Progressing toward the standard

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1 Report Card Language: The student can add and subtract fluently within 20. CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies, by end of grade, know from memory all sums of two one-digit numbers. toward Meets Mental Strategies Counting on Making ten (e.g., = = = 14) Decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9) Using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4) Creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = 12, = 13 With tools and teacher support, the student can add and subtract within 10. add and subtract within 10. With tools, the student can add and subtract within 20, but not with fluency. add and subtract within 20 using at least one strategy. Fluently means accuracy, efficiency, and flexibility. Know from memory should not focus only on timed tests and repetitive practice, but ample experiences working with manipulatives, pictures, arrays,word problems, and numbers to internalize the basic facts. add and subtract equations with in and beyond 20 using 3 or more different strategies.

2 Report Card Language: The student can represent and solve problems involving addition and subtraction within 100. CCSS: 2.OA.1 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 by using drawings and equations with a symbol for the unknown number to represent problem. toward Meets Examples of two-step problems: There are 9 blue marbles and 6 red marbles in the bag. Maria put in 8 more marbles. How many marbles are in the bag now? = There are 9 peas on the plate. Carlos ate 5 peas. Mother put 7 more peas on the plate. How many peas are on the plate now? = *Multistep problems should focus on single digit addends. use drawings and equations to represent and solve one step word problems within 100. The student can identify the parts of the word s The student can use drawings and equations to represent and solve one step word problems within 100. Example of One Step: There are 15 stickers on the page. Brittany put some more stickers on the page. There are now 22 stickers on the page. How many stickers did Brittany put on the page? 15 + = = The student can use drawings and equations to represent and solve one and two step word problems within 100. The student can find the answer to problems with the unknown in different places in the equation, and can represent the unknown with a symbol. The student can use drawings and equations to represent and solve two step word problems within 100. The student must show two or more ways to solve the problem and be able to communicate the process. The steps in the problems may have the same or different operations for each step. The addends in the problem may be single or double-digit numbers.

3 Report Card Language: The student can work with equal groups of objects to prepare for multiplication. CCSS: 2.OA.4 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. toward Meets Terms for students: array length x width equation sum equal addends use a rectangular array up to 5x5 the student can solve for the sum of array. Even with teacher support, the student may not be able to find the sum of the rectangular array. The student can use a rectangular array up to 5x5 and the student can solve for the sum of array, but cannot write a equation to express the total as a sum of equal addends. The student can use a rectangular array up to 5x5, the student can write an equation to express the sum of equal addends. The student can use a rectangular array up to 10x10, the student can write an equation to express the sum of equal addends. The student may begin to use multiplication equations to express the value of the array.

4 Report Card Language: The student can use place value (groups of ones, tens, and hundreds) to represent and compare numbers up to CCSS: 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons. toward Meets Fluently means accuracy, efficiency, and flexibility. Know from memory should not focus only on timed tests and repetitive practice, but ample experiences working with manipulatives, pictures, arrays,word problems, and numbers to internalize the basic facts. compare two digit numbers using the >,=, and < symbols. compare two digit numbers using the >,=, and < symbols. compare three digit numbers using the >,=, and < symbols. compare beyond 1000 using the >,=, and < symbols. Terms for students: compare greater than less than equal to

5 Report Card Language: The student can add and subtract within 1000 using place value strategies. CCSS: 2.NBT.7 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. Understanding the use of place value and need to compose or decompose tens or hundreds. toward Meets Concrete models include base ten and number lines. Using a algorithm of carrying or borrowing is not an expectation at this grade level. add and subtract within within 100 (using concrete models to communicate) with and without regrouping. The student can add and subtract within within 100 (using concrete models to communicate) with and without regrouping. The student can add and subtract within within 1,000 (using concrete models to communicate) with and without regrouping. Example: = _ I started at 354 and jumped 200. I landed on 554. I then made 8 jumps of 10 and landed on 634. I then jumped 6 to land on 640. Then I jumped 1 more and landed on = 641 (student shows this on a number line) The student can add and subtract within 1,000 (using concrete models to communicate) with and without regrouping. The student can add or subtract within 1000 with ease by using an algorithm or strategy based on place value. The student can use multiple strategies, such as applying the commutative or associate property.

