From: imsconformance@imsglobal.org Sent: Tuesday, February 04, 2020 3:51 PM To: conformance@imsglobal.org Cc: hugh.rutledge@pearson.com Subject: Conformance Report Full Name: HughRutledge Email Address: hugh.rutledge@pearson.com Organization: Pearson Product Name: enVision Mathematics 2020 Grade 2 Product Version: 1 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-255ca8b5-1b4b-3203-86ff-375ff889c567 Timestamp: Tuesday, February 4, 2020 03:50 PM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. Messages (1) I_aaa6253f-cffa-3743-8c13-7f765c25134b_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p0'. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Use a hundred chart to subtract tens and ones. - 2.NC.5.1 Add up to subtract using an open number line. - 2.NC.5.3 Use repeated subtraction to show the relationship between division and subtraction. - 3.OA.1.5 Add two 3-digit numbers by breaking apart problems into simpler problems. - 3.NC.9.1 Use an open number line to subtract tens and ones. - 2.NC.5.2 Use sharing to separate equal groups and to think about division. - 3.OA.1.4 Use regrouping to add 3-digit numbers. - 3.NC.9.2 Make numbers that are easier to subtract, then use mental math to find the difference. - 2.NC.5.5 Break apart 1-digit numbers to make it easier to subtract mentally. - 2.NC.5.4 Use number lines to join equal groups. - 3.OA.1.2 Skip count by hundreds up to 1000. - MAFS.2.NBT.1.AP.2c Skip count by tens up to 200. - MAFS.2.NBT.1.AP.2b Skip count by fives up to 100. - MAFS.2.NBT.1.AP.2a Add 10 and 100 mentally using place value. - 2.NC.10.1 Count the squares that fill a rectangle drawn on graph paper. - MAFS.2.G.1.AP.2a Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. - 2.3.3.2 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.9 Look for patterns to help when solving problems. - 2.NC.9.10 Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. - 2.MD.7 Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. - 2.3.2.1 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.5 Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. - 2.3.2.2 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.6 Estimate lengths using units of inches, feet, centimeters, and meters. - 2.MD.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.4 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. - 2.MD.1 Solve problems that take more than one step. - 2.NC.11.6 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.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. - LAFS.2.W.1.2 Explain why subtraction strategies work using models, place value, and mental math. - 2.NC.11.5 Interpret and/or describe products of whole numbers (up to and including 10 × 10). - M03.B-O.1.1.1 Find the total number inside an array with the number of objects in each column or rows not larger than four. - MAFS.2.OA.3.AP.4a Represent an array with numbers up to four rows and four columns. - MAFS.2.OA.3.AP.4b Use an open number line to add up to subtract 3-digit numbers. - 2.NC.11.2 With base ten blocks, build representations of three-digit numbers using hundreds, tens and ones. - MAFS.2.NBT.1.AP.1a Subtract 10 or 100 mentally using place value strategies. - 2.NC.11.1 Use models and place value to subtract. - 2.NC.11.4 Use models to subtract 3-digit numbers. - 2.NC.11.3 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. - M03.C-G.1.1.3 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. - MAFS.K12.MP.3.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. - ELD.K12.ELL.MA.1 Interpret and/or describe whole-number quotients of whole numbers (limit dividends through 50 and limit divisors and quotients through 10). - M03.B-O.1.1.2 Use models and equations to solve word problems. - 2.NC.6.6 Use regrouping to subtract 3-digit numbers. - 3.NC.9.5 Subtract 2-digit numbers using any strategy and explain why the strategy works. - 2.NC.6.5 Distinguish two- or three-dimensional shapes based upon their attributes (i.e., number of sides, equal or different lengths of sides, number of faces, and number of corners). - MAFS.2.G.1.AP.1b Reason about word problems, and use bar diagrams and equations to solve them. - 2.NC.6.7 Identify two-dimensional shapes, such as rhombuses, pentagons, hexagons, octagons, and ovals, as well as equilateral, isosceles, and scalene triangles. - MAFS.2.G.1.AP.1a Subtract multi-digit numbers using the expanded algorithm. - 3.NC.9.4 Draw two-dimensional shapes with specific attributes. - MAFS.2.G.1.AP.1c Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) - 3.OA.5 Solve problems involving the difference in standard length units. - MAFS.2.MD.1.AP.4a Add 2-digit numbers using place value and properties of operations. - 2.NC.4.2 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers; and fully understand the concept when a remainder does not exist under division. - 3.OA.7 Use models to add 2-digit numbers and then explain the work. - 2.NC.4.1 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Include problems with whole dollar amounts. - 3.OA.8 Add numbers using place value and partial sums. - 2.NC.4.4 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. - 3.OA.1 Add using place value and partial sums. - 2.NC.4.3 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.2 Add three or four 2-digit numbers. - 2.NC.4.6 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.3 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.3 Add within 100 using place-value strategies. - 2.NC.4.5 Identify the value of each category represented on a picture graph and bar graph. - MAFS.2.MD.4.AP.10a Identify a group of fewer than 10 objects as odd or even. - MAFS.2.OA.3.AP.3a Compare the information shown in a bar graph or picture graph with up to four categories. Solve simple comparisons of how many more or how many less. - MAFS.2.MD.4.AP.10c Compare three-digit numbers using representations and numbers (e.g., identify more hundreds, less hundreds, more tens, less tens, more ones, less ones, larger number, smaller number). - MAFS.2.NBT.1.AP.4c Organize data by representing on a pictorial graph or bar graph. - MAFS.2.MD.4.AP.10b Compare two-digit numbers using representations and numbers (e.g., identify more tens, fewer tens, more ones, fewer ones, larger numbers, smaller numbers). - MAFS.2.NBT.1.AP.4b Compare (greater than, less than, equal to) two numbers up to 100. - MAFS.2.NBT.1.AP.4a Demonstrate that when a whole or set is partitioned into y equal parts, the fraction 1/y represents 1 part of the whole and/or the fraction x/y represents x equal parts of the whole (limit denominators to 2, 3, 4, 6, and 8; limit numerators to whole numbers - M03.A-F.1.1.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. - 2.G.1 Estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter. - 2.MD.12.6 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. - 2.G.2 Measure the length and height of objects using different metric units. - 2.MD.12.7 Tell how much longer one object is than another. - 2.MD.12.8 Choose tools, units, and methods that help to be precise when measuring. - 2.MD.12.9 Estimate measures and use a ruler to measure length and height to the nearest inch. - 2.MD.12.2 Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. - 2.MD.12.3 Estimate and measure the length and height of objects in inches, feet, and yards. - 2.MD.12.4 Estimate measures and use a ruler to measure length and height to the nearest centimeter. - 2.MD.12.5 Estimate the length of an object by relating the length of the object to a known measurement. - 2.MD.12.1 Estimate the length of an object using units of feet and inches. - MAFS.2.MD.1.AP.3a Tell time to the quarter-hour and distinguish between a.m. and p.m. - 2.3.3.1 Explain what the zero represented in place value (hundreds, tens, ones) in a number. - MAFS.2.NBT.1.AP.3e Write or select expanded form for any two-digit number. - MAFS.2.NBT.1.AP.3d Write or select the numerals 0–100. - MAFS.2.NBT.1.AP.3c Identify the numeral between 0 and 100 when presented with the name. - MAFS.2.NBT.1.AP.3b Identify numerals 0–100. - MAFS.2.NBT.1.AP.3a Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. - 3.OA.A.1 Extend the concepts of addition and subtraction to problems involving length. - CC.2.4.2.A.6 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. - MAFS.K12.MP.2.1 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 Label a partitioned shape (e.g., one whole rectangle was separated into two halves; one whole circle was separated into three thirds.) - MAFS.2.G.1.AP.3b Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). - MAFS.2.MD.3.8.d Solve one- and two-step problems using addition or subtraction. - 2.NC.5.7 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. - 3.G.A.2 Partition circles and rectangles into two, three, and four equal parts. - MAFS.2.G.1.AP.3a Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). - MAFS.2.MD.3.8.c Choose and use any strategy to subtract 2-digit numbers. - 2.NC.5.6 Critique the thinking of others by using what is known about addition and subtraction. - 2.NC.5.8 Measure and estimate lengths in standard units using appropriate tools. - CC.2.4.2.A.1 Tell and write time to the nearest five minutes using both analog and digital clocks. - CC.2.4.2.A.2 Solve problems and make change using coins and paper currency with appropriate symbols. - CC.2.4.2.A.3 Compute the value of any combination of coins within one dollar. - MAFS.2.MD.3.8.b Represent and interpret data using line plots, picture graphs, and bar graphs. - CC.2.4.2.A.4 Identify the value of coins and paper currency. - MAFS.2.MD.3.8.a Add within 100 using place-value strategies and properties of operations. - 2.NC.3.1 Break apart numbers into tens and ones to find their sum. - 2.NC.3.3 Make sense of problems and persevere in solving them. - MP.1 Reason abstractly and quantitatively. - MP.2 Use an open number line to add tens and ones within 100. - 2.NC.3.2 Choose and use a strategy to add two-digit numbers. - 2.NC.3.5 Break apart addends and combine them in different ways to make numbers that are easy to add mentally. - 2.NC.3.4 Use words, pictures, numbers, and symbols to construct viable math arguments. - 2.NC.3.7 Use the Distributive Property to solve problems involving multiplication within 100. - 3.OA.3.1 Use drawings and equations to solve one-step and two-step problems. - 2.NC.3.6 Look for and make use of structure. - MP.7 Look for and express regularity in repeated reasoning. - MP.8 Use drawings and equations to make sense of the words in problems. - 2.OA.7.2 Model problems using equations with unknowns in any position. - 2.OA.7.1 Construct viable arguments and critique the reasoning of others. - MP.3 Model and solve two-step problems using equations. - 2.OA.7.4 Use drawings and equations to make sense of the words in problems. - 2.OA.7.3 Model with mathematics. - MP.4 Use appropriate tools strategically. - MP.5 Use different ways to solve two-step problems. - 2.OA.7.6 Use different ways to solve two-step problems. - 2.OA.7.5 Attend to precision. - MP.6 Draw bar graphs and use them to solve problems. - 2.MD.15.3 Draw picture graphs and use them to solve problems. - 2.MD.15.4 Draw conclusions from graphs. - 2.MD.15.5 Reason about data in bar graphs and picture graphs to write and solve problems. - 2.MD.15.6 Measure the lengths of objects, then make a line plot to organize the data. - 2.MD.15.1 Measure the lengths of objects, then make a line plot to organize the data. - 2.MD.15.2 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. - MAFS.2.MD.4.10 Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” - MAFS.2.NBT.1.1.a 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). - MAFS.2.NBT.1.1.b 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.4 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.3 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.2 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.1 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 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. - MAFS.K12.MP.5.1 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 Use reasoning to write and solve number stories. - 2.OA.7.8 Understand how to read and write unit fractions for equal-sized parts of a region. - 3.NC.12.1 Find the missing number in equations to make equations true. - 2.OA.7.7 Use a fraction to represent multiple copies of a unit fraction. - 3.NC.12.2 Understand how to interpret number sentences involving addition, subtraction and unknowns represented by letters. Use objects and number lines and create real-world situations to represent number sentences. - 2.2.2.1 Estimate lengths using units of inches, feet, yards, centimeters, and meters. - MAFS.2.MD.1.3 Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. - 2.2.2.2 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. - MAFS.2.MD.1.4 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 Use drawings, models, and equations to solve one- and two-step problems. - 2.NC.4.8 Estimate lengths using units of inches, feet, centimeters, and meters. - 2.MD.A.3 Use mental math, strategies, and models to add two, three, or four numbers. - 2.NC.4.7 Make models to help solve math problems. - 2.NC.4.9 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 Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. - MAFS.2.MD.1.1 Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. - MAFS.2.MD.1.2 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 Model addition and subtraction with base ten blocks within 100. - MAFS.2.NBT.2.AP.5b Fluently add or subtract within 50. - MAFS.2.NBT.2.AP.5a Recognize shapes by how they look. - 2.G.13.1 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.10 Describe plane shapes by how they look. - 2.G.13.2 Solve addition and subtraction word problems involving the difference in standard length units. - MAFS.2.MD.2.AP.5a Draw polygon shapes. - 2.G.13.3 Draw cubes and describe how they look. - 2.G.13.4 Cover rectangles with equal size squares and count to find the total number of them. - 2.G.13.5 Show circles and rectangles in halves, thirds, and fourths. - 2.G.13.6 Make equal shares that do not have the same shape. - 2.G.13.7 Use repeated reasoning to show rectangles with rows and columns and create designs with equal shares. - 2.G.13.8 Add and subtract on a number line. - 2.MD.14.4 Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. - MAFS.2.OA.1.AP.1a Choose the best tool to use to solve problems. - 2.MD.14.5 Solve problems by adding or subtracting length measurements. - 2.MD.14.1 Add or subtract to solve problems about measurements. - 2.MD.14.2 Add and subtract to solve measurement problems by using drawings and equations. - 2.MD.14.3 Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. - 2.3.1.2 Use number lines to solve addition or subtraction problems up to 100. - MAFS.2.MD.2.AP.6a Find the unknown number in an equation (+, – ). - MAFS.2.OA.1.AP.aa Combine three two-digit numbers within 20. - MAFS.2.NBT.2.AP.6a 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 Solve problems with money. - 2.MD.8.3 Solve problems about money. - 2.MD.8.4 Solve problems with coins. - 2.MD.8.1 Say the time in different ways. - 2.MD.8.7 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. - 3.G.2 Tell time and use reasoning to state if the event is happening in the a.m. or p.m. - 2.MD.8.8 Reason about values of coins and find different ways to make the same total value. - 2.MD.8.5 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. - MAFS.K12.MP.4.1 Tell and write time to the nearest 5 minutes. - 2.MD.8.6 Use doubles and near doubles to add quickly and accurately. - 2.OA.1.2 Use counting on to add numbers and add numbers in any order. - 2.OA.1.1 Understand place value and count by hundreds to 1,000. - 2.NC.9.1 Use number patterns on an addition facts table to complete addition equations. - 2.OA.1.4 Use the strategy of making a 10 to add quickly and accurately. - 2.OA.1.3 Think addition to subtract quickly and accurately. - 2.OA.1.6 Count on and count back on a number line to subtract. - 2.OA.1.5 Add and subtract quickly and accurately using mental math strategies. - 2.OA.1.8 Compose ones into tens and/or tens into hundreds in addition situations. - MAFS.2.NBT.2.AP.7b Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. - MAFS.2.OA.1.a Make a 10 to subtract quickly and accurately. - 2.OA.1.7 Decompose tens into ones and/or hundreds into tens in subtraction situations. - MAFS.2.NBT.2.AP.7a Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. - 3.2.2.1 Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. - 3.2.2.2 Use addition and subtraction to solve word problems. - 2.OA.1.9 Assess the reasonableness of answers. Limit problems posed with whole numbers and having whole- number answers. - M03.B-O.3.1.3 Look for and make use of structure. - 2.MP.7 Look for and express regularity in repeated reasoning. - 2.MP.8 Use appropriate tools strategically. - 2.MP.5 Attend to precision. - 2.MP.6 Construct viable arguments and critique the reasoning of others. - 2.MP.3 Model with mathematics. - 2.MP.4 Make sense of problems and persevere in solving them. - 2.MP.1 Reason abstractly and quantitatively. - 2.MP.2 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 Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. - 2.MD.C.7 100 can be thought of as a bundle of ten tens – called a “hundred.” - 2.NBT.1a Write or select an equation representing the problems and its solution. - MAFS.2.OA.1.AP.1c Use pictures, drawings or objects to represent the steps of a problem. - MAFS.2.OA.1.AP.1b 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.1b Work with equal groups of objects to gain foundations for multiplication. - CC.2.2.2.A.3 Mentally add or subtract 10 from a given set from the tens family (e.g., What is 10 more than 50? What is 10 fewer than 70?). - MAFS.2.NBT.2.AP.8a Mentally add or subtract 100 from a given set from the hundreds family (e.g., What is 100 more than 500? What is 100 fewer than 700?). - MAFS.2.NBT.2.AP.8b Represent and solve problems involving addition and subtraction within 100. - CC.2.2.2.A.1 Tell and write time in hours and half-hours using analog and digital clocks. - MAFS.2.MD.3.AP.7a Use mental strategies to add and subtract within 20. - CC.2.2.2.A.2 Categorize everyday activities into a.m. and p.m. - MAFS.2.MD.3.AP.7b Solve word problems using dollar bills, quarters, dimes, nickels, or pennies up to $50. - MAFS.2.MD.3.AP.8a Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. - MAFS.K12.MP.7.1 Tell and write time from analog and digital clocks to the nearest five minutes. - MAFS.2.MD.3.7 Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? - MAFS.2.MD.3.8 Add two- and three-digit whole numbers (limit sums from 100 through 1,000) and/or subtract two- and three-digit numbers from three-digit whole numbers. - M03.A-T.1.1.2 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 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. - MAFS.2.OA.1.1 Estimate sums and differences up to 100. - 2.1.2.3 Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. - 2.1.2.4 Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. - 2.1.2.1 Demonstrate fluency with basic addition facts and related subtraction facts. - 2.1.2.2 Tell if a group of objects is even or odd. - 2.OA.2.1 Find the total number of objects in a set of rows and columns. - 2.OA.2.3 Use different ways to tell if a group of objects shows an even or odd number. - 2.OA.2.2 Model problems using equations, drawings, and arrays. - 2.OA.2.5 Make arrays with equal rows or equal columns to solve addition problems - 2.OA.2.4 Communicate processes of addition and subtraction. - MAFS.2.NBT.2.AP.9a Explain why addition and subtraction strategies work, using place value and the properties of operations. - 2.NBT.B.9 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 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. - 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 Analyze and draw two- and three-dimensional shapes having specified attributes. - CC.2.3.2.A.1 Fluently add and subtract within 10. - MAFS.2.OA.2.AP.2a Use the understanding of fractions to partition shapes into halves, quarters, and thirds. - CC.2.3.2.A.2 Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. - 3.1.3.1 Organize linear measurement data by representing continuous data on a line plot. - MAFS.2.MD.4.AP.9a Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. - 2.2.1.1 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. - MAFS.2.MD.2.5 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. - MAFS.K12.MP.6.1 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 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 Count within 1000; skip-count by 2s, 5s, 10s, and 100s. - 2.NBT.A.2 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: - 2.NBT.A.1 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. - MAFS.2.MD.2.6 Tell the value of a digit by where it is placed in a number. - 2.NC.9.3 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. - MAFS.2.OA.2.2 Use place-value blocks and drawings to model and write 3-digit numbers. - 2.NC.9.2 Make and name a number in different ways to show the same value. - 2.NC.9.5 Read and write 3-digit numbers in expanded form, standard form, and word form. - 2.NC.9.4 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 Skip count by 5s, 10s, and 100s using a number line. - 2.NC.9.7 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 Use place-value patterns to mentally count by 1s and 10s from a given number. - 2.NC.9.6 Compare and write a 3-digit number that is greater than or less than another 3-digit number. - 2.NC.9.9 Compare numbers using place value. - 2.NC.9.8 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 Compare and order whole numbers up to 1000. - 2.1.1.5 Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. - 2.1.1.2 Recognize that standard units can be decomposed into smaller units. - MAFS.2.MD.1.AP.2a Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three- digit number. - 2.1.1.3 Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. - 2.1.1.1 Measure the attributes (length, width, height) of an object using two different size units. - MAFS.2.MD.1.AP.2b Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. - MAFS.2.NBT.2.7 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. - MAFS.2.NBT.2.8 Explain why addition and subtraction strategies work, using place value and the properties of operations. - MAFS.2.NBT.2.9 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 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - MAFS.2.NBT.2.5 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. - 2.G.A.2 Add up to four two-digit numbers using strategies based on place value and properties of operations. - MAFS.2.NBT.2.6 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 Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. - 3.1.2.1 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. - 3.1.2.2 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. - 3.1.2.3 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. - LAFS.2.SL.1.1 Demonstrate or identify appropriate measuring techniques. - MAFS.2.MD.1.AP.1b Select appropriate tool and unit of measurement to measure an object (ruler or yard stick, inches or feet). - MAFS.2.MD.1.AP.1a Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. - LAFS.2.SL.1.3 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. - LAFS.2.SL.1.2 Fluently add and subtract (including subtracting across zeros) within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Include problems with whole dollar amounts. - 3.NBT.2 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. - MAFS.K12.MP.1.1 Use words, pictures, numbers, and symbols to construct viable math arguments - 2.OA.1.10 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 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. - MAFS.2.OA.3.4 Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. - 2.1.2.5 Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. - 2.1.2.6 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. - MAFS.2.OA.3.3 Use place-value understanding and properties of operations to add and subtract within 1000. - CC.2.1.2.B.3 Use place value and models to subtract 2-digit numbers. - 2.NC.6.2 Use place value and models to subtract 1-digit numbers. - 2.NC.6.1 Use place-value concepts to read, write, and skip count to 1000. - CC.2.1.2.B.2 Use partial differences and mentally break apart the number to subtract. - 2.NC.6.4 Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. - CC.2.1.2.B.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: - 2.NBT.1 Subtract using place value and partial differences. - 2.NC.6.3 Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. - 2.NBT.2 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. - 2.NBT.3 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.4 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.5 Add up to four two-digit numbers using strategies based on place value and properties of operations. - 2.NBT.6 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. - 2.NBT.7 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.8 Explain why addition and subtraction strategies work, using place value and the properties of operations. - 2.NBT.9 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. - MAFS.2.NBT.1.4 Label Missing - 2.NBT.B Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. - 3.1.2.4 Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. - 3.1.2.5 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.1 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 Identify calculations or steps that repeat when solving problems. - 2.NC.10.7 Use different addition strategies to add and explain why the strategies work. - 2.NC.10.6 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. - MAFS.2.G.1.3 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: - MAFS.2.NBT.1.1 Count within 1000; skip-count by 5s, 10s, and 100s. - MAFS.2.NBT.1.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. - MAFS.2.G.1.2 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. - MAFS.2.MD.4.9 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. - MAFS.2.NBT.1.3 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. - MAFS.2.G.1.1 Use models to add 3-digit numbers and then explain the work. - 2.NC.10.3 Use an open number line to add 3-digit numbers. - 2.NC.10.2 Add 3-digit numbers using place value and partial sums. - 2.NC.10.5 Use models and place value to add 3-digit numbers. - 2.NC.10.4 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 Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. - MAFS.K12.MP.8.1 Use multiplication (up to and including 10 × 10) and/or division (limit dividends through 50 and limit divisors and quotients through 10) to solve word problems in situations involving equal groups, arrays, and/or measurement quantities. - M03.B-O.1.2.1 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. 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Mathematics 2020 Grade 2 Grade 2 Readiness Tests Grade 2 Readiness Test Grade 2 Online Readiness Test Math Practices Animations Math Practice 1 Animation Math Practice 2 Animation Math Practice 3 Animation Math Practice 4 Animation Math Practice 5 Animation Math Practice 6 Animation Math Practice 7 Animation Math Practice 8 Animation Math Practices Animations (Spanish) Animaciones de Prácticas matemáticas 1 Animaciones de Prácticas matemáticas 2 Animaciones de Prácticas matemáticas 3 Animaciones de Prácticas matemáticas 4 Animaciones de Prácticas matemáticas 5 Animaciones de Prácticas matemáticas 6 Animaciones de Prácticas matemáticas 7 Animaciones de Prácticas matemáticas 8 Academic Vocabulary Academic Vocabulary: Agree/Disagree Academic Vocabulary: Analyze Academic Vocabulary: Appropriate Academic Vocabulary: Argument Academic Vocabulary: Attention Academic Vocabulary: Conclude Academic Vocabulary: Connect Academic Vocabulary: Consistent Academic Vocabulary: Construct Academic Vocabulary: Continue Academic Vocabulary: Decide Academic Vocabulary: Define Academic Vocabulary: Describe Academic Vocabulary: Develop Academic Vocabulary: Directions Academic Vocabulary: Discover Academic Vocabulary: Examine Academic Vocabulary: Explore Academic Vocabulary: Extend Academic Vocabulary: Identify Academic Vocabulary: Include Academic Vocabulary: Label Academic Vocabulary: Make sense Academic Vocabulary: Mental Academic Vocabulary: Observe Academic Vocabulary: Plan Academic Vocabulary: Practice Academic Vocabulary: Precise Academic Vocabulary: Reason Academic Vocabulary: Relate Academic Vocabulary: Repeat Academic Vocabulary: Represent Academic Vocabulary: Result Academic Vocabulary: Review Academic Vocabulary: Select Academic Vocabulary: Solution Academic Vocabulary: Solve Academic Vocabulary: Strategy Academic Vocabulary: Suggestion Academic Vocabulary: Value Topic 1: Fluently Add and Subtract Within 20 Topic 1: Animated Math Story: The Math Machine Topic 1: Today's Challenge Topic 1: Beginning of Topic Interactive Student Edition: Beginning of Topic 1 Topic 1: enVision STEM Activity Topic 1: Review What You Know Topic 1: Vocabulary Cards 1-1: Addition Fact Strategies Interactive Student Edition: Grade 2 Lesson 1-1 Math Anytime 1-1: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-1: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 1-1: 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-1: Convince Me! 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Practice and Problem Solving 1-1: Student Edition Practice 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-1: Interactive Practice Buddy 1-1: Interactive Additional Practice Step 3: Assess & Differentiate 1-1: Another Look 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-1: Enrichment 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-1: 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-1: Reteach to Build Understanding 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 1-1: Enrichment Game: Fancy Flea - Missing Parts to 12 1-1: Problem-Solving Reading Activity 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-1: Another Look 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Spanish Resources 1-1: eText del Libro del estudiante 1-1: Repaso diario 1-1: Aprendizaje visual 1-1: Amigo de práctica interactiva 1-1: Práctica adicional interactiva 1-1: Refuerzo para mejorar la comprensión 1-1: Desarrollar la competencia matemática 1-1: Ampliación 1-2: Doubles and Near Doubles Interactive Student Edition: Grade 2 Lesson 1-2 Math Anytime 1-2: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-2: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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 doubles and near doubles to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 1-2: 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. 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 doubles and near doubles to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-2: Convince Me! 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. Use doubles and near doubles to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Practice and Problem Solving 1-2: Student Edition Practice 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. Use doubles and near doubles to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-2: Interactive Practice Buddy 1-2: Interactive Additional Practice Step 3: Assess & Differentiate 1-2: Another Look 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. Use doubles and near doubles to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-2: Enrichment 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. Use doubles and near doubles to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-2: 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. Use doubles and near doubles to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-2: Reteach to Build Understanding 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. Use doubles and near doubles to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 1-2: Enrichment 1-2: Digital Math Tool Activity 1-2: enVision STEM Activity 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. Use doubles and near doubles to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-2: Another Look 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. Use doubles and near doubles to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Spanish Resources 1-2: eText del Libro del estudiante 1-2: Repaso diario 1-2: Aprendizaje visual 1-2: Amigo de práctica interactiva 1-2: Práctica adicional interactiva 1-2: Refuerzo para mejorar la comprensión 1-2: Desarrollar la competencia matemática 1-2: Ampliación 1-3: Make a 10 to Add Interactive Student Edition: Grade 2 Lesson 1-3 Math Anytime 1-3: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-3: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 the strategy of making a 10 to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 1-3: 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 the strategy of making a 10 to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-3: Convince Me! 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 the strategy of making a 10 to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Practice and Problem Solving 1-3: Student Edition Practice 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 the strategy of making a 10 to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-3: Interactive Practice Buddy 1-3: Interactive Additional Practice Step 3: Assess & Differentiate 1-3: Another Look 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 the strategy of making a 10 to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-3: Enrichment 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 the strategy of making a 10 to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-3: 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 the strategy of making a 10 to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-3: Reteach to Build Understanding 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 the strategy of making a 10 to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 1-3: Enrichment 1-3: Digital Math Tool Activity 1-3: enVision STEM Activity 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 the strategy of making a 10 to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-3: Another Look 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 the strategy of making a 10 to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Spanish Resources 1-3: eText del Libro del estudiante 1-3: Repaso diario 1-3: Aprendizaje visual 1-3: Amigo de práctica interactiva 1-3: Práctica adicional interactiva 1-3: Refuerzo para mejorar la comprensión 1-3: Desarrollar la competencia matemática 1-3: Ampliación 1-4: Addition Fact Patterns Interactive Student Edition: Grade 2 Lesson 1-4 Math Anytime 1-4: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-4: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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 number patterns on an addition facts table to complete addition equations. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 1-4: 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. 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 number patterns on an addition facts table to complete addition equations. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-4: Convince Me! 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. Use number patterns on an addition facts table to complete addition equations. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Practice and Problem Solving 1-4: Student Edition Practice 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. Use number patterns on an addition facts table to complete addition equations. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-4: Interactive Practice Buddy 1-4: Interactive Additional Practice Step 3: Assess & Differentiate 1-4: Another Look 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. Use number patterns on an addition facts table to complete addition equations. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-4: Enrichment 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. Use number patterns on an addition facts table to complete addition equations. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-4: 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. Use number patterns on an addition facts table to complete addition equations. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-4: Reteach to Build Understanding 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. Use number patterns on an addition facts table to complete addition equations. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 1-4: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 1-4: Pick a Project 1-4: Another Look 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. Use number patterns on an addition facts table to complete addition equations. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Spanish Resources 1-4: eText del Libro del estudiante 1-4: Repaso diario 1-4: Aprendizaje visual 1-4: Amigo de práctica interactiva 1-4: Práctica adicional interactiva 1-4: Refuerzo para mejorar la comprensión 1-4: Desarrollar la competencia matemática 1-4: Ampliación 1-5: Count On and Count Back to Subtract Interactive Student Edition: Grade 2 Lesson 1-5 Math Anytime 1-5: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-5: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Count on and count back on a number line to subtract. 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 mental strategies to add and subtract within 20. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 1-5: 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Count on and count back on a number line to subtract. 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 mental strategies to add and subtract within 20. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-5: Convince Me! 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. Count on and count back on a number line to subtract. 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 mental strategies to add and subtract within 20. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Practice and Problem Solving 1-5: Student Edition Practice 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. Count on and count back on a number line to subtract. 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 mental strategies to add and subtract within 20. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-5: Interactive Practice Buddy 1-5: Interactive Additional Practice Step 3: Assess & Differentiate 1-5: Another Look 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. Count on and count back on a number line to subtract. 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 mental strategies to add and subtract within 20. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-5: Enrichment 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. Count on and count back on a number line to subtract. 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 mental strategies to add and subtract within 20. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-5: 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. Count on and count back on a number line to subtract. 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 mental strategies to add and subtract within 20. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-5: Reteach to Build Understanding 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. Count on and count back on a number line to subtract. 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 mental strategies to add and subtract within 20. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 1-5: Enrichment 1-5: Digital Math Tool Activity 1-5: Pick a Project 1-5: Another Look 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. Count on and count back on a number line to subtract. 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 mental strategies to add and subtract within 20. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Spanish Resources 1-5: eText del Libro del estudiante 1-5: Repaso diario 1-5: Aprendizaje visual 1-5: Amigo de práctica interactiva 1-5: Práctica adicional interactiva 1-5: Refuerzo para mejorar la comprensión 1-5: Desarrollar la competencia matemática 1-5: Ampliación 1-6: Think Addition to Subtract Interactive Student Edition: Grade 2 Lesson 1-6 Math Anytime 1-6: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-6: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one- digit numbers. Think addition to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 1-6: 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Think addition to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-6: Convince Me! 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. Think addition to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Practice and Problem Solving 1-6: Student Edition Practice 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. Think addition to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-6: Interactive Practice Buddy 1-6: Interactive Additional Practice Step 3: Assess & Differentiate 1-6: Another Look 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. Think addition to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-6: Enrichment 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. Think addition to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-6: 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. Think addition to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-6: Reteach to Build Understanding 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. Think addition to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 1-6: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 1-6: Pick a Project 1-6: Another Look 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. Think addition to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Spanish Resources 1-6: eText del Libro del estudiante 1-6: Repaso diario 1-6: Aprendizaje visual 1-6: Amigo de práctica interactiva 1-6: Práctica adicional interactiva 1-6: Refuerzo para mejorar la comprensión 1-6: Desarrollar la competencia matemática 1-6: Ampliación 1-7: Make a 10 to Subtract Interactive Student Edition: Grade 2 Lesson 1-7 Math Anytime 1-7: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-7: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Make a 10 to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 1-7: 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Make a 10 to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-7: Convince Me! 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. Make a 10 to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Practice and Problem Solving 1-7: Student Edition Practice 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. Make a 10 to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-7: Interactive Practice Buddy 1-7: Interactive Additional Practice Step 3: Assess & Differentiate 1-7: Another Look 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. Make a 10 to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-7: Enrichment 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. Make a 10 to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-7: 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. Make a 10 to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-7: Reteach to Build Understanding 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. Make a 10 to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 1-7: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 1-7: Pick a Project 1-7: Another Look 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. Make a 10 to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Spanish Resources 1-7: eText del Libro del estudiante 1-7: Repaso diario 1-7: Aprendizaje visual 1-7: Amigo de práctica interactiva 1-7: Práctica adicional interactiva 1-7: Refuerzo para mejorar la comprensión 1-7: Desarrollar la competencia matemática 1-7: Ampliación 1-8: Practice Addition and Subtraction Facts Interactive Student Edition: Grade 2 Lesson 1-8 Math Anytime 1-8: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-8: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Add and subtract quickly and accurately using mental math strategies. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 1-8: 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Add and subtract quickly and accurately using mental math strategies. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Fluently add and subtract within 10. 1-8: Convince Me! 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. Add and subtract quickly and accurately using mental math strategies. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Practice and Problem Solving 1-8: Student Edition Practice 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. Add and subtract quickly and accurately using mental math strategies. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-8: Interactive Practice Buddy 1-8: Interactive Additional Practice Step 3: Assess & Differentiate 1-8: Another Look 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. Add and subtract quickly and accurately using mental math strategies. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-8: Enrichment 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. Add and subtract quickly and accurately using mental math strategies. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-8: 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. Add and subtract quickly and accurately using mental math strategies. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-8: Reteach to Build Understanding 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. Add and subtract quickly and accurately using mental math strategies. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Fluently add and subtract within 10. 1-8: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 1-8: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 1-8: Pick a Project 1-8: Another Look 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. Add and subtract quickly and accurately using mental math strategies. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Fluently add and subtract within 10. Spanish Resources 1-8: eText del Libro del estudiante 1-8: Repaso diario 1-8: Aprendizaje visual 1-8: Amigo de práctica interactiva 1-8: Práctica adicional interactiva 1-8: Refuerzo para mejorar la comprensión 1-8: Desarrollar la competencia matemática 1-8: Ampliación 1-9: Solve Addition and Subtraction Word Problems Interactive Student Edition: Grade 2 Lesson 1-9 Math Anytime 1-9: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-9: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Step 2: Visual Learning 1-9: 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. 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. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-9: Convince Me! 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. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Practice and Problem Solving 1-9: Student Edition Practice 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. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-9: Interactive Practice Buddy 1-9: Interactive Additional Practice Step 3: Assess & Differentiate 1-9: Another Look 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. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-9: Enrichment 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. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-9: 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. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-9: Reteach to Build Understanding 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. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-9: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 1-9: Enrichment Game: Fancy Flea - Missing Parts to 12 1-9: Problem-Solving Reading Activity 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. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-9: Another Look 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. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Spanish Resources 1-9: eText del Libro del estudiante 1-9: Repaso diario 1-9: Aprendizaje visual 1-9: Amigo de práctica interactiva 1-9: Práctica adicional interactiva 1-9: Refuerzo para mejorar la comprensión 1-9: Desarrollar la competencia matemática 1-9: Ampliación Topic 1: 3-Act Math: Losing Marbles Interactive Student Edition: Grade 2, Topic 1 3-Act Math Mathematical Modeling Topic 1: 3-Act Math: Losing Marbles, Act 1 Topic 1: 3-Act Math: Losing Marbles, Act 2 Topic 1: 3-Act Math: Losing Marbles, Act 3 Topic 1: 3-Act Math: Losing Marbles, Sequel 1-10: Problem Solving: Construct Arguments Interactive Student Edition: Grade 2 Lesson 1-10 Math Anytime 1-10: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-10: Solve & Share 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. Construct viable arguments and critique the reasoning of others. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Construct viable arguments and critique the reasoning of others. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 1-10: 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Construct viable arguments and critique the reasoning of others. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-10: Convince Me! 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. Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Construct viable arguments and critique the reasoning of others. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Practice and Problem Solving 1-10: Student Edition Practice 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. Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Construct viable arguments and critique the reasoning of others. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-10: Interactive Additional Practice Step 3: Assess & Differentiate 1-10: Another Look 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. Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Construct viable arguments and critique the reasoning of others. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-10: Enrichment 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. Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Construct viable arguments and critique the reasoning of others. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-10: 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. Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Construct viable arguments and critique the reasoning of others. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-10: Reteach to Build Understanding 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. Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Construct viable arguments and critique the reasoning of others. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 1-10: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 1-10: Enrichment Game: Fluency - Add and Subtract within 20 1-10: Pick a Project 1-10: Another Look 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. Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments Construct viable arguments and critique the reasoning of others. 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. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Construct viable arguments and critique the reasoning of others. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Spanish Resources 1-10: eText del Libro del estudiante 1-10: Repaso diario 1-10: Aprendizaje visual 1-10: Práctica adicional interactiva 1-10: Refuerzo para mejorar la comprensión 1-10: Desarrollar la competencia matemática 1-10: Ampliación Topic 1: End of Topic Interactive Student Edition: End of Topic 1 Topic 1: Fluency Practice Activity Topic 1: Vocabulary Review Topic 1: Reteaching Interactive Student Edition: Topic 1 Assessment Practice Interactive Student Edition: Topic 1 Performance Task Topic 1 Performance Task Topic 1 Assessment 1-1: 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-2 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. 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 doubles and near doubles to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-3: 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 the strategy of making a 10 to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-4: 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. 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 number patterns on an addition facts table to complete addition equations. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 1-6: 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Think addition to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-7: 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Make a 10 to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-8: 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. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Add and subtract quickly and accurately using mental math strategies. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 1-9: 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. 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. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Game: AddIt - Adding Three Numbers Topic 1 Online Assessment 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 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Use doubles and near doubles to add quickly and accurately. Use the strategy of making a 10 to add quickly and accurately. Use number patterns on an addition facts table to complete addition equations. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Think addition to subtract quickly and accurately. Make a 10 to subtract quickly and accurately. Add and subtract quickly and accurately using mental math strategies. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Topic 1 Spanish Assessments Tema 1: Tarea de rendimento Tema 1: Evaluación Topic 2: Work with Equal Groups Topic 2: Animated Math Story: Addition Fair Topic 2: Today's Challenge Topic 2: Beginning of Topic Interactive Student Edition: Beginning of Topic 2 Topic 2: enVision STEM Activity Topic 2: Review What You Know Topic 2: Vocabulary Cards 2-1: Even and Odd Numbers Interactive Student Edition: Grade 2 Lesson 2-1 Math Anytime 2-1: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-1: Solve & Share 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. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 2-1: 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. 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. Identify a group of fewer than 10 objects as odd or even. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-1: Convince Me! 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Practice and Problem Solving 2-1: Student Edition Practice 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-1: Interactive Practice Buddy 2-1: Interactive Additional Practice Step 3: Assess & Differentiate 2-1: Another Look 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-1: Enrichment 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-1: 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-1: Reteach to Build Understanding 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. 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. Identify a group of fewer than 10 objects as odd or even. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 2-1: Enrichment 2-1: Digital Math Tool Activity 2-1: Pick a Project 2-1: Another Look 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. 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. Identify a group of fewer than 10 objects as odd or even. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Spanish Resources 2-1: eText del Libro del estudiante 2-1: Repaso diario 2-1: Aprendizaje visual 2-1: Amigo de práctica interactiva 2-1: Práctica adicional interactiva 2-1: Refuerzo para mejorar la comprensión 2-1: Desarrollar la competencia matemática 2-1: Ampliación 2-2: Continue Even and Odd Numbers Interactive Student Edition: Grade 2 Lesson 2-2 Math Anytime 2-2: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-2: Solve & Share 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. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 2-2: 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-2: Convince Me! 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Practice and Problem Solving 2-2: Student Edition Practice 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-2: Interactive Practice Buddy 2-2: Interactive Additional Practice Step 3: Assess & Differentiate 2-2: Another Look 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-2: Enrichment 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-2: 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-2: Reteach to Build Understanding 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 2-2: Enrichment 2-2: Digital Math Tool Activity 2-2: enVision STEM Activity 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-2: Another Look 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Spanish Resources 2-2: eText del Libro del estudiante 2-2: Repaso diario 2-2: Aprendizaje visual 2-2: Amigo de práctica interactiva 2-2: Práctica adicional interactiva 2-2: Refuerzo para mejorar la comprensión 2-2: Desarrollar la competencia matemática 2-2: Ampliación 2-3: Use Arrays to Find Totals Interactive Student Edition: Grade 2 Lesson 2-3 Math Anytime 2-3: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-3: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 2-3: 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. 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Find the total number inside an array with the number of objects in each column or rows not larger than four. 2-3: Convince Me! 