examine the parts of a whole to define or model a system;
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
examine the parts of a whole to define or model a system;
examine the parts of a whole to define or model a system;
examine the parts of a whole to define or model a system;
examine and model the parts of a system and their interdependence in the function of the system;
examine and model the parts of a system and their interdependence in the function of the system;
Math.2.2.A use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones
Math.2.2.B use standard, word, and expanded forms to represent numbers up to 1,200
Math.2.3.A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words
Math.2.3.B explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part
Math.2.3.C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
Math.2.6.A model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined
Math.2.6.B model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets