CPALMS
 
spacer Course Icon spacer Course: Access Mathematics - Grade 2 - 7712030
(Related Course: Mathematics - Grade Two - 5012040)

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Course Number: 7712030  
Course Title: Access Mathematics - Grade 2  
Abbreviated Title: Access Math - Grade 2  
Course Section: Exceptional Student Education  
Course Path: Section: Exceptional Student Education » Grade Group: Elementary » Subject: Academics - Subject Areas »
Number of Credits: NA  
Course Length: Year  
Course Type: Core  
Course Status: State Board Approved  
Effective Date: 12/28/2009  
NCLB?
No Child Left Behind
Yes  
Class Size? Yes  
Requires HQT?
Highly Qualified Teacher
Yes  
General Notes:

Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent), which reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

The study of mathematics provides the means to organize, understand, and predict life’s events in quantifiable terms. Organizing life using numbers allows us to keep accurate records of objects and events, such as quantity, sequence, time, and money. Using numbers to understand the relationship between relative quantities or characteristics allows us to accurately problem solve and predict future outcomes of quantifiable events as conditions change. Many of life’s typical activities require competency in using numbers, operations, and algebraic thinking (e.g., counting, measuring, comparison shopping), geometric principles (e.g., shapes, area, volume), and data analysis (e.g., organizing information to suggest conclusions). Some students with significant cognitive disabilities will access and use traditional mathematical symbols and abstractions, while others may apply numeric principles using concrete materials in real-life activities. In any case, mathematics is one of the most useful skill sets and essential for students with significant cognitive disabilities. It provides a means to organize life and solve problems involving quantity and patterns, making life more orderly and predictable.

The purpose of this course is to provide students with significant cognitive disabilities access to the concepts and content of mathematics at the second grade level. The foundational concepts of joining and separating quantities, patterns, shapes, measurement, and time provide a means to organize our environment, sequence, and predict outcomes of quantifiable events. The content should include, but not be limited to, the concepts of:

  • Whole numbers 
  • Combining and separating quantities 
  • Patterns - Plane and solid figures 
  • Measurement
  • Time
  • Money
  • Solving routine and non-routine quantitative problems
 
 

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Display The following Access Points in the list below:
select
Benchmark #DescriptionCognitive Complexity
» MA.2.A.1.1: Identify relationships between the digits and their place value s through the thousands, including counting by tens and hundreds. Moderate  

MA.2.A.1.In.a
Apply the concept of grouping to create sets of tens and ones to 20 as a strategy to aid in counting.

MA.2.A.1.Su.a
Use one-to-one correspondence to count, compare, and order sets of objects to 5 or more.

MA.2.A.1.Pa.a
Match one object to a designated space to show one-to-one correspondence.
» MA.2.A.1.2: Identify and name numbers through thousands in terms of place value , and apply this knowledge to expanded notation. Low  

MA.2.A.1.In.b
Represent numbers to 20 using sets of objects and pictures, number names, and numerals.

MA.2.A.1.Su.b
Represent quantities to 5 or more using sets of objects, number names, and numerals.

MA.2.A.1.Pa.b
Associate quantities 1 and 2 with number names.
» MA.2.A.1.3: Compare and order multi-digit numbers through the thousands. Moderate  

MA.2.A.1.In.c
Identify and use ordinal number s to fifth.

MA.2.A.1.In.d
Use one-to-one correspondence to count, compare, and order whole number s 0 to 20.

MA.2.A.1.Su.a
Use one-to-one correspondence to count, compare, and order sets of objects to 5 or more.

MA.2.A.1.Pa.a
Match one object to a designated space to show one-to-one correspondence.
» MA.2.A.2.1: Recall basic addition and related subtraction facts. Low  

MA.2.A.2.In.a
Identify the meaning of the +, -, and = signs in addition and subtraction problems.

MA.2.A.2.Su.a
Identify the meaning of addition as adding to and subtraction as taking away from, using sets of objects.

MA.2.A.2.Pa.a
Compare quantities to 3 using language, such as more, less, or the same.
» MA.2.A.2.2: Add and subtract multi-digit whole number s through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanations of those procedures. Moderate  

MA.2.A.2.In.b
Use counting and one-to-one correspondence as strategies to solve problems involving addition facts with sums to 10 and related subtraction facts using numerals with sets of pictures.

MA.2.A.2.Su.b
Use counting and one-to-one correspondence as strategies to solve number stories involving addition facts with sums to 5 and related subtraction facts using sets of objects.

MA.2.A.2.Pa.b
Solve simple real-world problem s involving joining or separating small quantities of objects.
» MA.2.A.2.3: Estimate solutions to multi-digit addition and subtraction problems through three digits. Moderate  

MA.2.A.2.In.b
Use counting and one-to-one correspondence as strategies to solve problems involving addition facts with sums to 10 and related subtraction facts using numerals with sets of pictures.

MA.2.A.2.Su.b
Use counting and one-to-one correspondence as strategies to solve number stories involving addition facts with sums to 5 and related subtraction facts using sets of objects.

MA.2.A.2.Pa.b
Solve simple real-world problem s involving joining or separating small quantities of objects.
» MA.2.A.2.4: Solve addition and subtraction problems that involve measurement and geometry. High  

MA.2.A.2.In.c
Solve real-world problem s involving addition facts with sums to 10 and related subtraction facts, including money, measurement, geometry, and other problem situations.

