2.G.A.2 - About the Math, Learning Targets, an Increasing Rigor

Full Standard

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

Measurement Topic

This standard is reported on the report card in these quarters as follows:

About the Math

Skills and concepts below are learning goals for this standard.

This is the beginning of connecting a geometric representation to multiplication and area. Students can draw arrangements using base ten blocks and then count the total number of blocks. The focus is on the geometric representation, not multiplication. The concept of multiplication is introduced in grade 3.

• Draw rows and columns of equal size in a rectangle to partition it.
• Count the equal size squares in a rectangle.

Rectangles can be partitioned into squares. We can do that by partitioning it into equally sized columns and rows. Students should partition rectangles of all sizes. Folding paper in half repeatedly is a good way to help students see the equal partitions. This might be done with construction paper of various sizes and colors. An essential understanding for students is that no matter how long or wide a rectangle is it can be partitioned in this way.

Essential vocabulary for this standard includes rectangle, row, and column. 

Progression of Standard within Grade 2

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

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Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

TASKS

These tasks can be used with small group or whole group instruction.

• Distribute a geoboard and geoboard paper to each student and group students into pairs. Have every student create a rectangle or square on the geoboard. Have students switch geobaords with their partner. Partition the rectangle or square into as many rows and columns of squares as possible. Count to see how many squares you have partitioned the rectangle into. Use geoboard paper to record the original rectangle, how you partitioned the rectangle, and record how many squares you partitioned the rectangle into. Repeat this process a few more times. 
• Have students draw a rectangle to create a bingo board. Have students partition the board so the board has four rows and four columns. If students are having a difficult time, they could use a geoboard to create the bingo board and then draw the model. Pose questions such as how many squares did you create? How do you count your rows and columns?
• Frank wants to build a garden in his backyard. He wants to grow different vegetables. Draw a large rectangle and partition it into equal sections with rows and columns. Label each section with a different vegetable. How many different vegetables did Frank grow in his garden? The following year, Frank wants less types of vegetables. What could his garden look like?
• Heather ordered a Ledo’s pizza (rectangular). She asks them to cut her pizza into 15 equal pieces, how many rows and columns will her pizza have? What if she wanted 24 pieces, how many rows and columns will her pizza have?
• If you make a square cake and you cut it into 4 rows with 4 pieces in each row, how many pieces of cake will you have? If you rotate the cake 90 degrees, will you still have the same number of cake pieces?
• Sally bakes a rectangle pan of brownies. How many equal pieces can she cut the brownies into? Find two other options.

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Additional Tasks 

  These links provide instructional ideas connected to this standard. 

• Surrounded and Covered Links to an external site. (Inside Mathematics Problem of the Month Level A only)
• Birthday Candy Bars Download Birthday Candy Bars
  (Utah Core Academy Lesson)
• Farmer Eric's Garden Download Farmer Eric's Garden
  (Utah Core Academy Lesson)
• Rectangle Table Download Rectangle Table
  (Utah Core Academy Lesson)
• Student Council Chairs Download Student Council Chairs
  (Utah Core Academy Lesson)

Tasks From Print Resources

  These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources

Book Thumbnail	Book Title	Grade	Pages
	Teaching Student-Centered Mathematics	K-3	236 (Fill and Compare, Activity 8.11)
	Hands-On Standards	1-2	118-119 (Area of Squares) 120-121 (Area of Rectangles)
	Groundworks: Reasoning about Measurement	2	115-118 (In the Rectangle)
	Brain Compatible Activities for Mathematics	2-3	102-106
	SuperSource: Color Tiles	K-2	86 (Whose got the biggest yard?)
	20 Thinking Questions for Base Ten Blocks Grades	1-3	58-61 (How many ways can you build 12 as a rectangle?) 30-33 (How much space do 50 cubes take up?)
	Math In Practice Teaching Second-Grade Math	2	Module 15

Centers

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

• Creating Rectangles Download Creating Rectangles
  (HCPSS-adapted resource)
• Rectangle Arrays Download Rectangle Arrays
  (HCPSS-adapted resource)

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

  These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

• Partition Rectangles into Rows and Columns Links to an external site.
• Draw Rows and Columns Links to an external site.
• Count Squares (performance task) Links to an external site.

Full Standard

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

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

2nd Grade Students Learning 2nd Grade Standards by Measurement Topic

1st Grade Students Learning 2nd Grade Standards by Measurement Topic

2G2 Anecdotal Data Collection Tool Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification. 

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Rubric for Tasks (pdf) Links to an external site.

Exemplars for this standard (if available)

These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.