Curriculum Map
Math
Grade 2

Click on a month from the table below, to jump directly to that area of the map.
Click on the assessment link within the map, to jump directly to the assessment.
After viewing an assessment, use the BACK button on the menu bar to return to the map.

This area is under construction. Your patience is much appreciated!

Sept

Oct

Nov

Dec

Jan

Feb

March

April

May/June

Month	Unit	Benchmark	Grade Level Indicators	Assessment
Sept./Oct. Sept-June Sept-June Sept/Oct. Sept/Oct. Sept/Oct. Sept/ June Sept-June Nov/Dec Nov/Dec Mar/Apr Jan/Feb Jan/Feb Mar/Apr Sept/June Mar/Apr Sept/June Mar/Apr Sept/June Mar/Apr Sept/June May May/June May/June June	Coins, Coupons, & Combinations No Unit Coins, Coupons, & Combinations Coins, Coupons, & Combinations Coins, Coupons, & Combinations Coins, Coupons, & Combinations Pocket Day Routine Does It Walk, Crawl , Swim? Shapes, Halves, Symmetry No Unit Measurement Putting Together Taking Apart No Unit Putting Together Putting Together No Unit Putting Together Putting Together Taking Apart Pocket Day Routine How Many Pockets? How Many Pockets? No Unit Time Lines & Rhythm Patterns Time Lines & Rhythm Patterns	Numbers, Number Sense & Operations A. Use place value concepts to represent, whole numbers using numerals, words and physical models. B. Recognize, classify, compare and order whole numbers. H. Model, represent and explain subtraction as comparison, take-away and part-to-whole. K. Demonstrate fluency in addition facts. L. Demonstrate fluency in adding and subtracting multiples of 10, and recognize combinations that make 10. M. Add and subtract two-digit number with and without regrouping. Patterns, Functions & Algebra B. Extend sequences of sounds and shapes or simple number patterns, and create and record similar patterns. C. Create and extend patterns and describe the rule in words. D. Model problem situations using objects, pictures, tables, numbers, letters, and other symbols. E. Solve open sentences and explain strategies. F. Represent an unknown quantity as a variable using a symbol, such as , Δ, Ο. G. Describe and compare qualitative and quantitative change. Data Analysis & Probability A. Pose questions and gather data about everyday situations and familiar objects. Patterns, Functions & Algebra C. Create and extend patterns and describe the rule in words. Geometry and Spatial Sense A. Describe and create plane figures: circle, rectangle, square, triangle, hexagon, trapezoid, parallelogram, and rhombus, and identify them in the environment. B. Describe solid objects: cube, rectangular prism, sphere, cylinder, cone and pyramid, and identify them in the environment. C. Sort and compare two-dimensional figures and three-dimensional objects according to their characteristics and properties. D. Identify, explain and model (superposition, copying) the concept of shapes being congruent and similar. E. Recognize two- and three-dimensional objects from different positions. F. Describe location, using comparative (before, after), directional (above, below), and positional (first, last) words. G. Identify and draw figures with line symmetry. Numbers, Number Sense & Operations C. Represent commonly used fractions using words and physical models. D. Determine the value of a collection of coins and dollar bills. Measurement Standard Select appropriate units for length, weight, volume (capacity) and time, using: · U.S. customary units: inch, foot, yard, ounce, pound, cup, quart, gallon, minute, hour, day, week and year; · Metric units: centimeter, meter, gram and liter. C. Develop common referents for units of measure for length, weight, volume (capacity) and time to make comparisons and estimates. D. Apply measurement techniques to measure length, weight and volume (capacity). E. Recognize that using different units of measurement will yield different numbers for the same measurement. Numbers, Number Sense & Operations A. Use place value concepts to represent, whole numbers using numerals, words, and physical models. B. Recognize, classify, compare and order whole numbers. Patterns, Functions & Algebra Create and extend patterns and describe the rule in words. Model problem situations using objects, pictures, tables, numbers, letters, and other symbols. Solve open sentences and explain strategies. Represent an unknown quantity as a variable using a symbol, such as , Δ, Ο. Number, Number Sense and Operations Standard Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting. Model, represent and explain division as sharing equally, repeated subtraction and rectangular arrays. K. Demonstrate fluency in addition facts. L. Demonstrate fluency in adding and subtracting multiples of 10, and recognize combinations that make 10. M. Add and subtract two-digit number with and without regrouping. Patterns, Functions and Algebra G. Describe and compare qualitative and quantitative change. Data Analysis & Probability Pose questions and gather data about everyday situations and familiar objects. Sort and classify objects by attributes, and organize data into categories in a simple table or chart. Represent data using objects, picture graphs and bar graphs. Describe the probability of chance events as more, less or equally likely to occur. Number Sense and Operations I. Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting. J. Model, represent and explain division as sharing equally, repeated subtraction and rectangular arrays. Patterns, Functions & Algebra C. Create and extend patterns and describe the rule in words. Data Analysis & Probability C. Represent data using objects, picture graphs and bar graphs.	1. Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds. For example: A. Recognize 10 can mean “10 ones” or a single entity (1 ten) through physical models and trading games. B. Read and write 3-digit numerals (e.g., 243 as two hundred forty-three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and construct models to represent each. 1. Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds. For example: A. Recognize 10 can mean “10 ones” or a single entity (1 ten) through physical models and trading games. B. Read and write 3-digit numerals (e.g., 243 as two hundred forty-three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and construct models to represent each. 2. Recognize and classify numbers as even or odd. 6. Model, represent and explain subtraction as comparison, take-away and part-to-whole; e.g., solve missing addend problems by counting up or subtracting, such as “I had six baseball cards, my sister gave me more, and I now have ten. How many did she give me?” can be represented as 6 + ? =10 or 10 – 6 = ? 10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions; e.g., 9 + 9 = 18, 18 – 9 = 9. 11. Add and subtract multiples of 10. 9. Model and use the commutative property for addition. 12. Demonstrate multiple strategies for adding and subtracting 2- or 3-digit whole numbers, such as: A. Compatible numbers; B. Compensatory numbers; C. Informal use of commutative and associative properties of addition. 1. Extend simple number patterns (both repeating and growing patterns), and create similar patterns using different objects, such as using physical materials or shapes to represent numerical patterns. 2. Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern. 3. Create new patterns with consistent rules or plans, and describe the rule or general plan of existing patterns. 4. Use objects, pictures, numbers and other symbols to represent a problem situation. 5. Understand equivalence and extend the concept to situations involving symbols; e.g., 4 + 5 = 9 and 9 = 4 + 5 and 4 + 5 = 3 + 6 + … 6. Use symbols to represent unknown quantities and identify values for symbols in an expression or equation using addition and subtraction; e.g., + 0 = 10, -2 = 4. 7. Describe qualitative and quantitative changes, especially those involving addition and subtraction; e.g., a student growing taller versus a student growing two inches in one year. 1. Pose questions, use observations, interviews and surveys to collect data, and organize data in charts, picture graphs and bar graphs. 6. Recognize that data may vary from one population to another; e.g., favorite TV shows of students and of parents. 2. Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern. 3. Create new patterns with consistent rules or plans, and describe the rule or general plan of existing patterns. 1. Identify, describe, compare, and sort three-dimensional objects (i.e., cubes, spheres, prisms, cones, cylinders and pyramids) according to the shape of the faces or the numbers of faces, edges or vertices. 