Florida FAST Grade 2: Reading and Math

Child prompt: Read the words your adult writes. Try the vowel sound that makes a real word.

Materials: Paper and pencil

F.1.3a: Write food, book, bead, head, soup, cloud, coin, toy and cow on paper. Ask the child to read each aloud before modeling. Compare food/book: oo has the long /oo/ of food and the shorter vowel of book; bead/head: ea has long e or short e; soup/cloud: ou has /oo/ or the /ow/ diphthong. Hear the vowel diphthongs in coin (oi), toy (oy) and cow (ow). Mark only the vowel teams after the first try if support is needed. Add moon, foot, leaf, bread, loud, boil, joy and town for a fresh oral decoding try. Ask the child to read words, not just name the letters.

Expected response: Actually reads the printed words, varies oo/ea/ou sounds to fit food/book, bead/head and soup/cloud, and blends oi/oy/ow diphthongs into coin/toy/cow and fresh examples.

• Reads complete printed words aloud before an adult model
• Uses more than one sound for variable oo, ea and ou teams
• Decodes oi, oy and ow diphthongs in whole words

Child prompt: Read each word in parts. Blend the parts and read the whole word.

Materials: Paper and pencil

F.1.3b: Write sunset, picnic, robot and paper. Have the child read each aloud. If needed, mark sun|set and pic|nic with short vowels in the closed syllables, and ro|bot with long o followed by short o. For pa|per, hear long a in the first syllable and the unstressed er in the second. Compare the long first vowels in robot/paper with the short vowels in sunset/picnic. After supported practice, write a fresh list: napkin, basket and basic. Ask the child to decode the parts, blend them, then reread the whole two-syllable words naturally.

Expected response: Reads sunset and picnic with short vowels, robot with long then short o, and paper with long a; decodes useful syllable parts and blends them into complete two-syllable words, including fresh examples.

• Divides regularly spelled two-syllable words into useful parts
• Reads both long- and short-vowel patterns accurately
• Blends parts and rereads the actual whole word aloud

Child prompt: Look at the syllables in each printed word. Read the word aloud.

Materials: Paper and pencil

F.1.3c: Write hi and bag, then baby, table and candle. Ask the child to read each aloud. If needed, mark ba|by, ta|ble and can|dle. Hi and the first syllable of baby are open syllables ending in a vowel, with a long vowel sound. Bag and can in candle are closed syllables ending in a consonant, with short vowels. Table and candle end in a consonant-le syllable; its final e is not a separate spoken syllable. Blend each word back together. Write go, cat, tiny, maple and bundle for a fresh decoding try across these three patterns.

Expected response: Decodes open hi/ba, closed bag/can and consonant-le ble/dle; blends baby, table and candle aloud without voicing the final e as an extra syllable, then reads fresh examples.

• Reads long vowels in open syllables
• Reads short vowels in closed syllables
• Blends consonant-le endings into complete words without an extra final-e syllable

Child prompt: Read the whole printed words, including their beginnings and endings.

Materials: Paper and pencil

F.1.3d: Write unpack, refill, hopeful and careless. Ask the child to read every word aloud before you model it. Mark un|pack, re|fill, hope|ful and care|less if useful. Have the child read the base, decode the added prefix or suffix and blend the complete word, paying attention to both parts. Then write replay, unfair, helpful and fearless for a fresh oral try. Ask briefly how the affix affects meaning afterward, but record actual decoding first: an explanation of meaning alone does not demonstrate this phonics action.

Expected response: Reads complete unpack/refill/hopeful/careless and fresh examples aloud, retaining the sounds of the prefixes and suffixes and blending them with each base word.

• Decodes actual printed bases and affixes aloud
• Blends the complete word without dropping an affix
• Reads fresh prefixed and suffixed words rather than only repeating a model

Child prompt: Read the printed words to your adult. Some written letters are quiet.

Materials: Paper and pencil

F.1.3e: Write knee, write, lamb, comb and ghost. Ask the child to read each aloud before giving help. In knee, kn begins with /n/ and k is silent; in write, wr begins /r/ and w is silent; in lamb and comb, final mb ends /m/ and b is silent. In ghost, gh spells /g/ without a separate h sound. Circle each combination after the first try and invite a reread if needed. Write knot, wrist and thumb as fresh examples. Listen for complete correct words rather than explanations of which letter is silent alone.

