|
|
|
School City of Hobart |
|
School City of Hobart Mathematics |
|
Mathematics - IN: Grade 2 |
|
|
Inverse Operations: Add/Subtract
The learner will be able to
develop an understanding of the inverse relationship that exists between addition and subtraction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Inverse Operations |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.4 |
Classroom
|
|
Inverse Operations: Apply/Add/Subtract
The learner will be able to
apply the inverse relationship of addition and subtraction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Inverse Operations |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.4 |
Classroom
|
|
Connections: Problems/Number Sentences
The learner will be able to
make connections between problem scenarios and number sentences that use addition and subtraction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Connecting |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.3.1 |
Classroom
|
|
Computation: Precision
The learner will be able to
perform precise computations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.4 |
Classroom
|
|
Fractions Parts: Name/Unit
The learner will be able to
name unit fractions: 1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, and 1/12.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fraction Parts |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.9 |
Classroom
|
|
Fractions Parts: Recognize/Unit
The learner will be able to
recognize unit fractions: 1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, and 1/12.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fraction Parts |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.9 |
Classroom
|
|
Fraction Parts: Identify/Whole/Set
The learner will be able to
identify fractions as parts of a whole or parts of a set (up to 12 parts).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fraction Parts |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.8 |
Classroom
|
|
Fraction Parts: Understand/Whole/One
The learner will be able to
understand that the combination of all fractional parts results in the formation of a whole, or has a value of one.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fraction Parts |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.10 |
Classroom
|
|
Compare Fractions: Unit
The learner will be able to
make comparisons of unit fractions: 1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, and 1/12.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Compare Fractions |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.9 |
Classroom
|
|
Attributes: Explain/Classify/Sort
The learner will be able to
explain, classify, and sort two- and three-dimensional geometric shapes based upon the number and shape of faces, and the number of edges and vertices.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Attributes |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.2 |
Classroom
|
|
Figures: Identify/Location
The learner will be able to
identify geometric shapes and structures in the environment and name their location.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Identify |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.5 |
Classroom
|
|
Combine: Explore/Predict
The learner will be able to
explore and predict combining and taking apart two- and three-dimensional figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Combine/Partition/Transform |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.3 |
Classroom
|
|
Figures: Construct/Squares
The learner will be able to
construct squares using suitable materials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Construct |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.1 |
Classroom
|
|
Figures: Construct/Rectangles
The learner will be able to
construct rectangles using suitable materials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Construct |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.1 |
Classroom
|
|
Figures: Construct/Cubes
The learner will be able to
construct cubes using suitable materials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Construct |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.1 |
Classroom
|
|
Figures: Construct/Rectangular Prism
The learner will be able to
construct rectangular prisms using suitable materials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Construct |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.1 |
Classroom
|
|
Three-Dimensional Solids: Identify
The learner will be able to
recognize the characteristics of common objects in space.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 4 |
Classroom
|
|
Three-Dimensional Solids: Explain
The learner will be able to
explain the characteristics of common objects in space.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 4 |
Classroom
|
|
Two-Dimensional Shapes: Recognize
The learner will be able to
recognize the characteristics of common two-dimensional shapes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Two-Dimensional Shapes |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 4 |
Classroom
|
|
Shapes: Explain/Characteristics
The learner will be able to
explain the characteristics of common two-dimensional shapes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Two-Dimensional Shapes |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 4 |
Classroom
|
|
Triangles: Construct/Materials
The learner will be able to
construct triangles using suitable materials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Triangles |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.1 |
Classroom
|
|
Congruency: Identify/Different Positions
The learner will be able to
identify congruent plane figures which are shown in different positions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Congruence |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.4 |
Classroom
|
|
Relationship: Model/Illustrate/Interpret
The learner will be able to
model, illustrate, and interpret number relationships in order to create and obtain solutions to problems involving addition and subtraction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Relationships |
|
Master |
IN: Academic Standards, 2000, Grade 2, Standard 3 |
Classroom
|
|
Mathematical Connections: Comprehend
The learner will be able to
comprehend the connections between two problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Connections |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.5 |
Classroom
|
|
Mathematical Connections: Apply
The learner will be able to
apply the connections between two problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Connections |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.5 |
Classroom
|
|
Mathematical Modeling: Apply/Tools
