Numbers Outcomes

* Please note, that we are currently working on these Numbers Outcomes, but students are not expected to master them until the end of grade 2.

September (All outcomes for September would be considered ‘New’ Outcomes)

N1:  Say the number sequence 1-100 by 2s, 5s, 10s forward and backward using starting points that are multiples of 2, 5, and 10 respectively.

Example:  Count by 2s starting at 22.

N2:  Demonstrate if a number is odd or even.

N3:  Describe order or relative position using ordinal numbers (up to tenth).

N4:  Represent and describe numbers to 100, concretely, pictorially and symbolically (only to 20 in September).

N7:  Illustrate, concretely and pictorially, the meaning of place value for numerals to 100 (only to 20 in September).

N9:  Demonstrate and understanding or addition (limited to 1 and 2 digit numerals) with answers to 100 and corresponding subtraction by 1 digit numerals only with the support of manipulatives (number lines, counters, etc.)

N10:  Apply mental math strategies such as:

• using doubles
• making 10
• one more, one less
• two more, two less
• building on a known double
• addition for subtraction

to determine basic addition facts to 18 and related subtraction facts.

October (Outcomes in Bold are ‘New’ for this month)

N1:  Say the number sequence 1-100 by 2s, 5s, 10s forward and backward using starting points that are multiples of 2, 5, and 10 respectively.

Example:  Count by 2s starting at 22.

N2:  Demonstrate if a number is odd or even.

N4:  Represent and describe numbers to 100, concretely, pictorially and symbolically (only to 20 in September).

N7:  Illustrate, concretely and pictorially, the meaning of place value for numerals to 100 (only to 20 in September).

N8:  Demonstrate and explain the effect of adding zero to or subtracting zero from any number.

N10:  Apply mental math strategies such as:

• using doubles
• making 10
• one more, one less
• two more, two less
• building on a known double
• addition for subtraction

to determine basic addition facts to 18 and related subtraction facts.

November

N1:  Say the number sequence 1-100 by 2s, 5s, 10s forward and backward using starting points that are multiples of 2, 5, and 10 respectively.

Example:  Count by 2s starting at 22.

N2:  Demonstrate if a number is odd or even.

N4:  Represent and describe numbers to 100, concretely, pictorially and symbolically (only to 20 in September).

N7:  Illustrate, concretely and pictorially, the meaning of place value for numerals to 100 (only to 20 in September).

N10:  Apply mental math strategies such as:

• using doubles
• making 10
• one more, one less
• two more, two less
• building on a known double
• addition for subtraction

to determine basic addition facts to 18 and related subtraction facts.

March and April Outcomes

N9 (cont’d): Demonstrate an understanding of addition (limited to 1 and 2- digit numerals) with answers to 100 and the corresponding subtraction by:

• using personal strategies for adding and subtracting with andwithout the support of manipulatives
• creating and solving problems that involve addition andsubtraction
• explaining that the order in which numbers are added does notaffect the sum
• explaining that the order in which numbers are subtracted mayaffect the difference. [C, CN, ME, PS, R, V]

N10 (cont‟d): Apply mental mathematics strategies to determine basic addition facts to 18 and related subtraction facts. [C, CN, ME, R, V]

Please watch this video for a look at many of the strategies we are using in class and an excellent example of a story problem…