Grade 2
(7) Algebraic reasoning. The student applies mathematical process standards to
identify and apply number patterns within properties of numbers and operations in
order to describe relationships. The student is expected to:
. (A) determine whether a number up to 40 is even or odd using pairings of
objects to represent the number;

Cat opens an ice cream shop. “Oh look! The sun is shiny. It’s a great day for ice cream!”

Three new customers come in. Dog, Chicken , and Pig. They all line up to the counter to place their orders.

“May I have two scoops of chocolate ice cream?” Says dog.
“Sure thing!” Says cat.
Cat makes his cone and hands it to dog. The ice cream doesn’t fall and stays up.

“May I have three scoops of chocolate ice-cream?” Says chicken.
”Sure thing!” Says cat.
Cat hands chicken her ice cream cone and it falls.

“May I have six scoops of chocolate ice cream?” Says pig.
“Sure thing!” Says cat.
Cat hands pig his chocolate ice cream cone and it stays up.

Chicken is confused and wonders why did only her ice cream cone fall and not dogs or pig.
Chicken thinks since pig got more ice cream scoops and it didn’t fall, maybe that’s the pattern.

“May I have seven scoops of chocolate ice-cream?” Says chicken.
“Sure thing!” Says cat.
Cat hands chicken her ice cream cone and it falls to the ground.

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Grade 2
(7) Algebraic reasoning. The student applies mathematical process standards to
identify and apply number patterns within properties of numbers and operations in
order to describe relationships. The student is expected to:
. (A) determine whether a number up to 40 is even or odd using pairings of
objects to represent the number;

Cat opens an ice cream shop. “Oh look! The sun is shiny. It’s a great day for ice cream!”

Three new customers come in. Dog, Chicken , and Pig. They all line up to the counter to place their orders.

“May I have two scoops of chocolate ice cream?” Says dog.
“Sure thing!” Says cat.
Cat makes his cone and hands it to dog. The ice cream doesn’t fall and stays up.

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