use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999).

Transcription

1 SE 2.1A use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999). Hundreds Tens Ones

2 SE 2.1B use place value to read, write, and describe the value of whole numbers to H T O

3 SE 2.1C use place value to compare and order whole numbers to 999 using numbers and symbols (<, =, >) Compare. Use and

4 SE 2.2A use concrete models to represent and name fractional parts of whole objects with denominators of 12 or less.

5 SE 2.2B use concrete models to represent and name fractional parts of a set with denominators of 12 or less. Write the fraction for the red part of the group. of 7 rectangles

6 SE 2.2C use concrete models to determine if a fractional part of a whole is closer to 0, ½, or 1. Use fraction circles to show the fraction. Determine if the colored part is closer to 0,, or 1.

7 SE 2.3A recall and apply basic addition and subtraction facts to = = = = = = = = = 4

8 SE 2.3B model addition and subtraction of twodigit numbers with objects, pictures, words, and numbers. Sadie brought her class 50 snacks. Each student had 2 snacks. There are 20 students in Sadie s class. How many snacks were left over? snacks

9 SE 2.3C model addition and subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary. Jamie had 34 lollipops. He gave 10 lollipops to his sister. He gave 11 lollipops to his best friend. How many lollipops did Jamie give away?

10 SE 2.3D determine the value of a collection of coins up to one dollar. Is there enough money to buy the toothbrush? Circle yes or no. yes no

11 SE 2.3E describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins. Write the amount in dollars and cents.

12 SE 2.4A model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined. There are 6 shells in 3 groups. How many shells are there?

13 SE 2.4B model, create, and describe division situations in which a set of concrete objects is separated into equal sets. 4 friends share Each friend gets trucks.

14 SE 2.5A find patterns in numbers such as in a 100 s chart.

15 SE 2.5B use patterns in place value to compare and order whole numbers through 999. Use the number line to fill in the blanks ,, 15

16 SE 2.5C use my knowledge to develop strategies to remember basic addition and subtraction facts including fact families. Katie has 3 teddy bears. Ben has 2 teddy bears. Write 2 different addition sentences that show the total number of teddy bears Katie and Ben have.

17 SE 2.6A generate a list of paired numbers based on real-life situations. Gita wants to buy some erasers that cost 10 pennies each. How many pennies does Gita need to buy 2, 3, and 4 erasers? Complete the chart. Erasers Pennies

18 SE 2.6B identify patterns in a list of related number pairs based on a real-life situation and extend the list. Spiders Legs

19 SE 2.6C identify, describe, and extend repeating and additive patterns to make predictions and solve problems. Kara made a repeating pattern by coloring squares. She colored the first 2 squares green and the third square purple. She colored the fourth and fifth squares green and the sixth square purple. Color the squares to show the pattern. Describe the pattern unit. If she continues this pattern, what color will the 7th square be?

20 SE 2.7A describe attributes of two- and threedimensional geometric figures such as circles, spheres, cones, etc. Write the name of the shape. Tell two things about it.

21 SE 2.7B use attributes to describe how 2 twodimensional shapes or 2 three-dimensional shapes are alike or different. Complete the sentence. A rectangle and a circle are different because

22 SE 2.7C cut two-dimensional geometric shapes apart and identify the new geometric figures formed.

23 SE 2.8 use a number line to locate and name points. Petria saved her change for 5 days. The number line shows how much money she saved each day. Estimate how much money she saved on Thursday. A Monday Tuesday Wednesday Thursday Friday How much money total did Petria save on Monday and Tuesday?

24 SE 2.9A identify concrete models that approximate standard units of length and use them to measure length. Measure the scissors. Write the measurement to the nearest inch.

25 SE 2.9B select a non-standard unit of measure, such as square tiles, to determine the area of a two-dimensional surface. Use square pattern blocks to find the area.

26 SE 2.9C select a non-standard unit of measure, such as a jar, to determine the capacity of a container.

27 SE 2.9D select a non-standard unit of measure, such as marbles, to determine the weight/mass of an object. Choose the better unit of measure. Item Unit of Measure a loaf of bread a slice of bread

28 SE 2.10A read a thermometer to gather data.

29 SE 2.10B read and write times shown on analog and digital clocks using five-minute increments.

30 SE 2.10C describe activities that take approximately one second, one minute, or one hour. Estimate the time for each event. Circle. participate in P.E class at school 1 second 1 minute 1 hour

31 SE 2.11A construct picture graphs and bar-type graphs. Winter Spring Summer Fall Favorite Seasons Tallies Total How many students voted for spring and summer?

32 SE 2.11B draw conclusions and answer questions based on picture graphs and bar-type graphs. How many more students ride the bus than walk to school?

33 SE 2.11C use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons. Tell if the event is more likely or less likely to happen. 3 and 6 are in a bag. You are to pick instead of. Circle.

34 SE 1.11A more likely less likely find math all around me.

35 SE 2.12A,B,C,D solve math problems by understanding the problem, making a plan, carrying out the plan, using the tools that you give me.

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37 SE 2.13A, B tell you why I think you should solve a math problem a certain way in my own words. Tell a number story for the picture. Explain your thinking.

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