2 nd Grade Mathematics Report Card Correlations with End of Trimester Targets of Proficiency (206-207) This document contains the Mathematics Florida Standards assessed for each trimester. Operations and Algebraic Thinking 2 nd Grade: Trimester Unit : Place Value to 000 Unit 2: Number Sense and Patterns Unit 3: Basic Addition and Subtraction With Strategies Math Florida Standards End of Trimester Targets Unit solve problems involving subtraction. Represent word problems with models. Add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. MAFS.2.OA..a: Determine the unknown whole number in an equation relating four or more whole numbers. MAFS.2.OA..: Use subtraction within 00 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. MAFS.2.OA.2.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. MAFS.2.OA.3.3: 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. MAFS.2.OA.3.4: Use addition to find the total number of objects arranged in rectangular arrays with up to rows and up Solve one side of an equation when all information is given on the other side of the equal sign. Use known values to find unknown number in an equation with 4 3, 7 or more whole numbers. Model subtraction using a hundreds chart, number Model and solve one-step addition word problems within 20. Model and solve one-step subtraction word problems within 20. Model and solve one-step addition word problems within 00. Model and solve one-step subtraction word problems within 00. Model and solve two-step addition word problems within 00. 3, 4 Model and solve two-step subtraction word problems within 00. Model subtraction using a hundreds chart, number Fluently add and subtract within 20 using mental strategies (not timed). 3 By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members. 2 Write an equation to express an even number as a sum of two equal addends. Use addition to find the total number of objects arranged in rectangular arrays with up to rows and up to columns. 3 #
Number and Operations in Base Ten Understand place value. Use place value understanding and properties of operations to add and subtract to columns; write an equation to express the total as a sum of equal addends. MAFS.2.NBT..: Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. MAFS.2.NBT..a: Understand that 00 can be thought of as a bundle of ten tens called a hundred. MAFS.2.NBT..b: Understand that the numbers 00, 200, 300, 400, 00, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). MAFS.2.NBT..2: Count within 000; skip-count by s, 0s, and 00s. MAFS.2.NBT..3: Read and write numbers to 000 using baseten numerals, number names, and expanded form. MAFS.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. MAFS.2.NBT.2.8: Mentally add 0 or 00 to a given number 00 900, and mentally subtract 0 or 00 from a given number 00 900. Write an equation to express the total as a sum of equal addends. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Be able to build a 3-digit number when blocks or quantities are given in a random order. Understand that 00 can be thought of as a bundle of ten tens called a hundred. Compose and decompose hundreds using blocks and/or quantities. Understand that the numbers 00, 200, 300, 400, 00, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). Count within 000 starting with random numbers. Skip count by s; do not always begin at 0. Skip count by 0s; do not always begin at 0. Skip count by 00s; do not always begin at 0. Model skip counting using a hundreds chart, number line, or other organizer to demonstrate conceptual understanding. Read and write numbers to 000 using base-ten numerals. Read and write numbers to 000 using number names. Read and write numbers to 000 using expanded form. Read and write numbers to 000 in written/word form. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using both base-ten models and numerals. Mentally add 0 to a given number. Mentally add 00 to a given number. Mentally subtract 0 from a given number. Mentally subtract 00 from a given number. Model skip counting using a hundreds chart, number line, or other organizer to demonstrate conceptual understanding. 2 2
Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data 2 nd Grade: Trimester 2 Unit 4: 2-Digit Addition and Subtraction With Strategies Unit : Measure Length Unit 6: Money and Time Math Florida Standards End of Trimester Targets Unit solve problems involving subtraction Use place value understanding and properties of operations to add and subtract Measure and estimate lengths in standard units. MAFS.2.OA..: Use subtraction within 00 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. MAFS.2.NBT.2.: Fluently add and subtract within 00 using strategies based on place value, properties of operations, and/or the relationship between subtraction. MAFS.2.NBT.2.6: Add up to four two-digit numbers using strategies based on place value and properties of operations. MAFS.2.MD..: Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. MAFS.2.MD..2: Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Model and solve one-step addition word problems within 0. Model and solve one-step subtraction word problems within 0. Model and solve one-step addition word problems within 00. Model and solve one-step subtraction word problems within 00. Model and solve two-step addition word problems within 00. Model and solve two-step subtraction word problems within 00. Model subtraction using a hundreds chart, number Fluently add within 00 using strategies based on place value, properties of operations, and/or the relationship between subtraction. Fluently subtract within 00 using strategies based on place value, properties of operations, and/or the relationship between subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model subtraction using a hundreds chart, number Select appropriate tools to measure an object. Measure the length of an object to the nearest inch, foot, centimeter, or meter. Assessment of measurement to the nearest foot and meter must be conducted separately from FSQ and USA assessments. Measure the length of an object twice, using length units of different lengths for the two measurements. Determine if a description of how two measurements relate to the size of the unit chosen is correct. If incorrect, be able to describe why. # 4 4 4
