Common Core State Standards for Mathematics

A Correlation of To the Common Core State Standards for Mathematics

Table of Contents Operations and Algebraic Thinking... 1 Number and Operations in Base Ten... 2 Measurement and Data... 4 Geometry... 6 Standards for Mathematical Practices... 7 Copyright 2017 Pearson Education, Inc. or its affiliate(s). All rights reserved.

Operations and Algebraic Thinking 2.OA Represent and solve problems involving addition and subtraction. 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Unit 0: 2.0-3 Matching Amounts; 2.0-4 Adding or Subtracting? Unit 4: 2.4-3 Using a Place-Value Table;2.4-5 Using a Tape Diagram; 2.4-6 Adding in Either Order; 2.4-7 Adding Two-Digit Numbers; 2.4-11 Two Unknowns Unit 5: 2.5-1 Using the Hundred Chart; 2.5-3 Using a Place Value Table; 2.5-5 Using a Tape Diagram; 2.5-6 Checking with Addition; 2.5-7 Breaking Apart a Ten; 2.5-8 From a Multiple of Ten; 2.5-9 One-Digit from Two-Digit; 2.5-11 Subtracting Within 100 Unit 7: 2.7-1 At the Farmers Market; 2.7-2 Prizes at the Fair; 2.7-3 Pears and Signs; 2.7-4 Dimes and Sweet Peas; 2.7-5 Putting It Together 1; 2.7-6 On the Playground; 2.7-7 Playing Together; 2.7-8 Zoo Babies; 2.7-9 Zoo Walks and Talks; 2.7-10 Animal Facts; 2.7-11 More and Less?; 2.7-12 Two Unknowns; 2.7-13 Putting It Together 2 Unit 9: 2.9-1 At the Water Park; 2.9-2 At the Playground; 2.9-3 On the Bus; 2.9-4 Map of the Park; 2.9-5 At School; 2.9-6 In the Classroom; 2.9-7 At the Store; 2.9-8 In the School Garden; 2.9-9 Ribbons and Shingles; 2.9-10 All the Way Around; 2.9-11 Magic Squares; 2.9-12 Writing Math Stories; 2.9-13 Putting It Together Unit 10: 2.10-1 Choosing an Animal Project; 2.10-3 Writing Questions Add and subtract within 20. 2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of, know from memory all sums of two one-digit numbers. Unit 0: 2.0-3 Matching Amounts Unit 2: 2.2-7 Adding Game; 2.2-8 Subtracting Game; 2.2-10 Putting It Together Unit 10: 2.10-1 Choosing an Animal Project; 2.10-3 Writing Questions; 2.10-4 Project Presentations Day 1 1

Work with equal groups of objects to gain foundations for multiplication. 2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. Unit 2: 2.2-1 Counting by 2s; 2.2-2 Even and Odd Numbers; 2.2-3 Two Equal Groups 2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Unit 2: 2.2-3 Two Equal Groups; 2.2-4 Equal Groups and Arrays Number and Operations in Base Ten 2.NBT Understand place value. 2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 2.NBT.A.1.A 100 can be thought of as a bundle of ten tens called a hundred. Unit 11: 2.11-1 Relating Tens and Hundreds; 2.11-2 Three-Digit Numbers; 2.11-3 Expanded Form; 2.11-4 How Many Tens? Unit 11: 2.11-1 Relating Tens and Hundreds; 2.11-2 Three-Digit Numbers; 2.11-3 Expanded Form; 2.11-4 How Many Tens? 2.NBT.A.1.B The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s. Unit 11: 2.11-2 Three-Digit Numbers; 2.11-3 Expanded Form Unit 11: 2.11-2 Three-Digit Numbers; 2.11-4 How Many Tens?; 2.11-5 Groups of 10; 2.11-6 Counting by 5s; 2.11-7 The Number Line 2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Unit 0: 2.0-1 Who Are We? Unit 11: 2.11-1 Relating Tens and Hundreds; 2.11-3 Expanded Form; 2.11-7 The Number Line; 2.11-9 Putting It Together 2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Unit 11: 2.11-8 Comparing Numbers; 2.11-9 Putting It Together 2

