Curriculum Standards:

Tell and write time. - 1.MD.B
Use estimation strategies to make reasonable estimates in problem solving. - 2.NBT.B.7.1
Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =). - NO_2.2D
Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts. - DA_1.8A
Use data to create picture and bar-type graphs. - DA_1.8B
Use standard, word, and expanded forms to represent numbers up to 1,200. - NO_2.2B
Draw conclusions and generate and answer questions using information from picture and bar-type graphs. - DA_1.8C
Describe a length to the nearest whole unit using a number and a unit. - GM_1.7D
Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. - GM_1.7C
Tell time to the hour and half hour using analog and digital clocks. - GM_1.7E
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?. - 2.MD.C.8
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. - 3.MD.D.8
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). - 2.MD.C.7
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters., and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. - 1.G.A.3
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation overall size); build and draw shapes to possess defining attributes. - 1.G.A.1
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. - 1.G.A.2
Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. - DA_2.10C
Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more. - DA_2.10B
Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. - DA_2.10A
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. - 1.NBT.A.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. - 2.OA.A.1
Apply properties of operations as strategies to add and subtract. - 1.OA.B.3
Create and use representations to organize, record, and communicate mathematical ideas. - MP_1.1E
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. - 1.OA.B.4
Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. - MP_1.1D
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. - 3.OA.B.6
Analyze mathematical relationships to connect and communicate mathematical ideas. - MP_1.1F
Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. - MP_1.1C
Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. - MP_1.1B
Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. - NO_1.3D
Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. - NO_1.3E
Explain why addition and subtraction strategies work, using place value and the properties of operations. - 2.NBT.B.9
Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3. - NO_1.3B
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. - 2.NBT.B.8
Compose 10 with two or more addends with and without concrete objects. - NO_1.3C
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 hat 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. - 2.NBT.B.7
Add up to four two-digit numbers using strategies based on place value and properties of operations. - 2.NBT.B.6
Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. - NO_1.3A
Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. - AR_1.5F
Apply properties of operations to add and subtract two or three numbers. - AR_1.5G
Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. - AR_1.5B
Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. - AR_1.5D
Classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language. - GM_2.8B
Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). - AR_1.5E
Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. - 3.OA.A.1
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. - 2.NBT.A.4
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. - 2.NBT.A.3
Count within 1000; skip-count by 2s, 5s, 10s, and 100s. - 2.NBT.A.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. - 2.OA.B.2
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. - 3.OA.A.4
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. - 3.OA.A.3
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. - 3.OA.A.2
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. - 3.G.A.1
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - 1.OA.C.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. - 2.MD.B.5
Demonstrate fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. - 1.OA.C.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. - 2.MD.B.6
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. - 1.MD.C.4
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. - 2.MD.D.10
Understand the following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). - 1.NBT.B.2c
Understand the following as special cases: 10 can be thought of as a bundle of ten ones - called a ten. - 1.NBT.B.2a
Represent whole numbers as distances from any given location on a number line. - GM_2.9C
Describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object. - GM_2.9B
Compose two-dimensional shapes and three-dimensional solids with given properties or attributes. - GM_2.8D
Classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices. - GM_2.8C
Decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts. - GM_2.8E
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. - 2.G.A.1
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. - 2.G.A.2
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, 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. - 2.G.A.3
Analyze mathematical relationships to connect and communicate mathematical ideas. - MP_2.1F
Create and use representations to organize, record, and communicate mathematical ideas. - MP_2.1E
Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. - MP_2.1G
Apply mathematics to problems arising in everyday life, society, and the workplace. - MP_2.1A
Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. - MP_2.1D
Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. - MP_2.1C
Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. - NO_3.4G
Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. - NO_1.2B
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. - 3.NBT.A.2
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - 2.NBT.B.5
Determine a solution to a problem involving length, including estimating lengths. - GM_2.9E
Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes. - GM_2.9D
Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. - GM_2.9G
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. - 1.NBT.C.4
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. - 1.NBT.C.5
Represent the comparison of two numbers to 100 using the symbols >, <, or =. - NO_1.2G
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. - 2.MD.A.2
Estimate lengths using units of inches, feet, centimeters, and meters. - 2.MD.A.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. - 2.OA.C.3
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. - 2.OA.C.4
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. - 2.MD.A.1
Tell and write time in hours and half-hours using analog and digital clocks. - 1.MD.B.3
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. - 2.MD.A.4
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. - 1.OA.D.7
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. - 1.OA.D.8
Recall basic facts to add and subtract within 20 with automaticity. - NO_2.4A
Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200. - AR_2.7B
Represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem. - AR_2.7C
Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. - NO_K.2B
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 and explain the reasoning used. - 1.NBT.C.6
Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. - NO_2.4C
Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. - NO_2.4B
Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins. - NO_2.5B
Determine the value of a collection of coins up to one dollar. - NO_2.5A
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. - 2.MD.D.9
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. - 3.NF.A.1
Understand the following as a special case: 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). - 2.NBT.A.1b
Understand that the two digits of a two-digit number represent amounts of tens and ones. - 1.NBT.B.2
Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape. - GM_1.6B
Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language. - GM_1.6E
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. - 1.OA.A.1
Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language. - GM_1.6D
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol or the unknown number to represent the problem. - 1.OA.A.2
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - 1.NBT.B.3
Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words. - GM_1.6G
Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible. - GM_1.6F
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. - 1.MD.A.2
Order three objects by length; compare the lengths of two objects indirectly by using a third object - 1.MD.A.1
Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' - 2.NBT.A.1a


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Title: enVisionMATH Common Core Realize Edition Grade 2

Description: enVisionMATH Common Core Realize Edition Grade 2


         Tools
         
            Grade 2: Accessible Student Edition

            Grade 02: ACTIVe-book

            Grade 2: Game Center

            Grade 2: Glossary

            Math Tools

         Grade 2: Mathematical Practices
         
            Mathematical Practice 1

            Mathematical Practice 2

            Mathematical Practice 3

            Mathematical Practice 4

            Mathematical Practice 5

            Mathematical Practice 6

            Mathematical Practice 7

            Mathematical Practice 8

         Grade 2: Online Placement Test
           Curriculum Standards: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 and explain the reasoning used. Restan múltiplos de 10 en el rango de 10 a 90 apartir de múltiplos de 10 en el rango de 10 a 90 (con diferencias positivas o de cero), utilizando ejemplos concretos o dibujos, y estrategias basadas en el valor de posición, las propiedades de operaciones, y/o la relación entre la suma y la resta; relacionan a estrategia con un método escrito y explican el razonamiento utilizado. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation overall size); build and draw shapes to possess defining attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation overall size); build and draw shapes to possess defining attributes. Distinguen entre los atributos que definen las figuras geométricas (por ejemplo, los triángulos son cerrados con tres lados) y los atributos que no las definen (por ejemplo, color, orientación, o tamaño general); construyen y dibujan figuras geométricas que tienen atributos definidos. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Entienden que los dos dígitos de un número de dos dígitos representan cantidades de decenas y unidades. Comparan dos números de dos dígitos basándose en el significado de los dígitos en las unidades y decenas, anotando los resultados de las comparaciones con el uso de los símbolos >, =, y <. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Dicen y escriben la hora en medias horas utilizando relojes análogos y digitales. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Utilizan la suma y la resta hasta el número 20 para resolver problemas verbales relacionados a situaciones en las cuales tienen que sumar, restar, unir, separar, y comparar, con valores desconocidos en todas las posiciones, por ejemplo, al representar el problema a través del uso de objetos, dibujos, y ecuaciones con un símbolo para el número desconocido.2 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Understand subtraction as an unknown-addend problem. Comprenden la resta como un problema de un sumando desconocido. Por ejemplo, restan 10 – 8con el fin de encontrar el número que al sumarse al 8 resulta en 10 Determinan el número entero desconocido en una ecuación de suma o resta que relaciona tres números enteros. Demonstrate fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Suman y restan hasta el número 20, demostrando fluidez al sumar y al restar hasta 10. Utilizan estrategias tales como el contar hacia adelante; el formar diez; el descomponer un número para obtener el diez; el utilizar la relación entre la suma y la resta; y el crear sumas equivalentes pero más sencillas o conocidas. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand the following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value. Cuentan hasta 120, comenzando con cualquier número menor que 120. Dentro de este rango, leen y escriben numerales que representan una cantidad de objetos con un numeral escrito. Entienden lo siguiente como casos especiales. Los números 10, 20, 30, 40, 50, 60, 70, 80 y 90se referieren a una, dos, tres, cuatro, cinco, seis, siete, ocho o nueve decenas (y 0 unidades). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Relacionan el conteo con la suma y la resta (por ejemplo, al contar de 2 en 2 para sumar 2). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Suman hasta el 100, incluyendo el sumar un número de dos dígitos y un número de un dígito, así como el sumar un número de dos dígitos y un múltiplo de 10, utilizan modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones, y/o la relación entre la suma y la resta; relacionan la estrategia con un método escrito, y explican el razonamiento aplicado. Entienden que al sumar números de dos dígitos, se suman decenas con decenas, unidades con unidades; y a veces es necesario el componer una decena. Analyze mathematical relationships to connect and communicate mathematical ideas. Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. Analyze mathematical relationships to connect and communicate mathematical ideas. Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organizan, representan e interpretan datos que tienen hasta tres categorías; preguntan y responden a preguntas sobre la cantidad total de datos, cuántos hay en cada categoría, y si hay una cantidad mayor o menor entre las categorías. Apply properties of operations to add and subtract two or three numbers. Apply properties of operations to add and subtract two or three numbers. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Tell and write time. Expresan la longitud de un objeto como un número entero de unidades de longitud, colocando copias de un objeto más corto (la unidad de longitud) de punta a punta; comprenden que la medida de la longitud de un objeto es la cantidad de unidades de una misma longitud que cubre al objeto sin espacios ni superposiciones. Se limita a contextos en los que el Objeto que se está midiendo quede abarcado por un número entero de unidades de longitud sin espacios ni superposiciones. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters., and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters., and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Parten círculos y rectángulos en dos y cuatro partes iguales, describen las partes utilizando las palabras mitades, cuartos, y cuartas partes, y usan las frases:la mitad de, cuarto de y una cuarta parte de. Describen un entero como un compuesto de dos o cuatro partes. Comprenden con estos ejemplos que la descomposición en varias partes iguales generan partes de menor tamaño. Order three objects by length; compare the lengths of two objects indirectly by using a third object Order three objects by length; compare the lengths of two objects indirectly by using a third object. Ordenan tres objetos según su longitud; comparan las longitudes de dos objetos indirectamente utilizando un tercer objeto. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape. Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Aplican las propiedades de las operaciones como estrategias para sumar y restar Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words. Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Entienden que los dos dígitos de un número de dos dígitos representan cantidades de decenas y unidades. Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts. Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts. 

         Topic 01: Understanding Addition and Subtraction
         
            Adding and Subtracting with the Ducks

            Topic 01: Online Topic Readiness
              Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Utilizan la suma y la resta hasta el número 20 para resolver problemas verbales relacionados a situaciones en las cuales tienen que sumar, restar, unir, separar, y comparar, con valores desconocidos en todas las posiciones, por ejemplo, al representar el problema a través del uso de objetos, dibujos, y ecuaciones con un símbolo para el número desconocido.2 Entienden el significado del signo igual, y determinan si las ecuaciones de suma y resta son verdaderas o falsas. Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3. Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Determinan el número entero desconocido en una ecuación de suma o resta que relaciona tres números enteros. Demonstrate fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Suman y restan hasta el número 20, demostrando fluidez al sumar y al restar hasta 10. Utilizan estrategias tales como el contar hacia adelante; el formar diez; el descomponer un número para obtener el diez; el utilizar la relación entre la suma y la resta; y el crear sumas equivalentes pero más sencillas o conocidas. Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). 

