Chalkboard
Index
 
Mathematics
· Grade K 1st Nine Weeks
· Grade K 2nd Nine Weeks
· Grade K 3rd Nine Weeks
· Grade K 4th Nine Weeks
· Grade One 1st Nine Weeks
· Grade One 2nd Nine Weeks
· Grade One 3rd Nine Weeks
· Grade One 4th Nine Weeks
· Grade Two 1st Nine Weeks
· Grade Two 3rd Nine Weeks
· Grade Two 2nd Nine Weeks
· Grade Two 4th Nine Weeks
· Grade Three 3rd Nine Weeks
· Grade Three 1st Nine Weeks
· Grade Three 2nd Nine Weeks
· Grade Three 4th Nine Weeks
· Grade Four 1st Nine Weeks
· Grade Four 2nd Nine Weeks
· Grade Four 3rd Nine Weeks
· Grade Four 4th Nine Weeks
· Grade 5 Test 1--Aug. 27--Oct. 28, 2008
· Grade 5 Test 2--Oct. 29-Jan. 20, 2009
· Grade 5 Test 3--Jan. 21-Mar. 17, 2009
· Grade 6 Test 1--Aug. 27-Oct. 28, 2008
· Grade 6 Test 2--Oct. 29-Jan. 20, 2009
· Grade 6 Test 3--Jan. 21-Mar. 17, 2009
· Grade 7 Test 1--Aug. 27-Oct. 24, 2008
· Grade 7 Test 2--Oct. 25--Jan. 9, 2009
· Grade 7 Test 3--Jan. 10-Mar. 19, 2009
· Pre-Algebra Test 1-Aug. 27-Oct. 28, 2008
· Pre-Algebra Test 2-Oct. 25-Jan. 9, 2009
· Pre-Algebra Test 3-Jan.10-Mar. 19, 2009
· Grade 8 Test 1--Aug. 21-Oct. 23, 2008
· Grade 8 Test 2--Oct. 24-Jan. 29, 2009
· Grade 8 Test 3--Jan. 30-Mar. 19, 2009
· Grade Eight 3rd Nine Weeks
· Grade Eight 1st Nine Weeks
· Grade Eight 2nd Nine Weeks
· Grade Eight 4th Nine Weeks
· Algebra 1 Test 1-Aug. 21-Oct. 29, 2008
· Algebra 1 Test 2--Oct. 30-Jan. 30, 2009
· Algebra 1 Test 3--Jan. 31-Mar. 19, 2009
· Algebra B Test 1-Aug. 21-Oct. 29, 2008
· Algebra B Test 2--Oct. 30-Jan. 29, 2009
· Algebra B Test 3--Jan. 31-Mar. 19, 2009
· Algebra A--First Nine Weeks
· Algebra A--Second Nine Weeks
· Algebra A--Third Nine Weeks
· Algebra A--Fourth Nine Weeks
· Geometry Test 1--Aug. 21-Oct. 23, 2008
· Geometry Test 2--Oct. 24-Jan. 21, 2009
· Geometry Test 3--Jan. 22-Mar. 19, 2009
· Transitional Math 1st 9 weeks
· Transitional Math-2nd 9 weeks
· Transitional Math-3rd 9 weeks
· Transitional Math-4th 9 weeks
· Algebra II Test 1--Aug. 21-Nov. 12, 2008
· Algebra II Test 2--Nov. 13-Jan. 28, 2009
· Algebra II Test 3--Jan. 29-Mar. 18, 2009
· Algebraic Connections--First Nine Weeks
· Algebraic Connections--Second Nine Weeks
· Algebraic Connections--Third Nine Weeks
· Algebraic Connections--Fourth Nine Weeks
· Pre-Calculus--First Nine Weeks
· Pre-Calculus--Second Nine Weeks
· Pre-Calculus--Third Nine Weeks
· Pre-Calculus--Fourth Nine Weeks
· Calculus AB--First Nine Weeks
· Calculus AB--Second Nine Weeks
· Calculus AB--Third Nine Weeks
· Calculus AB--Fourth Nine Weeks

© 2008 by Paragould School District and Scantron Corporation.
All Rights Reserved.

Made with Curriculum Designer
Made with
Curriculum Designer by
Scantron Corporation

Paragould School District
PSD Math 2008-09
Mathematics - Grade Two 2nd Nine Weeks

Data Analysis and Probability
*** Data Analysis
The learner will be able to use data to solve problems.
Source
Arkansas Mathematics Frameworks 2004
  
DAP .14.2.1
The learner will be able to identify the purpose for data collection and collect, organize, record and display the data using physical materials (pictographs, Venn diagrams and vertical and horizontal bar graphs).
Source
Arkansas Mathematics Frameworks 2004
  
DAP.15.2.2
The learner will be able to make true statements comparing data displayed on a graph or chart Ex. more children chose pizza than chicken (use graph that shows this).
Source
Arkansas Mathematics Frameworks 2004
  
DAP.15.2.1
The learner will be able to analyze and make predictions from data represented in charts and graphs.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.17.2.1
The learner will be able to describe the probability of an event being more, less, and equally likely to occur Ex. there are 5 blue cubes, 8 red cubes, and 1 yellow cube in this bag. Which color are you more/less likely to pull from this bag.
Source
Arkansas Mathematics Frameworks 2004
  
