# May News

### 2nd Grade

## Curriculum Units

**Math:**We are finishing up our unit on understanding Fractions with the lens of geometry and will be starting our next unit on Measurement. As this is a short unit we will be moving onto Place Value Concepts and Money halfway through the month. Therefore I have included both units in the following descriptors.

**Unit 10:**

**Measurement and Data**

__Measures and estimates lengths in standard units__*Chooses appropriate tools**Measures accurately**Estimates length in inches, feet, centimeters, and meters**Measures the length of two objects and compares the lengths**Compares measurements after using length units of different lengths**Labels answer*

- Represents and interprets data using picture graphs and bar graphs

**Essential Vocabulary **

- expanded form, standard form, value
- ruler, yardstick, meter stick, measuring tape, foot, yard, meter
- number line
- line plot
- rows, columns

**Unit 11**:

**Number and Operations in Base Ten**

__Reads, writes, and compares numbers to 1000__*Accurately reads, writes and compares numbers**Expresses numbers in expanded form**Uses >, =, < symbols to record results of comparisons*

__Counts within 1000; counts by 5s, 10s, and 100s__*Counts fluently by 5s, 10s, and 100s within 1000 starting at any number**Given a number, mentally able to ad or subtract 10 or 100**Explain reasoning*

__Demonstrates an understanding of place value within 1000__*Understands that the three digits of a three-digit number represents amounts of hundreds, tens, and ones**Identifies the value of each digit in a three-digit number*

__Mentally adds or subtracts 10 or 100__*Given a number, is automatically able to tell the number that is 10 or 100 more or 10 or 100 less without counting or using tools and can explain reasoning used*

__Use place value understanding and properties of operations to add numbers within 100__*Uses strategies and algorithms based on place value and properties of operations to add numbers within 100**Uses diagrams or objects to explain why strategies work**Answers correctly**Explains answers in context**Checks accuracy*

__Use place value understanding and properties of operations to subtract numbers within 100__*Uses strategies and algorithms based on place value and properties of operations to subtract numbers within 100**Uses diagrams or objects to explain why strategies work**Answers correctly**Explains answers in context**Checks accuracy*

**Measurement and Data**

__Solves money word problems (dollar bills and coins)__*Solves money word problems accurately*

**Writing: **In conjunction with our final science unit, students will further their understanding of how to write like a scientist. This type of informational writing will connect with our Soil Unit. Here they will choose a topic that has at least one chapter dedicated to soil. For instance, if they wrote about soccer a chapter could be about types of soccer fields.

**Big Ideas:**

Scientists write to inform their audience about a specific topic.

Informational writing is factual, informative and detailed.

Scientists write about the world around them.

Scientists follow a procedure for writing.

**Students will be able to...)**

- generate a list of topics

- pose questions they want to answer
- follow a process to write about experiments
- gather relevant information about a topic from multiple sources

- introduce a topic

- use facts and definitions to develop ideas

- give instructions or directions on how to do something

- illustrate the steps in the directions

- follow an appropriate sequence in writing

- make the text coherent, either with temporal or transition words

- include nonfiction text features

- provide a concluding statement or section

- publish results from scientific experiments

**Essential Vocabulary:**

__Caption______- word or words used to describe a photograph or illustration

- a labeled illustration__Diagram__

- an alphabetical list of key vocabulary found in a text with the definitions for those words__Glossary__

- title of section of book, usually in bold print__Heading__

- steps in a process using temporal and transitional words__How-To__

- list of page numbers showing where key vocabulary is found in the text__Index__

__Label______- word or words used to describe parts of a diagram

- a section within the heading which focuses on a specific part of the larger topic__Subheading__

- list of topics and corresponding page numbers__Table of Contents__

Reading/Social Studies: In conjunction with our next Social Studies unit we will be reading BIOGRAPHIES and learning about people who have achieved great distinction, and what it means to have contributed to society. In class studies will go along with the home-based research on a person of interest (Wax Museum Project). This information will be sent home May 9.

Skills (Students will be able to...)

· understand transitional order (first, next last).

· understand the concept of historical time

· understand what makes an event or person's actions significant

· gather and evaluate information (important vs interesting)

· determine character traits for a person of great distinction

Content (Students will know...)

- the qualities that make a person admirable (e.g., honesty, dependability, modesty, trustworthiness, courage).

- different ways people have achieved great distinction (e.g. scientific, professional, political, religious, commercial, military, athletic, or artistic).

- how to create a timeline of a person's important life events.