Monday, November 11, 2024, 11:12 AM
Site: Learnbps
Course: BPSS (MAT) Mathematics Standards (S-MAT)
Glossary: Second Grade Math
M

MAT-02.G

BPSS-MAT logoDomain (G)

Geometry

Narrative for the (G) Geometry

Grade 2 students learn to name and describe the defining attributes of categories of two-dimensional shapes, including circles, triangles, squares, rectangles, rhombuses, trapezoids, and the general category of quadrilateral. They describe pentagons, hexagons, octagons, and other polygons by the number of sides. Because they have developed both verbal descriptions of these shapes and their defining attributes and a rich store of associated mental images, they are able to draw shapes with specified attributes, such as a shape with five sides or a shape with six angles.

Students in Grade 2 also explore decompositions of shapes into regions that are congruent or have equal area. For example, two squares can be partitioned into fourths in different ways. Any of these fourths represents an equal share of the shape (e.g., “the same amount of cake”) even though they have different shapes.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-02.G.01

Under Development

MAT-02 Targeted Standards
(G) Domain: Geometry
Cluster: Reason with shapes and their attributes.

MAT-02.G.01 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

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Vocabulary

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MAT-02.G.02

Under Development

MAT-02 Targeted Standards
(G) Domain: Geometry
Cluster: Reason with shapes and their attributes.

MAT-02.G.02 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

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Vocabulary

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MAT-02.G.03

MAT-(G) Geometry Domain icon 2nd (MAT) Targeted Standard
(G) Domain: Geometry
Cluster: Reason with shapes and their attributes

MAT-02.G.03 Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that identical wholes can be equally divided in different ways. Demonstrate understanding that partitioning shapes into more equal shares creates smaller shares. Partition: Divide into pieces. (ND)

proficiency scale iconProficiency Scale

MAT-02.MD

BPSS-MAT logoDomain (MD)

Measurement and Data

Narrative for the (MD) Measurement and Data

Second graders learn to measure length with a variety of tools, such as rulers, meter sticks, and measuring tapes. To learn measurement concepts and skills, students might use both simple rulers (e.g., having only whole units such as centimeters or inches) and physical units (e.g., manipulatives that are centimeter or inch lengths). Second graders also learn the concept of the inverse relationship between the size of the unit of length and the number of units required to cover a specific length or distance. For example, it will take more centimeter lengths to cover a certain distance than inch lengths because inches are the larger unit.

In Grade 2, students learn to combine and compare lengths using arithmetic operations to solve word problems. That is, they can add two lengths to obtain the length of the whole and subtract one length from another to find out the difference in lengths.

After experience with measuring, second graders learn to estimate lengths. Real-world applications of length often involve estimation. Skilled estimators move fluently back and forth between written or verbal length measurements and representations of their corresponding magnitudes on a mental ruler (also called the “mental number line”).

As students work with data in Grades K–5, they build foundations for their study of statistics and probability in Grades 6 and beyond, and they strengthen and apply what they are learning in arithmetic. Kindergarten work with data uses counting and order relations. First- and second-graders solve addition and subtraction problems in a data context.  Students in Grade 2 draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. They solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-02.MD.01

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Measure and estimate lengths in standard units.

MAT-02.MD.01 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

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Vocabulary

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MAT-02.MD.02

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Measure and estimate lengths in standard units.

MAT-02.MD.02 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

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MAT-02.MD.03

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Measure and estimate lengths in standard units.

MAT-02.MD.03 Estimate lengths using units of inches, feet, centimeters, and meters.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

MAT-02.MD.04

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Measure and estimate lengths in standard units.

MAT-02.MD.04 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

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MAT-02.MD.05

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Relate addition and subtraction to length.

MAT-02.MD.05 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

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MAT-02.MD.06

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Relate addition and subtraction to length.

MAT-02.MD.06 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

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Vocabulary

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MAT-02.MD.07

BPSS-MAT logo 2nd Grade (MAT) Targeted Standard
(G) Geometry
Cluster: Work with time and money.

MAT-02.MD.07 Tell and write time to the nearest five minutes (including quarter after and quarter to) with a.m. and p.m. using analog and digital clocks. 

proficiency scale iconProficiency Scale

MAT-02.MD.08

BPSS-MAT logo 2nd Grade (MAT) Targeted Standard
(G) Geometry
Cluster: Work with time and money.

MAT-02.MD.08 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
Example: If you have 2 dimes and 3 pennies, how many cents do you have?

proficiency scale iconProficiency Scale

MAT-02.MD.09

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Represent and interpret data.

MAT-02.MD.09 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

MAT-02.MD.10

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Represent and interpret data.

