Poyen School
Poyen School Curriculum K - 12 2007-2008

Mathematics - 2nd Grade Math


Number and Operations

    Strategies to count
The learner will be able to use efficient strategies to count a given set of objects in groups of 2's and 5's to 100 and groups of 3's to 30.
Strand Bloom's Scope Hours Source
Number Sense: Whole Numbers Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.1: Counting & Writing Numbers; 1.6: Counting by 2s, 5s, and 10s; 4.1: Investigations Place-Value Patterns; 8.1: Counting by 20s, 25s or 50s; 11.1: Reviewing Equal-Groups Language; 11.2: Solving Problems About Equal-Groups; 11.3: Describing Arrays; 11.4: Introducing the X Sign; 11.5: Using the "Turnaround" Idea; 11.7: Solving Multiplication Problems; 11.8: Developing Strategies for X2 Facts; 11.9: Developing Strategies for X5 Facts;
  
    Composition/decomposition
The learner will be able to represent a whole number in multiple ways using composition and decomposition. Example: A colleciton of 80 blocks. COMPOSITION: 80 can be made by combining 70 and 60; 60 and 20. DECOMPOSITION: 80 can be separated inot 50 and 30; 40 and 40.
Strand Bloom's Scope Hours Source
Number Sense: Whole Numbers Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.2.2
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.6: Counting by 2s, 5s, and 10s; 4.4: Regrouping: Trading 1 Ten for 10 Ones; 4.5: Regrouping Trading 10 Ones for 1 Ten; 4.8: Making Hundreds, Tens, and Ones; 4.9: Identifying Three-Digit Numbers; 5.6: Finding Parts Equal to a Given Total; 8.2: Reviewing 3-Digit Numbers; 8.3: Reading and Writing 3-Digit Numbers; 8.5: Solving Place-Value Problems;
  
    Connect models to quantities
The learner will be able to 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.
Strand Bloom's Scope Hours Source
Number Sense: Whole Numbers Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.2.3
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.1: Counting & Writing Numbers; 1.2: Interpreting Two-Digit Numbers; 1.3: Writing Numbers on a Number Track; 1.4: Comparing 2-Digit Numbers; 2.12: Solving Story Problems; 4.6: Building a Picture of 100; 4.9: Identifying Three-Digit Numbers; 4.10: Reading and Writing Three-Digit Numbers; 4.12: Comparing Three-Digit Numbers; 4.13: Ordering Three-Digit Numbers; 8.2: Reviewing 3-Digit Numbers; 8.3: Reading and Writing 3-Digit Numbers; 8.4: Focusing on Place Value; 8.5: Solving Place-Value Problems; 8.6: Comparing 3-Digit Numbers; 8.7: Ordering 3_Digit Numbers; 9.5: Adding with Regrouping; 10.4: Using Fraction Notations; 11.1: Reviewing Equal-Groups Language;
  
    Represent numbers to 100
The learner will be able to represent numbers to 100 in various forms. Example: Arrange tally marks, combinations of rods and units.
Strand Bloom's Scope Hours Source
Number Sense: Whole Numbers Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.2.4
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.4: Comparing 2-Digit Numbers; 4.4: Regrouping: Trading 1 Ten for 10 Ones; 4.5: Regrouping Trading 10 Ones for 1 Ten; 4.6: Building a Picture of 100; 4.8: Making Hundreds, Tens, and Ones; 4.11: Focusing on Numbers with 1 Ten; 9.5: Adding with Regrouping;
  
    Models for place value
The learner will be able to use multiple models to represent understanding of place value including hundreds. Example: 127 is 1 flat and 2 ten rods and 7 units. ________ hundreds _________tens ________ones. By addition it is 100 + 20 + 7.
Strand Bloom's Scope Hours Source
Number Sense: Whole Numbers Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.2.5
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.1: Counting & Writing Numbers; 1.2: Interpreting Two-Digit Numbers; 1.7: Classifying Numbers as Even or Odd; 4.1: Investigations Place-Value Patterns; 4.3: Introducing the Number Line; 4.4: Regrouping: Trading 1 Ten for 10 Ones; 4.5: Regrouping Trading 10 Ones for 1 Ten; 4.6: Building a Picture of 100; 4.7: Working with Multiples of 100; 4.8: Making Hundreds, Tens, and Ones; 4.9: Identifying Three-Digit Numbers; 4.10: Reading and Writing Three-Digit Numbers; 4.11: Focusing on Numbers with 1 Ten; 4.12: Comparing Three-Digit Numbers; 4.13: Ordering Three-Digit Numbers; 4.14: Focusing on Place Value; 5.14: Regrouping to Help Subtract; 8.1: Counting by 20s, 25s or 50s;
  
