See “How to use This Document (Teacher’s Guide) and (Connecting Curriculum, Instruction and Assessment),” pages 8-10.
Strand: Number Sense
Learners engage in problem solving within adult contextual situations by communicating, reasoning, and connecting to the following standards:
Standard 2N-1. Represent and use numbers in a variety of equivalent forms in contextual situations | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It |
2N-1.1 Count, read, write, order, and compare two and three-digit numbers.
|
2N-1.1.1 Know that the position of a digit signifies its value
2N-1.1.2 Know what each digit in a three-digit number represents, including the use of zero as a place holder
2N-1.1.3 Count on or back in 10s or 100s starting from any two-digit or three-digit number, up to 1,000
|
Carrying out a stock inventory
Finding items for an order from bin numbers
Checking grocery receipt against purchases
|
2N-1.2 Distinguish between odd and even numbers up to 1,000.
|
2N-1.2.1 Recognize that even numbers end in 0, 2, 4, 6, or 8
2N-1.2.2 Recognize that odd numbers end in 1, 3, 5, 7, or 9
|
Telling which side of a street a house will be on from its number
Knowing on what days lawn watering is permitted under rationing by odd or even house number
|
2N-1.3 Read, write, and compare halves and quarters of quantities.
|
2N-1.3.1 Know the words, half, fourth and the symbols 1/2, 1/4
2N-1.3.2 Demonstrate an understanding that 1/2 means one group or unit separated into 2 equal parts
2N-1.3.3 Demonstrate an understanding that two halves make one whole
2N-1.3.4 Demonstrate an understanding that 1/4 means one group or unit separated into 4 equal parts and that four quarters make one whole
2N-1.3.5 Demonstrate an understanding that two fourths and one half are equivalent
|
Sharing money or brownies
|
2N-1.4 Use 50% as equivalent for one-half.
|
2N-1.4.1 Understand that 100% represents the whole of something
2N-1.4.2 Understand that 50% means separating a set or dividing an amount into two equal parts
|
Buying something discounted at 50% off
|
2N-1.5 Skip count forward or backward by 2’s, 5’s, or 10’s.
| 2N-1.5.1 Know the multiples of 2, 5, and 10 |
Checking two-sided copies for missing or out of order pages
Counting five and ten dollar bills
|
Standard 2N-2. Understand meanings of operations and how they relate to one another
|
2N-2.1 Demonstrate an understanding of different meanings of addition (counting on, combining) of two- and three-digit numbers.
| 2N-2.1.1 Know that adding can be done by counting on by ones, tens, or hundreds
2N-2.1.2 Demonstrate an understanding that when combining two amounts the total will be the same for 2 + 4 as for 4 + 2 (commutative property)
2N-2.1.3 Know that 4 + 2 + 3 gives the
same total as 3 + 2 + 4
2N-2.1.4 Demonstrate an understanding that adding zero leaves a number unchanged |
Paying an amount in the hundreds using ten dollar bills
Checking totals by adding again in a different order.
Figuring how many coffees are needed for a group that includes non-coffee drinkers
|
2N-2.2 Demonstrate an understanding of efficient and flexible strategies of subtraction of two and three digit numbers.
| 2N-2.2.1 Know that subtracting can be done by counting back by ones, tens, or hundreds
2N-2.2.2 Know that subtraction can be used to answer the questions: How much more or less? (Comparing) 2N-2.2.3 Demonstrate an understanding that subtracting zero leaves a number unchanged
2N-2.2.4 Demonstrate an understanding that having 4 and giving away 2 is not the same as having 2 and giving away 4. (Subtraction is not commutative) |
Figuring out how much is left of an amount in the hundreds by counting back as ten dollar bills are paid out
Balancing a checkbook
Finding the difference between two distances or amounts.
|
2N-2.3 Demonstrate an understanding of how addition and subtraction relate to each other for numbers up to 1,000.
| 2N-2.3.1.1 Know how to add back to check, e.g. 10 – 6 = 4 because 6 + 4 = 10 |
Making change of whole dollar amounts by counting on from the price to the amount given
|
2N-2.4 Demonstrate an understanding of different meanings of multiplication of numbers up to 12 (repeated addition, grouping, and arrays).
|
2N-2.4.1 Know that multiplication is a shorter way to do repeated addition, (e.g. 3 4 = 3 + 3 + 3 + 3)
2N-2.4.2 Relate skip counting to multiplication
2N-2.4.3Know how to use multiplication to find groups of items numbering 2 – 12.