Use place value understanding and properties of operations to add and subtract. 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Unit 4: 2.4-1 Using the Hundred Chart; 2.4-9 Two- Digit Plus One-Digit; 2.4-10 Practicing Adding within 100; 2.4-12 More Than Two Addends Unit 5: 2.5-1 Using the Hundred Chart; 2.5-2 Using Number Blocks; 2.5-3 Using a Place Value Table; 2.5-4 Using a Number Line; 2.5-5 Using a Tape Diagram; 2.5-6 Checking with Addition; 2.5-7 Breaking Apart a Ten; 2.5-8 From a Multiple of Ten; 2.5-9 One-Digit from Two-Digit; 2.5-10 Breaking Apart a Ten?; 2.5-11 Subtracting Within 100; 2.5-12 Putting It Together Unit 7: 2.7-1 At the Farmers Market; 2.7-2 Prizes at the Fair; 2.7-3 Pears and Signs; 2.7-4 Dimes and Sweet Peas; 2.7-5 Putting It Together 1; 2.7-6 On the Playground; 2.7-7 Playing Together; 2.7-8 Zoo Babies; 2.7-9 Zoo Walks and Talks; 2.7-10 Animal Facts; 2.7-11 More and Less?; 2.7-12 Two Unknowns; 2.7-13 Putting It Together 2 Unit 9: 2.9-2 At the Playground; 2.9-3 On the Bus; 2.9-4 Map of the Park; 2.9-5 At School; 2.9-8 In the School Garden; 2.9-9 Ribbons and Shingles; 2.9-10 All the Way Around;2.9-11 Magic Squares; 2.9-12 Writing Math Stories; 2.9-13 Putting It Together 2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. Unit 0: 2.0-2 Adding Unit 4: 2.4-12 More Than Two Addends; 2.4-13 Adding Dollars Unit 12: 2.12-5 Sums Greater than 99; 2.12-7 Putting It Together 1 3

2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.B.8 Mentally add 10 or 100 to a given number 100 900, and mentally subtract 10 or 100 from a given number 100 900. Unit 12: 2.12-1 Tens and Hundreds; 2.12-2 Making a New Ten; 2.12-3 Making a New Hundred; 2.12-4 A New Ten and Hundred; 2.12-7 Putting It Together 1; 2.12-9 Breaking Apart a Ten; 2.12-10 Breaking Apart a Hundred; 2.12-11 Breaking a Ten and a Hundred; 2.12-13 Zero in the Tens Place; 2.12-14 Putting It Together 2 Unit 12: 2.12-6 Using Mental Math; 2.12-7 Putting It Together 1; 2.12-12 Subtracting 10 or 100; 2.12-14 Putting It Together 2 2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Unit 4: 2.4-2 Using Number Blocks; 2.4-8 Making a New Ten Unit 5: 2.5-1 Using the Hundred Chart; 2.5-2 Using Number Blocks; 2.5-3 Using a Place Value Table; 2.5-4 Using a Number Line; 2.5-5 Using a Tape Diagram; 2.5-6 Checking with Addition; 2.5-7 Breaking Apart a Ten; 2.5-8 From a Multiple of Ten; 2.5-9 One-Digit from Two-Digit; 2.5-10 Breaking Apart a Ten?; 2.5-11 Subtracting Within 100; 2.5-12 Putting It Together Unit 12: 2.12-3 Making a New Hundred; 2.12-7 Putting It Together 1; 2.12-10 Breaking Apart a Hundred; 2.12-13 Zero in the Tens Place; 2.12-14 Putting It Together 2 Measurement and Data 2.MD Measure and estimate lengths in standard units. 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Unit 3: 2.3-1 A Gigandipus Footprint; 2.3-2 Measuring in Inches; 2.3-3 How Much Longer?; 2.3-4 Measuring in Centimeters; 2.3-5 Measuring Shapes; 2.3-6 Animal Trails; 2.3-7 Measuring Tools; 2.3-9 Putting It Together 4

2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Unit 3: 2.3-9 Putting It Together Unit 3: 2.3-2 Measuring in Inches; 2.3-3 How Much Longer?; 2.3-4 Measuring in Centimeters; 2.3-6 Animal Trails; 2.3-7 Measuring Tools; 2.3-9 Putting It Together Unit 3: 2.3-3 How Much Longer? Relate addition and subtraction to length. 2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Unit 4: 2.4-12 More Than Two Addends Unit 5: 2.5-5 Using a Tape Diagram Unit 7: 2.7-3 Pears and Signs; 2.7-8 Zoo Babies; 2.7-9 Zoo Walks and Talks; 2.7-10 Animal Facts; 2.7-11 More and Less? Unit 9: 2.9-4 Map of the Park; 2.9-5 At School; 2.9-6 In the Classroom; 2.9-7 At the Store; 2.9-8 In the School Garden; 2.9-9 Ribbons and Shingles; 2.9-10 All the Way Around 2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram. Unit 3: 2.3-8 Number Lines and Rulers Unit 4: 2.4-4 Using a Number Line Unit 5: 2.5-4 Using a Number Line Work with time and money. 2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Unit 1: 2.1-1 Is It A.M. or P.M.?; 2.1-2 Skip-Counting and Time; 2.1-3 The Minute and Hour Hands; 2.1-4 To the Nearest 5 Minutes; 2.1-5 Putting It Together 5

