Common Core Teaching Standards #1-10

Grade 2

Domain: Reason with shapes and their attributes.

Standards:

CCSS.MATH.CONTENT.2.G.A.1

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

CCSS.MATH.CONTENT.2.G.A.2

Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

CCSS.MATH.CONTENT.2.G.A.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.

Learning Progression

Standard # 1 Learner Development
The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.

Standard #7 Planning for Instruction
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

These standards align with our learning progression because we understand the progression of the unit and what order makes sense so each “I Can” statement builds off of the last. We understand that every student develops at their own pace and will be progressed to the next “I Can” statement when appropriate.

I can define and identify a triangle.

I can define and identify quadrilaterals.

I can define and identify pentagon.

I can define and identify a hexagon.

I can define and identify cubes.

I can show how to draw a triangle.

I can show how to draw a quadrilateral.

I can show how to draw a pentagon.

I can show how to draw a hexagon.

I can show how to draw a cube.

I can demonstrate my understanding of how the same-size squares can make up a rectangle.

I can identify the number of same-size squares in a rectangle.

I can describe what half of an object is.

I can describe what a third of an object is.

I can describe what a fourth of an object is.

I can explain that two halves equals a whole.

I can explain that three thirds equals a whole.

I can explain that four fourths equals a whole.

I can demonstrate how to divide a circle into two halves.

I can demonstrate how to divide a circle into thirds.

I can demonstrate how to divide a circle into fourths.

I can demonstrate how to divide a rectangle into two halves.

I can demonstrate how to divide a rectangle into thirds.

I can demonstrate how to divide a rectangle into fourths.

I can recognize that equal shares of identical wholes do not always have to be the same shape.

Learning Progression	Formative Assessment Standard #6 Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
I can define and identify a triangle.	Pre-made signs with different shapes spelled out
I can define and identify quadrilaterals.	Pre-made signs with different shapes spelled out
I can define and identify pentagon.	Pre-made signs with different shapes spelled out
I can define and identify a hexagon.	Pre-made signs with different shapes spelled out
I can define and identify cubes.	Pre-made signs with different shapes spelled out
I can show how to draw a triangle.	Whiteboards
I can show how to draw a quadrilateral.	Whiteboards
I can show how to draw a pentagon.	Whiteboards
I can show how to draw a hexagon.	Whiteboards
I can show how to draw a cube.	Whiteboards
I can demonstrate my understanding of how the same-size squares can make up a rectangle.	Teacher observation of activity
I can identify the number of same-size squares in a rectangle.	Teacher observation of activity or exit slip
I can describe what half of an object is.	Entrance Slip
I can describe what a third of an object is.	Exit slip
I can describe what a fourth of an object is.	Exit slip
I can explain that two halves equals a whole.	Teacher Interview (One on One)
I can explain that three thirds equals a whole.	Teacher Interview (One on One)
I can explain that four fourths equals a whole.	Teacher Interview (One on One)
I can demonstrate how to divide a circle into two halves.	Teacher observation of manipulative activity
I can demonstrate how to divide a circle into thirds.	Teacher observation of manipulative activity
I can demonstrate how to divide a circle into fourths.	Teacher observation of manipulative activity
I can demonstrate how to divide a rectangle into two halves.	Teacher observation of manipulative activity
I can demonstrate how to divide a rectangle into thirds.	Teacher observation of manipulative activity
I can demonstrate how to divide a rectangle into fourths.	Teacher observation of manipulative activity
I can recognize that equal shares of identical wholes do not always have to be the same shape.	Worksheet or Manipulatives

Summative Assessment: Summative Assessment

Learning Progression	Summative Assessment
I can define and identify a triangle.	Chart
I can define and identify quadrilaterals.	Chart
I can define and identify pentagon.	Chart
I can define and identify a hexagon.	Chart
I can define and identify cubes.	Chart
I can show how to draw a triangle.	Chart
I can show how to draw a quadrilateral.	Chart
I can show how to draw a pentagon.	Chart
I can show how to draw a hexagon.	Chart
I can show how to draw a cube.	Chart
I can demonstrate my understanding of how the same-size squares can make up a rectangle.	Teacher brief meet to use manipulatives
I can identify the number of same-size squares in a rectangle.	Teacher brief meet to use manipulatives
I can describe what half of an object is.	Partitioning chart
I can describe what a third of an object is.	Partitioning chart
I can describe what a fourth of an object is.	Partitioning chart
I can explain that two halves equals a whole.	Partitioning chart
I can explain that three thirds equals a whole.	Partitioning chart
I can explain that four fourths equals a whole.	Partitioning chart
I can demonstrate how to divide a circle into two halves.	Partitioning chart
I can demonstrate how to divide a circle into thirds.	Partitioning chart
I can demonstrate how to divide a circle into fourths.	Partitioning chart
I can demonstrate how to divide a rectangle into two halves.	Partitioning chart
I can demonstrate how to divide a rectangle into thirds.	Partitioning chart
I can demonstrate how to divide a rectangle into fourths.	Partitioning chart
I can recognize that equal shares of identical wholes do not always have to be the same shape.	Rectangle graph chart