2N-2.4.4 Use area models to build arrays to show multiplication
2N-2.4.5 Use an area model to demonstrate distributive property by adding two rectangles (e.g. 8 12 = (8 10) + (8 2) |
Checking delivery of goods in small batches
Finding price of 2 cartons of milk or 6 bottles of soda.
Calculating total number (e.g. three days a week for four weeks)
Generating results using mental methods of multiplication when solving problems
In shopping, when you buy 2 different items with different prices.
|
2N-2.5 Demonstrate an understanding of different meanings of division (separating into equal groups, discovering the number of equal groups contained within).
|
2N-2.5.1 Know that division is a shorter way to do repeated subtraction (e.g.
12 4 = 3 because 12 – 4 – 4 – 4 = 0)
2N-2.5.2 Know how to find how many groups of a given number of items when given the total of items (e.g. . 6 3 means 6 candies shared by three people or 6 candies given (or dealt) 3 to each person
2N-2.5.3 Know that division means partitioning into groups of equal size
2N-2.5.4 Demonstrate an understanding of the concept that division is not commutative (e.g.. that 12 4 4 12)
|
Working out how many cars are needed to transport a group of people
Finding how many pairs of socks when given a total number of socks
Finding how many dozens in a given amount of eggs (e.g. 24 eggs)
Knowing that order of entry is critical when using a calculator to perform division
|
2N-2.6 Demonstrate an understanding of how multiplication and division of one and two digit numbers relate to each other.
|
2N-2.6.1 Demonstrate an understanding of the relation between doubling and halving
2N-2.6.2 Know how to multiply to check division (e.g., 12 4 = 3 because 3 4 = 12)
|
Generating the solution to a division problem by using guess and check with multiplying
|
Standard 2N-3. Compute fluently and make reasonable estimates | Benchmark: At this level an adult will be expected to: | | |
2N-3.1 Add two- and three-digit whole numbers flexibly, efficiently, and accurately.
|
2N-3.1.1Know how to align numbers in column addition
2N-3.1.2 Know that regrouping occurs when the total in a column exceeds 9
2N-3.1.3 Recall addition facts to 20
2N-3.1.4 Compose and decompose numbers to aid addition (e.g. 97 + 23 = 90 + 20 + 7 + 3)
2N-3.1.5 Demonstrate that there are different strategies for adding
2N-3.1.6 Demonstrate an understanding that there are different methods of checking answers (e.g. adding in a different order, using inverses, collecting 10's, and using a calculator)
2N-3.1.7 Estimate answers to addition
|
Calculating the production shortfall from a daily target
Performing mental addition
Verifying deposits in a checking account.
|
2N-3.2 Estimate to the nearest 10 or 100 in numbers up to 1,000.
|
2N-3.2.1 Know benchmark numbers of 5 and 50 are halfway in intervals of 10 and 100 (e.g. 35 is halfway between 30 and 40 and 250 is halfway between 200 and 300)
2N-3.2.2 Tell whether a number is greater than benchmark numbers of 5 and 50
2N-3.2.3 Demonstrate an understanding of rounding to the nearest 10 or 100 using algorithm
|
Estimating amount of purchase to nearest 10 dollars.
Estimating distances between cities.
