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2.M:N&O:2:1
Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 199 using place value, by applying the concepts of equivalency in composing or decomposing numbers (e.g., 34 = 17 + 17; 34 = 29 + 5); and in expanded notation (e.g., 141 = 1 hundred + 4 tens + 1 one or 141 = 100 + 40 + 1) using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations.
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2.M:N&O:2:2
Demonstrates understanding of the relative magnitude of numbers from 0 to 199 by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (10, 25, 50, 75, 100, 125, 150, or 175); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using "1 more", "1 less", "10 more", "10 less", "100 more", or "100 less"; or by connecting number words and numerals to the quantities they represent using models, number lines, or explanations.
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2.M:N&O:2:3
Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of whole numbers by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers.
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2.M:N&O:2:5
Demonstrates understanding of monetary value by adding coins together to a value no greater than $1.99 and representing the result in dollar notation; making change from $1.00 or less, or recognizing equivalent coin representations of the same value (values up to $1.99).
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2.M:N&O:2:6
Mentally adds and subtracts whole number facts through 20 (addends whose sum is at most 20 and related subtraction facts); names the number that is 10 more or less than the original number, and mentally adds and subtracts two-digit multiplies of ten (e.g., 60 + 80, 90 - 30).
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2.M:N&O:2:7
Makes estimates of the number of objects in a set (up to 50) by selecting an appropriate method of estimation.
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2.M:N&O:2:8
Applies properties of numbers (odd and even) and field properties (commutative for addition, identity for addition, and associative for addition) to solve problems and to simplify computations involving whole numbers.
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2.M:DSP:2:1
Interprets a given representation (pictographs with one-to-one correspondence, line plots, tally charts, or tables) to answer questions related to the data, or to analyze the data to formulate conclusions.
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2.M:DSP:2:2
Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, or equal.
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2.M:DSP:2:4
Uses counting techniques to solve problems involving combinations using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, or others); (e.g., How many ways can you make 50 cents using nickels, dimes, and quarters?)
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2.M:DSP:2:5
For a probability event in which the sample space may or may not contain equally likely outcomes, uses experiments to describe the likelihood or chance of an event using "more likely," "less likely," "equally likely," certain or impossible.
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2.M:DSP:2:6
In response to a teacher or student generated question or hypothesis, groups decide the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions.
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