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2.NO
Number and Operations
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2.NO.1
Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems.
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2
Whole Numbers
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2.NO.1.2.1
Use efficient strategies to count a given set of objects in groups of 2s and 5s to 100 and in groups of 3s to 30
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2.NO.1.2.2
Represent a whole number in multiple ways using composition and decomposition
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2.NO.1.2.3
Connect various physical models and representations to the quantities they represent using number names, numerals and number words to 100 with and without appropriate technology
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2.NO.1.2.4
Represent numbers to 100 in various forms
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2.NO.1.2.5
Use multiple models to represent understanding of place value including hundreds
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2.NO.1.2.6
Determine relative position using ordinal numbers (first through eighteenth)
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2.NO.1.2.7
Compare 2 numbers, less than 100 using numerals and =, <, > with and without appropriate technology
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2
Rational Numbers
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2.NO.1.2.8
Communicate the relative position of any number less than 100 (27 is greater than 25 and less than 30)
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2.NO.1.2.9
Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals, and physical models
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2.NO.1.2.10
Utilize models to recognize that a fractional part can mean different amounts depending on the original quantity
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2.NO.2
Students shall understand meanings of operations and how they relate to one another.
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2
Number Theory
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2.NO.2.2.1
Count on (forward) and back (backward) on a number line and a 100's chart starting at any whole number up to 100
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2.NO.2.2.2
Model and use the commutative property for addition
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2.NO.2.2.3
Develop an understanding of the associative property of addition using objects
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2.NO.2.2.4
Apply number theory
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2.NO.2.2.4.a
determine if a 2-digit number is odd or even
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2.NO.2.2.4.b
use the terms sum, addends, and difference in an appropriate context (2+3=5, 2 and 3 are addends; 5 is a sum)
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2
Whole Number Operations
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2.NO.2.2.5
Demonstrate various meaning of addition and subtraction See Appendix for examples.
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2.NO.2.2.6
Demonstrate various addition and subtraction relationships (property) to solve problems in contextual situations involving whole numbers
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2.NO.2.2.7
Model, represent and explain division as sharing equally and repeated subtraction in contextual situations
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2.NO.3
Students shall compute fluently and make reasonable estimates.
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2
Computational Fluency-Addition and Subtraction
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2.NO.3.2.1
Develop strategies for basic addition facts
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2.NO.3.2.1.a
counting all
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2.NO.3.2.1.b
counting on
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2.NO.3.2.1.c
one more, two more
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2.NO.3.2.1.d
doubles
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2.NO.3.2.1.e
doubles plus one or minus one
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2.NO.3.2.1.f
make ten
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2.NO.3.2.1.g
using ten frames
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2.NO.3.2.1.h
Identity Property (adding zero)
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2.NO.3.2.2
Demonstrate multiple strategies for adding or subtracting 2-digit whole numbers
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2.NO.3.2.2.a
Compatible Numbers
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2.NO.3.2.2.b
compensatory numbers
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2.NO.3.2.2.c
informal use of commutative and associative properties of addition
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2.NO.3.2.3
Demonstrate computational fluency (accuracy, efficiency and flexibility) in addition facts with addends through 9 and corresponding subtractions
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2
Application of Computation
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2.NO.3.2.4
Solve problems using a variety of methods and tools (e.g., objects, mental computation, paper and pencil, and with and without appropriate technology)
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2
Estimation
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2.NO.3.2.5
Use Estimation strategies to solve addition and subtraction problems and judge the reasonableness of the answer
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2.A
Algebra
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2.A.4
Students shall recognize, describe and develop patterns, relations and functions.
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2
Sort and Classify
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2.A.4.2.1
Sort, classify, and label objects by three or more attributes in more than one way
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2
Recognize, describe and develop patterns
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2.A.4.2.2
Describe repeating and growing patterns in the environment
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2.A.4.2.3
Use patterns to count forward and backward when given a number less than or equal to 100, ___, 69, ___, ___
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2.A.4.2.4
Identify, describe and extend skip counting patterns from any given number
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2.A.4.2.5
Identify a number that is more or less than any whole number less than 100 using multiples of ten
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2.A.4.2.6
Recognize, describe, extend, and create repeating and growing patterns using a wide variety of materials to solve problems
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2.A.5
Students shall represent and analyze mathematical situations and structures using algebraic symbols.
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2
Expressions, Equations and Inequalities
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2.A.5.2.1
Select and/or write number sentences to find the unknown in problem- solving contexts involving twodigit addition and subtraction using appropriate labels
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2.A.5.2.2
Express mathematical relationships using equalities and inequalities (>, <, =, "not equal to")
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2.A.5.2.3
Recognize that symbols such as "square", "triangle" and "diamond" in an addition or subtraction equation, represent a missing value that will make the statement true
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2.A.6
Students shall develop and apply mathematical models to represent and understand quantitative relationships.
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2
Algebraic Models and Relationships
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2.A.6.2.1
Use a chart or table to organize information and to understand relationships
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2.A.7
Students shall analyze change in various contexts.
