American Prep International School Second Grade Mathematics Curriculum Essentials Document

Second Grade
Mathematics
Curriculum Essentials

Second Grade Mathematics Curriculum Essentials August 2017

American Prep International School Second Grade Mathematics Curriculum Essentials Document

American Prep International School Mathematics Background

The National Mathematics Advisory Panel’s Final learnings designed to prepare students for learning
Report (2008) and the National Council of Teachers in future mathematical courses and careers.
of Mathematics’ Curriculum Focal Points (2006) By focusing on only a few essential learnings
provided the structure and guiding principals for the students receive extended experiences with key
APIS revision of the mathematics curriculum. The ideas that build deep understanding, fluency with
National Mathematics Advisory Panel’s Report skills, and the ability to generalize and transfer
delineated the prerequisite knowledge necessary for knowledge to future learning.
success in algebra and key algebra topics students
should learn. The Curriculum Focal Points
recommended focusing each year on relatively few but
highly important topics. As a result of these
recommendations, this APIS
mathematics curriculum asks students to focus on
only a few essential

American Prep International School

Mathematics Technology & Information
Literacy
The National Council of Teachers of Mathematics provides opportunities for students to focus on
Principles and Standards (2000) states mathematical concepts, create conjectures,
that
“Technology is essential in teaching and learning generalize their thinking, and create justifications.
mathematics; it influences the mathematics that is Technology has the potential for extending the
taught and enhances students’ learning” (p. 24). boundaries of the classroom and providing students
The use of technology in APIS mathematics with opportunities for increased practice and access
classrooms is chosen carefully and integrated to novel problems deemed inaccessible prior to
consistently throughout the curriculum in order to technology.
enhance learning and support effective teaching.
Technology is not a replacement for understanding
of key ideas and skills, however it can and should be
used to expand the topics that are accessible to all
students at each grade level. The use of technology

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American Prep International School Mathematics Process Standards

The Process Standards of the National Council of Reasoning

Teachers of Mathematics are a key component to
the APIS mathematics curriculum. They indicate the • Recognizes reasoning and proof and
ways in which students should acquire and use their fundamental aspects of math
content knowledge. The five process standards in • Makes and investigates mathematical
mathematics are problem solving, reasoning, conjectures
communication, connections, and representations. • Develops and evaluates mathematical
These processes are an integral part of all arguments
mathematics learning and teaching. A mathematical • Selects and uses various types of reasoning and
learning experience focused on the five process methods of proof
standards prepares students with the processes
necessary for continued learning in future Connections
mathematical courses and careers. Therefore every
process standard should be an integral part of the • Recognizes and uses connections among
learning and assessment of every essential learning. mathematical ideas
• Understands how mathematical ideas
Communication interconnect and build on one another to
produce a coherent whole
• Organizes and consolidates their mathematical • Recognizes and applies mathematics in contexts
thinking through communication outside of mathematics
• Communicates their mathematical thinking
coherently and clearly to peers, teachers, and Problem Solving
others
• Analyzes and evaluates the mathematical • Builds new mathematical knowledge through
thinking and strategies of others problem solving
• Uses the language of mathematics to express • Solves problems that arise in mathematics and
mathematical ideas precisely in other contexts
• Applies and adapts a variety of appropriate
Representations strategies to solve problems
• Monitors and reflects on the process of
• Creates and uses representations to organize, mathematical problem solving
record, and communicate mathematical ideas
• Selects, applies, and translate among National Council of Teachers of Mathematics (2000). Principles
mathematical representations to solve problems and Standards for School Mathematics. Reston, VA: Author.
• Uses representations to model and interpret
physical, social, and mathematical phenomena

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American Prep International School Mathematics Content Standards

Mathematics Standard 1 (Number)

Students develop number sense and use number

relationships to solve problems. They communicate
their reasoning used to solve these problems.

Mathematics Standard 2 (Algebra)

Students use algebraic methods to solve problems

by exploring, modeling, and describing patterns
and relations involving numbers, shapes, data, and
graphs. They communicate their reasoning used to
solve these problems.

Mathematics Standard 3 Mathematics Standard 4 (Geometry)

(Data Analysis and Probability)
Students use geometric concepts, properties, and
Students use data collection and analysis, statistics, relationships in one, two, and three dimensions to
and probability to solve problems. They model and solve problems. They communicate their
communicate their reasoning used to solve these reasoning used to solve these problems.
problems and accurately display the data in a way
that conclusions can be drawn.

Mathematics Standard 5 (Measurement) Mathematics Standard 6 (Operations)

Students use a variety of measurement tools, Students make connections between concepts and
techniques, and systems to solve problems. They procedures to effectively use computational skills to
communicate their reasoning used to solve these solve problems. They use appropriate techniques for
problems. the problem or situation (for example: estimation,
mental math, paper and pencil, calculators,
computers). They communicate their reasoning used
to solve these problems.

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Mathematics Overarching Enduring Understandings and Essential Questions

Overarching Enduring Understandings Overarching Essential Questions

• Mathematics can be used to solve • Is your plan working?

problems outside of the mathematics • Do you need to reconsider what you are
classroom. doing?

