|
|
|
Guardian Angels School |
|
Guardian Angels Math k-8 Curriculum |
|
Mathematics - Grade 2 |
|
|
Computation: Apply/Methods/Tools
The learner will be able to
apply many different methods and tools to perform computations, including objects, mental computation, estimation, paper and pencil, and calculators.
| Strand |
Scope |
Source |
| Computation |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Computation: Create/Apply
The learner will be able to
create and apply strategies for computations with whole numbers, emphasizing addition and subtraction.
| Strand |
Scope |
Source |
| Computation |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Symbols: Apply
The learner will be able to
apply physical, pictorial, and verbal illustrations in order to develop an understanding of invented and conventional symbolic notations.
| Strand |
Scope |
Source |
| Symbols |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Identify Sentence: Picture
The learner will be able to
determine the number sentence depicted in a picture.
| Strand |
Scope |
Source |
| Identify Sentence |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Add/Subtract: Understand/Meaning/Whole
The learner will be able to
understand the meaning of addition and subtraction of whole numbers.
| Strand |
Scope |
Source |
| Operations: Add/Subtract |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Add/Subtract: Comprehend/Relationships
The learner will be able to
comprehend the relationships between addition and subtraction.
| Strand |
Scope |
Source |
| Operations: Add/Subtract |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Operations: Relationships
The learner will be able to
comprehend the relationships among operations.
| Strand |
Scope |
Source |
| Operations |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Operations: Represent/Principles
The learner will be able to
represent the general principles of operations using specific numbers.
| Strand |
Scope |
Source |
| Operations |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Operations: Represent/Properties
The learner will be able to
represent the general properties of operations using specific numbers.
| Strand |
Scope |
Source |
| Operations |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Computation: Fluency
The learner will be able to
compute fluently.
| Strand |
Scope |
Source |
| Computation |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Sets: Identify/How Many
The learner will be able to
identify "how many" in a set of objects.
| Strand |
Scope |
Source |
| Sets |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Bar Graphs: Plot Data
The learner will be able to
plot data on a bar graph that already has a scale and axis labels.
| Strand |
Scope |
Source |
| Bar Graphs |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Fraction Parts: Identify/Part of a Whole
The learner will be able to
identify parts of a whole (including 1/2, 1/3, and 1/4).
| Strand |
Scope |
Source |
| Fraction Parts |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Fractions: Illustrate/Common
The learner will be able to
illustrate commonly used fractions.
| Strand |
Scope |
Source |
| Fractions |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Figures: Identify/Location
The learner will be able to
identify geometric shapes and structures in the environment and name their location.
| Strand |
Scope |
Source |
| Figures: Identify |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Figures: Identify/Relationships
The learner will be able to
identify size, shape, and/or position relationships among various objects.
| Strand |
Scope |
Source |
| Figures: Relationships |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Connecting: Geometry/Measurement/Number
The learner will be able to
relate geometry to associated topics in measurement and number.
| Strand |
Scope |
Source |
| Connecting |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Positions: Explain/Name/Interpret
The learner will be able to
explain, name, and interpret relative positions in space and use concepts about relative position.
| Strand |
Scope |
Source |
| Positions |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Spatial Relationships: Location
The learner will be able to
specify locations and explain spatial relationships by applying coordinate geometry and various other representational systems.
| Strand |
Scope |
Source |
| Spatial Relationships |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Combine: Explore/Predict
The learner will be able to
explore and predict combining and taking apart two- and three-dimensional figures.
| Strand |
Scope |
Source |
| Combine/Partition/Transform |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Figures: Identify/Oral Description
The learner will be able to
identify an object based on an oral description.
| Strand |
Scope |
Source |
| Figures: Identify |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Representations: Perspectives
The learner will be able to
represent shapes from various perspectives.
