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Description  |  Concepts  |  TEKS  |  COMPARE
WHAT YOU GET:
• 32 WEEKS OF DAILY REVIEW
• INSTRUCTIONS
• ONE MASTER STUDENT RESPONSE SHEET
• ANSWER KEY
• HEAVY DUTY STAND
• KNOWLEDGEABLE STAFF FOR ANY ASSISTANCE

This 2nd GRADE MOUNTAIN MATH CENTER EDITION is the DAILY REVIEW your students need to MASTER the concepts you have taught.

Research has proven that LONG-TERM MASTERY comes from SPIRAL REVIEW, also called DISTRIBUTED PRACTICE AND SPACED REPETITION.

The CENTER EDITION is designed for small group review, such as rotations, scoots, centers, or math-around-the-room. It is a smaller version (13"x19") of our Bulletin Board Kit. It can easily be set up and taken down as needed.
  1. Use standard, word, and expanded forms to represent numbers up to 1,200.
    Generate a number that is greater than or less than a given whole number up to 1,200.
    Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200.
  2. Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones.
  3. Locate the position of a given whole number on an open number line.
    Name the whole number that corresponds to a specific point on a number line.
    Represent whole numbers as distances from any given location on a number line.
  4. Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =).
  5. Recall basic facts to add and subtract within 20 with automaticity.
  6. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations.
  7. Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined.
    Determine whether a number up to 40 is even or odd using pairings of objects to represent the number.
  8. Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.
  9. Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms.
    Generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.
    Represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.
  10. Find the length of objects using concrete models for standard units of length.
    Describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object.
    Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes.
  11. Determine a solution to a problem involving length, including estimating lengths.
  12. Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.
  13. Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category.
    Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more.
    Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one.
    Draw conclusions and make predictions from information in a graph.
  14. Create two-dimensional shapes based on given attributes, including number of sides and vertices.
    Classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language.
    Classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices.
  15. Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words.
    Explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part.
    Use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole.
    Identify examples and non-examples of halves, fourths, and eighths.
  16. Determine the value of a collection of coins up to one dollar.
    Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS CORRELATION
  1. 2.2ABC, 2.7B
  2. 2.2A
  3. 2.2EF, 2.9C
  4. 2.2D
  5. 2.4A
  6. 2.4B
  7. 2.6A, 2.7A, 2.9F
  8. 2.6B, 2.9F
  9. 2.7C, 2.4CD
  10. 2.9ABCD
  11. 2.9E
  12. 2.9G
  13. 2.10ABCD
  14. 2.8ABC
  15. 2.3ABCD
  16. 2.5AB
ONLINE REVIEW VS.
CENTER EDITION VS.
BULLETIN BOARD KIT
ONLINE REVIEW
Is projected onto an interactive white board, creating a virtual board. It can be viewed by the entire classroom. Answers can be displayed onto the board at the click of a button. Up to seven questions can be isolated and magnified.

CENTER EDITION
Is organized on a 13"x19" flip chart. It can be viewed by 5-6 students at a time. It was designed for small group review, such as rotations, scoots, centers, or math-around-the-classroom. It has an answer key, heavy-duty stand, and high-gauged coil.

BULLETIN BOARD KIT
It is designed for total classroom view. It hangs on bulletin boards, walls, white boards, pocket charts, and science display boards. Once hung, it can remain displayed for the entire year. The cards can be interchanged, creating flexible and adjustable DAILY REVIEW.
$95.95 QTY:
Centers   |   2nd Grade Math
MATH K 1 2 3 4 5 6 7 8 G P A
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What teachers are saying about Mountain Math and Mountain Language:

"Our school has been using the Mountain Language as a center for a few years now and we were curious what the online version would be like. At this point we plan to get the online version for our fourth grade for next school year."
-Sara Barton