    Relative position using ordinal numbers
The learner will be able to determine relative position using ordinal numbers (first through eighteenth).
Strand Bloom's Scope Hours Source
Number Sense: Whole Numbers Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.2.6
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.2: Interpreting Two-Digit Numbers; 1.3: Writing Numbers on a Number Track; 9.3: Adding Multiples of Ten;
  
    Compare numbers
The learner will be able to compare 2 numbers, less than 100, using numerals and =,<,> with and without appropriate technology.
Strand Bloom's Scope Hours Source
Number Sense: Whole Numbers Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.2.7
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.4: Comparing 2-Digit Numbers; 1.5: Working With Coins; 2.10: Subtracting to Find a Difference; 2.11: Extending Difference Subtraction; 2.13: Solving More Sophisticated Problems; 2.15: Comparing Data in a Graph; 4.12: Comparing Three-Digit Numbers; 4.13: Ordering Three-Digit Numbers; 4.14: Focusing on Place Value; 5.13: Subtracting to Find a Difference; 8.6: Comparing 3-Digit Numbers; 8.7: Ordering 3_Digit Numbers; 8.8: Working With Place Value; 12.4; Adding Totals Greater Than 100; 12.5: Adding Three-Digit Numbers;
  
    Relative position of numbers
The learner will be able to communicate the relative position of any number less than 100 ( 27 is greater than 25 and less than 30).
Strand Bloom's Scope Hours Source
Number Sense: Rational Numbers Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.2.8
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.3: Writing Numbers on a Number Track; 4.3: Introducing the Number Line; 4.15: Locating "Tens" on a Number Line; 8.10: Rounding to the Nearest 10 or 100;
  
    Represent fractions
The learner will be able to represent fractions (halves, thirds, fourths, sixths, and eights) using words, numerals, and physical models. Example: Identify and illustrate the parts of a whole.
Strand Bloom's Scope Hours Source
Number Sense: Rational Numbers Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.2.9
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  10.1: Reviewing one-Half and One-Fourth; 10.2: Describing Parts of a Whole; 10.3: Introducing Fraction Notations; 10.4: Using Fraction Notations; 10.5: Interpreting Fraction Notations; 10.6; Finding a Fraction of a Group; 10.7: Comparing Fractions; 10.8: Exploring Equivalence; 10.9: Solving Problems Involving Fractions;
  
    Meaning of fractional parts
The learner will be able to utilize models to recognize that a fractional part can mean different amounts depending on the original quantity.
Strand Bloom's Scope Hours Source
Number Sense: Rational Numbers Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.2.10
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  10.1: Reviewing one-Half and One-Fourth; 10.2: Describing Parts of a Whole; 10.3: Introducing Fraction Notations; 10.4: Using Fraction Notations; 10.5: Interpreting Fraction Notations; 10.6; Finding a Fraction of a Group; 10.7: Comparing Fractions; 10.8: Exploring Equivalence; 10.9: Solving Problems Involving Fractions;
  
    Count forward and backward
The learner will be able to count on (forward) and back (backward) on a number line and a 100's chart starting at any whole number up to 100.
Strand Bloom's Scope Hours Source
Prop. of Number Operations: # Theory Master 1.0 2004 Arkansas Mathematics Frameworks NO.2.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  2.1: Reviewing the Concept of Addition; 2.3: Extending the "Count-On" Strategy; 2.4: Reviewing the "Use a Double" Strategy; 4.3: Introducing the Number Line; 4.14: Focusing on Place Value; 4.15: Locating "Tens" on a Number Line; 5.9: Solving Addition Problems; 5.10: Subtracting a Multiple of Ten; 5.11: Subtracting Two-Digit Numbers; 5.12: Investigating Subtraction Patterns; 8.1: Counting by 20s, 25s or 50s; 8.9: Counting On and Back by Tens; 12.2: Subtracting Two-Digit Numbers;
  
    Commutative property
The learner will be able to model and use the commutative property for addition. Example: 3 + 2 is the same as (=) 2 + 3.
Strand Bloom's Scope Hours Source
Prop. of Number Operations: # Theory Master 1.0 2004 Arkansas Mathematics Frameworks NO.2.2.2
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  11.5: Using the "Turnaround" Idea; 11.6: Relating Area and Multiplication;
  
