GRADE 2 MATH TOOL

2nd GRADE MATH TOOL

2ND GRADE INTRODUCTION

In Grade 2, instructional time should focus on four critical areas:

1. extending understanding of base-ten notation; 2. building fluency with addition and subtraction3. using standard units of measure4. describing and analyzing shapes.

1. Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).

2. Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds.

3. Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length.

4. Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.

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2nd GRADE MATH TOOL

Operations and Algebraic Thinking 2.OA.1 Cluster: Represent and solve problems involving addition and subtraction.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

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, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can choose when to use addition and/or subtraction in a word problem.

I can represent addition and subtraction word problems using objects, drawings, and equations with unknowns in all positions.

I can solve addition and subtraction word problems that involve two steps (doing one computation, and using that answer to perform a second computation that leads to the solution of the problem.

I can solve word problems with unknown numbers in different positions (e.g., 5 + _ = 13, _ + 8 = 13, 5 + 8 = _).

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

In what ways can operations affect numbers?Mathematical operations are used in solving problems in which a new value is produced from one or more values.

How can different strategies be helpful when solving a problem?Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularytwo-step problem

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2nd GRADE MATH TOOL

Operations and Algebraic Thinking 2.OA.2 Cluster: Add and subtract within 20.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.OA.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.

*Strategies from 1.OA.6: counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can use mental strategies (e.g., count on, make a ten) to add or subtract numbers within 20 with ease.

I can recall from memory all sums of two one-digit numbers.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

In what ways can operations affect numbers?Mathematical operations are used in solving problems in which a new value is produced from one or more values.

How can different strategies be helpful when solving a problem?Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabulary(No applicable vocabulary)

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2nd GRADE MATH TOOL

Operations and Algebraic Thinking 2.OA.3 Cluster: Work with equal groups of objects to gain foundations for multiplication.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.OA.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.

Weak match to:SD.2.A.4.1 (Comprehension) Students are able to find and extend growing patterns using symbols, objects, and numbers.

I can identify a group of objects as being even or odd using different strategies.

I can write an equation to show an even sum has the same addends (e.g., 5 + 5 = 10, 6 + 6 = 12).

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

In what ways can operations affect numbers?Mathematical operations are used in solving problems in which a new value is produced from one or more values.

How can different strategies be helpful when solving a problem?Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyodd, even

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2nd GRADE MATH TOOL

Operations and Algebraic Thinking 2.OA.4 Cluster: Work with equal groups of objects to gain foundations for multiplication.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

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.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can use addition to find the total number of objects in an array.

I can write an addition equation (e.g., 3 + 3 + 3 = 9) to express the total as a sum of equal addends.

I can represent the total number of objects arranged in a rectangular array as an expression with the repeated addition of number of objects in each row (or column). For example if there are 3 rows with 4 objects in each row, I can write the expression 4 + 4 + 4.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

In what ways can operations affect numbers?Mathematical operations are used in solving problems in which a new value is produced from one or more values.

How can different strategies be helpful when solving a problem?Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyrectangular array, addends

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2nd GRADE MATH TOOL

Number and Operations in Base Ten 2.NBT.1Cluster: Understand place value.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.NBT.1 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).

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can represent a hundred as ten groups of ten.

I can represent each digit in a three digit number using hundreds, tens, and ones.

I can explain the value of each digit in a three-digit number (place value).

I can explain the value of the zeros in a given hundred as zero tens and zero ones.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

How does a digit’s position affect its value?Understanding place value can lead to number sense and efficient strategies for computing with numbers.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyplace value

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2nd GRADE MATH TOOL

Number and Operations in Base Ten 2.NBT.2Cluster: Understand place value.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

Weak match to:SD.2.N.1.1 (Comprehension) Students are able to read, write, count, and sequence numerals to 100.

I can skip count to 1000 by 5’s.

I can skip count to 1000 by 10’s.

I can skip count to 1000 by 100’s.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

How does a digit’s position affect its value?Understanding place value can lead to number sense and efficient strategies for computing with numbers.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabulary(No applicable vocabulary)

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2nd GRADE MATH TOOL

Number and Operations in Base Ten 2.NBT.3Cluster: Understand place value.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can read and write numbers up to 1000 using base-ten numerals (e.g., 234).

