13.1

R

KN3

Kindergarten Standard

13.2

T

2M6

Make and use estimates of measurement, including time, volume, weight, and area.

13.3

T

2M2

Tell time at quarter-hour intervals on analog and digital clocks using a.m. and p.m.

Hour

13.4

T

2M2

Tell time at quarter-hour intervals on analog and digital clocks using a.m. and p.m.

Half-Hour

13.5

S

3M3

3^rd grade standard

13.6

T

2M2

Tell time at quarter-hour intervals on analog and digital clocks using a.m. and p.m.

13.7

T

2M1

Identify parts of the day (e.g., morning, afternoon, evening), days of the week, and months of the year. Identify dates using a calendar.

Days and Weeks

13.8

T

2M1

Identify parts of the day (e.g., morning, afternoon, evening), days of the week, and months of the year. Identify dates using a calendar.

Months

13.9

T

PS

Use a Table

Strategy

14.1

T

2N6

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

14.2

T

2N6

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

14.3

T

2N6

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

14.4

T

2N6

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

14.5

T

2N6/2P7

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

Describe functions related to trading, including coin trades and measurement trades, e.g., five pennies make one nickel or four cups make one quart.

14.6

T

2N6/2P7

Identify the value of all U.S. coins, and $1, $5, $10, and $20 bills. Find the value of a collection of coins and dollar bills and different ways to represent an amount of money up to $5. Use appropriate notation, e.g., 69¢, $1.35.

Describe functions related to trading, including coin trades and measurement trades, e.g., five pennies make one nickel or four cups make one quart.

14.7

T

PS

Use a Picture

Strategy

17.1

T

2M3

Compare the length, weight, area, and volume of two or more objects by using direct comparison.

17.2

R

KM3

Kindergarten Standard

17.3

T

2M4

Measure and compare common objects using metric and English units of length measurement, e.g., centimeter, inch.

Inches

17.4

T

2M4

Measure and compare common objects using metric and English units of length measurement, e.g., centimeter, inch.

Centimeters

17.5

R

KM3

Kindergarten Standard

17.6

R

KM1

Kindergarten Standard

17.7

R

KM1

Kindergarten Standard

17.8

T

PS

Use Logical Reasoning

Strategy

18.1

T

2M3

Compare the length, weight, area, and volume of two or more objects by using direct comparison.

18.2

T/E

2M3/2P7/3M2

Compare the length, weight, area, and volume of two or more objects by using direct comparison.

Describe functions related to trading, including coin trades and measurement trades, e.g., five pennies make one nickel or four cups make one quart.

18.3

T/E

2M3/3M2

Compare the length, weight, area, and volume of two or more objects by using direct comparison.

18.4

T

2M5

Select and correctly use the appropriate measurement tools, e.g., ruler, balance scale, thermometer.

18.5

T

PS

Reasonable Answers

Strategy

21.1

T

2N11

Demonstrate in the classroom an under­standing of and the ability to use the conventional algorithms for addition (two 3-digit numbers and three 2-digit numbers) and subtraction (two 3-digit numbers).

1^st grade focus should be on two digit addition

2^nd grade will focus on 3 digit addition

*21.2

T

2N10

Demonstrate in the classroom an under­standing of and the ability to use the conventional algorithms for addition (two 3-digit numbers and three 2-digit numbers) and subtraction (two 3-digit numbers).

1^st grade focus should be on two digit addition

2^nd grade will focus on 3 digit addition

*21.3

T

2N10

Demonstrate in the classroom an under­standing of and the ability to use the conventional algorithms for addition (two 3-digit numbers and three 2-digit numbers) and subtraction (two 3-digit numbers).

1^st grade focus should be on two digit addition

2^nd grade will focus on 3 digit addition

21.4

T

2N10

Demonstrate in the classroom an under­standing of and the ability to use the conventional algorithms for addition (two 3-digit numbers and three 2-digit numbers) and subtraction (two 3-digit numbers).

1^st grade focus should be on two digit addition

2^nd grade will focus on 3 digit addition

21.5

T

2N10

Demonstrate in the classroom an under­standing of and the ability to use the conventional algorithms for addition (two 3-digit numbers and three 2-digit numbers) and subtraction (two 3-digit numbers).

1^st grade focus should be on two digit addition

2^nd grade will focus on 3 digit addition

21.6

T

PS/2N12

Guess and Check

Strategy P.621 Estimate Sums  2N12

22.1

T

2N11

Demonstrate in the classroom an under­standing of and the ability to use the conventional algorithms for addition (two 3-digit numbers and three 2-digit numbers) and subtraction (two 3-digit numbers).

1^st grade focus should be on two digit subtraction

2^nd grade will focus on 3 digit subtraction

*22.2

T

2N10

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently

1^st grade focus should be on two digit subtraction

2^nd grade will focus on 3 digit subtraction

*22.3

T

2N10

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently

1^st grade focus should be on two digit subtraction

2^nd grade will focus on 3 digit subtraction

22.4

T

2N10

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently

1^st grade focus should be on two digit subtraction

2^nd grade will focus on 3 digit subtraction

22.5

T

2N10

Demonstrate the ability to add and subtract three-digit numbers accurately and efficiently

1^st grade focus should be on two digit subtraction

2^nd grade will focus on 3 digit subtraction

22.6

T

2N8

Understand and use the inverse relationship between addition and subtraction (e.g., 8 + 6 = 14 is equivalent to     14 – 6 = 8 and is also equivalent to 14 – 8 = 6) to solve problems and check solutions.

22.7

T

PS/2N12

Choose the Operation

Strategy P. 647 Estimate Differences  2N12