PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
Yes
R-E-S-P-O-N-S-E
No N/A
20010-2015
Second Grade Mathematics
CRITERIA
I. INTER-ETHNIC
The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West
Virginia Board of Education Policy (Adopted
December 1970).
II. EQUAL OPPORTUNITY
The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of
Education Policy (Adopted May 1975).
NOTES
1

INSTRUCTIONAL MATERIALS ADOPTION: 21 st CENTURY LEARNING EVALUATION CRITERIA
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth
20010-2015
Second Grade Mathematics
(IMR Committee) Responses
A=Adequate M=Minimal N=Nonexistent
I A M
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to
Learning for the 21 st Century which includes opportunities for students to develop
N
A. Learning Skills

Thinking and Problem-Solving Skills/ Rigor and Depth of Content
Content is presented in a way that deepens student understanding through engagement in meaningful, challenging mathematics that builds on prior knowledge and promotes connections among mathematical concepts.

Thinking and Problem-Solving Skills /Development of Conceptual
Understanding
Learning opportunities require students to develop their own viable mathematical understandings and help them build connections between mathematical ideas.

Information and Communication Skills/Mathematical Language
Appropriately introduce and reinforce in multiple ways all necessary terms and symbols.

Personal and Work Place Productivity Skills
2

B. 21 st Century Tools

Problem-solving tools (such as spreadsheets, decision support, design tools)

Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools)

Personal development and productivity tools (such as e-learning, time management/calendar, collaboration tools)
3

INSTRUCTIONAL MATERIALS ADOPTION: 21 st Century Learning EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I
(In-depth) or A (Adequate) in order to be recommended.
20010-2015
Second Grade Mathematics
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth A=Adequate
(IMR Committee) Responses
M=Minimal N=Nonexistent
I A M
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
N
4. Multimedia
1. offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.
2. provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.
4

3. Integrate technology seamlessly when appropriate to model mathematical situations, analyze data, calculate results, and solve problems.
B. Scientifically-Based Research Strategies
1. Consistently require students to link prior knowledge to new information to construct their own viable understandings of mathematical ideas.
2. Consistently provide opportunities for students to solve complex problems that have multiple entry points and the possibility of multiple solution processes.
3. Consistently provide opportunities for students to communicate their mathematical thinking processes to others orally, in writing, or pictorially.
4. Routinely require students to develop and defend mathematical conjectures, arguments, reasoning and proof.
5. Provide opportunities for the students to be involved in investigations that enable them to make connections among mathematical ideas.
6. Expect students to develop multiple representations of the mathematics in order to depict reasoning used to explain real world phenomena or solutions to relevant problems and move fluently between those representations.
7. Present varied teaching models with emphasis on differentiated instruction in content, process, and product.
5

C. Critical Thinking
1. emphasize questioning models to promote higher order thinking skills based on depth of knowledge.
2.
Consistently require students to discuss mathematics with each other and with the teacher, make arguments, conjecture and reason, and justify/clarify their ideas in writing and orally in precise mathematical symbols and language.
D. Life Skills
3. Present real world application that is current, engaging, integrated throughout the instruction, and promotes and develops critical thinking.
1. address life skills (e.g., reading road maps, using reference tools, researching, reading a newspaper, using want ads, completing an application, applying the interview process and goal setting).
2. address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving and self-directional skills).
E. Classroom Management
1. include opportunities for large group, small group, and independent learning.
2. Consistently require students to explore mathematical ideas, individually and collaboratively, while integrating the process standards (see Section I of this rubric).
3. provide suggestions for differentiated instruction (e.g., practice activities, learning stations, assessment, lesson plans).
6

F. Instructional Materials
1. Are organized according to WV content standards or other increments that allow students to investigate and explore major mathematical ideas; provide a variety of lessons, activities, and projects from which to choose; and emphasize connections between mathematical ideas.
2. Consistently integrate tasks that engage students and invite them to speculate and hypothesize, are open-ended, and require them to determine appropriate strategies.
3. Provide teachers with guiding questions to aid students’ development of mathematical discourse to further mathematical understanding.
4. Provide additional resources that are organized in a way that is easy to access and use.
5. Include various instructional models to address varied learning styles of students.
6. Provide extensive and varied opportunities to differentiate individual needs for skill-building.
7. Provide supplemental materials for intervention and enrichment.
8. Provide teachers with support to properly integrate the process standards using the available resources.
9. Include a teacher resource that builds content knowledge for the teacher.
10. Spiral previously taught skills and strategies with new content.
7

G. Assessment
1. provide assessment formats commensurate with WV assessment programs (e.g., WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and SAT).
2. provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.
3. provide benchmark and ongoing progress monitoring.
4. provide rubric-based differentiated assessment.
5. provide an electronic system for managing assessment data to facilitate the implementation of tiered instruction
6. integrate student self-assessment for and of learning by providing tools and organizers that are linked to clearly identified learning goals.
7. Integrate formal and informal means of assessment in the materials for diagnostic, formative, and summative purposes.
8. include various types of assessments: performance tasks, multiple choice, short answer, and free response.
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H. Process Standards
1. Problem Solving: Provide frequent opportunities for students to formulate, grapple with, and solve complex problems that require a significant amount of effort and have multiple viable solution paths.
2. Communication: Routinely challenge students to communicate their thinking to others orally, in writing, and/or pictorially, using precise mathematical language.
3. Reasoning and Proof: Provide frequent opportunities for students to complete mathematical investigations with and without technology; develop conjectures, mathematical arguments and proofs to confirm those conjectures.
4. Connections with Mathematics: Consistently establish connections, and provide opportunities for students to establish connections, among mathematical concepts and their real-world applications.
5. Representations: Provide frequent opportunities for students to develop multiple representations of the mathematics in order to depict reasoning used to explain real world phenomena or solutions to relevant problems and move fluently between those representations.
9

