Number, Number Sense and Operations Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

A. Use place value concepts to represent whole numbers using numerals, words and physical models.

5.  Relate, read and write numerals for single-digit numbers

(0 to 9).

5.  Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens. For example:

a. Develop a system to group and count by twos, fives and tens.

b. Identify patterns and groupings in a 100's chart and relate to place value concepts.

c.  Recognize the first digit of a two-digit number as the most important to indicate size of a number and the nearness to 10 or 100.

3.  Read and write the numerals for numbers to 100.

1. Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds.  For example:          

a. Recognize 10 can mean “10 ones” or a single entity (1 ten) through physical models and trading games.

b. Read and write 3-digit numerals (e.g., 243 as two hundred forty three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and construct models to represent each.

Number, Number Sense and Operations Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

B. Recognize, classify, compare and order whole numbers.

1.  Compare and order whole numbers up to 10.

7.  Compare the number of objects in two or more sets when one set has one or two more, or one or two fewer objects.

13. Recognize the number or quantity of sets up to 5 without counting; e.g., recognize without counting the dot arrangement on a domino as 5.

1.  Use ordinal numbers to order objects; e.g., first, second, third.

2.  Recognize and generate equivalent forms for the same number using physical models, words and number expressions; e.g., concept of ten is described by “10 blocks”, full tens frame, numeral 10, 5 + 5, 15 - 5, one less than 11, my brother’s age.

4.  Count forward to 100, count backwards from 100, and count forward or backward starting at any number between 1 and 100.

15. Demonstrate that equal means “the same as” using visual representations.

1. Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds.  For example:         

a. Recognize 10 can mean “10 ones” or a single entity (1 ten) through physical models and trading games.

b. Read and write 3-digit numerals (e.g., 243 as two hundred forty three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and construct models to represent each.

2. Recognize and classify numbers as even or odd.

Number, Number Sense and Operations Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

C. Represent commonly used fractions using words and physical models.

9.  Represent commonly used fractions using words and physical models for halves, thirds and fourths, recognizing fractions are represented by equal size parts of a whole and of a set of objects.

5. Represent fractions (halves, thirds, fourths, sixths and eighths), using words, numerals and physical models.  For example:                   

a. Recognize that a fractional part can mean different amounts depending on the original quantity.

b. Recognize that a fractional part of a rectangle does not have to be shaded with contiguous parts.

c. Identify and illustrate parts of a whole and parts of sets of objects.

d. Compare and order physical models of halves, thirds and fourths in relations to 0 and 1.

Number, Number Sense and Operations Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

D. Determine the value of a collection of coins and dollar bills.

9. Identify and state the value of a penny, nickel and dime.

6.  Identify and state the value of a penny, nickel, dime, quarter and dollar.

7.  Determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different type coins, including pennies, nickels, dimes and quarters.

4. Represent and write the value of money using the ¢ sign and in decimal form when using the $ sign.

E. Make change using coins for values up to one dollar.

8.  Show different combinations of coins that have the same value.

3. Count money and make change using coins and a dollar bill.

Number, Number Sense and Operations Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

F. Count, using numerals and ordinal numbers.

2.  Explain rules of counting, such as each object should be counted once and that order does not change the number.

3.  Count to twenty; e.g., in play situations or while reading number books.

4.  Determine “how many” in sets (groups) of 10 or fewer objects.

4.       Count forward to 100, count backwards from 100, and count forward or backward starting at any number between 1 and 100.

Number, Number Sense and Operations Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

G. Model, represent and explain addition as combining sets and counting on.

8.  Represent and use whole numbers in flexible ways, including relating, composing and decomposing numbers; e.g., 5 marbles can be 2 red and 3 green or 1 red and 4 green.

10. Model and represent addition as combining sets and counting on, and subtraction as take-away and comparison. For example:

a.  Combine and separate small sets of objects in contextual situations; e.g., add or subtract one, two, or another small amount.

b.  Count on (forward) and count back (backward) on a number line between 0 and 10.