Giving ballpark figures for numbers in a crowd.
|
2N-3.3 Subtract using two- and three-digit whole numbers flexibly, efficiently, and accurately.
|
2N-3.3.1 Know how to align numbers in column subtraction
2N-3.3.2 Know that "borrowing" is regrouping
2N-3.3.3 Recall subtraction facts to 20
2N-3.3.4 Estimate answers
2N-3.3.5 Compose and decompose numbers to aid subtraction (e.g. 107 - 83 = 100 - 80 + 7 – 3)
2N-3.3.6 Demonstrate an understanding of strategies or methods for subtraction such as borrowing or counting up
|
Performing mental subtraction
|
2N-3.4 Multiply two-digit whole numbers by numbers 1,2,3,4,5,10 and 11.
|
2N-3.4.1 Use doubling or repeated addition when multiplying by 2 or 4, e.g. To find 26 x 4, do 26 + 26, 52 + 52
2N-3.4.2 Demonstrate an understanding the operation of multiplication and related vocabulary (e.g. multiplied by, times, lots of)
2N-3.4.3 Recall multiplication facts
(e.g. multiples of 2, 3, 4, 5, 10)
2N-3.4.4 Recognize two- and three-digit multiples of 2, 5, or 10 and three-digit multiples of 50 and 100
2N-3.4.5 Know that multiplication can be performed in any order, so that 2(3)(4) = 4(2)(3)
|
Calculating the total number of items in batches (e.g. 5 crates with 16 boxes to a crate)
|
2N-3.5 Know halves of even numbers up to 100.
|
2N-3.5.1 Double one- and two-digit numbers up to 50
|
Separating members into two groups
|
2N-3.6 Divide two-digit whole numbers by single-digit whole numbers.
|
2N-3.6.1 Demonstrate an understanding that division is the inverse of multiplication
2N3.6.2 Recall multiplication facts
|
Working out the number of cars needed to transport a group of people
Finding the number of pairs that can form in class or on a dance floor
|
2N-3.7 Approximate by rounding to the nearest tens or hundreds in numbers up to 1,000.
|
2N-3.7.1 Demonstrate an understanding of place value for units, tens, hundreds
|
Rounding numbers to make approximate calculations
|
2N-3.8 Use a calculator to check calculations using whole numbers.
|
2N-3.8.1 Demonstrate an understanding of the order to enter a two-digit number
2N-3.8.2 Demonstrate an understanding of the order to key in numbers and operators
2N-3.8.3 Know how to clear the display and cancel a wrong entry
|
Performing any calculations at this level
|
Strand: Patterns, Functions and Algebra
Learners engage in problem solving within adult contextual situations by communicating, reasoning, and connecting to the following standards:
Standard 2P-1. Explore, identify, analyze, and extend patterns in mathematical and adult contextual situations | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It |
2P-1.1 Complete simple repeating number patterns up to 1,000 and identify the unit being repeated.
|
2P-1.1.1 Skip count forward or backward by 2’s, 3's, 4's, 5’s, and 10’s
|
Seeing if pages are missing or out of order in a duplicating job
Estimating how many exits there are on the highway
|
2P-1.2 Recognize and create repeating patterns and identify the unit being repeated.
|
2P-1.2.1 Isolate smallest unit of repetition
|
Laying tile on a floor
Designing a tiled floor and describing the pattern
Knitting
|
Standard 2P-2. Articulate and represent number and data relationships using words, tables, graphs | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It | 2P-2.1 Create tables to show the patterns inherent in addition and multiplication of number pairs from 0 to 12. | 2P-2.1.1 Know addition and multiplication facts 2P-2.1.2 Recognize and extend patterns |
Helping children with homework
Preparing for further study
|
Standard 2P-3. Recognize and use algebraic symbols to model mathematical and contextual situations | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It | 2P-3.1 Use and interpret +, -, , , and = to represent combining, comparing, separating and equivalence.