2. Predict what new shapes will be formed by combining or cutting apart existing shapes. 1. Identify, describe, compare, and sort three-dimensional objects (i.e., cubes, spheres, prisms, cones, cylinders and pyramids) according to the shape of the faces or the numbers of faces, edges or vertices. 1. Identify, describe, compare, and sort three-dimensional objects (i.e., cubes, spheres, prisms, cones, cylinders and pyramids) according to the shape of the faces or the numbers of faces, edges or vertices. 4. Identify and determine whether two-dimensional shapes are congruent (same shape and size) or similar (same shape – different size) by copying or using superposition (lay one thing on top of another). 3. Recognize two-dimensional shapes and three-dimensional objects from different positions. None 5. Create and identify two-dimensional figures with line symmetry; e.g., what letter shapes, logos, polygons are symmetrical? 5. Represent fractions (halves, thirds, fourths, sixths, and eighths), using words, numerals and physical models. For example: A. Recognize that a fractional part can mean different amounts depending on the original quantity. B. Recognize that a fractional part of a rectangle does not have to be shaded with contiguous parts. C. Identify and illustrate parts of a whole and parts of sets of objects. D. Compare and order physical models of halves, thirds and fourths in relations to 0 and 1. 4. Represent and write the value of money using the ¢ sign and in decimal form when using the $ sign. 3. Count money and make change using coins and a dollar bill. 1. Identify and select appropriate units of measure for: A. Length – centimeters, meters, inches, feet, or yards; B. Volume (capacity) – liters, cups, pints, or quarts; C. Weight – grams, ounces, or pounds; D. Time – hours, half-hours, quarter-hours, or minutes and time designations a.m. or p.m. 2. Establish personal or common referents for units of measure to make estimates and comparisons; e.g., the width of a finger is a centimeter, a large bottle of soda pop is 2 liters, a small paper clip weighs about one gram. 4. Tell time to the nearest minute interval on the digital and to the nearest 5-minute interval on analog (dial) timepieces. 5. Estimate and measure the length and weight of common objects, using metric and U.S. customary units, accurate to the nearest unit. 6. Select and use appropriate measurement tools; e.g., a ruler to draw a segment 3 inches long, a measuring cup to place 2 cups of rice in a bowl, a scale to weigh 50 grams of candy. 3. Describe and compare the relationships among units of measure, such as centimeters and meters; inches, feet and yards; cups, pints and quarts; ounces and pounds; and hours, half-hours, and quarter-hours; e.g., how many inches in a foot? 7. Make and test predictions about measurements, using different units to measure the same length or volume. 1. Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds. For example: A. Recognize 10 can mean “10 ones” or a single entity (1 ten) through physical models and trading games. B. Read and write 3-digit numerals (e.g., 243 as two hundred forty-three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and construct models to represent each. 1. Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds. For example: A. Recognize 10 can mean “10 ones” or a single entity (1 ten) through physical models and trading games. B. Read and write 3-digit numerals (e.g., 243 as two hundred forty-three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and construct models to represent each. 2. Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern. 3. Create new patterns with consistent rules or plans, and describe the rule or general plan of existing patterns. 4. Use objects, pictures, numbers and other symbols to represent a problem situation. 5. Understand equivalence and extend the concept to situations involving symbols; e.g., 4 + 5 = 9 and 9 = 4 + 5 and 4 + 5 = 3 + 6 + … 6. Use symbols to represent unknown quantities and identify values for symbols in an expression or equation using addition and subtraction; e.g., + 0 = 10, -2 = 4. 7. Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting. 8. Model, represent and explain division as sharing equally and repeated subtraction. 10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions; e.g., 9 + 9 = 18, 18 – 9 = 9. 