Second Grade Mathematics
Second grade objectives help a student to become a more independent problem solver through concrete and technology supported experiences which explore new problem solving strategies, everyday use of mathematical language, and reasonableness and interrelationships of mathematics. Concepts include place value through thousands, estimation, introduction of properties of mathematics, and measurement that including spatial perception. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All
West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.
Standard 1: Number and Operations
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will
 demonstrate understanding of numbers, ways of representing numbers, and relationships among numbers and number
 systems,
 demonstrate meanings of operations and how they relate to one another, and compute fluently and make reasonable estimates.
Standard 2: Algebra
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will
 demonstrate understanding of patterns, relations and functions,
 represent and analyze mathematical situations and structures using algebraic symbols,
 use mathematical models to represent and understand quantitative relationships, and
 analyze change in various contexts.
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Standard 3: Geometry
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will
 analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships,
 specify locations and describe spatial relationships using coordinate geometry and other representational systems,
 apply transformations and use symmetry to analyze mathematical situations, and
 solve problems using visualization, spatial reasoning, and geometric modeling.
Standard 4: Measurement
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will
 demonstrate understanding of measurable attributes of objects and the units, systems, and processes of measurement, and
 apply appropriate techniques, tools and formulas to determine measurements.
Standard 5: Data Analysis and Probability
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will

 formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them,
 select and use appropriate statistical methods to analyze data, develop and evaluate inferences and predictions that are based on models, and
 apply and demonstrate an understanding of basic concepts of probability.
11

(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth A=Adequate
(IMR Committee) Responses
M=Minimal N=Nonexistent
I A M
N
A. Number and Operations
1. read and write numbers to 1,000.
2. Order and compare numbers to 1,000 using multiple strategies (e.g. symbols, manipulatives, number line).
3. determine if a set has an odd or even number of elements.
4. justify any number as odd or even.
5. count and group concrete manipulatives by ones, tens, and hundreds to 1,000.
6. model and identify place value of each digit utilizing standard and expanded form through 1000.
7. identify and read any ordinal number to identify position in a sequence.
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8. round any 3-digit number to both the nearer 10 and 100.
9. Identify and explain fractions as part of a whole and as part of a set/group using models.
10. model and justify the relationship between addition and subtraction (e.g., identity element of addition, associative property, commutative property, inverse operations, fact families).
11. demonstrate quick recall of basic addition facts with sums to 18 and corresponding subtraction facts.
12. model 2- and 3-digit addition with regrouping using multiple strategies.
13. model 2- and 3-digit subtraction with regrouping using multiple strategies.
14. add and subtract 2- and 3-digit numbers without regrouping.
15. use rounding to analyze the reasonableness of a sum or a difference.
16. create story problems that require one or two-step procedures, using a variety of strategies explain the reasoning used , justify the procedures selected and present the results.
13

B. Algebra
1. analyze, describe, extend and create a growing pattern using objects or numbers.
2. explain how one variable produces a change in another variable.
3. describe, complete and extend a variety of counting patterns, according to a given rule.
4. create physical models to demonstrate equivalency of two numerical expressions written as a grade-appropriate number sentence.
C. Geometry
1. identify and describe the following geometric solids according to the number of faces and edges:

rectangular solid

cube

cylinder

cone

pyramid
2. compare and contrast plane and solid geometric shapes.
3. Identify and draw congruent shapes that have been rotated or reflected.
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4. model and draw line segments and angles.
5. plot and describe the path between locations on a grid.
6. identify similar shapes.
D.
1. identify a real life situation to use appropriate measurement tools; over time make a hypothesis as to the change over time using whole units:

length in centimeters and inches,

temperature in Celsius and Fahrenheit,

weight/mass in pounds and kilograms, and design and implement a method to collect, organize, and analyze data; analyze the results to make a conclusion evaluate the validity of the hypothesis based upon collected data; design a mode of presentation (with and without technology).
2. estimate and determine the perimeter of squares, rectangles and triangles.
3. estimate and count the number of square units needed to cover a given area using manipulatives.
4. order events in relation to time.
5. determine past and future days of the week and identify specific dates, given a calendar.
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6. read time to the quarter hour using an analog and digital clock.
7. identify, count and organize coins and bills to display a variety of price values from real-life examples with a total value of one dollar or less.
8. model making change using manipulatives.
E.
1. create, read, and interpret a pictograph with each picture representing greater than or equal to a single unit.
2. conduct simple experiments with more than two outcomes and use the data to predict which event is more, less, or equally likely to occur if the experiment is repeated.
3. analyze data represented on a graph using gradeappropriate questions.
4. formulate questions, collect data, organize and display as a chart, table or bar graph.
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