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School City of Hobart |
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School City of Hobart Mathematics |
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Mathematics - Mathematics - Grade 2 |
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Number Sense
The learner will be able to
understand the relationships among numbers, quantities, and place value in whole numbers* up to 100. They understand that fractions may refer to parts of a set* and parts of a whole. * whole numbers: 0, 1, 2, 3, etc * set: collection of objects, numbers, etc.
| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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2.1.1
The learner will be able to
count by ones, twos, fives, and tens to 100.
Example: Count 74 pencils by groups of tens and twos.
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| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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2.1.2
The learner will be able to
identify the pattern of numbers in each group of ten, from tens through nineties.
Example: Where on a hundreds chart are the numbers 12, 22, 32, etc.?
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| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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2.1.3
The learner will be able to
identify numbers up to 100 in various combinations of tens and ones.
Example: 32 = 3 tens + 2 ones = 2 tens + 12 ones, etc.
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| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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2.1.4
The learner will be able to
name the number that is ten more or ten less than any number 10 through 90.
Example: Name the number ten more than 54.
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| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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2.1.5
The learner will be able to
compare whole numbers up to 100 and arrange them in numerical order.
Example: Put the numbers in order of size: 95, 28, 42, 31.
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| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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2.1.6
The learner will be able to
match the number names first, second, third, etc. with an ordered set of up to 100 items.
Example: Identify the seventeenth letter of the alphabet.
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| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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2.1.7
The learner will be able to
identify odd and even numbers up to 100.
Example: Find the odd numbers in this set: 44, 31, 100, 57, 28.
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| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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2.1.8
The learner will be able to
recognize fractions as parts of a whole or parts of a group (up to 12 parts).
Example: Divide a cardboard rectangle into 8 equal pieces. Shade 5 pieces and write the fraction for the shaded part.
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| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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2.1.9
The learner will be able to
recognize, name, and compare the unit fractions: 1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, and 1/12. Example: Which is larger, 1/3 or 1/6? Explain your answer.
| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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2.1.10
The learner will be able to
know that, when all fractional parts are included, the result is equal to the whole and to one.
Example: What is another way of saying six sixths? Explain your answer.
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| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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2.1.11
The learner will be able to
collect and record numerical data in systematic ways.
Example: Measure the hand span in whole centimeters of each student in your class. Keep a record of the answers they give you.
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| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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2.1.12
The learner will be able to
represent, compare, and interpret data using tables, tally charts, and bar graphs.
Example: Make a tally of your classmates' favorite colors and draw a bar graph. Name the color that is most popular and the color that is the favorite of the fewest people.
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| Strand |
Scope |
Source |
| Number Sense |
Master |
IDOE |
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Computation
The learner will be able to
solve simple problems involving addition and subtraction of numbers up to 100.
| Strand |
Scope |
Source |
| Add/Subtract Whole Numbers |
Master |
IDOE |
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2.2.1
The learner will be able to
model addition of numbers less than 100 with objects and pictures.
Example: Use blocks to find the sum of 26 and 15.
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| Strand |
Scope |
Source |
| Add Whole Numbers |
Master |
IDOE |
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2.2.2
The learner will be able to
add two whole numbers less than 100 with and without regrouping.
Example: 36 + 45 = ?
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| Strand |
Scope |
Source |
| Add Whole Numbers |
Master |
IDOE |
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2.2.3
The learner will be able to
subtract two whole numbers less than 100 without regrouping.
Example: 86 - 55 = ?
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| Strand |
Scope |
Source |
| Subtract Whole Numbers |
Master |
IDOE |
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2.2.4
The learner will be able to
understand and use the inverse relationship between addition and subtraction.
Example: Understand that 89 - 17 = 72 means that 72 + 17 = 89.
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| Strand |
Scope |
Source |
| Add/Subtract Whole Numbers |
Master |
IDOE |
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2.2.5
The learner will be able to
use estimation to decide whether answers are reasonable in addition problems.
Example: Your friend says that 13 + 24 = 57. Without solving, explain why you think the answer is wrong.
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| Strand |
Scope |
Source |
| Reasoning/Estimation |
Master |
IDOE |
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2.2.6
The learner will be able to
use mental arithmetic to add or subtract 0, 1, 2, 3, 4, 5, or 10 with numbers less than 100.
Example: In a game, Mia and Noah are making addition problems. They make two two-digit numbers out of the four given numbers 1, 2, 3, and 4. Each number is used exactly once. The winner is the one who makes two numbers whose sum is the largest. Mia had 24 and 31; Noah had 21 and 43. Who won the game? How do you know? Show a way to beat both of them.