2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Unit 2: 2.2-5 Groups of Like Coins; 2.2-6 Addition With Coins; 2.2-9 Working With Dollars; 2.2-10 Putting It Together Unit 4: 2.4-12 More Than Two Addends; 2.4-13 Adding Dollars Unit 5: 2.5-5 Using a Tape Diagram; 2.5-8 From a Multiple of Ten Unit 7: 2.7-4 Dimes and Sweet Peas; 2.7-6 On the Playground Unit 9: 2.9-7 At the Store; 2.9-13 Putting It Together Represent and interpret data. 2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph. Geometry 2.G Reason with shapes and their attributes. 2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Unit 4: 2.4-14 Putting It Together Unit 8: 2.8-1 Fruit Picture Graph; 2.8-5 Peas in a Pod Line Plot; 2.8-6 Lengths of Pencils Line Plot; 2.8-7 Heights of Books Line Plot Unit 8: 2.8-1 Fruit Picture Graph; 2.8-2 Beverage Picture Graph; 2.8-3 Big Cats Bar Graph; 2.8-4 Picture Graphs and Bar Graphs; 2.8-8 Putting It Together 1; 2.8-9 Putting It Together 2 Unit 10: 2.10-1 Choosing an Animal Project; 2.10-2 Making a Graph; 2.10-3 Writing Questions; 2.10-4 Project Presentations Day 1 Unit 6: 2.6-1 Triangles and Quadrilaterals; 2.6-2 Special Figures; 2.6-3 Pentagons and Hexagons; 2.6-10 Faces of a Box; 2.6-11 Making a Cube; 2.6-12 Making a Box; 2.6-13 Putting It Together Unit 6: 2.6-8 Partitioning Rectangles 6

2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Unit 6: 2.6-4 Making Halves; 2.6-5 Same Size, Same Shape; 2.6-6 Fourths; 2.6-7 Thirds; 2.6-9 Equal Shares Standards for Mathematical Practices Math Practice 1. Make sense of problems and persevere in solving them. Unit 0: 2.0-4 Adding or Subtracting? Unit 2: 2.2-1 Counting by 2s; 2.2-2 Even and Odd Numbers; 2.2-5 Groups of Like Coins; 2.2-6 Addition With Coins; 2.2-9 Working With Dollars; 2.2-10 Putting It Together Unit 4: 2.4-5 Using a Tape Diagram; 2.4-7 Adding Two-Digit Numbers; 2.4-8 Making a New Ten; 2.4-9 Two-Digit Plus One-Digit; 2.4-11 Two Unknowns Unit 5: 2.5-5 Using a Tape Diagram; 2.5-6 Checking with Addition Unit 6: 2.6-5 Same Size, Same Shape; 2.6-6 Fourths; 2.6-10 Faces of a Box; 2.6-11 Making a Cube; 2.6-12 Making a Box; 2.6-13 Putting It Together Unit 7: 2.7-1 At the Farmers Market; 2.7-2 Prizes at the Fair Unit 8: 2.8-4 Picture Graphs and Bar Graphs; 2.8-6 Lengths of Pencils Line Plot Unit 9: 2.9-1 At the Water Park; 2.9-2 At the Playground; 2.9-10 All the Way Around; 2.9-12 Writing Math Stories Unit 10: 2.10-1 Choosing an Animal Project Unit 11: 2.11-7 The Number Line Unit 12: 2.12-2 Making a New Ten; 2.12-5 Sums Greater than 99 7

