** ||
 * **Essential Question (s):** ||
 * **Lesson 26**

**0206.1.6 Read thermometers with Fahrenheit and Celsius scales.** || **How might knowing the temperature affect how you dress for school?** **What might you wear if it was ___ degrees outside?** ||
 * **Subject/Course:** Math **Grade Level:** 2nd ||
 * **Standard: Mathematical Processes** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Reading a thermometer** ||
 * **Essential Question (s):** ||
 * **Lesson 27**

**0206.1.5 Count the value of a set of coins up to one dollar and use the transitive property of equality to recognize equivalent forms of values up to $1.00.** || **When would you need to know the difference between dimes and pennies?** **When will you need to know how much change to receive?**
 * **Subject/Course: Math** **Grade Level:** 2nd ||
 * **Standard: Mathematical Processes** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Counting dimes and pennies/Given a set of coins trade so you can have the fewest coins possible.** ||
 * **Essential Question (s):** ||
 * **Lesson 28**

**Lesson 42** **How would trading dimes for pennies make carrying money easier?** **Why do you think we need coins of different value?**

**Lesson 46** **How does counting nickels relate to counting by 5’s?** **When counting nickels, how many do you need to count to 100?**

**Lesson 51** **When would you need to know how to count change?** **Where might you see people using change?** ||

**0206.1.8 Use concrete models or pictures to show whether a fraction is less than a half, more than a half or equal to a half.** **0206.1.9 Match the spoken, written, concrete, and pictorial representations of halves, thirds, and fourths.** || **How might you share a pizza with eight of your friends?** **How might you divide a dollar with four friends?**
 * **Subject/Course:** Math **Grade Level:** 2nd ||
 * **Standard: Mathematical Processes** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Dividing a whole into halves, fourths, and eighths/Distinguish between things divided into halves, thirds, or fourths** ||
 * **Essential Question (s):** ||
 * **Lesson 34**

**Lesson 41** **How would you divide a pie to get the largest piece? Thirds or Fourths?** **Would it be easier to divide something into thirds or fourths?** ||

**0206.1.13 Use manipulatives such as pattern blocks, tangrams, etc. to explore geometric concepts of symmetry and transformations.** || **Where might you see symmetrical shapes in nature?** **When would you need to draw a line of symmetry?** ||
 * **Subject/Course:** Math **Grade Level:** 2nd ||
 * **Standard: Mathematical Processes** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Identify and create symmetrical lines.** ||
 * **Essential Question (s):** ||
 * **Lesson 52**

** GLE 206.1.5 Use mathematical ideas and processes in different setting to formulate patterns, analyze graphs, set up and solve problems and interpret solutions. ** || ** Why might you use a Venn Diagram instead of a bar graph? ** ** How would you create a Venn Diagram from collected data? ** ||
 * **Subject/Course: Math** **Grade Level:** 2 ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Reading a Venn Diagram ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 66 **

** GLE 2061.1 Use mathematical language symbols, and definitions while developing mathematical reasoning. ** || ** Why would you need to know the difference between a.m. and p.m.? ** ** What might you buy that is sold only by the dozen? ** ||
 * **Subject/Course:** Math **Grade Level: 2** ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Telling time ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 67 **

** 0206.1.6 Read thermometers with Fahrenheit and Celsius> ** || ** How can counting by 2’s help you read a thermometer? **
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * ** Standard: Mathematical Process ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Read thermometer. ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 69 **

** How can knowing the temperature affect how you dress? ** ||

** 0206.1.1 Read and write time up to five-minute intervals. ** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * ** Standard: Mathematical Process ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Telling time. ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 78 **

** How would you relate counting by fives to 5 minute intervals on the clock? **

** Construct a daily schedule between the hours of 5p.m. to 8p.m. ** ||

** GLE 0206.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning. ** || ** How can greater than and less than symbols be used to compare numbers? ** ** Which place value should you look at first when determining greater than or less than? ** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Greater Than/ Less Than ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 81 **

** 0206.1.9 Match the spoken, written, concrete, and pictorial representations of halves, thirds, and fourths. ** || ** Take the information in a set and show it using a circle. ** ** Relate a pictorial representation of a fraction to every day life. ** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Fractions ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 83 **

** 0206.1.5 & 0206.1.15 ** ** Count the value of a set of coins up to one dollar and use the transitive property of equality to recognize equivalent forms of values up to $1.00. ** ** Use age-appropriate books, stories, and videos to convey ideas of Mathematics. ** || ** When would you use a dollar sign, cent symbol or a decimal point? ** ** Where will you see a dollar sign, cent symbol, or decimal point? ** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Money amount using $ and cent symbols. ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 86 **

** 0206.1.12 Write numbers and translate word clues to number sentences and vice versa. ** || ** How might you use written words to form number sentences? ** ** How might you translate word clues? ** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Solving a problem by guessing and checking. ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 90 **

** 0206.1.5 Count the value of a set of coins up to one dollar and use the transitive property of equality to recognize equivalent forms of values up to $1.00. ** || ** When will you need to know how to count quarters? ** ** How might you group quarters? ** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Counting quarters. ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 93 **

** 0206.1.8 Use concrete models or pictures to show whether a fraction is less than half, more than half, or equal to a half. ** || ** How might you divide your snack equally among your friends? ** ** How could you divide 10 pennies equally? ** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Divide objects in half. ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 96 **

** 0206.1.8 Use concrete models or pictures to show whether a fraction is less than half, more than half, or equal to half. ** || ** How might you divide 11 cookies between 5 friends? ** ** How might you divide 15 pennies between 7 friends? ** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: One half of an odd number ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 97 **

** 0206.1.1 Read and write time up to five-minute intervals. ** || ** How might one minute change the outcome of a ballgame? ** ** How might one minute change the outcome of cooking popcorn? ** ||
 * **Subject/Course:** Math **Grade Level: 2** ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Telling time and showing time to the minute. ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 106 **

** 0206.1.8 Use concrete models or pictures to show whether a fraction is less than half, more than half, or equal to half. ** || ** How might you divide 11 cookies between 5 friends? ** ** How might you divide 15 pennies between 7 friends? ** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: One half of an odd number ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 97 **

** 0206.1.1 Read and write time up to five-minute intervals. ** || ** How might one minute change the outcome of a ballgame? ** ** How might one minute change the outcome of cooking popcorn? ** ||
 * **Subject/Course:** Math **Grade Level: 2** ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Telling time and showing time to the minute. ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 106 **

** 0206.1.12 Write numbers and translate word clues to number sentences and vice versa. ** || ** Where might you find an array in our classroom? ** ** When might you need to make an array? ** ** What would the number sentence be for the array you found in our classroom? ** ** Why would you need to make an array into a number sentence? ** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Make & label an array, write number sentences for arrays. ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 121-122 **

** 0206.1.1 Read and write time up to five-minute intervals. ** || ** How many quarter hours are in 3 hours? ** ** What numbers on the clock would show quarter hours? ** || **206.1.5 Count the value of a set of coins up to one dollar and use the transitive property of equality to recognize equivalent forms of values up to $1.00.** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * ** Standard: Mathematical Processes ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Time to the quarter hour. ** ||
 * ** Essential Question (s): ** ||
 * ** Lesson 123 **
 * **Subject/Course: Math** **Grade Level:** 2 ||
 * **Standard: Mathematical Processes** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Count a variety of coins.** ||
 * **Essential Question (s):** ||
 * **Lesson 127**

**Why might you need to count coins?** **When might you need to be able to count coins?** ||

**206.1.9 Match the spoken, written, concrete, and pictorial representations of halves, thirds, and fourths.** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * **Standard: Mathematical Processes** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Divide a group in half.** ||
 * **Essential Question (s):** ||
 * **Lesson 128**

**When would you need to divide a group in half?** **How might you divide a group in half?** ||

**206.1.5 Count the value of a set of coins up to one dollar and use the transitive property of equality to recognize equivalent forms of values up to $1.00.** ||
 * **Subject/Course: Math** **Grade Level:** 2 ||
 * **Standard: Mathematical Processes** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Count a variety of coins.** ||
 * **Essential Question (s):** ||
 * **Lesson 127**

**Why might you need to count coins?** **When might you need to be able to count coins?** ||

**206.1.9 Match the spoken, written, concrete, and pictorial representations of halves, thirds, and fourths.** ||
 * **Subject/Course:** Math **Grade Level:** 2 ||
 * **Standard: Mathematical Processes** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Divide a group in half.** ||
 * **Essential Question (s):** ||
 * **Lesson 128**

**When would you need to divide a group in half?** **How might you divide a group in half?** ||

|| || **206.1.7 Measure weight to the nearest pound or kilogram.** || || || **When might you need to know the weight of an object?** **What tool might you use to measure an object?** || || || **206.1.14 Create and observe numerical patterns on a calculator by repeatedly adding or subtracting the same number from some starting number.** || || || **When might you use a calculator in every day life?** **How would using a calculator benefit you?** ||
 * **Subject/Course: Math** **Grade Level:** 2
 * **Standard: Mathematical Processes**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Measure the weight of an object.**
 * **Essential Question (s):**
 * **Lesson 131**
 * **Subject/Course:** Math **Grade Level:** 2
 * **Standard: Mathematical Processes**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Use a calculator.**
 * **Essential Question (s):**
 * **Lesson 135 A and 135B**