N2.1.b Describe the meaning of quantities to 100 by relating them to self, family, or community and explain what effect each successive numeral position has on the actual quantity.
N2.1.c Pose and solve problems that explore the quantity of whole numbers to 100 (e.g., a student might wonder: "How many pets would there be if everyone in the class brought their pets to class").
N2.1.d Represent quantities to 100 using proportional materials (e.g., tallies, ten frames, and base ten blocks) and explain how the representation relates to the numeral used to represent the quantity.
N2.1.e Represent quantities to 100 using non-proportional materials (e.g., stir sticks and popsicle sticks, and coins) and explain how the representation relates to the numeral used to represent the quantity.
N2.1.f Identify whole numbers to 100 stated as a numeral or word form in everyday situations and read the number out loud (e.g., 24 on the classroom door would be read as twenty-four, and read out loud "seventy-three" when found in a piece of writing being read in class).
N2.1.i Analyze a sequence of numbers in order to describe the sequence in terms of a skip counting strategy (by 2s, 5s, or 10s as well as forward and backward) and extend the sequence using the pattern.
N2.1.l Hypothesize and verify strategies for skip counting by 10s beginning at any whole number from 0 to 9 (e.g., in a hundred chart, the skip counted numbers always lie on a vertical line; using base ten blocks, skip counting by 10s always increases the number of rods by one; or using numerals, the tens place value always increases by 1 (meaning 10) when skip counting by 10s forwards).
N2.1.s Create representations of different decompositions of the same quantity and explain how the representations represent the same amount.
N2.1.t Explain, using concrete or pictorial representations, the meaning of each digit within a 2-digit numeral with both digits the same (e.g., for the numeral 22, the first digit represents two tens - twenty counters - and the second digit represents two ones - two counters).
N2.2.c Model concretely, pictorially, or physically situations that involve the addition or subtraction of 1 and 2-digit numbers (with answers to 100) and explain how to record the process shown in the model symbolically.
N2.2.e Create, model symbolically (and concretely, pictorially, or physically if desired), and solve addition and subtraction problems related to situations relevant to one's self, family, or community.
P2.1.5 creating patterns using manipulatives, pictures, sounds, and actions.
P2.1.a Identify and describe repeating patterns found in familiar situations and justify why the descriptions are those of repeating patterns (e.g., "Every day I get up, brush my hair, wash my face, have breakfast" - this is a repeating pattern because I do the same pattern over and over again).
P2.1.b Analyze a repeating pattern to identify the core of the pattern.
P2.1.g Analyze two repeating patterns that are represented using different materials or modes (e.g., a diagram of a repeating pattern with a core of red, red, blue, blue, blue and a sound pattern with a core of buzz, buzz, snap, snap, snap) and present ways in which the patterns are related (e.g., there are two different elements in the core of each pattern, and the core pattern is element 1, element 1, element 2, element 2, element 2 in both patterns).
P2.2.d Reproduce an increasing numerical pattern using an alternate form (e.g., sound, action, concrete objects, or diagrams) and explain the reasoning.
P2.2.e Reproduce a concrete or pictorial increasing pattern using numbers and explain the reasoning.
P2.2.f Solve problems involving increasing patterns (e.g., determine the house number for a particular house given the house numbers for the other homes on the block, or determining the number of cubes in the missing structure) and explain the reasoning.
P2.2.g Create an increasing pattern, represent the pattern in different modes (using manipulatives, diagrams, sounds, actions, and/or physical movements), and explain the pattern rule.
P2.3 Demonstrate understanding of equality and inequality concretely and pictorially (0 to 100) by:
P2.3.1 relating equality and inequality to balance
P2.3.a Compare two quantities of the same object (same shape and mass) by using a balance scale to determine if the quantities are equal or not.
P2.3.b Construct two unequal sets using identical objects and verify orally and concretely that the sets are not equal.
P2.3.c Analyze the impact of changing one of two equal sets upon the equality of the two sets.
P2.3.d Analyze the impact of making changes (equal and unequal) to both of two equal sets upon the equality of the sets.
P2.3.e Analyze and sort sets according to equality and explain the reasoning.
P2.3.f Model two number expressions to determine if the expressions are equal (=) or not equal (≠) and write a number sentence to show the relationship (e.g., 3 + 2 and 4 + 1 are both equal to 5, so the two expressions are = and I write 3 + 2 = 4 + 1; 7 - 5 and 3 are not the same quantity, so I write 7 - 5 ≠ 3).
SS2.2.c Identify a non-standard unit for measuring mass that would not be a good choice in a particular situation and explain the reasoning (e.g., to measure the mass of a desk, it would not make sense to use an eraser as the standard unit because a desk has so much more mass than an eraser and so it would take too many erasers, or to measure the mass of a library book using the standard unit of a student in the class because the student already has a greater mass than the book).
SS2.2.d Compare estimates of the mass of the same object determined using different standard units and provide reasons for different values being stated for the measurements.
SS2.3.d Compare two 3-D objects of the same type (e.g., both are cylinders) and explain how the dimensions of the objects can be used to compare the objects (one-to-one correspondence or non-standard units).
SS2.3.e Compare two 3-D objects in different orientations (e.g., "If I was to flip this object over, the two objects would have the same height.").
SS2.3.f Create and describe a concrete representation of a personally relevant 3-D object.
SS2.3.g Sort 3-D objects according to two attributes and explain the sorting rule used.
SS2.4 Describe, compare, and construct 2-D shapes, including:
SS2.4.c Critique the statement "A 2-D shape can either be a rectangle or a square, but not both".
SS2.4.d Compare two 2-D shapes of the same type (e.g., both are circles) and explain how the dimensions of the shapes can be used to compare the shapes (one-to-one correspondence or non-standard units).
SS2.4.e Classify 2-D shapes arranged in different orientations according to the type (triangle, rectangle, square, or circle) and explain the impact of the orientation of shape on its classification.
SS2.5.d Analyze (using concrete models of 3-D objects) a set of descriptions of the 2-D faces of a 3-D object to identify the 3-D object (e.g., "A 3-D object has one rectangular face and four triangular faces - what type of object is it?" "A pyramid.").
SS2.5.e Analyze and correct the statement "The tissue box is a rectangle"
SP2 Statistics and Probability
SP2.1 Demonstrate understanding of concrete graphs and pictographs.
SP2.1.a Formulate a question relevant to one's self, family, or community that can be answered by gathering information from people.
SP2.1.b Select an organizational structure, such as sets of concrete objects, tallies, checkmarks, charts, or lists, for the collection of data that are gathered.
SP2.1.c Pose questions related to gathered data and explain how the data can be used to answer those questions.
SP2.1.d Analyze concrete graphs to identify and define the common attributes of a concrete graph.
SP2.1.h Create and solve a problem for which data can be collected from individuals in the class, at home, in the school, or within the community and give a presentation of how the collection, organization, display, and analysis of data were done to attain a solution to the problem.