Math: Extending Place Value to 1,200 and Revisiting Personal Financial Literacy

Representing Numbers up to 1,200

• 2.2B use standard, word, and expanded forms to represent numbers up to 1,200
  • 2.2A use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones
  • 2.2E locate the position of a given whole number on an open number line
  • 2.2F name the whole number that corresponds to a specific point on a number line
  • 2.7B use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200

Comparing Numbers up to 1,200

• 2.2D use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =)
  • 2.2C generate a number that is greater than or less than a given whole number up to 1,200

Personal Financial Literacy

• 2.11 The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security
  • 2.11A calculate how money saved can accumulate into a larger amount over time
  • 2.11B explain that saving is an alternative to spending
  • 2.11C distinguish between a deposit and a withdrawal
  • 2.11D identify examples of borrowing and distinguish between responsible and irresponsible borrowing
  • 2.11E identify examples of lending and use concepts of benefits and costs to evaluate lending decisions
  • 2.11F differentiate between producers and consumers and calculate the cost to produce a simple item

Two-Digit Addition and Subtraction

• 2.4B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

Counting Coins

• 2.5A determine the value of a collection of coins up to one dollar
  • 2.5B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins

Fraction Concepts

• 2.3B explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part
  • 2.3A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words
  • 2.3C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
  • 2.3D identify examples and non-examples of halves, fourths, and eighths
  • 2.8E decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts

Measure Time

• 2.9G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.