• Mathematics is built on reasoning and logic. • How are solving and proving different?
• How are showing and explaining different?

• Reasoning allows us to make conjectures • How do you know when you have proven
and to prove conjectures. something?
• What does it take to verify a conjecture?
• How do you develop a convincing
argument?

• Classifying helps us to build networks of • Why do we classify?

mathematical ideas. • Why do we classify numbers, geometric
objects and functions?

• Precise language helps us express • How do you make sense of different

mathematical ideas and receive them. strategies? How do you determine their
strengths and weaknesses?
• How do you determine similarities and
differences?

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American Prep International School Mathematic

Content Standards and Second Grade Essential Learnings

Mathematic Standard 1 (Number): Students develop Mathematic Standard 2 (Algebra): Students use
number sense and use number relationships to solve algebraic methods to solve problems by exploring,
problems. They communicate their reasoning used to modeling, and describing patterns and relations involving
solve these problems. numbers, shapes, data, and graphs. They communicate
Mathematic Standard 6 (Operations): Students make their reasoning used to solve these problems.
connections between concepts and procedures to
effectively use computational skills to solve problems. No essential learning at this grade level. Addressed
They use appropriate techniques for the problem or through connections.
situation (for example: estimation, mental math, paper
and pencil, calculators, computers). They communicate
their reasoning used to solve these problems.

To meet this standard, a Second Grade student:

√ Estimates and compares quantities using the
structure of the base‐ten numeration system.
√ Demonstrates fluency with multi‐digit addition and
subtraction supported by quick recall of addition and
related subtraction facts to 20.

Mathematic Standard 3 (Data Analysis and Probability): Mathematic Standard 4 (Geometry): Students use
Students use data collection and analysis, statistics, and geometric concepts, properties, and relationships in one,
probability to solve problems. They communicate their two, and three dimensions to model and solve problems.
reasoning used to solve these problems and accurately They communicate their reasoning used to solve these
display the data in a way that conclusions can be drawn. problems.
Mathematic Standard 5 (Measurement): Students use a
To meet this standard, a Second Grade student: variety of measurement tools, techniques, and systems to
√ Performs the four parts of a statistical investigation solve problems. They communicate their reasoning used
by posing questions, collecting data, creating to solve these problems.
informal and formal representations, and
interpreting data. To meet this standard, a Second Grade student:
√ Describes geometric representations and
measurement through number.

Mathematical Processes: Students use the mathematical processes of problem solving, reasoning and proof,
communication,
connections and representations to acquire and use mathematical knowledge.

To meet this process, a Second Grade student:

√ Uses the language of mathematics to express ideas precisely through reasoning, representations, and
communication.

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APIS Second Grade Numbers to 1000 Addition & subtraction

Mathematics Overview facts to 20

Estimation of quantities, sums, differences

Course Description
Mathematics at the second grade Data Analysis Data Collection
level focuses on knowing numbers Questions
to 1000, fluency with addition and
subtraction facts to 20, the four Second Grade
parts of a statistical investigation, Mathematics Symmetry
and attributes of shapes such as Data
symmetry. Problem solving, Interpretation
representations, reasoning,
Rectangular Arrays & Fractions
communication, and connections
within and outside of mathematics Simple Probability
underline all of the teaching and Attributes of
learning at second grade. Shapes
Graphical Representations

Assessment
√ District Screeners
Effective Components of a √ Add+Vantage Math Diagnostic Assessments
Second Grade Math √ Performance tasks from Investigations
√ Math Notebooks
Program
Provides 60 minutes a day for math.
Opportunities for mental math are
utilized regularly.
Mathematical ideas are connected Essential Questions Technology Integration
to experiences and prior
knowledge. • Why do we represent numbers in & Information Literacy
Misconceptions are addressed different ways? Employs technology to visualize,
• What makes an estimate investigate, and extend
quickly. mathematical reasoning
Students communicate using reasonable? Uses technology to practice needed
mathematical language. • What makes a strategy both math skills
effective and efficient? Accesses school library, teacher‐
Varied representations and models librarian, teacher‐selected web
are used to learn a concept. • What makes an answer exact? pages, and other age‐appropriate
Strategies and conjectures are • What makes a data mathematical resources
representation useful? Uses technology responsibly
justified and explained.
• How are measurement and For information about available core
counting related? software, relevant web resources,
and other integration activities,
please use the following website:
[Link]

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Mathematics Standard 1 (Number)

Students develop number sense and use number relationships to solve problems. They communicate their
reasoning used to solve these problems.
Mathematics Standard 6 (Operations)
Students make connections between concepts and procedures to effectively use computational skills to solve
problems. They use appropriate techniques for the problem or situation (for example: estimation, mental
math, paper and pencil, calculators, computers). They communicate their reasoning used to solve these
problems.

Enduring Understandings Essential Questions

Numbers can be represented in multiple ways. Why do we represent numbers in different ways?
Knowing the reasonableness of an answer What makes an estimate reasonable?
comes from using good number sense and
estimation strategies.