    Associative property
The learner will be able to develop and understanding of the associative property of addition using objects.
Strand Bloom's Scope Hours Source
Prop. of Number Operations: # Theory Master 1.0 2004 Arkansas Mathematics Frameworks NO.2.2.3
  
    Apply number theory
The learner will be able to apply number theory. 1. Determine if a 2-digit number is odd or even. 2. Use the terms sum, addends, and difference in an appropriate context. (2 + 3 = 5; 2 and 3 are addends; 5 is a sum).
Strand Bloom's Scope Hours Source
Prop. of Number Operations: # Theory Master 1.0 2004 Arkansas Mathematics Frameworks NO.2.2.4
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.7: Classifying Numbers as Even or Odd; 5.1: Reviewing the "Use Ten" Strategy; 9.1: Adding 3 or More Numbers;
  
    Meaning of addition and subtraction
The learner will be able to demonstrate various meanings of addition and subtraction. See Appendix 2004 Arkansas Mathematics Frameworks for examples.
Strand Bloom's Scope Hours Source
Prop. of Number Operations: Whole # Op. Master 1.0 2004 Arkansas Mathematics Frameworks NO.2.2.5
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  2.7: Relating Addition and Subtraction Strategies; 2.8: Working With Fact Families; 2.9: Subtracting to Find a "Missing Addend"; 2.10: Subtracting to Find a Difference; 2.12: Solving Story Problems; 2.13: Solving More Sophisticated Problems; 5.10: Subtracting a Multiple of Ten; 5.11: Subtracting Two-Digit Numbers; 5.14: Regrouping to Help Subtract; 5.15: Deciding Whether to Add or Subtract; 10.9: Solving Problems Involving Fractions; 12.3: Deciding Whether to Add or Subtract;
  
    Addition and subtraction properties
The learner will be able to demonstrate various addition and subtraction relationships (property) to solve problems in contextual situations involving whole numbers.
Strand Bloom's Scope Hours Source
Prop. of Number Operations: Whole # Op. Master 1.0 2004 Arkansas Mathematics Frameworks NO.2.2.6
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  2.5: Reviewing the Concept of Subtraction; 2.6: Extending the "Count-Back" Strategy; 2.7: Relating Addition and Subtraction Strategies; 2.8: Working With Fact Families; 2.9: Subtracting to Find a "Missing Addend"; 2.12: Solving Story Problems; 2.13: Solving More Sophisticated Problems; 2.14: Working Back from a Given "Answer"; 5.2: Relating Addition and Subtraction; 5.3: Thinking Addition to Subtraction; 6.4: Solving Problems Involving Rates; 9.14: Solving Subtraction Problems; 9.15: Deciding Whether to Add or Subtract; 12.3: Deciding Whether to Add or Subtract;
  
    Division
The learner will be able to model, represent and explain division as sharing equally and repeated subtraction in contextual situations. Example: Mrs. Lopez bought a dozen pencils for her four children. She gave each child the same number of pencils. How many pencils did each child receive.
Strand Bloom's Scope Hours Source
Prop. of Number Operations: Whole # Op. Master 1.0 2004 Arkansas Mathematics Frameworks NO.2.2.7
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  11.10: Working With Equal Groups; 11.11: Dividing Between Two; 11.12: Dividing Among More Than Two; 11.13: Investigating Remainders; 11.14: Solving Problems Involving Division; 11.15: Relating Multiplication and Division;
  
    Basic addition facts
The learner will be able to develop strategies for basic addition facts. 1. Counting all. 2. Counting on. 3. One more, two more. 4. Doubles. 5. Doubles plus one or minus one. 6. Make ten. 7. Using ten frames. 8. Identify property. (adding zero).
Strand Bloom's Scope Hours Source
# Op. & Estimation: Comp. Fluency: + Master 1.0 2004 Arkansas Mathematics Frameworks NO.3.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  2.1: Reviewing the Concept of Addition; 2.2: Creating and Solving Addition Problems; 2.3: Extending the "Count-On" Strategy; 2.4: Reviewing the "Use a Double" Strategy; 5.1: Reviewing the "Use Ten" Strategy; 5.4: Exploring Methods for Addition; 5.5: Investigating Addition Patterns; 5.9: Solving Addition Problems; 9.4: Reviewing Additon Strategies;
  
