# MAT-02 "I can ... statements"

 (NBT) Number and Operations in Base Ten Categories All categories Not categorized (G) Geometry (MD) Measurement and Data (NBT) Number and Operations in Base Ten (OA) Operations and Algebraic Thinking Prioritized

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# 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 MAT-02 Targeted Standards(NBT) Domain: Number and Operations in Base TenCluster: Understand place value. MAT-02.NBT.01 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: a) 100 can be thought of as a bundle of ten tens - called a "hundred"; b)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 identify the place value for each digit in a three-digit number.
• I can identify which digits are in the hundreds', tens', and ones, place.

### Reasoning Targets

• I can understand which digit of a three-digit number shows the amount of hundreds, tens, and ones.
• I can understand one hundred is made of ten bundles of ten.
• I can understand numbers such as 200 are the same as two hundreds, 0 tens, and 0 ones.

### Skills (Performance) Targets

• I can write the three-digit number represented by base ten blocks.
• I can tell/show the value of a digit in a three-digit number.

## Rubric / Proficiency Scale

 Score Description Sample Activity 4.0 Student is able to demonstrate understanding of the relationship between hundreds, tens, and ones in order to regroup the amount of tens and ones to identify a number and write a number in expanded form. I can write three-digit numbers in expanded form. I can write numbers represented by hundreds, tens, and ones that require me to regroup / bundle. Given 267, student is able to write 200+60+7 to represent the number. Given 1 hundred 12 tens and 4 ones, student identifies the number as 224. 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 demonstrate understanding of all place value concepts for three-digit numbers without error. I can write the three-digit number represented by the base ten blocks. I can identify the place value each digit holds in a three-digit number. I can identify which digits are in the hundreds', tens' and ones' place. I can tell/show the value a digit has in a three-digit number. 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 demonstrate partial understanding of place value concepts for three-digit numbers by writing the three-digit number represented by base ten blocks, with minor error. I can identify the place value each digit holds in a three-digit number. I can identify which digits are in the hundreds', tens' and ones' place. 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 demonstrate beginning understanding of place value concepts for three-digit numbers by writing the three-digit number represented by base ten blocks, but may exhibit errors. and Student is able correctly identify at least two place value concepts for two-digit numbers: the place value for tens and ones digits, how many tens and ones are in a number; and the value of a digit in a two-digit number. I can tell/show which digit is in the ten's and one's place. I can tell/show how many tens and ones are in a number. I can tell/show the value a digit has in a two-digit number. I can write the three-digit number represented by the base ten blocks, but I may have mistakes. 0.5 Limited or no understanding of the skill is demonstrated. Student is unable to correctly identify at least two place value concepts for two-digit numbers: the place value for tens and ones digits, how many tens and ones are in a number; and the value of a digit in a two-digit number. (1st grade target)

## Resources

### Vocabulary

• hundreds
• tens
• ones
• base-ten
• number names (1-1000)
• bundles / groups of
• equal to / the same as
• digit
• hundreds' place
• tens' place
• ones' place
• value

#### MAT-02.NBT.01.a

Under Development

 MAT-02 Targeted Standards(NBT) Domain: Number and Operations in Base TenCluster: 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".

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## 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

### Vocabulary

• List

#### MAT-02.NBT.01.b

Under Development

 MAT-02 Targeted Standards(NBT) Domain: Number and Operations in Base TenCluster: 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).

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## 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

### Vocabulary

• List

#### MAT-02.NBT.02

 MAT-02 Targeted Standards(NBT) Domain: Number and Operations in Base TenCluster: Understand place value. MAT-02.NBT.02 Count within 1000; skip-count by 5s, 10s, and 100s.

## Student Learning Targets:

### Skills (Performance) Targets

• I can count on by 1s from any number within 1000.
• I can count on by 10s from any number within 1000.
• I can count on by 5s from any number within 1000.
• I can count on by 100s from any number within 1000.