Math Practice 2. Reason abstractly and quantitatively. Unit 0: 2.0-2 Adding Unit 2: 2.2-4 Equal Groups and Arrays Unit 3: 2.3-1 A Gigandipus Footprint; 2.3-4 Measuring in Centimeters; 2.3-6 Animal Trails; 2.3-7 Measuring Tools; 2.3-9 Putting It Together Unit 4: 2.4-5 Using a Tape Diagram Unit 5: 2.5-5 Using a Tape Diagram; 2.5-6 Checking with Addition; 2.5-7 Breaking Apart a Ten Unit 6: 2.6-1 Triangles and Quadrilaterals; 2.6-2 Special Figures; 2.6-3 Pentagons and Hexagons; 2.6-4 Making Halves Unit 7: 2.7-7 Playing Together Unit 8: 2.8-2 Beverage Picture Graph; 2.8-3 Big Cats Bar Graph; 2.8-4 Picture Graphs and Bar Graphs; 2.8-6 Lengths of Pencils Line Plot Math Practice 3. Construct viable arguments and critique the reasoning of others. Unit 9: 2.9-7 At the Store Unit 0: 2.0-3 Matching Amounts Unit 1: 2.1-1 Is It A.M. or P.M.? Unit 2: 2.2-5 Groups of Like Coins; 2.2-6 Addition With Coins; 2.2-9 Working With Dollars; 2.2-10 Putting It Together Unit 3: 2.3-1 A Gigandipus Footprint; 2.3-2 Measuring in Inches; 2.3-4 Measuring in Centimeters; 2.3-5 Measuring Shapes; 2.3-6 Animal Trails; 2.3-7 Measuring Tools; 2.3-8 Number Lines and Rulers Unit 4: 2.4-2 Using Number Blocks; 2.4-3 Using a Place-Value Table; 2.4-8 Making a New Ten; 2.4-9 Two-Digit Plus One-Digit; 2.4-10 Practicing Adding within 100; 2.4-12 More Than Two Addends; 2.4-13 Adding Dollars 8

(Continued) Math Practice 3. Construct viable arguments and critique the reasoning of others. Unit 5: 2.5-2 Using Number Blocks; 2.5-3 Using a Place Value Table; 2.5-7 Breaking Apart a Ten; 2.5-8 From a Multiple of Ten; 2.5-9 One-Digit from Two- Digit; 2.5-10 Breaking Apart a Ten?; 2.5-11 Subtracting Within 100; 2.5-12 Putting It Together Unit 6: 2.6-3 Pentagons and Hexagons; 2.6-7 Thirds; 2.6-8 Partitioning Rectangles; 2.6-9 Equal Shares; 2.6-13 Putting It Together Unit 7: 2.7-5 Putting It Together 1 Unit 8: 2.8-2 Beverage Picture Graph; 2.8-4 Picture Graphs and Bar Graphs; 2.8-5 Peas in a Pod Line Plot; 2.8-6 Lengths of Pencils Line Plot; 2.8-7 Heights of Books Line Plot; 2.8-8 Putting It Together 1; 2.8-9 Putting It Together 2 Unit 9: 2.9-3 On the Bus; 2.9-4 Map of the Park; 2.9-9 Ribbons and Shingles; 2.9-10 All the Way Around Unit 10: 2.10-4 Project Presentations Day 1 Unit 11: 2.11-2 Three-Digit Numbers; 2.11-3 Expanded Form; 2.11-7 The Number Line Unit 12: 2.12-5 Sums Greater than 99 Math Practice 4. Model with mathematics. Unit 0: 2.0-2 Adding; 2.0-4 Adding or Subtracting? Unit 2: 2.2-6 Addition With Coins Unit 3: : 2.3-1 A Gigandipus Footprint; 2.3-4 Measuring in Centimeters; 2.3-6 Animal Trails; 2.3-7 Measuring Tools; 2.3-8 Number Lines and Rulers; 2.3-9 Putting It Together Unit 6: 2.6-7 Thirds; 2.6-11 Making a Cube; 2.6-12 Making a Box Unit 7: 2.7-3 Pears and Signs; Unit 8: 2.8-3 Big Cats Bar Graph 9