11. Add and subtract multiples of 10. 9. Model and use the commutative property for addition. 12. Demonstrate multiple strategies for adding and subtracting 2- or 3-digit whole numbers, such as: A. Compatible numbers; B. Compensatory numbers; C. Informal use of commutative and associative properties of addition. 7. Describe qualitative and quantitative changes, especially those involving addition and subtraction; e.g., a student growing taller versus a student growing two inches in one year. 1. Pose questions, use observations, interviews and surveys to collect data, and organize data in charts, picture graphs and bar graphs. 6. Recognize that data may vary from one population to another; e.g., favorite TV shows of students and of parents. 1. Pose questions, use observations, interviews and surveys to collect data, and organize data in charts, picture graphs and bar graphs. 4. Write a few sentences to describe and compare categories of data represented in a chart or graph, and make statements about the data as a whole. 2. Read, interpret and make comparisons and predictions from data represented in charts, line plots, picture graphs and bar graphs. 7. List some of the possible outcomes of a simple experiment, and predict whether given outcomes are more, less or equally likely to occur. 8. Use physical models and pictures to represent possible arrangements of 2 or 3 objects. 7. Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting. 8. Model, represent and explain division as sharing equally and repeated subtraction. 2. Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern. 3. Create new patterns with consistent rules or plans, and describe the rule or general plan of existing patterns. 3. Read and construct simple timelines to sequence events. 5. Identify untrue or inappropriate statements about a given set of data.	Daily Count CC&C P Together Task 1 Task 1 Task 2 Task 2 Task 3 Task 3 Task 4 Task 4 Task 5 Task 5 Task 6 Daily Count Work Samples Observation Daily Count Work Samples Observation Daily Count Work Samples Observation CCC Task 5 Fact Tests Task 1 Mathematical Thinking CC&C Task 1 Task 3 Daily Count CC&C P Together Task 1 Task 1 Task 3 Task 2 Task 5 Task 3 Task 4 Task 5 Teacher Observation Coins ? Teacher Observation Teacher Observation Time Lines & Rhythm Patterns 2A, B CCC Task 5 Daily Count Not covered by Investigations Unit Not covered by Investigations Unit Does It Walk, Crawl , Swim? Task 1A, B Task 2A, B How Many Pockets? Task 1A, B, C, D Does It Walk, Crawl , Swim? Task 1A, B Not covered by Investigations Unit Shape Halves & Symmetry Task 3 Not covered by Investigations Unit Not covered by Investigations Unit Not covered by Investigations Unit Not covered by Investigations Unit Shape Halves & Symmetry Task 4 Not covered by Investigations Unit Shape Halves & Symmetry Task 3 Not covered by Investigations Unit Not covered by Investigations Unit Westlake Measurement Unit Money Practice 22 Practice 23 Teacher Observation Westlake Unit Assessment Length 3, 7, 11 Volume 1, 3, 4, 5, 6, 7, 8 Weight 3, 5, 6, 7, 8, 9 Time 1, 2, 6 Teacher Observations Teacher Observations Time 1-9 Teacher Observations of Unit Activities Teacher Observations of Unit Activities Teacher Observations of Unit Activities Teacher Observations of Unit Activities Daily Count CC&C P Together Task 1 Task 1 Task 2 Task 2 Task 3 Task 3 Task 4 Task 4 Task 5 Task 5 Task 6 Daily Count Work Samples Observation Daily Count Work Samples Observation Daily Count Work Samples Observation Teacher Observation Teacher Observation Daily count. Not covered by Investigations Unit Not covered by Investigations Unit Not covered by Investigations Unit Fact Tests Task 1 Mathematical Thinking CC&C Task 1 Task 3 Daily Count CC&C P Together Task 1 Task 1 Task 3 Task 2 Task 5 Task 3 Task 4 Task 5 Not covered by Investigations Unit Does It Walk, Crawl, Swim? Task 1A, B Task 2 A, B How Many Pockets? Task 1A, B, C, D How Many Pockets? Task 1A, B, C, D How Many Pockets? Task 1A, B, C, D How Many Pockets? Task 2A - H Not covered by Investigations Unit Not covered by Investigations Unit Not covered by Investigations Unit Not covered by Investigations Unit Teacher Observation Teacher Observation Time Lines & Rhythm Patterns 2A, B Time Lines & Rhythm Patterns Task 1A - J *Not covered by Investigations Unit

