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2-1
The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.
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2-1.1
Apply substantive mathematical problem-solving strategies.
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2-1.2
Generate conjectures and exchange mathematical ideas.
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2-1.3
Explain and justify answers to simple problems.
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2-1.4
Analyze patterns by reasoning systematically.
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2-1.5
Generalize mathematical concepts.
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2-1.6
Use a variety of forms of mathematical communication.
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2-1.7
Generalize connections among mathematics, the environment, and other subjects.
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2-1.8
Use multiple informal representations to convey mathematical ideas.
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2-2
The student will demonstrate through the mathematical processes an understanding of the base-ten numeration system; place values; and accurate, efficient, and generalizable methods of adding and subtracting whole numbers.
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2-2.1
Generate estimation strategies to determine the approximate number of objects in a set of no more than 1,000 objects.
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2-2.2
Represent quantities in word form through twenty.
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2-2.3
Represent multiples of ten in word form through ninety.
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2-2.4
Compare whole-number quantities through 999 by using the terms is less than, is greater than, and is equal to and the symbols <, >, and =.
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2-2.5
Interpret models of equal grouping (multiplication) as repeated addition and arrays.
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2-2.6
Interpret models of sharing equally (division) in as repeated subtraction and arrays.
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2-2.7
Generate strategies to add and subtract pairs of two-digit whole numbers with regrouping.
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2-2.8
Generate addition and subtraction strategies to find missing addends and subtrahends in number combinations through 20.
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2-2.9
Generate strategies to round numbers through 90 to the nearest 10.
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2-2.10
Analyze the magnitude of digits through 9,999 on the basis of their place values.
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2-3
The student will demonstrate through the mathematical processes an understanding of numeric patterns and quantitative and qualitative change.
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2-3.1
Analyze numeric patterns in skip counting that uses the numerals 1 through 10.
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2-3.2
Translate patterns into rules for simple multiples.
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2-3.3
Analyze relationships to complete and extend growing and repeating patterns involving numbers, symbols, and objects.
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2-3.4
Identify quantitative and qualitative change over time.
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2-3.5
Analyze quantitative and qualitative change over time.
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2-4
The student will demonstrate through the mathematical processes an understanding of basic spatial reasoning and the connection between the identification of basic attributes and the classification of three-dimensional shapes.
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2-4.1
Analyze the three-dimensional shapes spheres, cubes, cylinders, prisms, pyramids, and cones according to the number and shape of the faces, edges, corners, and bases of each.
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Geometry: Relate planar and solid figures (First grade - J.4)
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Geometry: Count sides and vertices (First grade - J.5)
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Geometry: Count edges, vertices, and faces (First grade - J.6)
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Geometry: Compare sides and vertices (First grade - J.7)
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Geometry: Compare edges, vertices, and faces (First grade - J.8)
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Geometry: Identify planar and solid shapes (Second grade - T.1)
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Geometry: Compare sides, vertices, edges, and faces (Second grade - T.2)
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Geometry: Count sides, vertices, edges, and faces (Second grade - T.3)
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Geometry: Congruent (Second grade - T.5)
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Geometry: Count and compare sides, edges, faces, and vertices (Third grade - R.3)
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2-4.2
Identify multiple lines of symmetry.
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2-4.3
Predict the results of combining and subdividing polygons and circles.
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2-5
The student will demonstrate through the mathematical processes an understanding of the value of combinations of coins and bills and the measurement of length, weight, time, and temperature.
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2-5.1
Use a counting procedure to determine the value of a collection of coins and bills.
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2-5.2
Use coins to make change up to one dollar.
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2-5.3
Use appropriate tools to measure objects to the nearest whole unit: measuring length in centimeters, feet, and yards; measuring liquid volume in cups, quarts, and gallons; measuring weight in ounces and pounds; and measuring temperature on Celsius and Fahrenheit thermometers.
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2-5.4
Generate common measurement referents for feet, yards, and centimeters.
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2-5.5
Use common measurement referents to make estimates in feet, yards, and centimeters.
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2-5.6
Predict whether the measurement will be greater or smaller when different units are used to measure the same object.
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2-5.7
Use analog and digital clocks to tell and record time to the nearest quarter hour and to the nearest five-minute interval.
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2-5.8
Match a.m. and p.m. to familiar situations.
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2-5.9
Recall equivalencies associated with length and time: 12 inches = 1 foot, 3 feet = 1 yard, 60 minutes = 1 hour, and 24 hours = 1 day.
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2-6
The student will demonstrate through the mathematical processes an understanding of creating questions to collect data, organizing data, describing trends of a data set, and making predictions based on data.
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2-6.1
Create survey questions to collect data.
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2-6.2
Organize data in charts, pictographs, and tables.
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2-6.3
Infer trends in a data set as increasing, decreasing, or random.
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2-6.4
Predict on the basis of data whether events are more likely or less likely to occur.
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