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Virginia Mathematics

Virginia Mathematics. 2009 Grade 2 Standards of Learning Virginia Department of Education K-12 Mathematics Standards of Learning Institutes October 2009. Major Changes. Related SOL have been combined to create one SOL with bullets EX: (2001)

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Virginia Mathematics

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  1. Virginia Mathematics 2009 Grade 2 Standards of Learning Virginia Department of Education K-12 Mathematics Standards of Learning Institutes October 2009

  2. Major Changes Related SOL have been combined to create one SOL with bullets EX: (2001) 2.2 The student will compare two whole numbers between 0 and 999, using symbols (>,<, or =) and words (greater than, less than, or equal to). [Moved to new SOL 2.1 c] (2009) 2.1 The student will a) read, write, and identify the place value of each digit in a three-digit numeral, using numeration models; b) round two-digit numbers to the nearest ten.; and c) compare two whole numbers between 0 and 999, using symbols (>, <, or =) and words (greater than, less than, or equal to).

  3. Major Changes Details on instructional strategies have been removed for potential placement in the curriculum framework EX: (2001) 2.7 The student, given two whole numbers whose sum is 99 or less, will a) estimate the sum; and b) find the sum, using various methods of calculation. (mental computation, concrete materials, and paper and pencil). (2009) 2.6 The student, given two whole numbers whose sum is 99 or less, will a) estimate the sum; and b) find the sum, using various methods of calculation. (mental computation, concrete materials, and paper and pencil). [Move to Curriculum Framework]

  4. Major SOL Changes Number and Number Sense • Identify ordinal positions first through twentieth and write the ordinal numbers.

  5. Ordinal Positions • Identify ordinal positions first through twentieth and write the ordinal numbers. 1st 2nd 3rd 4th 5th 6th

  6. Ordinal Positions Important underlying concepts should include: • Changing the reference point - left to right - right to left - bottom to top - top to bottom • 1st, 2nd, and 3rd do not follow the pattern of the remaining ordinal numbers (th)

  7. Ordinal Positions Instructional activities might include (but not limited to): • Line up items in the classroom and have students identify the position • Have students line up and count off ordinal positions, hand them the written ordinal number on index cards • Hand out written ordinal positions on index cards and have students arrange themselves according to that order

  8. Major SOL Changes Number and Number Sense • Identify parts of a set and/or region that represent fractions for halves, thirds, fourths, sixths, eighths, and tenths. • Write the fractions and compare the unit fractions for halves, thirds, fourths, sixths, eighths, and tenths.

  9. Fractions Important underlying concepts should include: • part-whole; • region/area model - whole is broken into equal-size parts and then put back together; • keeping the whole the same when comparing; • develop relationships between - halves, fourths, and eighths - thirds and sixths • develop the idea that the larger the denominator the smaller the piece; and • set model - fair share

  10. Fractions Two models - • Region of the pizza • Set of the candy is red of the set of cherries

  11. Fractions Instructional activities might include (but not limited to): • food (one can is a sixth of a pack of soda); • geometric shapes (one fourth of a square); • folding (a sheet of paper into thirds and sixths); and • sets of items (number of boys in a group and fair sharing items between eight students). The emphasis is on representations and vocabulary in familiar context.

  12. Major SOL Changes Number and Number Sense • Grouping objects by threes and fours is removed.

  13. Major SOL Changes Computation and Estimation • Recall addition facts with sums to 20 or less and the corresponding subtraction facts (previously 18).

  14. Addition and Subtraction Facts to 20 Important underlying concepts should include: • Inverse relationships • Missing addends • Commutative Property of Addition (without naming it) • Identity Property of Addition (without naming it)

  15. Addition and Subtraction Facts to 20 Instructional activities might include (but not limited to): Developing strategies to aid in recall • Making ten • Doubles - Doubles +1 - Doubles - 1 • Playing games - Tens Go Fish - Make the Sum - Counters in a Cup

  16. Major SOL Changes Computation and Estimation • Create and solve one- and two-step addition and subtraction problems, using data from simple tables, picture graphs, and bar graphs.

  17. Solve one- and two-step problems using data • How many students get driven to school? • What is the difference between the number of students that walk to school compared to the number of students that get driven?

  18. Major SOL Changes Measurement • Count, and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less. • Correctly use the cent symbol, dollar symbol, and decimal point (previously; identify correct usage of symbols).

  19. Money • Correctly use the cent symbol, dollar symbol, and decimal point (previously identify correct usage of symbols). - Common misconception is to put the dollar sign, decimal point, and cent sign altogether $1.56¢

  20. Major SOL Changes Measurement • Estimate and measure weight/mass in pounds/ounces and kilograms/grams.

  21. Weight/Mass Important underlying concepts should include: - unit used is important to record - how heavy or light the object is relevant to what unit is used to record it

  22. Weight/Mass Instructional activities might include (but not limited to): • Estimate and measure small items in the classroom using grams and ounces with balances • Estimate and measure the weight/mass of students • Experiment measuring the weight/mass of various items using different units - Try measuring a crayon in pounds/kilograms - Try measuring a book bag in ounces/grams

  23. Major SOL Changes Measurement • Tell time to the nearest 5 minutes - previously quarter hour

  24. Time Important underlying concepts should include: • Connections with skip counting by fives • Connections with fractions - quarter after - quarter ‘til - Misconception of quarter being 25 minutes • ¼ of an hour is different than ¼ of a dollar • 60 minutes = 1 whole hour • 100 cents = 1 whole dollar

  25. Time Instructional activities might include (but not limited to): • Clock checks throughout the day where students record the time • Schedule of class activities in room – students be the time keepers of transitions

  26. Major SOL Changes Measurement • Perimeter moved to 3rd grade. • Area using square units moved to 3rd grade. • Use calendar language appropriately. (e.g., months, today, yesterday, next week, last week) was moved to 1st grade.

  27. Major SOL Changes Geometry • Draw a line of symmetry in a figure; and identify and create figures with at least one line of symmetry. • Identify, describe, compare and contrast plane and solid geometric figures (circle/sphere, square/cube, and rectangle/rectangular prism). • Square pyramid, cylinder, and cone were moved to 3rd grade.

  28. Geometry Instructional activities might include (but not limited to): • Trace the faces of the solid geometric figures to determine what plane figures were used to create them. • Play I Spy in the classroom. • Place a shape in a sock, have students feel, describe and name the shape, then take out to verify. • Have students bring in examples of real world objects from home. • Create Venn diagrams to compare and contrast the plane to the solid geometric shapes.

  29. Major SOL Changes Probability and Statistics • Use data from experiments to construct picture graphs, pictographs, and bar graphs. • Analyze data displayed in picture graphs, pictographs, and bar graphs.

  30. Pictographs Instructional activities might include (but not limited to): • Creating graphs using the same symbol to represent each piece of categorical data

  31. Major SOL Changes Patterns, Functions, and Algebra • Demonstrate an understanding of equality by recognizing that the symbol = in an equation indicates equivalent quantities and the symbol ≠ indicates that quantities are not equivalent.

  32. Equalities • Recognize the equal sign as a representation of equivalence - Misconception that the equal sign means here comes the answer. 5 + 2 = __ + 3 Given this students will put 7 in the blank. Important underlying concepts should include:

  33. Equalities Instructional activities might include (but not limited to): • Circle Map • Concrete manipulatives to prove • Number Balances

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