Essential Learnings

Estimate and compare quantities using the structure and sequence of the
2M1
base‐ten numeration system
Reads, writes, compares, and orders whole numbers from 0‐1000
a
including the use of symbolic notation (e.g., <, >, =)
Essential Knowledge, Skills, Topics,

Says the number word sequence:

Processes, and Concepts

• By 1s: forward to 1000 and backward from 100 starting from any number in the
sequence;
• By 2s and 10s: forward and backward between 0‐100 starting from any number;
• By 5s: forward and backward between 0‐100 starting from any
multiple of 5;
b
• By 100s: forward and backward on the century 0‐1000
Measurement Connection: Tells/reads time to nearest five minutes
Algebra Connection: Recognizes and models repeating and growing patterns (e.g.,
two eyes for one head) and uses them to solve related problems
Geometry Connection: Arranges objects in arrays and determines quantity by skip or
stress counting

Continued on next page

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Mathematics Standard 1 (Number) (continued)

Students develop number sense and use number relationships to solve problems. They communicate their
reasoning used to solve these problems.
Mathematics Standard 6 (Operations) (continued)
Students make connections between concepts and procedures to effectively use computational skills to solve
problems. They use appropriate techniques for the problem or situation (for example: estimation, mental
math, paper and pencil, calculators, computers). They communicate their reasoning used to solve these
problems.

Essential Learnings (continued)

Estimates a quantity for a group of 0‐100 objects using landmark numbers such as multiples
Essential Knowledge, Skills, Topics,

c of 5 (e.g. This small jar holds ten marbles. How many marbles do you think this large jar
Processes, and Concepts

holds?)
Creates equivalent representations of whole numbers (e.g., 35 can be represented by 35
ones, 3 tens and 5 ones, or 2 tens and 15 ones)
d
Number (Money) Connection: Creates equivalent combinations for coins to $1.00 (e.g., a
quarter equals five nickels or two dimes and one nickel)

Key Academic Vocabulary: add, after, before, combine, count, difference, less than, more than,
number words 0‐20, order, separate, take away

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Mathematics Standard 1 (Number) (continued)

Students develop number sense and use number relationships to solve problems. They communicate their
reasoning used to solve these problems.
Mathematics Standard 6 (Operations) (continued)
Students make connections between concepts and procedures to effectively use computational skills to solve
problems. They use appropriate techniques for the problem or situation (for example: estimation, mental
math, paper and pencil, calculators, computers). They communicate their reasoning used to solve these
problems.

Enduring Understandings Essential Questions

Being able to compute fluently means making What makes a strategy both effective and
smart choices about which tolls to use and efficient?
when to use them. What makes an estimate reasonable?
An operation can be ”undone” by its inverse. What makes an answer exact?
Knowing the reasonableness of an answer
comes from using good number sense and
estimation strategies.

Essential Learnings (continued)

Demonstrates fluency with multi‐digit addition and subtraction supported by
Essential Knowledge, Skills, Topics,

2M2 quick recall of addition and related subtraction facts to 20

Processes, and Concepts

a Uses efficient mental strategies to calculate addition and subtraction facts to 20

Solves two‐digit addition and subtraction situations to 100 using mental and written
b base‐ten strategies and explains them using models and representation

Uses part‐part‐whole knowledge of quantity to model and solve related addition and
c
subtraction problems (e.g., 19 + 3 = 22; 22 ‐ 3 =19; 22 ‐ 19 = 3)

Continued on next page

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Mathematics Standard 1 (Number) (continued)

Students develop number sense and use number relationships to solve problems. They communicate their
reasoning used to solve these problems.
Mathematics Standard 6 (Operations) (continued)
Students make connections between concepts and procedures to effectively use computational skills to solve
problems. They use appropriate techniques for the problem or situation (for example: estimation, mental
math, paper and pencil, calculators, computers). They communicate their reasoning used to solve these
problems.

Essential Learnings (continued)

Models situations and solves problems involving missing addends and subtrahends with
Essential Knowledge, Skills, Top‐
ics, Processes, and Concepts

d whole numbers to 100, emphasizing the concept of equivalency (see Table A)

e Uses the commutative and associative properties to solve multi‐digit addition problems
f Adds and subtracts multiples of 100 in the range of 1 to 1000
Estimates sums and differences using landmark numbers
g

Key Academic Vocabulary: add, after, arrays, before, combine, count, difference, digits, equal to/not
equal, equation, equivalent, estimate, expanded form, greater than/less than, growing pattern,
hundreds, keep track, landmark numbers, less than, mental math, more than, number sentence,
number words to 1000, ones, order, separate, skip counting, standard form, sum, take away, tens

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Mathematics Standard 3 (Data Analysis and Probability)

Students use data collection and analysis, statistics, and probability to solve problems. They communicate
their reasoning used to solve these problems and accurately display the data in a way that conclusions can
be drawn.

Enduring Understanding Essential Question

The question to be answered determines the data What makes a data representation useful?
to be collected and how best to collect it.

