Common Core for 2nd grade
1.) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in text.
2.)Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
3.)Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
4.) Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
5.) Know and use various text features (eg. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
6.) identify the main purpose of a text, including what the author wants to answer, explain, or describe.
7.) Explain how specific images (eg. a diagram showing how a machine works) contribute to and clarify text.
8.)Describe how reasons support specific points the author makes in a text.
9.) Compare and contrast the most important points presented by two texts on the same topic.
10.)By the end of year, read and comprehend informational text, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text, CA
a.) Distinguish long and short vowels when reading regularly spelled one-syllable words.
b.)Know spelling-sound correspondences for additional common vowel teams.
c.) Decode regularly spelled two-syllable words with long vowels.
d.)Decode words with common prefixes and suffixes.
e.)Identify words with inconsistent but common spelling-sound correspondences.
f.)Recognize and read grade-appropriate irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension.
a.) Read on-level with purpose and understanding.
b.)Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c.) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
1. Demonstrate command of
standard English
grammar/usage when
writing/speaking
a. Create readable/legible
documents
b. Use collective nouns
c. Use irregular nouns
d. Use reflexive pronouns
e. Use past tense verbs
f. Use/modify adjectives and
adverbs
g. Produce/expand/modify
simple/compound
sentences
2. Demonstrate written command
of conventions: capitalization,
punctuation, & spelling
a. Capitalize words
b. Use commas for
greetings/closing of letters
c. Use apostrophes for
contractions/possessives
d. Use spelling patterns
e. Use dictionary/reference materials.
3. Use knowledge of
language/conventions when
writing, speaking, reading,
listening
a. Compare formal/informal Eng.
4. Determine or clarify the
meaning of unknown/ multiple
meaning words/phrases (grade
2 content), flexibly using
strategies
5. Demonstrate understanding of
word relationships/nuances
6. Use words, phrases from
conversations,
reading/listening to reading,
including use of
adjectives/adverbs
2.)Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
3.)Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
4.) Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
5.) Know and use various text features (eg. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
6.) identify the main purpose of a text, including what the author wants to answer, explain, or describe.
7.) Explain how specific images (eg. a diagram showing how a machine works) contribute to and clarify text.
8.)Describe how reasons support specific points the author makes in a text.
9.) Compare and contrast the most important points presented by two texts on the same topic.
10.)By the end of year, read and comprehend informational text, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text, CA
a.) Distinguish long and short vowels when reading regularly spelled one-syllable words.
b.)Know spelling-sound correspondences for additional common vowel teams.
c.) Decode regularly spelled two-syllable words with long vowels.
d.)Decode words with common prefixes and suffixes.
e.)Identify words with inconsistent but common spelling-sound correspondences.
f.)Recognize and read grade-appropriate irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension.
a.) Read on-level with purpose and understanding.
b.)Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c.) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
1. Demonstrate command of
standard English
grammar/usage when
writing/speaking
a. Create readable/legible
documents
b. Use collective nouns
c. Use irregular nouns
d. Use reflexive pronouns
e. Use past tense verbs
f. Use/modify adjectives and
adverbs
g. Produce/expand/modify
simple/compound
sentences
2. Demonstrate written command
of conventions: capitalization,
punctuation, & spelling
a. Capitalize words
b. Use commas for
greetings/closing of letters
c. Use apostrophes for
contractions/possessives
d. Use spelling patterns
e. Use dictionary/reference materials.
3. Use knowledge of
language/conventions when
writing, speaking, reading,
listening
a. Compare formal/informal Eng.
4. Determine or clarify the
meaning of unknown/ multiple
meaning words/phrases (grade
2 content), flexibly using
strategies
5. Demonstrate understanding of
word relationships/nuances
6. Use words, phrases from
conversations,
reading/listening to reading,
including use of
adjectives/adverbs
Writing
1.) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, using linking words (eg. because, and,also) to connect opinion and reasons, and provide a concluding statement or section.
2.)Write informative/explanatory text in which they introduce a topic , use facts and definitions to develop points, and provide a concluding statement or section.
3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
4.)With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
5.)With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
6.) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
7.)Participate in shared research and writing projects (eg. rad a number of books on a single topic to produce a report, record science observations)
8.)Recall information from experiences or gather information from provided sources to answer a question.
