Mathematics Content Standards K-12



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GENERIC EVALUATION CRITERIA

20010-2015

Second Grade Mathematics

|R-E-S-P-O-N-S-E | | |

| |CRITERIA |NOTES |

|Yes |No |N/A | | |

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| | | |I. INTER-ETHNIC | |

| | | |The instructional material meets the requirements of | |

| | | |inter-ethnic: concepts, content and illustrations, as set by | |

| | | |West Virginia Board of Education Policy (Adopted December | |

| | | |1970). | |

| | | | | |

| | | |II. EQUAL OPPORTUNITY | |

| | | |The instructional material meets the requirements of equal | |

| | | |opportunity: concept, content, illustration, heritage, roles | |

| | | |contributions, experiences and achievements of males and | |

| | | |females in American and other cultures, as set by West | |

| | | |Virginia Board of Education Policy (Adopted May 1975). | |

INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA

GENERAL EVALUATION CRITERIA

20010-2015

Second Grade Mathematics

|(Vendor/Publisher) |(IMR Committee) Responses |

|SPECIFIC LOCATION OF | |

|CONTENT WITHIN PRODUCT | |

| |I=In-depth |A=Adequate |

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| | |Thinking and Problem-Solving Skills/ Rigor and Depth of Content |

| | |Content is presented in a way that deepens student understanding through engagement in meaningful, challenging mathematics that builds on prior |

| | |knowledge and promotes connections among mathematical concepts. |

| | | |

| | |Thinking and Problem-Solving Skills /Development of Conceptual Understanding |

| | |Learning opportunities require students to develop their own viable mathematical understandings and help them build connections between mathematical |

| | |ideas. |

| | | |

| | |Information and Communication Skills/Mathematical Language |

| | |Appropriately introduce and reinforce in multiple ways all necessary terms and symbols. |

| | | |

| | |Personal and Work Place Productivity Skills |

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| |Multimedia |

| | | |

| |offer appropriate multimedia (e.g., software, audio, visual, internet access) materials. | |

| | |

| |Consistently require students to link prior knowledge to new information to construct their own viable understandings of mathematical ideas. |

| | |

| |emphasize questioning models to promote higher order thinking skills based on depth of knowledge. |

| | |

| |address life skills (e.g., reading road maps, using reference tools, researching, reading a newspaper, using want ads, completing an application, applying the |

| |interview process and goal setting). |

| | |

| |include opportunities for large group, small group, and independent learning. |

| | |

| |Are organized according to WV content standards or other increments that allow students to investigate and explore major mathematical ideas; provide a variety of|

| |lessons, activities, and projects from which to choose; and emphasize connections between mathematical ideas. |

| | |

| |provide assessment formats commensurate with WV assessment programs (e.g., WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and |

| |SAT). |

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| |Problem Solving: Provide frequent opportunities for students to formulate, grapple with, and solve complex problems that require a significant amount of effort |

| |and have multiple viable solution paths. |

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|For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to |

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| |A. Number and Operations |

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| |read and write numbers to 1,000. |

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| |analyze, describe, extend and create a growing pattern using objects or numbers. |

| | |

| |identify and describe the following geometric solids according to the number of faces and edges: |

| |rectangular solid |

| |cube |

| |cylinder |

| |cone |

| |pyramid |

|identify a real life situation to use appropriate measurement tools; over time make a hypothesis as to the change over time using whole units:

• length in centimeters and inches,

• temperature in Celsius and Fahrenheit,

• weight/mass in pounds and kilograms, and

design and implement a method to collect, organize, and analyze data; analyze the results to make a conclusion evaluate the validity of the hypothesis based upon collected data; design a mode of presentation (with and without technology). | | | | | | | | | |

1. estimate and determine the perimeter of squares, rectangles and triangles. | | | | | | | | | |

2. estimate and count the number of square units needed to cover a given area using manipulatives. | | | | | | | | | |

3. order events in relation to time. | | | | | | | | | |

4. determine past and future days of the week and identify specific dates, given a calendar. | | | | | | | | |

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5. read time to the quarter hour using an analog and digital clock. | | | | | | | | | |

6. identify, count and organize coins and bills to display a variety of price values from real-life examples with a total value of one dollar or less. | | | | | | | | | |

7. model making change using manipulatives. | | | | | | | | | |

E. Data Analysis and Probability

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1. create, read, and interpret a pictograph with each picture representing greater than or equal to a single unit. | | | | | | | | | |

2. conduct simple experiments with more than two outcomes and use the data to predict which event is more, less, or equally likely to occur if the experiment is repeated. | | | | | | | | | |

3. analyze data represented on a graph using grade-appropriate questions. | | | | | | | | | |

4. formulate questions, collect data, organize and display as a chart, table or bar graph. | | | | | | | | |

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