Assessed by 2P-3.6 |
2P-3.1.1 Demonstrate an understanding that + represents operations of combining
2P-3.1.2 Demonstrate an understanding that - represents operations of separation or comparison
2P-3.1.3 Demonstrate an understanding that stands for combining multiples
2P-3.1.4 Demonstrate an understanding that means separating into equal groups or discovering the number of equal groups contained within
2P-3.1.5 Demonstrate an understanding that = represents vocabulary such as: is equal to, is the same as, and gives you
|
Using a four-function calculator to find the total of a grocery bill
Using a calculator to find how much change you get from a $20.00 bill
Using a four function calculator to find hourly rate given weekly pay or to find weekly pay given hourly rate
Helping children with homework
|
2P-3.2 Read and write simple number sentences such as n + 5 = 10,
8 - 3 = , 5 = 10, 8 2=
3 = 5 where the represents a missing amount or n = a missing number
|
2P-3.2.1 Demonstrate an understanding that n or represents a missing value in addition and subtraction equations
|
Helping children with homework.
Test-taking when seeking employment
|
2P-3.3 Write statements of inequality for numbers up to 1,000.
|
2P-3.3.1 Demonstrate an understanding that > stands for greater than
2P-3.3.2 Demonstrate an understanding that < stands for less than
|
Selecting filter for data entry
|
2P-3.4 Read and understand positive and negative numbers as showing direction and change.
Assessed by 3P-3.7
|
2P-3.4.1 Know that positive refers to values greater than zero
2P-3.4.2 Know that negative refers to values less than zero
2P-3.4.3 Use a horizontal or vertical number line to show positive and negative values
|
Reading thermometers
Riding an elevator below ground level
Staying "in the black" or going "into the red" on bill paying
|
2P-3.5 Use a number line to represent the counting numbers.
|
2P-3.5.1 Demonstrate an understanding that a horizontal number line moves from left to right using lesser to greater values
2P-3.5.2 Demonstrate an understanding that intervals on a number line must follow a consistent progression
|
Reading and interpreting scales
|
2P-3.6 Write a simple expression or equation representing a verbal expression to demonstrate an understanding of the four operations and the equal sign.
|
2P-3.6.1Translate simply worded problems into simple equations (e.g. Write a number sentence for the sum of four and five is nine)
|
Entering an expression in a spread sheet
|
Standard 2P-4. Analyze change in various contexts | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It |
2P-4.1 Describe qualitative change, such as lengthening hours of daylight or increasing heat.
|
2P-4.1.1 Observe steady change over time
|
Reporting and planning in accordance with weather changes
|
2P-4.2 Describe quantitative change, such as saving 3 cents a day for one month.
|
2P-4.2.1 Record and save data
2P-4.2.2 Know basic arithmetic skills
|
Following the growth in height or weight of babies and young children
|
Strand: Statistics and Probability
Learners engage in problem solving within adult contextual situations by communicating, reasoning, and connecting to the following standards:
Standard 2S-1. Collect, organize and represent data | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It |
2S-1.1 Gather data to answer posed questions.
|
2S-1.1.1 Know that answers can be found by observing and asking relevant questions and counting responses
|
Planning a party or meeting
|
2S-1.2 Group objects or responses by a single criterion.
|
2S-1.2.1 Demonstrate an understanding of categories such as shape, size, color, or yes or no responses
2S-1.2.2 Know how to count each category for subtotals
|
Sorting stock by size
Keeping track of who will or will not attend a party
|
2S-1.3 Represent information so that it makes sense to others (e.g. using a list, table or diagram).
|
2S-1.3.1 Demonstrate an understanding that information can be represented in different ways such as in a list, table, or a diagram
2S-1.3.2 Demonstrate an understanding of the importance of labeling information in a list, table, or diagram
|
Reporting on responses to party or meeting
Keeping records for a club
|
2S-1.4 Find a total from subtotaled categories of two- or three-digits to verify inclusion of all data.
|
2S-1.4.1 Demonstrate an understanding that when objects or responses are divided into categories all data must be included
|
Checking monthly totals against weekly totals
|
Standard 2S-2. Read and interpret data representations | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It |
2S-2.1 Identify graphs and tables in available resources.
|
2S-2.1.1 Demonstrate an understanding that a graph is a visual representation
|
Reading newspapers and magazines
|
2S-2.2 Find graphs and tables from external sources.
