got TOTAL UT?
“To Optimize Teaching And Learning Utilizing Technology”
Below are the objectives for
Grade 2. Click on the link 
for students or 
for
teachers for any objective to see the resources available or to add your own
resource.
Standard 1: Number,
Number Sense and Operations
|
||
|
Resources |
Benchmark |
Indicator
|
|
|
A. Use place value concepts to represent whole numbers
using numerals, words and
physical models. |
1. Use place value concepts to represent, compare and
order whole
numbers using physical models, numerals and words with ones, tens, and hundreds. For
example: Recognize 10 can mean “10 ones” or a
single entity (1 ten) through physical models and trading games Restate 3-digit numerals (e.g., 243 as two
hundred forty three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and
construct models to represent each |
|
|
B. Recognize, classify, compare and order whole numbers. |
1. Recognize and classify numbers as even or odd. 2. Compare numbers as greater than, less than, or equal
to. 3. Order 3 digit numbers to 999. |
|
|
C. Represent commonly used fractions using words and
physical models. F. Count using numerals and ordinal numbers. |
1. Represent fractions (halves, thirds, fourths, sixths
and eighths) using words, numerals and
physical models: Recognize that a fractional part can mean
different amounts depending on the original quantity Recognize that a fractional part of a rectangle
does not have to be shaded with contiguous parts Identify and illustrate parts of a whole and
parts of sets of
objects Compare and order physical models of halves,
thirds, and
fourths in relation to 0 and 1 Use appropriate vocabulary: numerator and
denominator |
|
|
D. Determine the value of a collection of coins and
dollar bills. |
1. Identify the value of money using the ¢ sign and
in decimal form when using the $
sign. |
|
|
E. Make change using coins for values up to one dollar. |
1. Demonstrate the ability to count money and identify
change using coins and a dollar bill. |
|
|
H. Model, represent and explain subtraction as
comparison, take- away
and part-to-whole. |
1. Model, construct and explain subtraction as
comparison, take-away and part-to-whole (e.g.,
solve missing addend problems by counting up or
subtracting, such as “I had six baseball cards, my sister gave me
more, and I now have ten. How many did she give me?” can be represented as 6 + ? = 10 or 10 – 6 = ?. |
|
|
I. Model, represent and explain multiplication as
repeated addition rectangular
arrays and skip counting. |
1. Model, construct and explain multiplication as
repeated addition,
rectangular arrays and skip counting. |
|
|
J. Model, represent and explain division as sharing
equally repeated subtraction and
rectangular arrays. |
1. Model, construct and explain division as sharing
equally, repeated
subtraction and rectangular arrays. |
|
|
K. Demonstrate fluency in addition facts with addends
through 9 and
corresponding subtractions. |
1. Model and use the commutative property for addition. 2. Demonstrate fluency in addition facts with addends
through 18 and corresponding subtractions
(e.g., 9 + 9 = 18, 18 – 9 = 9). |
|
|
L. Demonstrate fluency in adding and subtracting
multiples of 10 and recognize
combinations that make 10. |
1. Demonstrate the ability to add and subtract multiples
of 10. |
|
|
M. Add and subtract two-digit numbers with and without regrouping. |
1. Model and use the commutative property for addition. 2. Demonstrate multiple strategies for adding and subtracting 2-
or 3-digit whole numbers such as: Compatible numbers Compensatory numbers Informal use of commutative and associative
properties of addition |
Some web sites may need additional software to
view properly. If you have difficulties please see our "Viewers,
Helpers, and Plugins" page to download what you need.
Note: The resources provided are for informational purposes
only. Loveland City Schools is not responsible for the content of the web sites
to which these pages are linked. We encourage you to report to us any broken or
inappropriate links.