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2
Analyze Change
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2.A.7.2.1
Interpret and compare quantitative change
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2.G
Geometry
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2.G.8
Students shall analyze characteristics and properties of 2 and 3 dimensional geometric shapes and develop mathematical arguments about geometric relationships.
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2
Characteristics and Properties - Three Dimensional
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2.G.8.2.1
Identify, name, sort and describe 3-D solids (cube, sphere, rectangular prism, cone, and cylinder) according to the shapes of faces
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2.G.8.2.2
Match threedimensional objects to their two-dimensional faces
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2
Characteristics and Properties - Two Dimensional
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2.G.8.2.3
Identify, classify and describe 2-D geometric figures (rectangle [including square], triangle and circle) using concrete objects drawings, and computer graphics
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2.G.9
Students shall apply transformations and the use of symmetry to analyze mathematical situations.
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2
Symmetry and Transformations
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2.G.9.2.1
Use lines of symmetry to demonstrate and describe congruent figures within a 2-D figure
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2.G.9.2.2
Demonstrate the motion of a single transformation
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2.G.10
Students shall specify locations and describe spatial relationships using coordinate geometry and other representational systems.
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2
Coordinate Geometry
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2.G.10.2.1
Extend the use of directional words to include rows and columns
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2.G.11
Students shall use visualization, spatial reasoning and geometric modeling.
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2
Spatial Visualization and Models
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2.G.11.2.1
Replicate a simple geometric design from a briefly displayed example or from a description
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2.G.11.2.2
Create new figures by combining and subdividing models of existing figures
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2.M
Measurement
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2.M.12
Students shall use attributes of measurement to describe and compare mathematical and real-world objects.
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2
Time: Calendar
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2.M.12.2.1
Recognize that there are 12 months in a year and that each month has a specific number of days
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2
Time: Clock
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2.M.12.2.2
Recognize that there are 24 hours in a day
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2
Money
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2.M.12.2.3
State the value of all coins and a dollar
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2.M.12.2.4
Compare the value of all coins
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2
Temperature
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2.M.12.2.5
Compare temperatures using the Fahrenheit scale on a thermometer
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2
Tools and Attributes
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2.M.12.2.6
Make simple comparisons within units of like dimension (units of length, mass/weight and capacity)
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2.M.13
Students shall identify and use units, systems and processes of measurement.
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2
Calendar
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2.M.13.2.1
Use a calendar to determine elapsed time involving a time period within a given month
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2
Clock
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2.M.13.2.2
Tell time to the nearest 5-minute interval
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2
Elapsed Time
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2.M.13.2.3
Determine elapsed time in contextual situations in hour increments regardless of starting time
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2.M.13.2.3.a
End time unknown
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2.M.13.2.3.b
Elapsed hours unknown
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2.M.13.2.3.c
Beginning time unknown
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2
Money
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2.M.13.2.4
Determine the value of a combination of coins up to the dollar
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2.M.13.2.5
Demonstrate a given value of money up to $1.00 using a variety of coin combinations
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2.M.13.2.6
Demonstrate a given value of money up to $1.00 using the fewest coins possible
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2.M.13.2.7
Represent and write the value of money using the cent sign and in decimal form when using the dollar sign
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2.M.13.2.8
Calculate the amount of money, spent with and without regrouping in a contextual situation
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2
Temperature
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2.M.13.2.9
Read temperatures on a Fahrenheit scale in intervals of ten
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2
Applications
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2.M.13.2.10
Select appropriate customary measurement tools (rulers, balance scale, cup and thermometer) for situations involving length, capacity, and mass
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2.M.13.2.11
Estimate and measure length, capacity/volume and mass with nonstandard units to recognize the need for standard units
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2
Perimeter
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2.M.13.2.12
Determine perimeter using physical materials (paper clips, craft sticks or grids) and by using measurement tools (rulers)
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2
Area
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2.M.13.2.13
Find the area of a region by counting squares on a grid
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2
Volume
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2.M.13.2.14
Compare and order containers of various shapes and sizes according to their volume (Volume is determined by the number of cubic units to fill the container)
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2.DAP
Data Analysis and Probability
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2.DAP.14
Students shall formulate questions that can be addressed with data and collect, organize and display relevant data to answer them.
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2
Collect, Organize and display data
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2.DAP.14.2.1
Identify the purpose for data collection and collect, organize, record and display the data using physical materials (pictographs, Venn diagrams and vertical and horizontal bar graphs)
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2.DAP.15
Students shall select and use appropriate statistical methods to analyze data.
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2
Data Analysis
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2.DAP.15.2.1
Analyze and make predictions from data represented in charts and graphs
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2.DAP.15.2.2
Make true statements comparing data displayed on a graph or chart
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2.DAP.16
Students shall develop and evaluate inferences and predictions that are based on data.
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2
Inferences and Predictions
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2.DAP.16.2.1
Make simple predictions for a given set of data
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2.DAP.17
Students shall understand and apply basic concepts of probability.
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2
Probability
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2.DAP.17.2.1
Describe the probability of an event as being more, less, and equally likely to occur
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