Expected response: Actually reads knee, write, lamb, comb and ghost without adding sounds for the silent letters; applies kn, wr and mb to knot, wrist and thumb in a fresh oral decoding try.

• Recognizes silent letter combinations while reading print
• Reads full words aloud without inserting extra letter sounds
• Transfers the patterns to fresh printed examples

Child prompt: Build words with your adult. Say and write a sentence that shows what each word means.

Materials: Paper and pencil

Write fill, hope and pack as bases, and re-, un-, -ful and -less as affix cards. Explain re- means again, un- can reverse an action, -ful means full of and -less means without. Have the child build refill, unpack, hopeful and hopeless, then explain each meaning using its base and affix. Ask the child to supply an oral sentence about unpacking a bag and write a new sentence about refilling a cup. Contrast hopeful with hopeless using two original situation sentences. This morphology task observes how word parts determine meaning, separately from the oral phonics decoding activity.

Expected response: Identifies base/affix parts and explains refill = fill again, unpack = reverse packing, hopeful = full of hope and hopeless = without hope. Produces original speech and writing demonstrating those meanings.

• Identifies actual base words and added affixes
• Uses affix meaning to explain a new complete word
• Uses the resulting words appropriately in original sentences

Child prompt: Listen, think and look at the reference. Explain which clue helps you understand.

Materials: Paper and pencil

Keep this first line hidden and read it aloud: ‘The tiny twig was fragile. It broke with one gentle touch.’ Ask what fragile means and which spoken detail supports it. Then write ‘sturdy: strong and not easily bent’ as a reference entry and have the child use it to explain a sturdy box. Ask whether sturdy is more like strong or weak and explain the word relationship. Finally ask what damp might mean in ‘After walking in the rain, my coat was damp.’ Invite the child to connect the rain context with their experience of wet clothes, confirm a little wet and ask for an original sentence using one new word. This is adult-supported classroom vocabulary practice.

Expected response: Explains fragile as easily broken from the touch detail, sturdy as strong from the reference and word relationship, and damp as a little wet using rain context and background experience; uses a word in an original sentence.

• Uses a spoken context clue and explains supporting detail
• Uses an actual reference entry and a word relationship
• Connects background knowledge to context and uses a learned word

Child prompt: Read each poem on paper. Write matching letters beside lines that rhyme.

Materials: Paper copies of both original poems, with space beside each line

Print Over the Pond and At My Window from this bank, preserving their actual four lines and the stanza break in At My Window. Leave the answer letters off the child's copy. Have the child read each aloud and write a capital letter beside every line's end word, starting with A, repeating a letter for a matching end sound and using the next letter for a new sound. Ask why two lines have the same letter. Over the Pond ends light/blue/bright/flew, giving ABAB. At My Window ends night/white/tree/me, giving AABB across both stanzas; do not restart A at the second stanza. Let the child attempt the marking before opening or modeling the adult answer.

Expected response: Independently marks A B A B beside light/blue/bright/flew and A A B B beside night/white/tree/me; explains that matching letters mean matching end rhymes, even across a stanza break.

• Marks every actual line with a capital letter
• Repeats a letter only for matching end sounds
• Continues the notation across stanzas and explains matching letters

Child prompt: Read the lines your adult prints. Explain the words and sounds in your own way.

Materials: Paper and pencil

Print these original lines from the bank: ‘Lin stopped to watch a yellow leaf float like a feather onto a stream.’ ‘Will you give me a hand?’ ‘Busy bees buzz by the beans.’ Have the child identify the simile using like, explain the light floating movement the feather comparison suggests, identify the idiom give me a hand and explain that it means help in the board-carrying scene. For alliteration, ask the child to underline the words with repeated beginning /b/ sounds, identify the sound pattern and explain how the repetition draws attention to the busy buzzing scene. Revisit the full Two Boards and Garden Sounds texts for context. Ask the child to create one new spoken example after explaining the supplied language; avoid treating literal hands or feathers as the intended meanings.

Expected response: Identifies and explains the feather simile and help idiom; identifies Busy/bees/buzz/by/beans as repeated /b/ beginnings and explains that the alliteration emphasizes the sound and activity of the garden. Supplies an appropriate new example with support.

• Identifies a simile and explains the comparison's meaning
• Identifies an idiom and explains its meaning in context
• Identifies repeated beginning sounds and explains their effect

Child prompt: Look at the article’s parts. Explain how each part helps you understand.