I can read and write numbers using expanded form (e.g., 200 + 30 + 4).

I can read and write numbers up to 1000 using number names. (e.g., two hundred thirty-four).

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

How does a digit’s position affect its value?Understanding place value can lead to number sense and efficient strategies for computing with numbers.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularybase-ten numerals, expanded form

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2nd GRADE MATH TOOL

Number and Operations in Base Ten 2.NBT.4Cluster: Understand place value.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

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.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can explain a process for determining whether a three-digit number is greater than, less than, or equal to another three-digit number.

I can determine when a three-digit number is greater than, less than, or equal to another three-digit number, and record the comparison using symbols >, < and =.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

How does a digit’s position affect its value?Understanding place value can lead to number sense and efficient strategies for computing with numbers.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabulary<, >, =, less than, greater than, equal to

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2nd GRADE MATH TOOL

Number and Operations in Base Ten 2.NBT.5Cluster: Use place value understanding and properties of operations to add and subtract.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Good match to:SD.2.N.2.1 (Application) Students are able to solve two-digit addition and subtraction problems written in horizontal and vertical formats using a variety of strategies.

I can add and subtract numbers within 100 with ease by applying strategies (e. g., decomposing numbers into tens and ones, using commutative and associative properties, using mental strategies) based on the numbers being added or subtracted.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

How does a digit’s position affect its value?Understanding place value can lead to number sense and efficient strategies for computing with numbers.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyplace value, commutative property, associative property, identity property

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2nd GRADE MATH TOOL

Number and Operations in Base Ten 2.NBT.6Cluster: Use place value understanding and properties of operations to add and subtract.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can add up to four two-digit numbers by applying strategies (e.g., decomposing numbers, rearranging the order of the numbers, making tens or multiples of tens) based on the numbers being added.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

How does a digit’s position affect its value?Understanding place value can lead to number sense and efficient strategies for computing with numbers.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyplace value, commutative property, associative property, identity property

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2nd GRADE MATH TOOL

Number and Operations in Base Ten 2.NBT.7Cluster: Use place value understanding and properties of operations to add and subtract.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

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. 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.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can use concrete models or drawings to show how to add within 1000 using a strategy based on place value (collecting the hundreds, collecting the tens, and collecting the ones, and when necessary, composing ten ones to make a ten or composing ten tens to make a hundred).

I can use concrete models or drawings to show how to subtract within 1000 using a strategy based on place value (subtracting hundreds from hundreds, tens from tens, and ones from ones, and when necessary, decomposing a hundred into ten tens or decomposing a ten into ten ones.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

How does a digit’s position affect its value?Understanding place value can lead to number sense and efficient strategies for computing with numbers.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyplace value, commutative property, associative property, identity property, compose, decompose

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2nd GRADE MATH TOOL

Number and Operations in Base Ten 2.NBT.7 (cont.)Cluster: Use place value understanding and properties of operations to add and subtract.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

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. 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.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can use concrete models or drawings to show other strategies (such as applying the commutative or associate property, adding on to solve a subtraction problem) for adding and subtracting within 1000.

I can write down and explain the steps that I followed as I used the concrete models or drawings to show how I added or subtracted.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

How does a digit’s position affect its value?Understanding place value can lead to number sense and efficient strategies for computing with numbers.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyplace value, commutative property, associative property, identity property, compose, decompose

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2nd GRADE MATH TOOL

Number and Operations in Base Ten 2.NBT.8Cluster: Use place value understanding and properties of operations to add and subtract

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.NBT.8. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can mentally add 10 to a given number from 100-900.

I can mentally subtract 10 from a given number from 100 – 900.

I can mentally add 100 to a given number from 100-900.

I can mentally subtract 100 from a given number from 100-900.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

How does a digit’s position affect its value?Understanding place value can lead to number sense and efficient strategies for computing with numbers.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabulary(No applicable vocabulary)

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2nd GRADE MATH TOOL

Number and Operations in Base Ten 2.NBT.9Cluster: Use place value understanding and properties of operations to add and subtract.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations*.

