There are two versions of this product so that you can download it in the format that best meets your needs. They are both the same price.
*Click HERE for the zipped file that contains both the easy to print PDF version and an editable Microsoft Word version.
*Click HERE for the product as an easy to print PDF.
*Complete unit for step-by-step direct instruction for 2nd Grade Math Unit: Graphs, Data Analysis, Skip Counting. 36 pages of content!
*This product download is a ZIPPED file that contains both the editable Microsoft Word doc and the printer-friendly PDF.
*Contains everything needed to do guided and independent practice for the unit, and includes a unit test to check for mastery.
*Addresses 2nd Grade 2014 MATH TEKS for the state of Texas and Common Core standards for other states. Designed to prepare students for the level of rigor required to master the STAAR assessment in 3rd grade math or another high-stakes test such as the PARCC. Please note that this unit begins to introduce number pairs in tables and additive number patterns, which are further addressed in 3rd grade under the 2014 Texas math TEKS.
*After direct teaching of skills, students move into problem-solving with word problems that require them to read and interpret graphs!
*Could be printed and made into a workbook to fully teach and assess the unit.
*Preview shows EVERYTHING so that you can see before you buy, however there are 4 student pages per preview page. Actual product has 36 individual student pages.
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*2nd Grade Graphs, Data Analysis, and Skip Counting
*Get ALL Pensive Sloth Math Units in a BUNDLE for only $9.75!
As a Texas teacher, the products I make are designed around the standards for the state of Texas, known as the Texas Essential Knowledge and Skills (TEKS) and are carefully crafted to help students be successful on the Texas STAAR test and other high-stakes tests. I use the challenge of the TEKS and released STAAR assessments as models to guide development of lessons and materials for my students. Thus, I am careful to post products that, in my judgment, address these standards. I am not affiliated in any way with these entities and any and all claims are mine, not those of the groups behind the TEKS or STAAR test.
There are many teachers in Common Core states looking for quality materials. If one of my TEKS based products addresses standards in the Common Core, I will include those standards in this description. I do not teach the Common Core in my classroom, but am familiar with the standards. I am not affiliated with the entities behind Common Core and all claims that lessons address the standards are based on my judgment, not those of the groups behind the Common Core.
NEW MATH TEKS (2012)
2nd GRADE PRIMARY FOCAL AREAS
(C) Students use the relationship between skip counting and equal groups of objects to represent the addition or subtraction of equivalent sets, which builds a strong foundation for multiplication and division.
2nd GRADE KNOWLEDGE AND SKILLS
(10) Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:
(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;
(B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;
(C) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and
(D) draw conclusions and make predictions from information in a graph.
3rd GRADE KNOWLEDGE AND SKILLS
(5) Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to:
(E) represent real-world relationships using number pairs in a table and verbal descriptions.
OLD TEKS (2006)
(2.5) Patterns, relationships, and algebraic thinking. The student uses patterns in numbers and operations. The student is expected to:
(A) find patterns in numbers such as in a 100s chart
(2.6) Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to:
(A) generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels
(B) identify patterns in a list of related number pairs based on a real-life situation and extend the list
(C) identify, describe, and extend repeating and additive patterns to make predictions and solve problems.
(2.11) Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to:
(A) construct picture graphs and bar-type graphs
(B) draw conclusions and answer questions based on picture graphs and bar-type graphs
CCSS.Math.Content.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.