Month

Unit

Benchmark

Grade Level Indicators

Assessment

Sept./Oct.

Sept-June

Sept/Oct.

Sept/

June

Sept-June

Nov/Dec

Mar/Apr

Jan/Feb

Jan/Feb

Mar/Apr

Sept/June

Mar/Apr

Sept/June

Mar/Apr

Sept/June

Mar/Apr

Sept/June

May

May/June

June

Coins, Coupons, & Combinations

No Unit

Coins, Coupons, & Combinations

Pocket Day Routine

Does It Walk, Crawl , Swim?

Shapes, Halves, Symmetry

No Unit

Measurement

Putting Together Taking Apart

No Unit

Putting Together

No Unit

Putting Together

Putting Together Taking Apart

Pocket Day Routine

How Many Pockets?

No Unit

Time Lines & Rhythm Patterns

Numbers, Number Sense & Operations

A. Use place value concepts to represent, whole numbers using numerals, words and physical models.

B. Recognize, classify, compare and order whole numbers.

H. Model, represent and explain subtraction as comparison, take-away and part-to-whole.

K. Demonstrate fluency in addition facts.

L. Demonstrate fluency in adding and subtracting multiples of 10, and recognize combinations that make 10.

M. Add and subtract two-digit number with and without regrouping.

Patterns, Functions & Algebra

B. Extend sequences of sounds and shapes or simple number patterns, and create and record similar patterns.

C. Create and extend patterns and describe the rule in words.

D. Model problem situations using objects, pictures, tables, numbers, letters, and other symbols.

E. Solve open sentences and explain strategies.

F. Represent an unknown quantity as a variable using a symbol, such as , Δ, Ο.

G. Describe and compare qualitative and quantitative change.

Data Analysis & Probability

A. Pose questions and gather data about everyday situations and familiar objects.

Patterns, Functions & Algebra

C. Create and extend patterns and describe the rule in words.

Geometry and Spatial Sense

A. Describe and create plane figures: circle, rectangle, square, triangle, hexagon, trapezoid, parallelogram, and rhombus, and identify them in the environment.

B. Describe solid objects: cube, rectangular prism, sphere, cylinder, cone and pyramid, and identify them in the environment.

C. Sort and compare two-dimensional figures and three-dimensional objects according to their characteristics and properties.

D. Identify, explain and model (superposition, copying) the concept of shapes being congruent and similar.

E. Recognize two- and three-dimensional objects from different positions.

F. Describe location, using comparative (before, after), directional (above, below), and positional (first, last) words.

G. Identify and draw figures with line symmetry.

Numbers, Number Sense & Operations

C. Represent commonly used fractions using words and physical models.

D. Determine the value of a collection of coins and dollar bills.

Measurement Standard

Select appropriate units for length, weight, volume (capacity) and time, using:

· U.S. customary units: inch, foot, yard, ounce, pound, cup, quart, gallon, minute, hour, day, week and year;

· Metric units: centimeter, meter, gram and liter.

C. Develop common referents for units of measure for length, weight, volume (capacity) and time to make comparisons and estimates.

D. Apply measurement techniques to measure length, weight and volume (capacity).

E. Recognize that using different units of measurement will yield different numbers for the same measurement.

Numbers, Number Sense & Operations

A. Use place value concepts to represent, whole numbers using numerals, words, and physical models.

B. Recognize, classify, compare and order whole numbers.

Patterns, Functions & Algebra

Create and extend patterns and describe the rule in words.

Model problem situations using objects, pictures, tables, numbers, letters, and other symbols.

Solve open sentences and explain strategies.

Represent an unknown quantity as a variable using a symbol, such as , Δ, Ο.

Number, Number Sense and Operations Standard

Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting.

Model, represent and explain division as sharing equally, repeated subtraction and rectangular arrays.

K. Demonstrate fluency in addition facts.

L. Demonstrate fluency in adding and subtracting multiples of 10, and recognize combinations that make 10.

M. Add and subtract two-digit number with and without regrouping.

Patterns, Functions and Algebra

G. Describe and compare qualitative and quantitative change.

Data Analysis & Probability

Pose questions and gather data about everyday situations and familiar objects.

Sort and classify objects by attributes, and organize data into categories in a simple table or chart.

Represent data using objects, picture graphs and bar graphs.

Describe the probability of chance events as more, less or equally likely to occur.

Number Sense and Operations

I. Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting.

J. Model, represent and explain division as sharing equally, repeated subtraction and rectangular arrays.

Patterns, Functions & Algebra

C. Create and extend patterns and describe the rule in words.

Data Analysis & Probability

C. Represent data using objects, picture graphs and bar graphs.

1. Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds. For example:

A. Recognize 10 can mean “10 ones” or a single entity (1 ten) through physical models and trading games.

B. Read and write 3-digit numerals (e.g., 243 as two hundred forty-three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and construct models to represent each.

1. Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds. For example:

A. Recognize 10 can mean “10 ones” or a single entity (1 ten) through physical models and trading games.

B. Read and write 3-digit numerals (e.g., 243 as two hundred forty-three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and construct models to represent each.

