Organization: Pearson Product Name: envision Florida Mathematics 2020 Grade 2 Product Version: 1 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-a0b71e83-6634-3b60-a555-70c0d669f1f8 Timestamp: Tuesday, January 28, 2020 02:35 PM EST Status: WARNINGS Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ***** WARNINGS ***** Schema Location Results Some schema locations are incorrect or missing. The validator will attempt to correct those mappings. Warnings (1) I_b5b66184-73d7-3ed6-a8ab-a70ed84a337c_1_R/BasicLTI.xml: #2008: Unable to map namespace "xmlns" with a value of "" to a schema. The document may be well-formed but the validator cannot validate it without the proper schemas. Ensure that the correct mappings exist within the root element's xsi:schemaLocation attribute. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. - e7354721-6b0e-4594-84c1-6781862d4f11 Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). - f25df20c-1713-4d2d-9f19-a0fafa6c58d8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. - 0432308d-74dc-472b-a168-5b677b28847e Count the squares that fill a rectangle drawn on graph paper. - f1c9fb24-096b-48ac-b134-a8e9864735ae Fluently add and subtract within 10. - dfe19c45-9396-4654-897b-7ecb30de8474 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. - fc7dd67a-d255-4103-8847-2d439aca7727 The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). - 19e4f5ca-8e2c-4eba-ac9f-b696de52b119 Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). - ff1e5d2b-6d1b-45a6-92b5-33394967067b Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. - 0f5beaa4-0359-4302-b260-3285f256e445 Understand the following as special cases: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). - 516933af-0348-4fa3-b584-c5d9b1b11f45 Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. - 0dfcab3d-2b4a-4c00-9b7e-a55a7d22ef1e Mentally add or subtract 100 from a given set from the hundreds family (e.g., What is 100 more than 500? What is 100 fewer than 700?). - 7a54a558-e3c0-417f-bce7-7740f16035fb Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. - 5e1f9f53-1818-40c6-b36c-b3fc7ac109cb Add up to four two-digit numbers using strategies based on place value and properties of operations. - da99ed7e-5811-4797-919e-a94b3b2c592e Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: - 10b67c69-d7a4-4612-a635-804c4b1044e6 Count within 1000; skip-count by 5s, 10s, and 100s. - 9074551e-e8f8-4a1a-ad4a-eb218d174321 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. - cb42a204-fc01-4c23-ae19-7c23c06082f0 Identify a group of fewer than 10 objects as odd or even. - 91861d17-f7fa-403b-be96-f1b50639bb26 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. - db656dba-3ee7-423e-9020-626812d8c8d3 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - 1c9f077b-b352-4d9c-afcc-dc8546a9a98b With base ten blocks, build representations of three-digit numbers using hundreds, tens and ones. - 07a1df35-0e19-4c63-9bce-236b393f34fa Tell and write time in hours and half-hours using analog and digital clocks. - 126d35f7-38c3-44b0-9327-641aab2b6dc7 Model addition and subtraction with base ten blocks within 100. - 93678e34-42d6-4c09-837c-abd30972fdc8 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. - e5ee396b-298a-451a-97b7-746878dca1ad Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. - 341d0720-5266-4d58-b331-2a4634e12ede Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - 72b9c40e-c056-456d-8341-edbb25a40601 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. - db757442-51c2-49ba-9a88-f03fb5e96b5f Write or select expanded form for any two-digit number. - 23f14aae-4a9e-43b4-87c3-60012156e9ff Measure the attributes (length, width, height) of an object using two different size units. - 412a9a46-0667-49b4-9177-1ab26c929fd5 Compare the information shown in a bar graph or picture graph with up to four categories. Solve simple comparisons of how many more or how many less. - a8333481-0ad9-4bdf-93ea-deb07632f1d1 Compare (greater than, less than, equal to) two numbers up to 100. - 1d41d508-2d7e-4357-b39d-36601eb9c337 Identify the numeral between 0 and 100 when presented with the name. - 92f78d28-df9d-4dbf-bec7-94f45520c842 Estimate the length of an object using units of feet and inches. - f2277bb7-2a34-4a29-a4c7-533d50dc56bb Partition circles and rectangles into two, three, and four equal parts. - a4b6e7a0-76b9-4e2f-b59e-7b722f10b7d6 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. - 78332818-27d5-4b06-9369-fd35deb0af11 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. - 35244c41-f7a4-40a5-b6c0-7b0711318b66 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. - d5c45371-671c-4a6e-a01d-4f76af28607a