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Scope and Sequence EED/416 Team A
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Scope and Sequence
2nd Grade Math
Ashley Charles, Barbra Harvey, Laurie Lindsey, Shannon Patterson
EED/416
November 5, 2018
Debra Deitrich
Scope and Sequence
Scope and Sequence
Every school district has their own criteria for mathematics learning experiences. Each of these provides a base line per grade level that gives a starting point for each standard for that grade. Ultimately teachers for each grade level should focus on what they want and expect students to learn, how their students will learn it, how they will know when students learn it and how they will respond if students do not learn it. Scope and sequence play an important role in each grade level and each grade standard. There are similarities and differences for each district, but each one has the same outcome; the best learning experiences for students.
Scope
Scope is the depth and breadth of the content to be taught at a specific grade level and the development of the content across grade levels.
Sequence
Sequence is the order in which the content should be taught for the best learning (building on past knowledge) within a grade level and across grade levels.
Sequence
States
Our States
Shannon Patterson
Ashley Charles
Laurie Lindsey
Barbra Harvey
Similarities
- Laurie and Ashley (Florida), and Shannon (Louisiana) use Common Core Standards. Barbra (Virginia) uses Standards of Learning (SOL).
- Florida, Louisiana, and Virginia cover the same topics.
1. Fluency add and subtract within 20
2. Numbers to 1,000
3. Add within 100 using strategies
4. Fluently add within 100
5. Subtract within 100 using strategies
6. Fluently subtract within 100
7. Solving problems with addition and subtraction
8. Money
9. Time
10. Measuring length
11. Graphs and data
12. Shapes
- Florida and Louisiana complete the tasks in the same order. Virginia does not.
- All three states complete the shapes task in the last nine weeks.
Similarities
and
Differences
Differences
- Virginia uses Standard of Learning and Florida and Louisiana use Common Core Standards.
- Florida and Louisiana almost follow the same schedule each 9 weeks time. Virginia does not follow the same schedule.
- Virginia focuses on measurement and geometry in the first 9 weeks. Florida and Louisiana focus on measurement and geometry in the fourth 9 weeks.
- Although each state focuses on the same assignments, they do not follow the same time schedule.
Algebraic Thinking
Bedford County, Virginia 2.16 The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers.
- Algebraic thinking is spread through the 1st and 3rd nine weeks of school.
Hillsborough County, Florida MAFS.2.OA.1.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
- Algebraic thinking is spread through the 1st, 2nd, and 3rd nine weeks of school.
Lake County, Florida MAFS.K12.MP.8.1 Use patterns and structures to create and explain rules and shortcuts; Use properties, rules, and shortcuts to solve problems; Reflect on your thinking before, during, and after you solve a problem.
- Algebraic thinking is taught in January – February
Louisiana 2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Examples
Patterns
Bedford County, Virginia 2.16
The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers.
- Number Sense is spread through the 1st, 2nd, and 4th nine weeks of school
Lake County, Florida MAFS.K12.MP.7.1
Look for and make use of structure. Find, extend, analyze, and create patterns; Use patterns and structures to solve problems.
- Number sense is taught August - December
Relations
Louisiana 2.NBT.A.4
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Hillsborough County, Florida 2.NBT.A.4
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
- Number Sense is spread through the 1st, 2nd, and 4th nine weeks of school
Functions
VA strand 2.5
The student will
a) recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole number to 20;
b) demonstrate fluency with addition and subtraction within 20.
References
References
- Bedford county public schools (2018). Curriculun guide. Retrieved from https://docs.google.com/document/d/1vlRGuxSCjDCqpJpJbbcR_p0REoPKVM8EiqbIZHyNji0/edit
- Georgia State University. (n.d.). Creating a scope and sequence. Retrieved from http://www2.gsu.edu/~wwwche/kh3420scpseq2.htm
- Google images. Retrieved from google.com on November 4, 2018.
- Hillsborough county public schools internal (2018). Year at a glance: Grade 2. Retrieved from https://ideasws.mysdhc.orgDeskTop000000000000000000000/ 800000010027CC46000000100100/8000000100259972000000100100/800000010027A93C000000000100/800000010028F492000000100100
- Lake county public schools (2018). 2nd grade 2018-2019 mathematics scope and sequence. Retrieved from https://www.lake.k12.fl.us/cms/lib/FL01000799/Centricity/Domain/17/Elem%20Math%20Blueprints%202017-2018/2nd%20Grade%2017-18/2nd%20Grade%20Math%20Scope%20and%20Sequence.pdf
- Louisiana department of education (2018). Louisiana guide to Implementing Eureka math: Grade 2. Retrieved from grade-2-louisiana-guide-to-implementing-eureka.pdf (589k)