NRS Level 2 Math

Beginning Basic ABE (Grade Levels 2.0 – 3.9)

- • does the position of a digit in a number affect its value? • does the position of a digit in a number affect its value?
- • what ways can numbers be composed and decomposed using addition, • what ways can numbers be composed and decomposed using addition, subtraction and multiplication?
- • are efficient methods for finding sums and differences? • are efficient methods for finding sums and differences?

######## Student will be able to:

########## (what does mastery look like)

- • three digit numbers as amounts of hundreds, tens, and in a variety of • three digit numbers as amounts of hundreds, tens, and in a variety of ways, including representing 100 as a bundle of 10 tens, and representing 100, 200, 300, 400, 500, 600, 700, 800 and 900 as the appropriate number of hundreds.
- • comprehension of place value by skip-counting by 5s, 10s, and 100s • comprehension of place value by skip-counting by 5s, 10s, and 100s within 1000.
- • standard, expanded, and number name form, read and write numbers to 1000. • standard, expanded, and number name form, read and write numbers to 1000.
- • two three-digit numbers based on place value of each digit, using • two three-digit numbers based on place value of each digit, using comparison symbols >, <, and =.
- • strategies of place value and properties of operations, add up to four two- • strategies of place value and properties of operations, add up to four two- digit numbers.
- • and subtract within 1000 using models, drawings, operation properties and/or • and subtract within 1000 using models, drawings, operation properties and/or the relationship between addition and subtraction using base 10 strategies, relating the chosen strategy to a written method.
- • add or subtract 10 or 100 to or from a given number 100-900. • add or subtract 10 or 100 to or from a given number 100-900.
- • how addition and subtraction strategies work by applying knowledge • how addition and subtraction strategies work by applying knowledge of place value and the properties of operations using concrete objects, pictures and words.
- • whole numbers to the nearest 10 or 100 to demonstrate knowledge of place • whole numbers to the nearest 10 or 100 to demonstrate knowledge of place value.
- • and subtract fluently within 1000 using strategies related to place value, • and subtract fluently within 1000 using strategies related to place value, operations properties, and the relationship between addition and subtraction.
- • strategies of place value and operations property by multiplying one-digit • strategies of place value and operations property by multiplying one-digit whole numbers by multiples of 10 in the 10-90 range.

######## 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:

- • math manipulatives such as Math U See Base Ten materials to demonstrate • math manipulatives such as Math U See Base Ten materials to demonstrate concept recognition and solving for operations formally assessed by teacher using rubric
- • group work with teacher rubric assessment of process and product • group work with teacher rubric assessment of process and product