| Strand |
Scope |
Source |
| Figures: Representations |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Solids: Recognize/3D
The learner will be able to
recognize three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Solids: Label
The learner will be able to
name three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Solids: Explain/Parts
The learner will be able to
explain the parts of three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Solids: Explain/Characteristics
The learner will be able to
explain the characteristics of three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Solids: Compare Attributes
The learner will be able to
compare characteristics of three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Solids: Sort/Attributes
The learner will be able to
sort three-dimensional solids by various characteristics.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Solids: Study/Characteristics
The learner will be able to
study the characteristics of three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Shapes: Identify
The learner will be able to
identify two-dimensional figures.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Shapes: Name
The learner will be able to
name two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Shapes: Explain/Characteristics
The learner will be able to
explain the characteristics of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Shapes: Explain/Parts
The learner will be able to
explain the parts of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Shapes: Draw
The learner will be able to
create drawings of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Shapes: Sort/Attributes
The learner will be able to
sort two-dimensional figures based on their characteristics.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Shapes: Compare Attributes
The learner will be able to
compare characteristics of two-dimensional figures.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Shapes: Study/Characteristics
The learner will be able to
study the characteristics of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Shapes: Study/Properties
The learner will be able to
study the properties of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Shapes: Construct
The learner will be able to
construct two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Reflection: Identify
The learner will be able to
identify a reflection of a geometric figure.
| Strand |
Scope |
Source |
| Reflections |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Rotation: Identify
The learner will be able to
identify a rotation of a geometric figure.
| Strand |
Scope |
Source |
| Rotations |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Symmetry: Shape/Identify
The learner will be able to
identify shapes that have symmetry.
| Strand |
Scope |
Source |
| Symmetry |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Symmetry: Create
The learner will be able to
create symmetrical shapes.
| Strand |
Scope |
Source |
| Symmetry |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Math Concepts: Organize/Thought
The learner will be able to
integrate their mathematical thought processes through communication.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Communication Standard |
|
Mathematical Concepts: Express
The learner will be able to
express mathematical thought processes in an understandable and precise way to peers, teachers, and others.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Communication Standard |
|
Mathematical Concepts: Comprehend
The learner will be able to
comprehend how mathematical concepts interconnect and build on one another to create a coherent whole.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Connections Standard |
|
Math Concepts: Study/Evaluate
The learner will be able to
study and evaluate the mathematical thought processes and strategies of others.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Communication Standard |
|
Math as Reasoning: Create/Evaluate
The learner will be able to
create and evaluate mathematical arguments and proofs.
| Strand |
Scope |
Source |
| Reasoning |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Reasoning and Proof Standard |
|
Reasoning: Identify/Proof
The learner will be able to
identify reasoning and proof as fundamental aspects of mathematics.
| Strand |
Scope |
Source |
| Reasoning |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Reasoning and Proof Standard |
|
Learning: Create/Knowledge
The learner will be able to
create new mathematical knowledge through the problem solving process.
| Strand |
Scope |
Source |
| Learning Mathematics |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Problem Solving Standard |
|
Modeling: Make
The learner will be able to
make mathematical representations for organizing, recording, and explaining mathematical concepts.
| Strand |
Scope |
Source |
| Mathematical Modeling |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Representation Standard |
|
Modeling: Apply/Variety
The learner will be able to
apply a variety of mathematical representations for organizing, recording, and explaining mathematical concepts.
| Strand |
Scope |
Source |
| Mathematical Modeling |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Representation Standard |
|
Models: Apply/Illustrate/Interpret
The learner will be able to
apply representations to illustrate and interpret physical, social and mathematical scenarios.
| Strand |
Scope |
Source |
| Mathematical Modeling |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Representation Standard |
|
Mathematical Concepts: Identify
The learner will be able to
identify mathematics in contexts outside of mathematics.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Connections Standard |
|
Math Concepts: Organize/Thought
The learner will be able to
organize their mathematical thought processes through communication.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Communication Standard |
|
Mathematical Concepts: Use
The learner will be able to
use mathematics in contexts outside of mathematics.