    Strategies for add/subtract 2-digit
The learner will be able to demonstrate multiple strategies for adding or subtracting 2-digit whole numbers. 1. Coompatible numbers. 2. Compensatory numbers. 3. Informal use of commutative and associative properties of addition.
Strand Bloom's Scope Hours Source
# Op. & Estimation: Comp. Fluency: + Master 1.0 2004 Arkansas Mathematics Frameworks NO.3.2.2
Instructional Resources
- Growing With Mathematics, Investigation: [Textbook].  5.14: Regrouping to Help Subtract; 5.15: Deciding Whether to Add or Subtract; 9.1: Adding 3 or More Numbers; 9.4: Reviewing Additon Strategies; 9.6: Introducing the Additioni Algorithm; 9.7: Using the Addition Algorithm; 9.9: Reviewing the Subtraction Algorithm; 9.10: Subtracting with Regrouping; 9.11: Introducing the Subtraction Algorithm; 9.12: Using the Subtraction Algorithm; 12.1: Adding Two-Digit Numbers; 12.2: Subtracting Two-Digit Numbers; 12.4; Adding Totals Greater Than 100; 12.5: Adding Three-Digit Numbers; 12.5: Adding: Regrouping Tens; 12.7: Adding: Regrouping Tens or Ones; 12.8: Subtracting Three-Digit Numbers;
- Growing With Mathematics, Investigations: [Textbook].  12.9: Subtracting: Regrouping Tens; 12.10: Subtracting: Regrouping Tens or Ones
  
    Computational fluency
The learner will be able to demonstrate computational fluency (accuracy, efficiency and flexibility) in addition facts with addends through 9 and corresponding subtractions. Example: (9 + 9 = 18; 18 - 9 = 9) and and subtract multiples of ten.
Strand Bloom's Scope Hours Source
# Op. & Estimation: Comp. Fluency: + Master 1.0 2004 Arkansas Mathematics Frameworks NO 3.2.3
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  2.1: Reviewing the Concept of Addition; 2.5: Reviewing the Concept of Subtraction; 2.6: Extending the "Count-Back" Strategy; 2.9: Subtracting to Find a "Missing Addend"; 2.10: Subtracting to Find a Difference; 2.11: Extending Difference Subtraction; 2.14: Working Back from a Given "Answer"; 5.1: Reviewing the "Use Ten" Strategy; 5.2: Relating Addition and Subtraction; 5.3: Thinking Addition to Subtraction; 5.10: Subtracting a Multiple of Ten; 5.14: Regrouping to Help Subtract; 9.6: Introducing the Additioni Algorithm; 9.7: Using the Addition Algorithm; 12.4; Adding Totals Greater Than 100; 12.5: Adding Three-Digit Numbers; 12.5: Adding: Regrouping Tens;
  
    Solve problems by variety of methods
The learner will be able to solve problems using a variety of methods and tools (e.g., objects, mental computation, paper and pencil, and with and without appropriate technology).
Strand Bloom's Scope Hours Source
# Op. & Estimation: App. of Computat Master 1.0 2004 Arkansas Mathematics Frameworks NO.3.2.4
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  2.2: Creating and Solving Addition Problems; 2.5: Reviewing the Concept of Subtraction; 2.6: Extending the "Count-Back" Strategy; 2.11: Extending Difference Subtraction; 4.11: Focusing on Numbers with 1 Ten; 5.2: Relating Addition and Subtraction; 5.4: Exploring Methods for Addition; 5.6: Finding Parts Equal to a Given Total; 5.8: Adding Two-Digit Numbers; 5.9: Solving Addition Problems; 5.11: Subtracting Two-Digit Numbers; 5.15: Deciding Whether to Add or Subtract; 6.4: Solving Problems Involving Rates; 8.10: Rounding to the Nearest 10 or 100; 9.1: Adding 3 or More Numbers; 9.2: Adding to Find the Perimeter; 9.10: Subtracting with Regrouping;
  
    Estimation strategies
The learner will be able to use estimation strategies to solve addition and subtraction problems and judge the reasonableness of the answer.
Strand Bloom's Scope Hours Source
# Op. & Estimation: Estimation Master 1.0 2004 Arkansas Mathematics Frameworks NO.3.2.5
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  8.10: Rounding to the Nearest 10 or 100; 9.8: Estimating Sums;
  