Essential Learnings
Performs the four parts of a statistical investigation by posing questions,
2M3 collecting data, creating informal and formal representations, and
interpreting data
a Creates questions for collecting categorical data
Essential Knowledge, Skills, Topics,

Collects data using observation, counting, and surveys

Processes, and Concepts

b Measurement Connection: Uses centimeters and inches to collect quantifiable data

related to length
Creates a concrete or pictorial representation of data
c (e.g., tallies, pictographs, line plots, bar graphs, frequency tables, and Venn
diagrams).
Interprets and makes accurate statements about a representation of data including
identifying the mode and shape of the data
Algebra Connection: Describes qualitative change (e.g., student is growing taller)
d and
quantitative change (e.g., the student grew 2 inches)
Probability Connection: Determines which outcomes are the most likely, least likely,
or equally likely when using a chance device

Key Academic Vocabulary: bar graph, category, centimeter, data, equal to/not equal, equally likely,
estimate, frequency table, greater than/less than, growing pattern, inch, likely, line plot, mode,
pictograph, shape of data, survey, tally, unlikely, Venn diagram

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Mathematics Standard 4 (Geometry)

Students use geometric concepts, properties, and relationships in one, two, and three dimensions to model
and solve problems. They communicate their reasoning used to solve these problems.
Mathematics Standard 5 (Measurement)
Students use a variety of measurement tools, techniques, and systems to solve problems. They communicate
their reasoning used to solve these problems.

Enduring Understanding Essential Question

Linear measure, area, and volume are How are measurement and counting related?
fundamentally different but may be related to
one another in ways that permit calculation of
one give the other.

Essential Learnings

Describes and compares geometric representations using properties, number,

2M4 and relationships

Constructs rectangular arrays and uses number to describe and compare the
a
Essential Knowledge, Skills, Topics,

rectangular arrays
Processes, and Concepts

b Can construct and identify rows and columns in rectangular arrays

Identify halves, thirds, and fourths of rectangular arrays

Number Connection: Reads, writes, and identifies thirds, fourths, and halves
c
Measurement Connection: Relates halves and fourths to half and quarter hours on a
clock
d Shows halves through making, finding, and describing mirror symmetries
Identifies and classifies rectangles and triangles based on the number of sides, angles,
e and right angle

Key Academic Vocabulary: angles, array, column, fourths, halves, right angles, quarter, row, sides,
symmetry, thirds, shape

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Essential Learnings
Essential Knowledge, Skills, Topics, Processes, and Concepts

Mathematical Processes
Students use the mathematical processes of problem solving, reasoning and proof, communication,
connections and representations to acquire and use mathematical knowledge.

Enduring Understandings Essential Questions

Mathematics can be used to solve problems Is your plan working? Do you need to reconsider
outside of the mathematics classroom. what your are doing?
Mathematics is built on reason and always How are showing and explaining different?
makes sense. How do you develop a convincing argument?
Reasoning allows us to make conjectures and How do you make sense of different strategies? How
to prove conjectures. do you determine their strengths and weaknesses?
Precise language helps us express
mathematical ideas and receive them.

Essential Learnings
Uses the language of mathematics to express ideas precisely through
2M5
reasoning, representations, and communication
a Selects, applies, and translates among mathematical representations to solve
problems and justifies the reasonableness of solutions
b Creates and uses representations to organize, record and explain mathematical ideas
Essential Knowledge, Skills, Topics,

clearly to peers, teachers and others

Processes, and Concepts

c Analyzes and evaluates the mathematical thinking, strategies and arguments of peers,
teachers and others
d Recognizes, uses, and explains connections among mathematical ideas in contexts
both inside and outside of mathematics classrooms
e Develops, tests and explains mathematical conjectures
f Recognizes and utilizes key academic vocabulary relevant to mathematics in verbal
and written communication
g Given a real‐world problems selects an appropriate method to solve the problem by
determining if the information provided is sufficient, insufficient or extraneous
h Creates and illustrates a real‐world problem from a given math sentence

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Table A

Problem (Result Unknown) (Change Unknown) (Start Unknown)

Type
Join Connie had 5 marbles. Juan Connie has 5 marbles. How Connie had some marbles.
gave her 8 more marbles. many more marbles does she Juan gave her 5 more marbles.
How many marbles does need to have 13 marbles Now she has 13 marbles. How
Connie have altogether? altogether? many marbles did Connie have
to start with?

Separate Connie had 13 marbles. She Connie had 13 marbles. She Connie had some marbles. She
gave 5 to Juan. How many gave some to Juan. Now she gave 5 to Juan. Now she has 8
marbles does Connie have has 5 marbles left. How many marbles left. How many
left? marbles did Connie give to marbles did Connie have to
Juan? start with?

Part‐Part‐ (Whole Unknown) (Part Unknown)

Whole
Connie has 5 red marbles and 8 blue marbles. Connie has 13 marbles. 5 are red and the rest
How many marbles does she have? blue. How many blue marbles does Connie
have?
Compare (Difference Unknown) (Compare Quantity (Referent Unknown)
Unknown)

Connie has 13 marbles. Juan Juan has 5 marbles. Connie Connie has 13 marbles. She
has 5 marbles. How many has 8 more than Juan. How has 5 more marbles than Juan.
more marbles does Connie many marbles does Connie How many marbles does Juan
have than Juan? have? have?