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| Strand |
Scope |
Source |
| Add Whole Numbers |
Master |
IDOE |
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Algebra and Functions
The learner will be able to
model, represent, and interpret number relationships to create and solve problems involving addition and subtraction.
| Strand |
Scope |
Source |
| Problem Solving |
Master |
IDOE |
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2.3.1
The learner will be able to
relate problem situations to number sentences involving addition and subtraction.
Example: You have 13 pencils and your friend has 12 pencils. You want to know how many pencils you have altogether. Write a number sentence for this problem and use it to find the total number of pencils.
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| Strand |
Scope |
Source |
| Problem Solving |
Master |
IDOE |
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2.3.2
The learner will be able to
use the commutative* and associative* rules for addition to simplify mental calculations and to check results.
Example: Add the numbers 5, 17, and 13 in this order. Now add them in the order 17, 13, and 5. Which was easier? Why? *commutative rule: the order when adding numbers makes no difference (e.g., 5 + 3 = 3 + 5). Note that this rule is not true for subtraction.
*associative rule: the grouping when adding numbers makes no difference (e.g., in 5 + 3 + 2, adding 5 and 3 and then adding 2 is the same as 5 added to 3 + 2). Note that this rule is not true for subtraction.
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| Strand |
Scope |
Source |
| Problem Solving |
Master |
IDOE |
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2.3.3
The learner will be able to
recognize and extend a linear pattern by its rules.
Example: One horse has 4 legs, two horses have 8 legs, and so on. Continue the pattern to find how many legs five horses have.
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| Strand |
Scope |
Source |
| Linear Equations |
Master |
IDOE |
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2.3.4
The learner will be able to
create, describe, and extend number patterns using addition and subtraction.
Example: What is the next number: 23, 21, 19, 17, __? How did you find your answer?
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| Strand |
Scope |
Source |
| Patterns: Create |
Master |
IDOE |
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Geometry
The learner will be able to
identify and describe the attributes of common shapes in the plane and of common objects in space.
| Strand |
Scope |
Source |
| Figures: Attributes |
Master |
IDOE |
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2.4.1
The learner will be able to
construct squares, rectangles, triangles, cubes, and rectangular prisms* with appropriate materials.
Example: Use blocks to make a rectangular prism. *rectangular prism: box with 6 rectangles for sides, like a cereal box
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| Strand |
Scope |
Source |
| Constructions |
Master |
IDOE |
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2.4.2
The learner will be able to
describe, classify, and sort plane and solid geometric shapes (triangle, square, rectangle, cube, rectangular prism) according to the number and shape of faces*, and the number of edges and vertices*.
Example: How many vertices does a cube have? *face: flat side, like the front of the cereal box
*vertices: corners (vertex: corner)
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| Strand |
Scope |
Source |
| Planes/Points/Lines |
Master |
IDOE |
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2.4.3
The learner will be able to
investigate and predict the result of putting together and taking apart two- and three-dimensional shapes.
Example: Use objects or a drawing program to find other shapes that can be made from a rectangle and a triangle. Use sketches or a drawing program to show several ways that a rectangle can be divided into three triangles.
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| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
IDOE |
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2.4.4
The learner will be able to
identify congruent* two-dimensional shapes in any position.
Example: In a collection of rectangles, pick out those that are the same shape and size. *congruent: same shape and size, like the front and back of the cereal box
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| Strand |
Scope |
Source |
| Congruence |
Master |
IDOE |
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2.4.5
The learner will be able to
recognize geometric shapes and structures in the environment and specify their locations.
Example: Look for combinations of shapes in the buildings around you.
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| Strand |
Scope |
Source |
| Figures: Real World |
Master |
IDOE |
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Measurement
The learner will be able to
understand how to measure length, temperature, capacity, weight, and time in standard units.
| Strand |
Scope |
Source |
| Measurement Concepts |
Master |
IDOE |
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2.5.1
The learner will be able to
measure and estimate length to the nearest inch, foot, yard, centimeter, and meter.
Example: Measure the length of your classroom to the nearest foot.
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| Strand |
Scope |
Source |
| Length |
Master |
IDOE |
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2.5.2
The learner will be able to
describe the relationships among inch, foot, and yard. Describe the relationship between centimeter and meter.
Example: How many inches are in a yard?
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| Strand |
Scope |
Source |
| Measurement: Relationships |
Master |
IDOE |
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2.5.3
The learner will be able to
decide which unit of length is most appropriate in a given situation.
