I-CANyons Parent Toolkit for Second Grade Mathematics
Geometry: I CAN...
Standard |
Core Standard |
In Other Words.. |
If Mastered |
If Not Yet Mastered |
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Recognize and draw shapes having specific characteristics
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G 2.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
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Second grade students will know the names of shapes and be able to draw them based on information about the number of angles, sides, or faces (flat side of 3D figure).
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Give the child a specific number of angles and have them draw a two-dimensional shape.
Give the child a specific number of faces and have them draw a three-dimensional shape. Give specific attributes to the child and have them build or find shapes . Have the students write about the differences between a two-dimensional shape and a three-dimensional shape. |
Have students find real-world representations of three-dimensional and two-dimensional shapes (e.g., a shape scavenger hunt, shape walk, etc.). Skill-Based Task:
Look at shapes. Name the shape and identify the number of sides and angles. http://www.ixl.com/math/grade-2/identify-planar-and-solid-shapes http://www.ixl.com/math/grade-2/compare-sides-vertices-edges-faces http://www.ixl.com/math/grade-2/count-sides-vertices-edges-faces |
Standard |
Core Standard |
In Other Words.. |
If Mastered |
If Not Yet Mastered |
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Divide a circle and rectangle into equal parts
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2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. |
Second grade students will be able to divide a rectangle into equal size rows and columns to create squares within the shape and then count the number of squares that were made. They will be able to divide (by drawing) circles and rectangles into 2, 3, or 4 equal size pieces and recognize that the equal size pieces may have different shapes.
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Students can identify and label fractions. They can count the number of equal parts for the bottom number. The following is a task that could be used to apply fraction knowledge. Alex has a candy bar he wants to share with his three friends. He divides the candy bar into equal shares. Show by drawing two different ways Alex can partition the candy bar. How many equal pieces will Alex need to share with his friends? Larger numbers could be used to divide if three seems to be too simple. Have the student justify their thinking. Find extension lessons on the web site: http://mathforum.org/varnelle/knum5.html
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Students will learn to divide a circle into pieces of equal size. Follow the four lessons on the web site:
•http://mathforum.org/varnelle/knum1.html •http://www.ixl.com/math/grade-2/equal-parts •http://www.ixl.com/math/grade-2/halves-thirds-and-fourths •http://www.ixl.com/math/grade-2/which-shape-illustrates-the-fraction |