            01-01: Writing Addition Number Sentences
            
               Develop the Concept: Visual
               
                  Writing Addition Number Sentences: Visual Learning
                    Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

               Assess & Differentiate
               
                  01-01: Digital Quick Check
                    Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            01-02: Stories About Joining
            
               Develop the Concept: Visual
               
                  Stories About Joining: Visual Learning
                    Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

               Assess & Differentiate
               
                  01-02: Digital Quick Check
                    Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            01-03: Writing Subtraction Number Sentences
            
               Develop the Concept: Visual
               
                  Writing Subtraction Number Sentences: Visual Learning
                    Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

               Assess & Differentiate
               
                  01-03: Digital Quick Check
                    Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            01-04: Stories About Separating
            
               Develop the Concept: Visual
               
                  Stories About Separating: Visual Learning
                    Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

               Assess & Differentiate
               
                  01-04: Digital Quick Check
                    Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            01-05: Stories About Comparing
            
               Develop the Concept: Visual
               
                  Stories About Comparing: Visual Learning
                    Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

               Assess & Differentiate
               
                  01-05: Digital Quick Check
                    Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            01-06: Connecting Addition and Subtraction
            
               Develop the Concept: Visual
               
                  Connecting Addition and Subtraction: Visual Learning
                    Curriculum Standards: 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

               Assess & Differentiate
               
                  01-06: Digital Quick Check
                    Curriculum Standards: 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            01-07: Problem Solving: Use Objects
            
               Develop the Concept: Visual
               
                  Problem Solving: Use Objects: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 

               Assess & Differentiate
               
                  01-07: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 

            Topic 01: Online Topic Test
              Curriculum Standards: Recall basic facts to add and subtract within 20 with automaticity. Recall basic facts to add and subtract within 20 with automaticity. 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. Represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem. Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. Represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 02: Addition Strategies
         
            The Math Machine

            Topic 02: Online Topic Readiness
              Curriculum Standards: Apply properties of operations to add and subtract two or three numbers. Apply properties of operations to add and subtract two or three numbers. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. Interpretar los productos de los números enteros no negativos, por ej., interpretar 5 × 7 como el número total de objetos en 5 grupos de 7 objetos cada uno. Por ejemplo, describir un contexto en el que un número total de objetos pueda expresarse como 5 × 7. Interpretan productos de números enteros, por ejemplo, interpretan 5 x 7 como la cantidad total de objetos en 5 grupos de 7 objetos cada uno.Por ejemplo, al describir un contexto en el que una cantidad total de objetos pueda expresarse como 5 x 7. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Utilizan la suma y la resta hasta el número 20 para resolver problemas verbales relacionados a situaciones en las cuales tienen que sumar, restar, unir, separar, y comparar, con valores desconocidos en todas las posiciones, por ejemplo, al representar el problema a través del uso de objetos, dibujos, y ecuaciones con un símbolo para el número desconocido.2 Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Aplican las propiedades de las operaciones como estrategias para sumar y restar Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol or the unknown number to represent the problem. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. Resuelven problemas verbales que requieren la sumade tres números enteros cuya suma es menor o igual a 20, por ejemplo, al representar el problema a través del uso de objetos, dibujos, y ecuaciones con un símbolo para el número desconocido. Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. Demonstrate fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Suman y restan hasta el número 20, demostrando fluidez al sumar y al restar hasta 10. Utilizan estrategias tales como el contar hacia adelante; el formar diez; el descomponer un número para obtener el diez; el utilizar la relación entre la suma y la resta; y el crear sumas equivalentes pero más sencillas o conocidas. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Relacionan el conteo con la suma y la resta (por ejemplo, al contar de 2 en 2 para sumar 2). 

            02-01: Adding 0, 1, 2
            
               Develop the Concept: Visual
               
                  Adding 0, 1, 2: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 

               Assess & Differentiate
               
                  02-01: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 

            02-02: Doubles
            
               Develop the Concept: Visual
               
                  Doubles: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 

               Assess & Differentiate
               
                  02-02: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            02-03: Near Doubles
            
               Develop the Concept: Visual
               
                  Near Doubles: Visual Learning
                    Curriculum Standards: 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. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 

               Assess & Differentiate
               
                  02-03: Digital Quick Check
                    Curriculum Standards: 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            02-04: Adding in Any Order
            
               Develop the Concept: Visual
               
                  Adding in Any Order: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 

               Assess & Differentiate
               
                  02-04: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 

            02-05: Adding Three Numbers
            
               Develop the Concept: Visual
               
                  Adding Three Numbers: Visual Learning
                    Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

               Assess & Differentiate
               
                  02-05: Digital Quick Check
                    Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            02-06: Making 10 to Add
            
               Develop the Concept: Visual
               
                  Making 10 to Add: Visual Learning
                    Curriculum Standards: 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. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 

               Assess & Differentiate
               
                  02-06: Digital Quick Check
                    Curriculum Standards: 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            02-07: Problem Solving: Draw a Picture and Write a Number Sentence
            
               Develop the Concept: Visual
               
                  Problem Solving: Draw a Picture and Write a Number Sentence
                    Curriculum Standards: 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. Add and subtract within 20. 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.1 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 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. 

               Assess & Differentiate
               
                  02-07: Digital Quick Check
                    Curriculum Standards: 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 

            Topic 02: Online Topic Test
              Curriculum Standards: Recall basic facts to add and subtract within 20 with automaticity. Recall basic facts to add and subtract within 20 with automaticity. 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 03: Subtraction Strategies
         
            Flying Subtraction

            Topic 03: Online Topic Readiness
              Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Understand subtraction as an unknown-addend problem. Comprenden la resta como un problema de un sumando desconocido. Por ejemplo, restan 10 – 8con el fin de encontrar el número que al sumarse al 8 resulta en 10 Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3. Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3. Demonstrate fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Suman y restan hasta el número 20, demostrando fluidez al sumar y al restar hasta 10. Utilizan estrategias tales como el contar hacia adelante; el formar diez; el descomponer un número para obtener el diez; el utilizar la relación entre la suma y la resta; y el crear sumas equivalentes pero más sencillas o conocidas. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Relacionan el conteo con la suma y la resta (por ejemplo, al contar de 2 en 2 para sumar 2). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Utilizan la suma y la resta hasta el número 20 para resolver problemas verbales relacionados a situaciones en las cuales tienen que sumar, restar, unir, separar, y comparar, con valores desconocidos en todas las posiciones, por ejemplo, al representar el problema a través del uso de objetos, dibujos, y ecuaciones con un símbolo para el número desconocido.2 Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Determinan el número entero desconocido en una ecuación de suma o resta que relaciona tres números enteros. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. 

            03-01: Subtracting 0, 1, 2
            
               Develop the Concept: Visual
               
                  Subtracting 0, 1, 2: Visual Learning
                    Curriculum Standards: 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. Add and subtract within 20. 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.1 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 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. 

               Assess & Differentiate
               
                  03-01: Digital Quick Check
                    Curriculum Standards: 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 

            03-02: Thinking Addition to Subtract Doubles
            
               Develop the Concept: Visual
               
                  Thinking Addition to Subtract Doubles: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 

               Assess & Differentiate
               
                  03-02: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 

            03-03: Thinking Addition to 10 to Subtract
            
               Develop the Concept: Visual
               
                  Thinking Addition to 10 to Subtract: Visual Learning
                    Curriculum Standards: 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. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 

               Assess & Differentiate
               
                  03-03: Digital Quick Check
                    Curriculum Standards: 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            03-04: Thinking Addition to 18 to Subtract
            
               Develop the Concept: Visual
               
                  Thinking Addition to 18 to Subtract: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 

               Assess & Differentiate
               
                  03-04: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. 

            03-05: Making 10 to Subtract
            
               Develop the Concept: Visual
               
                  Making 10 to Subtract: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 

               Assess & Differentiate
               
                  03-05: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. 

            03-06: Problem Solving: Two-Question Problems
            
               Develop the Concept: Visual
               
                  Problem Solving: Two-Question Problems: Visual Learning
                    Curriculum Standards: 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. Add and subtract within 20. 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.1 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. 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. 

               Assess & Differentiate
               
                  03-06: Digital Quick Check
                    Curriculum Standards: 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. 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. 

            Topic 03: Online Topic Test
              Curriculum Standards: Recall basic facts to add and subtract within 20 with automaticity. Recall basic facts to add and subtract within 20 with automaticity. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Apply mathematics to problems arising in everyday life, society, and the workplace. Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. Apply mathematics to problems arising in everyday life, society, and the workplace. Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 04: Working with Equal Groups
         
            Addition Fair

            Topic 04: Online Topic Readiness
              Curriculum Standards: Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Utilizan la suma y la resta hasta el número 20 para resolver problemas verbales relacionados a situaciones en las cuales tienen que sumar, restar, unir, separar, y comparar, con valores desconocidos en todas las posiciones, por ejemplo, al representar el problema a través del uso de objetos, dibujos, y ecuaciones con un símbolo para el número desconocido.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Tell and write time. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Expresan la longitud de un objeto como un número entero de unidades de longitud, colocando copias de un objeto más corto (la unidad de longitud) de punta a punta; comprenden que la medida de la longitud de un objeto es la cantidad de unidades de una misma longitud que cubre al objeto sin espacios ni superposiciones. Se limita a contextos en los que el Objeto que se está midiendo quede abarcado por un número entero de unidades de longitud sin espacios ni superposiciones. Determinan el número entero desconocido en una ecuación de suma o resta que relaciona tres números enteros. Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Aplican las propiedades de las operaciones como estrategias para sumar y restar Relacionan el conteo con la suma y la resta (por ejemplo, al contar de 2 en 2 para sumar 2). Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Demonstrate fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Understand subtraction as an unknown-addend problem. Comprenden la resta como un problema de un sumando desconocido. Por ejemplo, restan 10 – 8con el fin de encontrar el número que al sumarse al 8 resulta en 10 Suman y restan hasta el número 20, demostrando fluidez al sumar y al restar hasta 10. Utilizan estrategias tales como el contar hacia adelante; el formar diez; el descomponer un número para obtener el diez; el utilizar la relación entre la suma y la resta; y el crear sumas equivalentes pero más sencillas o conocidas. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand the following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value. Cuentan hasta 120, comenzando con cualquier número menor que 120. Dentro de este rango, leen y escriben numerales que representan una cantidad de objetos con un numeral escrito. Entienden lo siguiente como casos especiales. Los números 10, 20, 30, 40, 50, 60, 70, 80 y 90se referieren a una, dos, tres, cuatro, cinco, seis, siete, ocho o nueve decenas (y 0 unidades). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. 

            04-01: Repeated Addition
            
               Develop the Concept: Visual
               
                  Repeated Addition: Visual Learning
                    Curriculum Standards: Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 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. 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. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Entender lo siguiente como un caso especial: 100 puede considerarse como un conjunto de diez decenas – llamado 'centena'. 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. 

               Assess & Differentiate
               
                  04-01: Digital Quick Check
                    Curriculum Standards: 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. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 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. 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. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Entender lo siguiente como un caso especial: 100 puede considerarse como un conjunto de diez decenas – llamado 'centena'. 

            04-02: Building Arrays
            
               Develop the Concept: Visual
               
                  Building Arrays: Visual Learning
                    Curriculum Standards: 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. 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. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. 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. 

               Assess & Differentiate
               
                  04-02: Digital Quick Check
                    Curriculum Standards: 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. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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. 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. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. 

            04-03: Practicing Repeated Addition
            
               Develop the Concept: Visual
               
                  Practicing Repeated Addition: Visual Learning
                    Curriculum Standards: 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. 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. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. 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. 

               Assess & Differentiate
               
                  04-03: Digital Quick Check
                    Curriculum Standards: 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. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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. 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. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. 

            04-04: Problem Solving: Draw a Picture and Write a Number Sentence
            
               Develop the Concept: Visual
               
                  Problem Solving: Draw a Picture and Write a Number Sentence
                    Curriculum Standards: 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. Add and subtract within 20. 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.1 Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. 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. 

               Assess & Differentiate
               
                  04-04: Digital Quick Check
                    Curriculum Standards: 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. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. 

            Topic 04: Online Topic Test
              Curriculum Standards: 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. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. 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. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 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. 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. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Entender lo siguiente como un caso especial: 100 puede considerarse como un conjunto de diez decenas – llamado 'centena'. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Grade 2: Online Topics 01-04: Benchmark Test
           Curriculum Standards: 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 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. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. 

         Topic 05: Place Value to 100
         
            Collections for Counting

            Topic 05: Online Topic Readiness
              Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Dado un número de dos dígitos, hallan mentalmente 10 más o 10 menos que un número, sin la necesidad de contar; explican el razonamiento que utilizaron. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand the following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value. Cuentan hasta 120, comenzando con cualquier número menor que 120. Dentro de este rango, leen y escriben numerales que representan una cantidad de objetos con un numeral escrito. Entienden lo siguiente como casos especiales. Los números 10, 20, 30, 40, 50, 60, 70, 80 y 90se referieren a una, dos, tres, cuatro, cinco, seis, siete, ocho o nueve decenas (y 0 unidades). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Dicen y escriben la hora en medias horas utilizando relojes análogos y digitales. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Entienden que los dos dígitos de un número de dos dígitos representan cantidades de decenas y unidades. Comparan dos números de dos dígitos basándose en el significado de los dígitos en las unidades y decenas, anotando los resultados de las comparaciones con el uso de los símbolos >, =, y <. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Entienden que los dos dígitos de un número de dos dígitos representan cantidades de decenas y unidades. Understand the following as special cases: 10 can be thought of as a bundle of ten ones - called a ten. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones - called a ten. Entienden lo siguiente como casos especiales. 10 puede considerarse como un conjunto de 10 unidades llamado una “decena.” 

