NRS Level 2 Math

Beginning Basic ABE (Grade Levels 2.0 – 3.9)

- • and label a scaled picture graph and a scaled bar graph to represent a data • and label a scaled picture graph and a scaled bar graph to represent a data set, and use that information to solve one- and two-step “how many more” and “how many less” problems.
- • objects using rulers marked with halves and fourths of an inch to generate • objects using rulers marked with halves and fourths of an inch to generate a data set, and then represent that data using a line plot marked by wholes, halves and fourths of inches.
- • understanding of time by telling and writing time and time intervals to • understanding of time by telling and writing time and time intervals to the nearest minute, and solve addition and subtraction word problems regarding time intervals in minutes.
- • understanding of volume and mass by measuring and estimating • understanding of volume and mass by measuring and estimating liquid volumes and masses of objects in standard units of grams (g), kilograms (kg), and liters (l), and solving one-step word problems involving masses or volumes given in the same units (e.g., drawings such as a beaker with a measurement scale).
- • and describe square units and explain how square units are used to • and describe square units and explain how square units are used to determine the area of a plane figure.
- • standard square units (square cm, m, in, ft) to find the area. • standard square units (square cm, m, in, ft) to find the area.
- • understanding of the relationship between area and the operations of • understanding of the relationship between area and the operations of multiplication and addition by tiling in square units the area of a rectangle and showing that same units squared can be found by multiplying the side lengths (base x height).
- • understanding of the relationship between area and the operations of • understanding of the relationship between area and the operations of multiplication and addition by multiplying the side lengths of rectangles to find the area in real world problems.
- • understanding of the relationship between area and the operations of • understanding of the relationship between area and the operations of multiplication and addition by tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a c, × × using area models to represent the distributive property.
- • understanding of the relationship between area and the operations of • understanding of the relationship between area and the operations of multiplication and addition by finding areas of non-overlapping rectangles by decomposing those figures into rectangles to solve for area.
- • understanding of perimeter by solving real world and mathematical problems • understanding of perimeter by solving real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding for an unknown side length, and comparing rectangles with the same perimeters/different areas and different perimeters/same areas.

######## Evidence for Assessing Learning

######## Performance Tasks:

Demonstrate mastery of objectives through the assessment of graded homework, worksheets, quantitative (numerically graded) rubrics, quizzes, tests, and other formal assessments. Including but not limited to:

- • graphic/figure representation of measurement • graphic/figure representation of measurement (plotting/operations/conversions)