Math+Teks


 * TEK ||  || Link ||   || Flipchart ||
 * 2.1 The student understands how place value is used to represent whole numbers. ||  || http://www.funbrain.com/cgi-bin/nw.cgi?A1=s&A2=1000&A3=1&A12=0

http://www.toonuniversity.com/flash.asp?err=509&engine=9 ||  ||  ||
 * 2.1a use concrete models of hundreds, tens, and ones up to 999 ||  || http://www.learningbox.com/base10/CatchTen.html

http://nlvm.usu.edu/en/nav/frames_asid_152_g_3_t_1.html

http://www.mrnussbaum.com/calendarclowns.htm ||  ||  ||
 * 2.1b use place value to read, write, and describe the value of whole numbers up to 999 ||  || http://www.mathcats.com/explore/reallybignumbers.html ||   || [[file:number_ways.flipchart]] ||
 * 2.1c use place value to compare and order numbers using numbers and symbols (<, =, >). ||  || http://www.bbc.co.uk/skillswise/numbers/wholenumbers/whatarenumbers/writingbignumbers/flash1.shtml

http://www.toonuniversity.com/flash.asp?err=509&engine=9 ||  ||   ||
 * 2.2 The student describes how fractions are used to name parts of whole objects or sets of objects: ||  || http://www.primarygames.com/fractions/start.htm

http://www.learningbox.com/fractions/index.html ||  ||  ||
 * 2.2a use concrete models to represent and name fractional parts of a whole object (with denominators of 12 or less); ||  || http://www.vectorkids.com/vkfractions.htm

http://www.harcourtschool.com/activity/cross_the_river/cross_the_river.swf ||  ||  ||
 * 2.2b use concrete models to represent and name fractional parts of a set of objects (with denominators of 12 or less); ||  || http://alexandria-es10.lausd.k12.ca.us/Staff_Pages/Henry_Anker/Mr_Anker_Tests_New/Math/Fractions/Fractions_Set_01.swf

http://alexandria-es10.lausd.k12.ca.us/Staff_Pages/Henry_Anker/Mr_Anker_Tests_New/Math/Fractions/Fractions_Set_02.swf

http://alexandria-es10.lausd.k12.ca.us/Staff_Pages/Henry_Anker/Mr_Anker_Tests_New/Math/Fractions/Fractions_Set_03.swf

http://alexandria-es10.lausd.k12.ca.us/Staff_Pages/Henry_Anker/Mr_Anker_Tests_New/Math/Fractions/Fractions_Set_04.swf

http://nlvm.usu.edu/en/nav/frames_asid_103_g_2_t_1.html?from=grade_g_2.html ||  ||   ||
 * 2.2c use concrete models to determine if a fractional part of a whole is closer to 0, ½, or 1. ||  || Game found at:

http://www.mathwire.com/fractions/fracgames.html ||  ||   ||
 * 2.3. The student adds and subtracts whole numbers to solve problems. ||  || http://www.primarygames.com/add_up/start.htm

http://www.primarygames.com/takeaway/start.htm

http://www.bbc.co.uk/schools/numbertime/games/snakes.shtml ||  ||  ||
 * 2.3a recall and apply basic addition and subtraction facts ( to 18) ||  || http://www.arcademicskillbuilders.com/

http://www.oswego.org/ocsd-web/games/mathmagician/cathymath.html

https://www.xtramath.org/home

http://www.amblesideprimary.com/ambleweb/mentalmaths/additiontest.html

http://www.carrotsticks.com/clarke ||  ||  || ||
 * 2.3b model addition and subtraction of two-digit numbers with objects, pictures, words, and numbers ||  || http://playkidsgames.com/games/shuttleLaunch/shuttleLaunch.swf ||   || [[file:Subtraction_with_Regrouping_20070315120435.flipchart]] ||
 * 2.3c select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary ||  || http://members.learningplanet.com/act/mayhem/free.asp ||   || [[file:addtion_with_regrouping.flipchart]][[file:subtract_with_regrouping_20080421145004.flipchart]]
 * 2.3d determine the value of a collection of coins up to one dollar; and ||  || http://www.practicalmoneyskills.com/games/peterpigs/

http://www.primarygames.com/Spending%20Spree/start.htm

http://www.abcya.com/counting_money.htm

http://atlantis.coe.uh.edu/archive/math/math_lessons/mathles3/tutor.htm

http://www.arcademicskillbuilders.com/ ||  ||  ||
 * 2.3e describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins. ||  ||   ||   ||   ||
 * 2.4 The student models multiplication and division. ||  ||   ||   || [[file:multiplicationwgroups.flipchart]] ||
 * 2.4a model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined; and ||  || http://members.learningplanet.com/act/mayhem/free.asp ||   || [[file:multanimals.flipchart]][[file:arrays.flipchart]] ||
 * 2.4b model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets. ||  ||   ||   ||   ||
 * 2.5 Patterns, relationships, and algebraic thinking. The student uses patterns in numbers and operations. ||  || http://www.fuelthebrain.com/Game/play.php?ID=15 ||   ||   ||
 * 2.5a find patterns in numbers such as in a 100s chart; ||  ||   ||   ||   ||
 * 2.5b use patterns in place value to compare and order whole numbers through 999; and ||  ||   ||   ||   ||
 * 2.5c use patterns and relationships to develop strategies to remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 – 8 = 9, and 17 – 9 = 8. ||  || http://nlvm.usu.edu/en/nav/frames_asid_191_g_3_t_1.html ||   || [[file:functions.flipchart]] ||
 * 2.6 Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to: ||  ||   ||   ||   ||
 * 2.6a generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels; ||  || http://nrich.maths.org/2282 ||   ||   ||
 * 2.6b identify patterns in a list of related number pairs based on a real-life situation and extend the list; and ||  || http://www.primarygames.com/patterns/start.htm

