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

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#### 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.

## Resources

### Vocabulary

• List

#### MAT-02.NBT.08

 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.08 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

## Student Learning Targets:

### Skills (Performance) Targets

• I can mentally add 10 and 100 to any number 100-900.
• I can mentally subtract 10 or 100 from any number 100-900.

## Resources

### Vocabulary

• subtract
• ten more
• ten less
• one hundred more
• one hundred less
• mental math

#### MAT-02.NBT.09

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.09 Explain why addition and subtraction strategies work, using place value and the 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.

• List

# 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)

## 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

 MAT-02 Targeted Standards(OA) Domain: Operations and Algebraic ThinkingCluster: Represent and solve problems involving addition and subtraction. MAT-02.OA.01 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.

## Student Learning Targets:

### Reasoning Targets

• I can decide if I need to add or subtract to solve a word problem.

### Skills (Performance) Targets

• I can use addition and subtraction to solve one-step word problems
• I can use addition and subtraction to solve two-step word problems.
• I can represent what is happening in a problem using drawings, models, and numbers.
• I can write an equation with a symbol for the unknown to represent a word problem.

## Rubric / Proficiency Scale

 Score Description Sample Activity 4.0 Student is able to solve two-step word problems using the four operations; represent these problems using equations with a letter for the unknown quantity; and assess the reasonableness of answers using mental computation and estimation strategies including rounding. I can use addition, subtraction, multiplication, and division to solve two-step word problems. I can write an equation to represent the problem using a letter for the unknown quantity. I can use mental math and estimation strategies to decide if my answer is reasonable. - 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 use addition and subtraction within 100 to solve one and two-step problems with unknowns in all positions by using drawings and equations with a symbol for the unknown number to represent the problem (eg. 23 + 45 = ___ ; 23+ __ = 68; ___ +  45 = 68). I can use addition and subtraction to solve one-step and two-step problems. I can write an equation with a symbol for the unknown in all positions. I can represent what is happening in a problem using drawings, models, or numbers. - 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 correctly solve one-step problems and represent the problems with an equation using a symbol for the unknown. I can use addition and subtraction to solve one-step problems using numbers under 100 with no mistakes. I can show what is happening in a problem using drawings, models, or numbers. I can write an equation with a symbol for the unknown with no 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 solve one-step word problems within 100, but may have minor counting errors within the solution. and Student attempts to represent the problems with an equations using a symbol for the unknown, but may have errors. I can use addition and subtraction to solve one-step problems using numbers under 100, but I may have a mistake. I can show what is happening in a problem using drawings, models, or numbers. I can sometimes write an equation with a symbol for the unknown. - 0.5 Limited or no understanding of the skill is demonstrated.

## Resources

### Vocabulary

• subtract
• more
• less
• equal
• equation
• unknown
• putting together
• taking apart
• taking from
• sum
• difference

#### MAT-02.OA.02

Under Development

 MAT-02 Targeted Standards(OA) Domain: Operations and Algebraic ThinkingCluster: Add and subtract within 20. MAT-02.OA.02 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

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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.