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Practice and Problem Solving 2-3: Student Edition Practice 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-3: Interactive Practice Buddy 2-3: Interactive Additional Practice Step 3: Assess & Differentiate 2-3: Another Look 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-3: Enrichment 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-3: 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-3: Reteach to Build Understanding 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Find the total number inside an array with the number of objects in each column or rows not larger than four. 2-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 2-3: Enrichment 2-3: Digital Math Tool Activity 2-3: enVision STEM Activity 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-3: Another Look 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Find the total number inside an array with the number of objects in each column or rows not larger than four. Spanish Resources 2-3: eText del Libro del estudiante 2-3: Repaso diario 2-3: Aprendizaje visual 2-3: Amigo de práctica interactiva 2-3: Práctica adicional interactiva 2-3: Refuerzo para mejorar la comprensión 2-3: Desarrollar la competencia matemática 2-3: Ampliación 2-4: Make Arrays to Find Totals Interactive Student Edition: Grade 2 Lesson 2-4 Math Anytime 2-4: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-4: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Step 2: Visual Learning 2-4: 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. 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. Represent an array with numbers up to four rows and four columns. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-4: Convince Me! 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. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Practice and Problem Solving 2-4: Student Edition Practice 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. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-4: Interactive Practice Buddy 2-4: Interactive Additional Practice Step 3: Assess & Differentiate 2-4: Another Look 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. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-4: Enrichment 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. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-4: 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. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-4: Reteach to Build Understanding 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. Represent an array with numbers up to four rows and four columns. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 2-4: Enrichment 2-4: Digital Math Tool Activity 2-4: Problem-Solving Reading Activity 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. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-4: Another Look 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. Represent an array with numbers up to four rows and four columns. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Spanish Resources 2-4: eText del Libro del estudiante 2-4: Repaso diario 2-4: Aprendizaje visual 2-4: Amigo de práctica interactiva 2-4: Práctica adicional interactiva 2-4: Refuerzo para mejorar la comprensión 2-4: Desarrollar la competencia matemática 2-4: Ampliación 2-5: Problem Solving: Model with Math Interactive Student Edition: Grade 2 Lesson 2-5 Math Anytime 2-5: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-5: Solve & Share 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 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. Model with mathematics. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 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 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model problems using equations, drawings, and arrays. Model with mathematics. 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. Model with mathematics. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Model with mathematics. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 2-5: 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. 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. Model with mathematics. 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 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model problems using equations, drawings, and arrays. Model with mathematics. 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. Model with mathematics. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Model with mathematics. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-5: Convince Me! 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 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. Model with mathematics. 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 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model problems using equations, drawings, and arrays. Model with mathematics. 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. Model with mathematics. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Model with mathematics. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Practice and Problem Solving 2-5: Student Edition Practice 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 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. Model with mathematics. 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 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model problems using equations, drawings, and arrays. Model with mathematics. 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. Model with mathematics. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Model with mathematics. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-5: Interactive Additional Practice Step 3: Assess & Differentiate 2-5: Another Look 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 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. Model with mathematics. 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 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model problems using equations, drawings, and arrays. Model with mathematics. 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. Model with mathematics. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Model with mathematics. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-5: Enrichment 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 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. Model with mathematics. 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 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model problems using equations, drawings, and arrays. Model with mathematics. 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. Model with mathematics. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Model with mathematics. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-5: 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 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. Model with mathematics. 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 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model problems using equations, drawings, and arrays. Model with mathematics. 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. Model with mathematics. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Model with mathematics. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-5: Reteach to Build Understanding 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 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. Model with mathematics. 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 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model problems using equations, drawings, and arrays. Model with mathematics. 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. Model with mathematics. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Model with mathematics. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 2-5: Enrichment Game: Fluency - Add and Subtract within 20 2-5: Problem-Solving Reading Activity 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 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. Model with mathematics. 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 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model problems using equations, drawings, and arrays. Model with mathematics. 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. Model with mathematics. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Model with mathematics. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-5: Another Look 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 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. Model with mathematics. 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 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model problems using equations, drawings, and arrays. Model with mathematics. 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. Model with mathematics. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Model with mathematics. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Spanish Resources 2-5: eText del Libro del estudiante 2-5: Repaso diario 2-5: Aprendizaje visual 2-5: Práctica adicional interactiva 2-5: Refuerzo para mejorar la comprensión 2-5: Desarrollar la competencia matemática 2-5: Ampliación Topic 2: End of Topic Interactive Student Edition: End of Topic 2 Topic 2: Fluency Practice Activity Topic 2: Vocabulary Review Topic 2: Reteaching Interactive Student Edition: Topic 2 Assessment Practice Interactive Student Edition: Topic 2 Performance Task Topic 2 Performance Task Topic 2 Assessment 2-1: 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-2: 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-3: 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. 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 2-4: 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. 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. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Game: Power House - Equal Groups to 25 Topic 2 Online Assessment 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. 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. 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. 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 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. Find the total number of objects in a set of rows and columns. 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 different ways to tell if a group of objects shows an even or odd number. Make arrays with equal rows or equal columns to solve addition problems Topic 2 Spanish Assessments Tema 2: Tarea de rendimento Tema 2: Evaluación Topic 3: Add Within 100 Using Strategies Topic 3: Animated Math Story: Count On By the Seasons Topic 3: Today's Challenge Topic 3: Beginning of Topic Interactive Student Edition: Beginning of Topic 3 Topic 3: enVision STEM Activity Topic 3: Review What You Know Topic 3: Vocabulary Cards 3-1: Add Tens and Ones on a Hundred Chart Interactive Student Edition: Grade 2 Lesson 3-1 Math Anytime 3-1: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-1: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 3-1: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-1: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Practice and Problem Solving 3-1: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-1: Interactive Practice Buddy 3-1: Interactive Additional Practice Step 3: Assess & Differentiate 3-1: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-1: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-1: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-1: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 3-1: Enrichment Robo Game: Robo Game: Game: Launch - 2-Digit Number Practice 3-1: Pick a Project 3-1: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Spanish Resources 3-1: eText del Libro del estudiante 3-1: Repaso diario 3-1: Aprendizaje visual 3-1: Amigo de práctica interactiva 3-1: Práctica adicional interactiva 3-1: Refuerzo para mejorar la comprensión 3-1: Desarrollar la competencia matemática 3-1: Ampliación 3-2: Add Tens and Ones on an Open Number Line Interactive Student Edition: Grade 2 Lesson 3-2 Math Anytime 3-2: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-2: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 3-2: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use number lines to solve addition or subtraction problems up to 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-2: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Practice and Problem Solving 3-2: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-2: Interactive Practice Buddy 3-2: Interactive Additional Practice Step 3: Assess & Differentiate 3-2: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-2: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-2: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-2: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use number lines to solve addition or subtraction problems up to 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 3-2: Enrichment Game: Flying Cow Incident - 2-Digit Numbers 3-2: Pick a Project 3-2: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use number lines to solve addition or subtraction problems up to 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Spanish Resources 3-2: eText del Libro del estudiante 3-2: Repaso diario 3-2: Aprendizaje visual 3-2: Amigo de práctica interactiva 3-2: Práctica adicional interactiva 3-2: Refuerzo para mejorar la comprensión 3-2: Desarrollar la competencia matemática 3-2: Ampliación 3-3: Break Apart Numbers to Add Interactive Student Edition: Grade 2 Lesson 3-3 Math Anytime 3-3: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-3: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two- digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 3-3: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use pictures, drawings or objects to represent the steps of a problem. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-3: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 3-3: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-3: Interactive Practice Buddy 3-3: Interactive Additional Practice Step 3: Assess & Differentiate 3-3: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-3: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-3: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-3: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 3-3: Enrichment Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 3-3: Problem-Solving Reading Activity 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-3: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 3-3: eText del Libro del estudiante 3-3: Repaso diario 3-3: Aprendizaje visual 3-3: Amigo de práctica interactiva 3-3: Práctica adicional interactiva 3-3: Refuerzo para mejorar la comprensión 3-3: Desarrollar la competencia matemática 3-3: Ampliación 3-4: Add Using Compensation Interactive Student Edition: Grade 2 Lesson 3-4 Math Anytime 3-4: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-4: Solve & Share 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 up to four two-digit numbers using strategies based on place value and properties of operations. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Estimate sums and differences up to 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 3-4: 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 up to four two-digit numbers using strategies based on place value and properties of operations. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Estimate sums and differences up to 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-4: Convince Me! 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 up to four two-digit numbers using strategies based on place value and properties of operations. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Estimate sums and differences up to 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 3-4: Student Edition Practice 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 up to four two-digit numbers using strategies based on place value and properties of operations. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Estimate sums and differences up to 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-4: Interactive Practice Buddy 3-4: Interactive Additional Practice Step 3: Assess & Differentiate 3-4: Another Look 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 up to four two-digit numbers using strategies based on place value and properties of operations. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Estimate sums and differences up to 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-4: Enrichment 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 up to four two-digit numbers using strategies based on place value and properties of operations. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Estimate sums and differences up to 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-4: 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Estimate sums and differences up to 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-4: Reteach to Build Understanding 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 up to four two-digit numbers using strategies based on place value and properties of operations. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Estimate sums and differences up to 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 3-4: Enrichment Robo Game: Robo Game: Game: Launch - 2-Digit Number Practice 3-4: enVision STEM Activity 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 up to four two-digit numbers using strategies based on place value and properties of operations. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Estimate sums and differences up to 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-4: Another Look 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 up to four two-digit numbers using strategies based on place value and properties of operations. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Estimate sums and differences up to 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 3-4: eText del Libro del estudiante 3-4: Repaso diario 3-4: Aprendizaje visual 3-4: Amigo de práctica interactiva 3-4: Práctica adicional interactiva 3-4: Refuerzo para mejorar la comprensión 3-4: Desarrollar la competencia matemática 3-4: Ampliación 3-5: Practice Adding Using Strategies Interactive Student Edition: Grade 2 Lesson 3-5 Math Anytime 3-5: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-5: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two- digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 3-5: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-5: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 3-5: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-5: Interactive Practice Buddy 3-5: Interactive Additional Practice Step 3: Assess & Differentiate 3-5: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-5: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-5: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-5: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 3-5: Enrichment Robo Game: Robo Game: Game: Launch - 2-Digit Number Practice 3-5: enVision STEM Activity 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-5: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 3-5: eText del Libro del estudiante 3-5: Repaso diario 3-5: Aprendizaje visual 3-5: Amigo de práctica interactiva 3-5: Práctica adicional interactiva 3-5: Refuerzo para mejorar la comprensión 3-5: Desarrollar la competencia matemática 3-5: Ampliación Topic 3: 3-Act Math: Piled Up Interactive Student Edition: Grade 2, Topic 3: 3-Act Math Mathematical Modeling Topic 3: 3-Act Math: Piled Up, Act 1 Topic 3: 3-Act Math: Piled Up, Act 2 Topic 3: 3-Act Math: Piled Up, Act 3 Topic 3: 3-Act Math: Piled Up, Sequel 3-6: Solve One-Step and Two-Step Problems Interactive Student Edition: Grade 2 Lesson 3-6 Math Anytime 3-6: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-6: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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 drawings and equations to solve one-step and two-step problems. 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 place- value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 3-6: 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. 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 drawings and equations to solve one- step and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-6: Convince Me! 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to solve one- step and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 3-6: Student Edition Practice 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to solve one- step and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-6: Interactive Practice Buddy 3-6: Interactive Additional Practice Step 3: Assess & Differentiate 3-6: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to solve one- step and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-6: Enrichment 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to solve one- step and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-6: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to solve one- step and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-6: Reteach to Build Understanding 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to solve one- step and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 3-6: Enrichment 3-6: Digital Math Tool Activity 3-6: Problem-Solving Reading Activity 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to solve one- step and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-6: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to solve one- step and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 3-6: eText del Libro del estudiante 3-6: Repaso diario 3-6: Aprendizaje visual 3-6: Amigo de práctica interactiva 3-6: Práctica adicional interactiva 3-6: Refuerzo para mejorar la comprensión 3-6: Desarrollar la competencia matemática 3-6: Ampliación 3-7: Problem Solving: Construct Arguments Interactive Student Edition: Grade 2 Lesson 3-7 Math Anytime 3-7: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-7: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 3-7: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-7: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 3-7: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-7: Interactive Additional Practice Step 3: Assess & Differentiate 3-7: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-7: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-7: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-7: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 3-7: Enrichment 3-7: Digital Math Tool Activity 3-7: Pick a Project 3-7: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 3-7: eText del Libro del estudiante 3-7: Repaso diario 3-7: Aprendizaje visual 3-7: Práctica adicional interactiva 3-7: Refuerzo para mejorar la comprensión 3-7: Desarrollar la competencia matemática 3-7: Ampliación Topic 3: End of Topic Interactive Student Edition: End of Topic 3 Topic 3: Fluency Practice Activity Topic 3: Vocabulary Review Topic 3: Reteaching Interactive Student Edition: Topic 3 Assessment Practice Interactive Student Edition: Topic 3 Performance Task Topic 3 Performance Task Topic 3 Assessment 3-1: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-2: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-3: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use pictures, drawings or objects to represent the steps of a problem. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-5: Visual Learning 3-5: Visual Learning3-5: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-6: 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. 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 drawings and equations to solve one-step and two- step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-1: Center Games Topic 3 Online Assessment 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use an open number line to add tens and ones within 100. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Break apart numbers into tens and ones to find their sum. Add within 100 using place-value strategies 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. Use drawings and equations to solve one-step and two-step problems. 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. Represent and solve problems involving addition and subtraction within 100. Topic 3 Spanish Assessments Tema 3: Tarea de rendimento Tema 3: Evaluación Topic 4: Fluently Add Within 100 Topic 4: Animated Math Story: Adding with the Biggles Topic 4: Today's Challenge Topic 4: Beginning of Topic Interactive Student Edition: Beginning of Topic 4 Topic 4: enVision STEM Activity Topic 4: Review What You Know Topic 4: Vocabulary Cards 4-1: Add 2-Digit Numbers Using Models Interactive Student Edition: Grade 2 Lesson 4-1 Math Anytime 4-1: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-1: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 4-1: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. Model addition and subtraction with base ten blocks within 100. 4-1: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 4-1: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-1: Interactive Practice Buddy 4-1: Interactive Additional Practice Step 3: Assess & Differentiate 4-1: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. 4-1: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-1: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-1: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. Model addition and subtraction with base ten blocks within 100. 4-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 4-1: Enrichment Robo Game: Robo Game: Game: Launch - 2-Digit Number Practice 4-1: Pick a Project 4-1: Pick a Project4-1: Pick a Project 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-1: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. Model addition and subtraction with base ten blocks within 100. Spanish Resources 4-1: eText del Libro del estudiante 4-1: Repaso diario 4-1: Aprendizaje visual 4-1: Amigo de práctica interactiva 4-1: Práctica adicional interactiva 4-1: Refuerzo para mejorar la comprensión 4-1: Desarrollar la competencia matemática 4-1: Ampliación 4-2: Continue to Add 2-Digit Numbers Using Models Interactive Student Edition: Grade 2 Lesson 4-2 Math Anytime 4-2: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-2: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 2-digit numbers using place value and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 4-2: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 2-digit numbers using place value and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-2: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 2-digit numbers using place value and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 4-2: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 2-digit numbers using place value and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-2: Interactive Practice Buddy 4-2: Interactive Additional Practice Step 3: Assess & Differentiate 4-2: Another Look 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 2-digit numbers using place value and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-2: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 2-digit numbers using place value and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-2: 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 2-digit numbers using place value and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-2: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 2-digit numbers using place value and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 4-2: Enrichment Game: Flying Cow Incident - 2-Digit Numbers 4-2: Pick a Project 4-2: Another Look 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 2-digit numbers using place value and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 4-2: eText del Libro del estudiante 4-2: Repaso diario 4-2: Aprendizaje visual 4-2: Amigo de práctica interactiva 4-2: Práctica adicional interactiva 4-2: Refuerzo para mejorar la comprensión 4-2: Desarrollar la competencia matemática 4-2: Ampliación 4-3: Add with Partial Sums Interactive Student Edition: Grade 2 Lesson 4-3 Math Anytime 4-3: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-3: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 4-3: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compose ones into tens and/or tens into hundreds in addition situations. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-3: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 4-3: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-3: Interactive Practice Buddy 4-3: Interactive Additional Practice Step 3: Assess & Differentiate 4-3: Another Look 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-3: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-3: 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-3: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compose ones into tens and/or tens into hundreds in addition situations. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 4-3: Enrichment Game: Flying Cow Incident - 2-Digit Numbers 4-3: enVision STEM Activity 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-3: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compose ones into tens and/or tens into hundreds in addition situations. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 4-3: eText del Libro del estudiante 4-3: Repaso diario 4-3: Aprendizaje visual 4-3: Amigo de práctica interactiva 4-3: Práctica adicional interactiva 4-3: Refuerzo para mejorar la comprensión 4-3: Desarrollar la competencia matemática 4-3: Ampliación 4-4: Add Using Mental Math and Partial Sums Interactive Student Edition: Grade 2 Lesson 4-4 Math Anytime Topic 4: Today's Challenge 4-4: Daily Review Step 1: Problem-Based Learning 4-4: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add numbers using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 4-4: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add numbers using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-4: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add numbers using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 4-4: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add numbers using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-4: Interactive Practice Buddy 4-4: Interactive Additional Practice Step 3: Assess & Differentiate 4-4: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add numbers using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-4: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add numbers using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-4: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add numbers using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-4: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add numbers using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 4-4: Enrichment Robo Game: Robo Game: Game: Launch - 2-Digit Number Practice 4-4: Problem-Solving Reading Activity 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add numbers using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-4: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add numbers using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 4-4: eText del Libro del estudiante 4-4: Repaso diario 4-4: Aprendizaje visual 4-4: Amigo de práctica interactiva 4-4: Práctica adicional interactiva 4-4: Refuerzo para mejorar la comprensión 4-4: Desarrollar la competencia matemática 4-4: Ampliación 4-5: Break Apart Numbers and Add Using Mental Math Interactive Student Edition: Grade 2 Lesson 4-5 Math Anytime 4-5: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-5: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 4-5: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-5: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 4-5: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-5: Interactive Practice Buddy 4-5: Interactive Additional Practice Step 3: Assess & Differentiate 4-5: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-5: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-5: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-5: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 4-5: Enrichment Game: Robo Game: Game: Launch - 2-Digit Number Practice 4-5: Pick a Project 4-5: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 4-5: eText del Libro del estudiante 4-5: Repaso diario 4-5: Aprendizaje visual 4-5: Amigo de práctica interactiva 4-5: Práctica adicional interactiva 4-5: Refuerzo para mejorar la comprensión 4-5: Desarrollar la competencia matemática 4-5: Ampliación 4-6: Add More than Two 2-Digit Numbers Interactive Student Edition: Grade 2 Lesson 4-6 Math Anytime 4-6: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-6: Solve & Share 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add three or four 2-digit numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 4-6: 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Combine three two-digit numbers within 20. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add three or four 2-digit numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-6: Convince Me! 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add three or four 2-digit numbers. Add up to four two- digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 4-6: Student Edition Practice 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add three or four 2-digit numbers. Add up to four two- digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-6: Interactive Practice Buddy 4-6: Interactive Additional Practice Step 3: Assess & Differentiate 4-6: Another Look 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add three or four 2-digit numbers. Add up to four two- digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-6: Enrichment 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add three or four 2-digit numbers. Add up to four two- digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-6: 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add three or four 2-digit numbers. Add up to four two- digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-6: Reteach to Build Understanding 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Combine three two-digit numbers within 20. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add three or four 2-digit numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 4-6: Enrichment Robo Game: Robo Game: Game: Launch - 2-Digit Number Practice 4-6: Problem-Solving Reading Activity 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add three or four 2-digit numbers. Add up to four two- digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-6: Another Look 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Combine three two-digit numbers within 20. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add three or four 2-digit numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 4-6: eText del Libro del estudiante 4-6: Repaso diario 4-6: Aprendizaje visual 4-6: Amigo de práctica interactiva 4-6: Práctica adicional interactiva 4-6: Refuerzo para mejorar la comprensión 4-6: Desarrollar la competencia matemática 4-6: Ampliación 4-7: Practice Adding Using Strategies Interactive Student Edition: Grade 2 Lesson 4-7 Math Anytime 4-7: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-7: Solve & Share 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 4-7: 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add or subtract within 50. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-7: Convince Me! 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 4-7: Student Edition Practice 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-7: Interactive Practice Buddy 4-7: Interactive Additional Practice Step 3: Assess & Differentiate 4-7: Another Look 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-7: Enrichment 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-7: 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-7: Reteach to Build Understanding 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add or subtract within 50. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 4-7: Enrichment Game: Flying Cow Incident - 2-Digit Numbers 4-7: Pick a Project 4-7: Another Look 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add or subtract within 50. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 4-7: eText del Libro del estudiante 4-7: Repaso diario 4-7: Aprendizaje visual 4-7: Amigo de práctica interactiva 4-7: Práctica adicional interactiva 4-7: Refuerzo para mejorar la comprensión 4-7: Desarrollar la competencia matemática 4-7: Ampliación 4-8: Solve One-Step and Two-Step Problems Interactive Student Edition: Grade 2 Lesson 4-8 Math Anytime 4-8: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-8: Solve & Share 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use drawings, models, and equations to solve one- and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 4-8: 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use drawings, models, and equations to solve one- and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-8: Convince Me! 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use drawings, models, and equations to solve one- and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Practice and Problem Solving 4-8: Student Edition Practice 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use drawings, models, and equations to solve one- and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-8: Interactive Practice Buddy 4-8: Interactive Additional Practice Step 3: Assess & Differentiate 4-8: Another Look 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use drawings, models, and equations to solve one- and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-8: Enrichment 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use drawings, models, and equations to solve one- and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-8: 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use drawings, models, and equations to solve one- and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-8: Reteach to Build Understanding 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use drawings, models, and equations to solve one- and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-8: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 4-8: Enrichment 4-8: Digital Math Tool Activity 4-8: Pick a Project 4-8: Another Look 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use drawings, models, and equations to solve one- and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Spanish Resources 4-8: eText del Libro del estudiante 4-8: Repaso diario 4-8: Aprendizaje visual 4-8: Amigo de práctica interactiva 4-8: Práctica adicional interactiva 4-8: Refuerzo para mejorar la comprensión 4-8: Desarrollar la competencia matemática 4-8: Ampliación 4-9: Problem Solving: Model with Math Interactive Student Edition: Grade 2 Lesson 4-9 Math Anytime 4-9: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-9: Solve & Share 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Model with mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make models to help solve math problems. Model with mathematics. 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. Model with mathematics. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Model with mathematics. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 4-9: 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Model with mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make models to help solve math problems. Model with mathematics. 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. Model with mathematics. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Model with mathematics. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-9: Convince Me! 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Model with mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make models to help solve math problems. Model with mathematics. 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. Model with mathematics. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Model with mathematics. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Practice and Problem Solving 4-9: Student Edition Practice 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Model with mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make models to help solve math problems. Model with mathematics. 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. Model with mathematics. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Model with mathematics. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-9: Interactive Additional Practice Step 3: Assess & Differentiate 4-9: Another Look 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Model with mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make models to help solve math problems. Model with mathematics. 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. Model with mathematics. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Model with mathematics. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-9: Enrichment 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Model with mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make models to help solve math problems. Model with mathematics. 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. Model with mathematics. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Model with mathematics. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-9: 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Model with mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make models to help solve math problems. Model with mathematics. 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. Model with mathematics. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Model with mathematics. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-9: Reteach to Build Understanding 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Model with mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make models to help solve math problems. Model with mathematics. 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. Model with mathematics. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Model with mathematics. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-9: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 4-9: Enrichment Game: Save the Word: Grade 2 Topics 1–4 4-9: enVision STEM Activity 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Model with mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make models to help solve math problems. Model with mathematics. 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. Model with mathematics. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Model with mathematics. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-9: Another Look 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Model with mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make models to help solve math problems. Model with mathematics. 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. Model with mathematics. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Model with mathematics. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Spanish Resources 4-9: eText del Libro del estudiante 4-9: Repaso diario 4-9: Aprendizaje visual 4-9: Práctica adicional interactiva 4-9: Refuerzo para mejorar la comprensión 4-9: Desarrollar la competencia matemática 4-9: Ampliación Topic 4: End of Topic Interactive Student Edition: End of Topic 4 Topic 4: Fluency Practice Activity Topic 4: Vocabulary Review Topic 4: Reteaching Interactive Student Edition: Topic 4 Assessment Practice Interactive Student Edition: Topic 4 Performance Task Topic 4 Performance Task Topic 4 Assessment Game: Robo Launch - 2-Digit Number Practice 4-7: 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-8: 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use drawings, models, and equations to solve one- and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-9: 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Model with mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make models to help solve math problems. Model with mathematics. 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. Model with mathematics. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Model with mathematics. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 4-3: 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-2: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 2-digit numbers using place value and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-1: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. 4-6: 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add three or four 2-digit numbers. Add up to four two- digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-4: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add numbers using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-5: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Topic 4 Online Assessment 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Model with mathematics. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make models to help solve math problems. Model with mathematics. 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. Model with mathematics. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Model with mathematics. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use drawings, models, and equations to solve one- and two-step problems. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add three or four 2-digit numbers. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add numbers using place value and partial sums. Add using place value and partial sums. Add 2-digit numbers using place value and properties of operations. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use models to add 2-digit numbers and then explain the work. Topic 4 Spanish Assessments Tema 4: Tarea de rendimento Tema 4: Evaluación Topics 1–4: Cumulative/Benchmark Assessments Topics 1–4: Cumulative/Benchmark Assessment Game: Gem Quest - Add and Subtract Tens and Ones 1-2: Another Look 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. Use doubles and near doubles to add quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 4-5: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 3-2: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 1-7: Another Look 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. Make a 10 to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 2-4: Another Look 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. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 3-7: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place- value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 1-1: Another Look 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. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 counting on to add numbers and add numbers in any order. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. 4-8: Another Look 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use drawings, models, and equations to solve one- and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 2-3: Another Look 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 4-7: Another Look 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 1-9: Another Look 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. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 2-1: Another Look 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. 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 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 3-3: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 4-6: Another Look 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add three or four 2-digit numbers. Add up to four two- digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 1-6: Another Look 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. Think addition to subtract quickly and accurately. 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 mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Topics 1–4: Online Cumulative/Benchmark Assessment 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use drawings, models, and equations to solve one- and two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, 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. Tell if a group of objects is even or odd. 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. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Break apart numbers into tens and ones to find their sum. Add three or four 2-digit numbers. Add within 100 using place-value strategies. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Use counting on to add numbers and add numbers in any order. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Use doubles and near doubles to add quickly and accurately. Think addition to subtract quickly and accurately. 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. Find the total number of objects in a set of rows and columns. 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. Make a 10 to subtract quickly and accurately. Use addition and subtraction to solve word problems. Make arrays with equal rows or equal columns to solve addition problems Topic 5: Subtract Within 100 Using Strategies Topic 5: Animated Math Story: Animal Subtraction Topic 5: Today's Challenge Topic 5: Beginning of Topic Interactive Student Edition: Beginning of Topic 5 Topic 5: enVision STEM Activity Topic 5: Review What You Know 5-1: Subtract Tens and Ones on a Hundred Chart Interactive Student Edition: Grade 2 Lesson 5-1 Math Anytime 5-1: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-1: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 5-1: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-1: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Practice and Problem Solving 5-1: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-1: Interactive Practice Buddy 5-1: Interactive Additional Practice Step 3: Assess & Differentiate 5-1: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-1: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-1: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-1: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 5-1: Enrichment Game: Robo Launch - Add and Subtract 2-Digit Numbers 5-1: Pick a Project 5-1: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Spanish Resources 5-1: eText del Libro del estudiante 5-1: Repaso diario 5-1: Aprendizaje visual 5-1: Amigo de práctica interactiva 5-1: Práctica adicional interactiva 5-1: Refuerzo para mejorar la comprensión 5-1: Desarrollar la competencia matemática 5-1: Ampliación 5-2: Count Back to Subtract on an Open Number Line Interactive Student Edition: Grade 2 Lesson 5-2 Math Anytime 5-2: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-2: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 5-2: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-2: Convince Me! Practice and Problem Solving 5-2: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-2: Interactive Practice Buddy 5-2: Interactive Additional Practice Step 3: Assess & Differentiate 5-2: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-2: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-2: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-2: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 5-2: Enrichment 5-2: Digital Math Tool Activity 5-2: enVision STEM Activity 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-2: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 5-2: eText del Libro del estudiante 5-2: Repaso diario 5-2: Aprendizaje visual 5-2: Amigo de práctica interactiva 5-2: Práctica adicional interactiva 5-2: Refuerzo para mejorar la comprensión 5-2: Desarrollar la competencia matemática 5-2: Ampliación 5-3: Add Up to Subtract Using an Open Number Line Interactive Student Edition: Grade 2 Lesson 5-3 Math Anytime 5-3: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-3: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add up to subtract using an open number line. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 5-3: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add up to subtract using an open number line. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-3: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add up to subtract using an open number line. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 5-3: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add up to subtract using an open number line. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-3: Interactive Practice Buddy 5-3: Interactive Additional Practice Step 3: Assess & Differentiate 5-3: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add up to subtract using an open number line. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-3: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add up to subtract using an open number line. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-3: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add up to subtract using an open number line. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-3: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add up to subtract using an open number line. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 5-3: Enrichment Game: Flying Cow Incident - 2-Digit Numbers 5-3: enVision STEM Activity 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add up to subtract using an open number line. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-3: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add up to subtract using an open number line. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 5-3: eText del Libro del estudiante 5-3: Repaso diario 5-3: Aprendizaje visual 5-3: Amigo de práctica interactiva 5-3: Práctica adicional interactiva 5-3: Refuerzo para mejorar la comprensión 5-3: Desarrollar la competencia matemática 5-3: Ampliación 5-4: Break Apart Numbers to Subtract Interactive Student Edition: Grade 2 Lesson 5-4 Math Anytime 5-4: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-4: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 5-4: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-4: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Practice and Problem Solving 5-4: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-4: Interactive Practice Buddy 5-4: Interactive Additional Practice Step 3: Assess & Differentiate 5-4: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-4: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-4: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-4: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 5-4: Enrichment Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 5-4: Problem-Solving Reading Activity 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-4: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Spanish Resources 5-4: eText del Libro del estudiante 5-4: Repaso diario 5-4: Aprendizaje visual 5-4: Amigo de práctica interactiva 5-4: Práctica adicional interactiva 5-4: Refuerzo para mejorar la comprensión 5-4: Desarrollar la competencia matemática 5-4: Ampliación 5-5: Subtract Using Compensation Interactive Student Edition: Grade 2 Lesson 5-5 Math Anytime 5-5: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-5: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make numbers that are easier to subtract, then use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Step 2: Visual Learning 5-5: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make numbers that are easier to subtract, then use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-5: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make numbers that are easier to subtract, then use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Practice and Problem Solving 5-5: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make numbers that are easier to subtract, then use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-5: Interactive Practice Buddy 5-5: Interactive Additional Practice Step 3: Assess & Differentiate 5-5: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make numbers that are easier to subtract, then use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-5: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make numbers that are easier to subtract, then use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-5: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make numbers that are easier to subtract, then use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-5: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make numbers that are easier to subtract, then use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 5-5: Enrichment Game: Robo Launch - Add and Subtract 2-Digit Numbers 5-5: Problem-Solving Reading Activity 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make numbers that are easier to subtract, then use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-5: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make numbers that are easier to subtract, then use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Spanish Resources 5-5: eText del Libro del estudiante 5-5: Repaso diario 5-5: Aprendizaje visual 5-5: Amigo de práctica interactiva 5-5: Práctica adicional interactiva 5-5: Refuerzo para mejorar la comprensión 5-5: Desarrollar la competencia matemática 5-5: Ampliación Topic 5: 3-Act Math: Laundry Day Interactive Student Edition: Grade 2, Topic 5: 3-Act Math Mathematical Modeling Topic 5: 3-Act Math: Laundry Day, Act 1 Topic 5: 3-Act Math: Laundry Day, Act 2 Topic 5: 3-Act Math: Laundry Day, Act 3 Topic 5: 3-Act Math: Laundry Day, Sequel 5-6: Practice Subtracting Using Strategies Interactive Student Edition: Grade 2 Lesson 5-6 Math Anytime 5-6: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-6: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use any strategy to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two- digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 5-6: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use any strategy to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-6: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use any strategy to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 5-6: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use any strategy to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-6: Interactive Practice Buddy 5-6: Interactive Additional Practice Step 3: Assess & Differentiate 5-6: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use any strategy to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-6: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use any strategy to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-6: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use any strategy to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-6: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use any strategy to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 5-6: Enrichment Game: Robo Game: Game: Launch - 2-Digit Number Practice 5-6: Pick a Project 5-6: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use any strategy to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 5-6: eText del Libro del estudiante 5-6: Repaso diario 5-6: Aprendizaje visual 5-6: Amigo de práctica interactiva 5-6: Práctica adicional interactiva 5-6: Refuerzo para mejorar la comprensión 5-6: Desarrollar la competencia matemática 5-6: Ampliación 5-7: Solve One-Step and Two-Step Problems Interactive Student Edition: Grade 2 Lesson 5-7 Math Anytime 5-7: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-7: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Solve one- and two-step problems using addition or 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. Use place- value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 5-7: 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. 