Materials: Paper copy of article, record and graph

Print Where Did the Water Go?, the water-loss record and the graph with bars of 2, 1, 3 and 1 spoonfuls labeled Open 1, Lid 1, Open 2 and Lid 2. Ask the child how the title introduces the question, how the headings group setup and findings, how the graph helps compare cup losses, how the caption explains that these are amounts lost, and how the glossary explains evaporate and vapor. Ask the child to point to each actual feature and use a detail from it. The feature names alone are not the response; the child must explain their contribution.

Expected response: Points to actual title, headings, graph, caption and glossary; explains how each guides the reader, displays the results or defines a word. Uses the shorter Lid bars or the caption's lost-versus-left distinction as a concrete example.

• Locates actual supplied features
• Explains each feature's contribution to meaning
• Uses evidence from a feature to answer or clarify a question

Child prompt: Read the story your adult prints. Let your voice help tell what happens.

Materials: Paper copy of the original text below

Print this original text: ‘Maya carried a small plant to school. “Where shall we put it?” she asked. Her friend pointed to the sunny window. Maya set the pot on a tray and gave it a little water. The next morning, a new leaf had opened. “Look!” said Maya. “Our plant is growing.” Her friend smiled. Each day, they checked the soil before adding water.’ Have the child read it aloud. Observe accuracy (correct words and self-correction), automaticity (ready word recognition) and prosody (phrasing, punctuation pauses and expression in questions and dialogue). Separately write these high-frequency words on cards: because, before, would, could, always and found. Have the child read them aloud in mixed order and note ready recognition, including irregular spellings. Model a phrase after the first attempt and invite a reread. This original short text is for observation, with no certified text-complexity rating; use a suitable classroom grade-level text for further fluency work. Do not give an official proficiency label or WCPM passing cutoff.

Expected response: Reads the actual printed story and high-frequency cards aloud. Adult records accurate words, ready recognition, self-corrections and meaning-based phrasing/expression, with concrete notes about help needed and changes after practice.

• Reads words accurately and self-corrects errors
• Shows increasingly automatic recognition of familiar and high-frequency words
• Uses phrasing, punctuation pauses and expression that fit meaning

Child prompt: Explain an idea with your adult. Then write a new sentence using a word you learned.

Materials: Paper, pencil, a small stone and a leaf

Teach central idea (the most important idea a text explains), evidence (details that support an idea) and compare (tell how things are alike or different). Use Where Did the Water Go? to model one sentence: ‘The evidence is that the covered cup lost less water.’ Ask the child to speak their own sentence using central idea or evidence about the text, giving a relevant detail. Invite them to compare the stone and leaf aloud, using compare meaningfully. Then ask them to write two new sentences: one about a different classroom topic using evidence and one about the two objects using compare. Help with spelling if needed, but have the child supply the ideas and vocabulary use. Revisit these academic words during another subject lesson.

Expected response: Produces relevant original speech using central idea/evidence and compare, then original written sentences such as ‘My evidence is that the leaf bends’ and ‘I compare the smooth stone and the soft leaf.’ Meanings fit the actual observations.

• Uses academic vocabulary appropriately in original speech
• Supports an idea with a relevant detail and compares actual objects
• Uses academic vocabulary meaningfully in original writing

Child prompt: Read the story with your adult. Tell it again in your own words.

Materials: Paper copy of Two Boards

Print the complete original Two Boards story from this practice bank. Let the child read it, offering help as needed. Set it aside and ask the child to retell it in their own words, naming where and when it happens, describing Lin and Ben, and telling the beginning, bridge problem, joint solution and ending in logical order. Ask what lesson their different contributions suggest and which events support it. Invite a short written retelling after the oral try; use observations rather than a score.

Expected response: Retells Sunday morning on a woodland path: eager Ben and careful Lin find a bridge too short, carry and join boards, cross with an adult and share berries. Relates teamwork to their different helpful strengths.

• Names setting and describes both characters
• Retells problem, solution and ending in logical order
• Explains a theme using events rather than copying an answer

Child prompt: Listen to your adult. Tell what happened in your own words.

