Standards in this Framework
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2.1(A)
Apply mathematics to problems arising in everyday life, society, and the workplace. |
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2.1(B)
Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. |
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2.1(C)
Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. |
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2.1(D)
Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. |
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2.1(E)
Create and use representations to organize, record, and communicate mathematical ideas. |
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2.1(F)
Analyze mathematical relationships to connect and communicate mathematical ideas. |
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2.1(G)
Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. |
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2.2(A)
Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones. |
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2.2(B)
Use standard, word, and expanded forms to represent numbers up to 1,200. |
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2.2(C)
Generate a number that is greater than or less than a given whole number up to 1,200. |
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2.2(D)
Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =). |
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2.2(E)
Locate the position of a given whole number on an open number line. |
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2.2(F)
Name the whole number that corresponds to a specific point on a number line. |
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2.3(A)
Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words. |
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2.3(B)
Explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part. |
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2.3(C)
Use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole. |
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2.3(D)
Identify examples and non-examples of halves, fourths, and eighths. |
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2.4(A)
Recall basic facts to add and subtract within 20 with automaticity. |
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2.4(B)
Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. |
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2.4(C)
Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. |
VEX 123®: Math Word Problems |
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2.4(D)
Generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000. |
Algebraic Thinking: Find an Unknown Number Up to 10 in a Number Story Finding an Unknown in a Word Problem VEX 123®: Math Word Problems |
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2.5(A)
Determine the value of a collection of coins up to one dollar. |
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2.5(B)
Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins. |
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2.6(A)
Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined. |
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2.6(B)
Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets. |
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2.7(A)
Determine whether a number up to 40 is even or odd using pairings of objects to represent the number. |
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2.7(B)
Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200. |
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2.7(C)
Represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem. |
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2.8(A)
Create two-dimensional shapes based on given attributes, including number of sides and vertices. |
Identify Shapes by Attributes |
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2.8(B)
Classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language. |
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2.8(C)
Classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices. |
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2.8(D)
Compose two-dimensional shapes and three-dimensional solids with given properties or attributes. |
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2.8(E)
Decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts. |
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2.9(A)
Find the length of objects using concrete models for standard units of length. |
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2.9(B)
Describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object. |
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2.9(C)
Represent whole numbers as distances from any given location on a number line. |
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2.9(D)
Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes. |
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2.9(E)
Determine a solution to a problem involving length, including estimating lengths. |
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2.9(F)
Use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit. |
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2.9(G)
Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. |
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2.10(A)
Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. |
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2.10(B)
Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more. |
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2.10(C)
Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. |
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2.10(D)
Draw conclusions and make predictions from information in a graph. |
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2.11(A)
Calculate how money saved can accumulate into a larger amount over time. |
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2.11(B)
Explain that saving is an alternative to spending. |
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2.11(C)
Distinguish between a deposit and a withdrawal. |
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2.11(D)
Identify examples of borrowing and distinguish between responsible and irresponsible borrowing. |
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2.11(E)
Identify examples of lending and use concepts of benefits and costs to evaluate lending decisions. |
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2.11(F)
Differentiate between producers and consumers and calculate the cost to produce a simple item. |
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