Algebraic Concepts

    Classify objects by multiple attributes
The learner will be able to sort, classify, and label objects by three or more attributes in more than one way.
Strand Bloom's Scope Hours Source
Patterns,Relations, Functions:Sort/Class Master 1.0 2004 Arkansas Mathematics Frameworks A.4.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.7: Classifying Numbers as Even or Odd; 3.12: Comparing 2-D Shapes; 3.13: Sorting and Classifying 2-D Shapes; 3.14: Identifying and Describing 3-D Shapes;
  
    Describe repeating patterns
The learner will be able to describe repeating and growing patterns in the environment.
Strand Bloom's Scope Hours Source
Patterns,Relations,Functions:Patterns Master 1.0 2004 Arkansas Mathematics Frameworks A.4.2.2
  
    Patterns to count
The learner will be able to use patterns to count forward and backward when given a number less than or equal to 100, _____, 69, _____, ____.
Strand Bloom's Scope Hours Source
Patterns,Relations,Functions:Patterns Master 1.0 2004 Arkansas Mathematics Frameworks A.4.2.3
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  9.3: Adding Multiples of Ten; 11.1: Reviewing Equal-Groups Language; 11.2: Solving Problems About Equal-Groups; 11.3: Describing Arrays; 11.4: Introducing the X Sign; 11.5: Using the "Turnaround" Idea; 11.7: Solving Multiplication Problems; 11.8: Developing Strategies for X2 Facts; 11.9: Developing Strategies for X5 Facts;
  
    Skip counting patterns
The learner will be able to identify, describe and extend skip counting patterns from any given number.
Strand Bloom's Scope Hours Source
Patterns,Relations,Functions:Patterns Master 1.0 2004 Arkansas Mathematics Frameworks A.4.2.4
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  4.1: Investigations Place-Value Patterns; 4.2: Working With Growing Patterns; 4.7: Working with Multiples of 100; 5.7: Adding a Multiple of Ten; 5.10: Subtracting a Multiple of Ten; 5.12: Investigating Subtraction Patterns; 8.1: Counting by 20s, 25s or 50s; 11.10: Working With Equal Groups; 11.11: Dividing Between Two; 11.12: Dividing Among More Than Two; 11.13: Investigating Remainders; 11.14: Solving Problems Involving Division; 11.15: Relating Multiplication and Division;
  
    Addition/subtraction by multiples of 10
The learner will be able to identify a number that is more or less than any whole number less than 100 using multiples of ten. Example: 30 more than 26 is 56.
Strand Bloom's Scope Hours Source
Patterns,Relations,Functions:Patterns Master 1.0 2004 Arkansas Mathematics Frameworks A.4.2.5
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].   5.1: Reviewing the "Use Ten" Strategy; 5.5: Investigating Addition Patterns; 5.7: Adding a Multiple of Ten; 5.10: Subtracting a Multiple of Ten; 8.8: Working With Place Value; 8.9: Counting On and Back by Tens; 9.13: Subtracting from a Multiple of Ten; 12.2: Subtracting Two-Digit Numbers; 12.9: Subtracting: Regrouping Tens; 12.10: Subtracting: Regrouping Tens or Ones
  
    Create and extend patterns
The learner will be able to recognize, describe, extend, and create repeating and growing patterns using a wide variety of materials to solve problems.
Strand Bloom's Scope Hours Source
Patterns,Relations,Functions:Patterns Master 1.0 2004 Arkansas Mathematics Frameworks A.4.2.6
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.6: Counting by 2s, 5s, and 10s; 1.7: Classifying Numbers as Even or Odd; 4.1: Investigations Place-Value Patterns; 4.2: Working With Growing Patterns; 4.7: Working with Multiples of 100; 5.5: Investigating Addition Patterns; 5.12: Investigating Subtraction Patterns; 11.1: Reviewing Equal-Groups Language; 11.2: Solving Problems About Equal-Groups; 11.3: Describing Arrays; 11.4: Introducing the X Sign; 11.5: Using the "Turnaround" Idea; 11.7: Solving Multiplication Problems; 11.8: Developing Strategies for X2 Facts; 11.9: Developing Strategies for X5 Facts; 11.10: Working With Equal Groups; 11.11: Dividing Between Two; 11.12: Dividing Among More Than Two;
  
