Second Grade Math


Browse the glossary using this index

Special | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | ALL

Page: (Previous)   1  2  3  4  (Next)
  ALL

M

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

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


MAT-02.MD.07

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
Cluster: Work with time and money.

MAT-02.MD.07 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Student Learning Targets:

Knowledge Targets

Reasoning Targets

  • I can decide if the time of an activity would happen during the a.m. or p.m. based on words such as morning, afternoon, evening, breakfast, supper, etc.

Skills (Performance) Targets

  • I can read/tell the time up to 5 minute intervals using analog and digital clocks.
  • I can write the time shown on an analog clock up to 5 minute intervals.
  • I can draw the hands on an analog clock to match the time on a digital clock.

Product Targets

 

Rubric / Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to tell and write time to the nearest minute; measure time intervals in minutes; and solves word problems involving elapsed time situations for intervals in minutes without error.

I can tell and write time to the minute.

I can solve word problems about elapsed time.

-
  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 time concepts without error/one minor error (identify am/pm situations, write time shown on analog clocks, draw hands to match a digital time).

I can answer questions about a.m. and p.m. without mistakes.

I can write the time shown on an analog clock without mistakes.

I can draw hands on a clock to match a digital time 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 demonstrate understanding of at least 2 out of 3 time concepts without error (identify am/pm situations, write time shown on analog clocks, draw hands to match a digital time).

I can answer questions about a.m. and p.m. without mistakes.

I can write the time shown on an analog clock without mistakes.

I can draw hands on a clock to match a digital time without 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 demonstrate beginning understanding of time concepts but has multiple errors.

I can answer some questions about a.m. and p.m.

I can sometimes tell the time shown on an analog clock.

I can sometimes write the time shown on an analog clock.

-
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • clocks
  • minute hand
  • hour hand
  • hour
  • minute
  • count by fives
  • a.m.
  • p.m.
  • o'clock
  • analog clock
  • digital clock
  • half hour
  • thirty minutes before/after/past/until
  • fifteen minutes before/after/past/until
  • quarter past / 'til
  • half past / 'til

 


MAT-02.MD.08

Under Development

MAT-02 Targeted Standards
(MD) Domain: Measurement and Data
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?

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.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 logoMAT-02 Targeted Standards
(NBT) Domain: Number and Operations in Base Ten
Cluster: 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.

Product Targets

 

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

Websites

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 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

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


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

  • List

 


MAT-02.NBT.02

 

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

MAT-02.NBT.02 Count within 1000; skip-count by 5s, 10s, and 100s.

Student Learning Targets:

Knowledge Targets

Reasoning 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.

Product Targets

 

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

Websites

Vocabulary

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

 



Page: (Previous)   1  2  3  4  (Next)
  ALL