            05-01: Models for Tens and Ones
            
               Develop the Concept: Visual
               
                  Models for Tens and Ones: Visual Learning
                    Curriculum Standards: 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.' 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. 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 ñhundred.î Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. Determinar si un grupo de objetos (hasta 20) tiene un número impar o par de miembros, por ej., formando pares de objetos o contándolos de dos en dos; escribir una ecuación para expresar un número par como la suma de dos sumandos iguales. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 

               Assess & Differentiate
               
                  05-01: Digital Quick Check
                    Curriculum Standards: 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. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 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 ñhundred.î 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.' Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. Determinar si un grupo de objetos (hasta 20) tiene un número impar o par de miembros, por ej., formando pares de objetos o contándolos de dos en dos; escribir una ecuación para expresar un número par como la suma de dos sumandos iguales. 

            05-02: Reading and Writing Numbers
            
               Develop the Concept: Visual
               
                  Reading and Writing Numbers: Visual Learning
                    Curriculum Standards: Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. Entender lo siguiente como un caso especial: 100 puede considerarse como un conjunto de diez decenas – llamado 'centena'. 

               Assess & Differentiate
               
                  05-02: Digital Quick Check
                    Curriculum Standards: Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. Entender lo siguiente como un caso especial: 100 puede considerarse como un conjunto de diez decenas – llamado 'centena'. 

            05-03: Using Symbols to Compare Numbers
            
               Develop the Concept: Visual
               
                  Using Symbols to Compare Numbers: Visual Learning
                    Curriculum Standards: Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 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 two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. 

               Assess & Differentiate
               
                  05-03: Digital Quick Check
                    Curriculum Standards: Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 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 two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. 

            05-04: Counting to 100
            
               Develop the Concept: Visual
               
                  Counting to 100: Visual Learning
                    Curriculum Standards: Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 

               Assess & Differentiate
               
                  05-04: Digital Quick Check
                    Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            05-05: 10 More or 10 Less
            
               Develop the Concept: Visual
               
                  10 More or 10 Less: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  05-05: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            05-06: Even and Odd Numbers
            
               Develop the Concept: Visual
               
                  Even and Odd Numbers: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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. 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. Determinar si un grupo de objetos (hasta 20) tiene un número impar o par de miembros, por ej., formando pares de objetos o contándolos de dos en dos; escribir una ecuación para expresar un número par como la suma de dos sumandos iguales. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 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. 

               Assess & Differentiate
               
                  05-06: Digital Quick Check
                    Curriculum Standards: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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. 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. Determinar si un grupo de objetos (hasta 20) tiene un número impar o par de miembros, por ej., formando pares de objetos o contándolos de dos en dos; escribir una ecuación para expresar un número par como la suma de dos sumandos iguales. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            05-07: Problem Solving: Use Data from a Chart
            
               Develop the Concept: Visual
               
                  Problem Solving: Use Data from a Chart: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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.' 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 ñhundred.î Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 

               Assess & Differentiate
               
                  05-07: Digital Quick Check
                    Curriculum Standards: Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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 ñhundred.î 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.' Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            Topic 05: Online Topic Test
              Curriculum Standards: Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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 ñhundred.î 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.' Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. 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. 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. 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. Determinar si un grupo de objetos (hasta 20) tiene un número impar o par de miembros, por ej., formando pares de objetos o contándolos de dos en dos; escribir una ecuación para expresar un número par como la suma de dos sumandos iguales. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 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 two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Determinar si un grupo de objetos (hasta 20) tiene un número impar o par de miembros, por ej., formando pares de objetos o contándolos de dos en dos; escribir una ecuación para expresar un número par como la suma de dos sumandos iguales. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. Entender lo siguiente como un caso especial: 100 puede considerarse como un conjunto de diez decenas – llamado 'centena'. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 06: Mental Addition
         
            Count on by the Seasons

            Topic 06: Online Topic Readiness
              Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand the following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value. Cuentan hasta 120, comenzando con cualquier número menor que 120. Dentro de este rango, leen y escriben numerales que representan una cantidad de objetos con un numeral escrito. Entienden lo siguiente como casos especiales. Los números 10, 20, 30, 40, 50, 60, 70, 80 y 90se referieren a una, dos, tres, cuatro, cinco, seis, siete, ocho o nueve decenas (y 0 unidades). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Suman hasta el 100, incluyendo el sumar un número de dos dígitos y un número de un dígito, así como el sumar un número de dos dígitos y un múltiplo de 10, utilizan modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones, y/o la relación entre la suma y la resta; relacionan la estrategia con un método escrito, y explican el razonamiento aplicado. Entienden que al sumar números de dos dígitos, se suman decenas con decenas, unidades con unidades; y a veces es necesario el componer una decena. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Entienden que los dos dígitos de un número de dos dígitos representan cantidades de decenas y unidades. Analyze mathematical relationships to connect and communicate mathematical ideas. Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. Analyze mathematical relationships to connect and communicate mathematical ideas. Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set. 

            06-01: Adding Tens
            
               Develop the Concept: Visual
               
                  Adding Tens: Visual Learning
                    Curriculum Standards: Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. 

               Assess & Differentiate
               
                  06-01: Digital Quick Check
                    Curriculum Standards: Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. 

            06-02: Adding Ones
            
               Develop the Concept: Visual
               
                  Adding Ones: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  06-02: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            06-03: Adding Tens and Ones
            
               Develop the Concept: Visual
               
                  Adding Tens and Ones: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  06-03: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            06-04: Adding on a Hundred Chart
            
               Develop the Concept: Visual
               
                  Adding on a Hundred Chart: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  06-04: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            06-05: Adding Multiples of 10
            
               Develop the Concept: Visual
               
                  Adding Multiples of 10: Visual Learning
                    Curriculum Standards: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

               Assess & Differentiate
               
                  06-05: Digital Quick Check
                    Curriculum Standards: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            06-06: Problem Solving: Look for a Pattern
            
               Develop the Concept: Visual
               
                  Problem Solving: Look for a Pattern: Visual Learning
                    Curriculum Standards: Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 

               Assess & Differentiate
               
                  06-06: Digital Quick Check
                    Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            Topic 06: Online Topic Test
              Curriculum Standards: Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 07: Mental Subtraction
         
            Animal Subtraction

            Topic 07: Online Topic Readiness
              Curriculum Standards: Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Demonstrate fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Understand subtraction as an unknown-addend problem. Comprenden la resta como un problema de un sumando desconocido. Por ejemplo, restan 10 – 8con el fin de encontrar el número que al sumarse al 8 resulta en 10 Suman y restan hasta el número 20, demostrando fluidez al sumar y al restar hasta 10. Utilizan estrategias tales como el contar hacia adelante; el formar diez; el descomponer un número para obtener el diez; el utilizar la relación entre la suma y la resta; y el crear sumas equivalentes pero más sencillas o conocidas. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 and explain the reasoning used. Restan múltiplos de 10 en el rango de 10 a 90 apartir de múltiplos de 10 en el rango de 10 a 90 (con diferencias positivas o de cero), utilizando ejemplos concretos o dibujos, y estrategias basadas en el valor de posición, las propiedades de operaciones, y/o la relación entre la suma y la resta; relacionan a estrategia con un método escrito y explican el razonamiento utilizado. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Determinan el número entero desconocido en una ecuación de suma o resta que relaciona tres números enteros. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Utilizan la suma y la resta hasta el número 20 para resolver problemas verbales relacionados a situaciones en las cuales tienen que sumar, restar, unir, separar, y comparar, con valores desconocidos en todas las posiciones, por ejemplo, al representar el problema a través del uso de objetos, dibujos, y ecuaciones con un símbolo para el número desconocido.2 

            07-01: Subtracting Tens
            
               Develop the Concept: Visual
               
                  Subtracting Tens: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  07-01: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            07-02: Finding Parts of 100
            
               Develop the Concept: Visual
               
                  Finding Parts of 100: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  07-02: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            07-03: Subtracting on a Hundred Chart
            
               Develop the Concept: Visual
               
                  Subtracting on a Hundred Chart: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  07-03: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            07-04: Subtracting Tens and Ones
            
               Develop the Concept: Visual
               
                  Subtracting Tens and Ones: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Representar números enteros como longitudes a partir del 0 en una recta num?rica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. 

               Assess & Differentiate
               
                  07-04: Digital Quick Check
                    Curriculum Standards: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Representar números enteros como longitudes a partir del 0 en una recta num?rica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. 

            07-05: Problem Solving: Missing or Extra Information
            
               Develop the Concept: Visual
               
                  Problem Solving: Missing or Extra Information: Visual Learning
                    Curriculum Standards: Add up to four two-digit numbers using strategies based on place value and properties of operations. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Sumar hasta cuatro números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. 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. 

               Assess & Differentiate
               
                  07-05: Digital Quick Check
                    Curriculum Standards: 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Sumar hasta cuatro números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. 

            Topic 07: Online Topic Test
              Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Sumar hasta cuatro números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 08: Adding Two-Digit Numbers
         
            Adding with the Biggles

            Topic 08: Online Topic Readiness
              Curriculum Standards: Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. Demonstrate fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Suman y restan hasta el número 20, demostrando fluidez al sumar y al restar hasta 10. Utilizan estrategias tales como el contar hacia adelante; el formar diez; el descomponer un número para obtener el diez; el utilizar la relación entre la suma y la resta; y el crear sumas equivalentes pero más sencillas o conocidas. Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Aplican las propiedades de las operaciones como estrategias para sumar y restar Relacionan el conteo con la suma y la resta (por ejemplo, al contar de 2 en 2 para sumar 2). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand the following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value. Cuentan hasta 120, comenzando con cualquier número menor que 120. Dentro de este rango, leen y escriben numerales que representan una cantidad de objetos con un numeral escrito. Entienden lo siguiente como casos especiales. Los números 10, 20, 30, 40, 50, 60, 70, 80 y 90se referieren a una, dos, tres, cuatro, cinco, seis, siete, ocho o nueve decenas (y 0 unidades). Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Suman hasta el 100, incluyendo el sumar un número de dos dígitos y un número de un dígito, así como el sumar un número de dos dígitos y un múltiplo de 10, utilizan modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones, y/o la relación entre la suma y la resta; relacionan la estrategia con un método escrito, y explican el razonamiento aplicado. Entienden que al sumar números de dos dígitos, se suman decenas con decenas, unidades con unidades; y a veces es necesario el componer una decena. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Utilizan la suma y la resta hasta el número 20 para resolver problemas verbales relacionados a situaciones en las cuales tienen que sumar, restar, unir, separar, y comparar, con valores desconocidos en todas las posiciones, por ejemplo, al representar el problema a través del uso de objetos, dibujos, y ecuaciones con un símbolo para el número desconocido.2 Understand the following as special cases: 10 can be thought of as a bundle of ten ones - called a ten. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones - called a ten. Entienden lo siguiente como casos especiales. 10 puede considerarse como un conjunto de 10 unidades llamado una “decena.” Compose 10 with two or more addends with and without concrete objects. Compose 10 with two or more addends with and without concrete objects. 

            08-01: Regrouping 10 Ones for 1 Ten
            
               Develop the Concept: Visual
               
                  Regrouping 10 Ones for 1 Ten: Visual Learning
                    Curriculum Standards: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

               Assess & Differentiate
               
                  08-01: Digital Quick Check
                    Curriculum Standards: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 

            08-02: Models to Add Two- and One-Digit Numbers
            
               Develop the Concept: Visual
               
                  Models to Add Two- and One-Digit Numbers: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  08-02: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            08-03: Adding Two- and One-Digit Numbers
            
               Develop the Concept: Visual
               
                  Adding Two- and One-Digit Numbers: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  08-03: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            08-04: Models to Add Two-Digit Numbers
            
               Develop the Concept: Visual
               
                  Models to Add Two-Digit Numbers: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  08-04: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            08-05: Adding Two-Digit Numbers
            
               Develop the Concept: Visual
               
                  Adding Two-Digit Numbers: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  08-05: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            08-06: Adding on a Number Line
            
               Develop the Concept: Visual
               
                  Adding on a Number Line: Visual Learning
                    Curriculum Standards: 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Representar números enteros como longitudes a partir del 0 en una recta numérica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  08-06: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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. 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. Representar números enteros como longitudes a partir del 0 en una recta numérica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            08-07: Adding More than Two Numbers
            
               Develop the Concept: Visual
               
                  Adding More than Two Numbers: Visual Learning
                    Curriculum Standards: Add up to four two-digit numbers using strategies based on place value and properties of operations. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Sumar hasta cuatro números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Representar números enteros como longitudes a partir del 0 en una recta num?rica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. 

               Assess & Differentiate
               
                  08-07: Digital Quick Check
                    Curriculum Standards: 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add up to four two-digit numbers using strategies based on place value and properties of operations. Sumar hasta cuatro números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Representar números enteros como longitudes a partir del 0 en una recta num?rica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. 