Keep this original scene and the response hidden. Read aloud: ‘On Saturday afternoon, Nico carried a basket of apples to the park. A small hole tore in the basket, and three apples rolled onto the grass. Nico felt worried. His friend Eva brought a cloth bag. They picked up the apples together and put them in the bag. Then they shared the apples with their friends under a tree.’ Ask the child to retell who was there, where and when it happened, the problem, how it was solved and the ending. Ask how working together helped. Do not show this script before the oral retelling. This is classroom listening practice, not an instruction to read official Star passages aloud.

Expected response: Names Nico and Eva at the park on Saturday afternoon; a torn basket lets apples roll out, Eva brings a bag, they collect the apples together and share them. Tells these events in order and connects cooperation to the solution.

• Listens without seeing the script or expected response
• Names characters, setting and problem
• Retells solution and ending in order with relevant details

Child prompt: Read the article and record with your adult. Tell the important idea and details.

Materials: Paper copy of Where Did the Water Go? including its record

Print the original article and its Class Water-Loss Record from this bank. Have the child read them with appropriate help. Set the text aside and ask for a retelling in their own words: the central idea, how the two cups were set up and the relevant results on both days. Invite the child to refer back to confirm the data afterward, and explain how those details support the central idea. Ask for a short written retelling with an idea sentence and relevant details if appropriate. This is unscored classroom retelling, not choosing a supplied summary.

Expected response: Explains that covering a cup can slow water loss, describing matching cups with equal starting amounts on the same shelf. Includes open losses of two then three spoonfuls and covered losses of one each day as support.

• States the central idea in their own words
• Retells relevant setup and results rather than unrelated details
• Connects the results to the central idea and checks the record

Child prompt: Read each number and write it three ways.

Materials: Paper, pencil and the objects described in the adult guidance.

Show 507, 500 + 7 and five hundred seven and ask for each to be read. Say nine hundred thirty-six; have the child write standard, expanded and word forms. Include zero and one thousand.

Expected response: 936; 900 + 30 + 6; nine hundred thirty-six; reads all forms.

• Reads and writes standard, expanded and word forms within 0–1000.
• Keeps zero places and value in every form.

Child prompt: Build 234 in two ways, then draw and write your ways.

Materials: Paper, pencil and the objects described in the adult guidance.

Use hundred flats, ten rods and ones to build 234. Exchange one hundred for ten tens to make a different arrangement. Draw both and write matching expressions and equations.

Expected response: 2 hundreds/3 tens/4 ones and 1 hundred/13 tens/4 ones; 200 + 30 + 4 = 100 + 130 + 4 = 234.

• Composes/decomposes a three-digit number in multiple ways with objects and drawings.
• Writes expressions/equations and explains trades without changing the total.

Child prompt: Plot and compare these numbers.

Materials: Paper, pencil and the objects described in the adult guidance.

Draw a 0–1000 line with marks every 100. Plot 200, 600 and 400. Order them. Then compare 462 and 426 using hundreds, tens and ones; say greater than, less than, between and equal to and write <, >, = examples.

Expected response: 200 < 400 < 600; 400 is between; 462 > 426; 426 < 462; 400 = 400.

• Plots and orders within1000.
• Uses place value and comparison language/symbols.

Child prompt: Find a nearby ten and explain your choice.

Materials: Paper, pencil and the objects described in the adult guidance.

Locate 34 and 78 on short number lines between neighboring tens. Round each to the nearest ten, then discuss why the rounded value is close but less precise. Also try 50 and 95.

Expected response: 34→30; 78→80; 50→50; 95→100, with distance or midpoint reasoning.

• Rounds only whole numbers0–100 to nearest10.
• Explains rounding as a similar approximate value.

Child prompt: Tell me each fact as I say it.

Materials: Paper, pencil and the objects described in the adult guidance.

Across several days orally ask 8 + 6, 9 + 7, 14 − 8 and 16 − 7 in varied order. Observe accurate recall without counting; pause to teach a strategy when needed. Record observations, without a speed score or browser timer.

Expected response: 14, 16, 6, 9, recalled accurately on repeated occasions.

• Addition sums≤20 and related subtraction.
• Distinguishes recall from counting; correct choices alone do not demonstrate automaticity.

Child prompt: Find ten and one hundred more and less.

Materials: Paper, pencil and the objects described in the adult guidance.

Give 458 and then 600. Ask for ten more, ten less, one hundred more and one hundred less for each; use blocks to explain a change across a place boundary.