|
2S-2.2.1 Recognize that graphs can be found in many publications
|
Reading advertisements.
|
2S-2.3 Extract simple information from a list or table.
|
2S-2.3.1 Demonstrate an understanding that lists can be ordered in different ways such as alphabetically, numerically, or randomly
2S-2.3.2 Demonstrate an understanding that tables are arranged in rows and columns
2S-2.3.3 Demonstrate an understanding that titles, labels, etc. provide essential information
|
Using the yellow pages
Checking items against a stock list
|
2S-2.4 Read values on a bar graph up to 1,000.
|
2S-2.4.1 Demonstrate an understanding that the height of the bar is equal to the amount on the axis across from it
|
Reading newspapers and magazines
|
2S-2.5 Make numerical comparisons about relative values on a bar graph.
|
2S-2.5.1 Demonstrate an understanding that comparative statements such as greater than or less than can be made based on the height of the bars
2S-2.5.2 Demonstrate an understanding of relative numerical terms such as twice or half
|
Conversing about information contained in newspapers and magazines
| Standard 2S-3. Make and evaluate statements by applying knowledge of data | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It |
2S-3.1 Match graphs and tables to statements.
|
2S-3.1.1 Know how to locate titles
2S-3.1.2 Titles indicate subject matter
2S-3.1.3 Know what to look for to connect data representations with statements
| Reading a newsletter from the health service |
2S-3.2 Determine whether or not a graph connects to an argument/ statement using title, labels and percent matches.
Assessed by 4S-4.1
|
2S-3.2.1 Know how to locate data labels in tables and graphs to verify they match arguments/statements
2S-3.2.2 Locate and connect percent numbers in graphs and arguments
|
Reading insurance documents
|
2S-3.3 Support simple statements with data.
|
2S-3.3.1 Know that data can be collected to verify statements such as ‘more people in class walk than drive to class’
2S-3.3.2 Know how to keep track of collected data
|
Taking political action to institute changes in the community
|
2S-3.4 Visually identify ‘who has more’ and identify obvious misstatements.
|
2S-3.4.1 Recognize that bar heights and circle wedges show quantity
2S-3.4.2 Knowing to connect bar heights and wedge sizes with statements/arguments to verify accuracy
|
Reading ads with bar graphs in newspaper article
|
Standard 2S-4. Know and apply basic probability concepts | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It |
2S-4.1 Discuss events as likely or unlikely.
|
2S-4.1.1 Demonstrate an understanding that while some events are impossible, some are certain to happen, and in other events some are more likely to occur than others
|
Deciding whether or not to carry an umbrella
Making the call when flipping a coin
|
2S-4.2 Give the probability of a single outcome in simple concrete situations such as tossing a coin or rolling a die.
Assessed by 3S-5.2
|
2S-4.2.1 Demonstrate an understanding that probability depends on the total number of possibilities
|
Tossing a coin
Rolling dice
|
Strand: Geometry and Measurement
Learners engage in problem solving within adult contextual situations by communicating, reasoning, and connecting to the following standards:
Standard 2G-1. Use and apply geometric properties and relationships to describe the physical world and identify and analyze the characteristics of geometric figures | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It |
2G-1.1 Name, order, and group two- dimensional shapes by properties.
|
2G-1.1.1 Demonstrate familiarity with terms and concepts such as: Curved vs. straight lines, equal lengths, number of sides
parallel, square corners
|
Sorting 2D and 3D shapes
Matching patterns for home decorating by design and shape
|
2G-1.2 Investigate and explain common uses of shapes in the environment.
|
2G-1.2.1 Identify the names of basic 2D shapes (square, circle, rectangle, triangle) using everyday language (straight, curved, etc.)
2G-1.2.2 Demonstrate an understanding that shape is independent of size and orientation
|
Comparing use of shapes in house construction or room design
|
Standard 2G-2. Use transformations and symmetry to analyze mathematical situations | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It |
2G-2.1 Estimate where a line of symmetry falls in a basic shape.