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. Solve one- and two-step problems using addition or 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. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-7: Convince Me! 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Solve one- and two-step problems using addition or 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. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 5-7: Student Edition Practice 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Solve one- and two-step problems using addition or 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. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-7: Interactive Practice Buddy 5-7: Interactive Additional Practice Step 3: Assess & Differentiate 5-7: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Solve one- and two-step problems using addition or 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. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-7: Enrichment 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Solve one- and two-step problems using addition or 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. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-7: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Solve one- and two-step problems using addition or 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. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-7: Reteach to Build Understanding 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Solve one- and two-step problems using addition or 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. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 5-7: Enrichment Game: Fluency - Add and Subtract within 20 5-7: Pick a Project 5-7: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Solve one- and two-step problems using addition or 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. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 5-7: eText del Libro del estudiante 5-7: Repaso diario 5-7: Aprendizaje visual 5-7: Amigo de práctica interactiva 5-7: Práctica adicional interactiva 5-7: Refuerzo para mejorar la comprensión 5-7: Desarrollar la competencia matemática 5-7: Ampliación 5-8: Problem Solving: Critique Reasoning Interactive Student Edition: Grade 2 Lesson 5-8 Math Anytime 5-8: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-8: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 5-8: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use pictures, drawings or objects to represent the steps of a 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place- value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-8: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 5-8: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-8: Interactive Additional Practice Step 3: Assess & Differentiate 5-8: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-8: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-8: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-8: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-8: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 5-8: Enrichment Game: Save the Word: Grade 2 Topics 1–4 5-8: Pick a Project 5-8: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 5-8: eText del Libro del estudiante 5-8: Repaso diario 5-8: Aprendizaje visual 5-8: Amigo de práctica interactiva 5-8: Práctica adicional interactiva 5-8: Refuerzo para mejorar la comprensión 5-8: Desarrollar la competencia matemática 5-8: Ampliación Topic 5: End of Topic Interactive Student Edition: End of Topic 5 Topic 5: Fluency Practice Activity Topic 5: Vocabulary Review Topic 5: Reteaching Interactive Student Edition: Topic 5 Assessment Practice Interactive Student Edition: Topic 5 Performance Task Topic 5 Performance Task Topic 5 Assessment 5-8: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use pictures, drawings or objects to represent the steps of a 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Game: Flying Cow Incident - 2-Digit Numbers 5-2: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-3: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add up to subtract using an open number line. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-4: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-6: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use any strategy to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-5: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make numbers that are easier to subtract, then use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 5-7: 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. 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. Solve one- and two-step problems using addition or 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. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Topic 5 Online Assessment 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. Explain why addition and subtraction strategies work, using place value and the 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. Construct viable arguments and critique the reasoning of others. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use any strategy to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 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. Solve one- and two-step problems using addition or 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. Represent and solve problems involving addition and subtraction within 100. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Use an open number line to subtract tens and ones. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Add up to subtract using an open number line. Break apart 1-digit numbers to make it easier to subtract mentally. Make numbers that are easier to subtract, then use mental math to find the difference. Topic 5 Spanish Assessments Tema 5: Tarea de rendimento Tema 5: Evaluación Topic 6: Fluently Subtract Within 100 Topic 6: Animated Math Story: Subtracting with Wolves! Topic 6: Today's Challenge Topic 6: Beginning of Topic Interactive Student Edition: Beginning of Topic 6 Topic 6: enVision STEM Activity Topic 6: Review What You Know 6-1: Subtract 1-Digit Numbers Using Models Interactive Student Edition: Grade 2 Lesson 6-1 Math Anytime 6-1: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-1: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 1-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Step 2: Visual Learning 6-1: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 1-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 6-1: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 1-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Practice and Problem Solving 6-1: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 1-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 6-1: Interactive Practice Buddy 6-1: Interactive Additional Practice Step 3: Assess & Differentiate 6-1: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 1-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 6-1: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 1-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 6-1: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 1-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 6-1: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 1-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 6-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 6-1: Enrichment Game: Flying Cow Incident - 2-Digit Numbers 6-1: Pick a Project 6-1: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 1-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Spanish Resources 6-1: eText del Libro del estudiante 6-1: Repaso diario 6-1: Aprendizaje visual 6-1: Amigo de práctica interactiva 6-1: Práctica adicional interactiva 6-1: Refuerzo para mejorar la comprensión 6-1: Desarrollar la competencia matemática 6-1: Ampliación 6-2: Subtract 2-Digit Numbers Using Models Interactive Student Edition: Grade 2 Lesson 6-2 Math Anytime 6-2: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-2: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 6-2: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. 6-2: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 6-2: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-2: Interactive Practice Buddy 6-2: Interactive Additional Practice Step 3: Assess & Differentiate 6-2: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. 6-2: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-2: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-2: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. 6-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 6-2: Enrichment Game: Robo Launch - Add and Subtract 2-Digit Numbers 6-2: Problem-Solving Reading Activity 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-2: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. Spanish Resources 6-2: eText del Libro del estudiante 6-2: Repaso diario 6-2: Aprendizaje visual 6-2: Amigo de práctica interactiva 6-2: Práctica adicional interactiva 6-2: Refuerzo para mejorar la comprensión 6-2: Desarrollar la competencia matemática 6-2: Ampliación 6-3: Subtract Using Partial Differences Interactive Student Edition: Grade 2 Lesson 6-3 Math Anytime 6-3: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-3: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract using place value and partial differences. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 6-3: 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract using place value and partial differences. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Decompose tens into ones and/or hundreds into tens in subtraction situations. 6-3: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract using place value and partial differences. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 6-3: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract using place value and partial differences. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-3: Interactive Practice Buddy 6-3: Interactive Additional Practice Step 3: Assess & Differentiate 6-3: Another Look 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract using place value and partial differences. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-3: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract using place value and partial differences. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-3: 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract using place value and partial differences. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-3: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract using place value and partial differences. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Decompose tens into ones and/or hundreds into tens in subtraction situations. 6-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 6-3: Enrichment Game: Robo Launch - Add and Subtract 2-Digit Numbers 6-3: enVision STEM Activity 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract using place value and partial differences. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-3: Another Look 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract using place value and partial differences. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Decompose tens into ones and/or hundreds into tens in subtraction situations. Spanish Resources 6-3: eText del Libro del estudiante 6-3: Repaso diario 6-3: Aprendizaje visual 6-3: Amigo de práctica interactiva 6-3: Práctica adicional interactiva 6-3: Refuerzo para mejorar la comprensión 6-3: Desarrollar la competencia matemática 6-3: Ampliación 6-4: Continue to Subtract Using Partial Differences Interactive Student Edition: Grade 2 Lesson 6-4 Math Anytime 6-4: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-4: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use partial differences and mentally break apart the number to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two- digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 6-4: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use partial differences and mentally break apart the number to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-4: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use partial differences and mentally break apart the number to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 6-4: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use partial differences and mentally break apart the number to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-4: Interactive Practice Buddy 6-4: Interactive Additional Practice Step 3: Assess & Differentiate 6-4: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use partial differences and mentally break apart the number to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-4: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use partial differences and mentally break apart the number to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-4: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use partial differences and mentally break apart the number to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-4: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use partial differences and mentally break apart the number to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 6-4: Enrichment Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 6-4: Pick a Project 6-4: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use partial differences and mentally break apart the number to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 6-4: eText del Libro del estudiante 6-4: Repaso diario 6-4: Aprendizaje visual 6-4: Amigo de práctica interactiva 6-4: Práctica adicional interactiva 6-4: Refuerzo para mejorar la comprensión 6-4: Desarrollar la competencia matemática 6-4: Ampliación 6-5: Practice Subtracting Interactive Student Edition: Grade 2 Lesson 6-5 Math Anytime 6-5: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-5: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract 2-digit numbers using any strategy and explain why the strategy works. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 6-5: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract 2- digit numbers using any strategy and explain why the strategy works. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-5: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract 2- digit numbers using any strategy and explain why the strategy works. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 6-5: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract 2- digit numbers using any strategy and explain why the strategy works. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-5: Interactive Practice Buddy 6-5: Interactive Additional Practice Step 3: Assess & Differentiate 6-5: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract 2- digit numbers using any strategy and explain why the strategy works. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-5: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract 2- digit numbers using any strategy and explain why the strategy works. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-5: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract 2- digit numbers using any strategy and explain why the strategy works. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-5: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract 2- digit numbers using any strategy and explain why the strategy works. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 6-5: Enrichment Game: Fluency - Add and Subtract within 100 6-5: Pick a Project 6-5: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract 2- digit numbers using any strategy and explain why the strategy works. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 6-5: eText del Libro del estudiante 6-5: Repaso diario 6-5: Aprendizaje visual 6-5: Amigo de práctica interactiva 6-5: Práctica adicional interactiva 6-5: Refuerzo para mejorar la comprensión 6-5: Desarrollar la competencia matemática 6-5: Ampliación 6-6: Solve One-Step and Two-Step Problems Interactive Student Edition: Grade 2 Lesson 6-6 Math Anytime 6-6: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-6: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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 models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 6-6: 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. 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 models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-6: Convince Me! 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Practice and Problem Solving 6-6: Student Edition Practice 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-6: Interactive Practice Buddy 6-6: Interactive Additional Practice Step 3: Assess & Differentiate 6-6: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-6: Enrichment 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-6: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-6: Reteach to Build Understanding 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 6-6: Enrichment 6-6: Digital Math Tool Activity 6-6: enVision STEM Activity 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-6: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Spanish Resources 6-6: eText del Libro del estudiante 6-6: Repaso diario 6-6: Aprendizaje visual 6-6: Amigo de práctica interactiva 6-6: Práctica adicional interactiva 6-6: Refuerzo para mejorar la comprensión 6-6: Desarrollar la competencia matemática 6-6: Ampliación 6-7: Problem Solving: Reasoning Interactive Student Edition: Grade 2 Lesson 6-7 Math Anytime 6-7: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-7: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 6-7: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-7: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Practice and Problem Solving 6-7: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-7: Interactive Additional Practice Step 3: Assess & Differentiate 6-7: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-7: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-7: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-7: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 6-7: Enrichment 6-7: Digital Math Tool Activity 6-7: Problem-Solving Reading Activity 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-7: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Spanish Resources 6-7: eText del Libro del estudiante 6-7: Repaso diario 6-7: Aprendizaje visual 6-7: Práctica adicional interactiva 6-7: Refuerzo para mejorar la comprensión 6-7: Desarrollar la competencia matemática 6-7: Ampliación Topic 6: End of Topic Interactive Student Edition: End of Topic 6 Topic 6: Fluency Practice Activity Topic 6: Vocabulary Review Topic 6: Reteaching Interactive Student Edition: Topic 6 Assessment Practice Interactive Student Edition: Topic 6 Performance Task Topic 6 Performance Task Topic 6 Assessment 6-5: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract 2- digit numbers using any strategy and explain why the strategy works. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 6-1: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 1-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 6-2: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. 6-6: Visual Learning 6-6: Visual Learning6-6: 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. 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 models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 6-7: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-1: Center Games Topic 6 Online Assessment 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. Explain why addition and subtraction strategies work, using place value and the 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. Reason abstractly and quantitatively. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Subtract 2-digit numbers using any strategy and explain why the strategy works. 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 models and equations to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Use place value and models to subtract 1-digit numbers. Topic 6 Spanish Assessments Tema 6: Tarea de rendimento Tema 6: Evaluación Topic 7: More Solving Problems Involving Addition and Subtraction Topic 7: Animated Math Story: Two-Step Stories that Bug Me Topic 7: Today's Challenge Topic 7: Beginning of Topic Interactive Student Edition: Beginning of Topic 7 Topic 7: enVision STEM Activity Topic 7: Review What You Know 7-1: Represent Addition and Subtraction Problems Interactive Student Edition: Grade 2 Lesson 7-1 Math Anytime 7-1: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-1: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Model problems using equations with unknowns in any position. 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 place- value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 7-1: 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. Use pictures, drawings or objects to represent the steps of a 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model problems using equations with unknowns in any position. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Write or select an equation representing the problems and its solution. 7-1: Convince Me! 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model problems using equations with unknowns in any position. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 7-1: Student Edition Practice 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model problems using equations with unknowns in any position. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-1: Interactive Practice Buddy 7-1: Interactive Additional Practice Step 3: Assess & Differentiate 7-1: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model problems using equations with unknowns in any position. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Write or select an equation representing the problems and its solution. 7-1: Enrichment 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model problems using equations with unknowns in any position. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-1: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model problems using equations with unknowns in any position. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-1: Reteach to Build Understanding 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 pictures, drawings or objects to represent the steps of a 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model problems using equations with unknowns in any position. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Write or select an equation representing the problems and its solution. 7-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 7-1: Enrichment 7-1: Digital Math Tool Activity 7-1: Pick a Project 7-1: Another Look 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 pictures, drawings or objects to represent the steps of a 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model problems using equations with unknowns in any position. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Write or select an equation representing the problems and its solution. Spanish Resources 7-1: eText del Libro del estudiante 7-1: Repaso diario 7-1: Aprendizaje visual 7-1: Amigo de práctica interactiva 7-1: Práctica adicional interactiva 7-1: Refuerzo para mejorar la comprensión 7-1: Desarrollar la competencia matemática 7-1: Ampliación 7-2: Mixed Practice: Solve Addition and Subtraction Problems Interactive Student Edition: Grade 2 Lesson 7-2 Math Anytime 7-2: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-2: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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 drawings and equations to make sense of the words in problems. 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 place- value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 7-2: 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. Write or select an equation representing the problems and its solution. 7-2: Convince Me! 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 7-2: Student Edition Practice 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-2: Interactive Practice Buddy 7-2: Interactive Additional Practice Step 3: Assess & Differentiate 7-2: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Write or select an equation representing the problems and its solution. 7-2: Enrichment 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-2: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-2: Reteach to Build Understanding 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. Write or select an equation representing the problems and its solution. 7-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 7-2: Enrichment 7-2: Digital Math Tool Activity 7-2: Pick a Project 7-2: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. Write or select an equation representing the problems and its solution. Spanish Resources 7-2: eText del Libro del estudiante 7-2: Repaso diario 7-2: Aprendizaje visual 7-2: Amigo de práctica interactiva 7-2: Práctica adicional interactiva 7-2: Refuerzo para mejorar la comprensión 7-2: Desarrollar la competencia matemática 7-2: Ampliación 7-3: Continue Practice with Addition and Subtraction Problems Interactive Student Edition: Grade 2 Lesson 7-3 Math Anytime 7-3: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-3: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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 drawings and equations to make sense of the words in problems. 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 place- value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 7-3: 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. 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 drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-3: Convince Me! 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 7-3: Student Edition Practice 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-3: Interactive Practice Buddy 7-3: Interactive Additional Practice Step 3: Assess & Differentiate 7-3: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-3: Enrichment 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-3: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-3: Reteach to Build Understanding 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 7-3: Enrichment 7-3: Digital Math Tool Activity 7-3: enVision STEM Activity 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-3: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 7-3: eText del Libro del estudiante 7-3: Repaso diario 7-3: Aprendizaje visual 7-3: Amigo de práctica interactiva 7-3: Práctica adicional interactiva 7-3: Refuerzo para mejorar la comprensión 7-3: Desarrollar la competencia matemática 7-3: Ampliación 7-4: Solve Two-Step Problems Interactive Student Edition: Grade 2 Lesson 7-4 Math Anytime 7-4: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-4: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Model and solve two-step problems using equations. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 7-4: 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. Write or select an equation representing the problems and its solution. 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. Model and solve two-step problems using equations. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-4: Convince Me! 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model and solve two-step problems using equations. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Practice and Problem Solving 7-4: Student Edition Practice 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model and solve two-step problems using equations. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-4: Interactive Practice Buddy 7-4: Interactive Additional Practice Step 3: Assess & Differentiate 7-4: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model and solve two-step problems using equations. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-4: Enrichment 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model and solve two-step problems using equations. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-4: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model and solve two-step problems using equations. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-4: Reteach to Build Understanding 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. Write or select an equation representing the problems and its solution. 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. Model and solve two-step problems using equations. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 7-4: Enrichment Game: Robo Launch - Add and Subtract 2-Digit Numbers 7-4: Problem-Solving Reading Activity 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model and solve two-step problems using equations. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-4: Another Look 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. Write or select an equation representing the problems and its solution. 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. Model and solve two-step problems using equations. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Spanish Resources 7-4: eText del Libro del estudiante 7-4: Repaso diario 7-4: Aprendizaje visual 7-4: Amigo de práctica interactiva 7-4: Práctica adicional interactiva 7-4: Refuerzo para mejorar la comprensión 7-4: Desarrollar la competencia matemática 7-4: Ampliación 7-5: Continue to Solve Two-Step Problems Interactive Student Edition: Grade 2 Lesson 7-5 Math Anytime 7-5: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-5: Solve & Share 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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 different ways to solve two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 7-5: 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. 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 different ways to solve two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-5: Convince Me! 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use different ways to solve two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 7-5: Student Edition Practice 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use different ways to solve two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-5: Interactive Practice Buddy 7-5: Interactive Additional Practice Step 3: Assess & Differentiate 7-5: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use different ways to solve two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-5: Enrichment 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use different ways to solve two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-5: 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use different ways to solve two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-5: Reteach to Build Understanding 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use different ways to solve two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 7-5: Enrichment Game: Robo Launch - Add and Subtract 2-Digit Numbers 7-5: enVision STEM Activity 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use different ways to solve two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-5: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use different ways to solve two-step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 7-5: eText del Libro del estudiante 7-5: Repaso diario 7-5: Aprendizaje visual 7-5: Amigo de práctica interactiva 7-5: Práctica adicional interactiva 7-5: Refuerzo para mejorar la comprensión 7-5: Desarrollar la competencia matemática 7-5: Ampliación Topic 7: 3-Act Math: The Water Jug Interactive Student Edition: Grade 2, Topic 7: 3-Act Math Mathematical Modeling Topic 7: 3-Act Math: The Water Jug, Act 1 Topic 7: 3-Act Math: The Water Jug, Act 2 Topic 7: 3-Act Math: The Water Jug, Act 3 Topic 7: 3-Act Math: The Water Jug, Sequel 7-6: Make True Equations Interactive Student Edition: Grade 2 Lesson 7-6 Math Anytime 7-6: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-6: Solve & Share Curriculum Standards: Use different ways to solve two-step problems. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Demonstrate fluency with basic addition facts and related subtraction facts. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 7-6: Visual Learning Curriculum Standards: Use different ways to solve two-step problems. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Demonstrate fluency with basic addition facts and related subtraction facts. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Find the unknown number in an equation (+, – ). 7-6: Convince Me! Curriculum Standards: Use different ways to solve two-step problems. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Demonstrate fluency with basic addition facts and related subtraction facts. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Practice and Problem Solving 7-6: Student Edition Practice Curriculum Standards: Use different ways to solve two-step problems. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Demonstrate fluency with basic addition facts and related subtraction facts. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-6: Interactive Practice Buddy 7-6: Interactive Additional Practice Step 3: Assess & Differentiate 7-6: Another Look Curriculum Standards: Use different ways to solve two-step problems. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Demonstrate fluency with basic addition facts and related subtraction facts. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-6: Enrichment Curriculum Standards: Use different ways to solve two-step problems. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Demonstrate fluency with basic addition facts and related subtraction facts. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-6: Quick Check Curriculum Standards: Use different ways to solve two-step problems. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Demonstrate fluency with basic addition facts and related subtraction facts. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-6: Reteach to Build Understanding Curriculum Standards: Use different ways to solve two-step problems. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Demonstrate fluency with basic addition facts and related subtraction facts. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Find the unknown number in an equation (+, – ). 7-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 7-6: Enrichment 7-6: Digital Math Tool Activity 7-6: Pick a Project 7-6: Another Look Curriculum Standards: Use different ways to solve two-step problems. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Demonstrate fluency with basic addition facts and related subtraction facts. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Find the unknown number in an equation (+, – ). Spanish Resources 7-6: eText del Libro del estudiante 7-6: Repaso diario 7-6: Aprendizaje visual 7-6: Amigo de práctica interactiva 7-6: Práctica adicional interactiva 7-6: Refuerzo para mejorar la comprensión 7-6: Desarrollar la competencia matemática 7-6: Ampliación 7-7: Continue to Make True Equations Interactive Student Edition: Grade 2 Lesson 7-7 Math Anytime 7-7: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-7: Solve & Share Curriculum Standards: Find the missing number in equations to make equations true. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 7-7: Visual Learning Curriculum Standards: Find the missing number in equations to make equations true. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-7: Convince Me! Curriculum Standards: Find the missing number in equations to make equations true. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Practice and Problem Solving 7-7: Student Edition Practice Curriculum Standards: Find the missing number in equations to make equations true. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-7: Interactive Practice Buddy 7-7: Interactive Additional Practice Step 3: Assess & Differentiate 7-7: Another Look Curriculum Standards: Find the missing number in equations to make equations true. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-7: Enrichment Curriculum Standards: Find the missing number in equations to make equations true. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-7: Quick Check Curriculum Standards: Find the missing number in equations to make equations true. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-7: Reteach to Build Understanding Curriculum Standards: Find the missing number in equations to make equations true. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 7-7: Enrichment 7-7: Digital Math Tool Activity 7-7: Pick a Project 7-7: Another Look Curriculum Standards: Find the missing number in equations to make equations true. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Spanish Resources 7-7: eText del Libro del estudiante 7-7: Repaso diario 7-7: Aprendizaje visual 7-7: Amigo de práctica interactiva 7-7: Práctica adicional interactiva 7-7: Refuerzo para mejorar la comprensión 7-7: Desarrollar la competencia matemática 7-7: Ampliación 7-8: Problem Solving: Reasoning Interactive Student Edition: Grade 2 Lesson 7-8 Math Anytime 7-8: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-8: Solve & Share 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 7-8: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-8: Convince Me! 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 7-8: Student Edition Practice 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-8: Interactive Additional Practice Step 3: Assess & Differentiate 7-8: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-8: Enrichment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-8: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-8: Reteach to Build Understanding 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-8: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 7-8: Enrichment 7-8: Digital Math Tool Activity 7-8: Problem-Solving Reading Activity 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-8: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 7-8: eText del Libro del estudiante 7-8: Repaso diario 7-8: Aprendizaje visual 7-8: Práctica adicional interactiva 7-8: Refuerzo para mejorar la comprensión 7-8: Desarrollar la competencia matemática 7-8: Ampliación Topic 7: End of Topic Interactive Student Edition: End of Topic 7 Topic 7: Fluency Practice Activity Topic 7: Vocabulary Review Topic 7: Reteaching Interactive Student Edition: Topic 7 Assessment Practice Interactive Student Edition: Topic 7 Performance Task Topic 7 Performance Task Topic 7 Assessment 7-4: Center Games 7-2: 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. 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Write or select an equation representing the problems and its solution. 7-4: 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. 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. Model and solve two-step problems using equations. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 7-1: 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. 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. Model problems using equations with unknowns in any position. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Write or select an equation representing the problems and its solution. 7-3: 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. 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 drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-8: 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Topic 7 Online Assessment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Model problems using equations with unknowns in any position. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Use drawings and equations to make sense of the words in problems. Use drawings and equations to make sense of the words in problems. Model and solve two-step problems using equations. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Topic 7 Spanish Assessments Tema 7: Tarea de rendimento Tema 7: Evaluación Topic 8: Work with Time and Money Topic 8: Animated Math Story: Farm Cents Topic 8: Today's Challenge Topic 8: Beginning of Topic Interactive Student Edition: Beginning of Topic 8 Topic 8: enVision STEM Activity Topic 8: Review What You Know Topic 8: Vocabulary Cards 8-1: Solve Problems with Coins Interactive Student Edition: Grade 2 Lesson 8-1 Math Anytime 8-1: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-1: Solve & Share Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 8-1: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-1: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Practice and Problem Solving 8-1: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-1: Interactive Practice Buddy 8-1: Interactive Additional Practice Step 3: Assess & Differentiate 8-1: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-1: Enrichment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-1: Quick Check Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-1: Reteach to Build Understanding Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 8-1: Enrichment 8-1: Digital Math Tool Activity 8-1: enVision STEM Activity Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-1: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Spanish Resources 8-1: eText del Libro del estudiante 8-1: Repaso diario 8-1: Aprendizaje visual 8-1: Amigo de práctica interactiva 8-1: Práctica adicional interactiva 8-1: Refuerzo para mejorar la comprensión 8-1: Desarrollar la competencia matemática 8-1: Ampliación 8-2: Continue to Solve Problems with Coins Interactive Student Edition: Grade 2 Lesson 8-2 Math Anytime 8-2: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-2: Solve & Share Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 8-2: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-2: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Practice and Problem Solving 8-2: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-2: Interactive Practice Buddy 8-2: Interactive Additional Practice Step 3: Assess & Differentiate 8-2: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-2: Enrichment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-2: Quick Check Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-2: Reteach to Build Understanding Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 8-2: Enrichment 8-2: Digital Math Tool Activity 8-2: Problem-Solving Reading Activity Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-2: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Spanish Resources 8-2: eText del Libro del estudiante 8-2: Repaso diario 8-2: Aprendizaje visual 8-2: Amigo de práctica interactiva 8-2: Práctica adicional interactiva 8-2: Refuerzo para mejorar la comprensión 8-2: Desarrollar la competencia matemática 8-2: Ampliación 8-3: Solve Problems with Dollar Bills Interactive Student Edition: Grade 2 Lesson 8-3 Math Anytime 8-3: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-3: Solve & Share Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Solve problems with money. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 8-3: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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 using dollar bills, quarters, dimes, nickels, or pennies up to $50. Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten- dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Solve problems with money. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-3: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Solve problems with money. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Practice and Problem Solving 8-3: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Solve problems with money. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-3: Interactive Practice Buddy 8-3: Interactive Additional Practice Step 3: Assess & Differentiate 8-3: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Solve problems with money. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-3: Enrichment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Solve problems with money. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-3: Quick Check Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Solve problems with money. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-3: Reteach to Build Understanding Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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 using dollar bills, quarters, dimes, nickels, or pennies up to $50. Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten- dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Solve problems with money. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 8-3: Enrichment 8-3: Digital Math Tool Activity 8-3: Problem-Solving Reading Activity Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Solve problems with money. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-3: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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 using dollar bills, quarters, dimes, nickels, or pennies up to $50. Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten- dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Solve problems with money. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Spanish Resources 8-3: eText del Libro del estudiante 8-3: Repaso diario 8-3: Aprendizaje visual 8-3: Amigo de práctica interactiva 8-3: Práctica adicional interactiva 8-3: Refuerzo para mejorar la comprensión 8-3: Desarrollar la competencia matemática 8-3: Ampliación 8-4: Continue to Solve Problems with Dollar Bills Interactive Student Edition: Grade 2 Lesson 8-4 Math Anytime 8-4: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-4: Solve & Share 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. 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? English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems about money. 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? Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 8-4: 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. 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 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. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one- dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems about money. 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? Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-4: Convince Me! 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. 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 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. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one- dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems about money. 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? Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Practice and Problem Solving 8-4: Student Edition Practice 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. 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 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. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one- dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems about money. 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? Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-4: Interactive Practice Buddy 8-4: Interactive Additional Practice Step 3: Assess & Differentiate 8-4: Another Look 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. 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 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. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one- dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems about money. 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? Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-4: Enrichment 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. 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 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. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one- dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems about money. 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? Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-4: 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. 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 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. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one- dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems about money. 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? Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-4: Reteach to Build Understanding 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. 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 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. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one- dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems about money. 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? Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 8-4: Enrichment 8-4: Digital Math Tool Activity 8-4: Pick a Project 8-4: Another Look 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. 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 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. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one- dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems about money. 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? Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Spanish Resources 8-4: eText del Libro del estudiante 8-4: Repaso diario 8-4: Aprendizaje visual 8-4: Amigo de práctica interactiva 8-4: Práctica adicional interactiva 8-4: Refuerzo para mejorar la comprensión 8-4: Desarrollar la competencia matemática 8-4: Ampliación 8-5: Problem Solving: Reasoning Interactive Student Edition: Grade 2 Lesson 8-5 Math Anytime 8-5: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-5: Solve & Share 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. 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? Reason abstractly and quantitatively. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about values of coins and find different ways to make the same total value. Reason abstractly and quantitatively. 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? Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Reason abstractly and quantitatively. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 8-5: 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. 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? Reason abstractly and quantitatively. 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. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about values of coins and find different ways to make the same total value. Reason abstractly and quantitatively. 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? Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Reason abstractly and quantitatively. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-5: Convince Me! 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. 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? Reason abstractly and quantitatively. 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. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about values of coins and find different ways to make the same total value. Reason abstractly and quantitatively. 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? Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Reason abstractly and quantitatively. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Practice and Problem Solving 8-5: Student Edition Practice 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. 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? Reason abstractly and quantitatively. 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. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about values of coins and find different ways to make the same total value. Reason abstractly and quantitatively. 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? Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Reason abstractly and quantitatively. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-5: Interactive Additional Practice Step 3: Assess & Differentiate 8-5: Another Look 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. 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? Reason abstractly and quantitatively. 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. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about values of coins and find different ways to make the same total value. Reason abstractly and quantitatively. 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? Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Reason abstractly and quantitatively. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-5: Enrichment 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. 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? Reason abstractly and quantitatively. 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. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about values of coins and find different ways to make the same total value. Reason abstractly and quantitatively. 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? Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Reason abstractly and quantitatively. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-5: 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. 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? Reason abstractly and quantitatively. 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. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about values of coins and find different ways to make the same total value. Reason abstractly and quantitatively. 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? Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Reason abstractly and quantitatively. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-5: Reteach to Build Understanding 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. 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? Reason abstractly and quantitatively. 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. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about values of coins and find different ways to make the same total value. Reason abstractly and quantitatively. 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? Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Reason abstractly and quantitatively. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 8-5: Enrichment Game: Fluency - Add and Subtract within 100 8-5: Pick a Project 8-5: Another Look 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. 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? Reason abstractly and quantitatively. 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. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about values of coins and find different ways to make the same total value. Reason abstractly and quantitatively. 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? Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Reason abstractly and quantitatively. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Spanish Resources 8-5: eText del Libro del estudiante 8-5: Repaso diario 8-5: Aprendizaje visual 8-5: Práctica adicional interactiva 8-5: Refuerzo para mejorar la comprensión 8-5: Desarrollar la competencia matemática 8-5: Ampliación 8-6: Tell and Write Time to Five Minutes Interactive Student Edition: Grade 2 Lesson 8-6 Math Anytime 8-6: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-6: Solve & Share Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell and write time to the nearest 5 minutes. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 8-6: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell and write time to the nearest 5 minutes. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Tell and write time in hours and half-hours using analog and digital clocks. 8-6: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell and write time to the nearest 5 minutes. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Practice and Problem Solving 8-6: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell and write time to the nearest 5 minutes. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-6: Interactive Practice Buddy 8-6: Interactive Additional Practice Step 3: Assess & Differentiate 8-6: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell and write time to the nearest 5 minutes. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-6: Enrichment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell and write time to the nearest 5 minutes. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-6: Quick Check Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell and write time to the nearest 5 minutes. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-6: Reteach to Build Understanding Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell and write time to the nearest 5 minutes. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Tell and write time in hours and half-hours using analog and digital clocks. 8-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 8-6: Enrichment 8-6: Digital Math Tool Activity 8-6: Pick a Project 8-6: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell and write time to the nearest 5 minutes. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Tell and write time in hours and half-hours using analog and digital clocks. Spanish Resources 8-6: eText del Libro del estudiante 8-6: Repaso diario 8-6: Aprendizaje visual 8-6: Amigo de práctica interactiva 8-6: Práctica adicional interactiva 8-6: Refuerzo para mejorar la comprensión 8-6: Desarrollar la competencia matemática 8-6: Ampliación 8-7: Tell Time Before and After the Hour Interactive Student Edition: Grade 2 Lesson 8-7 Math Anytime 8-7: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-7: Solve & Share Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Step 2: Visual Learning 8-7: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-7: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Practice and Problem Solving 8-7: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-7: Interactive Practice Buddy 8-7: Interactive Additional Practice Step 3: Assess & Differentiate 8-7: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-7: Enrichment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-7: Quick Check Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-7: Reteach to Build Understanding Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 8-7: Enrichment 8-7: Digital Math Tool Activity 8-7: Pick a Project 8-7: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Spanish Resources 8-7: eText del Libro del estudiante 8-7: Repaso diario 8-7: Aprendizaje visual 8-7: Amigo de práctica interactiva 8-7: Práctica adicional interactiva 8-7: Refuerzo para mejorar la comprensión 8-7: Desarrollar la competencia matemática 8-7: Ampliación 8-8: A.M. and P.M. Interactive Student Edition: Grade 2 Lesson 8-8 Math Anytime 8-8: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-8: Solve & Share Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place- value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 8-8: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Categorize everyday activities into a.m. and p.m. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-8: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Practice and Problem Solving 8-8: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-8: Interactive Practice Buddy 8-8: Interactive Additional Practice Step 3: Assess & Differentiate 8-8: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-8: Enrichment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-8: Quick Check Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-8: Reteach to Build Understanding Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Categorize everyday activities into a.m. and p.m. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-8: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 8-8: Enrichment Game: Save the Word: Grade 2 Topics 1–8 8-8: enVision STEM Activity Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-8: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Categorize everyday activities into a.m. and p.m. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Spanish Resources 8-8: eText del Libro del estudiante 8-8: Repaso diario 8-8: Aprendizaje visual 8-8: Amigo de práctica interactiva 8-8: Práctica adicional interactiva 8-8: Refuerzo para mejorar la comprensión 8-8: Desarrollar la competencia matemática 8-8: Ampliación Topic 8: End of Topic Interactive Student Edition: End of Topic 8 Topic 8: Fluency Practice Activity Topic 8: Vocabulary Review Topic 8: Reteaching Interactive Student Edition: Topic 8 Assessment Practice Interactive Student Edition: Topic 8 Performance Task Topic 8 Performance Task Topic 8 Assessment 8-5: 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. 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? Reason abstractly and quantitatively. 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. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about values of coins and find different ways to make the same total value. Reason abstractly and quantitatively. 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? Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Reason abstractly and quantitatively. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-1: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-2: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-6: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell and write time to the nearest 5 minutes. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 8-8: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Game: Amazing Savings 1 8-3: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Solve problems with money. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 8-4: 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. 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 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. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one- dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems about money. 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? Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Topic 8 Online Assessment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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 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. Reason abstractly and quantitatively. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 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. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Solve problems about money. Represent and solve problems involving addition and subtraction within 100. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about values of coins and find different ways to make the same total value. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Solve problems with money. Tell and write time from analog and digital clocks to the nearest five minutes. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Tell and write time to the nearest five minutes using both analog and digital clocks. Tell time to the quarter-hour and distinguish between a.m. and p.m. Tell and write time to the nearest 5 minutes. Topic 8 Spanish Assessments Tema 8: Tarea de rendimento Tema 8: Evaluación Topics 1–8: Cumulative/Benchmark Assessments Topics 1–8: Cumulative/Benchmark Assessment 1-9: Another Look 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. 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 to solve word problems. 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. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 3-6: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to solve one-step and two- step problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 2-3: Another Look 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 3-2: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add tens and ones within 100. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 3-7: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Use words, pictures, numbers, and symbols to construct viable math arguments. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place- value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 7-8: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 2-5: Another Look 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 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. Model with mathematics. 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 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model problems using equations, drawings, and arrays. Model with mathematics. 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. Model with mathematics. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Model with mathematics. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 5-5: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make numbers that are easier to subtract, then use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place- value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 7-4: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Model and solve two-step problems using equations. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 8-1: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 5-2: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 8-7: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 6-7: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 8-6: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Tell and write time to the nearest 5 minutes. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 6-3: Another Look 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. Explain why addition and subtraction strategies work, using place value and the 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract using place value and partial differences. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 5-8: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Use place- value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Construct viable arguments and critique the reasoning of others. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Game: Robo Launch - Add and Subtract 2-Digit Numbers Topics 1–8: Online Cumulative/Benchmark Assessment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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? 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. Model with mathematics. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Subtract using place value and partial differences. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to write and solve number stories. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Reason about word problems, and use bar diagrams and equations to solve them. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Model and solve two-step problems using equations. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Critique the thinking of others by using what is known about addition and subtraction. Construct viable arguments and critique the reasoning of others. Explain why addition and subtraction strategies work, using place value and the properties of operations. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Use an open number line to subtract tens and ones. Make numbers that are easier to subtract, then use mental math to find the difference. Use an open number line to add tens and ones within 100. Count within 1000; skip-count by 5s, 10s, and 100s. Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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 place-value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Use drawings and equations to solve one-step and two-step problems. Use words, pictures, numbers, and symbols to construct viable math arguments. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model problems using equations, drawings, and arrays. Model with mathematics. Model with mathematics. Model with mathematics. Demonstrate fluency with basic addition facts and related subtraction facts. Tell and write time from analog and digital clocks to the nearest five minutes. Tell and write time to the nearest 5 minutes. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Tell and write time to the nearest five minutes using both analog and digital clocks. Tell time to the quarter-hour and distinguish between a.m. and p.m. Use addition and subtraction to solve word problems. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Say the time in different ways. Topic 9: Numbers to 1,000 Topic 9: Animated Math Story: Hundreds of Windows Topic 9: Today's Challenge Topic 9: Beginning of Topic Interactive Student Edition: Beginning of Topic 9 Topic 9: enVision STEM Activity Topic 9: Review What You Know Topic 9: Vocabulary Cards 9-1: Understand Hundreds Interactive Student Edition: Grade 2 Lesson 9-1 Math Anytime 9-1: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-1: Solve & Share Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” 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 the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 9-1: Visual Learning Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” 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 the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-1: Convince Me! Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” 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 the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Practice and Problem Solving 9-1: Student Edition Practice Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” 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 the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-1: Interactive Practice Buddy 9-1: Interactive Additional Practice Step 3: Assess & Differentiate 9-1: Another Look Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” 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 the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-1: Enrichment Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” 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 the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-1: Quick Check Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” 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 the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-1: Reteach to Build Understanding Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” 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 the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 9-1: Enrichment Game: Gobbling Globs - Hundreds 9-1: Pick a Project 9-1: Another Look Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” 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 the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Spanish Resources 9-1: eText del Libro del estudiante 9-1: Repaso diario 9-1: Aprendizaje visual 9-1: Amigo de práctica interactiva 9-1: Práctica adicional interactiva 9-1: Refuerzo para mejorar la comprensión 9-1: Desarrollar la competencia matemática 9-1: Ampliación 9-2: Models and 3-Digit Numbers Interactive Student Edition: Grade 2 Lesson 9-2 Math Anytime 9-2: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-2: Solve & Share 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value blocks and drawings to model and write 3-digit numbers. 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 place- value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place- value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Step 2: Visual Learning 9-2: 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: 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. With base ten blocks, build representations of three-digit numbers using hundreds, tens and 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value blocks and drawings to model and write 3-digit numbers. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-2: Convince Me! 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value blocks and drawings to model and write 3-digit numbers. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Practice and Problem Solving 9-2: Student Edition Practice 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value blocks and drawings to model and write 3-digit numbers. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-2: Interactive Practice Buddy 9-2: Interactive Additional Practice Step 3: Assess & Differentiate 9-2: Another Look 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value blocks and drawings to model and write 3-digit numbers. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-2: Enrichment 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value blocks and drawings to model and write 3-digit numbers. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-2: Quick Check 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value blocks and drawings to model and write 3-digit numbers. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-2: Reteach to Build Understanding 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. With base ten blocks, build representations of three-digit numbers using hundreds, tens and 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value blocks and drawings to model and write 3-digit numbers. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 9-2: Enrichment Game: Gobbling Globs - Hundreds 9-2: enVision STEM Activity 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value blocks and drawings to model and write 3-digit numbers. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-2: Another Look 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. With base ten blocks, build representations of three-digit numbers using hundreds, tens and 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value blocks and drawings to model and write 3-digit numbers. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Spanish Resources 9-2: eText del Libro del estudiante 9-2: Repaso diario 9-2: Aprendizaje visual 9-2: Amigo de práctica interactiva 9-2: Práctica adicional interactiva 9-2: Refuerzo para mejorar la comprensión 9-2: Desarrollar la competencia matemática 9-2: Ampliación 9-3: Name Place Values Interactive Student Edition: Grade 2 Lesson 9-3 Math Anytime 9-3: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-3: Solve & Share 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Tell the value of a digit by where it is placed in a number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 9-3: 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: 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Explain what the zero represented in place value (hundreds, tens, ones) in a number. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Tell the value of a digit by where it is placed in a number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-3: Convince Me! 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Tell the value of a digit by where it is placed in a number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Practice and Problem Solving 9-3: Student Edition Practice 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Tell the value of a digit by where it is placed in a number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-3: Interactive Practice Buddy 9-3: Interactive Additional Practice Step 3: Assess & Differentiate 9-3: Another Look 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Tell the value of a digit by where it is placed in a number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-3: Enrichment 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Tell the value of a digit by where it is placed in a number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-3: Quick Check 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Tell the value of a digit by where it is placed in a number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-3: Reteach to Build Understanding 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Explain what the zero represented in place value (hundreds, tens, ones) in a number. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Tell the value of a digit by where it is placed in a number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 9-3: Enrichment Game: Gobbling Globs - Hundreds 9-3: Problem-Solving Reading Activity 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Tell the value of a digit by where it is placed in a number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-3: Another Look 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Explain what the zero represented in place value (hundreds, tens, ones) in a number. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Tell the value of a digit by where it is placed in a number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Spanish Resources 9-3: eText del Libro del estudiante 9-3: Repaso diario 9-3: Aprendizaje visual 9-3: Amigo de práctica interactiva 9-3: Práctica adicional interactiva 9-3: Refuerzo para mejorar la comprensión 9-3: Desarrollar la competencia matemática 9-3: Ampliación 9-4: Read and Write 3-Digit Numbers Interactive Student Edition: Grade 2 Lesson 9-4 Math Anytime 9-4: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-4: Solve & Share 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 9-4: 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Identify numerals 0–100. Identify the numeral between 0 and 100 when presented with the name. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Write or select the numerals 0–100. Write or select expanded form for any two-digit number. 9-4: Convince Me! 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Practice and Problem Solving 9-4: Student Edition Practice 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-4: Interactive Practice Buddy 9-4: Interactive Additional Practice Step 3: Assess & Differentiate 9-4: Another Look 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-4: Enrichment 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-4: Quick Check 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-4: Reteach to Build Understanding 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Identify numerals 0–100. Identify the numeral between 0 and 100 when presented with the name. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Write or select the numerals 0–100. Write or select expanded form for any two-digit number. 9-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 9-4: Enrichment 9-4: Digital Math Tool Activity 9-4: Pick a Project 9-4: Another Look 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Identify numerals 0–100. Identify the numeral between 0 and 100 when presented with the name. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Write or select the numerals 0–100. Write or select expanded form for any two-digit number. Spanish Resources 9-4: eText del Libro del estudiante 9-4: Repaso diario 9-4: Aprendizaje visual 9-4: Amigo de práctica interactiva 9-4: Práctica adicional interactiva 9-4: Refuerzo para mejorar la comprensión 9-4: Desarrollar la competencia matemática 9-4: Ampliación 9-5: Different Ways to Name the Same Number Interactive Student Edition: Grade 2 Lesson 9-5 Math Anytime 9-5: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-5: Solve & Share Curriculum Standards: 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Understand the following as special cases: 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. Make and name a number in different ways to show the same value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 9-5: Visual Learning Curriculum Standards: 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. Understand the following as special cases: 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. Make and name a number in different ways to show the same value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-5: Convince Me! Curriculum Standards: 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. Understand the following as special cases: 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. Make and name a number in different ways to show the same value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Practice and Problem Solving 9-5: Student Edition Practice Curriculum Standards: 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. Understand the following as special cases: 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. Make and name a number in different ways to show the same value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-5: Interactive Practice Buddy 9-5: Interactive Additional Practice Step 3: Assess & Differentiate 9-5: Another Look Curriculum Standards: 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. Understand the following as special cases: 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. Make and name a number in different ways to show the same value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-5: Enrichment Curriculum Standards: 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. Understand the following as special cases: 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. Make and name a number in different ways to show the same value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-5: Quick Check Curriculum Standards: 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. Understand the following as special cases: 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. Make and name a number in different ways to show the same value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-5: Reteach to Build Understanding Curriculum Standards: 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. Understand the following as special cases: 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. Make and name a number in different ways to show the same value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 9-5: Enrichment 9-5: Digital Math Tool Activity 9-5: Problem-Solving Reading Activity Curriculum Standards: 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. Understand the following as special cases: 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. Make and name a number in different ways to show the same value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-5: Another Look Curriculum Standards: 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. Understand the following as special cases: 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. Make and name a number in different ways to show the same value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Spanish Resources 9-5: eText del Libro del estudiante 9-5: Repaso diario 9-5: Aprendizaje visual 9-5: Amigo de práctica interactiva 9-5: Práctica adicional interactiva 9-5: Refuerzo para mejorar la comprensión 9-5: Desarrollar la competencia matemática 9-5: Ampliación 9-6: Place-Value Patterns with Numbers Interactive Student Edition: Grade 2 Lesson 9-6 Math Anytime 9-6: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-6: Solve & Share Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Count within 1000; skip- count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Use place-value patterns to mentally count by 1s and 10s from a given number. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 9-6: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Use place-value patterns to mentally count by 1s and 10s from a given number. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-6: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Use place-value patterns to mentally count by 1s and 10s from a given number. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Practice and Problem Solving 9-6: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Use place-value patterns to mentally count by 1s and 10s from a given number. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-6: Interactive Practice Buddy 9-6: Interactive Additional Practice Step 3: Assess & Differentiate 9-6: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Use place-value patterns to mentally count by 1s and 10s from a given number. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-6: Enrichment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Use place-value patterns to mentally count by 1s and 10s from a given number. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-6: Quick Check Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Use place-value patterns to mentally count by 1s and 10s from a given number. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-6: Reteach to Build Understanding Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Use place-value patterns to mentally count by 1s and 10s from a given number. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 9-6: Enrichment 9-6: Digital Math Tool Activity 9-6: Pick a Project 9-6: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Use place-value patterns to mentally count by 1s and 10s from a given number. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Spanish Resources 9-6: eText del Libro del estudiante 9-6: Repaso diario 9-6: Aprendizaje visual 9-6: Amigo de práctica interactiva 9-6: Práctica adicional interactiva 9-6: Refuerzo para mejorar la comprensión 9-6: Desarrollar la competencia matemática 9-6: Ampliación 9-7: Skip Count by 5s, 10s, and 100s to 1,000 Interactive Student Edition: Grade 2 Lesson 9-7 Math Anytime 9-7: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-7: Solve & Share Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 9-7: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Skip count by fives up to 100. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Skip count by tens up to 200. Skip count by hundreds up to 1000. 9-7: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Practice and Problem Solving 9-7: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-7: Interactive Practice Buddy 9-7: Interactive Additional Practice Step 3: Assess & Differentiate 9-7: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-7: Enrichment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-7: Quick Check Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-7: Reteach to Build Understanding Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Skip count by fives up to 100. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Skip count by tens up to 200. Skip count by hundreds up to 1000. 9-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 9-7: Enrichment Game: Space Jump - Hundreds 9-7: Pick a Project 9-7: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Skip count by fives up to 100. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Skip count by tens up to 200. Skip count by hundreds up to 1000. Spanish Resources 9-7: eText del Libro del estudiante 9-7: Repaso diario 9-7: Aprendizaje visual 9-7: Amigo de práctica interactiva 9-7: Práctica adicional interactiva 9-7: Refuerzo para mejorar la comprensión 9-7: Desarrollar la competencia matemática 9-7: Ampliación 9-8: Compare Numbers Using Place Value Interactive Student Edition: Grade 2 Lesson 9-8 Math Anytime 9-8: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-8: Solve & Share 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 9-8: 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: 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-digit numbers using representations and numbers (e.g., identify more tens, fewer tens, more ones, fewer ones, larger numbers, smaller numbers). 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Compare three-digit numbers using representations and numbers (e.g., identify more hundreds, less hundreds, more tens, less tens, more ones, less ones, larger number, smaller number). Compare (greater than, less than, equal to) two numbers up to 100. 9-8: Convince Me! 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Practice and Problem Solving 9-8: Student Edition Practice 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-8: Interactive Practice Buddy 9-8: Interactive Additional Practice Step 3: Assess & Differentiate 9-8: Another Look 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-8: Enrichment 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-8: Quick Check 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-8: Reteach to Build Understanding 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: 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-digit numbers using representations and numbers (e.g., identify more tens, fewer tens, more ones, fewer ones, larger numbers, smaller numbers). 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Compare three-digit numbers using representations and numbers (e.g., identify more hundreds, less hundreds, more tens, less tens, more ones, less ones, larger number, smaller number). Compare (greater than, less than, equal to) two numbers up to 100. 9-8: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 9-8: Enrichment 9-8: Digital Math Tool Activity 9-8: Pick a Project 9-8: Another Look 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: 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-digit numbers using representations and numbers (e.g., identify more tens, fewer tens, more ones, fewer ones, larger numbers, smaller numbers). 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Compare three-digit numbers using representations and numbers (e.g., identify more hundreds, less hundreds, more tens, less tens, more ones, less ones, larger number, smaller number). Compare (greater than, less than, equal to) two numbers up to 100. Spanish Resources 9-8: eText del Libro del estudiante 9-8: Repaso diario 9-8: Aprendizaje visual 9-8: Amigo de práctica interactiva 9-8: Práctica adicional interactiva 9-8: Refuerzo para mejorar la comprensión 9-8: Desarrollar la competencia matemática 9-8: Ampliación Topic 9: 3-Act Math: Make Cents Interactive Student Edition: Grade 2, Topic 9: 3-Act Math Mathematical Modeling Topic 9: 3-Act Math: Make Cents, Act 1 Topic 9: 3-Act Math: Make Cents, Act 2 Topic 9: 3-Act Math: Make Cents, Act 3 Topic 9: 3-Act Math: Make Cents, Sequel 9-9: Compare Numbers on the Number Line Interactive Student Edition: Grade 2 Lesson 9-9 Math Anytime 9-9: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-9: Solve & Share 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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: 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 and write a 3-digit number that is greater than or less than another 3-digit number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 9-9: 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: 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 and write a 3-digit number that is greater than or less than another 3-digit number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-9: Convince Me! 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: 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 and write a 3-digit number that is greater than or less than another 3-digit number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Practice and Problem Solving 9-9: Student Edition Practice 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: 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 and write a 3-digit number that is greater than or less than another 3-digit number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-9: Interactive Practice Buddy 9-9: Interactive Additional Practice Step 3: Assess & Differentiate 9-9: Another Look 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: 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 and write a 3-digit number that is greater than or less than another 3-digit number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-9: Enrichment 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: 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 and write a 3-digit number that is greater than or less than another 3-digit number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-9: Quick Check 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: 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 and write a 3-digit number that is greater than or less than another 3-digit number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-9: Reteach to Build Understanding 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: 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 and write a 3-digit number that is greater than or less than another 3-digit number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-9: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 9-9: Enrichment 9-9: Digital Math Tool Activity 9-9: enVision STEM Activity 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: 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 and write a 3-digit number that is greater than or less than another 3-digit number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-9: Another Look 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: 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 and write a 3-digit number that is greater than or less than another 3-digit number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Spanish Resources 9-9: eText del Libro del estudiante 9-9: Repaso diario 9-9: Aprendizaje visual 9-9: Amigo de práctica interactiva 9-9: Práctica adicional interactiva 9-9: Refuerzo para mejorar la comprensión 9-9: Desarrollar la competencia matemática 9-9: Ampliación 9-10: Problem Solving: Look For and Use Structure Interactive Student Edition: Grade 2 Lesson 9-10 Math Anytime 9-10: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-10: Solve & Share Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Look for and make use of structure. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Count within 1000; skip-count by 5s, 10s, and 100s. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Look for patterns to help when solving problems. Look for and make use of structure. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Look for and make use of structure. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 9-10: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Look for and make use of structure. Count within 1000; skip-count by 5s, 10s, and 100s. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Look for patterns to help when solving problems. Look for and make use of structure. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Look for and make use of structure. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-10: Convince Me! Practice and Problem Solving 9-10: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Look for and make use of structure. Count within 1000; skip-count by 5s, 10s, and 100s. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Look for patterns to help when solving problems. Look for and make use of structure. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Look for and make use of structure. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-10: Interactive Additional Practice Step 3: Assess & Differentiate 9-10: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Look for and make use of structure. Count within 1000; skip-count by 5s, 10s, and 100s. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Look for patterns to help when solving problems. Look for and make use of structure. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Look for and make use of structure. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-10: Enrichment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Look for and make use of structure. Count within 1000; skip-count by 5s, 10s, and 100s. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Look for patterns to help when solving problems. Look for and make use of structure. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Look for and make use of structure. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-10: Quick Check Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Look for and make use of structure. Count within 1000; skip-count by 5s, 10s, and 100s. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Look for patterns to help when solving problems. Look for and make use of structure. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Look for and make use of structure. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-10: Reteach to Build Understanding Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Look for and make use of structure. Count within 1000; skip-count by 5s, 10s, and 100s. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Look for patterns to help when solving problems. Look for and make use of structure. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Look for and make use of structure. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-10: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 9-10: Enrichment Game: Save the Word: Grade 2 Topics 1–8 9-10: Pick a Project 9-10: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Look for and make use of structure. Count within 1000; skip-count by 5s, 10s, and 100s. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Look for patterns to help when solving problems. Look for and make use of structure. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Look for and make use of structure. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Spanish Resources 9-10: eText del Libro del estudiante 9-10: Repaso diario 9-10: Aprendizaje visual 9-10: Práctica adicional interactiva 9-10: Refuerzo para mejorar la comprensión 9-10: Desarrollar la competencia matemática 9-10: Ampliación Topic 9: End of Topic Interactive Student Edition: End of Topic 9 Topic 9: Fluency Practice Activity Topic 9: Vocabulary Review Topic 9: Reteaching Interactive Student Edition: Topic 9 Assessment Practice Interactive Student Edition: Topic 9 Performance Task Topic 9 Performance Task Topic 9 Assessment Game: Space Jump - Hundreds 9-1: Visual Learning Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” 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 the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-2: 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: 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value blocks and drawings to model and write 3-digit numbers. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-4: 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-5: Visual Learning Curriculum Standards: 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. Understand the following as special cases: 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. Make and name a number in different ways to show the same value. Read and write numbers to 1000 using base- ten numerals, number names, and expanded form. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-6: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100- 900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Use place-value patterns to mentally count by 1s and 10s from a given number. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three- digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-7: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100- 900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 9-8: 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-9: 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: 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 and write a 3-digit number that is greater than or less than another 3-digit number. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 9-10: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Look for and make use of structure. Count within 1000; skip-count by 5s, 10s, and 100s. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Look for patterns to help when solving problems. Look for and make use of structure. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Look for and make use of structure. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Topic 9 Online Assessment Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” 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). Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Look for and make use of structure. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Count within 1000; skip-count by 5s, 10s, and 100s. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Look for patterns to help when solving problems. Look for and make use of structure. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Look for and make use of structure. Look for and make use of structure. Compare and order whole numbers up to 1000. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 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: Compare and write a 3-digit number that is greater than or less than another 3-digit number. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. Skip count by 5s, 10s, and 100s using a number line. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use place-value patterns to mentally count by 1s and 10s from a given number. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Make and name a number in different ways to show the same value. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3- digit numbers in expanded form, standard form, and word form. Use place-value blocks and drawings to model and write 3-digit numbers. 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). Topic 9 Spanish Assessments Tema 9: Tarea de rendimento Tema 9: Evaluación Topic 10: Add Within 1,000 Using Models and Strategies Topic 10: Animated Math Story: Does It Add Up? Topic 10: Today's Challenge Topic 10: Beginning of Topic Interactive Student Edition: Beginning of Topic 10 Topic 10: enVision STEM Activity Topic 10: Review What You Know 10-1: Add 10 and 100 Interactive Student Edition: Grade 2 Lesson 10-1 Math Anytime 10-1: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-1: Solve & Share 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. 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? English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100- 900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 10-1: 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Mentally add or subtract 10 from a given set from the tens family (e.g., What is 10 more than 50? What is 10 fewer than 70?). 10-1: Convince Me! 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Practice and Problem Solving 10-1: Student Edition Practice 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 10-1: Interactive Practice Buddy 10-1: Interactive Additional Practice Step 3: Assess & Differentiate 10-1: Another Look 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 10-1: Enrichment 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 10-1: 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 10-1: Reteach to Build Understanding 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Mentally add or subtract 10 from a given set from the tens family (e.g., What is 10 more than 50? What is 10 fewer than 70?). 10-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 10-1: Enrichment Game: AddIt - 2-Digit Numbers 10-1: Pick a Project 10-1: Another Look 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Mentally add or subtract 10 from a given set from the tens family (e.g., What is 10 more than 50? What is 10 fewer than 70?). Spanish Resources 10-1: eText del Libro del estudiante 10-1: Repaso diario 10-1: Aprendizaje visual 10-1: Amigo de práctica interactiva 10-1: Práctica adicional interactiva 10-1: Refuerzo para mejorar la comprensión 10-1: Desarrollar la competencia matemática 10-1: Ampliación 10-2: Add on an Open Number Line Interactive Student Edition: Grade 2 Lesson 10-2 Math Anytime 10-2: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-2: Solve & Share Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 10-2: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-2: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Practice and Problem Solving 10-2: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-2: Interactive Practice Buddy 10-2: Interactive Additional Practice Step 3: Assess & Differentiate 10-2: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-2: Enrichment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-2: Quick Check Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-2: Reteach to Build Understanding Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 10-2: Enrichment Game: Gobbling Globs - Hundreds 10-2: Problem-Solving Reading Activity Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-2: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Spanish Resources 10-2: eText del Libro del estudiante 10-2: Repaso diario 10-2: Aprendizaje visual 10-2: Amigo de práctica interactiva 10-2: Práctica adicional interactiva 10-2: Refuerzo para mejorar la comprensión 10-2: Desarrollar la competencia matemática 10-2: Ampliación 10-3: Add Using Models Interactive Student Edition: Grade 2 Lesson 10-3 Math Anytime 10-3: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-3: Solve & Share 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 3- digit numbers and then explain the work. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 10-3: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 3-digit numbers and then explain the work. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-3: Convince Me! 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 3-digit numbers and then explain the work. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Practice and Problem Solving 10-3: Student Edition Practice 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 3-digit numbers and then explain the work. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-3: Interactive Practice Buddy 10-3: Interactive Additional Practice Step 3: Assess & Differentiate 10-3: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 3-digit numbers and then explain the work. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-3: Enrichment 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 3-digit numbers and then explain the work. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-3: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 3-digit numbers and then explain the work. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-3: Reteach to Build Understanding 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 3-digit numbers and then explain the work. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 10-3: Enrichment Game: AddIt - 2-Digit Numbers 10-3: Pick a Project 10-3: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 3-digit numbers and then explain the work. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Spanish Resources 10-3: eText del Libro del estudiante 10-3: Repaso diario 10-3: Aprendizaje visual 10-3: Amigo de práctica interactiva 10-3: Práctica adicional interactiva 10-3: Refuerzo para mejorar la comprensión 10-3: Desarrollar la competencia matemática 10-3: Ampliación 10-4: Continue to Add Using Models and Place Value Interactive Student Edition: Grade 2 Lesson 10-4 Math Anytime 10-4: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-4: Solve & Share 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models and place value to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 10-4: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models and place value to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-4: Convince Me! 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models and place value to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 10-4: Student Edition Practice 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models and place value to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-4: Interactive Practice Buddy 10-4: Interactive Additional Practice Step 3: Assess & Differentiate 10-4: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models and place value to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-4: Enrichment 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models and place value to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-4: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models and place value to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-4: Reteach to Build Understanding 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models and place value to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 10-4: Enrichment Game: AddIt - 2-Digit Numbers 10-4: enVision STEM Activity 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models and place value to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-4: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models and place value to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 10-4: eText del Libro del estudiante 10-4: Repaso diario 10-4: Aprendizaje visual 10-4: Amigo de práctica interactiva 10-4: Práctica adicional interactiva 10-4: Refuerzo para mejorar la comprensión 10-4: Desarrollar la competencia matemática 10-4: Ampliación 10-5: Add Using Place Value and Partial Sums Interactive Student Edition: Grade 2 Lesson 10-5 Math Anytime 10-5: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-5: Solve & Share 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 3-digit numbers using place value and partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 10-5: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 3-digit numbers using place value and partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-5: Convince Me! 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 3-digit numbers using place value and partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 10-5: Student Edition Practice 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 3-digit numbers using place value and partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-5: Interactive Practice Buddy 10-5: Interactive Additional Practice Step 3: Assess & Differentiate 10-5: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 3-digit numbers using place value and partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-5: Enrichment 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 3-digit numbers using place value and partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-5: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 3-digit numbers using place value and partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-5: Reteach to Build Understanding 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 3-digit numbers using place value and partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 10-5: Enrichment Game: Gobbling Globs - Hundreds 10-5: Pick a Project 10-5: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 3-digit numbers using place value and partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 10-5: eText del Libro del estudiante 10-5: Repaso diario 10-5: Aprendizaje visual 10-5: Amigo de práctica interactiva 10-5: Práctica adicional interactiva 10-5: Refuerzo para mejorar la comprensión 10-5: Desarrollar la competencia matemática 10-5: Ampliación 10-6: Explain Addition Strategies Interactive Student Edition: Grade 2 Lesson 10-6 Math Anytime 10-6: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-6: Solve & Share 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Step 2: Visual Learning 10-6: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Communicate processes of 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-6: Convince Me! 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place- value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 10-6: Student Edition Practice 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place- value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-6: Interactive Practice Buddy 10-6: Interactive Additional Practice Step 3: Assess & Differentiate 10-6: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place- value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-6: Enrichment 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place- value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-6: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place- value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-6: Reteach to Build Understanding 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Communicate processes of 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 10-6: Enrichment 10-6: Digital Math Tool Activity 10-6: enVision STEM Activity 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place- value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-6: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Communicate processes of 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 10-6: eText del Libro del estudiante 10-6: Repaso diario 10-6: Aprendizaje visual 10-6: Amigo de práctica interactiva 10-6: Práctica adicional interactiva 10-6: Refuerzo para mejorar la comprensión 10-6: Desarrollar la competencia matemática 10-6: Ampliación 10-7: Problem Solving: Repeated Reasoning Interactive Student Edition: Grade 2 Lesson 10-7 Math Anytime 10-7: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-7: Solve & Share 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Identify calculations or steps that repeat when solving problems. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Look for and express regularity in repeated reasoning. Use place-value understanding and properties of operations to add and subtract within 1000. Look for and express regularity in repeated reasoning. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 10-7: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Identify calculations or steps that repeat when solving problems. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Look for and express regularity in repeated reasoning. Use place-value understanding and properties of operations to add and subtract within 1000. Look for and express regularity in repeated reasoning. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-7: Convince Me! 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Identify calculations or steps that repeat when solving problems. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Look for and express regularity in repeated reasoning. Use place-value understanding and properties of operations to add and subtract within 1000. Look for and express regularity in repeated reasoning. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 10-7: Student Edition Practice 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Identify calculations or steps that repeat when solving problems. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Look for and express regularity in repeated reasoning. Use place-value understanding and properties of operations to add and subtract within 1000. Look for and express regularity in repeated reasoning. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-7: Interactive Additional Practice Step 3: Assess & Differentiate 10-7: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Identify calculations or steps that repeat when solving problems. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Look for and express regularity in repeated reasoning. Use place-value understanding and properties of operations to add and subtract within 1000. Look for and express regularity in repeated reasoning. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-7: Enrichment 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Identify calculations or steps that repeat when solving problems. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Look for and express regularity in repeated reasoning. Use place-value understanding and properties of operations to add and subtract within 1000. Look for and express regularity in repeated reasoning. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-7: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Identify calculations or steps that repeat when solving problems. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Look for and express regularity in repeated reasoning. Use place-value understanding and properties of operations to add and subtract within 1000. Look for and express regularity in repeated reasoning. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-7: Reteach to Build Understanding 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Identify calculations or steps that repeat when solving problems. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Look for and express regularity in repeated reasoning. Use place-value understanding and properties of operations to add and subtract within 1000. Look for and express regularity in repeated reasoning. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 10-7: Enrichment Game: Fluency - Add and Subtract within 100 10-7: Problem-Solving Reading Activity 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Identify calculations or steps that repeat when solving problems. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Look for and express regularity in repeated reasoning. Use place-value understanding and properties of operations to add and subtract within 1000. Look for and express regularity in repeated reasoning. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-7: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Identify calculations or steps that repeat when solving problems. Look for and express regularity in repeated reasoning. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Look for and express regularity in repeated reasoning. Use place-value understanding and properties of operations to add and subtract within 1000. Look for and express regularity in repeated reasoning. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 10-7: eText del Libro del estudiante 10-7: Repaso diario 10-7: Aprendizaje visual 10-7: Práctica adicional interactiva 10-7: Refuerzo para mejorar la comprensión 10-7: Desarrollar la competencia matemática 10-7: Ampliación Topic 10: End of Topic Interactive Student Edition: End of Topic 10 Topic 10: Fluency Practice Activity Topic 10: Vocabulary Review Topic 10: Reteaching Interactive Student Edition: Topic 10 Assessment Practice Interactive Student Edition: Topic 10 Performance Task Topic 10 Performance Task Topic 10 Assessment 11-3: Center Games 10-1: 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three- digit number. Find 100 more or 100 less than a given three-digit number. 10-2: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-3: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to add 3-digit numbers and then explain the work. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-4: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models and place value to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-5: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 3-digit numbers using place value and partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 10-6: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place- value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Topic 10 Online Assessment 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Count within 1000; skip- count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add 3-digit numbers using place value and partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use models and place value to add 3-digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use models to add 3-digit numbers and then explain the work. Use an open number line to add 3-digit numbers. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Solve problems and make change using coins and paper currency with appropriate symbols. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Topic 10 Spanish Assessments Tema 10: Tarea de rendimento Tema 10: Evaluación Topic 11: Subtract Within 1,000 Using Models and Strategies Topic 11: Animated Math Story: Are There Enough? Topic 11: Today's Challenge Topic 11: Beginning of Topic Interactive Student Edition: Beginning of Topic 11 Topic 11: enVision STEM Activity Topic 11: Review What You Know 11-1: Subtract 10 and 100 Interactive Student Edition: Grade 2 Lesson 11-1 Math Anytime 11-1: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-1: Solve & Share 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. 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? English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100- 900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Step 2: Visual Learning 11-1: 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. 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? Mentally add or subtract 100 from a given set from the hundreds family (e.g., What is 100 more than 500? What is 100 fewer than 700?). Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 11-1: Convince Me! 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Practice and Problem Solving 11-1: Student Edition Practice 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 11-1: Interactive Practice Buddy 11-1: Interactive Additional Practice Step 3: Assess & Differentiate 11-1: Another Look 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 11-1: Enrichment 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 11-1: 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 11-1: Reteach to Build Understanding 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. 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? Mentally add or subtract 100 from a given set from the hundreds family (e.g., What is 100 more than 500? What is 100 fewer than 700?). Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 11-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 11-1: Enrichment 11-1: Digital Math Tool Activity 11-1: Problem-Solving Reading Activity 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 11-1: Another Look 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. 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? Mentally add or subtract 100 from a given set from the hundreds family (e.g., What is 100 more than 500? What is 100 fewer than 700?). Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Spanish Resources 11-1: eText del Libro del estudiante 11-1: Repaso diario 11-1: Aprendizaje visual 11-1: Amigo de práctica interactiva 11-1: Práctica adicional interactiva 11-1: Refuerzo para mejorar la comprensión 11-1: Desarrollar la competencia matemática 11-1: Ampliación 11-2: Subtract on an Open Number Line Interactive Student Edition: Grade 2 Lesson 11-2 Math Anytime 11-2: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-2: Solve & Share Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 11-2: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-2: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 11-2: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-2: Interactive Practice Buddy 11-2: Interactive Additional Practice Step 3: Assess & Differentiate 11-2: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-2: Enrichment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-2: Quick Check Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-2: Reteach to Build Understanding Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 11-2: Enrichment Game: Save the Word: Grade 2 Topics 1–8 11-2: enVision STEM Activity Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-2: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 11-2: eText del Libro del estudiante 11-2: Repaso diario 11-2: Aprendizaje visual 11-2: Amigo de práctica interactiva 11-2: Práctica adicional interactiva 11-2: Refuerzo para mejorar la comprensión 11-2: Desarrollar la competencia matemática 11-2: Ampliación 11-3: Subtract Using Models Interactive Student Edition: Grade 2 Lesson 11-3 Math Anytime 11-3: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-3: Solve & Share 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 11-3: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-3: Convince Me! 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Practice and Problem Solving 11-3: Student Edition Practice 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-3: Interactive Practice Buddy 11-3: Interactive Additional Practice Step 3: Assess & Differentiate 11-3: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-3: Enrichment 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-3: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-3: Reteach to Build Understanding 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 11-3: Enrichment 11-3: Digital Math Tool Activity 11-3: Pick a Project 11-3: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use models to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Spanish Resources 11-3: eText del Libro del estudiante 11-3: Repaso diario 11-3: Aprendizaje visual 11-3: Amigo de práctica interactiva 11-3: Práctica adicional interactiva 11-3: Refuerzo para mejorar la comprensión 11-3: Desarrollar la competencia matemática 11-3: Ampliación 11-4: Subtract Using Models and Place Value Interactive Student Edition: Grade 2 Lesson 11-4 Math Anytime 11-4: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-4: Solve & Share 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition 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? English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Use models and place value to subtract. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 11-4: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition 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? Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Use models and place value to subtract. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-4: Convince Me! 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition 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? Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Use models and place value to subtract. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 11-4: Student Edition Practice 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition 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? Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Use models and place value to subtract. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-4: Interactive Practice Buddy 11-4: Interactive Additional Practice Step 3: Assess & Differentiate 11-4: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition 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? Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Use models and place value to subtract. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-4: Enrichment 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition 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? Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Use models and place value to subtract. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-4: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition 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? Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Use models and place value to subtract. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-4: Reteach to Build Understanding 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition 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? Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Use models and place value to subtract. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 11-4: Enrichment 11-4: Digital Math Tool Activity 11-4: Pick a Project 11-4: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition 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? Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Use models and place value to subtract. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 11-4: eText del Libro del estudiante 11-4: Repaso diario 11-4: Aprendizaje visual 11-4: Amigo de práctica interactiva 11-4: Práctica adicional interactiva 11-4: Refuerzo para mejorar la comprensión 11-4: Desarrollar la competencia matemática 11-4: Ampliación 11-5: Explain Subtraction Strategies Interactive Student Edition: Grade 2 Lesson 11-5 Math Anytime 11-5: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-5: Solve & Share 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why subtraction strategies work using models, place value, and mental math. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three- digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 11-5: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why subtraction strategies work using models, place value, and mental math. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-5: Convince Me! 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why subtraction strategies work using models, place value, and mental math. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Practice and Problem Solving 11-5: Student Edition Practice 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why subtraction strategies work using models, place value, and mental math. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-5: Interactive Practice Buddy 11-5: Interactive Additional Practice Step 3: Assess & Differentiate 11-5: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why subtraction strategies work using models, place value, and mental math. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-5: Enrichment 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why subtraction strategies work using models, place value, and mental math. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-5: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why subtraction strategies work using models, place value, and mental math. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-5: Reteach to Build Understanding 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why subtraction strategies work using models, place value, and mental math. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 11-5: Enrichment Game: Flying Cow Incident - 2-Digit Numbers 11-5: Problem-Solving Reading Activity 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why subtraction strategies work using models, place value, and mental math. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-5: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why subtraction strategies work using models, place value, and mental math. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Spanish Resources 11-5: eText del Libro del estudiante 11-5: Repaso diario 11-5: Aprendizaje visual 11-5: Amigo de práctica interactiva 11-5: Práctica adicional interactiva 11-5: Refuerzo para mejorar la comprensión 11-5: Desarrollar la competencia matemática 11-5: Ampliación Topic 11: 3-Act Math: The Chemistry Set Interactive Student Edition: Grade 2, Topic 11: 3-Act Math Mathematical Modeling Topic 11: 3-Act Math: The Chemistry Set, Act 1 Topic 11: 3-Act Math: The Chemistry Set, Act 2 Topic 11: 3-Act Math: The Chemistry Set, Act 3 Topic 11: 3-Act Math: The Chemistry Set, Sequel 11-6: Problem Solving: Persevere Interactive Student Edition: Grade 2 Lesson 11-6 Math Anytime 11-6: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-6: Solve & Share 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Make sense of problems and persevere in solving them. Use place-value understanding and properties of operations to add and subtract within 1000. Make sense of problems and persevere in solving them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 11-6: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving 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 that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Make sense of problems and persevere in solving them. Use place-value understanding and properties of operations to add and subtract within 1000. Make sense of problems and persevere in solving them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-6: Convince Me! 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving 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 that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Make sense of problems and persevere in solving them. Use place-value understanding and properties of operations to add and subtract within 1000. Make sense of problems and persevere in solving them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 11-6: Student Edition Practice 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving 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 that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Make sense of problems and persevere in solving them. Use place-value understanding and properties of operations to add and subtract within 1000. Make sense of problems and persevere in solving them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-6: Interactive Additional Practice Step 3: Assess & Differentiate 11-6: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving 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 that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Make sense of problems and persevere in solving them. Use place-value understanding and properties of operations to add and subtract within 1000. Make sense of problems and persevere in solving them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-6: Enrichment 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving 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 that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Make sense of problems and persevere in solving them. Use place-value understanding and properties of operations to add and subtract within 1000. Make sense of problems and persevere in solving them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-6: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving 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 that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Make sense of problems and persevere in solving them. Use place-value understanding and properties of operations to add and subtract within 1000. Make sense of problems and persevere in solving them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-6: Reteach to Build Understanding 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving 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 that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Make sense of problems and persevere in solving them. Use place-value understanding and properties of operations to add and subtract within 1000. Make sense of problems and persevere in solving them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 11-6: Enrichment Game: Flying Cow Incident - 2-Digit Numbers 11-6: enVision STEM Activity 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving 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 that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Make sense of problems and persevere in solving them. Use place-value understanding and properties of operations to add and subtract within 1000. Make sense of problems and persevere in solving them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-6: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving 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 that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Make sense of problems and persevere in solving them. Use place-value understanding and properties of operations to add and subtract within 1000. Make sense of problems and persevere in solving them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 11-6: eText del Libro del estudiante 11-6: Repaso diario 11-6: Aprendizaje visual 11-6: Práctica adicional interactiva 11-6: Refuerzo para mejorar la comprensión 11-6: Desarrollar la competencia matemática 11-6: Ampliación Topic 11: End of Topic Interactive Student Edition: End of Topic 11 Topic 11: Fluency Practice Activity Topic 11: Vocabulary Review Topic 11: Reteaching Interactive Student Edition: Topic 11 Assessment Practice Interactive Student Edition: Topic11 Performance Task Topic 11 Performance Task Topic 11 Assessment 11-5: Center Games 11-1: 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 11-2: Visual Learning 11-2: Visual Learning11-2: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-4: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition 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? Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Use models and place value to subtract. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 11-5: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explain why subtraction strategies work using models, place value, and mental math. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 11-6: 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving 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 that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Make sense of problems and persevere in solving them. Use place-value understanding and properties of operations to add and subtract within 1000. Make sense of problems and persevere in solving them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Topic 11 Online Assessment Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 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? Make sense of problems and persevere in solving them. 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Use models and place value to subtract. Solve problems and make change using coins and paper currency with appropriate symbols. Explain why subtraction strategies work using models, place value, and mental math. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Topic 11 Spanish Assessments Tema 11: Tarea de rendimento Tema 11: Evaluación Topic 12: Measuring Length Topic 12: Animated Math Story: Animal Measurement Topic 12: Today's Challenge Topic 12: Beginning of Topic Interactive Student Edition: Beginning of Topic 12 Topic 12: enVision STEM Activity Topic 12: Review What You Know Topic 12: Vocabulary Cards 12-1: Estimating Length Interactive Student Edition: Grade 2 Lesson 12-1 Math Anytime 12-1: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-1: Solve & Share Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Measure and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 12-1: Visual Learning Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate the length of an object using units of feet and inches. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Measure and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 12-1: Convince Me! Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Measure and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Practice and Problem Solving 12-1: Student Edition Practice Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Measure and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 12-1: Interactive Practice Buddy 12-1: Interactive Additional Practice Step 3: Assess & Differentiate 12-1: Another Look Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Measure and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 12-1: Enrichment Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Measure and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 12-1: Quick Check Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Measure and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 12-1: Reteach to Build Understanding Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate the length of an object using units of feet and inches. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Measure and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 12-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 12-1: Enrichment 12-1: Digital Math Tool Activity 12-1: Problem-Solving Reading Activity Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Measure and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 12-1: Another Look Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate the length of an object using units of feet and inches. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Measure and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Spanish Resources 12-1: eText del Libro del estudiante 12-1: Repaso diario 12-1: Aprendizaje visual 12-1: Amigo de práctica interactiva 12-1: Práctica adicional interactiva 12-1: Refuerzo para mejorar la comprensión 12-1: Desarrollar la competencia matemática 12-1: Ampliación 12-2: Measure with Inches Interactive Student Edition: Grade 2 Lesson 12-2 Math Anytime 12-2: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-2: Solve & Share Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest inch. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 12-2: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest inch. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Demonstrate or identify appropriate measuring techniques. 12-2: Convince Me! Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest inch. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Practice and Problem Solving 12-2: Student Edition Practice Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest inch. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-2: Interactive Practice Buddy 12-2: Interactive Additional Practice Step 3: Assess & Differentiate 12-2: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest inch. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-2: Enrichment Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest inch. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-2: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest inch. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-2: Reteach to Build Understanding Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest inch. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Demonstrate or identify appropriate measuring techniques. 12-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 12-2: Enrichment 12-2: Digital Math Tool Activity 12-2: Pick a Project 12-2: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest inch. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Demonstrate or identify appropriate measuring techniques. Spanish Resources 12-2: eText del Libro del estudiante 12-2: Repaso diario 12-2: Aprendizaje visual 12-2: Amigo de práctica interactiva 12-2: Práctica adicional interactiva 12-2: Refuerzo para mejorar la comprensión 12-2: Desarrollar la competencia matemática 12-2: Ampliación 12-3: Inches, Feet, and Yards Interactive Student Edition: Grade 2 Lesson 12-3 Math Anytime 12-3: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-3: Solve & Share Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 12-3: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Select appropriate tool and unit of measurement to measure an object (ruler or yard stick, inches or feet). Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-3: Convince Me! Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Practice and Problem Solving 12-3: Student Edition Practice Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-3: Interactive Practice Buddy 12-3: Interactive Additional Practice Step 3: Assess & Differentiate 12-3: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-3: Enrichment Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-3: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-3: Reteach to Build Understanding Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Select appropriate tool and unit of measurement to measure an object (ruler or yard stick, inches or feet). Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 12-3: Enrichment Game: Fluency - Add and Subtract within 100 12-3: Pick a Project 12-3: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Select appropriate tool and unit of measurement to measure an object (ruler or yard stick, inches or feet). Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Spanish Resources 12-3: eText del Libro del estudiante 12-3: Repaso diario 12-3: Aprendizaje visual 12-3: Amigo de práctica interactiva 12-3: Práctica adicional interactiva 12-3: Refuerzo para mejorar la comprensión 12-3: Desarrollar la competencia matemática 12-3: Ampliación 12-4: Measure Length Using Different Customary Units Interactive Student Edition: Grade 2 Lesson 12-4 Math Anytime 12-4: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-4: Solve & Share 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 twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 12-4: 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 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 attributes (length, width, height) of an object using two different size units. Recognize that standard units can be decomposed into smaller units. Solve problems involving the difference in standard length units. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-4: Convince Me! 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Practice and Problem Solving 12-4: Student Edition Practice 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-4: Interactive Practice Buddy 12-4: Interactive Additional Practice Step 3: Assess & Differentiate 12-4: Another Look 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-4: Enrichment 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-4: 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-4: Reteach to Build Understanding 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 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 attributes (length, width, height) of an object using two different size units. Recognize that standard units can be decomposed into smaller units. Solve problems involving the difference in standard length units. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 12-4: Enrichment Game: Gobbling Globs - Tens and Hundreds 12-4: Pick a Project 12-4: Another Look 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 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 attributes (length, width, height) of an object using two different size units. Recognize that standard units can be decomposed into smaller units. Solve problems involving the difference in standard length units. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Spanish Resources 12-4: eText del Libro del estudiante 12-4: Repaso diario 12-4: Aprendizaje visual 12-4: Amigo de práctica interactiva 12-4: Práctica adicional interactiva 12-4: Refuerzo para mejorar la comprensión 12-4: Desarrollar la competencia matemática 12-4: Ampliación 12-5: Measure with Centimeters Interactive Student Edition: Grade 2 Lesson 12-5 Math Anytime 12-5: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-5: Solve & Share Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 12-5: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-5: Convince Me! Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Practice and Problem Solving 12-5: Student Edition Practice Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-5: Interactive Practice Buddy 12-5: Interactive Additional Practice Step 3: Assess & Differentiate 12-5: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-5: Enrichment Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-5: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-5: Reteach to Build Understanding Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 12-5: Enrichment 12-5: Digital Math Tool Activity 12-5: Pick a Project 12-5: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Spanish Resources 12-5: eText del Libro del estudiante 12-5: Repaso diario 12-5: Aprendizaje visual 12-5: Amigo de práctica interactiva 12-5: Práctica adicional interactiva 12-5: Refuerzo para mejorar la comprensión 12-5: Desarrollar la competencia matemática 12-5: Ampliación 12-6: Centimeters and Meters Interactive Student Edition: Grade 2 Lesson 12-6 Math Anytime 12-6: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-6: Solve & Share Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 12-6: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-6: Convince Me! Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Practice and Problem Solving 12-6: Student Edition Practice Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-6: Interactive Practice Buddy 12-6: Interactive Additional Practice Step 3: Assess & Differentiate 12-6: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-6: Enrichment Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-6: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-6: Reteach to Build Understanding Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 12-6: Enrichment 12-6: Digital Math Tool Activity 12-6: Pick a Project 12-6: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Spanish Resources 12-6: eText del Libro del estudiante 12-6: Repaso diario 12-6: Aprendizaje visual 12-6: Amigo de práctica interactiva 12-6: Práctica adicional interactiva 12-6: Refuerzo para mejorar la comprensión 12-6: Desarrollar la competencia matemática 12-6: Ampliación 12-7: Measure Length Using Different Metric Units Interactive Student Edition: Grade 2 Lesson 12-7 Math Anytime 12-7: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-7: Solve & Share 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 twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Measure the length and height of objects using different metric 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 12-7: 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Measure the length and height of objects using different metric 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-7: Convince Me! 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Measure the length and height of objects using different metric 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Practice and Problem Solving 12-7: Student Edition Practice 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Measure the length and height of objects using different metric 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-7: Interactive Practice Buddy 12-7: Interactive Additional Practice Step 3: Assess & Differentiate 12-7: Another Look 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Measure the length and height of objects using different metric 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-7: Enrichment 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Measure the length and height of objects using different metric 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-7: 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Measure the length and height of objects using different metric 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-7: Reteach to Build Understanding 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Measure the length and height of objects using different metric 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 12-7: Enrichment Game: Gobbling Globs - Tens and Hundreds 12-7: Problem-Solving Reading Activity 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Measure the length and height of objects using different metric 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-7: Another Look 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one- foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Measure the length and height of objects using different metric 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Spanish Resources 12-7: eText del Libro del estudiante 12-7: Repaso diario 12-7: Aprendizaje visual 12-7: Amigo de práctica interactiva 12-7: Práctica adicional interactiva 12-7: Refuerzo para mejorar la comprensión 12-7: Desarrollar la competencia matemática 12-7: Ampliación 12-8: Compare Lengths Interactive Student Edition: Grade 2 Lesson 12-8 Math Anytime 12-8: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-8: Solve & Share Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 12-8: 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. 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. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Solve addition and subtraction word problems involving the difference in standard length units. 12-8: Convince Me! Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Practice and Problem Solving 12-8: Student Edition Practice Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-8: Interactive Practice Buddy 12-8: Interactive Additional Practice Step 3: Assess & Differentiate 12-8: Another Look Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-8: Enrichment Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-8: 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. 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. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-8: Reteach to Build Understanding Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Solve addition and subtraction word problems involving the difference in standard length units. 12-8: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 12-8: Enrichment Game: Save the Word: Grade 2 Topics 1–12 12-8: enVision STEM Activity Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-8: Another Look Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Solve addition and subtraction word problems involving the difference in standard length units. Spanish Resources 12-8: eText del Libro del estudiante 12-8: Repaso diario 12-8: Aprendizaje visual 12-8: Amigo de práctica interactiva 12-8: Práctica adicional interactiva 12-8: Refuerzo para mejorar la comprensión 12-8: Desarrollar la competencia matemática 12-8: Ampliación 12-9: Problem Solving: Precision Interactive Student Edition: Grade 2 Lesson 12-9 Math Anytime 12-9: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-9: Solve & Share Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Choose tools, units, and methods that help to be precise when measuring. Attend to precision. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Attend to precision. Measure and estimate lengths in standard units using appropriate tools. Attend to precision. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 12-9: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Choose tools, units, and methods that help to be precise when measuring. Attend to precision. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Attend to precision. Measure and estimate lengths in standard units using appropriate tools. Attend to precision. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-9: Convince Me! Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Choose tools, units, and methods that help to be precise when measuring. Attend to precision. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Attend to precision. Measure and estimate lengths in standard units using appropriate tools. Attend to precision. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Practice and Problem Solving 12-9: Student Edition Practice Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Choose tools, units, and methods that help to be precise when measuring. Attend to precision. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Attend to precision. Measure and estimate lengths in standard units using appropriate tools. Attend to precision. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-9: Interactive Additional Practice Step 3: Assess & Differentiate 12-9: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Choose tools, units, and methods that help to be precise when measuring. Attend to precision. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Attend to precision. Measure and estimate lengths in standard units using appropriate tools. Attend to precision. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-9: Enrichment Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Choose tools, units, and methods that help to be precise when measuring. Attend to precision. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Attend to precision. Measure and estimate lengths in standard units using appropriate tools. Attend to precision. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-9: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Choose tools, units, and methods that help to be precise when measuring. Attend to precision. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Attend to precision. Measure and estimate lengths in standard units using appropriate tools. Attend to precision. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-9: Reteach to Build Understanding Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Choose tools, units, and methods that help to be precise when measuring. Attend to precision. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Attend to precision. Measure and estimate lengths in standard units using appropriate tools. Attend to precision. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-9: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 12-9: Enrichment Game: Fluency - Add and Subtract within 100 12-9: enVision STEM Activity Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Choose tools, units, and methods that help to be precise when measuring. Attend to precision. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Attend to precision. Measure and estimate lengths in standard units using appropriate tools. Attend to precision. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-9: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Choose tools, units, and methods that help to be precise when measuring. Attend to precision. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Attend to precision. Measure and estimate lengths in standard units using appropriate tools. Attend to precision. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Spanish Resources 12-9: eText del Libro del estudiante 12-9: Repaso diario 12-9: Aprendizaje visual 12-9: Práctica adicional interactiva 12-9: Refuerzo para mejorar la comprensión 12-9: Desarrollar la competencia matemática 12-9: Ampliación Topic 12: End of Topic Interactive Student Edition: End of Topic 12 Topic 12: Fluency Practice Activity Topic 12: Vocabulary Review Topic 12: Reteaching Interactive Student Edition: Topic 12 Assessment Practice Interactive Student Edition: Topic 12 Performance Task Topic 12 Performance Task Topic 12 Assessment 13-1: Center Games 12-1: Visual Learning Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Measure and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 12-4: 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-5: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-6: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-7: 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Measure the length and height of objects using different metric 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-8: 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. 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. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 12-9: 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. Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Choose tools, units, and methods that help to be precise when measuring. Attend to precision. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Attend to precision. Measure and estimate lengths in standard units using appropriate tools. Attend to precision. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Topic 12 Online Assessment Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. 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 to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Attend to precision. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler, a meter stick, or a tape measure to measure length and height to the nearest centimeter or meter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Measure the length and height of objects using different metric 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. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Extend the concepts of addition and subtraction to problems involving length. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Choose tools, units, and methods that help to be precise when measuring. Attend to precision. Attend to precision. Attend to precision. Estimate and measure the length and height of objects in inches, feet, and yards. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Topic 12 Spanish Assessments Tema 12: Tarea de rendimento Tema 12: Evaluación Topics 1–12: Cumulative/Benchmark Assessments Topics 1–12: Cumulative/Benchmark Assessment 12-4: Center Games 7-2: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use drawings and equations to make sense of the words in problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Write or select an equation representing the problems and its solution. 2-4: Another Look 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. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 6-2: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve addition and subtraction word problems within 100 using objects, drawings, or pictures. 8-4: Another Look 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. 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 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. Identify the value of coins and paper currency. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one- dollar bills, how much money do you have?). Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems about money. 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? Represent and solve problems involving addition and subtraction within 100. Solve problems and make change using coins and paper currency with appropriate symbols. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 6-7: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 10-2: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. 10-6: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place- value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 12-5: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 11-1: Another Look 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. 3-5: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Choose and use a strategy to add two-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. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 9-2: Another Look 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value blocks and drawings to model and write 3-digit numbers. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 9-4: Another Look 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 11-2: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 12-4: Another Look 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 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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 and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 9-8: Another Look 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. 11-6: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving 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 that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Make sense of problems and persevere in solving them. Use place-value understanding and properties of operations to add and subtract within 1000. Make sense of problems and persevere in solving them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 12-1: Another Look 12-1: Another Look12-1: Another Look Curriculum Standards: Estimate lengths using units of inches, feet, centimeters, and meters. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Measure and estimate lengths in standard units using appropriate tools. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 9-7: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Mentally add 10 or 100 to a given number 100- 900, and mentally subtract 10 or 100 from a given number 100-900. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 10-1: Another Look 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. 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? Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Use place-value understanding and properties of operations to add and subtract within 1000. Solve problems and make change using coins and paper currency with appropriate symbols. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Find 10 more or 10 less than a given three- digit number. Find 100 more or 100 less than a given three-digit number. 12-8: Another Look Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 4-4: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add numbers using place value and partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Topics 1–12: Online Cumulative/Benchmark Assessment 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. 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? Make sense of problems and persevere in solving them. 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. Reason abstractly and quantitatively. 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 twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Estimate lengths using units of inches, feet, centimeters, and meters. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place value and models to subtract 2-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. Use place-value understanding and properties of operations to add and subtract within 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Use place-value concepts to read, write, and skip count to 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? Add 10 and 100 mentally using place value. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Solve problems and make change using coins and paper currency with appropriate symbols. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Solve problems that take more than one step. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 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. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about word problems, and use bar diagrams and equations to solve them. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 100. Reason abstractly and quantitatively. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use drawings and equations to make sense of the words in problems. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Use an open number line to add 3-digit numbers. Estimate the length of an object by relating the length of the object to a known measurement. Estimate lengths using units of inches, feet, centimeters, and meters. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Compute the value of any combinations of dollars (e.g., If you have three ten- dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Add up to four two-digit numbers using strategies based on place value and properties of operations. Choose and use a strategy to add two-digit numbers. Add numbers using place value and partial sums. Identify the value of coins and paper currency. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems about money. 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? Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Compare and order whole numbers up to 1000. Count within 1000; skip-count by 5s, 10s, and 100s. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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. Make arrays with equal rows or equal columns to solve addition problems 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Use place-value blocks and drawings to model and write 3-digit numbers. 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). Topic 13: Shapes and Their Attributes Topic 13: Animated Math Story: Building Blocks Topic 13: Today's Challenge Topic 13: Beginning of Topic Interactive Student Edition: Beginning of Topic 13 Topic 13: enVision STEM Activity Topic 13: Review What You Know Topic 13: Vocabulary Cards 13-1: 2-Dimensional Shapes Interactive Student Edition: Grade 2 Lesson 13-1 Math Anytime 13-1: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-1: Solve & Share 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. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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 shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 13-1: 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. 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 shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Identify two-dimensional shapes, such as rhombuses, pentagons, hexagons, octagons, and ovals, as well as equilateral, isosceles, and scalene triangles. 13-1: Convince Me! 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. 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 shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Practice and Problem Solving 13-1: Student Edition Practice 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. 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 shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-1: Interactive Practice Buddy 13-1: Interactive Additional Practice Step 3: Assess & Differentiate 13-1: Another Look 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. 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 shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-1: Enrichment 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. 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 shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-1: 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. 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 shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-1: Reteach to Build Understanding 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. 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 shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Identify two-dimensional shapes, such as rhombuses, pentagons, hexagons, octagons, and ovals, as well as equilateral, isosceles, and scalene triangles. 13-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 13-1: Enrichment 13-1: Digital Math Tool Activity 13-1: Pick a Project 13-1: Another Look 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. 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 shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Identify two-dimensional shapes, such as rhombuses, pentagons, hexagons, octagons, and ovals, as well as equilateral, isosceles, and scalene triangles. Spanish Resources 13-1: eText del Libro del estudiante 13-1: Repaso diario 13-1: Aprendizaje visual 13-1: Amigo de práctica interactiva 13-1: Práctica adicional interactiva 13-1: Refuerzo para mejorar la comprensión 13-1: Desarrollar la competencia matemática 13-1: Ampliación 13-2: Polygons and Angles Interactive Student Edition: Grade 2 Lesson 13-2 Math Anytime 13-2: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-2: Solve & Share Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 13-2: 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. 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. Distinguish two- or three-dimensional shapes based upon their attributes (i.e., number of sides, equal or different lengths of sides, number of faces, and number of corners). Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-2: Convince Me! Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Practice and Problem Solving 13-2: Student Edition Practice Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-2: Interactive Practice Buddy 13-2: Interactive Additional Practice Step 3: Assess & Differentiate 13-2: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-2: Enrichment Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-2: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-2: Reteach to Build Understanding Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Distinguish two- or three-dimensional shapes based upon their attributes (i.e., number of sides, equal or different lengths of sides, number of faces, and number of corners). Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 13-2: Enrichment 13-2: Digital Math Tool Activity 13-2 Problem-Solving Reading Activity Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-2: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Distinguish two- or three-dimensional shapes based upon their attributes (i.e., number of sides, equal or different lengths of sides, number of faces, and number of corners). Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Spanish Resources 13-2: eText del Libro del estudiante 13-2: Repaso diario 13-2: Aprendizaje visual 13-2: Amigo de práctica interactiva 13-2: Práctica adicional interactiva 13-2: Refuerzo para mejorar la comprensión 13-2: Desarrollar la competencia matemática 13-2: Ampliación 13-3: Draw 2-Dimensional Shapes Interactive Student Edition: Grade 2 Lesson 13-3 Math Anytime 13-3: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-3: Solve & Share Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 13-3: 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. 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. Draw two-dimensional shapes with specific attributes. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-3: Convince Me! Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Practice and Problem Solving 13-3: Student Edition Practice Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-3: Interactive Practice Buddy 13-3: Interactive Additional Practice Step 3: Assess & Differentiate 13-3: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-3: Enrichment Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-3: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-3: Reteach to Build Understanding Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw two-dimensional shapes with specific attributes. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 13-3: Enrichment 13-3: Digital Math Tool Activity 13-3: enVision STEM Activity Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-3: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw two-dimensional shapes with specific attributes. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Spanish Resources 13-3: eText del Libro del estudiante 13-3: Repaso diario 13-3: Aprendizaje visual 13-3: Amigo de práctica interactiva 13-3: Práctica adicional interactiva 13-3: Refuerzo para mejorar la comprensión 13-3: Desarrollar la competencia matemática 13-3: Ampliación 13-4: Cubes Interactive Student Edition: Grade 2 Lesson 13-4 Math Anytime 13-4: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-4: Solve & Share Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw cubes and describe how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 13-4: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw cubes and describe how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-4: Convince Me! Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw cubes and describe how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Practice and Problem Solving 13-4: Student Edition Practice Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw cubes and describe how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-4: Interactive Practice Buddy 13-4: Interactive Additional Practice Step 3: Assess & Differentiate 13-4: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw cubes and describe how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-4: Enrichment Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw cubes and describe how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-4: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw cubes and describe how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-4: Reteach to Build Understanding Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw cubes and describe how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 13-4: Enrichment 13-4: Digital Math Tool Activity 13-4: enVision STEM Activity Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw cubes and describe how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-4: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw cubes and describe how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Spanish Resources 13-4: eText del Libro del estudiante 13-4: Repaso diario 13-4: Aprendizaje visual 13-4: Amigo de práctica interactiva 13-4: Práctica adicional interactiva 13-4: Refuerzo para mejorar la comprensión 13-4: Desarrollar la competencia matemática 13-4: Ampliación 13-5: Equal Shares Interactive Student Edition: Grade 2 Lesson 13-5 Math Anytime 13-5: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-5: Solve & Share 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Cover rectangles with equal 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. Use mental strategies to add and subtract within 20. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 13-5: 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Cover rectangles with equal 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. Use mental strategies to add and subtract within 20. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Count the squares that fill a rectangle drawn on graph paper. 13-5: Convince Me! 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Cover rectangles with equal 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. Use mental strategies to add and subtract within 20. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Practice and Problem Solving 13-5: Student Edition Practice 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Cover rectangles with equal 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. Use mental strategies to add and subtract within 20. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-5: Interactive Practice Buddy 13-5: Interactive Additional Practice Step 3: Assess & Differentiate 13-5: Another Look 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Cover rectangles with equal 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. Use mental strategies to add and subtract within 20. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-5: Enrichment 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Cover rectangles with equal 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. Use mental strategies to add and subtract within 20. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-5: 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Cover rectangles with equal 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. Use mental strategies to add and subtract within 20. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-5: Reteach to Build Understanding 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Cover rectangles with equal 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. Use mental strategies to add and subtract within 20. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Count the squares that fill a rectangle drawn on graph paper. 13-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 13-5: Enrichment Game: Power House - Equal Groups to 25 13-5: Pick a Project 13-5: Another Look 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Cover rectangles with equal 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. Use mental strategies to add and subtract within 20. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Count the squares that fill a rectangle drawn on graph paper. Spanish Resources 13-5: eText del Libro del estudiante 13-5: Repaso diario 13-5: Aprendizaje visual 13-5: Amigo de práctica interactiva 13-5: Práctica adicional interactiva 13-5: Refuerzo para mejorar la comprensión 13-5: Desarrollar la competencia matemática 13-5: Ampliación 13-6: Partition Shapes Interactive Student Edition: Grade 2 Lesson 13-6 Math Anytime 13-6: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-6: Solve & Share 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. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 13-6: 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. 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, and four equal parts. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Label a partitioned shape (e.g., one whole rectangle was separated into two halves; one whole circle was separated into three thirds.) 13-6: Convince Me! 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. 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. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Practice and Problem Solving 13-6: Student Edition Practice 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. 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. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-6: Interactive Practice Buddy 13-6: Interactive Additional Practice Step 3: Assess & Differentiate 13-6: Another Look 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. 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. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-6: Enrichment 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. 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. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-6: 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. 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. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-6: Reteach to Build Understanding 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. 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, and four equal parts. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Label a partitioned shape (e.g., one whole rectangle was separated into two halves; one whole circle was separated into three thirds.) 13-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 13-6: Enrichment 13-6: Digital Math Tool Activity 13-6: Pick a Project 13-6: Another Look 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. 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, and four equal parts. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Label a partitioned shape (e.g., one whole rectangle was separated into two halves; one whole circle was separated into three thirds.) Spanish Resources 13-6: eText del Libro del estudiante 13-6: Repaso diario 13-6: Aprendizaje visual 13-6: Amigo de práctica interactiva 13-6: Práctica adicional interactiva 13-6: Refuerzo para mejorar la comprensión 13-6: Desarrollar la competencia matemática 13-6: Ampliación Topic 13: 3-Act Math: Straw Shaped Interactive Student Edition: Grade 2, Topic 13: 3-Act Math Mathematical Modeling Topic 13: 3-Act Math: Straw Shaped, Act 1 Topic 13: 3-Act Math: Straw Shaped, Act 2 Topic 13: 3-Act Math: Straw Shaped, Act 3 Topic 13: 3-Act Math: Straw Shaped, Sequel 13-7: Equal Shares, Different Shapes Interactive Student Edition: Grade 2 Lesson 13-7 Math Anytime 13-7: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-7: Solve & Share 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. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 13-7: 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. 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. 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-7: Convince Me! 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. 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. 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Practice and Problem Solving 13-7: Student Edition Practice 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. 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. 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-7: Interactive Practice Buddy 13-7: Interactive Additional Practice Step 3: Assess & Differentiate 13-7: Another Look 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. 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. 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-7: Enrichment 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. 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. 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-7: 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. 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. 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-7: Reteach to Build Understanding 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. 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. 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-7: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 13-7: Enrichment 13-7: Digital Math Tool Activity 13-7: Pick a Project 13-7: Another Look 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. 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. 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Spanish Resources 13-7: eText del Libro del estudiante 13-7: Repaso diario 13-7: Aprendizaje visual 13-7: Amigo de práctica interactiva 13-7: Práctica adicional interactiva 13-7: Refuerzo para mejorar la comprensión 13-7: Desarrollar la competencia matemática 13-7: Ampliación 13-8: Problem Solving: Repeated Reasoning Interactive Student Edition: Grade 2 Lesson 13-8 Math Anytime 13-8: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-8: Solve & Share 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Look for and express regularity in repeated reasoning. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Use repeated reasoning to show rectangles with rows and columns and create designs with equal shares. Look for and express regularity in repeated reasoning. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Look for and express regularity in repeated reasoning. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Look for and express regularity in repeated reasoning. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Step 2: Visual Learning 13-8: 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Look for and express regularity in repeated reasoning. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Use repeated reasoning to show rectangles with rows and columns and create designs with equal shares. Look for and express regularity in repeated reasoning. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Look for and express regularity in repeated reasoning. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Look for and express regularity in repeated reasoning. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-8: Convince Me! 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Look for and express regularity in repeated reasoning. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Use repeated reasoning to show rectangles with rows and columns and create designs with equal shares. Look for and express regularity in repeated reasoning. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Look for and express regularity in repeated reasoning. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Look for and express regularity in repeated reasoning. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Practice and Problem Solving 13-8: Student Edition Practice 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Look for and express regularity in repeated reasoning. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Use repeated reasoning to show rectangles with rows and columns and create designs with equal shares. Look for and express regularity in repeated reasoning. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Look for and express regularity in repeated reasoning. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Look for and express regularity in repeated reasoning. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-8: Interactive Additional Practice Step 3: Assess & Differentiate 13-8: Another Look 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Look for and express regularity in repeated reasoning. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Use repeated reasoning to show rectangles with rows and columns and create designs with equal shares. Look for and express regularity in repeated reasoning. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Look for and express regularity in repeated reasoning. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Look for and express regularity in repeated reasoning. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-8: Enrichment 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Look for and express regularity in repeated reasoning. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Use repeated reasoning to show rectangles with rows and columns and create designs with equal shares. Look for and express regularity in repeated reasoning. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Look for and express regularity in repeated reasoning. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Look for and express regularity in repeated reasoning. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-8: 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Look for and express regularity in repeated reasoning. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Use repeated reasoning to show rectangles with rows and columns and create designs with equal shares. Look for and express regularity in repeated reasoning. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Look for and express regularity in repeated reasoning. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Look for and express regularity in repeated reasoning. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-8: Reteach to Build Understanding 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Look for and express regularity in repeated reasoning. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Use repeated reasoning to show rectangles with rows and columns and create designs with equal shares. Look for and express regularity in repeated reasoning. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Look for and express regularity in repeated reasoning. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Look for and express regularity in repeated reasoning. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-8: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 13-8: Enrichment Game: Save the Word: Grade 2 Topics 1–13 13-8: Problem-Solving Reading Activity 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Look for and express regularity in repeated reasoning. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Use repeated reasoning to show rectangles with rows and columns and create designs with equal shares. Look for and express regularity in repeated reasoning. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Look for and express regularity in repeated reasoning. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Look for and express regularity in repeated reasoning. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-8: Another Look 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Look for and express regularity in repeated reasoning. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Use repeated reasoning to show rectangles with rows and columns and create designs with equal shares. Look for and express regularity in repeated reasoning. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Look for and express regularity in repeated reasoning. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Look for and express regularity in repeated reasoning. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Spanish Resources 13-8: eText del Libro del estudiante 13-8: Repaso diario 13-8: Aprendizaje visual 13-8: Práctica adicional interactiva 13-8: Refuerzo para mejorar la comprensión 13-8: Desarrollar la competencia matemática 13-8: Ampliación Topic 13: End of Topic Interactive Student Edition: End of Topic 13 Topic 13: Fluency Practice Activity Topic 13: Vocabulary Review Topic 13: Reteaching Interactive Student Edition: Topic 14 Assessment Practice Interactive Student Edition_Topic 13 Performance Task Topic 13 Performance Task Topic 13 Assessment 15-7: Center Games 13-1: 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. 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 shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-2: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-3: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-4: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw cubes and describe how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-5: 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Cover rectangles with equal 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. Use mental strategies to add and subtract within 20. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-6: 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. 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. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 13-7: 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. 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. 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Topic 13 Online Assessment 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. 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. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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 twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 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 shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Draw polygon shapes. Describe plane shapes by how they look. 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Cover rectangles with equal 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. Use mental strategies to add and subtract within 20. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Draw cubes and describe how they look. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Work with equal groups of objects to gain foundations for multiplication. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Show circles and rectangles in halves, thirds, and fourths. Topic 13 Spanish Assessments Tema 13: Tarea de rendimento Tema 13: Evaluación Topic 14: More Addition, Subtraction, and Length Topic 14: Animated Math Story: A Journey of Unknown Measurements Topic 14: Today's Challenge Topic 14: Beginning of Topic Interactive Student Edition: Beginning of Topic 14 Topic 14: enVision STEM Activity Topic 14: Review What You Know 14-1: Add and Subtract with Measurements Interactive Student Edition: Grade 2 Lesson 14-1 Math Anytime 14-1: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-1: Solve & Share 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 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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 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 problems by adding or subtracting length measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 14-1: 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 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 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 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 problems by adding or subtracting length measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-1: Convince Me! 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 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 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 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 problems by adding or subtracting length measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 14-1: Student Edition Practice 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 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 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 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 problems by adding or subtracting length measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-1: Interactive Practice Buddy 14-1: Interactive Additional Practice Step 3: Assess & Differentiate 14-1: Another Look 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 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 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 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 problems by adding or subtracting length measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-1: Enrichment 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 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 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 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 problems by adding or subtracting length measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-1: 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 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 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 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 problems by adding or subtracting length measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-1: Reteach to Build Understanding 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 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 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 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 problems by adding or subtracting length measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 14-1: Enrichment 14-1: Digital Math Tool Activity 14-1: Pick a Project 14-1: Another Look 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 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 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 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 problems by adding or subtracting length measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 14-1: eText del Libro del estudiante 14-1: Repaso diario 14-1: Aprendizaje visual 14-1: Amigo de práctica interactiva 14-1: Práctica adicional interactiva 14-1: Refuerzo para mejorar la comprensión 14-1: Desarrollar la competencia matemática 14-1: Ampliación 14-2: Find Unknown Measurements Interactive Student Edition: Grade 2 Lesson 14-2 Math Anytime 14-2: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-2: Solve & Share 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 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 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 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. Add or subtract to solve problems about measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 14-2: 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. 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 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 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. Add or subtract to solve problems about measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-2: Convince Me! 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 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 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 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. Add or subtract to solve problems about measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Practice and Problem Solving 14-2: Student Edition Practice 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 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 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 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. Add or subtract to solve problems about measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-2: Interactive Practice Buddy 14-2: Interactive Additional Practice Step 3: Assess & Differentiate 14-2: Another Look 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 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 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 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. Add or subtract to solve problems about measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-2: Enrichment 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 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 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 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. Add or subtract to solve problems about measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-2: 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 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 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 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. Add or subtract to solve problems about measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-2: Reteach to Build Understanding 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 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 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 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. Add or subtract to solve problems about measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 14-2: Enrichment Game: Robo Launch - Add and Subtract 2-Digit Numbers 14-2: Problem-Solving Reading Activity 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 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 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 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. Add or subtract to solve problems about measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-2: Another Look 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 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 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 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. Add or subtract to solve problems about measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Spanish Resources 14-2: eText del Libro del estudiante 14-2: Repaso diario 14-2: Aprendizaje visual 14-2: Amigo de práctica interactiva 14-2: Práctica adicional interactiva 14-2: Refuerzo para mejorar la comprensión 14-2: Desarrollar la competencia matemática 14-2: Ampliación 14-3: Continue to Find Unknown Measurements Interactive Student Edition: Grade 2 Lesson 14-3 Math Anytime 14-3: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-3: Solve & Share 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 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 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 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. Add and subtract to solve measurement problems by using drawings and equations. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Step 2: Visual Learning 14-3: 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 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 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 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. Add and subtract to solve measurement problems by using drawings and equations. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-3: Convince Me! 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 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 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 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. Add and subtract to solve measurement problems by using drawings and equations. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Practice and Problem Solving 14-3: Student Edition Practice 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 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 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 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. Add and subtract to solve measurement problems by using drawings and equations. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-3: Interactive Practice Buddy 14-3: Interactive Additional Practice Step 3: Assess & Differentiate 14-3: Another Look 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 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 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 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. Add and subtract to solve measurement problems by using drawings and equations. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-3: Enrichment 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 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 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 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. Add and subtract to solve measurement problems by using drawings and equations. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-3: 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 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 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 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. Add and subtract to solve measurement problems by using drawings and equations. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-3: Reteach to Build Understanding 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 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 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 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. Add and subtract to solve measurement problems by using drawings and equations. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 14-3: Enrichment Game: Robo Launch - Add and Subtract 2-Digit Numbers 14-3: enVision STEM Activity 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 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 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 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. Add and subtract to solve measurement problems by using drawings and equations. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-3: Another Look 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 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 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 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. Add and subtract to solve measurement problems by using drawings and equations. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Spanish Resources 14-3: eText del Libro del estudiante 14-3: Repaso diario 14-3: Aprendizaje visual 14-3: Amigo de práctica interactiva 14-3: Práctica adicional interactiva 14-3: Refuerzo para mejorar la comprensión 14-3: Desarrollar la competencia matemática 14-3: Ampliación 14-4: Add and Subtract on a Number Line Interactive Student Edition: Grade 2 Lesson 14-4 Math Anytime 14-4: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-4: Solve & Share 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. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 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. 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 and subtract on a number line. 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 and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 14-4: 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. 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. 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. 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 and subtract on a number line. 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 and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-4: Convince Me! 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. 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. 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. 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 and subtract on a number line. 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 and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Practice and Problem Solving 14-4: Student Edition Practice 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. 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. 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. 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 and subtract on a number line. 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 and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-4: Interactive Practice Buddy 14-4: Interactive Additional Practice Step 3: Assess & Differentiate 14-4: Another Look 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. 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. 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. 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 and subtract on a number line. 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 and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-4: Enrichment 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. 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. 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. 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 and subtract on a number line. 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 and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-4: 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. 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. 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. 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 and subtract on a number line. 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 and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-4: Reteach to Build Understanding 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. 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. 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. 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 and subtract on a number line. 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 and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 14-4: Enrichment 14-4: Digital Math Tool Activity 14-4: enVision STEM Activity 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. 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. 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. 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 and subtract on a number line. 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 and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-4: Another Look 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. 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. 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. 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 and subtract on a number line. 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 and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Spanish Resources 14-4: eText del Libro del estudiante 14-4: Repaso diario 14-4: Aprendizaje visual 14-4: Amigo de práctica interactiva 14-4: Práctica adicional interactiva 14-4: Refuerzo para mejorar la comprensión 14-4: Desarrollar la competencia matemática 14-4: Ampliación 14-5: Problem Solving: Use Appropriate Tools Interactive Student Edition: Grade 2 Lesson 14-5 Math Anytime 14-5: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-5: Solve & Share 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 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. 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. Use appropriate tools strategically. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 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 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. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. 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 appropriate tools strategically. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use appropriate tools strategically. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 14-5: 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 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. 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. Use appropriate tools strategically. 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 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. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. 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 appropriate tools strategically. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use appropriate tools strategically. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 14-5: Convince Me! 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 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. 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. Use appropriate tools strategically. 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 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. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. 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 appropriate tools strategically. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use appropriate tools strategically. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Practice and Problem Solving 14-5: Student Edition Practice 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 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. 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. Use appropriate tools strategically. 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 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. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. 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 appropriate tools strategically. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use appropriate tools strategically. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 14-5: Interactive Additional Practice Step 3: Assess & Differentiate 14-5: Another Look 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 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. 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. Use appropriate tools strategically. 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 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. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. 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 appropriate tools strategically. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use appropriate tools strategically. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 14-5: Enrichment 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 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. 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. Use appropriate tools strategically. 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 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. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. 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 appropriate tools strategically. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use appropriate tools strategically. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 14-5: 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 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. 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. Use appropriate tools strategically. 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 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. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. 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 appropriate tools strategically. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use appropriate tools strategically. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 14-5: Reteach to Build Understanding 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 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. 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. Use appropriate tools strategically. 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 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. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. 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 appropriate tools strategically. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use appropriate tools strategically. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 14-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 14-5: Enrichment Game: Save the Word: Grade 2 Topics 1–12 14-5: Problem-Solving Reading Activity 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 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. 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. Use appropriate tools strategically. 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 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. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. 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 appropriate tools strategically. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use appropriate tools strategically. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 14-5: Another Look 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 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. 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. Use appropriate tools strategically. 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 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. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. 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 appropriate tools strategically. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use appropriate tools strategically. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Spanish Resources 14-5: eText del Libro del estudiante 14-5: Repaso diario 14-5: Aprendizaje visual 14-5: Práctica adicional interactiva 14-5: Refuerzo para mejorar la comprensión 14-5: Desarrollar la competencia matemática 14-5: Ampliación Topic 14: End of Topic Interactive Student Edition: End of Topic 14 Topic 14: Fluency Practice Activity Topic 14: Vocabulary Review Topic 14: Reteaching Interactive Student Edition: Topic 14 Assessment Practice Interactive Student Edition: Topic 14 Performance Task Topic 14 Performance Task Topic 14 Assessment 14-3: Center Games 14-1: 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 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 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 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 problems by adding or subtracting length measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-2: 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. 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 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 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. Add or subtract to solve problems about measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-3: 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 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 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 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. Add and subtract to solve measurement problems by using drawings and equations. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 14-4: 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. 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. 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. 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 and subtract on a number line. 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 and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 14-5: 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 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. 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. Use appropriate tools strategically. 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 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. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. 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 appropriate tools strategically. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use appropriate tools strategically. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Topic 14 Online Assessment 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 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. 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. Use appropriate tools strategically. 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 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 problems by adding or subtracting length measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 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 and subtract on a number line. 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. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. Use appropriate tools strategically. Use appropriate tools strategically. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Add or subtract to solve problems about measurements. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Add and subtract to solve measurement problems by using drawings and equations. Topic 14 Spanish Assessments Tema 14: Tarea de rendimento Tema 14: Evaluación Topic 15: Graphs and Data Topic 15: Animated Math Story: Our Favorite Things Topic 15: Today's Challenge Topic 15: Beginning of Topic Interactive Student Edition: Beginning of Topic 15 Topic 15: enVision STEM Activity Topic 15: Review What You Know Topic 15: Vocabulary Cards 15-1: Line Plots Interactive Student Edition: Grade 2 Lesson 15-1 Math Anytime 15-1: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-1: Solve & Share Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 15-1: 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. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Organize linear measurement data by representing continuous data on a line plot. 15-1: Convince Me! Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Practice and Problem Solving 15-1: Student Edition Practice Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-1: Interactive Practice Buddy 15-1: Interactive Additional Practice Step 3: Assess & Differentiate 15-1: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-1: Enrichment Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-1: 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. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-1: Reteach to Build Understanding Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Organize linear measurement data by representing continuous data on a line plot. 15-1: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 15-1: Enrichment 15-1: Digital Math Tool Activity 15-1: enVision STEM Activity Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-1: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Organize linear measurement data by representing continuous data on a line plot. Spanish Resources 15-1: eText del Libro del estudiante 15-1: Repaso diario 15-1: Aprendizaje visual 15-1: Amigo de práctica interactiva 15-1: Práctica adicional interactiva 15-1: Refuerzo para mejorar la comprensión 15-1: Desarrollar la competencia matemática 15-1: Ampliación 15-2: More Line Plots Interactive Student Edition: Grade 2 Lesson 15-2 Math Anytime 15-2: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-2: Solve & Share Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 15-2: 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. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-2: Convince Me! Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Practice and Problem Solving 15-2: Student Edition Practice Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-2: Interactive Practice Buddy 15-2: Interactive Additional Practice Step 3: Assess & Differentiate 15-2: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-2: Enrichment Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-2: 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. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-2: Reteach to Build Understanding Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-2: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 15-2: Enrichment 15-2: Digital Math Tool Activity 15-2: enVision STEM Activity Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-2: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Spanish Resources 15-2: eText del Libro del estudiante 15-2: Repaso diario 15-2: Aprendizaje visual 15-2: Amigo de práctica interactiva 15-2: Práctica adicional interactiva 15-2: Refuerzo para mejorar la comprensión 15-2: Desarrollar la competencia matemática 15-2: Ampliación 15-3: Bar Graphs Interactive Student Edition: Grade 2 Lesson 15-3 Math Anytime 15-3: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-3: Solve & Share 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. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 bar graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 15-3: 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. 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. Organize data by representing on a pictorial graph or bar graph. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 bar graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-3: Convince Me! 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 bar graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Practice and Problem Solving 15-3: Student Edition Practice 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 bar graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-3: Interactive Practice Buddy 15-3: Interactive Additional Practice Step 3: Assess & Differentiate 15-3: Another Look 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 bar graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-3: Enrichment 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 bar graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-3: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 bar graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-3: Reteach to Build Understanding 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. 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. Organize data by representing on a pictorial graph or bar graph. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 bar graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-3: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 15-3: Enrichment 15-3: Digital Math Tool Activity 15-3: Pick a Project 15-3: Another Look 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. 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. Organize data by representing on a pictorial graph or bar graph. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 bar graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Spanish Resources 15-3: eText del Libro del estudiante 15-3: Repaso diario 15-3: Aprendizaje visual 15-3: Amigo de práctica interactiva 15-3: Práctica adicional interactiva 15-3: Refuerzo para mejorar la comprensión 15-3: Desarrollar la competencia matemática 15-3: Ampliación 15-4: Picture Graphs Interactive Student Edition: Grade 2 Lesson 15-4 Math Anytime 15-4: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-4: Solve & Share 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. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 picture graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 15-4: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 picture graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Identify the value of each category represented on a picture graph and bar graph. 15-4: Convince Me! 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 picture graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Practice and Problem Solving 15-4: Student Edition Practice 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 picture graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-4: Interactive Practice Buddy 15-4: Interactive Additional Practice Step 3: Assess & Differentiate 15-4: Another Look 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 picture graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-4: Enrichment 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 picture graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-4: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 picture graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-4: Reteach to Build Understanding 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 picture graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Identify the value of each category represented on a picture graph and bar graph. 15-4: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 15-4: Enrichment 15-4: Digital Math Tool Activity 15-4: Pick a Project 15-4: Another Look 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 picture graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Identify the value of each category represented on a picture graph and bar graph. Spanish Resources 15-4: eText del Libro del estudiante 15-4: Repaso diario 15-4: Aprendizaje visual 15-4: Amigo de práctica interactiva 15-4: Práctica adicional interactiva 15-4: Refuerzo para mejorar la comprensión 15-4: Desarrollar la competencia matemática 15-4: Ampliación 15-5: Draw Conclusions from Graphs Interactive Student Edition: Grade 2 Lesson 15-5 Math Anytime 15-5: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-5: Solve & Share 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 15-5: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Compare the information shown in a bar graph or picture graph with up to four categories. Solve simple comparisons of how many more or how many less. 15-5: Convince Me! 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Practice and Problem Solving 15-5: Student Edition Practice 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-5: Interactive Practice Buddy 15-5: Interactive Additional Practice Step 3: Assess & Differentiate 15-5: Another Look 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-5: Enrichment 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-5: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-5: Reteach to Build Understanding 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Compare the information shown in a bar graph or picture graph with up to four categories. Solve simple comparisons of how many more or how many less. 15-5: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 15-5: Enrichment 15-5: Digital Math Tool Activity 15-5 Problem-Solving Reading Activity 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-5: Another Look 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Compare the information shown in a bar graph or picture graph with up to four categories. Solve simple comparisons of how many more or how many less. Spanish Resources 15-5: eText del Libro del estudiante 15-5: Repaso diario 15-5: Aprendizaje visual 15-5: Amigo de práctica interactiva 15-5: Práctica adicional interactiva 15-5: Refuerzo para mejorar la comprensión 15-5: Desarrollar la competencia matemática 15-5: Ampliación Topic 15: 3-Act Math: Caps Sized Interactive Student Edition: Grade 2, Topic 15: 3-Act Math Mathematical Modeling Topic 15: 3-Act Math: Caps Sized, Act 1 Topic 15: 3-Act Math: Caps Sized, Act 2 Topic 15: 3-Act Math: Caps Sized, Act 3 Topic 15: 3-Act Math: Caps Sized, Sequel 15-6: Problem Solving: Reasoning Interactive Student Edition: Grade 2 Lesson 15-6 Math Anytime 15-6: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-6: Solve & Share 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. 