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2.1
Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
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2.1.1
Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system.
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2.1.1.a
Read and write numbers 0 - 1,000 (e.g., count numbers from 400 - 500; write numbers from 400 - 500)
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2.1.1.b
Count by multiples of 2 up to 100
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2.1.1.c
Count backwards from 20 - 0
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2.1.1.d
Connect number words to the quantities they represent 0 - 100
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2.1.1.e
Demonstrate multiple equivalent representations for numbers 1 - 1,000 (e.g., 423 is 4 hundreds, 2 tens and 3 ones; 423 is 3 hundreds 12 tens and 3 ones)
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2.1.1.f
Compare and order whole numbers 0 - 1,000
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2.1.1.g
Demonstrate relative position of whole numbers 0 - 1,000 (e.g., 624 is between 600 and 700; 593 is greater than 539)
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2.1.1.h
Use visual models to represent fractions of one-half as a part of a whole
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2.1.2
Students will demonstrate the meaning of addition and subtraction with whole numbers.
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2.1.2.a
Use objects, drawings, words, and symbols to explain the relationship between addition and subtraction (e.g., if 2 + 3 = 5 then 5 - 3 = 2)
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2.1.2.b
Use objects, drawings, words, and symbols to explain the use of subtraction to find a missing addend (e.g., if 3 + __ = 7, then 7 - 3 = __.)
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2.1.3
Students will compute fluently and accurately using appropriate strategies and tools.
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2.1.3.a
Fluently add whole number facts with sums to 20
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2.1.3.b
Fluently subtract whole number facts with differences from 20
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2.1.3.c
Add and subtract three-digit whole numbers with regrouping
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2.1.3.d
Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper-pencil)
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2.1.4
Students will estimate and check reasonableness of answers using appropriate strategies and tools.
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2.1.4.a
Estimate the results of two-digit whole number sums and differences and check the reasonableness of such results
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2.1.4.b
Estimate the number of objects in a group
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2.2
Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
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2.2.1
Students will describe characteristics of two-dimensional shapes and identify three-dimensional objects.
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2.2.1.a
Describe attributes of two-dimensional shapes (e.g., trapezoid, parallelogram)
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2.2.1.b
Determine if two shapes are congruent
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2.2.1.c
Compare two-dimensional shapes (e.g., trapezoid, parallelogram)
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2.2.1.d
Identify solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)
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2.2.2
Students will describe direction on a positive number line.
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2.2.2.a
Identify numbers using location on a vertical number line
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2.2.2.b
Compare whole numbers using location on a horizontal number line
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2.2.2.c
Identify the direction moved for adding and subtracting using a horizontal number line
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2.2.3
Students will identify lines of symmetry.
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2.2.3.a
Identify lines of symmetry in two-dimensional shapes
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2.2.3.b
Draw a line of symmetry in two-dimensional shapes
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2.2.4
Students will create two-dimensional shapes.
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2.2.4.a
Sketch two-dimensional shapes (e.g., trapezoid, parallelogram)
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2.2.5
Students will measure using standard units, time and money.
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2.2.5.a
Count mixed coins to $1.00
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2.2.5.b
Identify time to 5 minute intervals
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2.2.5.c
Identify and use appropriate tools for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler)
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2.2.5.d
Measure length using feet and yards
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2.2.5.e
Compare and order objects using inches, feet and yards
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2.3
Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
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2.3.1
Students will identify, describe, and extend relationships.
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2.3.1.a
Create and describe patterns using concrete and pictorial representations
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2.3.2
Students will use objects, pictures, and symbols as models to represent mathematical situations.
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2.3.2.a
Model situations that involve the addition and subtraction of whole numbers 0 - 100, using objects and number lines
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2.3.2.b
Describe and model quantitative change involving addition (e.g., a student grew 2 inches)
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2.3.3
Students will use concrete, verbal, visual, and symbolic representations to solve number sentences.
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2.3.3.a
Use symbolic representations of the commutative property of addition (e.g., 2 + 3 = "Delta" + 2)
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2.4
Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.
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2.4.1
Students will organize, display, compare, and interpret data.
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2.4.1.a
Represent data using pictographs
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2.4.1.b
Interpret data using pictographs (e.g., 7 more; 2 less; 12 all together)
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