            08-08: Ways to Add
            
               Develop the Concept: Visual
               
                  Ways to Add: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

               Assess & Differentiate
               
                  08-08: Digital Quick Check
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            08-09: Problem Solving: Draw a Picture and Write a Number Sentence
            
               Develop the Concept: Visual
               
                  Problem Solving: Draw a Picture and Write a Number Sentence
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 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. 

               Assess & Differentiate
               
                  08-09: Digital Quick Check
                    Curriculum Standards: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            Topic 08: Online Topic Test
              Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Represent whole numbers as distances from any given location on a number line. Represent whole numbers as distances from any given location on a number line. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. Understand division as an unknown-factor problem. For example, find 32 ??_ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. Entender la división como un problema de factor desconocido. Por ejemplo, hallar 32 ÷ 8 encontrando el número que al multiplicarse por 8, forma 32. Entender la división como un problema de factor desconocido. Por ejemplo, el hallar 32 ÷ 8 al determinar el número que al multiplicarse por 8 da 32. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add up to four two-digit numbers using strategies based on place value and properties of operations. Sumar hasta cuatro números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Representar números enteros como longitudes a partir del 0 en una recta num?rica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. 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. 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. Representar números enteros como longitudes a partir del 0 en una recta numérica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Grade 2: Online Topics 05-08: Benchmark Test
           Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Represent whole numbers as distances from any given location on a number line. Represent whole numbers as distances from any given location on a number line. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 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 two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add up to four two-digit numbers using strategies based on place value and properties of operations. Sumar hasta cuatro números de dos dígitos utilizando estrategias basadas en el valor de posición y las propiedades de las operaciones. Representar números enteros como longitudes a partir del 0 en una recta num?rica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 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. 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. Representar números enteros como longitudes a partir del 0 en una recta numérica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. 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. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 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 ñhundred.î 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.' Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. Determinar si un grupo de objetos (hasta 20) tiene un número impar o par de miembros, por ej., formando pares de objetos o contándolos de dos en dos; escribir una ecuación para expresar un número par como la suma de dos sumandos iguales. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. Entender lo siguiente como un caso especial: 100 puede considerarse como un conjunto de diez decenas – llamado 'centena'. 

         Topic 09: Subtracting Two-Digit Numbers
         
            Subtraction Around the House

            Topic 09: Online Topic Readiness
              Curriculum Standards: 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. 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. 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. Sumar y restar con facilidad hasta 1,000 utilizando estrategias y algoritmos basados en el valor de posición, las propiedades de las operaciones y la relación entre la suma y la resta. Suman y restan con facilidad hasta el número 1000 usando estrategias y algoritmos basados en el valor posicional, las propiedades de las operaciones, y/o la relación entre la suma y la resta. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 and explain the reasoning used. Restan múltiplos de 10 en el rango de 10 a 90 apartir de múltiplos de 10 en el rango de 10 a 90 (con diferencias positivas o de cero), utilizando ejemplos concretos o dibujos, y estrategias basadas en el valor de posición, las propiedades de operaciones, y/o la relación entre la suma y la resta; relacionan a estrategia con un método escrito y explican el razonamiento utilizado. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol or the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. Resuelven problemas verbales que requieren la sumade tres números enteros cuya suma es menor o igual a 20, por ejemplo, al representar el problema a través del uso de objetos, dibujos, y ecuaciones con un símbolo para el número desconocido. Apply mathematics to problems arising in everyday life, society, and the workplace. Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. Apply mathematics to problems arising in everyday life, society, and the workplace. Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. Recall basic facts to add and subtract within 20 with automaticity. Recall basic facts to add and subtract within 20 with automaticity. 

            09-01: Regrouping 1 Ten for 10 Ones
            
               Develop the Concept: Visual
               
                  Regrouping 1 Ten for 10 Ones: Visual Learning
                    Curriculum Standards: Understand the following as a special case: 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). Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Entender lo siguiente como un caso especial: Los números 100, 200, 300, 400, 500, 600, 700, 800, 900 se refieren a una, dos, tres, cuatro, cinco, seis, siete, ocho y nueve centenas (y 0 decenas y 0 unidades). 

               Assess & Differentiate
               
                  09-01: Digital Quick Check
                    Curriculum Standards: Understand the following as a special case: 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). Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Entender lo siguiente como un caso especial: Los números 100, 200, 300, 400, 500, 600, 700, 800, 900 se refieren a una, dos, tres, cuatro, cinco, seis, siete, ocho y nueve centenas (y 0 decenas y 0 unidades). 

            09-02: Models to Subtract Two- and One-Digit Numbers
            
               Develop the Concept: Visual
               
                  Models to Subtract Two- and One-Digit Numbers: Visual Learning
                    Curriculum Standards: Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Entender lo siguiente como un caso especial: 100 puede considerarse como un conjunto de diez decenas – llamado 'centena'. 

               Assess & Differentiate
               
                  09-02: Digital Quick Check
                    Curriculum Standards: Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Entender lo siguiente como un caso especial: 100 puede considerarse como un conjunto de diez decenas – llamado 'centena'. 

            09-03: Subtracting Two- and One-Digit Numbers
            
               Develop the Concept: Visual
               
                  Subtracting Two- and One-Digit Numbers: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. 

               Assess & Differentiate
               
                  09-03: Digital Quick Check
                    Curriculum Standards: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. 

            09-04: Models to Subtract Two-Digit Numbers
            
               Develop the Concept: Visual
               
                  Models to Subtract Two-Digit Numbers: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. 

               Assess & Differentiate
               
                  09-04: Digital Quick Check
                    Curriculum Standards: Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. 

            09-05: Subtracting Two-Digit Numbers
            
               Develop the Concept: Visual
               
                  Subtracting Two-Digit Numbers: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. 

               Assess & Differentiate
               
                  09-05: Digital Quick Check
                    Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. 

            09-06: Subtracting on a Number Line
            
               Develop the Concept: Visual
               
                  Subtracting on a Number Line: Visual Learning
                    Curriculum Standards: 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. 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. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Representar números enteros como longitudes a partir del 0 en una recta numérica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. 

               Assess & Differentiate
               
                  09-06: Digital Quick Check
                    Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 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. 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. Representar números enteros como longitudes a partir del 0 en una recta numérica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. 

            09-07: Using Addition to Check Subtraction
            
               Develop the Concept: Visual
               
                  Using Addition to Check Subtraction: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. 

               Assess & Differentiate
               
                  09-07: Digital Quick Check
                    Curriculum Standards: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. 

            09-08: Ways to Subtract
            
               Develop the Concept: Visual
               
                  Ways to Subtract: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. 

               Assess & Differentiate
               
                  09-08: Digital Quick Check
                    Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. 

            09-09: Problem Solving: Two-Question Problems
            
               Develop the Concept: Visual
               
                  Problem Solving: Two-Question Problems: Visual Learning
                    Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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 hat 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. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. 

               Assess & Differentiate
               
                  09-09: Digital Quick Check
                    Curriculum Standards: 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 hat 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. 

            Topic 09: Online Topic Test
              Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. 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. 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. Representar números enteros como longitudes a partir del 0 en una recta numérica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Understand the following as a special case: 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). Entender lo siguiente como un caso especial: Los números 100, 200, 300, 400, 500, 600, 700, 800, 900 se refieren a una, dos, tres, cuatro, cinco, seis, siete, ocho y nueve centenas (y 0 decenas y 0 unidades). Represent whole numbers as distances from any given location on a number line. Represent whole numbers as distances from any given location on a number line. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' Entender lo siguiente como un caso especial: 100 puede considerarse como un conjunto de diez decenas – llamado 'centena'. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 10: Place Value to 1,000
         
            Hundreds of Windows

            Topic 10: Online Topic Readiness
              Curriculum Standards: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand the following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value. Cuentan hasta 120, comenzando con cualquier número menor que 120. Dentro de este rango, leen y escriben numerales que representan una cantidad de objetos con un numeral escrito. Entienden lo siguiente como casos especiales. Los números 10, 20, 30, 40, 50, 60, 70, 80 y 90se referieren a una, dos, tres, cuatro, cinco, seis, siete, ocho o nueve decenas (y 0 unidades). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Entienden que los dos dígitos de un número de dos dígitos representan cantidades de decenas y unidades. Comparan dos números de dos dígitos basándose en el significado de los dígitos en las unidades y decenas, anotando los resultados de las comparaciones con el uso de los símbolos >, =, y <. Represent the comparison of two numbers to 100 using the symbols >, <, or =. Represent the comparison of two numbers to 100 using the symbols >, <, or =. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 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 two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 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. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 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 ñhundred.î 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.' Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. Determinar si un grupo de objetos (hasta 20) tiene un número impar o par de miembros, por ej., formando pares de objetos o contándolos de dos en dos; escribir una ecuación para expresar un número par como la suma de dos sumandos iguales. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 

            10-01: Building 1,000
            
               Develop the Concept: Visual
               
                  Building 1,000
                    Curriculum Standards: 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). 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). Use estimation strategies to make reasonable estimates in problem solving. Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: Los números 100, 200, 300, 400, 500, 600, 700, 800, 900 se refieren a una, dos, tres, cuatro, cinco, seis, siete, ocho y nueve centenas (y 0 decenas y 0 unidades). Usar las estrategias de estimación en cálculos y la resolución de problemas. Understand the following as a special case: 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). 

               Assess & Differentiate
               
                  10-01: Digital Quick Check
                    Curriculum Standards: Understand the following as a special case: 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). Use estimation strategies to make reasonable estimates in problem solving. 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). 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). Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: Los números 100, 200, 300, 400, 500, 600, 700, 800, 900 se refieren a una, dos, tres, cuatro, cinco, seis, siete, ocho y nueve centenas (y 0 decenas y 0 unidades). Usar las estrategias de estimación en cálculos y la resolución de problemas. 

            10-02: Counting Hundreds, Tens, and Ones
            
               Develop the Concept: Visual
               
                  Counting Hundreds, Tens, and Ones
                    Curriculum Standards: 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.' 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 ñhundred.î Explain why addition and subtraction strategies work, using place value and the properties of operations. Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 

               Assess & Differentiate
               
                  10-02: Digital Quick Check
                    Curriculum Standards: Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' Explain why addition and subtraction strategies work, using place value and the properties of operations. 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 ñhundred.î 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.' Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. 

            10-03: Reading and Writing Numbers to 1,000
            
               Develop the Concept: Visual
               
                  Reading and Writing Numbers to 1,000
                    Curriculum Standards: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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 hat 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. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. 

               Assess & Differentiate
               
                  10-03: Digital Quick Check
                    Curriculum Standards: 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 hat 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. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. 

            10-04: Changing Numbers by Hundreds and Tens
            
               Develop the Concept: Visual
               
                  Changing Numbers by Hundreds and Tens
                    Curriculum Standards: Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. 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 hat 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. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. 

               Assess & Differentiate
               
                  10-04: Digital Quick Check
                    Curriculum Standards: 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 hat 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. Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. 

            10-05: Patterns with Numbers on Hundreds Charts
            
               Develop the Concept: Visual
               
                  Patterns with Numbers on Hundreds Charts
                    Curriculum Standards: Count within 1000; skip-count by  2s, 5s, 10s, and 100s. 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 hat 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. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 

               Assess & Differentiate
               
                  10-05: Digital Quick Check
                    Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 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 hat 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. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. 

            10-06: Skip Counting by 5, 10, 100 to 1,000
            
               Develop the Concept: Visual
               
                  Skip Counting by 5, 10, 100 to 1,000
                    Curriculum Standards: Use estimation strategies to make reasonable estimates in problem solving. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Usar las estrategias de estimación en cálculos y la resolución de problemas. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 

               Assess & Differentiate
               
                  10-06: Digital Quick Check
                    Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use estimation strategies to make reasonable estimates in problem solving. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Usar las estrategias de estimación en cálculos y la resolución de problemas. 

            10-07: Comparing Numbers
            
               Develop the Concept: Visual
               
                  Comparing Numbers
                    Curriculum Standards: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. 

               Assess & Differentiate
               
                  10-07: Digital Quick Check
                    Curriculum Standards: Explain why addition and subtraction strategies work, using place value and the properties of operations. 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 two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. 

            10-08: Problem Solving: Look for a Pattern
            
               Develop the Concept: Visual
               
                  Problem Solving: Look for a Pattern
                    Curriculum Standards: Count within 1000; skip-count by  2s, 5s, 10s, and 100s. 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 hat 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. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 

               Assess & Differentiate
               
                  10-08: Digital Quick Check
                    Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 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 hat 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. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. 