MAT-02.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.t

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

MAT-02.NBT

BPSS-MAT logoDomain (NBT)

Number and Operation in Base Ten

Narrative for the (NBT) Number and Operation in Base Ten

At Grade 2, students extend their base-ten understanding to hundreds. They now add and subtract within 1000, with composing and decomposing, and they understand and explain the reasoning of the processes they use. They become fluent with addition and subtraction within 100.

Students extend their understanding of the base-ten system by viewing 10 tens as forming a new unit called a “hundred.” This lays the groundwork for understanding the structure of the base-ten system as based in repeated bundling in groups of 10 and understanding that the unit associated with each place is 10 of the unit associated with the place to its right.

Students also begin to work towards multiplication when they skip count by 5s, by 10s, and by 100s. This skip counting is not yet true multiplication because students don’t keep track of the number of groups they have counted.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-02.NBT.01

BPSS-MAT logo 2nd Grade (MAT) Targeted Standard
(NBT) Number and Operations in Base Ten
Cluster: Understand place value.

MAT-02.NBT.01 Demonstrate understanding that the three digits of a three-digit number represent amounts of hundreds, tens, and ones, including:  
a. 100 can be thought of as a bundle of ten tens called a “hundred”.
b. Multiples of 100 represent a number of hundreds, 0 tens, and 0 ones.

proficiency scale iconProficiency Scale

MAT-02.NBT.01.a

Under Development

MAT-02 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand place value.

MAT-02.NBT.01.a 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: 100 can be thought of as a bundle of ten tens - called a "hundred".

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

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Vocabulary

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MAT-02.NBT.01.b

Under Development

MAT-02 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand place value.

MAT-02.NBT.01.b 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: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

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MAT-02.NBT.02

BPSS-MAT logo 2nd Grade (MAT) Targeted Standard
(NBT) Number and Operations in Base Ten
Cluster: Understand place value.

MAT-02.NBT.02 Count forward and backward from any given number within 1000. Skip-count by 5s, 10s, and 100s. 

proficiency scale iconProficiency Scale

MAT-02.NBT.03

BPSS-MAT logo 2nd Grade (MAT) Targeted Standard
(NBT) Number and Operations in Base Ten
Cluster: Understand place value.

MAT-02.NBT.03 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 

proficiency scale iconProficiency Scale

MAT-02.NBT.04

Under Development

MAT-02 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Understand place value.

MAT-02.NBT.04 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

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MAT-02.NBT.05

BPSS-MAT logo 2nd Grade (MAT) Targeted Standard
(NBT) Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to add and subtract.

MAT-02.NBT.05 Use strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to fluently add and subtract within 100. 

proficiency scale iconProficiency Scale

MAT-02.NBT.06

Under Development

MAT-02 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to add and subtract.

MAT-02.NBT.06 Add up to four two-digit numbers using strategies based on place value and properties of operations.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

MAT-02.NBT.07

Under Development

MAT-02 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to add and subtract.

MAT-02.NBT.07 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

MAT-02.NBT.08

BPSS-MAT logo 2nd Grade (MAT) Targeted Standard
(NBT) Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to add and subtract.

MAT-02.NBT.08 Mentally add or subtract 10 or 100 to or from a given number between 100 and 900. 

proficiency scale iconProficiency Scale

MAT-02.NBT.09

Under Development

MAT-02 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: Use place value understanding and properties of operations to add and subtract.

MAT-02.NBT.09 Explain why addition and subtraction strategies work, using place value and the properties of operations.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

MAT-02.OA

BPSS-MAT logoDomain (OA)

Operations and Algebraic Thinking

 Narrative for the (OA) Operations and Algebraic Thinking

Algebraic thinking is about generalizing arithmetic operations and operating on unknown quantities.  It involves recognizing and analysing patterns and developing generalizations about these patterns.  In algebra, symbols can be used to represent generalizations. Operations and Algebraic Thinking deals with the basic operations - addition, subtraction, multiplication, and division - the relationships they model, the kinds of problems they can be used to solve, as well as, their mathematical properties and relationships.

Grade 2 students build upon their work in Grade 1 with operations and algebraic thinking in two major ways. They represent and solve situational problems which involve addition and subtraction within 100 rather than within 20, and they represent and solve two-step situational problems in which the result is unknown, the change is unknown, and the start is unknown. (20 + 15 = ___; 20 + ___ = 46; ___ + 14=26)

The experiences students have with addition and subtraction in Kindergarten and Grade 1 culminate in Grade 2 with students becoming fluent in single-digit addition facts and the related subtraction facts using the mental strategies as needed.  Fluency in each grade involves a mixture of just knowing some answers, knowing some answers from patterns (e.g., “adding 0 yields the same number”), and knowing some answers from the use of strategies. As an outcome of a multi-year process that heavily involves the interplay of practice and reasoning, students have sufficient experience with addition and subtraction to know single-digit sums from memory by the end of the K–2 grade span.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-02.OA.01

BPSS-MAT logo 2nd Grade (MAT) Targeted Standard
(OA) Operations and Algebraic Thinking
Cluster: Use place value understanding and properties of operations to add and subtract.