| Strand |
Scope |
Source |
| Mathematical Concepts |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Connections Standard |
|
Reasoning: Choose/Strategies
The learner will be able to
choose various types of reasoning strategies.
| Strand |
Scope |
Source |
| Reasoning |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Reasoning and Proof Standard |
|
Reasoning: Use/Strategies
The learner will be able to
use many different reasoning strategies.
| Strand |
Scope |
Source |
| Reasoning |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Reasoning and Proof Standard |
|
Communicate: State/Ideas/Mathematical
The learner will be able to
state mathematical ideas clearly using mathematical language.
| Strand |
Scope |
Source |
| Communication |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Communication Standard |
|
Mathematical Connections: Identify
The learner will be able to
identify connections among mathematical concepts.
| Strand |
Scope |
Source |
| Connections |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Connections Standard |
|
Mathematical Connections: Apply
The learner will be able to
apply connections among mathematical concepts.
| Strand |
Scope |
Source |
| Connections |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Connections Standard |
|
Measurement Processes: Comprehend
The learner will be able to
comprehend the measurable characteristics of objects and the units, systems, and processes of measurement.
| Strand |
Scope |
Source |
| Measurement Processes |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Measurement: Compare
The learner will be able to
compare and order objects according to a measurable attribute of the object.
| Strand |
Scope |
Source |
| Measurement: Analysis |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Distance: Explain/Name/Interpret
The learner will be able to
explain, name, and interpret direction and distance in navigating space and use concepts about direction and distance.
| Strand |
Scope |
Source |
| Distance/Rate/Time/Acceleration |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Geometry Standard |
|
Measurement Processes: Use
The learner will be able to
use various methods to determine measurements.
| Strand |
Scope |
Source |
| Measurement Processes |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Units: Comprehend/Nonstandard
The learner will be able to
comprehend how to use nonstandard units to measure.
| Strand |
Scope |
Source |
| Units |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Units: Comprehend/Standard
The learner will be able to
comprehend how to use standard units to measure.
| Strand |
Scope |
Source |
| Units |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Units: Measure
The learner will be able to
perform measurements using multiple copies of units of the same size.
| Strand |
Scope |
Source |
| Units |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Units: Measure/Larger
The learner will be able to
apply the repetition of a single unit in order to measure something larger than the unit.
| Strand |
Scope |
Source |
| Units |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Units: Choose/Appropriate
The learner will be able to
choose a suitable unit of measure for a given attribute of an object.
| Strand |
Scope |
Source |
| Units |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Calendar: Read
The learner will be able to
identify the day of the week, the month, and the year by reading a calendar.
| Strand |
Scope |
Source |
| Calendar |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Calendar: Sequence
The learner will be able to
identify chronological sequence within calendar time.
| Strand |
Scope |
Source |
| Calendar |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Calendar: Convert Weeks/Days
The learner will be able to
convert time between weeks and days.
| Strand |
Scope |
Source |
| Calendar |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Length: Identify/Characteristics
The learner will be able to
identify the characteristics of length.
| Strand |
Scope |
Source |
| Length |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Length: Ruler
The learner will be able to
accurately read the appropriate scale on a ruler.
| Strand |
Scope |
Source |
| Length |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Time: Identify/Characteristics
The learner will be able to
identify the characteristics of time.
| Strand |
Scope |
Source |
| Time |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Time: Quarter Hour
The learner will be able to
tell time to the nearest quarter hour.
| Strand |
Scope |
Source |
| Time |
Introduce |
Foundations of Learning, January 1999, Grade 2 |
|
Money: Add Coins
The learner will be able to
determine correct number of coins needed to purchase an item.
| Strand |
Scope |
Source |
| Money |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Money: Equivalent Values
The learner will be able to
determine an equivalent value of money given a specific amount.
| Strand |
Scope |
Source |
| Money |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Temperature: Terms
The learner will be able to
compare temperatures using terms such as warmer than, cooler than, etc.