    Solve contextual problems: two-digit
The learner will be able to select and/or write number sentences to find the unknown in problem-solving contexts involving two-digit addition and subtraction using appropriate labels. Example: Mrs. Cole's class has 22 students. Ms. River's class joined them on a field trip. When everyone got on the bus, there were 45 children. How many students are in Ms. River's class.
Strand Bloom's Scope Hours Source
Alg. Rep.:Expressions,Equations,Inequal. Master 1.0 2004 Arkansas Mathematics Frameworks A.5.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  2.9: Subtracting to Find a "Missing Addend"; 2.14: Working Back from a Given "Answer"; 5.6: Finding Parts Equal to a Given Total; 5.8: Adding Two-Digit Numbers; 5.15: Deciding Whether to Add or Subtract; 9.8: Estimating Sums; 9.9: Reviewing the Subtraction Algorithm; 9.10: Subtracting with Regrouping; 9.11: Introducing the Subtraction Algorithm; 9.12: Using the Subtraction Algorithm; 9.13: Subtracting from a Multiple of Ten; 9.14: Solving Subtraction Problems; 12.1: Adding Two-Digit Numbers; 12.3: Deciding Whether to Add or Subtract;
  
    Equalities and inequalities
The learner will be able to express mathematical relationships using equalities and inequalities (<,>,=, not equal sign) Example: 4 + 6 = 7 + 3; 3 + 5 < 4 + 5; 4 + 6 (not equal) 7 + 5. See 2004 Arkansas Mathematics frameworks for use of symbols.
Strand Bloom's Scope Hours Source
Alg. Rep.:Expressions,Equations,Inequal. Master 1.0 2004 Arkansas Mathematics Frameworks A. 5.2.2
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  10.8: Exploring Equivalence;
  
    Missing value symbols
The learner will be able to recognize that symbols in addition or subtraction equations represent a missing value that will make the statement true. See 2004 Arkansas Mathematics Frameworks for examples.
Strand Bloom's Scope Hours Source
Alg. Rep.:Expressions,Equations,Inequal. Master 1.0 2004 Arkansas Mathematics Frameworks A.5.2.3
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  2.10: Subtracting to Find a Difference; 2.14: Working Back from a Given "Answer"; 5.13: Subtracting to Find a Difference;
  
    Use chart or table
The learner will be able to use chart or table to organize information and to understand relationships. See 2004 Arkansas Mathematics Frameworks for example.
Strand Bloom's Scope Hours Source
Algebraic Models and Relationships Master 1.0 2004 Arkansas Mathematics Frameworks A.6.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  9.12: Using the Subtraction Algorithm; 9.13: Subtracting from a Multiple of Ten; 9.15: Deciding Whether to Add or Subtract;
  
    Quantitative change
The learner will be able to interpret and compare quantitative change. Example: Changes in temperature, age, height, etc. "The temperature in the morning was 75 degrees. This afternoon is 85 degrees. What is the difference in temperature?".
Strand Bloom's Scope Hours Source
Analysis of Change: Analyze Change Master 1.0 2004 Arkansas Mathematics Frameworks A.7.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  3.3: Measuring With Inches; 3.9: Relating Centimeters to the Ruler;
  

Geometry

    3 - D solids
The learner will be able to identify, name, sort and describe 3-D solids (cube, sphere, rectangular prism, cone, and cylinder) according to the shapes of faces.
Strand Bloom's Scope Hours Source
Geometric Properties: 3 - D Master 1.0 2004 Arkansas Mathematics Frameworks G.8.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  3.14: Identifying and Describing 3-D Shapes; 3.15: Identifying Faces, Edges, and Vertices;
  
    Match 3 - D to 2-D faces
The learner will be able to match three-dimensional objects to their two-dimensional faces.
Strand Bloom's Scope Hours Source
Geometric Properties: 3 - D Master 1.0 2004 Arkansas Mathematics Frameworks G.8.2.2
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  3.14: Identifying and Describing 3-D Shapes;
  
    2 - D figures
The learner will be able to identify, classify, and describe 2 - D geometric figures (rectangle (including square), triangle, and circle) using concrete objects, drawings, and computer graphics.
Strand Bloom's Scope Hours Source
Geometric Properties: 2 - D Master 1.0 2004 Arkansas Mathematics Frameworks G.8.2.3
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  3.10: Identifying and Describing 2-D Shapes; 3.11: Identifing Parallel Lines; 3.12: Comparing 2-D Shapes; 3.13: Sorting and Classifying 2-D Shapes; 7.1: Finding and Describing Symmetry; 7.2: Creating Symmetrical Shapes; 7.3: Combining 2-D Shapes; 7.4: Taking 2-D Shapes Apart; 7.8:Exploring Flips, Turns, and Slides; 7.9: Working with Perspective;
  