Assessed by 3G-2.3
|
2G-2.1.1 Demonstrate an understanding of concepts of sameness or half-ness
| Creating designs
Writing certain letters (e.g. A, C, D, E, H, etc.) |
2G-2.2 Show more than one line of symmetry in a basic shape.
Assessed by 3G-2.3
|
2G-2.2.1 Demonstrate an understanding of concepts of sameness or half-ness
| Creating holiday designs for greetings cards or crafts |
Standard 2G-3. Specify locations and describe spatial relationships using coordinate geometry and other representational systems | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It | | 2G-3.1 Use the compass rose on a map with secondary (SW, NE, etc.) directions. |
2G-3.1.1 Know the convention that is North is the opposite direction from South and that East and West are opposite
2G-3.1.2 Explain the difference between vertical and horizontal
2G-3.1.3 Demonstrate an understanding of diagonal direction between vertical and horizontal
2G-3.1.4 Demonstrate an understanding that secondary directions lie halfway between the cardinal directions (e.g. northeast is the diagonal direction between north and east
|
Appreciating wind directions stated during a weather forecast
Reading directions from a map
|
2G-3.2 Use a street directory or a map with a coordinate grid (C5, etc.).
Assessed by 3G-3.1
|
2G-3.2.1 Explain the difference between vertical and horizontal
|
Finding and explaining the route to a familiar place, or locating own street on map
|
Standard 2G-4. Understand measurable attributes of objects and the units, systems, and processes of measurement and apply appropriate techniques, tools, and formulas to determine measurements | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It |
2G-4.1 Calculate the total cost of many items and the change from a whole dollar amount.
|
2G-4.1.1 Use whole number addition
2G-4.1.2 Know the meaning and symbols used for money
|
Making everyday purchases
|
2G-4.2 Read, record, and understand time formats of quarter and half, with a digital and 12hour analog clock.
|
2G-4.2.1 Familiarity with quarter and half concepts
|
Telling time on various clocks
|
2G-4.3 Estimate, measure, and compare lengths, weights, capacity using standard and non-standard units.
|
2G-4.3.1 Ability to read scales such as a 12- inch ruler to ¼ inch, general knowledge of weight and capacity vocabulary and concepts
2G-4.3.2 Know that 2/4 = ½
2G-4.3.3 Know that 3/4 is greater than ½
|
Following a recipe
|
2G-4.4 Use simple instruments graduated in familiar units (e.g. inches, feet, yards, pounds, fluid ounces, and centimeters).
Assessed by 3G-4.12
|
2G-4.4.1 Know appropriate scales for familiar measures
|
Reading thermometer, scales
|
2G-4.5 Know the relationship of familiar units (e.g. 12 inches in a foot, 3 feet in a yard, 4 cups in a quart).
|
2G-4.5.1 Demonstrate how to find equivalent measures with rulers, yard sticks, and cup measures
|
Measuring a baby’s length in inches
Expressing a person’s height in feet and inches
Doubling or halving a recipe
|
2G-4.6 Read and compare positive temperatures in Fahrenheit.
|
2G-4.6.1 Read scale and digital read-outs
2G-4.6.2 Read and compare numbers
|
Understanding a weather chart and being able to describe the temperature in a given location using appropriate vocabulary (hot, warm, freezing, etc.)
|
2G-4.7 Develop personal benchmarks for temperatures.
|
2G-4.7.1 Read a thermometer
|
Knowing that a child has a fever when reading thermometer
|
2G-4.8 Find the perimeter of rectangles.
|
2G-4.8.1 Know that the two lengths are of equal measure and the two widths are of equal measure
2G-4.8.2 Know that the perimeter of a rectangle is equal to the total of the four sides
|
Buying weather-stripping
|
2G-4.9 Find the area of rectangles.
Assessed by 3G-4.11
|
2G-4.9.1 Know that area measures the space within a figure in square units
|
Buying carpeting, tiles, or wall paper
|
|
Yüklə 1.27 Mb.