| A. Number Sense
[4.1.2.A] |
Sample Question
|
- Use real-life experiences, physical materials, and technology
to construct meanings for numbers (unless otherwise noted,
all indicators for grade 2 pertain to these sets of numbers
as well).
- Whole numbers through hundreds
- Ordinals
- Proper fractions (denominators of 2, 3, 4, 8, 10)
- Demonstrate an understanding of whole number place value concepts.
- Understand that numbers have a variety of uses.
- Count and perform simple computations with coins.
- Amounts up to $1.00 (using cents notation)
- Compare and order whole numbers.
| B. Numerical
Operations [4.1.2.B] |
Sample Question
|
- Develop the meanings of addition and subtraction by concretely
modeling and discussing a large variety of problems.
- Joining, separating, and comparing
- Explore the meanings of multiplication and division by modeling
and discussing problems.
- Develop proficiency with basic addition and subtraction number
facts using a variety of fact strategies (such as "counting
on" and "near doubles") and then commit them
to memory.
- Construct, use, and explain procedures for performing addition
and subtraction calculations with:
- Pencil-and-paper
- Mental math
- Calculator
- Use efficient and accurate pencil-and-paper procedures for
computation with whole numbers.
- Addition of 2-digit numbers
- Subtraction of 2-digit numbers
- Select pencil-and-paper, mental math, or a calculator as the
appropriate computational method in a given situation depending
on the context and numbers.
- Check the reasonableness of results of computations.
- Understand and use the inverse relationship between addition
and subtraction.
- Judge without counting whether a set of objects has less than,
more than, or the same number of objects as a reference set.
- Determine the reasonableness of an answer by estimating the
result of computations (e.g., 15 + 16 is not 211).
- Explore a variety of strategies for estimating both quantities
(e.g., the number of marbles in a jar) and results of computation.
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