    Lines of symmetry
The learner will be able to use lines of symmetry to demonstrate and describe congruent figures within a 2 - D figure. Example: Letter, shapes, environmental print and polygons.
Strand Bloom's Scope Hours Source
Transformations of Shapes:Symmetry&T Master 1.0 2004 Arkansas Mathematics Frameworks G.9.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  3.11: Identifing Parallel Lines; 7.1: Finding and Describing Symmetry; 7.2: Creating Symmetrical Shapes;
  
    Motion of a transformation
The learner will be able to demonstrate the motion of a single transformation.
Strand Bloom's Scope Hours Source
Transformations of Shapes:Symmetry&T Master 1.0 2004 Arkansas Mathematics Frameworks G.9.2.2
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  3.12: Comparing 2-D Shapes; 7.3: Combining 2-D Shapes; 7.4: Taking 2-D Shapes Apart; 7.5: Making Tessellations; 7.8:Exploring Flips, Turns, and Slides;
  
    Directional words: rows and columns
The learner will be able to extend the use of directional words to include rows and columns. Example: A rectangle has 3 row and 4 columns. See 2004 Arkansas Mathematics Frameworks for additional examples.
Strand Bloom's Scope Hours Source
Coordinate Geometry Master 1.0 2004 Arkansas Mathematics Frameworks G.10.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  7.9: Working with Perspective; 7.10: Describing Direction and Distance;
  
    Replicate geometric design
The learner will be able to replicate a simple geometric design from a briefly displayed example or from a description.
Strand Bloom's Scope Hours Source
Visualization & Geometric models:Spa Master 1.0 2004 Arkansas Mathematics Frameworks G.11.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  7.9: Working with Perspective;
  
    Combining and subdividing figures
The learner will be able to create new figures by combining and subdividing models of existing figures. See 2004 Arkansas Mathematics Frameworks for example.
Strand Bloom's Scope Hours Source
Visualization & Geometric models:Spa Master 1.0 2004 Arkansas Mathematics Frameworks G.11.2.2
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  3.11: Identifing Parallel Lines; 7.4: Taking 2-D Shapes Apart; 7.5: Making Tessellations;
  

Measurement

    Months, days, year
The learner will be able to recognize that there are 12 months in a year and that each month has a specific number of days.
Strand Bloom's Scope Hours Source
Physical Attributes: Time: Calendar Master 1.0 2004 Arkansas Mathematics Frameworks M.12.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.10: Analyzing Data About the Months;
  
    Hours in day
The learner will be able to recognize that there are 24 hours in a day.
Strand Bloom's Scope Hours Source
Physical Attributes: Time: Clock Master 1.0 2004 Arkansas Mathematics Frameworks M.12.2.2
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.8: Telling the Time; 1.9:Solving Problems Involving Time; 6.5: Investigating the Duration of Events; 6.8: Relating Analog and Digital Times; 10.14: Relating Minutes and Quarter Hours; 10.15: Solving Problems That Involve Time;
  
    Value of money
The learner will be able to state the value of all coins and a dollar.
Strand Bloom's Scope Hours Source
Physical Attributes: Money Master 1.0 2004 Arkansas Mathematics Frameworks M.12.2.3
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.5: Working With Coins; 6.1: Reviewing Amounts to 99 Cents; 6.2: Introducing the $1 Bill; 6.3: Making Change;
  
    Compare coin values
The learner will be able to compare the value of all coins.
Strand Bloom's Scope Hours Source
Physical Attributes: Money Master 1.0 2004 Arkansas Mathematics Frameworks M.12.2.4
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.5: Working With Coins; 6.1: Reviewing Amounts to 99 Cents;
  
    Compare temperatures
The learner will be able to compare temperatures using the Fahrenheit scale on a thermometer.
Strand Bloom's Scope Hours Source
Physical Attributes: Temperature Master 1.0 2004 Arkansas Mathematics Frameworks M.12.2.5
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.5: Working With Coins; 9.12: Using the Subtraction Algorithm;
  
