Measurement and Data 1.MD Measure lengths indirectly and by iterating length units.
1. Order three objects by length; compare the lengths of two objects indirectly by using a third
2. Express the length of an object as a whole number of length units, by laying multiple copies of
a shorter object (the length unit) end to end; understand that the length measurement of an
object is the number of same-size length units that span it with no gaps or overlaps. Limit to
contexts where the object being measured is spanned by a whole number of length units with no
gaps or overlaps. Tell and write time.
3. Tell and write time in hours and half-hours using analog and digital clocks. Represent and
interpret data. 4. Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total
This standard the technology that I would use is putting kids in groups, I would used
digital clock or timers from either phones or provide them all with clocks. It will help the
kids better understand what is being measured and why the number in lengths are in that
specific length.

Operations and Algebraic Thinking 2.OA Represent and solve problems involving addition
and subtraction​.
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.1 Add and subtract within 20.
2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from
memory all sums of two one-digit numbers. Work with equal groups of objects to gain
foundations for multiplication.
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.
4. Use addition to find the total number of objects arranged in rectangular are
This standard the technology that I would use it is obviously a computer. Meaning
that all of the students will have a computer in which the can use the website called MATH
PICKLES & PUZZLES. This website helps the students understand what to do when stuck
on a particular problem. It doesn't give the answer right away but it gives clues to the
Operations and Algebraic Thinking 4. OA Use the four operations with whole numbers to
solve problems.
1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement
that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of
multiplicative comparisons as multiplication equations.
2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.1
3. Solve multistep word problems posed with whole numbers and having whole-number answers
using the four operations, including problems in which remainders must be interpreted.
Represent these problems using equations with a letter standing for the unknown quantity. Assess
the reasonableness of answers using mental computation and estimation strategies including
Mathway would be a very well website source to which students can use when being
confused on a problem. They can simply input the problem online and it will give you the
steps right away. It will benefit the student in which they see the steps once the when
practicing the other problem it will be easier to solve. This can be used through phones,
tablets, and computers.

Number and Operations in Base Ten 1.NBT Extend the counting sequence​.
1. Count to 120, starting at any number less than 120. In this range, read and write numerals
and represent a number of objects with a written numeral. Understand place value.
2. Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases: a. 10 can be thought of as a bundle of ten
ones—called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three,
four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to
one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Math can be a challenge when learning, However, if technology is involved students
will be attentive at all times. I would have students use calculators, and digital clocks.
Mathway as well just so that the resources are their of the students, just so that they don't
think math is impossible to solve.

The Number System 8.NS Know that there are numbers that are not rational, and
approximate them by rational numbers.
1. Know that numbers that are not rational are called irrational. Understand informally that
every number has a decimal expansion; for rational numbers show that the decimal expansion
repeats eventually, and convert a decimal expansion which repeats eventually into a rational
2. Use rational approximations of irrational numbers to compare the size of irrational numbers,
locate them approximately on a number line diagram, and estimate the value of expressions
(e.g.,π2 ). For example, by truncating the decimal expansion of √2, show that √2 is between 1
and ​ 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
The technology that I would provide the students with are with calculators. Using
calculators when trying to finding the square root of 2 if will help them better understand
the process in which it has to be done. A graphing calculator I feel can be beneficial and
show exactly what is being done to the expression to get the solution.