            Topic 10: Online Topic Test
              Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 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 hat 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. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Analyze mathematical relationships to connect and communicate mathematical ideas. Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =). Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200. Analyze mathematical relationships to connect and communicate mathematical ideas. Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =). Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200. Use estimation strategies to make reasonable estimates in problem solving. Usar las estrategias de estimación en cálculos y la resolución de problemas. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Use standard, word, and expanded forms to represent numbers up to 1,200. Use standard, word, and expanded forms to represent numbers up to 1,200. Explain why addition and subtraction strategies work, using place value and the properties of operations. 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 two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. Understand the following as a special case: 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). 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). 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). Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: Los números 100, 200, 300, 400, 500, 600, 700, 800, 900 se refieren a una, dos, tres, cuatro, cinco, seis, siete, ocho y nueve centenas (y 0 decenas y 0 unidades). Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 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 ñhundred.î 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.' Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 11: Three-Digit Addition and Subtraction
         
            Are There Enough?

            Topic 11: Online Topic Readiness
              Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Dado un número de dos dígitos, hallan mentalmente 10 más o 10 menos que un número, sin la necesidad de contar; explican el razonamiento que utilizaron. 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 hat 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. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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 ñhundred.î 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.' Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. Demonstrate fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Suman y restan hasta el número 20, demostrando fluidez al sumar y al restar hasta 10. Utilizan estrategias tales como el contar hacia adelante; el formar diez; el descomponer un número para obtener el diez; el utilizar la relación entre la suma y la resta; y el crear sumas equivalentes pero más sencillas o conocidas. Determinan el número entero desconocido en una ecuación de suma o resta que relaciona tres números enteros. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value. Cuentan hasta 120, comenzando con cualquier número menor que 120. Dentro de este rango, leen y escriben numerales que representan una cantidad de objetos con un numeral escrito. 

            11-01: Exploring Adding Three-Digit Numbers
            
               Develop the Concept: Visual
               
                  Exploring Adding Three-Digit Numbers: Visual Learning
                    Curriculum Standards: 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 hat 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. 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 hat 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. 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. 

               Assess & Differentiate
               
                  11-01: Digital Quick Check
                    Curriculum Standards: 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. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. 

            11-02: Mental Math
            
               Develop the Concept: Visual
               
                  Mental Math: Visual Learning
                    Curriculum Standards: 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 hat 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. 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 hat 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. 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. 

               Assess & Differentiate
               
                  11-02: Digital Quick Check
                    Curriculum Standards: 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. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. 

            11-03: Estimating Sums
            
               Develop the Concept: Visual
               
                  Estimating Sums: Visual Learning
                    Curriculum Standards: Use estimation strategies to make reasonable estimates in problem solving. 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. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. 

               Assess & Differentiate
               
                  11-03: Digital Quick Check
                    Curriculum Standards: 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. Use estimation strategies to make reasonable estimates in problem solving. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. 

            11-04: Models for Adding with Three-Digit Numbers
            
               Develop the Concept: Visual
               
                  Models for Adding with Three-Digit Numbers: Visual Learning
                    Curriculum Standards: Explain why addition and subtraction strategies work, using place value and the properties of operations. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations.3 Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. 

               Assess & Differentiate
               
                  11-04: Digital Quick Check
                    Curriculum Standards: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations.3 Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. 

            11-05: Adding Three-Digit Numbers
            
               Develop the Concept: Visual
               
                  Adding Three-Digit Numbers: Visual Learning
                    Curriculum Standards: 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 hat 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. 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 hat 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. 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. 

               Assess & Differentiate
               
                  11-05: Digital Quick Check
                    Curriculum Standards: 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. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. 

            11-06: Exploring Subtracting Three-Digit Numbers
            
               Develop the Concept: Visual
               
                  Exploring Subtracting Three-Digit Numbers: Visual Learning
                    Curriculum Standards: 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 hat 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. 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 hat 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Dividir un rectángulo en filas y columnas usando cuadrados del mismo tamaño y contar para hallar el número total de cuadrados. 

               Assess & Differentiate
               
                  11-06: Digital Quick Check
                    Curriculum Standards: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Dividir un rectángulo en filas y columnas usando cuadrados del mismo tamaño y contar para hallar el número total de cuadrados. 

            11-07: Mental Math: Ways to Find Missing Parts
            
               Develop the Concept: Visual
               
                  Mental Math: Ways to Find Missing Parts: Visual Learning
                    Curriculum Standards: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, 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. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Dividir círculos y rectángulos en dos, tres o cuatro partes iguales, describir las partes utilizando las palabras un medio de, un tercio de, mitad de, una tercera parte de, etc., y describir un entero como dos mitades, tres tercios, cuatro cuartos. Reconocer que las partes iguales de los enteros idénticos no tienen que tener la misma forma. 

               Assess & Differentiate
               
                  11-07: Digital Quick Check
                    Curriculum Standards: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, 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. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Dividir círculos y rectángulos en dos, tres o cuatro partes iguales, describir las partes utilizando las palabras un medio de, un tercio de, mitad de, una tercera parte de, etc., y describir un entero como dos mitades, tres tercios, cuatro cuartos. Reconocer que las partes iguales de los enteros idénticos no tienen que tener la misma forma. 

            11-08: Estimating Differences
            
               Develop the Concept: Visual
               
                  Estimating Differences: Visual Learning
                    Curriculum Standards: Use estimation strategies to make reasonable estimates in problem solving. 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. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. 

               Assess & Differentiate
               
                  11-08: Digital Quick Check
                    Curriculum Standards: 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. Use estimation strategies to make reasonable estimates in problem solving. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. 

            11-09: Models for Subtracting with Three-Digit Numbers
            
               Develop the Concept: Visual
               
                  Models for Subtracting with Three-Digit Numbers: Visual Learning
                    Curriculum Standards: Explain why addition and subtraction strategies work, using place value and the properties of operations. 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?. Explain why addition and subtraction strategies work, using place value and the properties of operations.3 Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 

               Assess & Differentiate
               
                  11-09: Digital Quick Check
                    Curriculum Standards: 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?. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations.3 Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 

            11-10: Subtracting Three-Digit Numbers
            
               Develop the Concept: Visual
               
                  Subtracting Three-Digit Numbers: Visual Learning
                    Curriculum Standards: 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 hat 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. 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?. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 

               Assess & Differentiate
               
                  11-10: Digital Quick Check
                    Curriculum Standards: 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?. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 

            11-11: Problem Solving: Use Logical Reasoning
            
               Develop the Concept: Visual
               
                  Problem Solving: Use Logical Reasoning: Visual Learning
                    Curriculum Standards: 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 hat 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. 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?. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 

               Assess & Differentiate
               
                  11-11: Digital Quick Check
                    Curriculum Standards: 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?. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 

            Topic 11: Online Topic Test
              Curriculum Standards: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Dividir un rectángulo en filas y columnas usando cuadrados del mismo tamaño y contar para hallar el número total de cuadrados. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, 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. Dividir círculos y rectángulos en dos, tres o cuatro partes iguales, describir las partes utilizando las palabras un medio de, un tercio de, mitad de, una tercera parte de, etc., y describir un entero como dos mitades, tres tercios, cuatro cuartos. Reconocer que las partes iguales de los enteros idénticos no tienen que tener la misma forma. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations.3 Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Use estimation strategies to make reasonable estimates in problem solving. 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?. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 12: Geometry
         
            Building Blocks

            Topic 12: Online Topic Readiness
              Curriculum Standards: Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language. Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language. Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible. Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Componen figuras de dos dimensiones (rectángulos, cuadrados, trapezoides, triángulos, semicírculos y cuartos de círculos) o figuras geométricas de tres dimensiones (cubos, prismas rectos rectangulares, conos circulares rectos, y cilindros circulares rectos) para crear formas compuestas, y componer figuras nuevas de las compuestas. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation overall size); build and draw shapes to possess defining attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation overall size); build and draw shapes to possess defining attributes. Distinguen entre los atributos que definen las figuras geométricas (por ejemplo, los triángulos son cerrados con tres lados) y los atributos que no las definen (por ejemplo, color, orientación, o tamaño general); construyen y dibujan figuras geométricas que tienen atributos definidos. Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language. Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language. 

            12-01: Flat Surfaces, Vertices, and Edges
            
               Develop the Concept: Visual
               
                  Flat Surfaces, Vertices, and Edges: Visual Learning
                    Curriculum Standards: 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. 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. 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?. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 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. 

               Assess & Differentiate
               
                  12-01: Digital Quick Check
                    Curriculum Standards: 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?. 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. 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. 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. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 

            12-02: Relating Plane Shapes to Solid Figures
            
               Develop the Concept: Visual
               
                  Relating Plane Shapes to Solid Figures: Visual Learning
                    Curriculum Standards: 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. 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. 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?. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 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. 

               Assess & Differentiate
               
                  12-02: Digital Quick Check
                    Curriculum Standards: 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?. 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. 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. 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. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 

            12-03: Polygons and Angles
            
               Develop the Concept: Visual
               
                  Polygons and Angles: Visual Learning
                    Curriculum Standards: 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. 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. 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?. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 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. 

               Assess & Differentiate
               
                  12-03: Digital Quick Check
                    Curriculum Standards: 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?. 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. 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. 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. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 

            12-04: Wholes and Equal Parts
            
               Develop the Concept: Visual
               
                  Wholes and Equal Parts: Visual Learning
                    Curriculum Standards: 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. 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. Use estimation strategies to make reasonable estimates in problem solving. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Usar las estrategias de estimación en cálculos y la resolución de problemas. 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. 

               Assess & Differentiate
               
                  12-04: Digital Quick Check
                    Curriculum Standards: Use estimation strategies to make reasonable estimates in problem solving. 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. 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. 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. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Usar las estrategias de estimación en cálculos y la resolución de problemas. 

            12-05: Dividing Rectangles into Equal Parts
            
               Develop the Concept: Visual
               
                  Dividing Rectangles into Equal Parts: Visual Learning
                    Curriculum Standards: 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. 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. 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?. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 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. 

               Assess & Differentiate
               
                  12-05: Digital Quick Check
                    Curriculum Standards: 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?. 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. 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. 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. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 

            12-06: Equal Shares, Different Shapes
            
               Develop the Concept: Visual
               
                  Equal Shares, Different Shapes: Visual Learning
                    Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Dividir un rectángulo en filas y columnas usando cuadrados del mismo tamaño y contar para hallar el número total de cuadrados. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 

               Assess & Differentiate
               
                  12-06: Digital Quick Check
                    Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Dividir un rectángulo en filas y columnas usando cuadrados del mismo tamaño y contar para hallar el número total de cuadrados. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. 

            12-07: Problem Solving: Use Reasoning
            
               Develop the Concept: Visual
               
                  Problem Solving: Use Reasoning: Visual Learning
                    Curriculum Standards: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, 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. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, 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. Dividir círculos y rectángulos en dos, tres o cuatro partes iguales, describir las partes utilizando las palabras un medio de, un tercio de, mitad de, una tercera parte de, etc., y describir un entero como dos mitades, tres tercios, cuatro cuartos. Reconocer que las partes iguales de los enteros idénticos no tienen que tener la misma forma. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, 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. 

               Assess & Differentiate
               
                  12-07: Digital Quick Check
                    Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, 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. Dividir círculos y rectángulos en dos, tres o cuatro partes iguales, describir las partes utilizando las palabras un medio de, un tercio de, mitad de, una tercera parte de, etc., y describir un entero como dos mitades, tres tercios, cuatro cuartos. Reconocer que las partes iguales de los enteros idénticos no tienen que tener la misma forma. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. 

            Topic 12: Online Topic Test
              Curriculum Standards: 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?. 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. 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. 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. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Dividir un rectángulo en filas y columnas usando cuadrados del mismo tamaño y contar para hallar el número total de cuadrados. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts. Classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices. Classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices. Classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language. Classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language. Use estimation strategies to make reasonable estimates in problem solving. Usar las estrategias de estimación en cálculos y la resolución de problemas. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Grade 2: Online Topics 09-12: Benchmark Test
           Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. 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. 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. Representar números enteros como longitudes a partir del 0 en una recta numérica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. 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 hat 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. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. 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?. 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. 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. 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. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Use standard, word, and expanded forms to represent numbers up to 1,200. Use standard, word, and expanded forms to represent numbers up to 1,200. Explain why addition and subtraction strategies work, using place value and the properties of operations. 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 two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Leer y escribir números hasta 1000 utilizando numerales en base diez, los nombres de los números y la forma desarrollada. Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 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 ñhundred.î 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.' Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. 