10.   Model, represent and explain addition as combining sets (part + part = whole) and counting on. For example:

a.       Model and explain addition using physical materials in contextual situations.

b.       Draw pictures to model addition.

c.        Write number sentences to represent addition.

d.       Explain that adding two whole numbers yields a larger whole number. 

12.   Use conventional symbols to represent the operations of addition and subtraction.

Number, Number Sense and Operations Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

H. Model, represent and explain subtraction as comparison, take-away and part-to-whole.

8.  Represent and use whole numbers in flexible ways, including relating, composing and decomposing numbers; e.g., 5 marbles can be 2 red and 3 green or 1 red and 4 green.

10. Model and represent addition as combining sets and counting on, and subtraction as take-away and comparison. For example:

a.  Combine and separate small sets of objects in contextual situations; e.g., add or subtract one, two, or another small amount.

b.  Count on (forward) and count back (backward) on a number line between 0 and 10.

11. Model, represent and explain  

      subtraction as take-away and 

      comparison.  For example:

a.  Model and explain subtraction using physical materials in contextual situations.

b.  Draw pictures to model subtraction.

c.  Write number sentences to represent subtraction.

d.  Explain that subtraction of whole numbers yields an answer smaller than the original number.

12. Use conventional symbols to represent the operations of addition and subtraction.

6.       Model, represent and explain subtraction as comparison, take-away and part-to-whole; e.g., solve missing addend problems by counting up or subtracting, such as “I had six baseball cards, my sister gave me more, and I now have ten. How many did she give me?” can be represented as

      6 + ? = 10 or 10 - 6 = ?.

Number, Number Sense and Operations Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

I.   Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting.

6.  Construct multiple sets of objects each containing the same number of objects.

11. Demonstrate joining multiple groups of objects, each containing the same number of objects; e.g., combining 3 bags of candy, each containing 2 pieces.

13. Model and represent multiplication as repeated addition and rectangular arrays in contextual situations; e.g., four people will be at my party and if I want to give 3 balloons to each person, how many balloons will I need to buy?

7.       Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting.

J.  Model, represent and explain division as sharing equally, repeated subtraction and rectangular arrays.

12. Partition or share a small set of objects into groups of equal size; e.g., sharing 6 stickers equally among 3 children.

14. Model and represent division as sharing equally in contextual situations; e.g., sharing cookies.

8.  Model, represent and explain division as sharing equally and repeated subtraction.

Number, Number Sense and Operations Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

K. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions.

8.  Represent and use whole numbers in flexible ways, including relating, composing and decomposing numbers; e.g., 5 marbles can be 2 red and 3 green or 1 red and 4 green.

16. Develop strategies for basic addition facts, such as:

a.  counting all;

b.  counting on;

c.  one more, two more;

d.  doubles;

e.  doubles plus or minus one;

f.  make ten;

g.  using tens frames;

h.  identity property (adding zero).

17. Develop strategies for basic subtraction facts, such as:

a.  relating to addition (for example, think of 7 - 3 = ? as         “3 plus ? equals 7");

b.  one less, two less;

c.  all but one (for example,       8 - 7,     5 - 4);

d.  using tens frames;

e.  missing addends.

10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions; e.g., 9 + 9 = 18, 18 – 9 = 9.

Number, Number Sense and Operations Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

L. Demonstrate fluency in adding and subtracting multiples of 10, and recognize combinations that make 10.

16. Develop strategies for basic addition facts, such as:

a.  counting all;

b.  counting on;

c.  one more, two more;

d.  doubles;

e.  doubles plus or minus one;

f.  make ten;

g.  using tens frames;

h.  identity property (adding zero).

17. Develop strategies for basic subtraction facts, such as:

a.  relating to addition (for example, think of 7 - 3 = ? as         “3 plus ? equals 7");

b.  one less, two less;

c.  all but one (for example, 8 - 7,     5 - 4);

d.  using tens frames;

e.  missing addends.

