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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Mathematics - Grade 1 |
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Algorithms: Understand/Use/Add/Subtract
The learner will be able to
understand and use the algorithms for addition and subtraction.
| Strand |
Scope |
Source |
| Algorithms |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.11 |
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Number Sentences: Write/Relationships
The learner will be able to
write number sentences representing mathematical relationships in everyday scenarios using the +, -, <, >, and/or = symbols up to the hundred place.
| Strand |
Scope |
Source |
| Number Sentence |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.P.6 |
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Number Sentence: Solve/Unknown Value
The learner will be able to
determine solutions to number sentences with an unknown value.
| Strand |
Scope |
Source |
| Number Sentence |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.5 |
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Number Sentence: Construct/Variable
The learner will be able to
construct number sentences by applying a variable to represent an unknown amount.
| Strand |
Scope |
Source |
| Number Sentence |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.5 |
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Facts: Understand/Addition/Subtraction
The learner will be able to
understand the addition facts (sums to 10) and associated subtractions facts, and apply them to obtain problem solutions.
| Strand |
Scope |
Source |
| Fact Families |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.9 |
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Operations: Meaning/Addition/Subtraction
The learner will be able to
show an understanding of the several meanings for addition and subtraction using the words total, sum, in all, difference, less more, equal and remaining.
| Strand |
Scope |
Source |
| Operations: Add/Subtract |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.7 |
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Inverse Operations: Add/Subtract
The learner will be able to
develop an understanding of the inverse relationship that exists between addition and subtraction.
| Strand |
Scope |
Source |
| Inverse Operations |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.8 |
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Number Sense: Common Fractions
The learner will be able to
recognize and illustrate basic fractions (1/4, 1/3 and 1/2) as parts of a whole, parts of a group, and numbers on the number line.
| Strand |
Scope |
Source |
| Number Sense |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.3 |
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Figures: Curved
The learner will be able to
recognize, explain, draw, and compare curved figures.
| Strand |
Scope |
Source |
| Figures |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.2 |
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Solids: Explain/Parts
The learner will be able to
explain the parts (length of sides, number of corners, edges, faces and sides) of three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.1 |
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Shapes: Explain/Parts
The learner will be able to
explain the parts of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.1 |
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Shapes: Draw
The learner will be able to
create drawings of two dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.2 |
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Two-Dimensional Shapes: Compare
The learner will be able to
make comparisons of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.2 |
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Figures: Identify
The learner will be able to
identify two dimensional figures.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.2 |
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Figures: Describe
The learner will be able to
describe two-dimensional figures.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.2 |
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Symmetry: Identify/Plane Figures
The learner will be able to
identify symmetry in two dimensional figures.
| Strand |
Scope |
Source |
| Symmetry |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.5 |
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Combine/Partition: Predict/Subdivide
The learner will be able to
make predictions of the results of subdividing figures.
| Strand |
Scope |
Source |
| Combine/Partition/Transform |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.6 |
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Combine Figures: Predict
The learner will be able to
predict the results of combining figures.
| Strand |
Scope |
Source |
| Combine/Partition/Transform |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.G.6 |
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Measurement: Estimation
The learner will be able to
apply measurement approximations using non-standard and/or standard units.
| Strand |
Scope |
Source |
| Measurement: Estimation |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
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Measurement Concepts: Measure/Compare
The learner will be able to
apply metric and English units of length to measure and compare common objects.
| Strand |
Scope |
Source |
| Length |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.M.4 |
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Calendar: Recognize/Parts of Day
The learner will be able to
recognize parts of the day.
| Strand |
Scope |
Source |
| Calendar |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.1 |
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Calendar: Months/Days
The learner will be able to
identify days of the week and months of the year.
| Strand |
Scope |
Source |
| Calendar |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.1 |
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Calendar: Dates
The learner will be able to
identify specific dates on a given calendar.
| Strand |
Scope |
Source |
| Calendar |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.1 |
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Tell Time: Hour/Half-hour
The learner will be able to
the learner will be able to tell time to the hour and half hour on analog and digital clocks.
| Strand |
Scope |
Source |
| Time |
Master |
EAST LONGMEADOW PUBLIC SCHOOLS(a) |
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Time: Tell/Quarter-Hour/Digital/Analog
The learner will be able to
tell time in quarter-hour intervals on analog and digital clocks applying A.M. and P.M.
| Strand |
Scope |
Source |
| Time |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.M.2 |
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Time: Apply/Estimates
The learner will be able to
apply time estimates.
| Strand |
Scope |
Source |
| Time |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
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Time: Estimate
The learner will be able to
estimate time.
| Strand |
Scope |
Source |
| Time |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
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Money: Identify
The learner will be able to
identify, pennies, nickels, dimes, quarters and bills up to five dollars.
| Strand |
Scope |
Source |
| Money |
Master |
EAST LONGMEADOW PUBLIC SCHOOLS(a) |
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Money: Count
The learner will be able to
count the value of coins and bills up to $5.00.
| Strand |
Scope |
Source |
| Money |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.6 |
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Money: Recognize/Value/U.S. Coins/Bills
The learner will be able to
recognize the value of all the U.S. coins and $1, $5, $10, and $20 bills.
