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Poyen School |
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Poyen School Curriculum K - 12 2007-2008 |
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Mathematics - 2nd Grade Math |
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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 |
Activities |
| Number Sense: Whole Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.2.1 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Number Sense: Whole Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.2.2 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Number Sense: Whole Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.2.3 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Number Sense: Whole Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.2.4 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Number Sense: Whole Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.2.5 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Number Sense: Whole Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.2.6 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Number Sense: Whole Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.2.7 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Number Sense: Rational Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.2.8 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Number Sense: Rational Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.2.9 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Number Sense: Rational Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.2.10 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Prop. of Number Operations: # Theory |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.2.1 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Prop. of Number Operations: # Theory |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.2.2 |
Classroom
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Instructional Resources |
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Growing With Mathematics, Investigations: [Textbook]. 11.5: Using the "Turnaround" Idea; 11.6: Relating Area and Multiplication; |
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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 |
Activities |
| Prop. of Number Operations: # Theory |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.2.3 |
Classroom
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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 |
Activities |
| Prop. of Number Operations: # Theory |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.2.4 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Prop. of Number Operations: Whole # Op. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.2.5 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Prop. of Number Operations: Whole # Op. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.2.6 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| Prop. of Number Operations: Whole # Op. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.2.7 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| # Op. & Estimation: Comp. Fluency: + |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.2.1 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| # Op. & Estimation: Comp. Fluency: + |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.2.2 |
Classroom
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Instructional Resources |
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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; |
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Growing With Mathematics, Investigations: [Textbook]. 12.9: Subtracting: Regrouping Tens; 12.10: Subtracting: Regrouping Tens or Ones |
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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 |
Activities |
| # Op. & Estimation: Comp. Fluency: + |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO 3.2.3 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| # Op. & Estimation: App. of Computat |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.2.4 |
Classroom
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Instructional Resources |
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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; |
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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 |
Activities |
| # Op. & Estimation: Estimation |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.2.5 |
Classroom
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Instructional Resources |
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Growing With Mathematics, Investigations: [Textbook]. 8.10: Rounding to the Nearest 10 or 100; 9.8: Estimating Sums; |
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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 |
Activities |
| Patterns,Relations, Functions:Sort/Class |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.4.2.1 |
Classroom
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Instructional Resources |
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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; |
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Describe repeating patterns
The learner will be able to
describe repeating and growing patterns in the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns,Relations,Functions:Patterns |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.4.2.2 |
Classroom
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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 |
Activities |
| Patterns,Relations,Functions:Patterns |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.4.2.3 |
Classroom
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Instructional Resources |
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| · |
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; |
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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 |
Activities |
| Patterns,Relations,Functions:Patterns |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.4.2.4 |
Classroom
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Instructional Resources |
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| · |
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; |
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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 |
Activities |
| Patterns,Relations,Functions:Patterns |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.4.2.5 |
Classroom
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Instructional Resources |
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| · |
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 |
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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 |
Activities |
| Patterns,Relations,Functions:Patterns |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.4.2.6 |
Classroom
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Instructional Resources |
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| · |
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; |
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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 |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.5.2.1 |
Classroom
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Instructional Resources |
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| · |
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; |
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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 |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A. 5.2.2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Growing With Mathematics, Investigations: [Textbook]. 10.8: Exploring Equivalence; |
|
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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 |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.5.2.3 |
Classroom
|
| |
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 |
Activities |
| Algebraic Models and Relationships |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.6.2.1 |
Classroom
|
| |
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 |
Activities |
| Analysis of Change: Analyze Change |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.7.2.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Growing With Mathematics, Investigations: [Textbook]. 3.3: Measuring With Inches; 3.9: Relating Centimeters to the Ruler; |
|
|
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 |
Activities |
| Geometric Properties: 3 - D |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.8.2.1 |
Classroom
|
| |
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 |
Activities |
| Geometric Properties: 3 - D |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.8.2.2 |
Classroom
|
| |
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.
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