Use number lines to solve addition or subtraction problems up to 100. - 11064d19-44cc-403f-a7c3-3bfbd560d37c Solve word problems using dollar bills, quarters, dimes, nickels, or pennies up to $50. - 9e9549ea-27f8-4fa5-a06a-5aaadb13130e Compare three-digit numbers using representations and numbers (e.g., identify more hundreds, less hundreds, more tens, less tens, more ones, less ones, larger number, smaller number). - acd5e35f-0f9d-4cd8-99b9-b39be709a036 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. - 8cd77cd3-624d-4059-8768-6f537adb85ce Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. - 8b8ea8d5-25f2-4ced-ae72-81d32fc47716 Find the unknown number in an equation (+, – ). - e80fa0d3-41c9-4553-9500-678698ece47b Draw two-dimensional shapes with specific attributes. - 29d2600f-81f3-4222-82bb-f0310773a362 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. - 8eb929a3-c56c-4047-9368-ac82f7c2b9c7 Identify the value of coins and paper currency. - 176965f8-b471-4483-ba42-84697f51b7da Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. - 751d81a9-844f-4e07-ac8f-b6e5dc9a1e2f Fluently add or subtract within 50. - d8896af6-c330-4e0b-87a2-5d2528ac4200 Skip count by tens up to 200. - eb0ab050-a6f9-4c81-9369-218717c5a60d Estimate lengths using units of inches, feet, yards, centimeters, and meters. - ccc6c28f-e6fb-454c-8b3f-5c5044f22d40 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. - d7640160-7e3f-4a68-b903-8e118789ff1c Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. - 09323957-9518-417f-a1ba-c3fd85391300 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. - 61EB17D7-11AC-43F1-8B9B-D315C6E267D2 Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + □. - 2ae59ddd-699c-4fe6-b431-faba9f909468 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). - 8dd074dc-726d-4c05-ad6a-f947f2571b49 Represent an array with numbers up to four rows and four columns. - 21e46f0d-fce8-483d-be5b-0873e5762a14 Compose ones into tens and/or tens into hundreds in addition situations. - 30c31213-ce98-4541-a5e4-e1fee3f29b78 Apply properties of operations as strategies to add and subtract. - e229cbcc-b56d-4606-bce1-bef50b16afdf Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. - 753f388e-e7b0-4192-b79d-4dac6f0ca194 Write or select the numerals 0–100. - ba906661-0b44-4819-a622-5b96a85cfb3e Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. - c45afff1-9f6e-4763-b851-f7478608576b Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. - 4321ae9e-b80f-4ab2-8995-510c69c3cf4a Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. - dd169fb2-63f8-4f04-8418-bcae4ac1dc96 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. - 783adef6-4a10-4756-b419-85b2b94d9817 Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. - 464690b2-2313-4a93-a9da-ea512f6b7ed6 English language learners communicate for social and instructional purposes within the school setting. - D7BEB0F4-C962-45CD-A245-6DF8AED7773D Tell and write time from analog and digital clocks to the nearest five minutes. - 3ae46c21-f77a-4c7b-a44e-f54ed22120e8 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. - e3bc4411-223b-41a6-a209-a102c0987892 Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. - 1d19c353-2106-4b8d-b028-6e3a5c63fd6a Compare two-digit numbers using representations and numbers (e.g., identify more tens, fewer tens, more ones, fewer ones, larger numbers, smaller numbers). - ff9b1f77-7207-49c5-85ca-0b7864009779 Solve addition and subtraction word problems involving the difference in standard length units. - 11a54f27-580d-440a-9231-ce1495306db8 Order three objects by length; compare the lengths of two objects indirectly by using a third object. - ab68b8b7-2108-4caa-96e0-feaf58202f0a Demonstrate or identify appropriate measuring techniques. - 712110fd-18c8-438e-994f-ff6732882275 Skip count by fives up to 100. - 123f93c7-85d6-4a8d-8296-779ccbc3655c Organize data by representing on a pictorial graph or bar graph. - f639b6c5-005d-4f9e-991a-e8a6ec4e0ff2 Recognize that standard units can be decomposed into smaller units. - 25dc4ad9-455c-4698-ac26-dea18f0be682 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - 104e38e2-2215-41ff-ae1f-1ad2edbdca4a Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. - 09918bba-ca74-49ca-9cf0-79774995d940 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. - 4e3123c1-fe0f-4755-bbb9-a0db846489eb Write or select an equation representing the problems and its solution. - 42ae1400-5a99-4cbd-acaa-75f9634187dc Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. - 9ddd37c7-ebad-4f3e-bbcd-99a97c3f9f83 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) - d15d6947-7683-48ab-b40f-b7324cab2a55 