Number: MA.2.A.4
Title: Algebra
Type:
Supporting Idea
Subject: X-Mathematics (former standards - 2008) - Archived
Grade: 2
Body of Knowledge: Algebra
Related Benchmarks
This cluster includes the following benchmarks
Code |
Description |
MA.2.A.4.1: | Extend number patterns to build a foundation for understanding multiples and factors – for example, skip counting by 2's, 5's, 10's. |
MA.2.A.4.2: | Classify numbers as odd or even and explain why. |
MA.2.A.4.3: | Generalize numeric and non-numeric patterns using words and tables. |
MA.2.A.4.4: | Describe and apply equality to solve problems, such as in balancing situations. |
MA.2.A.4.5: | Recognize and state rules for functions that use addition and subtraction. |
Related Access Points
This cluster includes the following access points.
Independent
Access Point Number |
Access Point Title |
MA.2.A.4.In.a: | Identify two-element repeating visual patterns and extend with one repetition.
|
MA.2.A.4.In.d: | Recognize rules for addition functions, including 1 more and 2 more. |
MA.2.A.4.In.b: | Fill in missing items in two-element repeating visual patterns.
|
MA.2.A.4.In.c: | Identify equal and unequal sets of objects and pictures to 20. |
Supported
Access Point Number |
Access Point Title |
MA.2.A.4.Su.a: | Match two-element repeating patterns of sounds, physical movements, and objects.
|
MA.2.A.4.Su.b: | Use the rule, 1 more, to identify the next number with numbers 1 to 5. |
MA.2.A.4.Su.c: | Use one-to-one correspondence to identify sets of objects with the same number to 5. |
Participatory
Access Point Number |
Access Point Title |
MA.2.A.4.Pa.a: | Recognize a repeated pattern of stimuli, such as sounds or lights. |
MA.2.A.4.Pa.b: | Use one-to-one correspondence to identify sets of objects with the same amount to 2. |
Related Resources
Vetted resources educators can use to teach the concepts and skills in this topic.
Lesson Plans
Name |
Description |
Understanding the Equal Sign: | This lesson helps students to understand the meaning of the equal sign and to realize that one side of an equation must equal (balance) the other side of the equation. |
Skip Count by 5s: | Help the Third Little Pig skip count to 1,000 bricks in groups of 5. (Note students are not expected to count from 0-1,000 by 5s, but this activity allows them to experience counting within a variety of contexts between 0 and 1,000.) |
Virtual Manipulative
Name |
Description |
Pan Balance - Numbers: | This tool helps students better understand that equality is a relationship and not an operational command to "find the answer." The applet features a pan balance that allows the student to input each half of an equation in the pans, which responds to the numerical expression's value by raising, lowering or balancing. |
Student Resources
Vetted resources students can use to learn the concepts and skills in this topic.
Virtual Manipulative
Title |
Description |
Pan Balance - Numbers: | This tool helps students better understand that equality is a relationship and not an operational command to "find the answer." The applet features a pan balance that allows the student to input each half of an equation in the pans, which responds to the numerical expression's value by raising, lowering or balancing. |