MAT-02.OA.01 Use strategies to add and subtract 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. 

proficiency scale iconProficiency Scale

MAT-02.OA.02

BPSS-MAT logo 2nd Grade (MAT) Targeted Standard
(OA) Operations and Algebraic Thinking
Cluster: Add and subtract within 20.

MAT-02.OA.02 Use mental strategies to fluently add and subtract within 20. 

proficiency scale iconProficiency Scale

MAT-02.OA.02.a

 

MAT-02 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Add and subtract within 20.

MAT-02.OA.02.a Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Know from memory: The ability to compute math facts with automaticity (3-5 seconds) and confidence (ND).

Student Learning Targets:

Knowledge Targets

  • I can answer addition facts to 20 quickly (3-5 seconds).

Reasoning Targets

Skills (Performance) Targets

Product Targets

 

Rubric / Proficiency Scale

Score   Description Sample Activity
4.0 There are no advanced criteria for this task as recall of basic facts is foundational.  Application of this skill will occur within tasks requiring addition within 100 and word problems.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

Student is able to answer addition facts to 20 with at least 90% accuracy given 5 seconds per fact.

I can answer almost all addition facts to 20 quickly.

-
  2.5

No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.

Student is able to answer addition facts to 20 with 80% accuracy given 5 seconds per fact..

2.0

Student is able to answer addition facts to 20 with at least 75% accuracy given 5 seconds per fact.

I can answer many addition facts to 20 quickly.

-
  1.5

In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.

Student is able to answer addition facts to 20 with  50% accuracy given 5 seconds per fact.

1.0

Student is able to answer addition facts to 20 with less than 50% accuracy given 5 seconds per fact.

and

Student is able to answer addition facts to 10 with 90% accuracy given 5 seconds per fact.

I can answer almost all addition facts to 10 quickly.

I can answer some addition facts to 20 quickly.

-
  0.5

Limited or no understanding of the skill is demonstrated.

Student is unable to answer addition facts to 10 with at least 90% accuracy given 5 seconds per fact (1st grade target)

Resources

Websites

Vocabulary

  • addition facts
  • add
  • sum
  • know from memory
  • plus
  • equals

 

MAT-02.OA.02.b

 

MAT-02 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Add and subtract within 20.

MAT-02.OA.02.b Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Know from memory: The ability to compute math facts with automaticity (3-5 seconds) and confidence (ND).

Student Learning Targets:

Knowledge Targets

  • I can answer subtraction facts to 20 quickly (3-5 seconds).

Reasoning Targets

Skills (Performance) Targets

Product Targets

 

Rubric / Proficiency Scale

Score   Description Sample Activity
4.0 There are no advanced criteria for this task as recall of basic facts is foundational.  Application of this skill will occur within tasks requiring subtraction within 100 and word problems -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

Student is able to answer subtraction facts to 20 with at least 90% accuracy given 5 seconds per fact.

I can answer almost all subtraction facts to 20 quickly.

-
  2.5

No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.

Student is able to answer subtraction facts to 20 with 80% accuracy given 5 seconds per fact.

2.0

Student is able to answer subtraction facts to 20 with at least 75% accuracy given 5 seconds per fact.

I can answer many subtraction facts to 20 quickly.

-
  1.5

In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.

Student is able to answer subtraction facts to 20 with 50% accuracy given 5 seconds per fact.

1.0

Student is able to answer subtraction facts to 20 with less than 50% accuracy given 5 seconds per fact.

and

Student is able to answer subtraction facts to 10 with at least 90% accuracy given 5 seconds per fact

I can answer almost all subtraction facts to 10 quickly.

I can answer some subtraction facts to 20 quickly.

-
  0.5

Limited or no understanding of the skill is demonstrated.

Student is able to answer subtraction facts to 10 with at least 90% accuracy given 5 seconds per fact (1st grade target)

Resources

Websites

Vocabulary

  • subtraction facts
  • difference
  • know from memory
  • minus
  • subtract
  • equals

 

MAT-02.OA.03

 Under Development

MAT-02 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Work with equal groups of objects to gain foundations for multiplication.

MAT-02.OA.03 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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

MAT-02.OA.04

 Under Development

MAT-02 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Work with equal groups of objects to gain foundations for multiplication.

MAT-02.OA.04 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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List