## Rubric / Proficiency Scale

 Score Description Sample Activity 4.0 Student is able to count beyond 1000; Skip count by 5s, 10s, and 100s beyond 1000 including counting on from numbers that are not multiples of 5. - 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 accurately complete sequences counting on from any number by 1s and skip counting by 5s, 10s, and 100s within 1000 with no more than 1 error among all sequences. I can count on by 1s from any number within 1000 without mistakes. I can skip count by 5s, 10s, and 100s from any number within 1000 without mistakes. - 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 complete three sequences counting on by 1s within 1000 without error. and Student is able to complete at least 2 out of 3 sequences skip counting by each - 5s, 10s, and 100s - but may make an error within each number type. I can count on by 1s from any number within 1000 without mistakes. I can skip count  by 5s, 10s, and 100s from any number within 1000 but I may have mistakes. - 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 count on by 1s within 1000, but may have errors. I can count on by 1s from any number within 1000, but I may have mistakes. - 0.5 Limited or no understanding of the skill is demonstrated. Student demonstrates very little skill in counting by ones above 120. (1st Grade) Student demonstrates very little skill in skip counting by tens to 100. (Kindergarten)

## Resources

### Vocabulary

• count
• count on
• skip count
• number pattern
• number names (1-1000)

#### MAT-02.NBT.03

 MAT-02 Targeted Standards(NBT) Domain: Number and Operations in Base TenCluster: Understand place value. MAT-02.NBT.03 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

## Student Learning Targets:

### Skills (Performance) Targets

• I can read numbers to 1000.
• I can write numbers to 1000 in standard form (47).
• I can write numbers in word form (forty-seven).
• I can write numbers in expanded form (40+7).

## Rubric / Proficiency Scale

 Score Description Sample Activity 4.0 Advanced Criteria is Under Development. In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content - 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 read and write numbers to 1000 using base ten numerals, number names, and expanded form with minor error. I can read numbers to 1000. I can write numbers to 1000 in standard form. I can write numbers to 1000 in expanded form. I can write numbers to 1000 in word form. Given three different numbers for each concept, student has no more than 1 error overall. 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 read three numbers and write three numbers to 1000 in standard form with no more than one error. I can read numbers to 1000. I can write numbers to 1000 in standard form. Given three different numbers for each concept, student has no more than one error in each skill. 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 demonstrate beginning understanding of reading and writing numbers to 1000, but exhibits errors. I can read numbers to 100. I can write numbers to 100. Given three different numbers for each concept, student is able to complete  some of the activities for numbers to 100. 0.5 Limited or no understanding of the skill is demonstrated.

## Resources

### Vocabulary

• base ten numeral / number
• standard form
• word form
• expanded form
• number names (1-1000)
• number words (one - one thousand)

#### MAT-02.NBT.04

Under Development

 MAT-02 Targeted Standards(NBT) Domain: Number and Operations in Base TenCluster: 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.

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## 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

### Vocabulary

• List

#### MAT-02.NBT.05

 MAT-02 Targeted Standards(NBT) Domain: Number and Operations in Base TenCluster: Use place value understanding and properties of operations to add and subtract. MAT-02.NBT.05 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction

## Student Learning Targets:

### Reasoning Targets

• I can choose efficient strategies based on the numbers in a problem.

### Skills (Performance) Targets

• I can add and subtract numbers up to100 using efficient strategies.
• I can add and subtract numbers using strategies such as breaking numbers into place value parts.
• I can add and subtract numbers using strategies such as counting on by 10s and 100s and using landmark numbers.
• I can use base ten drawings to show how numbers are composed and decomposed.

## Resources

### Vocabulary

• fluent
• compose
• decompose
• place value
• digit
• subtract
• sum
• equal
• difference
• landmark numbers
• place value parts
• subtraction
• base ten
• ten more/less
• 100 more/less
• number line
• base ten blocks
• 100 chart

#### MAT-02.NBT.06

Under Development

 MAT-02 Targeted Standards(NBT) Domain: Number and Operations in Base TenCluster: 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.

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## 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

### Vocabulary

• List

#### MAT-02.NBT.07

Under Development

 MAT-02 Targeted Standards(NBT) Domain: Number and Operations in Base TenCluster: 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.

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## 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.