*Explanations may be supported by drawings or objects.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can explain addition and subtraction using place value.

I can explain addition and subtraction using the properties of operations (commutative, associative, identity).

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

How does a digit’s position affect its value?Understanding place value can lead to number sense and efficient strategies for computing with numbers.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyplace value, commutative property, associative property, identity property

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2nd GRADE MATH TOOL

Measurement and Data 2.MD.1 Cluster: Measure and estimate lengths in standard units.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Good match to:SD.5.M.1.4 (Application) Students are able to use appropriate tools to measure length, weight, temperature, and area in problem solving. [-3]SD.1.M.1.5 (Knowledge) Students are able to identify appropriate measuring tools for length, weight, capacity, and temperature. [1]

I can select an appropriate tool (e.g., ruler, yardstick, meter stick, measuring tape) to measure an object.

I can measure the length of an object using a tool.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

Why does “what we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularylength

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2nd GRADE MATH TOOL

Measurement and Data 2.MD.2 Cluster: Measure and estimate lengths in standard units.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.MD.2 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.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can select several appropriate units of length (e.g., inches, feet, centimeter, meter) to measure an object.

I can accurately measure an object with two different unit lengths.

I can compare the measurement using the shorter unit length to the measurement using the longer unit length, and explain how the size of the unit length affects the measurement.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

Why does “what we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularylength, unit

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2nd GRADE MATH TOOL

Measurement and Data 2.MD.3 Cluster: Measure and estimate lengths in standard units.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can estimate the length of a given object in inches and feet.

I can estimate the length of a given object in centimeters and meters.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

Why does “what we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularylength, unit

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2nd GRADE MATH TOOL

Measurement and Data 2.MD.4 Cluster: Measure and estimate lengths in standard units.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

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.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can measure the length of any object in a give unit.

I can find the difference in length between two objects using standard units.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

Why does “what we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularylength, unit

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2nd GRADE MATH TOOL

Measurement and Data 2.MD.5 Cluster: Relate addition and subtraction to length.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.MD.5 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.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can add and subtract lengths of the same unit within 100.

I can represent addition and subtraction word problems involving lengths of the same unit by using drawings and equations with a symbol (e.g., a blank or empty box) for the unknown length.

I can solve for the unknown number in an equation from a word problem.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

Why does “what we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularylength, unit

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2nd GRADE MATH TOOL

Measurement and Data 2.MD.6 Cluster: Relate addition and subtraction to length.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.MD.6 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.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can create a number line with whole number intervals (equal spacing).

I can represent whole numbers on a number line.

I can find sums and differences within 100 using a number line.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

Why does “what we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularylength, unit, number line diagram, sums, differences

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2nd GRADE MATH TOOL

Measurement and Data 2.MD.7 Cluster: Work with time and money.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Weak match to:SD.2.M.1.1 (Knowledge) Students are able to tell time to the minute using digital and analog clocks and relate time to daily events.

Good match to:SD.3.M.1.1 (Knowledge) Students are able to read and tell time before and after the hour within five-minute intervals on an analog clock. [-1]

I can explain the difference between a.m. (midnight to 11:59 a.m.) and p.m. (noon to 11:59 p.m.).

I can look at the time on an analog clock (when the hour hand is pointing to any of the numbers 1-12), say what time it is, and write the time as it would appear on a digital clock.

I can look at the time on a digital clock (when the minutes are displayed as a multiple of 5), say what time it is, and draw in the hands on an analog clock.

I can write the time and draw in the hands on an analog clock when someone tells me what time it is to the nearest 5 minutes.

I can understand and use special terms such as: half past __, quarter after/past __, quarter to __, __ minutes after/past __, __ minutes to __.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

Why does “what we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyanalog clock, digital clock, a.m., p.m.

