Timeline	Focal Points	Connecting to Focal Points	2002 Standard	Resources
	2.1 Number and Operations: Develop and understanding of the base-ten numeration system and place-value concepts.
September, October	2.1.1 Write, compare, and order whole numbers to 1000			Chapter 3, Chapter 12, 1000 books, skip counting books
September, October	2.1.2 Understand and apply base-ten numeration, and count in multiples of one, two, five, ten, and one hundred.			Chapter 3
October, November	2.1.3 Compose and decompose whole numbers less than one thousand by place value (e.g., 426 as 4 hundreds + 2 tens + 6 ones and 400 + 20 + 6).			Chapter 3, Chapter 13, Drops in the Bucket, Math 4 Today
October, November	2.1.4 Use place value and properties of operations to find and use equivalent representations of numbers (such as 35 represented by 35 ones, 3 tens and 5 ones, or 2 tens and 15 ones).			Chapter 3, Drops in the Bucket, Math 4 Today
October, November		Children use place value and properties of operations to create equivalent representations of given numbers (such as 35 represented by 35 ones, 3 tens and 5 ones, or 2 tens and 15 ones) and to write, compare and order multi-digit numbers. They use these ideas to compose and decompose multi-digit numbers. Children add and subtract to solve a variety of problems, including applications involving measurement, geometry, and data, as well as non-routine problems. IN preparation for grade 3, they solve problems involving multiplicative situations, developing initial understandings of multiplication as repeated addition.		Chapter 3, Drops in the Bucket, Math 4 Today
September, October			MA.02.CE.10 Determine whether a set of objects has an odd or even number of elements	Chapter 3, Drops in the Bucket, Math 4 Today, Calendar
	2.2 Number and Operations and Algebra: Develop fluency with addition facts and related subtraction facts, and with multi-digit addition and subtraction.
September, October	2.2.1 Apply, with fluency, sums to 20 and related subtraction facts.			Chapter 1, Chapter 2, Drops in the Bucket, Math 4 Today
November, December	2.2.2 Solve multi-digit whole number problems by applying various meanings (e.g., taking away, and comparing) and models (e.g., combining or separating sets, using number lines, and hundreds charts) of addition and subtraction.			Chapter 2, Chapter 13
December, January	2.2.3 Develop fluency with efficient procedures for adding and subtracting multi-digit whole numbers and understand why the procedures work on the basis of place value and number properties.			Chapter 5, Chapter 6, Drops in the Bucket, Math 4 Today
December, January	2.2.4 Select and apply efficient methods to estimate sums and differences or calculate them mentally depending on the numbers and context involved.			Chapter 5, Chapter 6
February	2.2.5 Determine the value of mixed collections or coins to $1.00.			Chapter 4, Drops in the Bucket, Math 4 Today
September, October, November		Children use number patterns to extend their knowledge of properties of numbers and operations. For example, when skip counting (2's, 5's, 10's), they build foundations for understanding multiples and factors. They build on their previous work to identify, duplicate and extend simple patterns and translate from one representation to another (e.g., red, red, blue, red, red, blue...could be represented as AAB,AAB...).		Chapter 3, Drops in the Bucket, Math 4 Today, Calendar
February			MA.02.CE.15 Make change for amounts to $1.00	Chapter 4, Drops in the Bucket, Math 4 Today
March, April			MA.02.CE.19 Round one-or two-digit whole numbers to the nearest 10 to estimate sums and differences	Chapter 5, Chapter 6
March, April			MA.02.CE.21 Use the commutative (4+2)=(2+4) and associative (4+3)+7=4+(3+7) properties of addition to simplify calculations.
	2.3 Measurement: Develop an understanding of linear measurement and facility in measuring.
April	2.3.1 Determine length by finding the total number of equal-length units that are placed end-to-end without gaps or overlaps.			Chapter 9, Drops in the Bucket, Math 4 Today
April	2.3.2 Apply concepts of partitioning (the mental activity of slicing the length of an object into equal-sized units) and transitivity (e.g., if object A is longer than object B and object B is longer than object C, then object A is longer than object C).			Chapter 9, Drops in the Bucket, Math 4 Today
April	2.3.3 Demonstrate an understanding that using different measurement units will result in different numerical measurements for the same object.			Chapter 9
April	2.3.4 Explain the need for equal length units and the use of standard units of measure.			Chapter 9
April	2.3.5 Use rulers and other measurement tools to estimate and measure length in common units (e.g., centimeter and inch).
April	2.3.6 Use the measurement process: choose and appropriate measurement unit, compare that unit to the object, and report the number of units.			Chapter 9, Drops in the Bucket, Math 4 Today
February	2.3.7 Demonstrate an understanding of time and use of time relationships (e.g., how many minutes in an hour, days in a week, and moths in a year).			Chapter 7, Drops in the Bucket, Math 4 Today, Calendar
February	2.3.8 Tell time in increments of five minutes using analog and digital clocks.			Chapter 7, Drops in the Bucket, Math 4 Today
April, May, June		Children estimate, measure, and compute lengths as they solve problems involving data, space, and movement through space (slides, flips, and turns). By composing and decomposing two-dimensional shapes (intentionally substituting arrangements of smaller shapes for larger shapes or substituting larger shapes for many smaller shapes), they use geometric knowledge and spatial reasoning to develop foundations for understanding congruency, symmetry, area, fractions, and proportions.		Chapter 3, Chapter 8, Chapter 9, Chapter 10, Chapter 11,
April			MA.02.ME.01 Select an appropriate tool and standard unit to measure weight, and capacity (volume) of objects larger than the unit tools (e.g., rulers, measuring cups, balances).	Chapter 11, Drops in the Bucket, Math 4 Today
April			MA.02.ME.08 Determine the capacity (volume) of an object by counting and filling (e.g., how many small containers fit in a larger container, how many scoops of beans in a can).	Chapter 9, Drops in the Bucket, Math 4 Today
April			MA.02.ME.09 Estimate capacity (volume) of objects in standard units (e.g., cups in a bowl, cubes in a box).	Chapter 9, Drops in the Bucket, Math 4 Today
April			MA.02.ME.10 Determining the weight of an object using a balance scale.	Chapter 9, Drops in the Bucket, Math 4 Today
April			MA.02.ME.11 Estimate weight of objects.	Chapter 9
May			MA.02.ME.12 Find the area of a two-dimensional figure by covering the figure with unit figures (e.g., how many small squares cover a larger shape).	Chapter 9, Drops in the Bucket, Math 4 Today
	Statistics and Probability
May			MA.02.SP.01 Identify "most and least" from data sets that contain more than 10 items (e.g., from a bar graph that shows "how many pockets in our clothing" identify by number "the most pockets" and "the least pockets").	Chapter 8,Chapter 11,Drops in the Bucket, Math 4 Today
May			MA.02.SP.02 Ask and answer simple questions related to tallies, charts, and bar graphs.	Chapter 8, Calendar
May			MA.02.SP.03 Record results of probability experiments using tallies or by completing charts.	Chapter 8, Chapter 11
May			MA.02.SP.04 Represent and interpret data using tally charts and pictographs.	Chapter 8, Drops in the Bucket, Math 4 Today
May			MA.02.SP.05 Develop inferences about the likelihood of the occurrence of an event based on data collected from activities which have outcomes that depend on chance (e.g., tossing a two colored counter, using a spinner).	Chapter 11
	Geometry
May, June			MA.02.GM.06 Describe, name, and interpret relative positions in space and apply ideas about relative position to maps.
May, June			MA.02.GM.07 Describe, name, and interpret direction and distance in navigating space and apply ideas about direction and distance to maps and routes.