Reference: Carpenter, T.P., Fennema, E., Franke, M.L., Levi, L., & Empson, S.B., (1999) Children’s
Mathematics: Cognitively Guided Instruction, Reston, NCTM, (p.12)

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Suggested Timelines

Topic Suggested Timeframe

Estimates and compares quantities using Eight weeks of intensive study over the
the structure of the base‐ten numeration course of the year with periodic revisiting
system on a weekly basis during other units.

Demonstrates fluency with multi‐digit Eight weeks of instruction over the course
addition and subtraction supported by of the school year with periodic revisiting
quick recall of addition and related on a weekly basis during other units.
subtraction facts.
Describes geometric representations and Four weeks of instruction over the course
measurement through number. of the school year.

Performs the four parts of a statistical Four weeks of instruction over the course
investigation by posing questions, of the school year.
collecting data, creating informal and
formal representations and interpreting
data.

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Mathematics Scope & Sequence K‐1

Standard K 1 2
Number and Numbers to 20 Numbers to 100 Numbers to 1000
Operation Combinations to 5 Ordinal Numbers Addition and
Coin Identification Combinations to 10 Subtraction Facts
Skip Counts Estimation of Sums and
Addition and Differences
Subtraction Contexts Halves, Thirds and Fourths
Values of Coins Combinations of Coins

Algebra Repeating patterns Repeating Patterns Growing and Repeating

Number Equality Patterns
Odd and Even Commutative Property of
Commutative Property of Addition
Addition Qualitative and Quantitative
Inverse Relationship of Addition Change
and Subtraction

Geometry and Basic Shapes Time to half hour Time to five minute
Measurement Days of Week Months of the Year Inches and Centimeters
Relative Location Inch and Foot Attributes of Shapes
Non‐Standard Measurement Shapes and Solids Symmetry
Tessellations Rectangular Arrays

Data Analysis and Data Collection Data Collection Data Analysis Questions
Probability Data Interpretation Data Collection
Graphical Representations
Data Interpretation
Mode
Simple Probability

Mathematical Communication Communication Communication

Processes Representations Representations Representations
Reasoning and Proof Reasoning and Proof Reasoning and Proof
Problem Solving Problem Solving Problem Solving
Connections Connections Connections

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Mathematics Scope & Sequence 3‐5

Standard 3 4 5

Number and Numbers to 10,000 Number to 100,000 Multi‐Digit Multiplication and

Operation Multi‐Digit Addition and Multiplication Facts Division
Subtraction Multi‐Digit Multiplication Remainders as Decimals and
Multiplication and Multiples and Factors Fractions
Division Context Prime and Composite Addition and Subtraction of
Fraction Models Divisibility Rules Rational Numbers
Money Addition and Rational Number Comparison
Subtraction

Algebra Growing Patterns Properties of Multiplication Growth Pattern Equations

Properties of Addition In/Out Tables Rates of Change
Odd and Even Tabular and Graphical Variables
In/Out Tables Patterns Rational Number Conjectures
Inverse Relationship of Distributive Property
Multiplication and Division

Geometry and Measurement Area and Perimeter Angles

Measurement Time to minute Distance and Scale Transformations
Perimeter Coordinate Graphing Measurement to quarter unit
Parallel Measurement to half unit 2‐D Representations of Solids
Congruence
Points, Lines and Rays

Data Analysis and Combination Problems Fairness Categorical and Numerical

Probability Graphical Representations Sample Space Questions
Data Interpretation Likelihood of Events Data Collection Methods
Data Analysis Graphical Representations
Mode, Median, Range Data Descriptions and Analysis
Clusters, Outliers

Mathematical Communication Communication Communication

Processes Representations Representations Representations
Reasoning and Proof Reasoning and Proof Reasoning and Proof
Problem Solving Problem Solving Problem Solving
Connections Connections Connections

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Mathematics Scope & Sequence 6‐8

Standard 6 7 8
Number and Positive Rational Numbers Integers Exponents
Operation Addition, Subtraction Negative Rational Numbers Scientific Notation
Multiplication, Division Addition, Subtraction Irrational Numbers
Estimation Multiplication, Division Estimation
Percent Problems Properties of Rational Numbers
Properties of Positive Rational Order of operations
Numbers Distributive Property
Ratios and Proportion

Algebra Linear and Nonlinear Linear Relationships Slope

Relationships Slope Direct variation
Represent and Analyze Patterns Analysis of Change Linear and Nonlinear
Variables, Expressions, Verbal Rules, Graphs, Tables, Relationships
Equations, Inequalities and Symbolic Expressions/ Functional Relationships
Descriptions of Change Equations Linear Equations
Simple Linear Equation Solutions Systems of Linear Equations

Geometry and Area and Perimeter Formulas Similarity Pythagorean Theorem

Measurement Estimation of Irregular Areas Similar Figures Rectangular Prisms
Maximum/Minimum Area and Scale Factor Pyramids
Perimeter Problems Linear Dimensions, Angles, Volume
Circumference and Area Perimeters and Areas Surface Area
of Circles Four Quadrant Coordinate
Graphs

