Title: Second Grade Math
Course: BPSS (MAT) Mathematics Standards > Section: Standards

MAT-02.OA.01

MAT-02 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: 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:

Knowledge 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.

Product Targets

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

Websites

- Learnzillion 1
- Learnzillion 2

Vocabulary

- add
- subtract
- more
- less
- equal
- equation
- unknown
- putting together
- taking apart
- taking from
- addend
- sum
- difference

MAT-02.OA.02

Under Development

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

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.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

- Learnzillion 1
- Learnzillion 2

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

- Learnzillion 1
- Learnzillion 2

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

MAT-02.NBT.01

MAT-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

- Learnzillion 1
- Learnzillion 2

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

- Learnzillion

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 Ten
Cluster: 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:

Knowledge Targets

Reasoning 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).

Product Targets

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

Websites

- Learnzillion 1
- Learnzillion 2

Vocabulary

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

MAT-02.NBT.05

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.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:

Knowledge 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.

Product Targets

Rubric / Proficiency Scale

Score |  | Description | Sample Activity
4.0 | Student is able to accurately and fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. I can accurately add and subtract numbers within 1000 using efficient strategies. I can choose efficient strategies based on the numbers in a problem. |
 | 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 fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.  Student uses efficient strategies that lead to correct answers. I can accurately add and subtract numbers up to 100 using efficient strategies. I can choose efficient strategies based on the numbers in a problem. | Student completes four problems accurately and efficiently.
 | 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 solve problems using strategies such a counting on, base ten drawings, landmark numbers, decomposing into place value parts, etc., but may have errors.

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.
Student completes four problems with no more than 2 errors.
 | 1.5 | In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 | Student solves problems by "counting all" by ones using concrete models/counters, tallies, pictures, etc. to add within 100 and subtract multiples of 10 from numbers 10-90.  Student attempts may or may not result in correct answers. I can solve problems using counting tools. |
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2

Vocabulary

- fluent
- compose
- decompose
- place value
- digit
- add
- subtract
- sum
- equal
- difference
- landmark numbers
- place value parts
- addition
- 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 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

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.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:

Knowledge Targets

Reasoning 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.

Product Targets

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 mentally add and subtract 10 and 100 from any number 100-900 without error. I can answer what is 10 more and 10 less than any number 100-900 with no mistakes. I can answer what is 100 more and 100 less than any number 100-900 with no 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 mentally add and subtract 10 and 100 from any number 100-900 that is a multiple of 5 without error. I can answer what is 10 more and 10 less than a number that ends with five. I can answer what is 100 more and 100 less than a number that ends with five. | -
 | 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 mentally add and subtract 10 and 100 from any number 100-900 that is a multiple of 10, but may exhibit a minor error. I can answer what is 10 more and 10 less than a number that ends with  zero. I can answer what is 100 more and 100 less than a number that ends with zero. | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Websites

- Learnzillion 1
- Learnzillion 2
- Learnzillion 3

Vocabulary

- add
- 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 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.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

- Add resources with links, youtube or PDF

Vocabulary

- List

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

- List

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

- List

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

- List

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

- Learnzillion

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.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

- Add resources with links, youtube or PDF

Vocabulary

- List

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

- Add resources with links, youtube or PDF

Vocabulary

- List

MAT-02.G.03

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)

Student Learning Targets:

Knowledge Targets

- can identify one-half, one-fourth, and one-third shaded parts.

Reasoning Targets

- I can understand that the same shape can be divided into equal parts in different ways.

Skills (Performance) Targets

- I can divide circles and rectangles into 2,3,and 4 equal parts in different ways.
- I can use the words halves, thirds, fourths, and half of to describe the equal parts.
- I can describe one whole as being 2 halves, 3 thirds, and 4 fourths.

Proficiency Scale

The Student can ...

1 Beginning

... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).

Start

2 Developing

... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

- The student will recognize or recall specific terminology, such as:
  - Equal shares, halves, thirds, fourths, whole, divide, smaller shares, part
- The student will perform basic processes, such as:
  - Partition circles and rectangles into halves.
  - Describe an equally partitioned whole as equal shares.

3 Proficient

“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

- 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 describes the whole as two halves, three thirds, four fourths,
- Recognize that identical wholes can be equally divided in different ways.
- Demonstrate an understanding that partitioning shapes into more equal shares creates smaller shares.

4 Advanced

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

- Compare and contrast halves, thirds, and fourths of rectangle or circle. Justify how two different ways to partition a rectangle result in equal piece sizes.
- Apply knowledge of halves, thirds, and fourths to partition 3-D shapes using geoblocks.

Teacher Proficiency Scale

Scoring Rubric

Score |  | Description | Sample Activity
4.0
Student is able to partition shapes into parts with equal areas; express the area of each part as a unit fraction of the whole; determine if fractions are equivalent; and use models to prove if fractions are greater than/less than another.

I can write a fraction to represent the shaded portion of a shape.

I can represent a fraction using models or pictures.

I can explain why fractions are equivalent.

I can use pictures/models to prove if a fraction is greater than/less than another fraction.
-
 | 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 partition circles and rectangles into two, three, and four equal parts without error; use the words halves, thirds, fourths; and recognize equal shares of identical wholes can have different shapes. I can divide shapes into 2, 3, and 4 equal parts in more than one way with no mistakes. I can use the words halves, thirds, and fourths to describe the equal parts. | -
 | 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 divide shapes/pictures into halves and fourths in more than one way without error. I can divide shapes into 2 and 4 equal parts in different ways with no mistakes. I can use the words halves and fourths to describe the equal parts. | -
 | 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 identify shapes that have 1/2 and 1/4 parts shaded without error. I can identify shapes/pictures that show 1/2 and 1/4 with no mistakes. | -
 | 0.5 | Limited or no understanding of the skill is demonstrated.

Resources

Vocabulary

- partition / divide
- equal shares / parts
- whole
- one half
- one fourth
- one third
- half of
- third of
- fourth of
- halves
- thirds
- fourths
- two halves
- three thirds
- four fourths

Websites

- Links to sites that open in a new window

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

- List

MAT-02.NBT

Domain (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.OA

Domain (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.MD

Domain (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.G

Domain (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.