Category:Math Level 2

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Five Easy Steps to a Balanced Math Program


MA.02.01 (A1.1.1) Reads, writes with correct formation, models, orders, counts, and demonstrates 1 to 1 correspondence with whole numbers to 1000 and can demonstrate knowledge of even and odd.

MA.02.02 Understands the concepts of place value by demonstration of ones place, tens place, hundreds place and introduction to thousands place.

MA.02.03 Identifies, reads, and writes ordinal numbers: first – tenth.

MA.02.04 (A2.1.3) Tells time to the quarter hour including AM and PM using analog and digital clocks.

MA.02.05 (A2.1.4) Understands the concept of length, width and height (to the nearest inch and foot), weight, and temperature and how they are measured.

MA.02.06 Distinguishes number of days in each month and writes proper dates of the year.

MA.02.07 Know the value of a group of mixed coins.

MA.02.08 Compares and orders values of coins (knows that 5 nickels is the same as one quarter and knows that a penny is less than a dime).

MA.02.09 Understands and applies <, > and = signs.

MA.02.10 Understands basic operation of a calculator.

MA.02.11 (A3.1.1) Uses estimation and rounding to enhance number concept.

MA.02.12 Memorization of single digit facts (sums and differences) with a total of not more than 18.

MA.02.13 (A3.1.4) Understands multiplication and division at concrete level (repeated addition and equal sharing).

MA.02.14 Identify, model, and label simple fractions describing and defining them as equal parts of a whole, a region, or a set.

MA.02.15 Demonstrates an understanding of fact-families (sums and differences to 20).

MA.02.16 Performs two digit addition (with sums to 100) and subtraction (with differences from 99) with and without regrouping.

MA.02.17 (A1.1.6) Continues a number pattern (skip counts by 2’s, 3’s, 5’s, 10’s, forward and backward) beyond 100.

MA.02.18 (A5.1.6) Expresses spatial relationships (above, below, left, right, and middle).

MA.02.19 (A5.1.3) Understands attributes of similarities, differences, and scaling of circles, squares, rectangles, triangles, hexagon, trapezoid and identifies solid shapes.


MA.02.20 Shows understanding of symmetry by cutting or folding shapes and patterns along two lines of symmetry.

MA.02.21 (A6.1.6) Collects and organizes data using tally marks.

MA.02.22 (A6.2.1) Records and reads simple graphs and tables (bar, line, pictographs).

MA.02.23 Able to correctly demonstrate likely, unlikely, and equally likely (50-50 chance).

MA.02.24 Becomes familiar with practical problem solving strategies (guess & check, drawings, extending patterns).

MA.02.25 (C1.2.1) Identifies and understands key words in simple problem solving (e.g. in all, how many more).

MA.02.26 (E1.1.1) Applies mathematical skills and processes to other disciplines and everyday life. Media:Example.ogg

Example Lesson Plan

[[Drawing Out Math Story Problems: An Art Integrated Math Lesson Brad Cole Gambell, AK

BSSD Standards: MA.02.25 and MA.02.26

Purpose: This approach helps students to see and understand the nature of the story problem. Once they are able to “see” the problem, they will be closer to solving it.

Materials: Large sheets of paper, color markers or colored pencils, and math story problem(s).

Procedure: Explain to the students that many have problems understanding math story problems. But many kids enjoy drawing. So if they could draw-out the story problem, this will help them to see it better and to know how to solve it. Remember, it helps to “see” a problem before you can fix it.

Pass out a story problem and read it aloud. Show the students how they can take each part or section of a math problem and draw it out (illustrate it). For example, “Bobby has 5 shoes”, so they draw out 5 shoes or circles that can represent shoes. They continue this until each part of the problem has been illustrated. Now assist them in understanding what it is that the problem wants from the students. Do they add, subtract, multiple or divide. For multiplication and division problems creating their own charts maybe useful. Usually, once the students are able to see the problems drawn out they know what to do with it. So now they put the pieces together correctly and solve the problem.

Closure: Explain the importance of learning how to “see” a problem correctly so one can solve it. Some people can simple read about it and then make a picture of it in their minds and solve it that way. But if that does not work then learn how to make your own drawing of it. Once you can “see” it you are closer to solving it. Drawing can be very helpful in this way. ]]

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Pages in category "Math Level 2"

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