| Strand |
Scope |
Source |
| Temperature |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Area: Identify/Characteristics
The learner will be able to
identify the characteristics of area.
| Strand |
Scope |
Source |
| Area |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Weight: Identify/Characteristics
The learner will be able to
identify the characteristics of weight.
| Strand |
Scope |
Source |
| Weight |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Volume: Identify/Characteristics
The learner will be able to
identify the characteristics of volume.
| Strand |
Scope |
Source |
| Volume |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Measurement: Compare
The learner will be able to
create common referents for measures in order to make comparisons.
| Strand |
Scope |
Source |
| Measurement: Analysis |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Measurement Estimation: Referents
The learner will be able to
create common referents for measures in order to make estimates.
| Strand |
Scope |
Source |
| Measurement: Estimation |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Formulas: Use/Determine Measures
The learner will be able to
use various formulas to determine measurements.
| Strand |
Scope |
Source |
| Formulas |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Tools: Use/Determine Measures
The learner will be able to
use various tools for determining measurements.
| Strand |
Scope |
Source |
| Tools/Instruments |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Tools: Choose/Appropriate
The learner will be able to
choose a suitable tool to measure a given attribute of an object.
| Strand |
Scope |
Source |
| Tools/Instruments |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Measurement Standard |
|
Word Names: Connect/Quantities
The learner will be able to
connect number words and numbers to the quantities they represent by applying many different concrete models and representations.
| Strand |
Scope |
Source |
| Word Names |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Classify Numbers: Sort/Order
The learner will be able to
sort, classify, and order objects according to size, number, and various properties.
| Strand |
Scope |
Source |
| Classify Numbers |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Math Structures: Illustrate/Analyze
The learner will be able to
illustrate and analyze mathematical situations and structures by applying algebraic symbols.
| Strand |
Scope |
Source |
| Math Structures |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Word Names: Identify/Less Than 50
The learner will be able to
identify number for a word name read orally; numbers are less than fifty.
| Strand |
Scope |
Source |
| Word Names |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Place Value: Identify/Equivalent Forms
The learner will be able to
identify equivalent values of numbers written with irregularly grouped units, such as 16 tens and 11 ones being equal to 171.
| Strand |
Scope |
Source |
| Place Value |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Place Value: Determine/Tens Place
The learner will be able to
determine the place value of a number in the tens place.
| Strand |
Scope |
Source |
| Place Value |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Place Value: Use/Models
The learner will be able to
use many different models in order to begin to understand place value.
| Strand |
Scope |
Source |
| Place Value |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Odd/Even: Identify/To 20
The learner will be able to
identify odd and even numbers up to 20.
| Strand |
Scope |
Source |
| Odd/Even |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Number Forms: Understand/Relationships
The learner will be able to
understand number relationships.
| Strand |
Scope |
Source |
| Number Forms: Relationships |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Number Forms: Represent/Understand
The learner will be able to
understand the various ways of representing numbers.
| Strand |
Scope |
Source |
| Number Forms: Representing |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Number Systems: Understand
The learner will be able to
comprehend number systems.
| Strand |
Scope |
Source |
| Number Systems |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Number Systems: Use/Models
The learner will be able to
use many different models in order to begin to understand the base-ten number system.
| Strand |
Scope |
Source |
| Number Systems |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Patterns: Identify/Explain/Continue
The learner will be able to
identify, explain, and continue patterns and translate from one representation to another representation.
| Strand |
Scope |
Source |
| Patterns |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Magnitude: Comprehend/Position
The learner will be able to
develop a comprehension of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections.
| Strand |
Scope |
Source |
| Magnitude |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Estimate/Problems: Subtract/Whole Number
The learner will be able to
estimate subtraction problems using whole numbers.
| Strand |
Scope |
Source |
| Estimate/Problems |
Introduce |
Foundations of Learning, January 1999, Grade 2 |
|
Quantity: Comprehend/Models
The learner will be able to
comprehend quantitative relationships using mathematical models.