The learner will be able to
apply tools to model problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Modeling |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.2 |
Classroom
|
|
Units: Comprehend
The learner will be able to
comprehend how to measure length, temperature, capacity, weight, and time in standard units.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Units |
|
Master |
IN: Academic Standards, 2000, Grade 2, Standard 5 |
Classroom
|
|
Length: Estimate/Measure
The learner will be able to
approximate and measure length to the nearest inch, foot, yard, centimeter, and meter.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Length Estimation |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.1 |
Classroom
|
|
Units: Need/Standard/Weight
The learner will be able to
identify the need for a standard unit of weight.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Units |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.7 |
Classroom
|
|
Units: Length
The learner will be able to
determine appropriate units for length.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Units |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.3 |
Classroom
|
|
Time: 5 Minutes
The learner will be able to
tell time in 5 minute intervals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Time |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.9 |
Classroom
|
|
Time: Comprehend/Relationships
The learner will be able to
comprehend time relationships: seconds in a minute, minutes in an hour, hours in a day, days in a week, and days, weeks, and months in a year.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Time |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.10 |
Classroom
|
|
Time: Quarter Hour
The learner will be able to
tell time to the nearest quarter hour.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Time |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.9 |
Classroom
|
|
Time: Intervals/Hours
The learner will be able to
find the elapsed time over a given interval in hours.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Time |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.11 |
Classroom
|
|
Time: AM/PM/Distinguish
The learner will be able to
differentiate between a.m. and p.m.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Time |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.9 |
Classroom
|
|
Money: Value/Coins
The learner will be able to
determine the value of a group of pennies, nickels, dimes, quarters, half-dollars, and dollars.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.12 |
Classroom
|
|
Temperature: Celsius
The learner will be able to
read a Celsius thermometer.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Temperature |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.8 |
Classroom
|
|
Temperature: Fahrenheit
The learner will be able to
read a Fahrenheit thermometer.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Temperature |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.8 |
Classroom
|
|
Temperature: Estimate
The learner will be able to
estimate temperature.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Temperature |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.8 |
Classroom
|
|
Area: Estimate
The learner will be able to
estimate area.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.4 |
Classroom
|
|
Area: Objects
The learner will be able to
use a given object to determine the area measure of other objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.4 |
Classroom
|
|
Weight: Estimate
The learner will be able to
estimate weight.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Weight |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.6 |
Classroom
|
|
Weight: Objects
The learner will be able to
use a given object to determine the weight of other objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Weight |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.6 |
Classroom
|
|
Capacity: Estimate/Cups/Pints
The learner will be able to
approximate capacity using cups and pints.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Capacity |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.5 |
Classroom
|
|
Capacity: Cup
The learner will be able to
measure capacity to the nearest cup.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Capacity |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.5 |
Classroom
|
|
Capacity: Measure/Pints
The learner will be able to
measure capacity in pints.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Capacity |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.5 |
Classroom
|
|
Measurement: Relationship/Inch/Foot
The learner will be able to
explain the relationship among inch, foot, and yard.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Measurement: Relationships |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.2 |
Classroom
|
|
Measurement: Explain/Relationship
The learner will be able to
explain the relationship between centimeter and meter.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Measurement: Relationships |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.2 |
Classroom
|
|
Place Value: Recognize/Up to 100
The learner will be able to
recognize numbers up to 100 in different combinations of tens and ones.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.3 |
Classroom
|
|
Odd/Even: Identify/To 100
The learner will be able to
identify odd and even numbers up to 100.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Odd/Even |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.7 |
Classroom
|
|
Mental Math: Commutative/Associative
The learner will be able to
apply the commutative and associative rules for addition in order to simplify mental computations and to check solutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mental Math |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.3.2 |
Classroom
|
|
Patterns: Identify/Continue/Linear
The learner will be able to
identify and continue a linear pattern in accordance with its rule.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Identify/Describe/Continue |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.3.3 |
Classroom
|
|
Estimate/Problems: Reasonableness
The learner will be able to
estimate to decide whether the solution to an addition problem is reasonable.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimate/Problems |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.5 |
Classroom
|
|
Pattern: Identify/Group of Ten
The learner will be able to
recognize number patterns in each group of ten, from tens through nineties.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Number |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.2 |