Expected response: 458: 468, 448, 558, 358; 600: 610, 590, 700, 500.

• Finds all four changes from three-digit numbers.
• Explains exchanges when tens or hundreds change.

Child prompt: Show a method you can use reliably.

Materials: Paper, pencil and the objects described in the adult guidance.

Solve 37 + 28 and 91 − 46 using a chosen line, place-value drawing or other method. Repeat with 24 + 39 and 80 − 27 and explain each step. Include 0 + 55 and 55 − 0.

Expected response: 65, 45, 63, 53, 55, 55 with consistent, accurate chosen methods.

• Adds two whole numbers with sums≤100 and subtracts operands≤100.
• Chooses and explains a reliable method; a particular written algorithm is not required.

Child prompt: Explore a larger sum and difference with blocks.

Materials: Paper, pencil and the objects described in the adult guidance.

Build 280 + 60 with base-ten blocks, compose a hundred and draw the trade. Explore 502 − 7 by decomposing a hundred and ten. Write equations and show the same changes on number lines. Discuss place value or an addition property; this is exploration, not a fluent algorithm requirement.

Expected response: 340 and 495, with accurate composing/decomposing and matching equations.

• Uses manipulatives, drawings, number lines and place value or properties.
• Keeps addition sums/subtraction operands≤1000 and explains trades.

Child prompt: Fold and name equal shares and the whole.

Materials: Paper, pencil and the objects described in the adult guidance.

Use paper circles and rectangles. Partition each into two, three and four equal-sized parts by folding or drawing; check equal areas with overlays or fraction tiles. Name each part and describe the whole using words.

Expected response: Halves/two halves; thirds/three thirds; fourths/four fourths in both shapes.

• Partitions circles and rectangles into two/three/four equal parts.
• Names shares and wholes in words; no numerator/denominator notation required.

Child prompt: Cut equal rectangles in different ways.

Materials: Paper, pencil and the objects described in the adult guidance.

For two, three and four equal shares, use two identical rectangles each time. Draw vertical strips in one and horizontal strips in the other. Also cut identical squares into four strips and four diagonal triangles. Overlay or rearrange pieces to discuss equal area despite different shapes.

Expected response: Two halves, three thirds, four fourths; same-sized shares of equal wholes can have different shapes.

• Makes two different partitions for each of two/three/four equal shares.
• Shows equal area despite different shape; square is a rectangle.

Child prompt: Solve stories, then make your own.

Materials: Paper, pencil and the objects described in the adult guidance.

Tell a one-step story of 26 green shells and 18 white shells put together. Then tell a two-step story: 70 tickets, 23 used, 12 more printed. Ask the child to draw, write equations and explain quantities. Have the child create a real-world story for 35 + 14 = 49 and for 60 − 16 + 8 = 52.

Expected response: 44 shells; 59 tickets; meaningful original one- and two-step stories matching supplied equations.

• Solves narrated one/two-step problems and explains quantities.
• Creates real-world situations from equations; all sums≤100 and related differences.

Child prompt: Decide if both sides have the same value.

Materials: Paper, pencil and the objects described in the adult guidance.

Show 22 + 18 = 30 + 10; 70 − 25 = 45; and 38 = 50 − 10. Ask true/false and an explanation. Reverse the first equation and ask if its truth changes.

Expected response: True, true, false; 40 = 40, 45 = 45, but 38≠40; reversing sides retains equality.

• Evaluates three/four-term equations with sum or difference on either side.
• Explains equality as same value; sums≤100 and related differences.

Child prompt: Fill each box and check both sides.

Materials: Paper, pencil and the objects described in the adult guidance.

Write □ + 24 = 61; 80 − □ = 35; 42 = □ − 18; and 26 + 14 = 15 + □. Ask for the missing number, a model or reasoning and a substitution check.

Expected response: 37, 45, 60, 25; substituting each gives equal values.

• Finds nonletter unknowns in various positions and on either side.
• Uses three/four whole-number equations, sums≤100/related differences.

Child prompt: Build even and odd numbers with two groups.

Materials: Paper, pencil and the objects described in the adult guidance.

Use counters to make 14 in two equal groups, then make 15 with one left over. Draw groups and write 7 + 7 and 7 + 7 + 1. Skip count twos to 24 and notice ones-digit patterns; check 21 as 10 + 10 + 1.