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. - cc88d0e7-1375-41f3-89ff-b0557b54b359 Identify numerals 0–100. - cc08001b-e91c-4f46-baca-091eed520b05 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. - bcc217cf-bf7c-4030-9a4f-bb11c365b158 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. - e779da50-d12e-4314-966c-08e1656d94a3 Decompose tens into ones and/or hundreds into tens in subtraction situations. - 05c9562e-d8ca-45ea-bc08-33484a17b6a1 Communicate processes of addition and subtraction. - 8275b9ef-fd5a-4e35-a045-0d4cb6359ab7 Find the total number inside an array with the number of objects in each column or rows not larger than four. - b25970de-580e-4256-94c1-c08715ca4c86 The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. - db03be6e-5cf0-4e72-8055-db352fe707a7 Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. - c7193f4b-7854-446d-beb1-08838a76bc06 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. - 750a2021-cf5a-4951-adec-5657af3d18af Explain why addition and subtraction strategies work, using place value and the properties of operations. - 2aa3ce86-5813-436b-9c36-2e205a464be3 Mentally add or subtract 10 from a given set from the tens family (e.g., What is 10 more than 50? What is 10 fewer than 70?). - 8f689b1a-50ba-476a-beb9-64a0dbe26923 Understand that the two digits of a two-digit number represent amounts of tens and ones. - a5fee44a-68da-4424-94aa-1ee17c7d1b4d Identify two-dimensional shapes, such as rhombuses, pentagons, hexagons, octagons, and ovals, as well as equilateral, isosceles, and scalene triangles. - 8ead4662-dcd3-4399-9098-c5e6ebecc6bb Organize linear measurement data by representing continuous data on a line plot. - bdcb6611-1c83-4d72-970d-58adfa3dbbc3 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. - b1eaea33-f91d-4e82-a236-f60329f7ec31 Explain what the zero represented in place value (hundreds, tens, ones) in a number. - 595df417-81af-4dc7-803f-9a2e0151896a Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. - b9520d9a-9199-4dc0-8a68-f04dfed9da88 10 can be thought of as a bundle of ten ones — called a “ten.” - 78cb9315-bdaa-45fe-8491-91f7c03b23e7 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. - 0331111e-4349-473a-ae23-5b4b6572bb0c Distinguish two- or three-dimensional shapes based upon their attributes (i.e., number of sides, equal or different lengths of sides, number of faces, and number of corners). - 0f8d247d-d8be-45b2-ba5c-2a75b2155faf Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. - 90ced382-e8e7-45f5-8feb-dc7b2683d673 Compute the value of any combination of coins within one dollar. - b629c753-26b6-4f3f-96f3-abf350acd22c Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” - 1486271e-817a-43f0-80a1-097a69f476fd Categorize everyday activities into a.m. and p.m. - e7a6a14a-dc30-4ee1-82dd-217c4d68b404 Combine three two-digit numbers within 20. - 9213b15b-57f0-4bec-8e4d-261e9b104152 Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? - 6ccec854-0910-49ac-9665-6040ad9ad854 Label a partitioned shape (e.g., one whole rectangle was separated into two halves; one whole circle was separated into three thirds.) - 1e342f18-c0aa-4a4e-847b-9c333b9d4807 Identify the value of each category represented on a picture graph and bar graph. - 8d956dd7-f281-4318-8642-b35cd8647f2b Skip count by hundreds up to 1000. - ff7021f7-0ed3-4a39-b814-620cfdb4b966 Select appropriate tool and unit of measurement to measure an object (ruler or yard stick, inches or feet). - 2a7a9e31-fef7-4bdf-9c30-06cfa1619334 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. - 80b150c6-8cd5-47d9-9f47-488d50e9ea1b Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. - 85786a83-8e8e-4f2c-9ee5-c473a733533a Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. - b779e19a-9e2b-4b26-918c-3cd969da6fcb Tell and write time in hours and half-hours using analog and digital clocks. - 53c92c55-bb3f-4820-9154-d96d116f8c89 Use pictures, drawings or objects to represent the steps of a problem. - f0d343de-53fb-4da6-81fb-382a64cf3bb4 Understand subtraction as an unknown-addend problem. - 023f117a-3080-4326-831c-fccb6dc816e3 Solve problems involving the difference in standard length units. - c4117cdd-dc81-4897-bfc1-da4445b185de List of all Files Validated: imsmanifest.xml I_00061bbd-5181-31f6-9c14-63f9cb0c8a1f_1_R/BasicLTI.xml I_00061bbd-5181-31f6-9c14-63f9cb0c8a1f_3_R/BasicLTI.xml I_000b5dfd-18bb-3b9d-9fab-4b55ff38fe20_1_R/BasicLTI.xml I_001c4000-81c2-3646-bd00-b705c9cc9688_R/BasicLTI.xml I_001eb3f0-a816-30d8-b64a-f000362ed6ec_1_R/BasicLTI.xml I_0020563a-b9b6-305a-8f5e-66321f2d0068_1_R/BasicLTI.xml 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