Data Analysis and Measures of Central Tendency Coordinate Graphing Population and Samples
Probability Mean, Median, Mode Data Analysis Sample Size
Graphical Representations Random Samples
Data Analysis Probability
Hypotheses and Conclusions Sample Distributions
Measures of Variability
Mathematical Communication Communication Communication
Processes Representations Representations Representations
Reasoning and Proof Reasoning and Proof Reasoning and Proof
Problem Solving Problem Solving Problem Solving
Connections Connections Connections

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Mathematics Scope & Sequence 9‐12

Standard Algebra Geometry Algebra 2

Number and Real Number Operations Complex Number Operations

Operation Law of Exponents
Absolute Value
Scientific Notation

Polynomial Operations Families of Functions

Functions Polynomial, Absolute Value,
Linear Equations/Inequalities Rational, Radical
Quadratic Equations Exponential/Logarithmic and
Trigonmetric

Geometry and Congruence/Similarity

Measurement Properties of Polygons
Properties of Circles
Pythagorean Theorem
Trigonometric Ratios
Perimeter, Area, Volume
Unit Conversions
Proof and Argument

Data Analysis and

Probability

Mathematical Communication Communication Communication

Processes Representations Representations Representations
Reasoning and Proof Reasoning and Proof Reasoning and Proof
Problem Solving Problem Solving Problem Solving
Connections Connections Connections

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Mathematics Glossary of Terms

addend Any number being added.

adding and subtracting through ten A non‐unitary addition and subtraction strategy that uses ten and its multiples as
landmark numbers. (e.g., 8+5 is thought of as 8+2=10 and 10+3=13; 23‐7 is
thought of 23‐3=20 and 20‐4=16).
algorithm A specific step‐by‐step procedure for solving a problem.

analog clock A clock with a face and hands.

angle Two rays that share an endpoint.

area The measure, in square units, of the inside of a plane figure.

array A rectangular arrangement of objects in rows and columns.

dot array (discrete array) area model array

associative property For any rational numbers: (a + b) + c =a + b = c) and (a x b) x c = a x (b x c)

bar graph A graph that uses the height or length of rectangles to compare data.

base ten A number system in which each place has 10 times the value of the next place to
its right.
benchmark fractions Commonly halves and whole numbers.

benchmark numbers Numbers used in estimation and mental calculation; most commonly multiples of 10, but
also including numbers like 25 with which can be readily manipulated.

capacity The maximum amount that can be contained by an object, usually measured in
liquid units. (e.g. tablespoons, cups, gallons. “A vase can hold 3 cups of water.)

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cardinal number A number that is used in simple counting and that indicates how many elements
there are in a set.
cardinality The cardinality of a set is the number of elements or members (numerosity) of a
set. The Cardinality Principle is the connection that the last number word of the
count indicates the amount of the set.
categorical data Data that is grouped by category or attribute (e.g., What kind of pets do you
have? Cats, dogs, rabbits, etc.).

clusters Data that are grouped around a value in a set of values.

combination A group of items or events. Placing these items or events in a different order
does not create a new combination.

combine Put together.

common denominator For two or more fractions, a common denominator is a common multiple of the
denominators.
commutative property For any rational numbers: a + b = b + a and a x b = b x a. (changing the order of
the addends or factors does not affect the sum or product (e.g. 7 + 5 = 5 + 7 and

compare See Elementary Math Curriculum: Table A

composite number A natural number that has more than two factors (e.g., The factors of 10 are 1, 2,
5, and 10).
compose Put together or combine quantities.

congruent Having exactly the same size and shape.

conjecture A mathematical hypothesis that has not been proved or disproved.

counting back Counting back from or to a number. Example of counting back from: 11‐3 is
solved by counting back from 11: "10, 9, 8." Example of counting back to:

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Mathematics Glossary of Terms

counting on Counting up from or to a number. Example of counting up from: 7+5 is solved by

counting up 5 from 7: 8, 9, 10, 11, 12. Example of counting up to: 7 +__=12 is
solved by counting from 7 up to 12 and keeping track of 5 counts.
cubic unit A unit such as a cubic meter used to measure volume or capacity.

data Information, usually numerical information.

decimal number A number that uses a decimal point to indicate parts of a whole (e.g., 3.25).

decompose Breaking quantities into useful chunks.

difference The amount that remains after one quantity is subtracted from another.

digit Any one of the ten symbols: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.

distributive property a(b + c) = ab + ac and a(b — c) = ab — ac, where a, b, and c are any real

division See attached "Teacher Note: Two Kinds of Division: Sharing and Partitioning."

doubles plus one An addition strategy that utilizes knowledge of doubles facts to add two
numbers that are one away from each other (e.g., 5 + 6 can be found by knowing

edge The line segment where two faces of a solid figure meet.

elements (of a pattern) The individual items in a set.

equality Represented by an equal sign. In an equation, the equal sign represents a

relationship between two expressions that have the same value

equal partitions/part Pieces of an object or set that are equivalent in amount.