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Measurement
***Value of Coins up to $1.00
The learner will be able to count, compare and record the value of combinations of coins up to $1.00.
Source
Arkansas Mathematics Frameworks 2004
  
A.4.2.1
The learner will be able to sort, classify and label objects (coins and bills) by three or more attributes in more than one way.
Source
Arkansas Mathematics Frameworks 2004
  
M.12.2.3
The learner will be able to state the value of all coins and a dollar.
Source
Arkansas Mathematics Frameworks 2004
  
M.12.2.4
The learner will be able to compare the value of all coins.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.2.4
The learner will be able to determine the value of a combination of coins up to the dollar.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.2.5
The learner will be able to demonstrate a given value of money up to $1.00 using a variety of coin combinations.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.2.6
The learner will be able to demonstrate a given value of money up to $1.00 using the fewest coins possible.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.2.8
The learner will be able to calculate the amount of money spent with and without regrouping in a contextual situation Ex. A notebook costs 43 cents and a pencil costs 24 cents. How much will Joe spend on these supplies? Ex. Leslie has 55 cents. If pencils cost 10 cents, how many can Leslie buy? How much change will Leslie get back.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.2.7
The learner will be able to represent and write the value of money using the cent sign and in decimal form when using the dollar sign.
Source
Arkansas Mathematics Frameworks 2004
  
A.7.2.1
The learner will be able to interpret and compare quantitative change (in money) Ex. changes in cost. The red pencil costs 10 cents more than the yellow pencil.
Source
Arkansas Mathematics Frameworks 2004
  
***Time
The learner will be able to measure time.
Source
Arkansas Mathematics Frameworks 2004
  
M.12.2.1
The learner will be able to recognize that there are 12 months in a year and that each month has a specific number of days.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.2.1
The learner will be able to use a calendar to determine elapsed time involving a time period within a given month.
Source
Arkansas Mathematics Frameworks 2004
  
M.12.2.2
The learner will be able to recognize that there are 24 hours in a day.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.2.2
The learner will be able to tell time to the nearest five-minute interval.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.2.3
The learner will be able to determine elapsed time in contextual situations in hour increments regardless of starting time (end time unknown-Ex. lunch began at 11:15 and lasted 1 hour. When was lunch over? Elapsed hours unknown-Ex. Krissy went to Leslie's house at 3:20. She left at 5:20. How long did she stay? Beginning time unknown-Ex. Jenny watches a movie for 2 hours. the movie ended at 8:30. When did the movie begin.
Source
Arkansas Mathematics Frameworks 2004
  
A.7.2.1
The learner will be able to interpret and compare quantitative change (in time) Ex. Changes in time. The roast cooked 2 hours longer than the chicken.
Source
Arkansas Mathematics Frameworks 2004
  
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Geometry
***2-Dimensional Figures
The learner will be able to solve problems using 2-d figures.
Source
Arkansas Mathematics Frameworks 2004
  
A.4.2.1
The learner will be able to sort, classify and label (2-d) objects by three or more attributes in more than one way.
Source
Arkansas Mathematics Frameworks 2004
  
G.8.2.3
The learner will be able to identify, classify and describe 2-d geometric figures (rectangle [including square], triangle and circle) using concrete objects drawings, and computer graphics.
Source
Arkansas Mathematics Frameworks 2004
  
G.11.2.2
The learner will be able to create new figures by combining and subdividing models of existing figures.
Source
Arkansas Mathematics Frameworks 2004
  
***3-dimensional figures
The learner will be able to solve problems involving 3-d figures.
Source
Arkansas Mathematics Frameworks 2004
  
A.4.2.1
The learner will be able to sort, classify and label (3-d) objects by three or more attributes in more than one way.
Source
Arkansas Mathematics Frameworks 2004
  
G.8.2.1
The learner will be able to identify, name, sort and describe 3-d solids (cube, sphere, rectangular prism, cone and cylinder) according to the shapes of faces.
Source
Arkansas Mathematics Frameworks 2004
  
G.8.2.2
The learner will be able to match 3-d objects to their 2-d faces.
Source
Arkansas Mathematics Frameworks 2004
  
***Transformations Solve Problems
The learner will be able to using transformations to solve problems.
Source
Arkansas Mathematics Frameworks 2004
  
G.9.2.2
The learner will be able to demonstrate the motion of a single transformation.
Source
Arkansas Mathematics Frameworks 2004
  
G.9.2.1
The learner will be able to use lines of symmetry and describe congruent figures within a 2-d figure Ex. letter, shapes, environmental print and polygons.
Source
Arkansas Mathematics Frameworks 2004
  
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Algebraic Concepts
A.4.2.2
The learner will be able to describe repeating and growing patterns in the envoironment.
Source
Arkansas Mathematics Frameworks 2004
  
A.4.2.6
The learner will be able to recognize, describe, extend and create repeating and growing patterns using a wide variety of materials to solve problems.
Source
Arkansas Mathematics Frameworks 2004
  
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