| Strand |
Scope |
Source |
| Quantity |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Quantity: Illustrate/Models
The learner will be able to
illustrate quantitative relationships using mathematical models.
| Strand |
Scope |
Source |
| Quantity |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Greater Than/Less Than
The learner will be able to
determine which of two numbers is greater than or less than the other.
| Strand |
Scope |
Source |
| Comparison |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Counting: Word Names
The learner will be able to
identify the word name for a missing number in a given counting series.
| Strand |
Scope |
Source |
| Counting |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Counting: Understand
The learner will be able to
perform counting with understanding.
| Strand |
Scope |
Source |
| Counting |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Patterns: Comprehend
The learner will be able to
comprehend patterns.
| Strand |
Scope |
Source |
| Patterns |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Ordering: 1-100
The learner will be able to
order numbers from 1 to 100.
| Strand |
Scope |
Source |
| Ordering Numbers |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Estimate Sum: Whole Numbers
The learner will be able to
estimate sums of whole numbers.
| Strand |
Scope |
Source |
| Estimation |
Introduce |
Foundations of Learning, January 1999, Grade 2 |
|
Change: Explain/Qualitative
The learner will be able to
explain qualitative change.
| Strand |
Scope |
Source |
| Change |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Change: Explain/Quantitative
The learner will be able to
explain quantitative change.
| Strand |
Scope |
Source |
| Change |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Change: Analyze/Contexts
The learner will be able to
analyze change in many different contexts.
| Strand |
Scope |
Source |
| Change |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Estimation Strategies: Reasonableness
The learner will be able to
apply estimation to obtain reasonable approximations.
| Strand |
Scope |
Source |
| Estimation Strategies |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Rounding: Tens
The learner will be able to
round whole numbers to the nearest ten.
| Strand |
Scope |
Source |
| Rounding |
Develop |
Foundations of Learning, January 1999, Grade 2 |
|
Numeration: Numbers/Comprehend
The learner will be able to
comprehend numbers.
| Strand |
Scope |
Source |
| Numeration |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Patterns: Study/Creating
The learner will be able to
study how repeating patterns are created.
| Strand |
Scope |
Source |
| Patterns: Exploring |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Patterns: Study/Growing
The learner will be able to
study how growing patterns are created.
| Strand |
Scope |
Source |
| Patterns: Exploring |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Data: Questions/Answer
The learner will be able to
create questions and gather, organize, and illustrate data to answer those questions.
| Strand |
Scope |
Source |
| Data |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Data: Sort/Classify
The learner will be able to
sort and classify objects based upon their characteristics and organize data about the objects.
| Strand |
Scope |
Source |
| Data |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Data: Explain/Part/Whole
The learner will be able to
explain parts of data and data as a whole in order to determine what the data illustrate.
| Strand |
Scope |
Source |
| Data |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Data Collection: Questions
The learner will be able to
pose questions and collect data about themselves and their environment.
| Strand |
Scope |
Source |
| Data Collection |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Probability: Comprehend/Concept
The learner will be able to
comprehend the basic concept of probability.
| Strand |
Scope |
Source |
| Probability |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Probability: Use/Basic/Concepts
The learner will be able to
use the basic concepts of probability.
| Strand |
Scope |
Source |
| Probability |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Data: Graph/Represent
The learner will be able to
use a graph to represent a group of data.
| Strand |
Scope |
Source |
| Data |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Chance: Describe/Experiences
The learner will be able to
describe events associated with students' experiences as likely or unlikely.
| Strand |
Scope |
Source |
| Chance |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Predictions: Formulate
The learner will be able to
make predictions based on a given set of data.
| Strand |
Scope |
Source |
| Predictions |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Statistical Methods: Choose
The learner will be able to
choose suitable statistical methods to analyze data.
| Strand |
Scope |
Source |
| Statistics |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Statistical Methods: Apply
The learner will be able to
apply suitable statistical methods to analyze data.