11. Add and subtract multiples of 10.

Number, Number Sense and Operations Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

M. Add and subtract two-digit numbers with and without regrouping.

9. Model and use the commutative property for addition.

12. Demonstrate multiple strategies for adding and subtracting 2- or 3-digit whole numbers, such as:        

a.  compatible numbers;

b.  compensatory numbers;

c.  informal use of commutative and associative properties of addition.

Note: There are  instances where a grade-level indicator is linked to a benchmark for a grade band that does not include the grade level of the indicator.  See Grade 3 (page 16) for indicator 13.

Measurement Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

A.       Explain the need for standard units of measure.

1.       Recognize and explain the need for fixed units and tools for measuring length and weight; i.e., rulers and balance scales.

B.      Select appropriate units for length, weight, volume (capacity) and time, using:

·    objects; i.e., non-standard units;

·    U.S. customary units: inch, foot, yard, ounce, pound, cup, quart, gallon, minute, hour, day, week and year;

·    metric units: centimeter, meter, gram and liter.

1.       Identify units of time (day, week, month, year) and compare calendar elements; e.g., weeks are longer than days.

2.       Compare and order objects of different lengths, areas, weights and capacities; and use relative terms, such as longer, shorter, bigger, smaller, heavier, lighter, more and less.

1.       Identify and select appropriate units  of measure for:

a.     length – centimeters, meters, inches, feet, or yards;

b.     volume (capacity) – liters, cups, pints, or quarts;

c.     weight – grams, ounces, or pounds;

d.     time – hours, half-hours, quarter-hours, or minutes and time designations a.m. or p.m.

Measurement Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

C.  Develop common referents for units of measure for length, weight, volume (capacity) and time to make comparisons and estimates.

1.   Identify units of time (day, week, month, year) and compare calendar elements; e.g., weeks are longer than days.

2.   Compare and order objects of different lengths, areas, weights and capacities; and use relative terms, such as longer, shorter, bigger, smaller, heavier, lighter, more and less.

4.   Order events based on time.  For example:

a.      activities that take a long or short time;

b.      review what we do first, next, last;

c.      recall what we did or plan to do yesterday, today, tomorrow.

2.       Tell time to the hour and half hour on digital and analog (dial) timepieces.

3.       Order a sequence of events with respect to time; e.g., summer, fall, winter and spring; morning, afternoon and night.

2.       Establish personal or common referents for units of measure to make estimates and comparisons; e.g., the width of a finger is a centimeter, a large bottle of soda pop is 2 liters, a small paper clip weighs about one gram.

4.   Tell time to the nearest minute interval on digital and to the nearest 5 minute interval on analog (dial) timepieces.

Measurement Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

D.  Apply measurement techniques to measure length, weight and volume (capacity).

3.       Measure length and volume (capacity) using uniform objects in the environment.  For example, find:

a.      how many paper clips long is a pencil;

b.      how many small containers it takes to fill one big container using sand, rice, beans.

4.       Estimate and measure weight using non-standard units; e.g., blocks of uniform size.

5.   Estimate and measure lengths using non-standard and standard units; i.e., centimeters, inches and feet.

5.   Estimate and measure the length and weight of common objects, using metric and U.S. customary units, accurate to the nearest unit.

6.   Select and use appropriate measurement tools; e.g., a ruler to draw a segment 3 inches long, a measuring cup to place 2 cups of rice in a bowl, a scale to weigh 50 grams of candy.

Measurement Standard

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

E.   Recognize that using different units of measurement will yield different numbers for the same measurement.

3.       Describe and compare the relationships among units of measure, such as centimeters and meters; inches, feet and yards; cups, pints and quarts; ounces and pounds; and hours, half-hours, and quarter-hours; e.g., how many inches in a foot?

7.   Make and test predictions about measurements, using different units to measure the same length or volume.

Geometry and Spatial Sense

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

A.     Describe and create plane figures: circle, rectangle, square, triangle, hexagon, trapezoid, parallelogram and rhombus, and identify them in the environment.

2.       Create new shapes by combining or cutting apart existing shapes.

3.       Identify the shapes of the faces of three-dimensional objects.

1.       Identify, describe, compare, and sort three-dimensional objects (i.e., cubes, spheres, prisms, cones, cylinders and pyramids) according to the shape of the faces or the numbers of faces, edges, or vertices.