Example: Would you use yards or inches to measure the length of your school books? Explain your answer.
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| Strand |
Scope |
Source |
| Units |
Master |
IDOE |
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2.5.4
The learner will be able to
estimate area and use a given object to measure the area of other objects.
Example: Make a class estimate of the number of sheets of notebook paper that would be needed to cover the classroom door. Then use measurements to compute the area of the door.
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| Strand |
Scope |
Source |
| Measurement: Estimation |
Master |
IDOE |
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2.5.5
The learner will be able to
estimate and measure capacity using cups and pints.
Example: Make a reasonable estimate of the number of pints a juice pitcher holds.
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| Strand |
Scope |
Source |
| Measurement: Estimation |
Master |
IDOE |
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2.5.6
The learner will be able to
estimate weight and use a given object to measure the weight of other objects.
Example: About how many jellybeans will you need to put on one side of a balance scale to balance with a box of chalk? Count out the number of jellybeans that you guessed would be needed and see whether your estimate was close. Explain the results of your estimation and weighing.
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| Strand |
Scope |
Source |
| Measurement: Estimation |
Master |
IDOE |
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2.5.7
The learner will be able to
recognize the need for a fixed unit of weight.
Example: Estimate the number of paperclips needed to balance with a box of chalk. Will it be the same as the number of jellybeans? Explain your answer.
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| Strand |
Scope |
Source |
| Units |
Master |
IDOE |
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2.5.8
The learner will be able to
estimate temperature. Read a thermometer in Celsius and Fahrenheit.
Example: What do you think the temperature is today? Look at the thermometer to check.
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| Strand |
Scope |
Source |
| Temperature |
Master |
IDOE |
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2.5.9
The learner will be able to
tell time to the nearest quarter hour, be able to tell five-minute intervals, and know the difference between a.m. and p.m.
Example: When does your favorite TV program start?
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| Strand |
Scope |
Source |
| Time |
Master |
IDOE |
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2.5.10
The learner will be able to
know relationships of time: seconds in a minute, minutes in an hour, hours in a day, days in a week, and days, weeks, and months in a year.
Example: How many days are in a year?
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| Strand |
Scope |
Source |
| Time |
Master |
IDOE |
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2.5.11
The learner will be able to
find the duration of intervals of time in hours.
Example: Your trip began at 9:00 a.m. and ended at 3:00 p.m. How long were you traveling?
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| Strand |
Scope |
Source |
| Time |
Master |
IDOE |
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2.5.12
The learner will be able to
find the value of a collection of pennies, nickels, dimes, quarters, half-dollars, and dollars.
Example: You have 3 pennies, 4 nickels, and 2 dimes. How much money do you have? Explain your answer.
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| Strand |
Scope |
Source |
| Money |
Master |
IDOE |
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Problem Solving
The learner will be able to
make decisions about how to set up a problem.
| Strand |
Scope |
Source |
| Analyzing Problems |
Master |
IDOE |
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2.6.1
The learner will be able to
choose the approach, materials, and strategies to use in solving problems.
Example: Solve the problem: "Count the number of squares on the surface of a cube. Put two cubes together and count the number of visible squares. Repeat this step with 3, 4, 5, ... cubes in a line. Find a rule for the number of squares." Use blocks to set up the problem.
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| Strand |
Scope |
Source |
| Analyzing Problems |
Master |
IDOE |
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2.6.2
The learner will be able to
use tools such as objects or drawings to model problems.
Example: In the first example, place blocks together. Each time you add a block, count the number of squares and record it.
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| Strand |
Scope |
Source |
| Strategies |
Master |
IDOE |
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2.6.3
The learner will be able to
explain the reasoning used and justify the procedures selected in solving a problem.
Example: In the first example, notice that the number goes up by 4 each time a block is added. Observe that, as you add each cube, you gain 6 squares but lose 2 where the blocks are joined.
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| Strand |
Scope |
Source |
| Problem Solving |
Master |
IDOE |
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2.6.4
The learner will be able to
make precise calculations and check the validity of the results in the context of the problem.
Example: In the first example, check your results by setting out 10 blocks and counting the number of squares on each long side and then the two at the ends. See how this fits with your rule of adding 4 each time.
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| Strand |
Scope |
Source |
| Problem Solving |
Master |
IDOE |
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2.6.5
The learner will be able to
understand and use connections between two problems.
Example: Use the method of the problem you have just solved to find what happens when the cubes are not all in a line.
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| Strand |
Scope |
Source |
| Problem Solving |
Master |
IDOE |
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