    Simple measurement comparisons
The learner will be able to make simple comparisons within units of like dimension (units of length, mass/weight, and capacity). Example: An inch is shorter than a foot. A pound is more than an ounce. A cup is less than a pint.
Strand Bloom's Scope Hours Source
Physical Attributes: Tools & Attribu Master 1.0 2004 Arkansas Mathematics Frameworks M.12.2.6
Instructional Resources
- Growing With Mathematics, Investigaions: [Textbook].  3.1: Identifying Measurable Attributes; 3.2: Measuring Length; 3.3: Measuring With Inches; 3.4: Introducing the Foot and Yard; 3.5: Solving Problems that Involve Length; 3.6: Measuring with a Meterstick; 3.9: Relating Centimeters to the Ruler; 5.13: Subtracting to Find a Difference; 6.5: Investigating the Duration of Events; 7.6: Investigating Area; 7.7: Measuring the Area of a Rectangle; 7.11: Introducing the Pound and Kilogram; 7.13: Introducing the Ounce; 7.14: Relating Units of Capacity; 10.10: Measuring to the Nearest Half-Inch;
  
    Elapsed time with calendar
The learner will be able to use a calendar to determine elapsed time involving a time period within a given month.
Strand Bloom's Scope Hours Source
Systems of Measurement: Calendar Master 1.0 2004 Arkansas Mathematics Frameworks M.13.2.1
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.10: Analyzing Data About the Months;
  
    Tell time
The learner will be able to tell time to the nearest 5-minute interval.
Strand Bloom's Scope Hours Source
Systems of Measurement: Clock Master 1.0 2004 Arkansas Mathematics Frameworks M.13.2.2
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.8: Telling the Time; 1.9:Solving Problems Involving Time; 6.6: Problems with Elapsed Time; 6.7: Telling the Time; 6.8: Relating Analog and Digital Times; 10.13: Reading "Quarter-Past/To" Times; 10.14: Relating Minutes and Quarter Hours; 10.15: Solving Problems That Involve Time;
  
    Elapsed time: contextual situations
The learner will be able to determine elapsed time in contextual situations in hour increments regardless of starting time. END TIME UNKNOWN: Example: Lunch began at 11:15 and lasted one hour. When was lunch over? ELAPSED HOURS UNKNOWN: Example: John went to Tim's house at 3:20. He left at 5:20. How long did he stay? BEGINNING TIME UNKNOWN: Example: Mary watch a movie for 2 hours. The movie ended at 8:30. When did the movie begin.
Strand Bloom's Scope Hours Source
Systems of Measurement: Elapsed Time Master 1.0 2004 Arkansas Mathematics Frameworks M.13.2.3
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  1.8: Telling the Time; 1.9:Solving Problems Involving Time; 6.5: Investigating the Duration of Events; 6.6: Problems with Elapsed Time; 6.7: Telling the Time; 6.8: Relating Analog and Digital Times; 10.13: Reading "Quarter-Past/To" Times; 10.14: Relating Minutes and Quarter Hours; 10.15: Solving Problems That Involve Time;
  
    Value of combinations of coins
The learner will be able to determine the value of a combination of coins up to the dollar.
Strand Bloom's Scope Hours Source
Systems of Measurement: Money Master 1.0 2004 Arkansas Mathematics Frameworks M.13.2.4
  
    Demonstrate the value of money
The learner will be able to demonstrate a given value of money up to $1.00 using a variety of coin combinations.
Strand Bloom's Scope Hours Source
Systems of Measurement: Money Master 1.0 2004 Arkansas Mathematics Frameworks M.13.2.5
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].   6.1: Reviewing Amounts to 99 Cents; 6.2: Introducing the $1 Bill; 12.3: Deciding Whether to Add or Subtract;
  
    Value of money: coin combinations
The learner will be able to demonstrate a given value of money up to $1.00 using the fewest coins possible.
Strand Bloom's Scope Hours Source
Systems of Measurement: Money Master 1.0 2004 Arkansas Mathematics Frameworks M.13.2.6
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  7.12: Comparing Weights Shown on a Graph;
  
    Money symbols
The learner will be able to represent and write the value of money using the cent sign and in decimal form when using the dollar sign.
Strand Bloom's Scope Hours Source
Systems of Measurement: Money Master 1.0 2004 Arkansas Mathematics Frameworks M.13.2.7
Instructional Resources
- Growing With Mathematics, Investigations: [Textbook].  5.9: Solving Addition Problems; 6.1: Reviewing Amounts to 99 Cents; 6.2: Introducing the $1 Bill; 6.3: Making Change; 7.15: Solving Problems Involving Capacity;