         Topic 13: Counting Money
         
            Farm Cents

            Topic 13: Online Topic Readiness
              Curriculum Standards: Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. Use estimation strategies to make reasonable estimates in problem solving. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Usar las estrategias de estimación en cálculos y la resolución de problemas. Apply properties of operations to add and subtract two or three numbers. Apply properties of operations to add and subtract two or three numbers. Explain why addition and subtraction strategies work, using place value and the properties of operations. 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 two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 and explain the reasoning used. Restan múltiplos de 10 en el rango de 10 a 90 apartir de múltiplos de 10 en el rango de 10 a 90 (con diferencias positivas o de cero), utilizando ejemplos concretos o dibujos, y estrategias basadas en el valor de posición, las propiedades de operaciones, y/o la relación entre la suma y la resta; relacionan a estrategia con un método escrito y explican el razonamiento utilizado. Create and use representations to organize, record, and communicate mathematical ideas. Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. Create and use representations to organize, record, and communicate mathematical ideas. Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones. 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. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. 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. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 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. 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. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Entender lo siguiente como un caso especial: 100 puede considerarse como un conjunto de diez decenas – llamado 'centena'. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 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. 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 ñhundred.î 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.' Entender que los tres dígitos de un número de tres dígitos representan cantidades de centenas, decenas y unidades; por ej., 706 es igual a 7 centenas, 0 decenas, y 6 unidades. Entender los siguientes como casos especiales: 100 puede considerarse como un conjunto de diez decenas — llamado una “centena”. Determinar si un grupo de objetos (hasta 20) tiene un número impar o par de miembros, por ej., formando pares de objetos o contándolos de dos en dos; escribir una ecuación para expresar un número par como la suma de dos sumandos iguales. Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Aplican las propiedades de las operaciones como estrategias para sumar y restar Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Entienden que los dos dígitos de un número de dos dígitos representan cantidades de decenas y unidades. 

            13-01: Coins
            
               Develop the Concept: Visual
               
                  Coins: Visual Learning
                    Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. 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?. 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? Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 

               Assess & Differentiate
               
                  13-01: Digital Quick Check
                    Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 

            13-02: Counting Collections of Coins
            
               Develop the Concept: Visual
               
                  Counting Collections of Coins: Visual Learning
                    Curriculum Standards: 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. 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?. 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? Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. 

               Assess & Differentiate
               
                  13-02: Digital Quick Check
                    Curriculum Standards: 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. 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. 

            13-03: Ways to Show the Same Amount
            
               Develop the Concept: Visual
               
                  Ways to Show the Same Amount: Visual Learning
                    Curriculum Standards: 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?. 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. 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? Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. 

               Assess & Differentiate
               
                  13-03: Digital Quick Check
                    Curriculum Standards: 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. 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. 

            13-04: One Dollar
            
               Develop the Concept: Visual
               
                  One Dollar: Visual Learning
                    Curriculum Standards: 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?. 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? Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 

               Assess & Differentiate
               
                  13-04: Digital Quick Check
                    Curriculum Standards: 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 

            13-05: Problem Solving: Make an Organized List
            
               Develop the Concept: Visual
               
                  Problem Solving: Make an Organized List: Visual Learning
                    Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. 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?. 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? Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 

               Assess & Differentiate
               
                  13-05: Digital Quick Check
                    Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 

            Topic 13: Online Topic Test
              Curriculum Standards: Create and use representations to organize, record, and communicate mathematical ideas. Determine the value of a collection of coins up to one dollar. Create and use representations to organize, record, and communicate mathematical ideas. Determine the value of a collection of coins up to one dollar. Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins. Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins. Estimate lengths using units of inches, feet, centimeters, and meters. 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. 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. Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 14: Money
         
            Using Addition at the Arts & Crafts Fair

            Topic 14: Online Topic Readiness
              Curriculum Standards: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use estimation strategies to make reasonable estimates in problem solving. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Count within 1000; skip-count by  2s, 5s, 10s, and 100s. Contar hasta 1000; contar de cinco en cinco, de diez en diez y de cien en cien. Usar las estrategias de estimación en cálculos y la resolución de problemas. Determine the value of a collection of coins up to one dollar. Determine the value of a collection of coins up to one dollar. Estimate lengths using units of inches, feet, centimeters, and meters. 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 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. Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. 

            14-01: Adding Money
            
               Develop the Concept: Visual
               
                  Adding Money: Visual Learning
                    Curriculum Standards: 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?. 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? Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Entender las relaciones temporales (por ej., minutos en una hora, días en un mes, semanas en un año). 

               Assess & Differentiate
               
                  14-01: Digital Quick Check
                    Curriculum Standards: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Entender las relaciones temporales (por ej., minutos en una hora, días en un mes, semanas en un año). 

            14-02: Subtracting Money
            
               Develop the Concept: Visual
               
                  Subtracting Money: Visual Learning
                    Curriculum Standards: 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. 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?. 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? Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. 

               Assess & Differentiate
               
                  14-02: Digital Quick Check
                    Curriculum Standards: 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. 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. 

            14-03: Estimating Sums and Differences
            
               Develop the Concept: Visual
               
                  Estimating Sums and Differences: Visual Learning
                    Curriculum Standards: 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. Use estimation strategies to make reasonable estimates in problem solving. Generar datos de medición midiendo las longitudes de varios objetos hasta la unidad entera más cercana o midiendo el mismo objeto varias veces. Representar las medidas mediante un diagrama de puntos en el cual la escala horizontal está dividida en unidades de números enteros. 

               Assess & Differentiate
               
                  14-03: Digital Quick Check
                    Curriculum Standards: 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. Use estimation strategies to make reasonable estimates in problem solving. Generar datos de medición midiendo las longitudes de varios objetos hasta la unidad entera más cercana o midiendo el mismo objeto varias veces. Representar las medidas mediante un diagrama de puntos en el cual la escala horizontal está dividida en unidades de números enteros. 

            14-04: Problem Solving: Try, Check, and Revise
            
               Develop the Concept: Visual
               
                  Problem Solving: Try, Check, and Revise: Visual Learning
                    Curriculum Standards: 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. 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?. 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? Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. 

               Assess & Differentiate
               
                  14-04: Digital Quick Check
                    Curriculum Standards: 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. 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. 

            Topic 14: Online Topic Test
              Curriculum Standards: 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. 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Entender las relaciones temporales (por ej., minutos en una hora, días en un mes, semanas en un año). 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. Use estimation strategies to make reasonable estimates in problem solving. Generar datos de medición midiendo las longitudes de varios objetos hasta la unidad entera más cercana o midiendo el mismo objeto varias veces. Representar las medidas mediante un diagrama de puntos en el cual la escala horizontal está dividida en unidades de números enteros. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 15: Measuring Length
         
            Animal Measurement

            Topic 15: Online Topic Readiness
              Curriculum Standards: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Tell and write time. Expresan la longitud de un objeto como un número entero de unidades de longitud, colocando copias de un objeto más corto (la unidad de longitud) de punta a punta; comprenden que la medida de la longitud de un objeto es la cantidad de unidades de una misma longitud que cubre al objeto sin espacios ni superposiciones. Se limita a contextos en los que el Objeto que se está midiendo quede abarcado por un número entero de unidades de longitud sin espacios ni superposiciones. Order three objects by length; compare the lengths of two objects indirectly by using a third object Order three objects by length; compare the lengths of two objects indirectly by using a third object. Ordenan tres objetos según su longitud; comparan las longitudes de dos objetos indirectamente utilizando un tercer objeto. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Aplican las propiedades de las operaciones como estrategias para sumar y restar 

            15-01: Exploring Length
            
               Develop the Concept: Visual
               
                  Exploring Length: Visual Learning
                    Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. 

               Assess & Differentiate
               
                  15-01: Digital Quick Check
                    Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. 

            15-02: Inches
            
               Develop the Concept: Visual
               
                  Inches: Visual Learning
                    Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. 

               Assess & Differentiate
               
                  15-02: Digital Quick Check
                    Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. 

            15-03: Centimeters
            
               Develop the Concept: Visual
               
                  Centimeters: Visual Learning
                    Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. 

               Assess & Differentiate
               
                  15-03: Digital Quick Check
                    Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. 

            15-04: Inches, Feet, and Yards
            
               Develop the Concept: Visual
               
                  Inches, Feet, and Yards: Visual Learning
                    Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 

               Assess & Differentiate
               
                  15-04: Digital Quick Check
                    Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 

            15-05: Centimeters and Meters
            
               Develop the Concept: Visual
               
                  Centimeters and Meters: Visual Learning
                    Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 

               Assess & Differentiate
               
                  15-05: Digital Quick Check
                    Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 

            15-06: Measuring Length
            
               Develop the Concept: Visual
               
                  Measuring Length: Visual Learning
                    Curriculum Standards: 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. 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. 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. Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. 

               Assess & Differentiate
               
                  15-06: Digital Quick Check
                    Curriculum Standards: 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. 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. 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. Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. 

            15-07: Adding and Subtracting in Measurement
            
               Develop the Concept: Visual
               
                  Adding and Subtracting in Measurement: Visual Learning
                    Curriculum Standards: 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. 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. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. 

               Assess & Differentiate
               
                  15-07: Digital Quick Check
                    Curriculum Standards: 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. 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. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. 

            15-08: Comparing Lengths
            
               Develop the Concept: Visual
               
                  Comparing Lengths: Visual Learning
                    Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Medir para determinar cuánto más largo es un objeto que otro, expresando la diferencia de la longitud en términos de una unidad estándar de longitud. Medir para determinar cuánto más largo es un objeto que otro, expresando la diferencia de la longitud en términos de una unidad estándar de longitud. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 

               Assess & Differentiate
               
                  15-08: Digital Quick Check
                    Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Medir para determinar cuánto más largo es un objeto que otro, expresando la diferencia de la longitud en términos de una unidad estándar de longitud. Medir para determinar cuánto más largo es un objeto que otro, expresando la diferencia de la longitud en términos de una unidad estándar de longitud. 

            15-09: Problem Solving: Use Objects
            
               Develop the Concept: Visual
               
                  Problem Solving: Use Objects: Visual Learning
                    Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 

               Assess & Differentiate
               
                  15-09: Digital Quick Check
                    Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 

            Topic 15: Online Topic Test
              Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Medir para determinar cuánto más largo es un objeto que otro, expresando la diferencia de la longitud en términos de una unidad estándar de longitud. Medir para determinar cuánto más largo es un objeto que otro, expresando la diferencia de la longitud en términos de una unidad estándar de longitud. Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes. Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes. Describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object. Describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object. Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. Determine a solution to a problem involving length, including estimating lengths. Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. Determine a solution to a problem involving length, including estimating lengths. 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. 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. 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. Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. 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. 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. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Topic 16: Time, Graphs, and Data
         
            Our Favorite Things

            Topic 16: Online Topic Readiness
              Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Dicen y escriben la hora en medias horas utilizando relojes análogos y digitales. Tell time to the hour and half hour using analog and digital clocks. Tell time to the hour and half hour using analog and digital clocks. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organizan, representan e interpretan datos que tienen hasta tres categorías; preguntan y responden a preguntas sobre la cantidad total de datos, cuántos hay en cada categoría, y si hay una cantidad mayor o menor entre las categorías. Use data to create picture and bar-type graphs. Use data to create picture and bar-type graphs. Draw conclusions and generate and answer questions using information from picture and bar-type graphs. Draw conclusions and generate and answer questions using information from picture and bar-type graphs. 

            16-01: Telling Time to Five Minutes
            
               Develop the Concept: Visual
               
                  Telling Time to Five Minutes: Visual Learning
                    Curriculum Standards: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Entender las relaciones temporales (por ej., minutos en una hora, días en un mes, semanas en un año). 

               Assess & Differentiate
               
                  16-01: Digital Quick Check
                    Curriculum Standards: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Entender las relaciones temporales (por ej., minutos en una hora, días en un mes, semanas en un año). 

            16-02: Telling Time Before and After the Hour
            
               Develop the Concept: Visual
               
                  Telling Time Before and After the Hour: Visual Learning
                    Curriculum Standards: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Entender las relaciones temporales (por ej., minutos en una hora, días en un mes, semanas en un año). 

               Assess & Differentiate
               
                  16-02: Digital Quick Check
                    Curriculum Standards: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Entender las relaciones temporales (por ej., minutos en una hora, días en un mes, semanas en un año). 

            16-03: Organizing Data
            
               Develop the Concept: Visual
               
                  Organizing Data: Visual Learning
                    Curriculum Standards: 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. 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. 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. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. 

               Assess & Differentiate
               
                  16-03: Digital Quick Check
                    Curriculum Standards: 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. 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. 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. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. 

            16-04: Graphing Lengths
            
               Develop the Concept: Visual
               
                  Graphing Lengths: Visual Learning
                    Curriculum Standards: 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. 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. 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. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. 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. 

               Assess & Differentiate
               
                  16-04: Digital Quick Check
                    Curriculum Standards: 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. 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. 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. 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. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. 

            16-05: Pictographs
            
               Develop the Concept: Visual
               
                  Pictographs: Visual Learning
                    Curriculum Standards: 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. 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. 

               Assess & Differentiate
               
                  16-05: Digital Quick Check
                    Curriculum Standards: 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. 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. 