Expected response: 14 even; 15 and 21 odd; equal groups and optional one leftover support the explanation.

• Represents even/odd with objects, drawings and equal addends≤12.
• Connects skip counting and ones patterns to two groups.

Child prompt: Arrange equal groups as an array.

Materials: Paper, pencil and the objects described in the adult guidance.

Make three groups of six counters and then arrange three rows of six. Draw the array and write the equation that adds each row. Repeat with four groups of five, keeping totals≤25.

Expected response: 6 + 6 + 6 = 18; 5 + 5 + 5 + 5 = 20, matching groups and arrays.

• Finds totals with repeated addition of equal groups.
• Builds/draws rectangular arrays and writes matching equations; totals≤25.

Child prompt: Estimate, choose tools and measure real objects.

Materials: Inch/centimeter ruler; tapes marked in feet/yards/meters; pencil, chair, rug, doorway and table.

Use known-size objects to estimate a pencil to the nearest inch and centimeter, a chair width to the nearest foot, a rug side to the nearest yard, and a doorway height to the nearest meter. Choose rulers or tapes with the needed units. Align zero like a number line, then measure. Measure one table edge in inches and feet and compare counts without converting.

Expected response: Estimates then reasonable nearest-unit measurements; fewer of the larger units cover the same table edge.

• Selects and uses tools for inch,foot,yard,centimeter,meter with zero alignment.
• Uses known-size references and compares the same object in larger/smaller units without a conversion requirement.

Child prompt: Measure two objects and compare their lengths.

Materials: Two pencils, two sticks, centimeter/inch rulers, paper and pencil.

Measure two pencils to the nearest centimeter with the same ruler. Record both lengths and subtract the shorter from the longer. Repeat with two sticks measured to the nearest inch; align zero and explain the meaning of the difference.

Expected response: Accurate nearest-unit lengths and their nonnegative difference, in centimeters then inches; actual lengths vary.

• Physically measures both objects with the same unit each time.
• Subtracts measurements and states the difference with the unit.

Child prompt: Solve length stories and explain the units.

Materials: Paper, pencil and the objects described in the adult guidance.

Tell a one-step story joining 24 and 19 inch strings without overlap. Then a two-step story: a 40 centimeter strip loses 13 centimeters and gains 9 centimeters. Draw each, write equations and explain why the lengths need the same unit.

Expected response: 43 inches; 36 centimeters; 24 + 19 = 43 and 40 − 13 + 9 = 36.

• Solves one/two-step length stories with addition/subtraction.
• Keeps each story in one unit and sums≤100/related differences.

Child prompt: Show and write clock times.

Materials: Movable analog clock, paper circles, paper, pencil.

Use a movable analog clock. Show 8: 20 at morning breakfast and 4: 55 in the afternoon; child tells and writes each using a.m./p.m. Show digital 7: 15 p.m., 9: 30 a.m., 2: 45 p.m.; child sets analog hands and says quarter after, half past and quarter til. Shade a clock-circle into quarters/halves and mark 15/30/45 minutes on a 0–60 number line, connecting quarter of an hour and half an hour.

Expected response: 8: 20 a.m.; 4: 55 p.m.; quarter after 7; half past 9; quarter til 3; 15 minutes is quarter of an hour and 30 minutes is half an hour.

• Tells/writes analog/digital nearest-five-minute times with appropriate a.m./p.m. and moving hour hand.
• Uses all fractional time terms and connects clock partitions/number line; elapsed-time calculation is not required.

Child prompt: Solve coin and bill stories separately.

Materials: Coins or play coins; labeled dollar-bill cards; paper and pencil.

Use real or play coins: 25¢ + 10¢ + 5¢ = 40¢; spend 13¢ and find what remains. Then separately use dollar-bill cards: start$35, receive$20 and spend$18. Ask child to build the amounts, draw or write equations, and use ¢ for coins and $ for bills.

Expected response: 27¢ from 40 − 13; $37 from 35 + 20 − 18; correct units and separate contexts.

• Solves one/two-step addition/subtraction money stories.
• Coins≤100¢ OR bills≤$100; sums≤100/related differences, no decimals or mixed coin/bill totals.

Child prompt: Draw figures with straight sides.

Materials: Ruler/straightedge, paper, pencil.

Use a ruler or straightedge to draw a triangle, rectangle, square, pentagon, hexagon and octagon. Name each, count sides/vertices, and check the square has four equal sides and square corners; the rectangle has four square corners.

