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Mathematics 2 Outcomes & Indicators
Number

Patterns and Relations

Shape and Space

Statistics and Probability

Outcome: N2.1

Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by:

  • representing (including place value)
  • describing
  • skip counting
  • differentiating between odd and even numbers
  • estimating with referents
  • comparing two numbers
  • ordering three or more numbers.
[C, CN, ME, PS, R, V]

  1. Describe the patterns related to quantity and place value of adjacent digit positions moving from right to left within a whole number.

  2. Describe the meaning of quantities to 100 by relating them to self, family, or community and explain what effect each successive numeral position has on the actual quantity.

  3. Pose and solve problems that explore the quantity of whole numbers to 100 (e.g., a student might wonder: “How many pets would there be if everyone in the class brought their pets to class”).

  4. Represent quantities to 100 using proportional materials (e.g., tallies, ten frames, and base ten blocks) and explain how the representation relates to the numeral used to represent the quantity.

  5. Represent quantities to 100 using non-proportional materials (e.g., stir sticks and popsicle sticks, and coins) and explain how the representation relates to the numeral used to represent the quantity.

  6. Identify whole numbers to 100 stated as a numeral or word form in everyday situations and read the number out loud (e.g., 24 on the classroom door would be read as twenty-four, and read out loud “seventy-three” when found in a piece of writing being read in class).

  7. Create different decompositions for a given quantity using concrete manipulatives or pictures and explain orally how the different decompositions represent the original quantity.

  8. Write numbers to twenty in words when said out loud or given as a numeral.

  9. Analyze a sequence of numbers in order to describe the sequence in terms of a skip counting strategy (by 2s, 5s, or 10s as well as forward and backward) and extend the sequence using the pattern.

  10. Analyze an ordered number sequence (including a hundred chart) for errors or omissions and explain the reasoning.

  11. Sort a set of personally relevant numbers into odd and even numbers.

  12. Hypothesize and verify strategies for skip counting by 10s beginning at any whole number from 0 to 9 (e.g., in a hundred chart, the skip counted numbers always lie on a vertical line; using base ten blocks, skip counting by 10s always increases the number of rods by one; or using numerals, the tens place value always increases by 1 (meaning 10) when skip counting by 10s forwards).

  13. Order a set of personally relevant numbers in ascending or descending order and verify the resulting sequence (e.g., using a hundred chart, number line, ten frames, or place value).

  14. Analyze a number relevant to one’s self, family, or community to determine if it is odd or even and verify the conclusion by using concrete, pictorial, or physical representations.

  15. Estimate a quantity from one’s life, family, or community by using a referent (known quantity), including 10, and explain the strategies used.

  16. Select a referent for determining a particular quantity and explain the choice.

  17. Critique the statement “A referent for 10 is always a good referent to use”.

  18. Represent a 2-digit numeral using ten frames or other proportional base ten materials.

  19. Create representations of different decompositions of the same quantity and explain how the representations represent the same amount.

  20. Explain, using concrete or pictorial representations, the meaning of each digit within a 2-digit numeral with both digits the same (e.g., for the numeral 22, the first digit represents two tens - twenty counters - and the second digit represents two ones - two counters).

  21. Defend the statement “The value of a digit depends on its placement within a numeral”.

  22. Demonstrate how to count objects using groupings of 10s and 1s and explain how those groups help in the writing of the 2-digit number that represents the quantity of objects.

 
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