2. Recognize and classify numbers as even or odd.

6. Model, represent and explain subtraction as comparison, take-away and part-to-whole; e.g., solve missing addend problems by counting up or subtracting, such as “I had six baseball cards, my sister gave me more, and I now have ten. How many did she give me?” can be represented as 6 + ? =10 or 10 – 6 = ?

10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions; e.g., 9 + 9 = 18, 18 – 9 = 9.

11. Add and subtract multiples of 10.

9. Model and use the commutative property for addition.

12. Demonstrate multiple strategies for adding and subtracting 2- or 3-digit whole numbers, such as:

A. Compatible numbers;

B. Compensatory numbers;

C. Informal use of commutative and associative properties of addition.

1. Extend simple number patterns (both repeating and growing patterns), and create similar patterns using different objects, such as using physical materials or shapes to represent numerical patterns.

2. Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern.

3. Create new patterns with consistent rules or plans, and describe the rule or general plan of existing patterns.

4. Use objects, pictures, numbers and other symbols to represent a problem situation.

5. Understand equivalence and extend the concept to situations involving symbols; e.g., 4 + 5 = 9 and 9 = 4 + 5 and 4 + 5 = 3 + 6 + …

6. Use symbols to represent unknown quantities and identify values for symbols in an expression or equation using addition and subtraction; e.g., + 0 = 10, -2 = 4.

7. Describe qualitative and quantitative changes, especially those involving addition and subtraction; e.g., a student growing taller versus a student growing two inches in one year.

1. Pose questions, use observations, interviews and surveys to collect data, and organize data in charts, picture graphs and bar graphs.

6. Recognize that data may vary from one population to another; e.g., favorite TV shows of students and of parents.

2. Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern.

3. Create new patterns with consistent rules or plans, and describe the rule or general plan of existing patterns.

1. Identify, describe, compare, and sort three-dimensional objects (i.e., cubes, spheres, prisms, cones, cylinders and pyramids) according to the shape of the faces or the numbers of faces, edges or vertices.

2. Predict what new shapes will be formed by combining or cutting apart existing shapes.

4. Identify and determine whether two-dimensional shapes are congruent (same shape and size) or similar (same shape – different size) by copying or using superposition (lay one thing on top of another).

3. Recognize two-dimensional shapes and three-dimensional objects from different positions.

None

5. Create and identify two-dimensional figures with line symmetry; e.g., what letter shapes, logos, polygons are symmetrical?

5. Represent fractions (halves, thirds, fourths, sixths, and eighths), using words, numerals and physical models. For example:

A. Recognize that a fractional part can mean different amounts depending on the original quantity.

B. Recognize that a fractional part of a rectangle does not have to be shaded with contiguous parts.

C. Identify and illustrate parts of a whole and parts of sets of objects.

D. Compare and order physical models of halves, thirds and fourths in relations to 0 and 1.

4. Represent and write the value of money using the ¢ sign and in decimal form when using the $ sign.

3. Count money and make change using coins and a dollar bill.

1. Identify and select appropriate units of measure for:

A. Length – centimeters, meters, inches, feet, or yards;

B. Volume (capacity) – liters, cups, pints, or quarts;

C. Weight – grams, ounces, or pounds;

D. Time – hours, half-hours, quarter-hours, or minutes and time designations a.m. or p.m.

2. Establish personal or common referents for units of measure to make estimates and comparisons; e.g., the width of a finger is a centimeter, a large bottle of soda pop is 2 liters, a small paper clip weighs about one gram.

4. Tell time to the nearest minute interval on the digital and to the nearest 5-minute interval on analog (dial) timepieces.

5. Estimate and measure the length and weight of common objects, using metric and U.S. customary units, accurate to the nearest unit.

6. Select and use appropriate measurement tools; e.g., a ruler to draw a segment 3 inches long, a measuring cup to place 2 cups of rice in a bowl, a scale to weigh 50 grams of candy.

3. Describe and compare the relationships among units of measure, such as centimeters and meters; inches, feet and yards; cups, pints and quarts; ounces and pounds; and hours, half-hours, and quarter-hours; e.g., how many inches in a foot?

7. Make and test predictions about measurements, using different units to measure the same length or volume.