2.       Predict what new shapes will be formed by combining or cutting apart existing shapes.

B.       Describe solid objects: cube, rectangular prism, sphere, cylinder, cone and pyramid, and identify them in the environment.

3.       Identify the shapes of the faces of three-dimensional objects.

1.       Identify, describe, compare, and sort three-dimensional objects (i.e., cubes, spheres, prisms, cones, cylinders and pyramids) according to the shape of the faces or the numbers of faces, edges, or vertices.

Geometry and Spatial Sense

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

C.      Sort and compare two-dimensional figures and three-dimensional objects according to their characteristics and properties.

1.       Identify and sort two- dimensional shapes and three- dimensional objects. For example:

a.       Identify and describe two-dimensional figures and three-dimensional objects from the environment using the child’s own vocabulary.

b.       Sort shapes and objects into groups based on student-defined categories.

c.        Select all shapes or objects of one type from a group.

d.       Build two-dimensional figures using paper shapes or tangrams; build simple three-dimensional objects using blocks.

1.       Identify, describe, compare, and sort three-dimensional objects (i.e., cubes, spheres, prisms, cones, cylinders and pyramids) according to the shape of the faces or the numbers of faces, edges, or vertices.

Geometry and Spatial Sense

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

D.     Identify, explain and model (superposition, copying) the concept of shapes being congruent and similar.

5.       Copy figures and draw simple two-dimensional shapes from memory.

4.       Identify and determine whether two-dimensional shapes are congruent (same shape and size) or similar (same shape different size) by copying or using superposition (lay one thing on top of another).

E.       Recognize two- and three-dimensional objects from different positions.

5.       Copy figures and draw simple two-dimensional shapes from memory.

3.       Recognize two-dimensional shapes and three-dimensional objects from different positions.

Geometry and Spatial Sense

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

F.       Describe location, using comparative (before, after), directional (above, below), and positional (first, last) words.

2.       Name and demonstrate the relative position of objects as follows:

a.       place objects over, under, inside, outside, on, beside, between, above, below, on top of, upside-down, behind, in back of, in front of;

b.       describe placement of objects with terms such as on, inside, outside, above, below, over, under, beside, between, in front of, behind.

4.       Extend the use of location words to include distance (near, far, close to) and directional words (left, right).

G.      Identify and draw figures with line symmetry.

5.       Copy figures and draw simple two-dimensional shapes from memory.

5.       Create and identify two-dimensional figures with line symmetry; e.g., what letter shapes, logos, polygons are symmetrical?

Patterns, Functions and Algebra

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

A.       Sort, classify, and order objects by size, number, and other properties, and describe the attributes used.

1.       Sort, classify and order objects by size, number and other properties.  For example:

a.     Identify how objects are alike and different.

b.      Order three events or objects according to a given attribute, such as time or size.

c.      Recognize and explain how objects can be classified in more than one way.

d.      Identify what attribute was used to sort groups of objects that have already been sorted.

1.       Sort, classify and order objects by two or more attributes, such as color and shape, and explain how objects were sorted.

Patterns, Functions and Algebra

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

B.      Extend sequences of sounds and shapes or simple number patterns, and create and record similar patterns.

2.       Identify, create, extend and copy sequences of sounds (such as musical notes), shapes (such as buttons, leaves or blocks), motions (such as hops or skips), and numbers from 1 to 10.

2.       Extend sequences of sounds, shapes or simple number patterns, and create and record similar patterns.  For example:

a.     Analyze and describe patterns with multiple attributes using numbers and shapes; e.g., AA, B, aa, b, AA, B, aa, b,…

b.    Continue repeating and growing patterns with materials, pictures and geometric items; e.g., XO, XOO, XOOO, XOOOO.

1.       Extend simple number patterns (both repeating and growing patterns), and create similar patterns using different objects, such as using physical materials or shapes to represent numerical patterns.