My Lesson Plan

EDU 373/573 Mini Lesson, Assessments, and Reflection

Before Lesson Considerations
Standard/Learning Objective	I can describe what a fourth of an object is.
Materials	Whiteboard markers Exit Ticket
Formative Assessment	Exit ticket having students shade in what ¼ of an object is. This will be given to students at their guided math stations.
During Lesson Considerations
Hook Instructional Strategies Active EngagementLink Standard #4 Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners. Standard #5 Innovative Applications of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.	*Have everyone join you on the rug and then draw a circle on the board and divide it into 4 pieces. (This will be before the students go into their stations- should take about 5-7 minutes) “Okay everyone what do you notice about what I just drew on the board?” *Give the students some time to think and then make observations about the circle. Observations I am looking for:* The circle is being divided The shape is a circle Observations to add elaborating questions to: There are four sections/ pieces in the circle (What do you notice about each piece?) Each section is the same (Why do you think they are the same?) This shape looks like a pizza (Now if it was a pizza what if it was cut like this? I am looking for students to make the connection to pieces with this question) Now draw a rectangle divided into fourths next to the circle. “Those were all great observations about this circle. Now, what about this rectangle? Can anyone make connections between what they observed about the circle compared to this rectangle?” I am looking for students to make the connection that no matter the shape you can divide it up into pieces. “Now think of this rectangle as a candy bar. How many people can get a piece of this candy bar if it is broken up like this?”* When someone says four, have that student come up and take a color of whiteboard marker and shade in a piece then sit back down. “How many pieces are gone now?” When someone says one, ask how many are left “So if one piece out of the four pieces is gone that means that one-fourth of the candy bar is gone and three-fourths is left. Remember when we talked about half and one-third of something, one fourth is just more pieces that you are seeing.” “Now let’s get into our stations for the day.”Have students get into their correct stations for the day.
Differentiation Standard #2 Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential. Standard #8 Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.	Students should be working on the standard they are struggling with at their guided math station and the standards they are at an independent level with should be worked on at their IXL, math practice, and math games stations. Students can use manipulatives, or whiteboards during guided math to show their thought process.
ClassroomEnvironment and ManagementConsiderations Standard #3 Learning Environments The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.	There is an SOP in place for students walking to the rug, answering questions, and rotating stations. Since students are working at independent stations on material that they are familiar with, they should not be interrupting the guided math station.
After Lesson Considerations
Evaluation of Student Objective	Exit Ticket asking students to shade one-fourth of an object. This exit ticket will be completed at their guided math station.
Reflection	We will not use this piece in this class.

Reflection

Geometry Grade 2

Geometry is another one of those extremely important building blocks for students to be successful throughout school. Just like any of the other building blocks it needs to be taught with a proper learning progression while making sure that students do not fall behind. Each standard builds off the last and if one is missed or not understood, students will continue to fall behind. It was interesting to see how basic the standards were for kindergarten and 1^st grade but how the skills you acquire from those basic standards help with the understanding of harder standards.One of our standards really showed me this idea of the simpler standards being such an important foundation. I can identify the number of same-size squares in a rectangle, was a standard that made me think about area and perimeter. For students to grasp multiplying sides to find the area they need to understand what’s inside the shape. That is why these simple standards are really not as simple as they look.

Standard #9
Reflection and Continuous Growth
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.

Standard #10 Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and
community members to ensure learner growth, and
to advance the profession.

Collaboration is done for the student’s benefit if they are struggling and there may be an underlying issue that is causing the delay. IEP’s will be done in this instance with the help of collaboration with your team after all in-class interventions have been tried. Only with the help of outside resources can students get what they need.