| Strand |
Scope |
Source |
| Money |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.6 |
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Money: Find/Representations/Up to $5
The learner will be able to
find the different ways to represent money amounts using pennies, nickels, and dimes up to one dollar.
| Strand |
Scope |
Source |
| Money |
Master |
Modified from MA: Curriculum Framework, 2000, Grade 2, 2.N.6 |
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Money: Apply/Notation
The learner will be able to
apply suitable notation for monetary amounts.
| Strand |
Scope |
Source |
| Money |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.6 |
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Weight: Estimate
The learner will be able to
estimate weight.
| Strand |
Scope |
Source |
| Weight |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
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Volume: Estimate
The learner will be able to
estimate volume.
| Strand |
Scope |
Source |
| Volume |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
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Measurement: Estimation
The learner will be able to
make measurement estimations.
| Strand |
Scope |
Source |
| Measurement: Estimation |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.M.6 |
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Tools: Use/Appropriate
The learner will be able to
use suitable measurement instruments.
| Strand |
Scope |
Source |
| Tools/Instruments |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.M.5 |
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Tools: Choose/Appropriate
The learner will be able to
choose a suitable measurement instrument.
| Strand |
Scope |
Source |
| Tools/Instruments |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.M.5 |
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Number Sense: Recognize/Distinguish
The learner will be able to
recognize and distinguish between the multiple applications of numbers, including cardinal and ordinal, and numbers as labels and as measurements.
| Strand |
Scope |
Source |
| Number Sense |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.2 |
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Place Value: Less Than 1000
The learner will be able to
identify place value in whole numbers up to 100.
| Strand |
Scope |
Source |
| Place Value |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.1 |
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Odd: Identify
The learner will be able to
identify odd numbers.
| Strand |
Scope |
Source |
| Odd/Even |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.N.5 |
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Even: Identify
The learner will be able to
identify even numbers.
| Strand |
Scope |
Source |
| Odd/Even |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.N.5 |
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Write Numbers: to 100
The learner will be able to
write whole numbers to 100 in numeric form.
| Strand |
Scope |
Source |
| Write Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.1 |
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Cardinal Numbers: Determine/Odd/Even
The learner will be able to
determine whether a set contains an even or odd cardinality (number).
| Strand |
Scope |
Source |
| Cardinal Numbers |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.N.5 |
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Patterns: Recognize/Explain/Extend
The learner will be able to
recognize, explain, extend, reproduce, and create basic color, rhythmic, shape, number, and letter patterns.
| Strand |
Scope |
Source |
| Patterns: Identify/Describe/Continue |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.1 |
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Pattern: Recognize/Hundred Chart
The learner will be able to
recognize number patterns on a hundred chart.
| Strand |
Scope |
Source |
| Patterns: Number |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.P.2 |
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Patterns: Number/Addition/Explain
The learner will be able to
explain addition number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.P.3 |
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Patterns: Number/Subtraction/Explain
The learner will be able to
explain subtraction number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.P.3 |
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Patterns: Number/Addition/Create
The learner will be able to
create addition number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.P.3 |
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Patterns: Number/Subtraction/Create
The learner will be able to
create subtraction number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.P.3 |
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Skip Counting: Twos/Fives/Tens
The learner will be able to
skip count by twos up to at least 50, and fives and tens to 100, beginning from any number.
| Strand |
Scope |
Source |
| Skip Counting |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.P.4 and East Longmeadow Public Schools |
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Data Analysis
The learner will be able to
organize, classify, represent, and interpret data through tallies, charts, tables, bar graphs, pictographs, and Venn diagrams, and interpret the various displays.
| Strand |
Scope |
Source |
| Data Analysis |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.D.2 |
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Outcomes: Most Likely
The learner will be able to
decide which outcomes are most likely to occur in particular situations.
| Strand |
Scope |
Source |
| Outcomes |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.D.4 |
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Data Collection: Interviews/Surveys
The learner will be able to
gather data about themselves and their environment through interviews, surveys, and observations.
| Strand |
Scope |
Source |
| Data Collection |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.D.1 |
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Problem Solving: Inverse Relationship
The learner will be able to
apply the inverse relationship that exists between addition and subtraction to solve problems and/or verify results.
| Strand |
Scope |
Source |
| Problem Solving |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.N.8 |
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Ordering: Up to 100
The learner will be able to
order whole numbers of at most 100.
| Strand |
Scope |
Source |
| Compare/Order |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.1 |
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Compare: Whole Numbers/Symbols
The learner will be able to
apply symbols to compare whole numbers.
| Strand |
Scope |
Source |
| Compare/Order |
Introduce |
MA: Curriculum Framework, 2000, Grade 2, 2.N.4 |
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Whole Numbers: Name/Up to 100
The learner will be able to
name whole numbers up to 100.
| Strand |
Scope |
Source |
| Whole Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 2, 2.N.1 |
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Ordering: 1-500
The learner will be able to
order and name numbers from 1 to 500.
| Strand |
Scope |
Source |
| Whole Numbers |
Introduce |
EAST LONGMEADOW PUBLIC SCHOOLS |
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