(Continued) Math Practice 4. Model with mathematics. Unit 9: 2.9-12 Writing Math Stories Unit 10: 2.10-1 Choosing an Animal Project Unit 11: 2.11-8 Comparing Numbers Math Practice 5. Use appropriate tools strategically. Unit 12: 2.12-2 Making a New Ten Unit 0: 2.0-1 Who Are We?; 2.0-4 Adding or Subtracting? Unit 2: 2.2-3 Two Equal Groups; 2.2-4 Equal Groups and Arrays; 2.2-6 Addition With Coins; 2.2-7 Adding Game; 2.2-8 Subtracting Game Unit 3: 2.3-1 A Gigandipus Footprint; 2.3-2 Measuring in Inches; 2.3-3 How Much Longer?; 2.3-4 Measuring in Centimeters; 2.3-5 Measuring Shapes; 2.3-6 Animal Trails; 2.3-7 Measuring Tools; 2.3-8 Number Lines and Rulers; 2.3-9 Putting It Together Unit 4: 2.4-7 Adding Two-Digit Numbers; 2.4-8 Making a New Ten; 2.4-9 Two-Digit Plus One-Digit Unit 5: 2.5-3 Using a Place Value Table; 2.5-4 Using a Number Line; 2.5-7 Breaking Apart a Ten; 2.5-8 From a Multiple of Ten; 2.5-9 One-Digit from Two- Digit Unit 7: 2.7-4 Dimes and Sweet Peas; 2.7-9 Zoo Walks and Talks Unit 8: 2.8-2 Beverage Picture Graph; 2.8-3 Big Cats Bar Graph; 2.8-5 Peas in a Pod Line Plot; 2.8-6 Lengths of Pencils Line Plot; 2.8-7 Heights of Books Line Plot Unit 9: 2.9-6 In the Classroom Unit 10: 2.10-2 Making a Graph Unit 11: 2.11-9 Putting It Together Unit 12: 2.12-2 Making a New Ten 10

Math Practice 6. Attend to precision. Unit 0: 2.0-2 Adding Unit 1: 2.1-2 Skip-Counting and Time; 2.1-3 The Minute and Hour Hands Unit 2: 2.2-1 Counting by 2s; 2.2-3 Two Equal Groups; 2.2-4 Equal Groups and Arrays Unit 3: 2.3-2 Measuring in Inches; 2.3-3 How Much Longer?; 2.3-4 Measuring in Centimeters; 2.3-5 Measuring Shapes; 2.3-6 Animal Trails; 2.3-7 Measuring Tools; 2.3-8 Number Lines and Rulers; 2.3-9 Putting It Together Unit 4: 2.4-2 Using Number Blocks; 2.4-7 Adding Two-Digit Numbers Unit 5: 2.5-2 Using Number Blocks; 2.5-11 Subtracting Within 100; 2.5-12 Putting It Together Unit 7: 2.7-3 Pears and Signs; 2.7-11 More and Less? Unit 8: 2.8-2 Beverage Picture Graph; 2.8-3 Big Cats Bar Graph; 2.8-4 Picture Graphs and Bar Graphs; 2.8-7 Heights of Books Line Plot Unit 9: 2.9-4 Map of the Park; 2.9-10 All the Way Around Unit 10: 2.10-3 Writing Questions Unit 11: 2.11-2 Three-Digit Numbers Unit 12: 2.12-2 Making a New Ten; 2.12-9 Breaking Apart a Ten 11

Math Practice 7. Look for and make use of structure. Unit 0: 2.0-1 Who Are We? Unit 1: 2.1-4 To the Nearest 5 Minutes Unit 4: 2.4-10 Practicing Adding within 100 Unit 5: 2.5-11 Subtracting Within 100; 2.5-12 Putting It Together Unit 6: 2.6-4 Making Halves; 2.6-8 Partitioning Rectangles; 2.6-9 Equal Shares Unit 7: 2.7-6 On the Playground; 2.7-12 Two Unknowns; 2.7-13 Putting It Together 2 Unit 9: 2.9-2 At the Playground; 2.9-5 At School Unit 11: 2.11-1 Relating Tens and Hundreds Math Practice 8. Look for and express regularity in repeated reasoning. Unit 12: 2.12-2 Making a New Ten Unit 2: 2.2-1 Counting by 2s; 2.2-2 Even and Odd Numbers; 2.2-6 Addition With Coins Unit 4: 2.4-1 Using the Hundred Chart; 2.4-3 Using a Place-Value Table Unit 5: 2.5-1 Using the Hundred Chart; 2.5-3 Using a Place Value Table; 2.5-4 Using a Number Line; 2.5-10 Breaking Apart a Ten? Unit 6: 2.6-2 Special Figures Unit 7: 2.7-2 Prizes at the Fair Unit 9: 2.9-5 At School; 2.9-11 Magic Squares Unit 11: 2.11-1 Relating Tens and Hundreds; 2.11-4 How Many Tens?; 2.11-5 Groups of 10; 2.11-6 Counting by 5s; 2.11-8 Comparing Numbers Unit 12: 2.12-1 Tens and Hundreds; 2.12-2 Making a New Ten; 2.12-9 Breaking Apart a Ten 12