Expected response: Closed straight-sided figures with 3, 4, 4, 5, 6, 8 sides and vertices, with defining attributes.

• Identifies and draws all six specified figures from defining attributes.
• Uses a ruler/straightedge and checks closed sides and vertices.

Child prompt: Sort shapes and explain your groups.

Materials: Paper, pencil and the objects described in the adult guidance.

Make cards with squares, long rectangles, triangles, pentagons, circles and an open three-segment figure. Child sorts by number/length of sides, vertices, open/closed and straight/curved edges. Ask for formal and everyday descriptions, then a new sort using a different attribute.

Expected response: Valid sorts with explanations; four equal sides separates squares from long rectangles; open card differs from polygons; circles have curved edges/no vertices.

• Categorizes using all listed defining attributes, including open/closed and side lengths.
• Uses formal/informal language and explains a second attribute sort.

Child prompt: Draw and check folds that make matching halves.

Materials: Paper rectangles and squares, pencil.

Fold a paper long rectangle vertically and horizontally through its center; trace the symmetry lines. Try a diagonal and explain why its halves do not match despite equal area. Fold a square on its diagonals and compare. Relate each successful fold to two equal shares.

Expected response: Rectangle center vertical/horizontal lines match, diagonal does not; square diagonals match; symmetry requires exact matching.

• Identifies and checks proposed lines by folding/overlay.
• Connects partitioning to symmetry while distinguishing equal area from matching shape.

Child prompt: Cover a frame border with equal unit segments.

Materials: Picture frame, desktop, identical unit strips or sticks, paper and pencil.

Use equal short sticks or paper strips as one unit each. Place them all around a small rectangular picture frame without gaps or overlaps; mark corners and count only the boundary, not interior squares. Repeat on a rectangular desktop using a convenient equal paper-strip unit, and discuss perimeter as a measurable attribute.

Expected response: One contiguous trip around each outer boundary; correct count of the chosen units, with no interior edges included.

• Places equal unit segments without gaps or overlaps on real rectangular objects.
• Counts perimeter units and explains boundary length as an attribute, not interior area.

Child prompt: Measure and add every side.

Materials: Ruler, small paper triangle/rectangle/square/pentagon, pencil.

Use a ruler to measure a small paper triangle, rectangle, square and pentagon to the nearest centimeter. Record all side lengths and add them, regrouping or changing addend order to check. Choose figures with each perimeter≤100 centimeters; ask why every side appears once.

Expected response: Correct measured whole-number side lists and sums, each with centimeters; measured values vary.

• Measures or uses given sides of all four allowed polygon types; perimeter≤100 units.
• Adds sides with units using associative/commutative reasoning; a formula is not required.

Child prompt: Collect data and make clear displays.

Materials: 20 vote slips, paper, ruler, pencil; sample counts15/10 and20/30.

Collect 20 votes for two favorite games (one vote per person or pretend card). Categorize and record crossed-five tallies; make a table and titled pictograph with key one vote per symbol. Then draw a horizontal bar graph on a scale of 1. Use provided sample counts 15 and 10 to draw a vertical bar graph on a scale of 5 and counts 20 and 30 on a scale of 10. Include category labels, title and unit votes on each display.

Expected response: Matching tallies/table/pictograph for collected data; accurate horizontal/vertical bars with titles, labels, units and scales 1, 5, 10.

• Collects/categorizes original data and creates all four display types.
• Uses titles/labels/units and both bar orientations with only scale increments1/5/10.

Child prompt: Read data displays and ask your own questions.

Materials: Paper, pencil and the objects described in the adult guidance.

Reuse the tallies, table, pictograph and bar graphs created above, checking the actual category counts in those records. Or use a separate fruit sample: make displays of apples 10 and pears 15 with a key of 5. Ask total, difference and number in each category; child explains counting by the key/scale. Repeat with horizontal and vertical bars; keep sums≤100.

Expected response: For reused displays, use their actual category counts to check the total (add the counts) and difference (larger minus smaller), keeping the display’s units. For the fruit sample only: 25 pieces of fruit total; 5 more pears; 10 apples and 15 pears. Values agree across displays of the same records.

• Interprets all four display types and both bar orientations with scales1/5/10.
• Solves whole-number addition/subtraction display questions with sums≤100 and units.