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estimate A number close to an exact amount. An estimate tells about how much or
about how many.

even number A whole number that has 2 as a factor. All even numbers are divisible by two
and have 0, 2, 4, 6, or 8 in the ones place.

expanded form A way to write numbers that shows the place value of each digit (e.g., 789=
700+80+9).
expression A group of characters or symbols representing a quantity (example: 5+6=11, 7x8,
3x+6)
face A flat surface of a solid figure.

factors Numbers that are multiplied together to form a product (e.g., 6 x 7 = 42, 6 and 7
are factors).

flip (see transformations)

fluency Efficiency, accuracy, and flexibility in solving computation problems.

fraction A number that describes a part of a whole or group, usually in the form a/b
where "a" is any real number and "b" is any real number >0.

frequency table A table that depicts the number of times that something occurs in an interval or
set of data.

function table A table that matches each input value with an output value. The output values
are determined by the function.

x 0 1 2 3
y 3 4 5 6

generalizable The ability to extend a number of results to form a rule. For example 5+3=3+5
and 1.5+2.7=2.7+1.5 can be generalized to a+b=b+a.

graph A drawing that shows a relationship between sets of data.

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hexagon A polygon with six sides.

horizontal Parallel to the horizon.

identify (numeral identification) To give the name of a written numeral or other symbol in isolation (e.g., When
presented a card with the numeral 563, the child says "five hundred sixty‐three).
(compare to recognize)
identity property
of Addition for any number n; n+0=0
of Subtraction for any number n; n‐0=n
of Multiplication for any number n, nx1=n
of Division for any number n, n/1=n

improper fraction A fraction with a value greater than 1 that is not written as a mixed number.

in/out tables Also called function tables.

integer The set of whole numbers and their opposites (e.g., …… ‐2, ‐1, 0, 1, 2…).

inverse operation An operation that undoes another operation (e.g. addition and subtraction are
inverse operations).

join See Elementary Math Curriculum, Table A.

landmark number Numbers that are familiar landing places that make for simple calculations and
to which other numbers can be related (e.g., 10, 50, and 100 are commonly used
landmarks).
length The distance along a line or figure from one point to another. One dimension of
a two‐ or three‐dimensional figure.

line plot A graph showing frequency of data on a number line.

line An infinite set of points forming a straight path in 2 directions.

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line segment A part of a line defined by 2 end points.

line of symmetry A line that divides a figure into two halves that are mirror images of each other.

mean The average of a set of data. It is the number found by dividing the sum of the
numbers in a set of data by the number of addends. (calculation of the mean is
not a expectation of this elementary curriculum)
median In a set of data, the number in the middle when the data is organized from least
to greatest. When there are an even number of data, the median is the mean of
the two middle values. (e.g. For the set of numbers 2, 4, 6, 8, 10, 12 the median
is 7)
mental computation Computing an exact answer without using paper and pencil or other physical
aids.
metric system An international system of measurement based on tens. The basic units of
measure are meter, liter, gram, degrees Celsius.

minuend The number you subtract from (e.g., 8‐3=5; 8 is the minuend).

mixed number A number consisting of an integer and a fraction.

mode The number or item that appears most often in a set of data. There may be one,
more than one, or no mode. (when there are 2 modes we say that the data set
is bimodal. When there are more than 2 modes we say that there is no mode.)
multiple The product of the number and any whole number (e.g., The multiples of 4 are
0, 4, 8, 12, 16…).

natural number The counting numbers. {1,2,3,4,…} Natural numbers include all the cardinal
numbers except 0.
net A two‐dimensional shape that can be folded into a three‐dimensional figure.

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non‐standard units Units other than customary or metric units used for measurement (e.g. a paper
clip might be used as a non‐standard unit of length).

number line A diagram that represents numbers as points on a line.

number sentence An equation or inequality with numbers (e.g., 6 + 3 = 9 or 8 + 1 < 12).

number word sequence A regular sequence of number words, typically, but not necessarily, by ones.

numeral A symbol used to represent a number.

numeric expression A mathematical combination of numbers, variables, and operations. (e.g,. a box
with an amount of pencils, x, with 3 missing is x‐3).

numerical data Data expressed in or involving numbers.

odd number A whole number that is not divisible by 2. All odd numbers have 1, 3, 5, 7, or 9 in
the ones place.

off‐century counting Counting forward or backward by 100, starting at any number that is not a
multiple of one hundred (e.g., 125, 225, 325…).
off‐decade counting Counting forward or backward by 10, starting at any number that is not a multi‐
ple of ten (e.g., 54, 44, 34…).

on‐century counting Counting forward or backward by 100 starting at any multiple of 100. (e.g. 100,
200, 300 …)

on‐decade counting Counting forward or backward by 10 starting at any multiple of ten (e.g. 10, 20,
30…)

one‐to‐one correspondence Assigning one counting number for each object counted in order to determine
how many in a set.

open number sentence A number sentence in which one or more numerical values is missing (e.g.,
__+6=13).

operation A mathematical process; addition, subtraction, multiplication, division, and

raising a number to a power are some mathematical operations.