            16-06: Problem Solving: Use a Graph
            
               Develop the Concept: Visual
               
                  Problem Solving: Use a Graph: Visual Learning
                    Curriculum Standards: 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. 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. 

               Assess & Differentiate
               
                  16-06: Digital Quick Check
                    Curriculum Standards: 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. 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. 

            Topic 16: Online Topic Test
              Curriculum Standards: Create and use representations to organize, record, and communicate mathematical ideas. Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. Create and use representations to organize, record, and communicate mathematical ideas. Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. 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. 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. 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. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 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. 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. 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. 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. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Entender las relaciones temporales (por ej., minutos en una hora, días en un mes, semanas en un año). Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more. Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more. 

            Alternate Test

            Digital Enhanced Topic Test

            Enhanced Topic Test

         Grade 2: Online Topics 13-16: Benchmark Test
           Curriculum Standards: Compose two-dimensional shapes and three-dimensional solids with given properties or attributes. Compose two-dimensional shapes and three-dimensional solids with given properties or attributes. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Medir para determinar cuánto más largo es un objeto que otro, expresando la diferencia de la longitud en términos de una unidad estándar de longitud. Medir para determinar cuánto más largo es un objeto que otro, expresando la diferencia de la longitud en términos de una unidad estándar de longitud. Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins. Use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins. Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes. Determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes. Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. 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. 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, centimeters, and meters. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 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. 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. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Entender las relaciones temporales (por ej., minutos en una hora, días en un mes, semanas en un año). 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. 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. 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. 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. 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. Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. 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. 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. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. Use estimation strategies to make reasonable estimates in problem solving. 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. 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. 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. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Usar las estrategias de estimación en cálculos y la resolución de problemas. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. Use estimation strategies to make reasonable estimates in problem solving. Generar datos de medición midiendo las longitudes de varios objetos hasta la unidad entera más cercana o midiendo el mismo objeto varias veces. Representar las medidas mediante un diagrama de puntos en el cual la escala horizontal está dividida en unidades de números enteros. 

         Grade 2: Online End of Year Test
           Curriculum Standards: 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?. 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. 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. 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. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales.5 Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Resolver problemas verbales relacionados a  billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? 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 hat 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. Mentally add 10 or 100 to a given number 100_900, and mentally subtract 10 or 100 from a given number 100_900. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar n?meros de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Dividir un rectángulo en filas y columnas usando cuadrados del mismo tamaño y contar para hallar el número total de cuadrados. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. Compose two-dimensional shapes and three-dimensional solids with given properties or attributes. Compose two-dimensional shapes and three-dimensional solids with given properties or attributes. 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. Understand the following as a special case: 100 can be thought of as a bundle of ten tens - called a 'hundred.' 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. 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. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Entender lo siguiente como un caso especial: 100 puede considerarse como un conjunto de diez decenas – llamado 'centena'. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. Sumar y restar hasta 100 con fluidez utilizando estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations. 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. Add and subtract within 20. 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.1 Utilizar la suma y la resta hasta 100 para resolver problemas verbales de uno y dos pasos relacionados a situaciones de sumar a, quitar de, unir, separar y comparar, con valores desconocidos en todas las posiciones, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Estimate lengths using units of inches, feet, centimeters, and meters. 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? 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?. Resolver problemas verbales relacionados a billetes de un dólar, monedas de 25¢, monedas de 10¢, monedas de 5¢ y monedas de 1¢, utilizando los símbolos $ y ¢ apropiadamente. Ejemplo: Si tienes 2 monedas de 10¢ y 3 monedas de 1¢, ¿cuántos centavos tienes? Estimar longitudes utilizando unidades de pulgadas, pies, centímetros y metros. 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. 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. 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. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. Utilizar la suma y la resta hasta 100 para resolver problemas verbales relacionados a longitudes dadas en unidades iguales; por ej., representar un problema utilizando dibujos (tales como dibujos de reglas) y ecuaciones con un símbolo para el número desconocido. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Medir la longitud de un objeto eligiendo y utilizando instrumentos apropiados tales como reglas, reglas de 1 yarda, reglas de 1 metro y cintas de medir. Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. 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. Medir la longitud de un objeto dos veces, utilizando unidades de longitud diferentes en cada medición; describir cómo ambas medidas se relacionan al tamaño de la unidad elegida. 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 hat 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. 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 hat 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. Sumar y restar hasta 1000, utilizando modelos concretos o dibujos y estrategias basadas en el valor de posición, las propiedades de las operaciones y/o la relación entre la suma y la resta; relacionar la estrategia a un método escrito. Entender que al sumar o restar números de tres dígitos, uno suma o resta centenas con centenas, decenas con decenas, unidades con unidades, y que a veces es necesario componer y descomponer las decenas o las centenas. Dividir un rectángulo en filas y columnas usando cuadrados del mismo tamaño y contar para hallar el número total de cuadrados. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. 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. 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. Representar números enteros como longitudes a partir del 0 en una recta numérica con puntos espaciados de manera uniforme y correspondientes a los números 0, 1, 2, ..., y representar las sumas y restas de números enteros hasta 100 en una recta numérica. Contar hasta 1000; contar de dos en dos, de cinco en cinco, de diez en diez y de cien en cien. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations.3 Explicar por qué las estrategias para la suma y la resta funcionan, utilizando el valor de posición y las propiedades de las operaciones. Reconocer y dibujar figuras que tienen atributos específicos, tales como un número dado de ángulos o un número dado de caras iguales. Identificar triángulos, cuadriláteros, pentágonos, hexágonos y cubos. Determine the value of a collection of coins up to one dollar. Determine the value of a collection of coins up to one dollar. Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. Read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. Utilizar la suma para hallar el número total de objetos ordenados en matrices rectangulares que tienen hasta 5 filas y hasta 5 columnas; escribir una ecuación para expresar el total como la suma de sumandos iguales. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Work with equal groups of objects to gain foundations for multiplication. Fluently add and subtract within 20 using mental strategies.2  By end of Grade 2, know from memory all sums of two one-digit numbers. Sumar y restar con fluidez hasta 20 utilizando estrategias mentales. Al terminar el Grado 2, saber de memoria todas las sumas de dos números de un dígito. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 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 two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Comparar dos números de tres dígitos en base a los significados de los dígitos de las centenas, decenas y unidades, utilizando los símbolos  >, = y < para anotar los resultados de las comparaciones. Sumar mentalmente 10 ó 100 a un número dado entre 100 y 900, y restar mentalmente 10 ó 100 de un número dado entre 100 y 900. Understand the following as a special case: 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). Entender lo siguiente como un caso especial: Los números 100, 200, 300, 400, 500, 600, 700, 800, 900 se refieren a una, dos, tres, cuatro, cinco, seis, siete, ocho y nueve centenas (y 0 decenas y 0 unidades). Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Aplican las propiedades de las operaciones como estrategias para sumar y restar Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. Solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms. 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. 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. 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. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. Dibujar una pictografía y una gráfica de barras (con escala unitaria) para representar un conjunto de datos que tiene hasta cuatro categorías. Resolver problemas sencillos de unir, separar y comparar utilizando la información presentada en una gráfica de barras. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Decir y escribir qué hora es en relojes tradicionales y digitales a los cinco minutos más cercanos, utilizando a.m. y p.m. Entender las relaciones temporales (por ej., minutos en una hora, días en un mes, semanas en un año). Represent whole numbers as distances from any given location on a number line. Represent whole numbers as distances from any given location on a number line. Use estimation strategies to make reasonable estimates in problem solving. Usar las estrategias de estimación en cálculos y la resolución de problemas. 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. 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. Generar datos de medición midiendo las longitudes de varios objetos hasta la unidad entera más cercana o midiendo el mismo objeto varias veces. Representar las medidas mediante un diagrama de puntos en el cual la escala horizontal está dividida en unidades de números enteros. Generar datos de medición midiendo las longitudes de varios objetos hasta la unidad entera más cercana o midiendo el mismo objeto varias veces. Representar las medidas mediante un diagrama de puntos en el cual la escala horizontal está dividida en unidades de números enteros. 

         Topic 17: Step Up to Grade 3
         
            17_01: Writing Multiplication Stories
            
               Develop the Concept: Visual
               
                  Writing Multiplication Stories: Visual Learning
                    Curriculum Standards: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Utilizar la multiplicación y la división hasta 100 para resolver problemas verbales relacionados con grupos iguales, matrices y cantidades de medición, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Utilizan operaciones de multiplicación y división hasta el número 100 para resolver problemas verbales en situaciones relacionados con grupos iguales, matrices, y cantidades de medición, por ejemplo, al usar dibujos y ecuaciones con un símbolo para el número desconocido al representar el problema. 

            17_02: Division as Sharing
            
               Develop the Concept: Visual
               
                  Division as Sharing: Visual Learning
                    Curriculum Standards: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. Interpret whole-number quotients of whole numbers, e.g., interpret 56 x 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. Interpretar los cocientes de números enteros no negativos, por ej., interpretar 56 ÷ 8 como el número de objetos en cada parte cuando 56 objetos se separan igualmente en 8 partes, o como un número de partes cuando 56 objetos se separan en partes iguales de 8 objetos cada una. Por ejemplo, describir un contexto en el que un número de partes o un número de grupos puede expresarse como 56 ÷ 8. Determinar el número entero desconocido en una ecuación de multiplicación o división relacionando tres números enteros. Por ejemplo, determinar el número desconocido que hace que la ecuación sea verdadera en cada una de las ecuaciones 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?. Interpretan los cocientes de números enteros, por ejemplo, al interpretar 56 ÷ 8 como la cantidad de objetos en cada parte cuando se reparten 56 objetos entre 8 partes iguales, o como una cantidad de partes cuando se reparten 56 objetos en grupos iguales de 8 objetos cada uno. Por ejemplo, al describir un contexto en el cual una cantidad de partes o una cantidad de grupos se puede expresar como 56 ÷ 8. Determinan el número entero desconocido en unaecuación de multiplicación o división relacionada con tres números enteros. Por ejemplo, al determinar el número desconocido que hace que la ecuación sea verdadera en cada una de las siguientes ecuaciones: 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ? Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. 

            17_03: Writing Division Stories
            
               Develop the Concept: Visual
               
                  Writing Division Stories: Visual Learning
                    Curriculum Standards: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. Utilizar la multiplicación y la división hasta 100 para resolver problemas verbales relacionados con grupos iguales, matrices y cantidades de medición, por ej., representar el problema utilizando dibujos y ecuaciones con un símbolo para el número desconocido. Determinar el número entero desconocido en una ecuación de multiplicación o división relacionando tres números enteros. Por ejemplo, determinar el número desconocido que hace que la ecuación sea verdadera en cada una de las ecuaciones 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?. Utilizan operaciones de multiplicación y división hasta el número 100 para resolver problemas verbales en situaciones relacionados con grupos iguales, matrices, y cantidades de medición, por ejemplo, al usar dibujos y ecuaciones con un símbolo para el número desconocido al representar el problema. Determinan el número entero desconocido en unaecuación de multiplicación o división relacionada con tres números enteros. Por ejemplo, al determinar el número desconocido que hace que la ecuación sea verdadera en cada una de las siguientes ecuaciones: 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ? Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?. 

            17_04: Relating Multiplication and Division
            
               Develop the Concept: Visual
               
                  Relating Multiplication and Division: Visual Learning
                    Curriculum Standards: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. Understand division as an unknown-factor problem. For example, find 32 ??_ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. Entender la división como un problema de factor desconocido. Por ejemplo, hallar 32 ÷ 8 encontrando el número que al multiplicarse por 8, forma 32. Entender la división como un problema de factor desconocido. Por ejemplo, el hallar 32 ÷ 8 al determinar el número que al multiplicarse por 8 da 32. 

            17_05: Unit Fractions and Regions
            
               Develop the Concept: Visual
               
                  Fractions and Regions: Visual Learning
                    Curriculum Standards: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Entender una fracción 1/b como la cantidad que está formada por 1 parte cuando un entero se separa en b partes iguales; entender una fracción a/b como la cantidad formada por partes a de tamaño 1/b. Comprenden una fracción 1/b como la cantidad formada por 1 parte cuando un entero se separa entre b partes iguales; comprenden una fracción a/b como la cantidad formada por partes a de tamaño 1/b. 

            17_06: Non-Unit Fractions and Regions
            
               Develop the Concept: Visual
               
                  Fractions and Sets: Visual Learning
                    Curriculum Standards: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Entender una fracción 1/b como la cantidad que está formada por 1 parte cuando un entero se separa en b partes iguales; entender una fracción a/b como la cantidad formada por partes a de tamaño 1/b. Comprenden una fracción 1/b como la cantidad formada por 1 parte cuando un entero se separa entre b partes iguales; comprenden una fracción a/b como la cantidad formada por partes a de tamaño 1/b. 