| Strand |
Scope |
Source |
| Statistics |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Data Analysis: Inferences/Predictions
The learner will be able to
formulate inferences and/or predictions for data.
| Strand |
Scope |
Source |
| Data Analysis |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Data Analysis: Evaluate/Inferences
The learner will be able to
evaluate inferences from data.
| Strand |
Scope |
Source |
| Data Analysis |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Data Display: Use/Physical Objects
The learner will be able to
use physical objects to represent data.
| Strand |
Scope |
Source |
| Data Display |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Data Display: Use/Pictures
The learner will be able to
use pictures to represent data.
| Strand |
Scope |
Source |
| Data Display |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Data Analysis and Probability Standard |
|
Problem Solving: Representations
The learner will be able to
choose, use, and translate among mathematical representations to obtain solutions to problems.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Representation Standard |
|
Strategies: Adapt/Strategies
The learner will be able to
adapt many different appropriate strategies in order to obtain problem solutions.
| Strand |
Scope |
Source |
| Strategies |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Problem Solving Standard |
|
Strategies: Applying Variety
The learner will be able to
apply a variety of strategies to obtain problem solutions.
| Strand |
Scope |
Source |
| Strategies |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Problem Solving Standard |
|
Problem Solving: Mathematics
The learner will be able to
solve mathematical problems.
| Strand |
Scope |
Source |
| Problem Solving |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Problem Solving Standard |
|
Problem Solving: Outside Math
The learner will be able to
obtain solutions to problems that arise in contexts outside of mathematics.
| Strand |
Scope |
Source |
| Problem Solving |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Problem Solving Standard |
|
Problem Solving Effort: Reflect/Process
The learner will be able to
reflect on the processes applied to solve a problem.
| Strand |
Scope |
Source |
| Problem Solving Effort |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Problem Solving Standard |
|
Problem Solving Effort: Monitor/Process
The learner will be able to
monitor the processes applied to obtain solutions to mathematical problems.
| Strand |
Scope |
Source |
| Problem Solving Effort |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Problem Solving Standard |
|
Number Sense: Develop/Represent
The learner will be able to
develop whole number sense and represent and apply whole numbers in flexible ways, including relating, composing, and decomposing numbers.
| Strand |
Scope |
Source |
| Number Sense |
Master |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Add 1-2 Digits: Regrouping
The learner will be able to
add 1 - 2 digit whole numbers with regrouping.
| Strand |
Scope |
Source |
| Add Whole Numbers |
Introduce |
Foundations of Learning, January 1999, Grade 2 |
|
Subtract 2 Digits: No Regrouping
The learner will be able to
subtract two whole numbers with 2-digits both horizontally and vertically; no regrouping required.
| Strand |
Scope |
Source |
| Subtract Whole Numbers |
Introduce |
Foundations of Learning, January 1999, Grade 2 |
|
Addition/Subtraction: Comprehend/Effects
The learner will be able to
comprehend the effects of adding and subtracting whole numbers.
| Strand |
Scope |
Source |
| Add/Subtract Whole Numbers |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Addition/Subtraction: Represent
The learner will be able to
use concrete objects, pictures, and/or symbols to represent addition and subtraction with whole numbers.
| Strand |
Scope |
Source |
| Add/Subtract Whole Numbers |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Algebra Standard |
|
Add/Subtract: Combinations
The learner will be able to
develop fluency with basic addition and subtraction number combinations.
| Strand |
Scope |
Source |
| Add/Subtract Whole Numbers |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Multiplication/Division: Comprehend
The learner will be able to
comprehend situations that involve multiplying and dividing.
| Strand |
Scope |
Source |
| Multiply/Divide Whole Numbers |
Introduce |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
Operations: Meaning
The learner will be able to
understand the meaning of operations.
| Strand |
Scope |
Source |
| Operations |
Develop |
National Council of Teachers of Mathematics (NCTM), 2000, Grade 2, Number and Operations Standard |
|
|