9.) Write routinely over extended time frames(time for research, reflection, and revision) and shorter time frames ( a single sitting or a day or two) for a range of discipline-specific tasks, purposes, audiences. CA
2.)Write informative/explanatory text in which they introduce a topic , use facts and definitions to develop points, and provide a concluding statement or section.
3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
4.)With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
5.)With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
6.) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
7.)Participate in shared research and writing projects (eg. rad a number of books on a single topic to produce a report, record science observations)
8.)Recall information from experiences or gather information from provided sources to answer a question.
9.) Write routinely over extended time frames(time for research, reflection, and revision) and shorter time frames ( a single sitting or a day or two) for a range of discipline-specific tasks, purposes, audiences. CA
Speaking and Listening
1.)Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a.)Follow agreed-upon rules for discussions(eg. gaining floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion).
b.)Build on others' talk in conversations by linking their comments to the remarks of others.
c.)Ask for clarification and further explanation as needed about the topics and texts under discussion.
2.) Recount or describe key ideas or detail from a text read aloud or information presented orally or though other media.
a.Give and follow three-and four step oral instructions.CA
3.)Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
4.) Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
a.Plan and deliver a narrative presentation that: recounts a well-elaborated event, includes details, reflects a logical sequence, and provides a conclusion. CA
5.) Create audio recording of stories or poems;add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
6.)Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
a.)Follow agreed-upon rules for discussions(eg. gaining floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion).
b.)Build on others' talk in conversations by linking their comments to the remarks of others.
c.)Ask for clarification and further explanation as needed about the topics and texts under discussion.
2.) Recount or describe key ideas or detail from a text read aloud or information presented orally or though other media.
a.Give and follow three-and four step oral instructions.CA
3.)Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
4.) Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
a.Plan and deliver a narrative presentation that: recounts a well-elaborated event, includes details, reflects a logical sequence, and provides a conclusion. CA
5.) Create audio recording of stories or poems;add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
6.)Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
College and Career Readiness
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth,
mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently
occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
f. Produce, expand, and rearrange complete
simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the
movie; The action movie was watched by the little boy).
g.Create readable documents with legible print.CA
2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize holidays, product names, and
geographic names.
b. Use commas in greetings and closings of
letters.
c. Use an apostrophe to form contractions and
frequently occurring possessives.
d. Generalize learned spelling patterns when
writing words (e.g., cage badge;
boy boil).
e. Consult reference materials, including
beginning dictionaries, as needed to check and correct spellings.
3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grade 2 reading and content, choosing flexibly from
an array of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b. Determine the meaning of the new word formed
when a known prefix is added to a known word
(e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning
of an unknown word with the same root
(e.g., addition, additional).
d. Use knowledge of the meaning of individual words
to predict the meaning of compound words
(e.g., birdhouse, lighthouse, housefly; bookshelf,
notebook, bookmark).
e. Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the
meaning of words and phrases in all content areas.CA
5. Demonstrate understanding of word relationships
and nuances in word meanings.
a. Identify real-life connections between words
and their use (e.g., describe foods that are
spicy or juicy).
b. Distinguish shades of meaning among closely
related verbs (e.g., toss, throw, hurl) and
closely related adjectives (e.g., thin, slender,
skinny, scrawny).
6. Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using adjectives
and adverbs to describe (e.g., When other kids
are happy that makes me happy).