6 Report Card Language: The student can measure and estimate lengths using units such as inches, feet, centimeters and meters. CCSS: 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. toward Meets When Second Grade students are provided with opportunities to create and use a variety of rulers, they can connect their understanding of non units from First Grade to units in second grade. For example helping student move through accurate use of the following types of rulers: order objects by length, can measure using non units. The student can order objects by length, can measure using non units. They may use some of the units of measurement accurately, but not all. The student can accurately estimate, measure and record lengths in inches, feet, centimeters and meters. By the end of Second Grade, students will have also learned specific measurements as it relates to feet, yards and meters: There are 12 inches in a foot. There are 3 feet in a yard. There are 100 centimeters in a meter. The student can measure and record accurate measurements in inches, feet, centimeters, and meters using halves, and quarters.

7 Report Card Language: The student can relate addition and subtraction to length. CCSS: 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given the same units by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Evidence/ Assessments toward Meets Terms for students: inch foot yard centimeter meter ruler yardstick meter stick measuring tape estimate length equation number line point solve addition and subtraction word problems within 50 involving lengths that are given in the same units by using drawings and equations to represent the problem and solution. addition and subtraction word problems within 50 involving lengths that are given in the same units by using drawings and equations to represent the problem and solution. addition and subtraction word problems within 100 involving lengths that are given in the same units by using drawings and equations to represent the problem and solution. addition and subtraction word problems within 100 involving lengths that are given in the same units by using two or more strategies to represent the problem and solution. The student begins to understand the concept of measuring area as it relates to addition and multiplication (can begin to measure areas by placing one inch square tiles on a shape and counting them).

8 Report Card Language: The student can tell and write time to the nearest five minutes using analog and digital clocks. CCSS: 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, a.m and p.m. toward Meets Terms for students: clock hand minute hour a.m. p.m. analog clock digital clock quarter til quarter past quarter hour half hour past til after until tell and record time from analog and digital clocks to the nearest hour, half hour including AM and PM. The student can tell and record time from analog and digital clocks to the nearest hour, half hour including AM and PM. The student can tell and record time from analog and digital clocks to the nearest five minutes including AM and PM. The student can tell and record time from analog and digital clocks to the nearest minute and/or seconds including AM and PM.

9 Report Card Language: word problems involving money. CCSS: 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately Evidence/ Assessments toward Meets Terms for students: quarter dime nickel dollar cent(s) $ heads tails solve word problems involving nickels. dimes, and quarters using the dollar sign and cents sign appropriately. word problems involving nickels. dimes, and quarters using the dollar sign and cents sign appropriately. word problems involving dollar bills, quarters, dimes, nickels and pennies using the dollar sign and cents sign appropriately. word problems involving dollar bills, quarters, dimes, nickels and pennies using the dollar sign and cents sign appropriately, including making correct change and going beyond $10.

10 Report Card Language: The student can divide circles and rectangles into two, three, or four equal parts. CCSS: 2.G.3 Partition circles and rectangle 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 equal shares of identical wholes need not have the same shape. toward Meets Students should be given many opportunities to explore this concept with paper strips and other models. Halves Thirds Half of Fourths Quarter of partition and label halves of a whole. The student can partition and label halves of a whole. The student can partition and label halves, thirds and fourths of a whole. The student shows an understanding that fractional parts may not be symmetrical. Example: Partition each rectangle into fourths in different ways The student can partition and label halves, thirds and fourths on three or more polygons. The student can express the area of each part as a unit fraction of the whole. For example, can partition a shape into 4 parts with equal area and describe the area of each part as 1/4 of the area of the shape.

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