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ordered pair A pair of numbers used to name a location on a grid (x,y); the first number is the
horizontal distance from the origin, the second is the vertical distance from the
origin.

ordinal number Indicates the relative position of an object in an ordered set (e.g., 1st, 2nd, 5th).

origin The intersection of the x and y axes in a coordinate plane. Its coordinates are
(0,0).

outcome A possible result of a random process (e.g., Heads and tails are the two possible
outcomes of flipping a coin.)

outlier An item of data that is significantly greater or less than all the other items of
data.

parallel lines Lines that are always the same distance apart; never meeting.

partition Breaking quantities into useful chunks in order to solve problems.

part‐part‐whole See Elementary Math Curriculum, p. 29.

perimeter The measure of the lines forming a polygon.

perpendicular pictograph A graph using pictures or symbols to show data.

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pictorial representation Using a picture to model a solution strategy or mathematical idea.

place value The value of the place of a digit of a number (e.g., In the number 7324, 4 is 4
ones, 2 is 2 tens, 3 is 3 hundreds, and 7 is 7 thousands)

polygon A closed plane figure formed from line segments that meet only at their end‐
points.
powers of ten Any number that can be expressed as repeated multiplication of 10 (e.g., 10,
100, 1000)
prime number A whole number that has exactly two different positive factors, itself and 1
(e.g., 7 is a prime number because its only factors are 7 and 1). 1 is not a prime
number because it does not have 2 factors.
proper fraction A fraction less than one.

quadrant one On a Cartesian coordinate grid, the quadrant that includes positive x and y
values.

qualitative of, or relating to descriptions based on some quality rather than quantity. (e.g.
“Today is hotter than yesterday.” “It is very likely to rain today”)

quantitative Data of, relating to, or expressible in numeric terms. (e.g. “It is 98° outside.”
“There is an 85% chance of rain today”)

quotient The answer to a division problem.

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range The difference between the least and greatest values in a set of data.

rate of change The rate at which a pattern changes.

rational number Any number that can be expressed as a quotient of two integers, a/b, with a
divisor b not equal to zero. The set of rational numbers includes every integer,
whole number, fraction, mixed number, and some of the decimal numbers.
ray a part of a line that has one endpoint and extends indefinitely in one direction.

reflection (see transformations)

recognize (numeral recognition) The ability to pick out a written symbol or figure from a group when given the
name of the number or figure. (e.g. A child points to the correct number when
asked to point to the number 8.)

regular polygon A polygon with all sides the same length and all angles the same measure.

relative position/location A description of the location of one object in relation to another.

rotation (see transformations)

right angle An angle with a measure of 90°; a square corner.

round To express a number in a simplified form by finding the nearest whole number,
ten, hundred, thousand, etc. (e.g., 537 to the nearest hundred rounds to 500, to
the nearest 10 rounds to 540).
sample space The set of all possible outcomes of an experiment.

scale (1) The ratio between the actual size of an object and a proportional
representation.
(2) A system of marks at fixed intervals used in measurement or graphing.
separate See Elementary Math Curriculum, Table A.

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shape A two‐dimensional figure having length and width.

side Any one of the line segments that make up a polygon.

skip counting Counting by multiples.

slide (see transformations)

solid A geometric figure with three dimensions.

square number A number that is the result of multiplying an integer by itself.

standard form A number written with one digit for each place value (e.g., The standard form for
the number two hundred six is 206).

standard units Units from the customary system or metric system used for measurement (e.g.
inch and centimeter are standard units of length).

subtrahend In subtraction, the number being subtracted (e.g., In 8 — 5 = 3, 5 is the

subtrahend).
stress counting Counting by ones, emphasizing a multiplicative pattern (1, 2, 3, 4, 5, 6).

subitize Instantly quantifying a small collection without counting.

sum The result of addition.

symmetry The property of exact balance in a figure; having the same size and shape across
a dividing line (line/mirror symmetry) or around a point (rotational).
symbolic notation A mathematical idea represented with symbols.

table An organized way to list data. Tables usually have rows and columns of data.

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tally marks Marks used to keep track of things being counted, usually organized in groups of
five.

t‐chart A chart showing the relationship between two variables.

translation (see transformations)
transformation A rule for moving every point in a plane figure to a new location. Three types of
transformations are

*slides (translations) A transformation that moves a figure a given distance in a given direction.
*flips (reflections) A transformation that creates a mirror image of a figure on the opposite side of
*turns (rotations) a line.
A transformation in which a figure is turned a given angle and direction around a
point.

tree diagrams An organized way of listing all the possible outcomes of an experiment.
variable A symbol that can be replaced by a number in an expression, equation, or for‐
mula. Variables are often letters of the alphabet (e.g. in the expression y+3, y is
the variable).
Venn Diagram A drawing that uses circles to show relationships among sets.

vertex In 2 or 3 dimensional figures, the point at which two line segments, lines, or rays
meet to form an angle.
vertices Plural of vertex.

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vertical Upright; perpendicular to the horizon.

volume A measure of the amount of space occupied by a three‐dimensional figure,

generally expressed in cubic units.

weight The measure of the heaviness of an object.

whole numbers The set of natural numbers plus the number zero {0,1,2,3…}

zero property of multiplication ax0=0

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