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2nd GRADE MATH TOOL

Measurement and Data 2.MD.8 Cluster: Work with time and money.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Excellent match to:SD.2.M.1.4 (Knowledge) Students are able to represent and write the value of money using the "¢" sign and in decimal form using the "$" sign.SD.2.M.1.3 (Application) Students are able to determine the value of a collection of like and unlike coins with a value up to $1.00.SD.3.M.1.2 (Application) Students are able to count, compare, and solve problems using a collection of coins and bills. [-1]SD.1.M.1.3 (Application) Students are able to use different combinations of pennies, nickels, and dimes to represent money amounts to 25 cents. [1]

I can identify and give the value of dollar bills, quarters, dimes, nickels, and pennies.

I can use $ (dollar) and ¢(cents) symbol appropriately.

I can solve a word problem with dollar bills, quarters, dimes, nickels, and pennies.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

Why does “what we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularydollars ($), cents (¢ ), quarters, dimes, nickels, pennies

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2nd GRADE MATH TOOL

Measurement and Data 2.MD.9 Cluster: Represent and interpret data.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.MD.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 the horizontal scale is marked off in whole-number units.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can measure and record the lengths of several objects to the nearest whole-number.

I can create a line plot with a horizontal scale marked off in whole-number units.

I can record length measurements on a line plot.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

Why does “what we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularylength, unit, line plot, scale

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2nd GRADE MATH TOOL

Measurement and Data 2.MD.10 Cluster: Represent and interpret data.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.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.

Weak match to:SD.2.S.1.2 (Application) Students are able to represent data sets in more than one way.SD.3.S.1.1 (Application) Students are able to ask and answer questions from data represented in bar graphs, pictographs and tally charts. [-1]

I can make a picture or bar graph with up to four categories to represent data.

I can compare data on a bar graph.

I can solve addition and subtraction problems using data from a picture or bar graph.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

Why does “what we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyunit, scale, picture graph, bar graph

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2nd GRADE MATH TOOL

Geometry 2.G.1Cluster: Reason with shapes and their attributes.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.G.1 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.

*Sizes are compared directly or visually, not compared by measuring.

Good match to:SD.4.G.1.1 (Knowledge) Students are able to identify the following plane and solid figures: pentagon, hexagon, octagon, pyramid, rectangular prism, and cone. [-2]SD.2.G.2.1 (Knowledge) Students are able to identify geometric figures regardless of position and orientation in space.

I can identify the defining attributes of a shape.

I can use defining attributes (e.g., number sides, faces, angles) to name shapes (triangles, quadrilaterals, pentagons, hexagons, and cubes).

I can draw a given shape when given defining attributes.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

How does geometry better describe objects?Geometric attributes (such as shapes, lines, angles, figures, and planes) provide descriptive information about an object’s properties and position in space and support visualization and problem solving.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyattributes, angles, sides, faces, triangles, quadrilaterals, (including square, rectangle, parallelogram, rhombus, kite, trapezoid), pentagons, hexagons, cubes

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2nd GRADE MATH TOOL

Geometry 2.G.2Cluster: Reason with shapes and their attributes.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can draw rows and columns of equal size in a rectangle.

I can count the equal size squares in a rectangle.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure #8 Look for and express regularity in repeated reasoning.

How does geometry better describe objects?Geometric attributes (such as shapes, lines, angles, figures, and planes) provide descriptive information about an object’s properties and position in space and support visualization and problem solving.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyrectangle, row, column

Template Created By Region 1 ESA Page 28 of 29

2nd GRADE MATH TOOL

Geometry 2.G.3Cluster: Reason with shapes and their attributes.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

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.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can partition (divide) a circle and rectangle into two, three, or four equal parts.

I can describe the equal shares with words (e.g., halves, thirds, fourths).

I can describe a whole by the number of equal parts (e.g., two halves make a whole).

I can explain and give examples to show that halves, thirds, and fourths of an identical whole need not be the same shape (E.g., half of a rectangle can be shown horizontally or vertically).

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

How does geometry better describe objects?Geometric attributes (such as shapes, lines, angles, figures, and planes) provide descriptive information about an object’s properties and position in space and support visualization and problem solving.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyequal shares, whole, halves, thirds, fourths

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