Patterns, Functions and Algebra

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

C.      Create and extend patterns and describe the rule in words.

3.       Describe orally the pattern of a given sequence.

3.       Describe orally the basic unit or general plan of a repeating or growing pattern.

2.       Use patterns to make generalizations and predictions; e.g., determine a missing element in a pattern.

3.       Create new patterns with consistent rules or plans, and describe the rule or general plan of existing patterns.

D.      Model problem situations using objects, pictures, tables, numbers, letters, and other symbols.

4.       Model a problem situation using physical materials.

5.       Describe orally and model a problem situation using words, objects or number phrase or sentence.

4.       Use objects, pictures, numbers and other symbols to represent a problem situation.

Patterns, Functions and Algebra

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

E.      Solve open sentences and explain strategies.

4.       Solve open sentences by representing an expression in more than one way using the commutative property; e.g.,

      4 + 5 = 5 + 4 or the number of       blue balls plus red balls is the same as the number of red balls plus blue balls (R+B=B+R).

5.       Understand equivalence and extend the concept to situations involving symbols; e.g., 4 + 5 = 9 and 9 = 4 + 5 and 4 + 5 = 3 + 6 = ∆ + △…

F. Represent an unknown quantity as a variable using a symbol, such as □, , .

6.       Use symbols to represent unknown quantities and identify values for symbols in an expression or equation using addition and subtraction; e.g., △ + О = 10, ∆ - 2 = 4.

Patterns, Functions and Algebra

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

G.      Describe and compare qualitative and quantitative change.

7.       Describe qualitative and quantitative changes, especially those involving addition and subtraction; e.g., a student growing taller versus a student growing two inches in one year.

Data Analysis & Probability

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

A.     Pose questions and gather data about everyday situations and familiar objects.

1.       Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes.

5.       Construct a question that can be answered by using information from a graph.

1.       Pose questions, use observations, interviews and surveys to collect data, and organize data in charts, picture graphs and bar graphs.

6.       Recognize that data may vary from one population to another; e.g., favorite TV shows of students and of parents.

Data Analysis & Probability

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

B.       Sort and classify objects by attributes, and organize data into categories in a simple table or chart.

2.       Arrange objects in a floor or table graph according to attributes, such as use, size, color, or shape.

3.       Select the category or categories that have the most or fewest objects in a floor or table graph.

1.       Identify multiple categories for sorting data.

2.       Collect and organize data into charts using tally marks.

6.       Arrange five objects by an attribute, such as size or weight, and identify the ordinal position of each object.

7.       Answer questions about the number of objects represented in a picture graph, bar graph or table graph; e.g., category with most, how many more in a category compared to another, how many altogether in two categories.

1.       Pose questions, use observations, interviews and surveys to collect data, and organize data in charts, picture graphs and bar graphs.

4.       Write a few sentences to describe and compare categories of data represented in a chart or graph, and make statements about the data as a whole.

Data Analysis & Probability

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

C.      Represent data using objects, picture graphs and bar graphs.

3.       Display data in picture graphs with units of 1 and bar graphs with intervals of 1.  

4.       Read and interpret charts, picture graphs and bar graphs as sources of information to identify main ideas, draw conclusions, and make predictions.

2.       Read, interpret and make comparisons and predictions from data represented in charts, line plots, picture graphs and bar graphs.

3.       Read and construct simple timelines to sequence events.

5.       Identify untrue or inappropriate statements about a given set of data.

Data Analysis & Probability

Grades K-2

Ohio Benchmarks

Grades K-2

Grade-Level Indicators

Kindergarten

Grade-Level Indicators

Grade 1

Grade-Level Indicators

Grade 2

D.     Describe the probability of chance events as more, less or equally likely to occur.

8.       Describe the likelihood of simple events as possible/impossible and more likely/less likely; e.g., when using spinners or number cubes in classroom activities.

7.       List some of the possible outcomes of a simple experiment, and predict whether given outcomes are more, less or equally likely to occur.

8.       Use physical models and pictures to represent possible arrangements of 2 or 3 objects.