MA.2.A.2.Su.c
Solve real-world problem s involving addition facts with sums to 5 and related subtraction facts using sets of objects.

MA.2.A.2.Pa.b
Solve simple real-world problem s involving joining or separating small quantities of objects.
» 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. Moderate  

MA.2.A.4.In.a
Identify two-element repeating visual patterns and extend with one repetition.

MA.2.A.4.Su.a
Match two-element repeating patterns of sounds, physical movements, and objects.

MA.2.A.4.Pa.a
Recognize a repeated pattern of stimuli, such as sounds or lights.
» MA.2.A.4.2: Classify numbers as odd or even and explain why. Moderate  

MA.2.A.4.In.d
Recognize rules for addition functions, including 1 more and 2 more.

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.Pa.b
Use one-to-one correspondence to identify sets of objects with the same amount to 2.
» MA.2.A.4.3: Generalize numeric and non-numeric patterns using words and tables. High  

MA.2.A.4.In.b
Fill in missing items in two-element repeating visual patterns.

MA.2.A.4.Su.a
Match two-element repeating patterns of sounds, physical movements, and objects.

MA.2.A.4.Pa.a
Recognize a repeated pattern of stimuli, such as sounds or lights.
» MA.2.A.4.4: Describe and apply equality to solve problems, such as in balancing situations. High  

MA.2.A.4.In.c
Identify equal and unequal sets of objects and pictures to 20.

MA.2.A.4.Su.c
Use one-to-one correspondence to identify sets of objects with the same number to 5.

MA.2.A.4.Pa.b
Use one-to-one correspondence to identify sets of objects with the same amount to 2.
» MA.2.A.4.5: Recognize and state rules for functions that use addition and subtraction. High  

MA.2.A.4.In.d
Recognize rules for addition functions, including 1 more and 2 more.

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.Pa.b
Use one-to-one correspondence to identify sets of objects with the same amount to 2.
» MA.2.A.6.1: Solve problems that involve repeated addition. Moderate  

MA.2.A.6.In.a
Solve problems involving addition of the same number, such as 1+1 or 2+2 with sums to 10.

MA.2.A.6.Su.a
Solve problems involving combining sets with the same number of objects with sums to 4 using one-to-one correspondence and counting.

MA.2.A.6.Pa.a
Solve simple problems involving joining sets of objects with the same quantity to 2.
» MA.2.G.3.1: Estimate and use standard units, including inches and centimeters, to partition and measure lengths of objects. Moderate  

MA.2.G.3.In.a
Use standard units of whole inches to measure the length of objects.

MA.2.G.3.Su.a
Measure the length of objects using nonstandard units of measure and count to 5 or more units.

MA.2.G.3.Pa.a
Recognize length of real objects, such as big, little, long, or short.
» MA.2.G.3.2: Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Moderate  

MA.2.G.3.In.a
Use standard units of whole inches to measure the length of objects.

MA.2.G.3.Su.a
Measure the length of objects using nonstandard units of measure and count to 5 or more units.

MA.2.G.3.Pa.a
Recognize length of real objects, such as big, little, long, or short.
» MA.2.G.3.3: Apply the Transitive Property when comparing lengths of objects. Moderate  

MA.2.G.3.In.b
Compare and order objects of different lengths.

MA.2.G.3.Su.b
Compare lengths of objects to solve real-world problem s.

MA.2.G.3.Pa.a
Recognize length of real objects, such as big, little, long, or short.
» MA.2.G.3.4: Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems. High  

MA.2.G.3.In.c
Select and use a ruler to measure and compare lengths to solve problems.

MA.2.G.3.Su.b
Compare lengths of objects to solve real-world problem s.

MA.2.G.3.Pa.a
Recognize length of real objects, such as big, little, long, or short.
» MA.2.G.5.1: Use geometric models to demonstrate the relationships between wholes and their parts as a foundation to fractions. Moderate  

MA.2.G.5.In.a
Match parts with the whole using geometric shapes.

MA.2.G.5.Su.a
Identify part and whole of geometric shapes.

MA.2.G.5.Pa.a
Recognize parts of common objects.
» MA.2.G.5.2: Identify time to the nearest hour and half hour. Low  

MA.2.G.5.In.b
Identify concepts of time, including before, after, yesterday, today, tomorrow, first, and next, by relating activities with the time period.

MA.2.G.5.In.c
Identify the days of the week in relation to the calendar.

MA.2.G.5.In.d
Identify analog and digital clocks as tools for telling time.

MA.2.G.5.Su.b
Identify the concepts of time, including morning, afternoon, before, after, and next, by relating activities with the time period.

MA.2.G.5.Pa.b
Recognize common activities that occur at regular times, such as lunch, bedtime, or going to school.
» MA.2.G.5.3: Identify, combine, and compare values of money in cents up to $1 and in dollars up to $100, working with a single unit of currency. Moderate  

MA.2.G.5.In.e
Identify the purpose of coins and bills.

MA.2.G.5.Su.c
Identify coins as money.

MA.2.G.5.Pa.c
Associate giving an action or object with receiving an action or object.
» MA.2.G.5.4: Measure weight/mass and capacity/volume of objects. Include the use of the appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL) and liters (L). Low  

MA.2.G.5.In.f
Compare objects by weight—using terms including heavy and light—and capacity, using terms including holds more and holds less.

MA.2.G.5.Su.d
Compare weight of objects using the concepts of heavy and light.

MA.2.G.5.Pa.d
Recognize differences in sizes of containers that hold liquids (capacity).
 


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