Number Sense

 2.1

The student will:
a)  read, write, and identify the place value of each digit in a three-digit numeral, using
numeration models; and
b)  round two-digit numbers to the nearest ten.

 2.2

The student will compare two whole numbers between 0 and 999, using symbols (>, <, or =) and words (greater than, less than, or equal to). 

 2.3

The student will identify the ordinal positions first through twentieth, using an ordered set of objects.

 2.4

The student will identify the part of a set and/or region that represents fractions for one-half, one-third, one-fourth, one-eighth, and one-tenth and write the corresponding fraction. 

 2.5

The student will:
a)   count forward by twos, fives, and tens to 100, starting at various multiples of 2, 5, or 10, using mental mathematics, paper and pencil, hundred chart, calculators, and/or concrete objects, as appropriate;
b)   count backward by tens from 100;
c)   group objects by threes and fours; and
d)   recognize even and odd numbers, using objects.

 2.6

The student will recall basic addition facts — ­i.e., sums to 18 or less — and the corresponding subtraction facts. 

 2.7

The student, given two whole numbers whose sum is 99 or less, will:
a)   estimate the sum; and
b)   find the sum, using various methods of calculation (mental computation, concrete materials, and paper and pencil). 

 2.8

The student, given two whole numbers, each of which is 99 or less, will:
a)   estimate the difference; and
b)   find the difference, using various methods of calculation (mental computation, concrete materials, and paper and pencil).

Measurement

The student will:
a)   count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and
b)   identify the correct usage of the cent symbol (¢), dollar symbol ($), and decimal point (.).

The student will estimate and then use a ruler to make linear measurements to the nearest centimeter and inch, including measuring the distance around a polygon in order to determine perimeter. 

 2.13

The student, given grid paper, will estimate and then count the number of square units needed to cover a given surface in order to determine area. 

 2.14

The student will estimate and then count the number of cubes in a rectangular box in order to determine volume. 

 2.15

The student will estimate and then determine weight/mass of familiar objects in pounds and/or kilograms, using a scale. 

The student will:
a)   use calendar language appropriately (e.g., months, today, yesterday, next week, last week);
b)   determine past and future days of the week; and
c)   identify specific dates on a given calendar

Geometry

 2.20

The student will identify, describe, and sort three-dimensional (solid) concrete figures, including a cube, rectangular solid (prism), square pyramid, sphere, cylinder, and cone, according to the number and shape of the solid’s faces, edges, and corners.

 2.21

The student will identify and create figures, symmetric along a line, using various concrete materials.

 2.22

The student will compare and contrast plane and solid geometric shapes (circle/sphere, square/cube, and rectangle/rectangular solid).

Probability and Statistics

 2.23

The student will read, construct, and interpret a simple picture and bar graph. 

 2.24

The student will record data from experiments, using spinners and colored tiles/cubes, and use the data to predict which of two events is more likely to occur if the experiment is repeated. 

Patterns, Functions, and Algebra

 2.25

The student will identify, create, and extend a wide variety of patterns, using numbers concrete objects and pictures.

 2.26

The student will solve problems by completing a numerical sentence involving the basic facts for addition and subtraction. Examples include: 3 + __ = 7, or 9 – __ = 2. Students will create story problems, using the numerical sentences.