            17_07: Naming Fractions of a Set
            
               Develop the Concept: Visual
               
                  Fractions and Sets: Visual Learning
                    Curriculum Standards: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Entender una fracción 1/b como la cantidad que está formada por 1 parte cuando un entero se separa en b partes iguales; entender una fracción a/b como la cantidad formada por partes a de tamaño 1/b. Comprenden una fracción 1/b como la cantidad formada por 1 parte cuando un entero se separa entre b partes iguales; comprenden una fracción a/b como la cantidad formada por partes a de tamaño 1/b. 

            17_08: Showing Fractions of a Set
            
               Develop the Concept: Visual
               
                  Showing Fractions of a Set: Visual Learning
                    Curriculum Standards: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Entender una fracción 1/b como la cantidad que está formada por 1 parte cuando un entero se separa en b partes iguales; entender una fracción a/b como la cantidad formada por partes a de tamaño 1/b. Comprenden una fracción 1/b como la cantidad formada por 1 parte cuando un entero se separa entre b partes iguales; comprenden una fracción a/b como la cantidad formada por partes a de tamaño 1/b. 

            17_09: Polygons
            
               Develop the Concept: Visual
               
                  Polygons: Visual Learning
                    Curriculum Standards: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Entender que las figuras de diferentes categorías (por ej., rombos, rectángulos y otras) pueden compartir atributos (por ej., tener cuatro lados), y que los atributos compartidos pueden definir una categoría más amplia (por ej., cuadriláteros). Reconocer los rombos, rectángulos y cuadrados como ejemplos de cuadriláteros y dibujar ejemplos de cuadriláteros que no pertenecen a ninguna de estas subcategorías. Comprenden que las figuras geométricas en diferentes categorías (por ejemplo, rombos, rectángulos y otros) pueden compartir atributos (por ejemplo, tener cuatro lados), y que los atributos compartidos pueden definir una categoría más amplia (por ejemplo, cuadriláteros). Reconocen los rombos, los rectángulos, y los cuadrados como ejemplos de cuadriláteros, y dibujan ejemplos de cuadriláteros que no pertenecen a ninguna de estas sub-categorías. 

            17_10: Adding and Subtracting in Geometry
            
               Develop the Concept: Visual
               
                  Adding and Subtracting in Geometry: Visual Learning
                    Curriculum Standards: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Resolver problemas matemáticos y de la vida diaria relacionados con los perímetros de polígonos, incluyendo:  hallar el perímetro dadas las longitudes de los lados,  hallar una longitud de lado desconocida y mostrar rectángulos que tienen el mismo perímetro con distintas áreas, o con la misma área y distintos perímetros. Resuelven problemas de matemáticas y del mundo real relacionados con los perímetros de polígonos, incluyendo el encontrar el perímetro dadas las longitudes laterales, el encontrar la longitud desconocida de uno de los lados, y muestran rectángulos con el mismo perímetro y diferentes áreas o con la misma área y diferentes perímetros. 

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            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 05: Printable Online Topic Test
              Intended Role: Instructor

            Topic 05: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 05: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 05: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 06: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 06: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            06-01: Printable Digital Quick Check
              Intended Role: Instructor

            06-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            06-02: Printable Digital Quick Check
              Intended Role: Instructor

            06-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            06-03: Printable Digital Quick Check
              Intended Role: Instructor

            06-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            06-04: Printable Digital Quick Check
              Intended Role: Instructor

            06-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            06-05: Printable Digital Quick Check
              Intended Role: Instructor

            06-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            06-06: Printable Digital Quick Check
              Intended Role: Instructor

            06-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 06: Printable Online Topic Test
              Intended Role: Instructor

            Topic 06: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 06: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 06: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 07: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 07: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            07-01: Printable Digital Quick Check
              Intended Role: Instructor

            07-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            07-02: Printable Digital Quick Check
              Intended Role: Instructor

            07-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            07-03: Printable Digital Quick Check
              Intended Role: Instructor

            07-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            07-04: Printable Digital Quick Check
              Intended Role: Instructor

            07-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            07-05: Printable Digital Quick Check
              Intended Role: Instructor

            07-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 07: Printable Online Topic Test
              Intended Role: Instructor

            Topic 07: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 07: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 07: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 08: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 08: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-01: Printable Digital Quick Check
              Intended Role: Instructor

            08-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-02: Printable Digital Quick Check
              Intended Role: Instructor

            08-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-03: Printable Digital Quick Check
              Intended Role: Instructor

            08-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-04: Printable Digital Quick Check
              Intended Role: Instructor

            08-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-05: Printable Digital Quick Check
              Intended Role: Instructor

            08-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-06: Printable Digital Quick Check
              Intended Role: Instructor

            08-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-07: Printable Digital Quick Check
              Intended Role: Instructor

            08-07: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-08: Printable Digital Quick Check
              Intended Role: Instructor

            08-08: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            08-09: Printable Digital Quick Check
              Intended Role: Instructor

            08-09: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 08: Printable Online Topic Test
              Intended Role: Instructor

            Topic 08: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 08: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 08: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Grade 2: Topics 05-08: Benchmark Test
              Intended Role: Instructor

            Printable Online Topics 05-08: Benchmark Test
              Intended Role: Instructor

            Online Topics 05-08: Benchmark Test: Answer Key
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 09: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 09: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-01: Printable Digital Quick Check
              Intended Role: Instructor

            09-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-02: Printable Digital Quick Check
              Intended Role: Instructor

            09-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-03: Printable Digital Quick Check
              Intended Role: Instructor

            09-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-04: Printable Digital Quick Check
              Intended Role: Instructor

            09-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-05: Printable Digital Quick Check
              Intended Role: Instructor

            09-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-06: Printable Digital Quick Check
              Intended Role: Instructor

            09-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-07: Printable Digital Quick Check
              Intended Role: Instructor

            09-07: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-08: Printable Digital Quick Check
              Intended Role: Instructor

            09-08: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            09-09: Printable Digital Quick Check
              Intended Role: Instructor

            09-09: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 09: Printable Online Topic Test
              Intended Role: Instructor

            Topic 09: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 09: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 09: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 10: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 10: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-01: Printable Digital Quick Check
              Intended Role: Instructor

            10-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-02: Printable Digital Quick Check
              Intended Role: Instructor

            10-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-03: Printable Digital Quick Check
              Intended Role: Instructor

            10-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-04: Printable Digital Quick Check
              Intended Role: Instructor

            10-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-05: Printable Digital Quick Check
              Intended Role: Instructor

            10-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-06: Printable Digital Quick Check
              Intended Role: Instructor

            10-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-07: Printable Digital Quick Check
              Intended Role: Instructor

            10-07: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            10-08: Printable Digital Quick Check
              Intended Role: Instructor

            10-08: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 10: Printable Online Topic Test
              Intended Role: Instructor

            Topic 10: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 10: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 10: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 11: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 11: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-01: Printable Digital Quick Check
              Intended Role: Instructor

            11-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-02: Printable Digital Quick Check
              Intended Role: Instructor

            11-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-03: Printable Digital Quick Check
              Intended Role: Instructor

            11-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-04: Printable Digital Quick Check
              Intended Role: Instructor

            11-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-05: Printable Digital Quick Check
              Intended Role: Instructor

            11-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-06: Printable Digital Quick Check
              Intended Role: Instructor

            11-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-07: Printable Digital Quick Check
              Intended Role: Instructor

            11-07: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-08: Printable Digital Quick Check
              Intended Role: Instructor

            11-08: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-09: Printable Digital Quick Check
              Intended Role: Instructor

            11-09: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-10: Printable Digital Quick Check
              Intended Role: Instructor

            11-10: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            11-11: Printable Digital Quick Check
              Intended Role: Instructor

            11-11: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 11: Printable Online Topic Test
              Intended Role: Instructor

            Topic 11: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 11: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 11: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 12: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 12: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-01: Printable Digital Quick Check
              Intended Role: Instructor

            12-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-02: Printable Digital Quick Check
              Intended Role: Instructor

            12-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-03: Printable Digital Quick Check
              Intended Role: Instructor

            12-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-04: Printable Digital Quick Check
              Intended Role: Instructor

            12-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-05: Printable Digital Quick Check
              Intended Role: Instructor

            12-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-06: Printable Digital Quick Check
              Intended Role: Instructor

            12-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            12-07: Printable Digital Quick Check
              Intended Role: Instructor

            12-07: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 12: Printable Online Topic Test
              Intended Role: Instructor

            Topic 12: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 12: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 12: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Grade 2: Topics 09-12: Benchmark Test
              Intended Role: Instructor

            Printable Online Topics 09-12: Benchmark Test
              Intended Role: Instructor

            Online Topics 09-12: Benchmark Test: Answer Key
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 13: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 13: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-01: Printable Digital Quick Check
              Intended Role: Instructor

            13-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-02: Printable Digital Quick Check
              Intended Role: Instructor

            13-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-03: Printable Digital Quick Check
              Intended Role: Instructor

            13-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-04: Printable Digital Quick Check
              Intended Role: Instructor

            13-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            13-05: Printable Digital Quick Check
              Intended Role: Instructor

            13-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 13: Printable Online Topic Test
              Intended Role: Instructor

            Topic 13: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 13: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 13: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 14: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 14: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-01: Printable Digital Quick Check
              Intended Role: Instructor

            14-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-02: Printable Digital Quick Check
              Intended Role: Instructor

            14-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-03: Printable Digital Quick Check
              Intended Role: Instructor

            14-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            14-04: Printable Digital Quick Check
              Intended Role: Instructor

            14-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 14: Printable Online Topic Test
              Intended Role: Instructor

            Topic 14: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 14: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 14: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 15: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 15: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-01: Printable Digital Quick Check
              Intended Role: Instructor

            15-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-02: Printable Digital Quick Check
              Intended Role: Instructor

            15-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-03: Printable Digital Quick Check
              Intended Role: Instructor

            15-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-04: Printable Digital Quick Check
              Intended Role: Instructor

            15-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-05: Printable Digital Quick Check
              Intended Role: Instructor

            15-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-06: Printable Digital Quick Check
              Intended Role: Instructor

            15-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-07: Printable Digital Quick Check
              Intended Role: Instructor

            15-07: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-08: Printable Digital Quick Check
              Intended Role: Instructor

            15-08: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            15-09: Printable Digital Quick Check
              Intended Role: Instructor

            15-09: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 15: Printable Online Topic Test
              Intended Role: Instructor

            Topic 15: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 15: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 15: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic Readiness
              Intended Role: Instructor

            Topic 16: Printable Online Topic Readiness
              Intended Role: Instructor

            Topic 16: Online Topic Readiness: Answer Key
              Intended Role: Instructor

            Home-School Connection Letters
              Intended Role: Instructor

            Vocabulary Cards
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-01: Printable Digital Quick Check
              Intended Role: Instructor

            16-01: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-02: Printable Digital Quick Check
              Intended Role: Instructor

            16-02: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-03: Printable Digital Quick Check
              Intended Role: Instructor

            16-03: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-04: Printable Digital Quick Check
              Intended Role: Instructor

            16-04: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-05: Printable Digital Quick Check
              Intended Role: Instructor

            16-05: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Daily Common Core Review
              Intended Role: Instructor

            Listen and Look For
              Intended Role: Instructor

            Quick Check Remediation
              Intended Role: Instructor

            16-06: Printable Digital Quick Check
              Intended Role: Instructor

            16-06: Digital Quick Check: Answer Key
              Intended Role: Instructor

            Quick Check
              Intended Role: Instructor

            Practice
              Intended Role: Instructor

            Center Activity *
              Intended Role: Instructor

            Reteaching
              Intended Role: Instructor

            Center Activity **
              Intended Role: Instructor

            Enrichment
              Intended Role: Instructor

            Topic Test
              Intended Role: Instructor

            Topic 16: Printable Online Topic Test
              Intended Role: Instructor

            Topic 16: Online Topic Test: Answer Key
              Intended Role: Instructor

            Topic 16: Digital Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Topic 16: Enhanced Topic Test Teacher Support
              Intended Role: Instructor

            Grade 2: Topics 13-16: Benchmark Test
              Intended Role: Instructor

            Printable Online Topics 13-16: Benchmark Test
              Intended Role: Instructor

            Online Topics 13-16: Benchmark Test: Answer Key
              Intended Role: Instructor

            Printable Online End of Year Test
              Intended Role: Instructor

            Online End of Year Test: Answer Key
              Intended Role: Instructor

            Math Diagnosis and Intervention System 2.0
              Intended Role: Instructor

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            Tennessee Student Edition: Grade 2

            Teacher Edition: Grade 2

            Tennessee Teacher Edition: Grade 2

            Student Edition: Grade 2