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 GRADE 2
M02-S1C2- 02, M02-S1C2-06, M02-S2C3-02, M02- S3C1-02, M02-S3C2-01, M02-S4C4-04 M02-S5C2-03. Select from a variety of problem-solving strategies and use one or more strategies to arrive at a solution. M02-S5C2-04. Represent a problem situation using any combination of w...
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M02-S1C2- 02, M02-S1C2-06, M02-S2C3-02, M02- S3C1-02, M02-S3C2-01, M02-S4C4-04 M02-S5C2-03. Select from a variety of problem-solving strategies and use one or more strategies to arrive at a solution. M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Patterns involving numbers or symbols either repeat or grow. Students in K-1 have had many experiences with repeating patterns. In Grade 2, students should experience growth
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=20
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
M02-S1C2- 02, M02-S1C2-06, M02-S2C3-02, M02- S3C1-02, M02-S3C2-01, M02-S4C4-04 M02-S5C2-03. Select from a variety <span class="highlight">of</span> problem-solving strategies and use <span class="highlight">one</span> or more strategies to arrive at a solution. M02-S5C2-04. Represent a problem situation <span class="highlight">using</span> any combination <span class="highlight">of</span> words, numbers, pictures, physical objects, or symbols. Patterns involving numbers or symbols either repeat or grow. Students in K-1 have had many experiences with repeating patterns. In Grade 2, students should experience growth
Microsoft Word - readstd2g.docreadstd2g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 54 3. uses knowledge of sentence structure to read fluently at instructional or independent reading levels. 4. uses a variety of word-recognition strategies (e.g., practicing words in isolat...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 54 3. uses knowledge of sentence structure to read fluently at instructional or independent reading levels. 4. uses a variety of word-recognition strategies (e.g., practicing words in isolation, practicing reading words in text) to read fluently. 5. begins to adjust reading rate to support comprehension when reading narrative and expository texts. (d) uses Paired
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board <span class="highlight">of</span> Education: July 8, 2003 Page 54 3. uses knowledge <span class="highlight">of</span> sentence structure to read fluently at instructional or independent reading levels. 4. uses a variety <span class="highlight">of</span> word-<span class="highlight">recognition</span> strategies (e.g., practicing words in isolation, practicing reading words in text) to read fluently. 5. begins to adjust reading rate to support comprehension when reading narrative and expository texts. (d) uses Paired
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