Relate subtraction to length. Work with time and money MAFS.2.MD..3: Estimate lengths using units of inches, feet, yards, centimeters, and meters. MAFS.2.MD..4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. MAFS.2.MD.2.: Use subtraction within 00 to solve word problems involving lengths that are given in the same units. MAFS.2.MD.2.6: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,, 2,..., and represent wholenumber sums and differences within 00 on a number line diagram. MAFS.2.MD.3.7: Tell and write time from analog and digital clocks to the nearest five minutes. MAFS.2.MD.3.8: Solve word problems involving dollar bills (singles, fives, tens, twenties, and hundreds), quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Word problems may involve addition, subtraction, and equal group situations. a. Identify the value of coins and paper currency. b. Compute the value of any combination of coins within one dollar. c. Compute the value of any combinations of dollars. d. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the single dollar bill. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Assessment of estimation using feet, yards, and meters must be conducted separately from FSQ and USA assessments. Measure to determine how much longer one object is than another. Express the length difference in terms of a standard length unit. Use subtraction within 00 to solve word problems involving lengths that are given in the same units by using drawings. Use subtraction within 00 to solve word problems involving lengths that are given in the same units, by using equations with a symbol for the unknown number to represent the problem. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,, 2,... Represent whole-number sums and differences within 00 on a number line diagram. Tell and write time from analog clocks to the nearest five minutes. Tell and write time from digital clocks to the nearest five minutes. Tell and write time for fractions of an hour (o clock, quarter past, and half past only). Solve word problems involving quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Solve word problems involving singles, fives, tens, twenties, and hundred dollar bills, using $ symbol appropriately. Solve word problems involving money involving situations of adding to, putting together, taking from, taking apart, and comparing. Add coin and/or bill combinations that are not presented in groups of like coins/bills. Add coin and/or bill combinations that are not written in greatest value-to-least value. 4, 6 6
Operations and Algebraic Thinking Numbers and Operations in Base Ten Measurement and Data 2 nd Grade: Trimester 3 Unit 7: 3-Digit Addition and Subtraction With Strategies Unit 8: Interpret Data Unit 9: Geometry Math Florida Standards End of Trimester Targets Unit solve problems involving subtraction. Relate subtraction to length. interpret data. MAFS.2.OA..a: Determine the unknown whole number in an equation relating four or more whole numbers. MAFS.2.NBT.2.7: Add and subtract within 000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between 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 MAFS.2.NBT.2.9: Explain why subtraction strategies work, using place value and the properties of operations This is a DOK Level 3 standard. MAFS.2.MD.4.9: 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 horizontal scale is marked off in whole number units. Solve one side of an equation when all information is given on the other side of the equal sign. Use known values to find unknown number in an equation with 4 or more whole numbers. Model subtraction using a hundreds chart, number Add and subtract within 000 using concrete models or drawings. Add and subtract within 000 using strategies based on place value, properties of operations, and/or the relationship between subtraction. 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. Explain why addition strategies work, using place value and the properties of operations. Explain why subtraction strategies work, using place value and the properties of operations. Measure lengths of several objects to the nearest whole unit. Make repeated measurements of a single object. Use measurement data to display data in a line plot with whole number units along the horizontal scale. Determine where missing data should be added to an existing line plot to make it complete. # 3, 7 7 7 8
Geometry Reason with shapes and their attributes MAFS.2.MD.4.0: 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. MAFS.2.G..: 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. MAFS.2.G..2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. MAFS.2.G..3: 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 equal shares of identical wholes need not have the same shape. Draw a picture graph with single-unit scale to represent a data set with up to 4 categories. Draw a bar graph with single-unit scale to represent a data set with up to 4 categories. Use a bar graph to solve simple put-together, take-apart, and compare problems. Determine where missing data should be added to an existing picture graph and/or bar graph to make it complete. Recognize shapes having specified attributes (dimensions, sides, angles, faces). Draw shapes having specified attributes. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. When some same-size squares are shown, partition the remaining space to find the number of same-size squares needed to fill the large rectangle. Count to find the total number of same-size squares inside the large rectangle. 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. Describe the whole as two halves, three thirds, four fourths Recognize that equal shares of identical wholes need not have the same shape. In this example, both shaded parts are equal to a fourth of the large rectangle. 8 9 9 9