All Lessons

L.2.1.F Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

L.2.1.E Use adjectives and adverbs, and choose between them depending on what is to be modified.

L.2.1.F Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.5.2.A Use punctuation to separate items in a series.*

L.1.1.C Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

L.2.1.F Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

2-3.S10.B-6 Using an increasing range of verbs in the simple present and simple past, including familiar irregular past forms.

L.1.1.E Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

2-3.S10.B-6 Using an increasing range of verbs in the simple present and simple past, including familiar irregular past forms.

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2-3.S10.B-1 Using an increasing range of singular and plural nouns.

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

(C) 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

(Y2) Solve problems by using number sentences for addition or subtraction (ACMNA036)

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

(C) 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

(Y2) Solve problems by using number sentences for addition or subtraction (ACMNA036)

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

(A) Recall basic facts to add and subtract within 20 with automaticity

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

(A) Recall basic facts to add and subtract within 20 with automaticity

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

(A) Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined

(Y2) Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

(A) Model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

(B) Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

(Y2) Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

(A) 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

(Y2) Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

(B) Use standard, word, and expanded forms to represent numbers up to 1,200

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

(C) Generate a number that is greater than or less than a given whole number up to 1,200

(Y2) Describe patterns with numbers and identify missing elements (ACMNA035)

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.