Classroom
|
|
Patterns: Number/Explain/Add/Subtract
The learner will be able to
explain a number pattern using addition and subtraction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Number |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.3.4 |
Classroom
|
|
Pattern: Create/Add/Subtract
The learner will be able to
create a number pattern using addition and/or subtraction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Number |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.3.4 |
Classroom
|
|
Patterns: Number/Continue
The learner will be able to
continue a number pattern using addition and/or subtraction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Number |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.3.4 |
Classroom
|
|
Comparison: Ten More/Less
The learner will be able to
name a number that is ten more or ten less than a given number 10 through 90.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Comparison |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.4 |
Classroom
|
|
Counting: 1-100/Ones
The learner will be able to
count by ones from 1 to 100.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Counting |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.1 |
Classroom
|
|
Ordinal Numbers: Match Name
The learner will be able to
match the number names (first, second, third, etc.) with an ordered set of less than 100 items.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ordinal Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.6 |
Classroom
|
|
Skip Counting: Twos to 100
The learner will be able to
skip count by twos up to 100.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Skip Counting |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.1 |
Classroom
|
|
Skip Counting: Fives to 100
The learner will be able to
count by fives up to 100.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Skip Counting |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.1 |
Classroom
|
|
Skip Counting: Tens to 100
The learner will be able to
count by tens up to 100.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Skip Counting |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.1 |
Classroom
|
|
Mental Math: Add/Subtract
The learner will be able to
use mental math to add or subtract 0, 1, 2, 3, 4, 5, or 10 using numbers up to 100.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mental Math |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.6 |
Classroom
|
|
Data: Illustrate/Compare/Interpret
The learner will be able to
illustrate, make comparisons, and interpret data by applying tables, tally charts, and bar graphs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.12 |
Classroom
|
|
Data Collection: Systematically
The learner will be able to
gather numerical data in a systematic fashion.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Collection |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.11 |
Classroom
|
|
Data Management: Systematically
The learner will be able to
record numerical data in a systematic fashion.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Management |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.11 |
Classroom
|
|
Problem Solving: Reasoning
The learner will be able to
describe and/or defend the reasoning used to solve a problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.3 |
Classroom
|
|
Problems: Set Up
The learner will be able to
come to decisions concerning the set up of a problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problems |
|
Master |
IN: Academic Standards, 2000, Grade 2, Standard 6 |
Classroom
|
|
Evaluating Solutions: Justify
The learner will be able to
justify the processes chosen in determining the solution to a problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Evaluating Solutions |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.3 |
Classroom
|
|
Solutions: Validity in Context
The learner will be able to
verify the validity of solutions based on the context of the problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.4 |
Classroom
|
|
Strategies: Select
The learner will be able to
select strategies for obtaining solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.1 |
Classroom
|
|
Strategies: Select/Approach
The learner will be able to
select the approach for obtaining solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.1 |
Classroom
|
|
Strategies: Select/Materials
The learner will be able to
select the materials to use for obtaining solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.1 |
Classroom
|
|
Strategies: Justify Reasoning
The learner will be able to
justify the reasoning behind using a specific problem solving strategy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 6 |
Classroom
|
|
Problem Solving
The learner will be able to
obtain solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 6 |
Classroom
|
|
Addition: Problem Solve/100
The learner will be able to
obtain solutions to simple addition problems with numbers up to 100.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 2 |
Classroom
|
|
Addition: Modeling/Objects/100
The learner will be able to
use objects to model the addition of numbers up to 100.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.1 |
Classroom
|
|
Addition: Modeling/Pictures/100
The learner will be able to
use pictures to model the addition of numbers up to 100.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.1 |
Classroom
|
|
Add Whole Numbers: Up to 100
The learner will be able to
perform the addition of two whole numbers up to 100 with and without regrouping.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.2 |
Classroom
|
|
Subtraction: Problem Solve/100
The learner will be able to
obtain solutions to simple subtraction problems with numbers up to 100.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Subtract Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 2 |
Classroom
|
|
Subtract Whole Numbers: Up to 100
The learner will be able to
perform the subtraction of two whole numbers up to 100 without regrouping.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Subtract Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.3 |
Classroom
|
|
Compare/Order: Up To 100
The learner will be able to
compare and order whole numbers up to 100.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Compare/Order |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.5 |
Classroom
|
|
Number Sense: Relationships
The learner will be able to
comprehend the relationship that is present among numbers, quantities, and place value in whole numbers of at most 100.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sense |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 1 |
Classroom
|
|
|