TEXTS ILLUSTRATING THE COMPLEXITY, QUALITY, AND RANGE OF STUDENTS READING GRADE 2-3
LITERATURE:STORIES, DRAMAS,POETRY
“Who Has Seen the Wind?” by Christina G. Rossetti (1893)
Charlotte’s Web by E. B. White (1952)*
Sarah, Plain and Tall by Patricia MacLachlan (1985)
Tops and Bottoms by Janet Stevens (1995)
Poppleton in Winter by Cynthia Rylant, illustrated by Mark Teague (2001)
INFORMATIONAL TEXT:LITERARY NONFICTION AND HISTORICAL, SCIENTIFIC, AND TECHNICAL TEXTS
A Medieval Feast by Aliki (1983)
From Seed to Plant by Gail Gibbons (1991)
The Story of Ruby Bridges by Robert Coles (1995)*
A Drop of Water: A Book of Science and Wonder by Walter Wick (1997)
Moonshot: The Flight of Apollo 11 by Brian Floca (2009)
STAYING ON TOPIC WITHIN A GRADE
GRADES 2-3
Digestive and Excretory Systems
What Happens to a Hamburger by Paul Showers 1985
The Digestive System By Rebecca L. Johnson 2006
The Digestive System By Kristin Petrie 2007
Taking Care of your body:Healthy eating and Nutrition
Good Enough to Eat by Lizzy Rockwell 1999
Showdown at the Food Pyramid by Rex Barron 2004
MUSCULAR, SKELETAL, AND NERVOUS SYSTEMS
The Mighty Muscular and Skeletal Systems
Crabtree Publishing 2009
Muscles by Seymour Simon 1998
Bones by Seymour Simon 1998
The Astounding Nervous System
Crabtree Publishing 2009
The Nervous System by Joelle Riley 2004
For more information, visit the California Department of Education’s Common Core State Standards Web page at:
http://www.cde.ca.gov/ci/cc
The standards
Frequently asked questions
Informational flyers
Additional resources
For additional information, contact:
Standards, Curriculum Frameworks and
Instructional Resources Division
Curriculum, Learning and Accountability Branch
California Department of Education
1430 N Street, Sacramento, CA 95814
916-319-0881
standard English grammar and usage when writing
or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth,
mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently
occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
f. Produce, expand, and rearrange complete
simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the
movie; The action movie was watched by the little boy).
g.Create readable documents with legible print.CA
2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize holidays, product names, and
geographic names.
b. Use commas in greetings and closings of
letters.
c. Use an apostrophe to form contractions and
frequently occurring possessives.
d. Generalize learned spelling patterns when
writing words (e.g., cage badge;
boy boil).
e. Consult reference materials, including
beginning dictionaries, as needed to check and correct spellings.
3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grade 2 reading and content, choosing flexibly from
an array of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b. Determine the meaning of the new word formed
when a known prefix is added to a known word
(e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning
of an unknown word with the same root
(e.g., addition, additional).
d. Use knowledge of the meaning of individual words
to predict the meaning of compound words
(e.g., birdhouse, lighthouse, housefly; bookshelf,
notebook, bookmark).
e. Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the
meaning of words and phrases in all content areas.CA
5. Demonstrate understanding of word relationships
and nuances in word meanings.
a. Identify real-life connections between words
and their use (e.g., describe foods that are
spicy or juicy).
b. Distinguish shades of meaning among closely
related verbs (e.g., toss, throw, hurl) and
closely related adjectives (e.g., thin, slender,
skinny, scrawny).
6. Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using adjectives
and adverbs to describe (e.g., When other kids
are happy that makes me happy).
TEXTS ILLUSTRATING THE COMPLEXITY, QUALITY, AND RANGE OF STUDENTS READING GRADE 2-3
LITERATURE:STORIES, DRAMAS,POETRY
“Who Has Seen the Wind?” by Christina G. Rossetti (1893)
Charlotte’s Web by E. B. White (1952)*
Sarah, Plain and Tall by Patricia MacLachlan (1985)
Tops and Bottoms by Janet Stevens (1995)
Poppleton in Winter by Cynthia Rylant, illustrated by Mark Teague (2001)
INFORMATIONAL TEXT:LITERARY NONFICTION AND HISTORICAL, SCIENTIFIC, AND TECHNICAL TEXTS
A Medieval Feast by Aliki (1983)
From Seed to Plant by Gail Gibbons (1991)
The Story of Ruby Bridges by Robert Coles (1995)*
A Drop of Water: A Book of Science and Wonder by Walter Wick (1997)
Moonshot: The Flight of Apollo 11 by Brian Floca (2009)
STAYING ON TOPIC WITHIN A GRADE
GRADES 2-3
Digestive and Excretory Systems
What Happens to a Hamburger by Paul Showers 1985
The Digestive System By Rebecca L. Johnson 2006
The Digestive System By Kristin Petrie 2007
Taking Care of your body:Healthy eating and Nutrition
Good Enough to Eat by Lizzy Rockwell 1999
Showdown at the Food Pyramid by Rex Barron 2004
MUSCULAR, SKELETAL, AND NERVOUS SYSTEMS
The Mighty Muscular and Skeletal Systems
Crabtree Publishing 2009
Muscles by Seymour Simon 1998
Bones by Seymour Simon 1998
The Astounding Nervous System
Crabtree Publishing 2009
The Nervous System by Joelle Riley 2004
For more information, visit the California Department of Education’s Common Core State Standards Web page at:
http://www.cde.ca.gov/ci/cc
The standards
Frequently asked questions
Informational flyers
Additional resources
For additional information, contact:
Standards, Curriculum Frameworks and
Instructional Resources Division
Curriculum, Learning and Accountability Branch
California Department of Education
1430 N Street, Sacramento, CA 95814
916-319-0881
Math Common Core Standards 2nd grade
In Grade 2, instructional time should focus on four critical areas: 1.0 extending understanding of base ten notation;2.)building fluency with addition and subtraction;3.) using standard units of measure; and 4.0 describing and analyzing shapes.
