D630 TASK 3 UPDATED STUDY GUIDE 2025
Rachel Thompson
D630 – Task 3
MSCIN
A. Vertical Alignment
1. Describe the curriculum, including the following:
• current grade or level:
Second Grade Math
• concept or unit of instruction:
Unit 5: Solving Two-Step Word Problems
• standard(s) that correspond to the previous grade or level
1. OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions,
involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and
equations with a symbol for the unknown number to represent the problem
• standard(s) that correspond to the current grade or level -
2. OA.A.1 Add and subtract within 100 to solve one- and two-step contextual problems, with
unknowns in all positions, involving situations of add to, take from, put together/take apart, and
compare. Use objects, drawings, and equations with a symbol for the unknown number to
represent the problem.
• standard(s) that correspond to the next grade or level –
3. OA.D.8 Solve two-step contextual problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the reasonableness
of answers using mental computation and estimation strategies including rounding.
2. Describe the learning progression across the three grades or levels.
In the standard for Grade 1, Students are required to solve one-step problems using addition
or subtraction and are required to do this within 20.
In Grade 2, students are now adding and subtracting within 100 and now using one-step and
two-step contextual problems.
Moving to Grade 3, the requirements of the standards progress from addition and
subtraction to all four operations. The 3rd grade standard also includes assessing the
reasonableness of answers using estimation.
3. Discuss a potential gap or redundancy in academic or nonacademic knowledge or skills that
correspond to a standard across the three levels.
One part of the standard that is redundant in first and second grade is the wording “use
objects, drawings, and equations with a symbol for the unknown number.”
The first and second grade standards also both highlight problems with “put together/take
apart” and “compare.” This could be redundant in relation to one-step contextual problems
between these two grade levels, but it could also be built upon in teaching the second grade
standard by focusing on two-step problems, assuming that students has a firm foundation of
knowledge with one-step contextual problems coming from first grade.
There is a potential gap between the second grade standard and the third grade standard
because of the vast jump in skills and knowledge from using a symbol for the unknown, to
using a letter, and also learning multiplication and division. The standard also introduces the
use of estimation strategies that must also be learned in third grade for this standard.
Rachel Thompson
D630 – Task 3
MSCIN
A. Vertical Alignment
1. Describe the curriculum, including the following:
• current grade or level:
Second Grade Math
• concept or unit of instruction:
Unit 5: Solving Two-Step Word Problems
• standard(s) that correspond to the previous grade or level
1. OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions,
involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and
equations with a symbol for the unknown number to represent the problem
• standard(s) that correspond to the current grade or level -
2. OA.A.1 Add and subtract within 100 to solve one- and two-step contextual problems, with
unknowns in all positions, involving situations of add to, take from, put together/take apart, and
compare. Use objects, drawings, and equations with a symbol for the unknown number to
represent the problem.
• standard(s) that correspond to the next grade or level –
3. OA.D.8 Solve two-step contextual problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the reasonableness
of answers using mental computation and estimation strategies including rounding.
2. Describe the learning progression across the three grades or levels.
In the standard for Grade 1, Students are required to solve one-step problems using addition
or subtraction and are required to do this within 20.
In Grade 2, students are now adding and subtracting within 100 and now using one-step and
two-step contextual problems.
Moving to Grade 3, the requirements of the standards progress from addition and
subtraction to all four operations. The 3rd grade standard also includes assessing the
reasonableness of answers using estimation.
3. Discuss a potential gap or redundancy in academic or nonacademic knowledge or skills that
correspond to a standard across the three levels.
One part of the standard that is redundant in first and second grade is the wording “use
objects, drawings, and equations with a symbol for the unknown number.”
The first and second grade standards also both highlight problems with “put together/take
apart” and “compare.” This could be redundant in relation to one-step contextual problems
between these two grade levels, but it could also be built upon in teaching the second grade
standard by focusing on two-step problems, assuming that students has a firm foundation of
knowledge with one-step contextual problems coming from first grade.
There is a potential gap between the second grade standard and the third grade standard
because of the vast jump in skills and knowledge from using a symbol for the unknown, to
using a letter, and also learning multiplication and division. The standard also introduces the
use of estimation strategies that must also be learned in third grade for this standard.