http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html ||  ||   ||
 * 2.6c identify, describe, and extend repeating and additive patterns to make predictions and solve problems. ||  || http://www.primarygames.com/puzzles/simon/color/start.htm

http://www.compasslearningodyssey.com/sample_act/math1_2/01MABA10-Rhino_Raider_v3.swf

http://www.shodor.org/interactivate/activities/PatternGenerator/ ||  ||   ||
 * 2.7 The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. ||  || http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htm

http://nrich.maths.org/5648 ||  ||   ||
 * 2.7a describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.; ||  || http://www.primaryresources.co.uk/maths/mathsE3.htm

http://nlvm.usu.edu/en/nav/frames_asid_270_g_2_t_3.html?open=instructions

http://mathtoybox.com/patblocks3/patblocks3.html ||  ||   ||
 * 2.7b use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different; and ||  || http://lgfl.skoool.co.uk/content/primary/maths/3D_shapes/index.html

http://www.hbschool.com/activity/solid_figures/ ||  ||   ||
 * 2.7c cut two-dimensional geometric figures apart and identify the new geometric figures formed. ||  || http://professorgarfield.com/pgf_kbkids.html ||   ||   ||
 * 2.8 Geometry and spatial reasoning. The student recognizes that a line can be used to represent a set of numbers and its properties. The student is expected to use whole numbers to locate and name points on a number line. ||  || http://www.bbc.co.uk/schools/numbertime/games/toad4.dcr ||   || [[file:numberline.flipchart]] ||
 * 2.9 Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units ( from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time. ||  || http://pbskids.org/cyberchase/games/bodymath/ ||   || [[file:How_big_is_a_foot.flipchart]][[file:Length.flipchart]] ||
 * 2.9a identify concrete models that approximate standard units of length and use them to measure length; ||  ||   ||   || [[file:nonstandard_measurement.flipchart]] ||
 * 2.9b select a non-standard unit of measure such as square tiles to determine the area of a two-dimensional surface; ||  ||   ||   ||   ||
 * 2.9c select a non-standard unit of measure such as a bathroom cup or a jar to determine the capacity of a given container; and ||  ||   ||   ||   ||
 * 2.9d select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object. ||  ||   ||   ||   ||
 * 2.10 Measurement. The student uses standard tools to estimate and measure time and temperature (in degrees Fahrenheit). The student is expected to: ||  ||   ||   ||   ||
 * 2.10a read a thermometer to gather data; ||  || http://www.mathsisfun.com/measure/thermometer.html ||   ||   ||
 * 2.10b read and write times shown on analog and digital clocks using five-minute increments; and ||  || http://www.arcademicskillbuilders.com/

http://www.harcourtschool.com/activity/telling_time_gr2/

http://www.primarygames.com/time/question1.htm ||  || ||
 * 2.10c describe activities that take approximately one second, one minute, and one hour. ||  ||   ||   ||   ||
 * 2.11 Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to: ||  ||   ||   ||   ||
 * 2.11a construct picture graphs and bar-type graphs; ||  || http://www.shodor.org/interactivate/activities/BarGraphSorter/ ||   ||   ||
 * 2.11b draw conclusions and answer questions based on picture graphs and bar-type graphs; and ||  || http://illuminations.nctm.org/ActivityDetail.aspx?ID=204

http://nces.ed.gov/nceskids/createagraph/default.aspx ||  ||   ||
 * 2.11c use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons. ||  || http://www.bbc.co.uk/schools/ks2bitesize/maths/data/probability/play.shtml ||   ||   ||
 * 2.12 Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: ||  || http://www.mathplayground.com/index.html ||   ||   ||
 * 2.12a identify the mathematics in everyday situations; ||  ||   ||   ||   ||
 * 2.12b solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; ||  || http://www.mathplayground.com/TB_AS/tb_as1_iFrame.html ||   ||   ||
 * 2.12c select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and ||  ||   ||   ||   ||
 * 2.12d use tools such as real objects, manipulatives, and technology to solve problems. ||  ||   ||   ||   ||
 * 2.13 Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to: ||  ||   ||   ||   ||
 * 2.13a explain and record observations using objects, words, pictures, numbers, and technology; and ||  ||   ||   ||   ||
 * 2.13b relate informal language to mathematical language and symbols. ||  ||   ||   ||   ||
 * 2.14 Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology. ||  ||   ||   ||   ||