1.) Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones.(eg. 853 is 8 hundreds +5 tens+ 3 ones)
2.) Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds.
3.)Students recognize the need for standard units of measure (centimeter and inch) and they
use rulers and other measurement tools with the understanding that linear measure
involves an iteration of units. They recognize that the smaller the unit, the more iterations
they need to cover a given length.
4.)Students describe and analyze shapes by examining their sides and angles. Students
investigate, describe, and reason about decomposing and combining shapes to make
other shapes. Through building, drawing, and analyzing two- and three-dimensional
shapes, students develop a foundation for understanding area, volume, congruence,
similarity, and symmetry in later grades.
OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving addition
and subtraction.
Add and subtract within 20.
Work with equal groups of objects to gain
foundations for multiplication.
NUMBER AND OPERATIONS IN BASE TEN
Understand place value.
Use place value understanding and properties of
operations to add and subtract.
1.0 MEASUREMENT AND DATA
Measure and estimate lengths in standard units.
Relate addition and subtraction to length.
Work with time and money.
Represent and interpret data.
GEOMETRY
Reason with shapes and their attributes.
OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations
of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions,
e.g., by using drawings and equations with a symbol for the unknown number to represent the
problem.
Add and subtract within 20.
2. Fluently add and subtract within 20 using mental strategies.
By end of Grade 2, know from memory all
sums of two one-digit numbers.
WORK WITH EQUAL GROUPS OF OBJECTS TO GAIN FOUNDATIONS FOR MULTIPLICATION
3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by
pairing objects or counting them by 2s; write an equation to express an even number as a sum of two
equal addends.
4.)Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up
to 5 columns; write an equation to express the total as a sum of equal addends.
NUMBER AND OPERATIONS IN BASE TEN
1.0 NUMBER SENSE
UNDERSTAND PLACE VALUE
1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and
ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and 0 ones).
2. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. CA
3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =,
and < symbols to record the results of comparisons.
USE PLACE VALUE UNDERSTANDING AND PROPERTIES OF OPERATIONS TO ADD AND SUBTRACT
5. Fluently add and subtract within 100 using strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction.
6. Add up to four two-digit numbers using strategies based on place value and properties of operations.
7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction; relate the strategy
to a written method. Understand that in adding or subtracting three-digit numbers, one adds or
subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to
compose or decompose tens or hundreds.
7.1 Use estimation strategies to make reasonable estimates in problem solving. CA
8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given
number 100–900.
MEASUREMENT AND DATA
MEASURE AND ESTIMATE LENGTHS IN STANDARD UNITS
1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks,
meter sticks, and measuring tapes.
2. Measure the length of an object twice, using length units of different lengths for the two
measurements; describe how the two measurements relate to the size of the unit chosen.
3. Estimate lengths using units of inches, feet, centimeters, and meters.
4. Measure to determine how much longer one object is than another, expressing the length difference in
terms of a standard length unit.
RELATE ADDITION AND SUBTRACTION TO LENGTH
5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the
same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the
unknown number to represent the problem.
6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points
corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100
on a number line diagram.
WORK WITH TIME AND MONEY
7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know
relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). CA
8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols
appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
REPRESENT AND INTERPRET DATA
9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by
making repeated measurements of the same object. Show the measurements by making a line plot,
where the horizontal scale is marked off in whole-number units.
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 problems4
using information presented
in a bar graph.
GEOMETRY
REASON WITH SHAPES AND THEIR ATTRIBUTES
1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given
number of equal faces.5
Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of
them.
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.
Also a link tap here LAUSD Common Core