2nd Grade Math GA Common Core “I Can” Statements€¦ · I can add numbers within 100. I can...
Transcript of 2nd Grade Math GA Common Core “I Can” Statements€¦ · I can add numbers within 100. I can...
2nd Grade Math
GA Common Core “I Can”
Statements
I can add numbers within 100. I can subtract numbers within
100. I can add and subtract within 100
with unknowns in all positions. I can use addition and
subtraction within 100 to solve one and two-step word problems.
MCC2.OA.1
I can use mental math to fluently add and subtract within
20.
MCC2.OA.2
I can determine if a number is odd or even by dividing a group of objects into
equal groups, arranging objects into pairs, and by counting by twos.
I can look at the digit in the ones place to determine if a number is odd or even.
I can write equations representing sums of two equal addends (2+2=4, 3+3=6).
MCC2.OA.3
I can arrange objects into a rectangular or square array with up
to five rows and five columns. I can count or add the sums of the
objects to find the value of an array. I can write an equation to express the total as a sum of equal addends
(4+4+4=12, 5+5+5+5=20).
MCC2.OA.4
I can demonstrate that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones. I can demonstrate how 100 can be thought of
as a bundle of ten tens. I can demonstrate how 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 0 ones).
MCC2.NBT.1
I can count within 1000.
I can skip-count by 5s, 10s, and 100s.
MCC2.NBT.2
I can read and write numbers to 100. I can show numbers to 1000 using
base-ten numerals. I can read and write number names to
1000. I can show numbers to 100 in expanded
form.
MCC2.NBT.3
I can compare two three-digit numbers using
>, =, and < symbols.
MCC2.NBT.4
I can fluently add and subtract within 100
using varying strategies.
MCC2.NBT.5
I can accurately add and subtract by regrouping.
I can subtract across zeros. I can demonstrate and explain commutative, associative, and identify properties of addition.
I can apply appropriate addition properties when calculating.
MCC2.NBT.6
I can use models, pictures, and strategies based on place value to add
and subtract within 1000. I can use addition to check subtraction
and subtraction to check addition. I can use complete fact families to explain the commutative property of
addition. I can use addition and subtraction
vocabulary correctly.
MCC2.NBT.7
I can mentally add 10 or 100 to a given number 100-900.
I can mentally subtract 10 or 100 from a given number 100-
900.
MCC2.NBT.8
I can explain why addition and subtraction strategies work,
using place value and properties of addition.
MCC2.NBT.9
I can accurately measure the length of an object to the nearest whole
unit.
I can select an appropriate tool to measure an object, such as a ruler,
yardstick, meter stick, or measuring tape.
MCC2.MD.1
I can measure an object two times using a different unit each time.
I can describe how the two measurements relate to the size of
the unit I chose. I can describe the relationship
between the size of the measurement unit and the number of units needed to
measure something.
MCC2.MD.2
I can estimate the length of an object using inches, feet, centimeters, and meters.
I can use helpful benchmarks for measurement (elbow to wrist is
about a foot; nose to outstretched hand is about a yard).
MCC2.MD.3
I can make comparisons between the lengths of two objects.
I can tell how much longer one
object is than another using standard unit lengths. (Ex: The pencil is 3 inches shorter than the book.)
MCC2.MD.4
I can use addition and subtraction within 100 to solve word problems that
include lengths of the same unit.
I can count on and count back on a number line, use drawings/pictures,
and use equations with a symbol for an unknown number to solve word
problems that include measures of length.
MCC2.MD.5
I can represent whole numbers and their sums
and differences within 100 on a number line diagram.
MCC2.MD.6
I can tell time to five minutes on an analog clock.
I can match digital and analog times. I can set analog and digital clocks to
a given time to five minutes. I can use a.m. and p.m. correctly.
I can tell how many seconds are in a minute, minutes in an hour, and hours
in a day.
MCC2.MD.7
I can count change for a dollar. I can write monetary values using the correct notation and symbols ($ and ¢). I can read monetary values correctly. I can determine the value of a given
amount of money. I can solve word problems involving dollar bills, quarters, dimes, nickels,
and pennies.
MCC2.MD.8
I can make repeated measurements of the same object to the nearest whole
unit to gather data. I can measure the lengths of several objects to the nearest whole unit to
gather data. I can plot the data on a line plot. I can create a horizontal scale in
whole number units for the line plot.
MCC2.MD.9
I can draw a picture graph to represent a data set with up to four
categories. I can draw a bar graph to represent a
data set with up to four categories. I can solve simple put-together, take-
apart, and compare problems using information presented in a bar graph.
MCC2.MD.10
I can identify, draw, and name shapes based on specific
attributes, such as the number of angles or equal faces.
I can identify triangles,
quadrilaterals, pentagons, hexagons, and cubes.
MCC2.G.1
I can divide a rectangle into squares.
I can add the squares to find
the total.
MCC2.G.2
I can split rectangles or circles into 2, 3, or 4 equal shares.
I can describe the shares as halves, thirds, half of, a third of, etc.
I can describe a whole as two halves, three thirds, four fourths.
I can use flexible thinking to reason that equal shares can be different shapes
within the same whole.
MCC2.G.3
Georgia Common Core 2nd Grade Math Standards In “I Can” Statements
Allie Barksdale @ Sweet Honey in 2nd
http://sweethoneyin2nd.blogspot.com/
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