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. Reason abstractly and quantitatively. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. 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. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about data in bar graphs and picture graphs to write and solve problems. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Represent and interpret data using line plots, picture graphs, and bar graphs. Reason abstractly and quantitatively. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 15-6: 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. 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. Reason abstractly and quantitatively. 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. 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. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about data in bar graphs and picture graphs to write and solve problems. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Represent and interpret data using line plots, picture graphs, and bar graphs. Reason abstractly and quantitatively. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-6: Convince Me! 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. 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. Reason abstractly and quantitatively. 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. 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. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about data in bar graphs and picture graphs to write and solve problems. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Represent and interpret data using line plots, picture graphs, and bar graphs. Reason abstractly and quantitatively. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Practice and Problem Solving 15-6: Student Edition Practice 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. 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. Reason abstractly and quantitatively. 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. 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. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about data in bar graphs and picture graphs to write and solve problems. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Represent and interpret data using line plots, picture graphs, and bar graphs. Reason abstractly and quantitatively. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-6: Interactive Additional Practice Step 3: Assess & Differentiate 15-6: Another Look 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. 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. Reason abstractly and quantitatively. 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. 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. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about data in bar graphs and picture graphs to write and solve problems. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Represent and interpret data using line plots, picture graphs, and bar graphs. Reason abstractly and quantitatively. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-6: Enrichment 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. 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. Reason abstractly and quantitatively. 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. 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. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about data in bar graphs and picture graphs to write and solve problems. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Represent and interpret data using line plots, picture graphs, and bar graphs. Reason abstractly and quantitatively. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-6: 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. 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. Reason abstractly and quantitatively. 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. 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. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about data in bar graphs and picture graphs to write and solve problems. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Represent and interpret data using line plots, picture graphs, and bar graphs. Reason abstractly and quantitatively. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-6: Reteach to Build Understanding 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. 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. Reason abstractly and quantitatively. 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. 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. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about data in bar graphs and picture graphs to write and solve problems. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Represent and interpret data using line plots, picture graphs, and bar graphs. Reason abstractly and quantitatively. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-6: Build Mathematical Literacy Curriculum Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. 15-6: Enrichment Game: Fluency - Add and Subtract within 100 15-6: Problem-Solving Reading Activity 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. 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. Reason abstractly and quantitatively. 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. 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. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about data in bar graphs and picture graphs to write and solve problems. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Represent and interpret data using line plots, picture graphs, and bar graphs. Reason abstractly and quantitatively. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-6: Another Look 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. 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. Reason abstractly and quantitatively. 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. 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. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Reason about data in bar graphs and picture graphs to write and solve problems. Reason abstractly and quantitatively. 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. Reason abstractly and quantitatively. Represent and interpret data using line plots, picture graphs, and bar graphs. Reason abstractly and quantitatively. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Spanish Resources 15-6: eText del Libro del estudiante 15-6: Repaso diario 15-6: Aprendizaje visual 15-6: Práctica adicional interactiva 15-6: Refuerzo para mejorar la comprensión 15-6: Desarrollar la competencia matemática 15-6: Ampliación Topic 15: End of Topic Interactive Student Edition: End of Topic 15 Topic 15: Fluency Practice Activity Topic 15: Vocabulary Review Topic 15: Reteaching Interactive Student Edition: Topic 15 Assessment Practice Interactive Student Edition: Topic 15 Performance Task Topic 15 Performance Task Topic 15 Assessment 15-5: Center Games 15-2: 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. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-3: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 bar graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-4: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 picture graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-5: 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Topic 15 Online Assessment 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. 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. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Draw picture graphs and use them to solve problems. Draw bar graphs and use them to solve problems. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Topic 15 Spanish Assessments Tema 15: Tarea de rendimento Tema 15: Evaluación Topics 1–15: Cumulative/Benchmark Assessments Topics 1–15: Cumulative/Benchmark Assessment 6-6: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 15-6: Center Games 4-7:Another Look 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 up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 9-1: Another Look Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” 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 the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 8-7: Another Look Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Use place-value concepts to read, write, and skip count to 1000. Tell and write time to the nearest five minutes using both analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. 4-5: Another Look 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 12-5: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. 10-6: Another Look 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 that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use place- value understanding and properties of operations to add and subtract within 1000. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 13-3: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 5-7: Another Look 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. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Solve one- and two-step problems using addition or 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. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 2-3: Another Look 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. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 15-5: Another Look 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 14-2: Another Look 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 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 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 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. Add or subtract to solve problems about measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. 13-7: Another Look 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. 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. 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. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Work with equal groups of objects to gain foundations for multiplication. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 15-3: Another Look 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 bar graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 14-1: Another Look 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 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 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 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 problems by adding or subtracting length measurements. 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. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. 13-6: Another Look 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. 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. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 15-2: Another Look Curriculum Standards: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 lengths of objects, then make a line plot to organize the data. 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 and estimate lengths in standard units using appropriate tools. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 15-4: Another Look 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. 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. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 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 picture graphs and use them to solve problems. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 14-5: Another Look 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 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. 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. Use appropriate tools strategically. 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 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. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. 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 appropriate tools strategically. Represent and solve problems involving addition and subtraction within 100. Extend the concepts of addition and subtraction to problems involving length. Use appropriate tools strategically. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Topics 1–15: Online Cumulative/Benchmark Assessment 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. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. 100 can be thought of as a bundle of ten tens – called a “hundred.” 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). 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. 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. Add up to four two-digit numbers using strategies based on place value and properties of operations. 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 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. 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. 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 twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 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. Use appropriate tools strategically. Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. 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 models and equations to solve word problems. 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 place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure and estimate lengths in standard units using appropriate tools. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Solve one- and two-step problems using addition or 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 that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Find 10 more or 10 less than a given three- digit number. Find 100 more or 100 less than a given three-digit number. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. 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 problems by adding or subtracting length measurements. 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. Extend the concepts of addition and subtraction to problems involving length. Draw picture graphs and use them to solve problems. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use mental math, strategies, and models to add two, three, or four numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Draw bar graphs and use them to solve problems. 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 lengths of objects, then make a line plot to organize the data. 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 Add within 100 using place-value strategies. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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. Draw polygon shapes. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. 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. Find the total number of objects in a set of rows and columns. 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 mental strategies to add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Make equal shares that do 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Show circles and rectangles in halves, thirds, and fourths. 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. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose the best tool to use to solve problems. Use appropriate tools strategically. Use appropriate tools strategically. Use appropriate tools strategically. Add or subtract to solve problems about measurements. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Tell and write time to the nearest five minutes using both analog and digital clocks. Tell time to the quarter-hour and distinguish between a.m. and p.m. Grade 2 Progress Monitoring Assessments Grade 2 Progress Monitoring Assessment: Form A Grade 2 Online Progress Monitoring Assessment Form A Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. 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. 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. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. 100 can be thought of as a bundle of ten tens – called a “hundred.” 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). Add up to four two-digit numbers using strategies based on place value and 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: Compare two three- digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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 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. 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. 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. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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? 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 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 different ways to solve two-step problems. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Demonstrate fluency with basic addition facts and related subtraction facts. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 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. Solve one- and two-step problems using addition or 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. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add three or four 2-digit numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add using place value and partial sums. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 and order whole numbers up to 1000. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 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. Find the total number of objects in a set of rows and columns. 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. Work with equal groups of objects to gain foundations for multiplication. 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 and subtract on a number line. 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. 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3- digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Add or subtract to solve problems about measurements. 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 place-value blocks and drawings to model and write 3-digit numbers. 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 place value and models to subtract 2-digit numbers. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Solve problems and make change using coins and paper currency with appropriate symbols. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Draw bar graphs and use them to solve problems. 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 lengths of objects, then make a line plot to organize the data. 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 Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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? Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Partition a rectangle into rows and columns of same- size squares and count to find the total number of them. Cover rectangles with equal 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Solve problems with money. Make a 10 to subtract quickly and accurately. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Tell and write time to the nearest five minutes using both analog and digital clocks. Tell time to the quarter-hour and distinguish between a.m. and p.m. Grade 2 Progress Monitoring Assessment: Form B Grade 2 Online Progress Monitoring Assessment Form B Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. 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. 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. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. 100 can be thought of as a bundle of ten tens – called a “hundred.” 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). Add up to four two-digit numbers using strategies based on place value and 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: Compare two three- digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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 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. 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. 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. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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? 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 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 different ways to solve two-step problems. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Demonstrate fluency with basic addition facts and related subtraction facts. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 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. Solve one- and two-step problems using addition or 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. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add three or four 2-digit numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add using place value and partial sums. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 and order whole numbers up to 1000. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 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. Find the total number of objects in a set of rows and columns. 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. Work with equal groups of objects to gain foundations for multiplication. 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 and subtract on a number line. 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. 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3- digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Add or subtract to solve problems about measurements. 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 place-value blocks and drawings to model and write 3-digit numbers. 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 place value and models to subtract 2-digit numbers. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Solve problems and make change using coins and paper currency with appropriate symbols. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Draw bar graphs and use them to solve problems. 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 lengths of objects, then make a line plot to organize the data. 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 Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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? Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Partition a rectangle into rows and columns of same- size squares and count to find the total number of them. Cover rectangles with equal 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Solve problems with money. Make a 10 to subtract quickly and accurately. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Tell and write time to the nearest five minutes using both analog and digital clocks. Tell time to the quarter-hour and distinguish between a.m. and p.m. Grade 2 Progress Monitoring Assessment: Form C Grade 2 Online Progress Monitoring Assessment Form C Curriculum Standards: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. 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. 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. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. 100 can be thought of as a bundle of ten tens – called a “hundred.” 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). Add up to four two-digit numbers using strategies based on place value and 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: Compare two three- digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. 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 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. 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. 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. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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? 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 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. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ___ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + ?. 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 different ways to solve two-step problems. Use place-value understanding and properties of operations to add and subtract within 1000. Represent and solve problems involving addition and subtraction within 100. Use mental strategies to add and subtract within 20. Demonstrate fluency with basic addition facts and related subtraction facts. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell how much longer one object is than another. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Measure and estimate lengths in standard units using appropriate tools. Extend the concepts of addition and subtraction to problems involving length. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer. Estimate and measure the length and height of objects in inches, feet, and yards. 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. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. 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. Solve one- and two-step problems using addition or 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. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Use different addition strategies to add and explain why the strategies work. Explain why addition and subtraction strategies work, using place value and the properties of operations. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” 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 place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add three or four 2-digit numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Add using place value and partial sums. 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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using place value. 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 and order whole numbers up to 1000. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Skip count by 5s, 10s, and 100s using a number line. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. 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. Find the total number of objects in a set of rows and columns. 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. Work with equal groups of objects to gain foundations for multiplication. 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 and subtract on a number line. 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. 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. Use different ways to tell if a group of objects shows an even or odd number. 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. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write 3- digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Add or subtract to solve problems about measurements. 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 place-value blocks and drawings to model and write 3-digit numbers. 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 place value and models to subtract 2-digit numbers. Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). Subtract 10 or 100 mentally using place value strategies. Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Solve problems and make change using coins and paper currency with appropriate symbols. 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 conclusions from graphs. 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. Represent and interpret data using line plots, picture graphs, and bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Draw bar graphs and use them to solve problems. 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 lengths of objects, then make a line plot to organize the data. 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 Identify the value of coins and paper currency. Compute the value of any combination of coins within one dollar. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). Solve problems with coins. 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? Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. 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. Describe plane shapes by how they look. 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. Analyze and draw two- and three-dimensional shapes having specified attributes. Identify and name basic two- and three- dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Partition a rectangle into rows and columns of same- size squares and count to find the total number of them. Cover rectangles with equal 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. Use the understanding of fractions to partition shapes into halves, quarters, and thirds. Solve problems with money. Make a 10 to subtract quickly and accurately. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Show circles and rectangles in halves, thirds, and fourths. 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. Tell and write time from analog and digital clocks to the nearest five minutes. Say the time in different ways. Tell and write time from analog and digital clocks to the nearest five minutes, using A.M. and P.M. Tell and write time to the nearest five minutes using both analog and digital clocks. Tell time to the quarter-hour and distinguish between a.m. and p.m. Topic 16: Step Up to Grade 3 16-1: Relate Multiplication and Addition Student's Edition: Grade 2 Lesson 16-1 Step 1: Problem-Based Learning 16-1: Solve & Share Curriculum Standards: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Use the Distributive Property to solve problems involving multiplication within 100. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Interpret and/or describe products of whole numbers (up to and including 10 × 10). Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Step 2: Visual Learning 16-1: Visual Learning Curriculum Standards: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 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 the Distributive Property to solve problems involving multiplication within 100. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Interpret and/or describe products of whole numbers (up to and including 10 × 10). Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. 16-1: Convince Me! 16-2: Arrays and Properties Student's Edition: Grade 2 Lesson 16-2 Step 1: Problem-Based Learning 16-2: Solve & Share Curriculum Standards: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 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. Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Use number lines to join equal groups. 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. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 16-2: Visual Learning Curriculum Standards: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 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. Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) Use number lines to join equal groups. 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. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. 16-2: Convince Me! 16-3: Division: How Many in Each Group? Student's Edition: Grade 2 Lesson 16-3 Step 1: Problem-Based Learning 16-3:Solve & Share 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. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Use sharing to separate equal groups and to think about division. 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. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal- sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 16-3: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. 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 sharing to separate equal groups and to think about division. 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. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. 16-3:Convince Me! 16-4: Division: How Many Equal Groups? Student's Edition: Grade 2 Lesson 16-4 Step 1: Problem-Based Learning 16-4: Solve & Share 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. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Use repeated subtraction to show the relationship between division and subtraction. 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. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 16-4: 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. 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 repeated subtraction to show the relationship between division and subtraction. 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. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. 16-4: Convince Me! 16-5: Use Partial Sums to Add Student's Edition: Grade 2 Lesson 16-5 Step 1: Problem-Based Learning 16-5: Solve & Share Curriculum Standards: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Include problems with whole dollar amounts. Fluently add and subtract (including subtracting across zeros) within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Include problems with whole dollar amounts. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Add two 3-digit numbers by breaking apart problems into simpler problems. 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. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 16-5: Visual Learning Curriculum Standards: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Include problems with whole dollar amounts. Fluently add and subtract (including subtracting across zeros) within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Include problems with whole dollar amounts. Add two 3-digit numbers by breaking apart problems into simpler problems. 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. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. 16-5: Convince Me! 16-6: Use Regrouping to Add Student's Edition: Grade 2 Lesson 16-6 Step 1: Problem-Based Learning 16-6: Solve & Share Curriculum Standards: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Include problems with whole dollar amounts. Fluently add and subtract (including subtracting across zeros) within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Include problems with whole dollar amounts. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Use regrouping to add 3-digit numbers. 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. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 16-6: Visual Learning Curriculum Standards: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Include problems with whole dollar amounts. Fluently add and subtract (including subtracting across zeros) within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Include problems with whole dollar amounts. Use regrouping to add 3-digit numbers. 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. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real- world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. 16-6: Convince Me! 16-7: Use Partial Differences to Subtract Student's Edition: Grade 2 Lesson 16-7 Step 1: Problem-Based Learning 16-7: Solve & Share Curriculum Standards: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers; and fully understand the concept when a remainder does not exist under division. Solve two- step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Include problems with whole dollar amounts. Fluently add and subtract (including subtracting across zeros) within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Include problems with whole dollar amounts. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Subtract multi-digit numbers using the expanded algorithm. 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. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real- world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 16-7: Visual Learning Curriculum Standards: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers; and fully understand the concept when a remainder does not exist under division. Solve two- step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Include problems with whole dollar amounts. Fluently add and subtract (including subtracting across zeros) within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Include problems with whole dollar amounts. Subtract multi-digit numbers using the expanded algorithm. 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. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. 16-7: Convince Me! 16-8: Use Regrouping to Subtract Student's Edition: Grade 2 Lesson 16-8 Step 1: Problem-Based Learning 16-8: Solve & Share Curriculum Standards: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Include problems with whole dollar amounts. Fluently add and subtract (including subtracting across zeros) within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Include problems with whole dollar amounts. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Use regrouping to subtract 3-digit numbers. 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. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 16-8: Visual Learning Curriculum Standards: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Include problems with whole dollar amounts. Fluently add and subtract (including subtracting across zeros) within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Include problems with whole dollar amounts. Use regrouping to subtract 3-digit numbers. 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. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real- world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. 16-8: Convince Me! 16-9: Partition Regions into Equal Parts Student's Edition: Grade 2 Lesson 16-9 Step 1: Problem-Based Learning 16-9: Solve & Share 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. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Understand how to read and write unit fractions for equal-sized parts of a region. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 16-9: 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. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. Understand how to read and write unit fractions for equal-sized parts of a region. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. 16-9: Convince Me! 16-10: Fractions and Regions Student's Edition: Grade 2 Lesson 16-10 Step 1: Problem-Based Learning 16-10: Solve & Share 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. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by linking their comments to the remarks of others. (c) Ask for clarification and further explanation as needed about the topics and texts under discussion. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Use a fraction to represent multiple copies of a unit fraction. 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. Add two- and three-digit whole numbers (limit sums from 100 through 1,000) and/or subtract two- and three-digit numbers from three-digit whole numbers. Demonstrate that when a whole or set is partitioned into y equal parts, the fraction 1/y represents 1 part of the whole and/or the fraction x/y represents x equal parts of the whole (limit denominators to 2, 3, 4, 6, and 8; limit numerators to whole numbers Interpret and/or describe products of whole numbers (up to and including 10 × 10). Interpret and/or describe whole-number quotients of whole numbers (limit dividends through 50 and limit divisors and quotients through 10). Use multiplication (up to and including 10 × 10) and/or division (limit dividends through 50 and limit divisors and quotients through 10) to solve word problems in situations involving equal groups, arrays, and/or measurement quantities. Assess the reasonableness of answers. Limit problems posed with whole numbers and having whole-number answers. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. English language learners communicate for social and instructional purposes within the school setting. Step 2: Visual Learning 16-10: 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. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. Use a fraction to represent multiple copies of a unit fraction. 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. Add two- and three-digit whole numbers (limit sums from 100 through 1,000) and/or subtract two- and three-digit numbers from three-digit whole numbers. Demonstrate that when a whole or set is partitioned into y equal parts, the fraction 1/y represents 1 part of the whole and/or the fraction x/y represents x equal parts of the whole (limit denominators to 2, 3, 4, 6, and 8; limit numerators to whole numbers Interpret and/or describe products of whole numbers (up to and including 10 × 10). Interpret and/or describe whole-number quotients of whole numbers (limit dividends through 50 and limit divisors and quotients through 10). Use multiplication (up to and including 10 × 10) and/or division (limit dividends through 50 and limit divisors and quotients through 10) to solve word problems in situations involving equal groups, arrays, and/or measurement quantities. Assess the reasonableness of answers. Limit problems posed with whole numbers and having whole-number answers. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. 16-10: Convince Me! Grade 2 Spanish Assessments Evaluación de conocimientos para el Grado 2 Temas 1 a 4: Evaluación acumulativa/de referencia Temas 1 a 8: Evaluación acumulativa/de referencia Temas 1 a 12: Evaluación acumulativa/de referencia Temas 1 a 16: Evaluación acumulativa/de referencia Evaluación para observar el progreso, Forma A Evaluación para observar el progreso, Forma B Evaluación para observar el progreso, Forma C Grade 2: State-Specific Resources Minnesota Grade 2 MN-1: Round Whole Numbers MN-2: Estimate Sums Curriculum Standards: Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Estimate sums and differences up to 100. MN-3: Estimate Differences Curriculum Standards: Estimate sums and differences up to 100. MN-4: Addition and Subtraction Number Sentences Curriculum Standards: Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. MN-5: Interpret Number Sentences Curriculum Standards: Understand how to interpret number sentences involving addition, subtraction and unknowns represented by letters. Use objects and number lines and create real-world situations to represent number sentences. Teacher Resources Container Grade 2: Teaching Tools Intended Role: Instructor Grade 2: Basic-Facts Timed Tests Intended Role: Instructor Math Practices Posters Intended Role: Instructor Grade 2: Math Practices and Problem Solving Handbook Intended Role: Instructor Grade 2: Assessment Sourcebook Intended Role: Instructor Grade 2: Today's Challenge Teacher's Guide Intended Role: Instructor Rubric for Student-Written Responses on Assessments Intended Role: Instructor Grade 2: Language Support Handbook Intended Role: Instructor Grade 2: Number and Operations Routines Intended Role: Instructor Cuaderno de evaluación para el Grado 2 Intended Role: Instructor Grado 2: Exámenes cronometrados de operaciones básicas Intended Role: Instructor Parent Letters (English) Intended Role: Instructor Parent Letters (Spanish) Intended Role: Instructor Realize Scout Intended Role: Instructor Getting Started with enVision Mathematics Intended Role: Instructor Teacher's Edition: Grade 2 Intended Role: Instructor Teacher’s Edition Program Overview: Grade 2 Intended Role: Instructor Step 1: Problem-Based Learning Intended Role: Instructor Step 2A: Visual Learning: Enhanced Direct Instruction Intended Role: Instructor Step 2B: Visual Learning: Practice and Problem Solving Intended Role: Instructor Step 3: Assess and Differentiate Intended Role: Instructor 3-Act Math, Mathematical Modeling Intended Role: Instructor Grade 2 Readiness Test Answer Key Intended Role: Instructor Grade 2 Readiness Test Editable Assessment Intended Role: Instructor Grade 2 Online Readiness Test: Answer Key Intended Role: Instructor Grade 2 Printable Online Readiness Test Intended Role: Instructor Academic Vocabulary Teacher's Guide Intended Role: Instructor Academic Vocabulary: Agree/Disagree: Notes Intended Role: Instructor Academic Vocabulary: Analyze: Notes Intended Role: Instructor Academic Vocabulary: Appropriate: Notes Intended Role: Instructor Academic Vocabulary: Argument: Notes Intended Role: 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Instructor Academic Vocabulary: Solve: Notes Intended Role: Instructor Academic Vocabulary: Strategy: Notes Intended Role: Instructor Academic Vocabulary: Suggestion: Notes Intended Role: Instructor Academic Vocabulary: Value: Notes Intended Role: Instructor Topic 1: Home-School Connection Intended Role: Instructor Topic 1: Interactive Math Story Intended Role: Instructor Topic 1: Interactive Math Story Master Intended Role: Instructor Topic 1: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 1: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 1: Problem-Solving Leveled Reading Mat Intended Role: Instructor Fluency Practice/Assessment Master Intended Role: Instructor Fluency Practice/Assessment Master: Answer Key Intended Role: Instructor Topic 1: Home School Connection (Spanish) Intended Role: Instructor Topic 1: Interactive Math Story (Spanish) Intended Role: Instructor Topic 1: Fluency/Practice Assessment (Spanish) Intended Role: Instructor Topic 1: Fluency/Practice Assessment: Answer Key (Spanish) Intended Role: Instructor Topic 1: Pick a Project (Spanish) Intended Role: Instructor Topic 1: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 1 Intended Role: Instructor Topic 1: Professional Development Video Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 1-1 Intended Role: Instructor 1-1: Listen & Look For Intended Role: Instructor 1-1: Daily Review: Editable Worksheet Intended Role: Instructor 1-1: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-1: Solve & Share Solution Intended Role: Instructor 1-1: Solve & Share Solution Intended Role: Instructor 1-1: Printable Additional Practice Intended Role: Instructor 1-1: Additional Practice: Editable Worksheet Intended Role: Instructor 1-1: Quick Check: Answer Key Intended Role: Instructor 1-1: Printable Quick Check Intended Role: Instructor 1-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-1: Enrichment: Answer Key Intended Role: Instructor 1-1: Enrichment: Editable Worksheet Intended Role: Instructor Topic 1: Problem-Solving Leveled Reading Mat Intended Role: Instructor 1-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-1: Repaso diario: Clave de respuestas Intended Role: Instructor 1-1: Práctica adicional Intended Role: Instructor 1-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-1: Ampliación: Clave de respuestas Intended Role: Instructor 1-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 1-2 Intended Role: Instructor 1-2: Listen & Look For Intended Role: Instructor 1-2: Daily Review: Editable Worksheet Intended Role: Instructor 1-2: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-2: Solve & Share Solution Intended Role: Instructor 1-2: Solve & Share Solution Intended Role: Instructor 1-2: Printable Additional Practice Intended Role: Instructor 1-2: Additional Practice: Editable Worksheet Intended Role: Instructor 1-2: Quick Check: Answer Key Intended Role: Instructor 1-2: Printable Quick Check Intended Role: Instructor 1-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-2: Enrichment: Answer Key Intended Role: Instructor 1-2: Enrichment: Editable Worksheet Intended Role: Instructor 1-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-2: Repaso diario: Clave de respuestas Intended Role: Instructor 1-2: Práctica adicional Intended Role: Instructor 1-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-2: Ampliación: Clave de respuestas Intended Role: Instructor 1-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 1-3 Intended Role: Instructor 1-3: Listen & Look For Intended Role: Instructor 1-3: Daily Review: Editable Worksheet Intended Role: Instructor 1-3: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-3: Solve & Share Solution Intended Role: Instructor 1-3: Solve & Share Solution Intended Role: Instructor 1-3: Printable Additional Practice Intended Role: Instructor 1-3: Additional Practice: Editable Worksheet Intended Role: Instructor 1-3: Quick Check: Answer Key Intended Role: Instructor 1-3: Printable Quick Check Intended Role: Instructor 1-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-3: Enrichment: Answer Key Intended Role: Instructor 1-3: Enrichment: Editable Worksheet Intended Role: Instructor 1-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-3: Repaso diario: Clave de respuestas Intended Role: Instructor 1-3: Práctica adicional Intended Role: Instructor 1-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-3: Ampliación: Clave de respuestas Intended Role: Instructor 1-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 1-4 Intended Role: Instructor 1-4: Listen & Look For Intended Role: Instructor 1-4: Daily Review: Editable Worksheet Intended Role: Instructor 1-4: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-4: Solve & Share Solution Intended Role: Instructor 1-4: Solve & Share Solution Intended Role: Instructor 1-4: Printable Additional Practice Intended Role: Instructor 1-4: Additional Practice: Editable Worksheet Intended Role: Instructor 1-4: Quick Check: Answer Key Intended Role: Instructor 1-4: Printable Quick Check Intended Role: Instructor 1-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-4: Enrichment: Answer Key Intended Role: Instructor 1-4: Enrichment: Editable Worksheet Intended Role: Instructor 1-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-4: Repaso diario: Clave de respuestas Intended Role: Instructor 1-4: Práctica adicional Intended Role: Instructor 1-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-4: Ampliación: Clave de respuestas Intended Role: Instructor 1-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 1-5 Intended Role: Instructor 1-5: Listen & Look For Intended Role: Instructor 1-5: Daily Review: Editable Worksheet Intended Role: Instructor 1-5: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-5: Solve & Share Solution Intended Role: Instructor 1-5: Solve & Share Solution Intended Role: Instructor 1-5: Printable Additional Practice Intended Role: Instructor 1-5: Additional Practice: Editable Worksheet Intended Role: Instructor 1-5: Quick Check: Answer Key Intended Role: Instructor 1-5: Printable Quick Check Intended Role: Instructor 1-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-5: Enrichment: Answer Key Intended Role: Instructor 1-5: Enrichment: Editable Worksheet Intended Role: Instructor 1-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-5: Repaso diario: Clave de respuestas Intended Role: Instructor 1-5: Práctica adicional Intended Role: Instructor 1-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-5: Ampliación: Clave de respuestas Intended Role: Instructor 1-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 1-6 Intended Role: Instructor 1-6: Listen & Look For Intended Role: Instructor 1-6: Daily Review: Editable Worksheet Intended Role: Instructor 1-6: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-6: Solve & Share Solution Intended Role: Instructor 1-6: Solve & Share Solution Intended Role: Instructor 1-6: Printable Additional Practice Intended Role: Instructor 1-6: Additional Practice: Editable Worksheet Intended Role: Instructor 1-6: Quick Check: Answer Key Intended Role: Instructor 1-6: Printable Quick Check Intended Role: Instructor 1-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-6: Enrichment: Answer Key Intended Role: Instructor 1-6: Enrichment: Editable Worksheet Intended Role: Instructor 1-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-6: Repaso diario: Clave de respuestas Intended Role: Instructor 1-6: Práctica adicional Intended Role: Instructor 1-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-6: Ampliación: Clave de respuestas Intended Role: Instructor 1-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 1-7 Intended Role: Instructor 1-7: Listen & Look For Intended Role: Instructor 1-7: Daily Review: Editable Worksheet Intended Role: Instructor 1-7: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-7: Solve & Share Solution Intended Role: Instructor 1-7: Solve & Share Solution Intended Role: Instructor 1-7: Printable Additional Practice Intended Role: Instructor 1-7: Additional Practice: Editable Worksheet Intended Role: Instructor 1-7: Quick Check: Answer Key Intended Role: Instructor 1-7: Printable Quick Check Intended Role: Instructor 1-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-7: Enrichment: Answer Key Intended Role: Instructor 1-7: Enrichment: Editable Worksheet Intended Role: Instructor 1-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-7: Repaso diario: Clave de respuestas Intended Role: Instructor 1-7: Práctica adicional Intended Role: Instructor 1-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-7: Ampliación: Clave de respuestas Intended Role: Instructor 1-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 1-8 Intended Role: Instructor 1-8: Listen & Look For Intended Role: Instructor 1-8: Daily Review: Editable Worksheet Intended Role: Instructor 1-8: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-8: Solve & Share Solution Intended Role: Instructor 1-8: Solve & Share Solution Intended Role: Instructor 1-8: Printable Additional Practice Intended Role: Instructor 1-8: Additional Practice: Editable Worksheet Intended Role: Instructor 1-8: Quick Check: Answer Key Intended Role: Instructor 1-8: Printable Quick Check Intended Role: Instructor 1-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-8: Enrichment: Answer Key Intended Role: Instructor 1-8: Enrichment: Editable Worksheet Intended Role: Instructor 1-8: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-8: Repaso diario: Clave de respuestas Intended Role: Instructor 1-8: Práctica adicional Intended Role: Instructor 1-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-8: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-8: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-8: Ampliación: Clave de respuestas Intended Role: Instructor 1-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 1-9 Intended Role: Instructor 1-9: Listen & Look For Intended Role: Instructor 1-9: Daily Review: Editable Worksheet Intended Role: Instructor 1-9: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-9: Solve & Share Solution Intended Role: Instructor 1-9: Solve & 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Clave de respuestas Intended Role: Instructor 1-9: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-9: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-9: Ampliación: Clave de respuestas Intended Role: Instructor Topic 1: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 1 3-Act Mathematical Modeling Intended Role: Instructor 1-10: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 1-10 Intended Role: Instructor 1-10: Listen & Look For Intended Role: Instructor 1-10: Daily Review: Editable Worksheet Intended Role: Instructor 1-10: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-10: Solve & Share Solution Intended Role: Instructor 1-10: Solve & Share Solution Intended Role: Instructor 1-10: Printable Additional Practice Intended Role: Instructor 1-10: Additional Practice: Editable Worksheet Intended Role: Instructor 1-10: Quick Check: Answer Key Intended Role: Instructor 1-10: Printable Quick Check Intended Role: Instructor 1-10: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-10: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-10: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-10: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-10: Enrichment: Answer Key Intended Role: Instructor 1-10: Enrichment: Editable Worksheet Intended Role: Instructor 1-10: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-10: Repaso diario: Clave de respuestas Intended Role: Instructor 1-10: Práctica adicional Intended Role: Instructor 1-10: Práctica adicional: Clave de respuestas Intended Role: Instructor 1-10: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-10: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-10: Ampliación: Clave de respuestas Intended Role: Instructor Topic 1 Performance Task: Answer Key Intended Role: Instructor Topic 1 Performance Task: Editable Assessment Intended Role: Instructor Topic 1 Assessment: Answer Key Intended Role: Instructor Topic 1 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 1 Online Assessment: Answer Key Intended Role: Instructor Topic 1 Online Assessment: Printable Intended Role: Instructor Tema 1: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 1: Evaluación: Clave de respuestas Intended Role: Instructor Topic 2: Home-School Connection Intended Role: Instructor Topic 2: Interactive Math Story Intended Role: Instructor Topic 2: Interactive Math Story Master Intended Role: Instructor Topic 2: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 2: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 2: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 2: Home School Connection (Spanish) Intended Role: Instructor Topic 2: Interactive Math Story (Spanish) Intended Role: Instructor Topic 2: Pick a Project (Spanish) Intended Role: Instructor Topic 2: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 2 Intended Role: Instructor Topic 2: Professional Development Video Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 2-1 Intended Role: Instructor 2-1: Listen & Look For Intended Role: Instructor 2-1: Daily Review: Editable Worksheet Intended Role: Instructor 2-1: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-1: Solve & Share Solution Intended Role: Instructor 2-1: Solve & Share Solution Intended Role: Instructor 2-1: Printable Additional Practice Intended Role: Instructor 2-1: Additional Practice: Editable Worksheet Intended Role: Instructor 2-1: Quick Check: Answer Key Intended Role: Instructor 2-1: Printable Quick Check Intended Role: Instructor 2-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-1: Enrichment: Answer Key Intended Role: Instructor 2-1: Enrichment: Editable Worksheet Intended Role: Instructor 2-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-1: Repaso diario: Clave de respuestas Intended Role: Instructor 2-1: Práctica adicional Intended Role: Instructor 2-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-1: Ampliación: Clave de respuestas Intended Role: Instructor 2-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 2-2 Intended Role: Instructor 2-2: Listen & Look For Intended Role: Instructor 2-2: Daily Review: Editable Worksheet Intended Role: Instructor 2-2: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-2: Solve & Share Solution Intended Role: Instructor 2-2: Solve & Share Solution Intended Role: Instructor 2-2: Printable Additional Practice Intended Role: Instructor 2-2: Additional Practice: Editable Worksheet Intended Role: Instructor 2-2: Quick Check: Answer Key Intended Role: Instructor 2-2: Printable Quick Check Intended Role: Instructor 2-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-2: Enrichment: Answer Key Intended Role: Instructor 2-2: Enrichment: Editable Worksheet Intended Role: Instructor 2-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-2: Repaso diario: Clave de respuestas Intended Role: Instructor 2-2: Práctica adicional Intended Role: Instructor 2-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-2: Ampliación: Clave de respuestas Intended Role: Instructor 2-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 2-3 Intended Role: Instructor 2-3: Listen & Look For Intended Role: Instructor 2-3: Daily Review: Editable Worksheet Intended Role: Instructor 2-3: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-3: Solve & Share Solution Intended Role: Instructor 2-3: Solve & Share Solution Intended Role: Instructor 2-3: Printable Additional Practice Intended Role: Instructor 2-3: Additional Practice: Editable Worksheet Intended Role: Instructor 2-3: Quick Check: Answer Key Intended Role: Instructor 2-3: Printable Quick Check Intended Role: Instructor 2-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-3: Enrichment: Answer Key Intended Role: Instructor 2-3: Enrichment: Editable Worksheet Intended Role: Instructor 2-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-3: Repaso diario: Clave de respuestas Intended Role: Instructor 2-3: Práctica adicional Intended Role: Instructor 2-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-3: Ampliación: Clave de respuestas Intended Role: Instructor 2-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 2-4 Intended Role: Instructor 2-4: Listen & Look For Intended Role: Instructor 2-4: Daily Review: Editable Worksheet Intended Role: Instructor 2-4: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-4: Solve & Share Solution Intended Role: Instructor 2-4: Solve & Share Solution Intended Role: Instructor 2-4: Printable Additional Practice Intended Role: Instructor 2-4: Additional Practice: Editable Worksheet Intended Role: Instructor 2-4: Quick Check: Answer Key Intended Role: Instructor 2-4: Printable Quick Check Intended Role: Instructor 2-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-4: Enrichment: Answer Key Intended Role: Instructor 2-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 2: Problem-Solving Leveled Reading Mat Intended Role: Instructor 2-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-4: Repaso diario: Clave de respuestas Intended Role: Instructor 2-4: Práctica adicional Intended Role: Instructor 2-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-4: Ampliación: Clave de respuestas Intended Role: Instructor 2-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 2-5 Intended Role: Instructor 2-5: Daily Review: Editable Worksheet Intended Role: Instructor 2-5: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-5: Solve & Share Solution Intended Role: Instructor 2-5: Solve & Share Solution Intended Role: Instructor 2-5: Printable Additional Practice Intended Role: Instructor 2-5: Additional Practice: Editable Worksheet Intended Role: Instructor 2-5: Quick Check: Answer Key Intended Role: Instructor 2-5: Printable Quick Check Intended Role: Instructor 2-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-5: Enrichment: Answer Key Intended Role: Instructor 2-5: Enrichment: Editable Worksheet Intended Role: Instructor Topic 2: Problem-Solving Leveled Reading Mat Intended Role: Instructor 2-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-5: Repaso diario: Clave de respuestas Intended Role: Instructor 2-5: Práctica adicional Intended Role: Instructor 2-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 2-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-5: Ampliación: Clave de respuestas Intended Role: Instructor Topic 2 Performance Task: Answer Key Intended Role: Instructor Topic 2 Performance Task: Editable Assessment Intended Role: Instructor Topic 2 Assessment: Answer Key Intended Role: Instructor Topic 2 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 2 Online Assessment: Answer Key Intended Role: Instructor Topic 2 Online Assessment: Printable Intended Role: Instructor Tema 2: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 2: Evaluación: Clave de respuestas Intended Role: Instructor Topic 3: Home-School Connection Intended Role: Instructor Topic 3: Interactive Math Story Intended Role: Instructor Topic 3: Interactive Math Story Master Intended Role: Instructor Topic 3: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 3: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 3: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 3: Home School Connection (Spanish) Intended Role: Instructor Topic 3: Interactive Math Story (Spanish) Intended Role: Instructor Topic 3: Pick a Project (Spanish) Intended Role: Instructor Topic 3: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 3 Intended Role: Instructor Topic 3: Professional Development Video Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 3-1 Intended Role: Instructor 3-1: Listen & Look For Intended Role: Instructor 3-1: Daily Review: Editable Worksheet Intended Role: Instructor 3-1: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-1: Solve & Share Solution Intended Role: Instructor 3-1: Solve & Share Solution Intended Role: Instructor 3-1: Printable Additional Practice Intended Role: Instructor 3-1: Additional Practice: Editable Worksheet Intended Role: Instructor 3-1: Quick Check: Answer Key Intended Role: Instructor 3-1: Printable Quick Check Intended Role: Instructor 3-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-1: Enrichment: Answer Key Intended Role: Instructor 3-1: Enrichment: Editable Worksheet Intended Role: Instructor 3-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-1: Repaso diario: Clave de respuestas Intended Role: Instructor 3-1: Práctica adicional Intended Role: Instructor 3-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-1: Ampliación: Clave de respuestas Intended Role: Instructor 3-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 3-2 Intended Role: Instructor 3-2: Listen & Look For Intended Role: Instructor 3-2: Daily Review: Editable Worksheet Intended Role: Instructor 3-2: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-2: Solve & Share Solution Intended Role: Instructor 3-2: Solve & Share Solution Intended Role: Instructor 3-2: Printable Additional Practice Intended Role: Instructor 3-2: Additional Practice: Editable Worksheet Intended Role: Instructor 3-2: Quick Check: Answer Key Intended Role: Instructor 3-2: Printable Quick Check Intended Role: Instructor 3-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-2: Enrichment: Answer Key Intended Role: Instructor 3-2: Enrichment: Editable Worksheet Intended Role: Instructor 3-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-2: Repaso diario: Clave de respuestas Intended Role: Instructor 3-2: Práctica adicional Intended Role: Instructor 3-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-2: Ampliación: Clave de respuestas Intended Role: Instructor 3-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 3-3 Intended Role: Instructor 3-3: Listen & Look For Intended Role: Instructor 3-3: Daily Review: Editable Worksheet Intended Role: Instructor 3-3: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-3: Solve & Share Solution Intended Role: Instructor 3-3: Solve & Share Solution Intended Role: Instructor 3-3: Printable Additional Practice Intended Role: Instructor 3-3: Additional Practice: Editable Worksheet Intended Role: Instructor 3-3: Quick Check: Answer Key Intended Role: Instructor 3-3: Printable Quick Check Intended Role: Instructor 3-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-3: Enrichment: Answer Key Intended Role: Instructor 3-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 3: Problem-Solving Leveled Reading Mat Intended Role: Instructor 3-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-3: Repaso diario: Clave de respuestas Intended Role: Instructor 3-3: Práctica adicional Intended Role: Instructor 3-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-3: Ampliación: Clave de respuestas Intended Role: Instructor 3-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 3-4 Intended Role: Instructor 3-4: Listen & Look For Intended Role: Instructor 3-4: Daily Review: Editable Worksheet Intended Role: Instructor 3-4: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-4: Solve & Share Solution Intended Role: Instructor 3-4: Solve & Share Solution Intended Role: Instructor 3-4: Printable Additional Practice Intended Role: Instructor 3-4: Additional Practice: Editable Worksheet Intended Role: Instructor 3-4: Quick Check: Answer Key Intended Role: Instructor 3-4: Printable Quick Check Intended Role: Instructor 3-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-4: Enrichment: Answer Key Intended Role: Instructor 3-4: Enrichment: Editable Worksheet Intended Role: Instructor 3-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-4: Repaso diario: Clave de respuestas Intended Role: Instructor 3-4: Práctica adicional Intended Role: Instructor 3-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-4: Ampliación: Clave de respuestas Intended Role: Instructor 3-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 3-5 Intended Role: Instructor 3-5: Listen & Look For Intended Role: Instructor 3-5: Daily Review: Editable Worksheet Intended Role: Instructor 3-5: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-5: Solve & Share Solution Intended Role: Instructor 3-5: Solve & Share Solution Intended Role: Instructor 3-5: Printable Additional Practice Intended Role: Instructor 3-5: Additional Practice: Editable Worksheet Intended Role: Instructor 3-5: Quick Check: Answer Key Intended Role: Instructor 3-5: Printable Quick Check Intended Role: Instructor 3-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-5: Enrichment: Answer Key Intended Role: Instructor 3-5: Enrichment: Editable Worksheet Intended Role: Instructor 3-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-5: Repaso diario: Clave de respuestas Intended Role: Instructor 3-5: Práctica adicional Intended Role: Instructor 3-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-5: Ampliación: Clave de respuestas Intended Role: Instructor Topic 3: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 2, Topic 3: 3-Act Math Intended Role: Instructor 3-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 3-6 Intended Role: Instructor 3-6: Listen & Look For Intended Role: Instructor 3-6: Daily Review: Editable Worksheet Intended Role: Instructor 3-6: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-6: Solve & Share Solution Intended Role: Instructor 3-6: Solve & Share Solution Intended Role: Instructor 3-6: Printable Additional Practice Intended Role: Instructor 3-6: Additional Practice: Editable Worksheet Intended Role: Instructor 3-6: Quick Check: Answer Key Intended Role: Instructor 3-6: Printable Quick Check Intended Role: Instructor 3-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-6: Enrichment: Answer Key Intended Role: Instructor 3-6: Enrichment: Editable Worksheet Intended Role: Instructor Topic 3: Problem-Solving Leveled Reading Mat Intended Role: Instructor 3-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-6: Repaso diario: Clave de respuestas Intended Role: Instructor 3-6: Práctica adicional Intended Role: Instructor 3-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-6: Ampliación: Clave de respuestas Intended Role: Instructor 3-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 3-7 Intended Role: Instructor 3-7: Daily Review: Editable Worksheet Intended Role: Instructor 3-7: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-7: Solve & Share Solution Intended Role: Instructor 3-7: Solve & Share Solution Intended Role: Instructor 3-7: Printable Additional Practice Intended Role: Instructor 3-7: Additional Practice: Editable Worksheet Intended Role: Instructor 3-7: Quick Check: Answer Key Intended Role: Instructor 3-7: Printable Quick Check Intended Role: Instructor 3-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-7: Enrichment: Answer Key Intended Role: Instructor 3-7: Enrichment: Editable Worksheet Intended Role: Instructor 3-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-7: Repaso diario: Clave de respuestas Intended Role: Instructor 3-7: Práctica adicional Intended Role: Instructor 3-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 3-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-7: Ampliación: Clave de respuestas Intended Role: Instructor Topic 3 Performance Task: Answer Key Intended Role: Instructor Topic 3 Performance Task: Editable Assessment Intended Role: Instructor Topic 3 Assessment: Answer Key Intended Role: Instructor Topic 3 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 3 Online Assessment: Answer Key Intended Role: Instructor Topic 3 Online Assessment: Printable Intended Role: Instructor Tema 3: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 3: Evaluación: Clave de respuestas Intended Role: Instructor Topic 4: Home-School Connection Intended Role: Instructor Topic 4: Interactive Math Story Intended Role: Instructor Topic 4: Interactive Math Story Master Intended Role: Instructor Topic 4: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 4: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 4: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 4: Home School Connection (Spanish) Intended Role: Instructor Topic 4: Interactive Math Story (Spanish) Intended Role: Instructor Topic 4: Pick a Project (Spanish) Intended Role: Instructor Topic 4: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 4 Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 4-1 Intended Role: Instructor 4-1: Daily Review: Editable Worksheet Intended Role: Instructor 4-1: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-1: Solve & Share Solution Intended Role: Instructor 4-1: Solve & Share Solution Intended Role: Instructor 4-1: Printable Additional Practice Intended Role: Instructor 4-1: Additional Practice: Editable Worksheet Intended Role: Instructor 4-1: Quick Check: Answer Key Intended Role: Instructor 4-1: Printable Quick Check Intended Role: Instructor 4-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-1: Enrichment: Answer Key Intended Role: Instructor 4-1: Enrichment: Editable Worksheet Intended Role: Instructor 4-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-1: Repaso diario: Clave de respuestas Intended Role: Instructor 4-1: Práctica adicional Intended Role: Instructor 4-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-1: Ampliación: Clave de respuestas Intended Role: Instructor 4-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 4-2 Intended Role: Instructor 4-2: Daily Review: Editable Worksheet Intended Role: Instructor 4-2: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-2: Solve & Share Solution Intended Role: Instructor 4-2: Solve & Share Solution Intended Role: Instructor 4-2: Printable Additional Practice Intended Role: Instructor 4-2: Additional Practice: Editable Worksheet Intended Role: Instructor 4-2: Quick Check: Answer Key Intended Role: Instructor 4-2: Printable Quick Check Intended Role: Instructor 4-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-2: Enrichment: Answer Key Intended Role: Instructor 4-2: Enrichment: Editable Worksheet Intended Role: Instructor 4-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-2: Repaso diario: Clave de respuestas Intended Role: Instructor 4-2: Práctica adicional Intended Role: Instructor 4-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-2: Ampliación: Clave de respuestas Intended Role: Instructor 4-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 4-3 Intended Role: Instructor 4-3: Daily Review: Editable Worksheet Intended Role: Instructor 4-3: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-3: Solve & Share Solution Intended Role: Instructor 4-3: Solve & Share Solution Intended Role: Instructor 4-3: Printable Additional Practice Intended Role: Instructor 4-3: Additional Practice: Editable Worksheet Intended Role: Instructor 4-3: Quick Check: Answer Key Intended Role: Instructor 4-3: Printable Quick Check Intended Role: Instructor 4-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-3: Enrichment: Answer Key Intended Role: Instructor 4-3: Enrichment: Editable Worksheet Intended Role: Instructor 4-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-3: Repaso diario: Clave de respuestas Intended Role: Instructor 4-3: Práctica adicional Intended Role: Instructor 4-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-3: Ampliación: Clave de respuestas Intended Role: Instructor 4-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 4-4 Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-4: Daily Review: Editable Worksheet Intended Role: Instructor 4-4: Daily Review: Answer Key Intended Role: Instructor 4-4: Solve & Share Solution Intended Role: Instructor 4-4: Solve & Share Solution Intended Role: Instructor 4-4: Printable Additional Practice Intended Role: Instructor 4-4: Additional Practice: Editable Worksheet Intended Role: Instructor 4-4: Quick Check: Answer Key Intended Role: Instructor 4-4: Printable Quick Check Intended Role: Instructor 4-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-4: Enrichment: Answer Key Intended Role: Instructor 4-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 4: Problem-Solving Leveled Reading Mat Intended Role: Instructor 4-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-4: Repaso diario: Clave de respuestas Intended Role: Instructor 4-4: Práctica adicional Intended Role: Instructor 4-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-4: Ampliación: Clave de respuestas Intended Role: Instructor 4-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 4-5 Intended Role: Instructor 4-5: Daily Review: Editable Worksheet Intended Role: Instructor 4-5: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-5: Solve & Share Solution Intended Role: Instructor 4-5: Solve & Share Solution Intended Role: Instructor 4-5: Printable Additional Practice Intended Role: Instructor 4-5: Additional Practice: Editable Worksheet Intended Role: Instructor 4-5: Quick Check: Answer Key Intended Role: Instructor 4-5: Printable Quick Check Intended Role: Instructor 4-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-5: Enrichment: Answer Key Intended Role: Instructor 4-5: Enrichment: Editable Worksheet Intended Role: Instructor 4-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-5: Repaso diario: Clave de respuestas Intended Role: Instructor 4-5: Práctica adicional Intended Role: Instructor 4-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-5: Ampliación: Clave de respuestas Intended Role: Instructor 4-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 4-6 Intended Role: Instructor 4-6: Daily Review: Editable Worksheet Intended Role: Instructor 4-6: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-6: Solve & Share Solution Intended Role: Instructor 4-6: Solve & Share Solution Intended Role: Instructor 4-6: Printable Additional Practice Intended Role: Instructor 4-6: Additional Practice: Editable Worksheet Intended Role: Instructor 4-6: Quick Check: Answer Key Intended Role: Instructor 4-6: Printable Quick Check Intended Role: Instructor 4-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-6: Enrichment: Answer Key Intended Role: Instructor 4-6: Enrichment: Editable Worksheet Intended Role: Instructor Topic 4: Problem-Solving Leveled Reading Mat Intended Role: Instructor 4-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-6: Repaso diario: Clave de respuestas Intended Role: Instructor 4-6: Práctica adicional Intended Role: Instructor 4-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-6: Ampliación: Clave de respuestas Intended Role: Instructor 4-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 4-7 Intended Role: Instructor 4-7: Daily Review: Editable Worksheet Intended Role: Instructor 4-7: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-7: Solve & Share Solution Intended Role: Instructor 4-7: Solve & Share Solution Intended Role: Instructor 4-7: Printable Additional Practice Intended Role: Instructor 4-7: Additional Practice: Editable Worksheet Intended Role: Instructor 4-7: Quick Check: Answer Key Intended Role: Instructor 4-7: Printable Quick Check Intended Role: Instructor 4-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-7: Enrichment: Answer Key Intended Role: Instructor 4-7: Enrichment: Editable Worksheet Intended Role: Instructor 4-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-7: Repaso diario: Clave de respuestas Intended Role: Instructor 4-7: Práctica adicional Intended Role: Instructor 4-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-7: Ampliación: Clave de respuestas Intended Role: Instructor 4-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 4-8 Intended Role: Instructor 4-8: Daily Review: Editable Worksheet Intended Role: Instructor 4-8: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-8: Solve & Share Solution Intended Role: Instructor 4-8: Solve & Share Solution Intended Role: Instructor 4-8: Printable Additional Practice Intended Role: Instructor 4-8: Additional Practice: Editable Worksheet Intended Role: Instructor 4-8: Quick Check: Answer Key Intended Role: Instructor 4-8: Printable Quick Check Intended Role: Instructor 4-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-8: Enrichment: Answer Key Intended Role: Instructor 4-8: Enrichment: Editable Worksheet Intended Role: Instructor 4-8: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-8: Repaso diario: Clave de respuestas Intended Role: Instructor 4-8: Práctica adicional Intended Role: Instructor 4-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-8: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-8: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-8: Ampliación: Clave de respuestas Intended Role: Instructor 4-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 4-9 Intended Role: Instructor 4-9: Daily Review: Editable Worksheet Intended Role: Instructor 4-9: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-9: Solve & Share Solution Intended Role: Instructor 4-9: Solve & Share Solution Intended Role: Instructor 4-9: Printable Additional Practice Intended Role: Instructor 4-9: Additional Practice: Editable Worksheet Intended Role: Instructor 4-9: Quick Check: Answer Key Intended Role: Instructor 4-9: Printable Quick Check Intended Role: Instructor 4-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-9: Enrichment: Answer Key Intended Role: Instructor 4-9: Enrichment: Editable Worksheet Intended Role: Instructor 4-9: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-9: Repaso diario: Clave de respuestas Intended Role: Instructor 4-9: Práctica adicional Intended Role: Instructor 4-9: Práctica adicional: Clave de respuestas Intended Role: Instructor 4-9: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-9: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-9: Ampliación: Clave de respuestas Intended Role: Instructor Topic 4 Performance Task: Answer Key Intended Role: Instructor Topic 4 Performance Task: Editable Assessment Intended Role: Instructor Topic 4 Assessment: Answer Key Intended Role: Instructor Topic 4 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 4 Online Assessment: Answer Key Intended Role: Instructor Topic 4 Online Assessment: Printable Intended Role: Instructor Tema 4: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 4: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–4: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–4: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–4: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–4: Printable Online Cumulative/Benchmark Assessment Intended Role: Instructor Topic 5: Home-School Connection Intended Role: Instructor Topic 5: Interactive Math Story Intended Role: Instructor Topic 5: Interactive Math Story Master Intended Role: Instructor Topic 5: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 5: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 5: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 5: Home School Connection (Spanish) Intended Role: Instructor Topic 5: Interactive Math Story (Spanish) Intended Role: Instructor Topic 5: Pick a Project (Spanish) Intended Role: Instructor Topic 5: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 5 Intended Role: Instructor Topic 5: Professional Development Video Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 5-1 Intended Role: Instructor 5-1: Listen & Look For Intended Role: Instructor 5-1: Daily Review: Editable Worksheet Intended Role: Instructor 5-1: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-1: Solve & Share Solution Intended Role: Instructor 5-1: Solve & Share Solution Intended Role: Instructor 5-1: Printable Additional Practice Intended Role: Instructor 5-1: Additional Practice: Editable Worksheet Intended Role: Instructor 5-1: Quick Check: Answer Key Intended Role: Instructor 5-1: Printable Quick Check Intended Role: Instructor 5-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-1: Enrichment: Answer Key Intended Role: Instructor 5-1: Enrichment: Editable Worksheet Intended Role: Instructor 5-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-1: Repaso diario: Clave de respuestas Intended Role: Instructor 5-1: Práctica adicional Intended Role: Instructor 5-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-1: Ampliación: Clave de respuestas Intended Role: Instructor 5-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 5-2 Intended Role: Instructor 5-2: Listen & Look For Intended Role: Instructor 5-2: Daily Review: Editable Worksheet Intended Role: Instructor 5-2: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-2: Solve & Share Solution Intended Role: Instructor 5-2: Solve & Share Solution Intended Role: Instructor 5-2: Printable Additional Practice Intended Role: Instructor 5-2: Additional Practice: Editable Worksheet Intended Role: Instructor 5-2: Quick Check: Answer Key Intended Role: Instructor 5-2: Printable Quick Check Intended Role: Instructor 5-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-2: Enrichment: Answer Key Intended Role: Instructor 5-2: Enrichment: Editable Worksheet Intended Role: Instructor 5-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-2: Repaso diario: Clave de respuestas Intended Role: Instructor 5-2: Práctica adicional Intended Role: Instructor 5-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-2: Ampliación: Clave de respuestas Intended Role: Instructor 5-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 5-3 Intended Role: Instructor 5-3: Listen & Look For Intended Role: Instructor 5-3: Daily Review: Editable Worksheet Intended Role: Instructor 5-3: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-3: Solve & Share Solution Intended Role: Instructor 5-3: Solve & Share Solution Intended Role: Instructor 5-3: Printable Additional Practice Intended Role: Instructor 5-3: Additional Practice: Editable Worksheet Intended Role: Instructor 5-3: Quick Check: Answer Key Intended Role: Instructor 5-3: Printable Quick Check Intended Role: Instructor 5-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-3: Enrichment: Answer Key Intended Role: Instructor 5-3: Enrichment: Editable Worksheet Intended Role: Instructor 5-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-3: Repaso diario: Clave de respuestas Intended Role: Instructor 5-3: Práctica adicional Intended Role: Instructor 5-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-3: Ampliación: Clave de respuestas Intended Role: Instructor 5-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 5-4 Intended Role: Instructor 5-4: Daily Review: Editable Worksheet Intended Role: Instructor 5-4: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-4: Solve & Share Solution Intended Role: Instructor 5-4: Solve & Share Solution Intended Role: Instructor 5-4: Printable Additional Practice Intended Role: Instructor 5-4: Additional Practice: Editable Worksheet Intended Role: Instructor 5-4: Quick Check: Answer Key Intended Role: Instructor 5-4: Printable Quick Check Intended Role: Instructor 5-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-4: Enrichment: Answer Key Intended Role: Instructor 5-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 5: Problem-Solving Leveled Reading Mat Intended Role: Instructor 5-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-4: Repaso diario: Clave de respuestas Intended Role: Instructor 5-4: Práctica adicional Intended Role: Instructor 5-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-4: Ampliación: Clave de respuestas Intended Role: Instructor 5-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 5-5 Intended Role: Instructor 5-5: Listen & Look For Intended Role: Instructor 5-5: Daily Review: Editable Worksheet Intended Role: Instructor 5-5: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-5: Solve & Share Solution Intended Role: Instructor 5-5: Solve & Share Solution Intended Role: Instructor 5-5: Printable Additional Practice Intended Role: Instructor 5-5: Additional Practice: Editable Worksheet Intended Role: Instructor 5-5: Quick Check: Answer Key Intended Role: Instructor 5-5: Printable Quick Check Intended Role: Instructor 5-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-5: Enrichment: Answer Key Intended Role: Instructor 5-5: Enrichment: Editable Worksheet Intended Role: Instructor Topic 5: Problem-Solving Leveled Reading Mat Intended Role: Instructor 5-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-5: Repaso diario: Clave de respuestas Intended Role: Instructor 5-5: Práctica adicional Intended Role: Instructor 5-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-5: Ampliación: Clave de respuestas Intended Role: Instructor Topic 5: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 2, Topic 5: 3-Act Math Intended Role: Instructor 5-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 5-6 Intended Role: Instructor 5-6: Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-6: Solve & Share Solution Intended Role: Instructor 5-6: Solve & Share Solution Intended Role: Instructor 5-6: Printable Additional Practice Intended Role: Instructor 5-6: Additional Practice: Editable Worksheet Intended Role: Instructor 5-6: Quick Check: Answer Key Intended Role: Instructor 5-6: Printable Quick Check Intended Role: Instructor 5-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-6: Enrichment: Answer Key Intended Role: Instructor 5-6: Enrichment: Editable Worksheet Intended Role: Instructor 5-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-6: Repaso diario: Clave de respuestas Intended Role: Instructor 5-6: Práctica adicional Intended Role: Instructor 5-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-6: Ampliación: Clave de respuestas Intended Role: Instructor 5-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 5-7 Intended Role: Instructor 5-7: Listen & Look For Intended Role: Instructor 5-7: Daily Review: Editable Worksheet Intended Role: Instructor 5-7: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-7: Solve & Share Solution Intended Role: Instructor 5-7: Solve & Share Solution Intended Role: Instructor 5-7: Printable Additional Practice Intended Role: Instructor 5-7: Additional Practice: Editable Worksheet Intended Role: Instructor 5-7: Quick Check: Answer Key Intended Role: Instructor 5-7: Printable Quick Check Intended Role: Instructor 5-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-7: Enrichment: Answer Key Intended Role: Instructor 5-7: Enrichment: Editable Worksheet Intended Role: Instructor 5-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-7: Repaso diario: Clave de respuestas Intended Role: Instructor 5-7: Práctica adicional Intended Role: Instructor 5-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-7: Ampliación: Clave de respuestas Intended Role: Instructor 5-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 5-8 Intended Role: Instructor 5-8: Listen & Look For Intended Role: Instructor 5-8: Daily Review: Editable Worksheet Intended Role: Instructor 5-8: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-8: Solve & Share Solution Intended Role: Instructor 5-8: Solve & Share Solution Intended Role: Instructor 5-8: Printable Additional Practice Intended Role: Instructor 5-8: Additional Practice: Editable Worksheet Intended Role: Instructor 5-8: Quick Check: Answer Key Intended Role: Instructor 5-8: Printable Quick Check Intended Role: Instructor 5-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-8: Enrichment: Answer Key Intended Role: Instructor 5-8: Enrichment: Editable Worksheet Intended Role: Instructor 5-8: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-8: Repaso diario: Clave de respuestas Intended Role: Instructor 5-8: Práctica adicional Intended Role: Instructor 5-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 5-8: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-8: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-8: Ampliación: Clave de respuestas Intended Role: Instructor Topic 5 Performance Task: Answer Key Intended Role: Instructor Topic 5 Performance Task: Editable Assessment Intended Role: Instructor Topic 5 Assessment: Answer Key Intended Role: Instructor Topic 5 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 5 Online Assessment: Answer Key Intended Role: Instructor Topic 5 Online Assessment: Printable Intended Role: Instructor Tema 5: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 5: Evaluación: Clave de respuestas Intended Role: Instructor Topic 6: Home-School Connection Intended Role: Instructor Topic 6: Interactive Math Story Intended Role: Instructor Topic 6: Interactive Math Story Master Intended Role: Instructor Topic 6: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 6: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor Fluency Practice/Assessment Master Intended Role: Instructor Fluency Practice/Assessment Master: Answer Key Intended Role: Instructor Topic 6: Home School Connection (Spanish) Intended Role: Instructor Topic 6: Interactive Math Story (Spanish) Intended Role: Instructor Topic 6: Fluency Practice/Assessment (Spanish) Intended Role: Instructor Topic 6: Fluency Practice/Assessment: Answer Key (Spanish) Intended Role: Instructor Topic 6: Pick a Project (Spanish) Intended Role: Instructor Topic 6: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 6 Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 6-1 Intended Role: Instructor 6-1: Daily Review: Editable Worksheet Intended Role: Instructor 6-1: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-1: Solve & Share Solution Intended Role: Instructor 6-1: Solve & Share Solution Intended Role: Instructor 6-1: Printable Additional Practice Intended Role: Instructor 6-1: Additional Practice: Editable Worksheet Intended Role: Instructor 6-1: Quick Check: Answer Key Intended Role: Instructor 6-1: Printable Quick Check Intended Role: Instructor 6-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-1: Enrichment: Answer Key Intended Role: Instructor 6-1: Enrichment: Editable Worksheet Intended Role: Instructor 6-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-1: Repaso diario: Clave de respuestas Intended Role: Instructor 6-1: Práctica adicional Intended Role: Instructor 6-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-1: Ampliación: Clave de respuestas Intended Role: Instructor 6-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 6-2 Intended Role: Instructor 6-2: Daily Review: Editable Worksheet Intended Role: Instructor 6-2: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-2: Solve & Share Solution Intended Role: Instructor 6-2: Solve & Share Solution Intended Role: Instructor 6-2: Printable Additional Practice Intended Role: Instructor 6-2: Additional Practice: Editable Worksheet Intended Role: Instructor 6-2: Quick Check: Answer Key Intended Role: Instructor 6-2: Printable Quick Check Intended Role: Instructor 6-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-2: Enrichment: Answer Key Intended Role: Instructor 6-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor 6-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-2: Repaso diario: Clave de respuestas Intended Role: Instructor 6-2: Práctica adicional Intended Role: Instructor 6-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-2: Ampliación: Clave de respuestas Intended Role: Instructor 6-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 6-3 Intended Role: Instructor 6-3: Daily Review: Editable Worksheet Intended Role: Instructor 6-3: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-3: Solve & Share Solution Intended Role: Instructor 6-3: Solve & Share Solution Intended Role: Instructor 6-3: Printable Additional Practice Intended Role: Instructor 6-3: Additional Practice: Editable Worksheet Intended Role: Instructor 6-3: Quick Check: Answer Key Intended Role: Instructor 6-3: Printable Quick Check Intended Role: Instructor 6-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-3: Enrichment: Answer Key Intended Role: Instructor 6-3: Enrichment: Editable Worksheet Intended Role: Instructor 6-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-3: Repaso diario: Clave de respuestas Intended Role: Instructor 6-3: Práctica adicional Intended Role: Instructor 6-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-3: Ampliación: Clave de respuestas Intended Role: Instructor 6-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 6-4 Intended Role: Instructor 6-4: Daily Review: Editable Worksheet Intended Role: Instructor 6-4: Daily Review: Answer Key 6-4: Daily Review: Answer KeyThe Daily Review worksheet with answers. Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-4: Solve & Share Solution Intended Role: Instructor 6-4: Solve & Share Solution Intended Role: Instructor 6-4: Printable Additional Practice Intended Role: Instructor 6-4: Additional Practice: Editable Worksheet Intended Role: Instructor 6-4: Quick Check: Answer Key Intended Role: Instructor 6-4: Printable Quick Check Intended Role: Instructor 6-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-4: Enrichment: Answer Key Intended Role: Instructor 6-4: Enrichment: Editable Worksheet Intended Role: Instructor 6-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-4: Repaso diario: Clave de respuestas Intended Role: Instructor 6-4: Práctica adicional Intended Role: Instructor 6-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-4: Ampliación: Clave de respuestas Intended Role: Instructor 6-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 6-5 Intended Role: Instructor 6-5: Daily Review: Editable Worksheet Intended Role: Instructor 6-5: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-5: Solve & Share Solution Intended Role: Instructor 6-5: Solve & Share Solution Intended Role: Instructor 6-5: Printable Additional Practice Intended Role: Instructor 6-5: Additional Practice: Editable Worksheet Intended Role: Instructor 6-5: Quick Check: Answer Key Intended Role: Instructor 6-5: Printable Quick Check Intended Role: Instructor 6-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-5: Enrichment: Answer Key Intended Role: Instructor 6-5: Enrichment: Editable Worksheet Intended Role: Instructor 6-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-5: Repaso diario: Clave de respuestas Intended Role: Instructor 6-5: Práctica adicional Intended Role: Instructor 6-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-5: Ampliación: Clave de respuestas Intended Role: Instructor 6-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 6-6 Intended Role: Instructor 6-6: Daily Review: Editable Worksheet Intended Role: Instructor 6-6: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-6: Solve & Share Solution Intended Role: Instructor 6-6: Solve & Share Solution Intended Role: Instructor 6-6: Printable Additional Practice Intended Role: Instructor 6-6: Additional Practice: Editable Worksheet Intended Role: Instructor 6-6: Quick Check: Answer Key Intended Role: Instructor 6-6: Printable Quick Check Intended Role: Instructor 6-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-6: Enrichment: Answer Key Intended Role: Instructor 6-6: Enrichment: Editable Worksheet Intended Role: Instructor 6-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-6: Repaso diario: Clave de respuestas Intended Role: Instructor 6-6: Práctica adicional Intended Role: Instructor 6-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-6: Ampliación: Clave de respuestas Intended Role: Instructor 6-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 6-7 Intended Role: Instructor 6-7: Daily Review: Editable Worksheet Intended Role: Instructor 6-7: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-7: Solve & Share Solution Intended Role: Instructor 6-7: Solve & Share Solution Intended Role: Instructor 6-7: Printable Additional Practice Intended Role: Instructor 6-7: Additional Practice: Editable Worksheet Intended Role: Instructor 6-7: Quick Check: Answer Key Intended Role: Instructor 6-7: Printable Quick Check Intended Role: Instructor 6-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-7: Enrichment: Answer Key Intended Role: Instructor 6-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor 6-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-7: Repaso diario: Clave de respuestas Intended Role: Instructor 6-7: Práctica adicional Intended Role: Instructor 6-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 6-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-7: Ampliación: Clave de respuestas Intended Role: Instructor Topic 6 Performance Task: Answer Key Intended Role: Instructor Topic 6 Performance Task: Editable Assessment Intended Role: Instructor Topic 6 Assessment: Answer Key Intended Role: Instructor Topic 6 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 6 Online Assessment: Answer Key Intended Role: Instructor Topic 6 Online Assessment: Printable Intended Role: Instructor Tema 6: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 6: Evaluación: Clave de respuestas Intended Role: Instructor Topic 7: Home-School Connection Intended Role: Instructor Topic 7: Interactive Math Story Intended Role: Instructor Topic 7: Interactive Math Story Master Intended Role: Instructor Topic 7: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 7: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 7: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 7: Home School Connection (Spanish) Intended Role: Instructor Topic 7: Interactive Math Story (Spanish) Intended Role: Instructor Topic 7: Pick a Project (Spanish) Intended Role: Instructor Topic 7: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 7 Intended Role: Instructor Topic 7: Professional Development Video Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 7-1 Intended Role: Instructor 7-1: Daily Review: Editable Worksheet Intended Role: Instructor 7-1: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-1: Solve & Share Solution Intended Role: Instructor 7-1: Solve & Share Solution Intended Role: Instructor 7-1: Printable Additional Practice Intended Role: Instructor 7-1: Additional Practice: Editable Worksheet Intended Role: Instructor 7-1: Quick Check: Answer Key Intended Role: Instructor 7-1: Printable Quick Check Intended Role: Instructor 7-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-1: Enrichment: Answer Key Intended Role: Instructor 7-1: Enrichment: Editable Worksheet Intended Role: Instructor 7-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-1: Repaso diario: Clave de respuestas Intended Role: Instructor 7-1: Práctica adicional Intended Role: Instructor 7-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-1: Ampliación: Clave de respuestas Intended Role: Instructor 7-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 7-2 Intended Role: Instructor 7-2: Daily Review: Editable Worksheet Intended Role: Instructor 7-2: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-2: Solve & Share Solution Intended Role: Instructor 7-2: Solve & Share Solution Intended Role: Instructor 7-2: Printable Additional Practice Intended Role: Instructor 7-2: Additional Practice: Editable Worksheet Intended Role: Instructor 7-2: Quick Check: Answer Key Intended Role: Instructor 7-2: Printable Quick Check Intended Role: Instructor 7-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-2: Enrichment: Answer Key Intended Role: Instructor 7-2: Enrichment: Editable Worksheet Intended Role: Instructor 7-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-2: Repaso diario: Clave de respuestas Intended Role: Instructor 7-2: Práctica adicional Intended Role: Instructor 7-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-2: Ampliación: Clave de respuestas Intended Role: Instructor 7-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 7-3 Intended Role: Instructor 7-3: Daily Review: Editable Worksheet Intended Role: Instructor 7-3: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-3: Solve & Share Solution Intended Role: Instructor 7-3: Solve & Share Solution Intended Role: Instructor 7-3: Printable Additional Practice Intended Role: Instructor 7-3: Additional Practice: Editable Worksheet Intended Role: Instructor 7-3: Quick Check: Answer Key Intended Role: Instructor 7-3: Printable Quick Check Intended Role: Instructor 7-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-3: Enrichment: Answer Key Intended Role: Instructor 7-3: Enrichment: Editable Worksheet Intended Role: Instructor 7-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-3: Repaso diario: Clave de respuestas Intended Role: Instructor 7-3: Práctica adicional Intended Role: Instructor 7-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-3: Ampliación: Clave de respuestas Intended Role: Instructor 7-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 7-4 Intended Role: Instructor 7-4: Listen & Look For Intended Role: Instructor 7-4: Daily Review: Editable Worksheet Intended Role: Instructor 7-4: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-4: Solve & Share Solution Intended Role: Instructor 7-4: Solve & Share Solution Intended Role: Instructor 7-4: Printable Additional Practice Intended Role: Instructor 7-4: Additional Practice: Editable Worksheet Intended Role: Instructor 7-4: Quick Check: Answer Key Intended Role: Instructor 7-4: Printable Quick Check Intended Role: Instructor 7-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-4: Enrichment: Answer Key Intended Role: Instructor 7-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 7: Problem-Solving Leveled Reading Mat Intended Role: Instructor 7-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-4: Repaso diario: Clave de respuestas Intended Role: Instructor 7-4: Práctica adicional Intended Role: Instructor 7-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-4: Ampliación: Clave de respuestas Intended Role: Instructor 7-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 7-5 Intended Role: Instructor 7-5: Daily Review: Editable Worksheet Intended Role: Instructor 7-5: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-5: Solve & Share Solution Intended Role: Instructor 7-5: Solve & Share Solution Intended Role: Instructor 7-5: Printable Additional Practice Intended Role: Instructor 7-5: Additional Practice: Editable Worksheet Intended Role: Instructor 7-5: Quick Check: Answer Key Intended Role: Instructor 7-5: Printable Quick Check Intended Role: Instructor 7-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-5: Enrichment: Answer Key Intended Role: Instructor 7-5: Enrichment: Editable Worksheet Intended Role: Instructor 7-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-5: Repaso diario: Clave de respuestas Intended Role: Instructor 7-5: Práctica adicional Intended Role: Instructor 7-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-5: Ampliación: Clave de respuestas Intended Role: Instructor Topic 7: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 2, Topic 7: 3-Act Math Intended Role: Instructor 7-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 7-6 Intended Role: Instructor 7-6: Listen & Look For Intended Role: Instructor 7-6: Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-6: Solve & Share Solution Intended Role: Instructor 7-6: Solve & Share Solution Intended Role: Instructor 7-6: Printable Additional Practice Intended Role: Instructor 7-6: Additional Practice: Editable Worksheet Intended Role: Instructor 7-6: Quick Check: Answer Key Intended Role: Instructor 7-6: Printable Quick Check Intended Role: Instructor 7-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-6: Enrichment: Answer Key Intended Role: Instructor 7-6: Enrichment: Editable Worksheet Intended Role: Instructor 7-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-6: Repaso diario: Clave de respuestas Intended Role: Instructor 7-6: Práctica adicional Intended Role: Instructor 7-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-6: Ampliación: Clave de respuestas Intended Role: Instructor 7-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 7-7 Intended Role: Instructor 7-7: Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-7: Solve & Share Solution Intended Role: Instructor 7-7: Solve & Share Solution Intended Role: Instructor 7-7: Printable Additional Practice Intended Role: Instructor 7-7: Additional Practice: Editable Worksheet Intended Role: Instructor 7-7: Quick Check: Answer Key Intended Role: Instructor 7-7: Printable Quick Check Intended Role: Instructor 7-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-7: Enrichment: Answer Key Intended Role: Instructor 7-7: Enrichment: Editable Worksheet Intended Role: Instructor 7-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-7: Repaso diario: Clave de respuestas Intended Role: Instructor 7-7: Práctica adicional Intended Role: Instructor 7-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-7: Ampliación: Clave de respuestas Intended Role: Instructor 7-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 7-8 Intended Role: Instructor 7-8: Daily Review: Editable Worksheet Intended Role: Instructor 7-8: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-8: Solve & Share Solution Intended Role: Instructor 7-8: Solve & Share Solution Intended Role: Instructor 7-8: Printable Additional Practice Intended Role: Instructor 7-8: Additional Practice: Editable Worksheet Intended Role: Instructor 7-8: Quick Check: Answer Key Intended Role: Instructor 7-8: Printable Quick Check Intended Role: Instructor 7-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-8: Enrichment: Answer Key Intended Role: Instructor 7-8: Enrichment: Editable Worksheet Intended Role: Instructor Topic 7: Problem-Solving Leveled Reading Mat Intended Role: Instructor 7-8: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-8: Repaso diario: Clave de respuestas Intended Role: Instructor 7-8: Práctica adicional Intended Role: Instructor 7-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 7-8: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-8: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-8: Ampliación: Clave de respuestas Intended Role: Instructor Topic 7 Performance Task: Answer Key Intended Role: Instructor Topic 7 Performance Task: Editable Assessment Intended Role: Instructor Topic 7 Assessment: Answer Key Intended Role: Instructor Topic 7 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 7 Online Assessment: Answer Key Intended Role: Instructor Topic 7 Online Assessment: Printable Intended Role: Instructor Tema 7: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 7: Evaluación: Clave de respuestas Intended Role: Instructor Topic 8: Home-School Connection Intended Role: Instructor Topic 8: Interactive Math Story Intended Role: Instructor Topic 8: Interactive Math Story Master Intended Role: Instructor Topic 8: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 8: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 8: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 8: Home School Connection (Spanish) Intended Role: Instructor Topic 8: Interactive Math Story (Spanish) Intended Role: Instructor Topic 8: Pick a Project (Spanish) Intended Role: Instructor Topic 8: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 8 Intended Role: Instructor Topic 8: Professional Development Video Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 8-1 Intended Role: Instructor 8-1: Listen & Look For Intended Role: Instructor 8-1: Daily Review: Editable Worksheet Intended Role: Instructor 8-1: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-1: Solve & Share Solution Intended Role: Instructor 8-1: Solve & Share Solution Intended Role: Instructor 8-1: Printable Additional Practice Intended Role: Instructor 8-1: Additional Practice: Editable Worksheet Intended Role: Instructor 8-1: Quick Check: Answer Key Intended Role: Instructor 8-1: Printable Quick Check Intended Role: Instructor 8-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-1: Enrichment: Answer Key Intended Role: Instructor 8-1: Enrichment: Editable Worksheet Intended Role: Instructor 8-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-1: Repaso diario: Clave de respuestas Intended Role: Instructor 8-1: Práctica adicional Intended Role: Instructor 8-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-1: Ampliación: Clave de respuestas Intended Role: Instructor 8-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 8-2 Intended Role: Instructor 8-2: Listen & Look For Intended Role: Instructor 8-2: Daily Review: Editable Worksheet Intended Role: Instructor 8-2: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-2: Solve & Share Solution Intended Role: Instructor 8-2: Solve & Share Solution Intended Role: Instructor 8-2: Printable Additional Practice Intended Role: Instructor 8-2: Additional Practice: Editable Worksheet Intended Role: Instructor 8-2: Quick Check: Answer Key Intended Role: Instructor 8-2: Printable Quick Check Intended Role: Instructor 8-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-2: Enrichment: Answer Key Intended Role: Instructor 8-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 8: Problem-Solving Leveled Reading Mat Intended Role: Instructor 8-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-2: Repaso diario: Clave de respuestas Intended Role: Instructor 8-2: Práctica adicional Intended Role: Instructor 8-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-2: Ampliación: Clave de respuestas Intended Role: Instructor 8-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 8-3 Intended Role: Instructor 8-3: Listen & Look For Intended Role: Instructor 8-3: Daily Review: Editable Worksheet Intended Role: Instructor 8-3: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-3: Solve & Share Solution Intended Role: Instructor 8-3: Solve & Share Solution Intended Role: Instructor 8-3: Printable Additional Practice Intended Role: Instructor 8-3: Additional Practice: Editable Worksheet Intended Role: Instructor 8-3: Quick Check: Answer Key Intended Role: Instructor 8-3: Printable Quick Check Intended Role: Instructor 8-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-3: Enrichment: Answer Key Intended Role: Instructor 8-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 8: Problem-Solving Leveled Reading Mat Intended Role: Instructor 8-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-3: Repaso diario: Clave de respuestas Intended Role: Instructor 8-3: Práctica adicional Intended Role: Instructor 8-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-3: Ampliación: Clave de respuestas Intended Role: Instructor 8-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 8-4 Intended Role: Instructor 8-4: Listen & Look For Intended Role: Instructor 8-4: Daily Review: Editable Worksheet Intended Role: Instructor 8-4: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-4: Solve & Share Solution Intended Role: Instructor 8-4: Solve & Share Solution Intended Role: Instructor 8-4: Printable Additional Practice Intended Role: Instructor 8-4: Additional Practice: Editable Worksheet Intended Role: Instructor 8-4: Quick Check: Answer Key Intended Role: Instructor 8-4: Printable Quick Check Intended Role: Instructor 8-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-4: Enrichment: Answer Key Intended Role: Instructor 8-4: Enrichment: Editable Worksheet Intended Role: Instructor 8-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-4: Repaso diario: Clave de respuestas Intended Role: Instructor 8-4: Práctica adicional Intended Role: Instructor 8-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-4: Ampliación: Clave de respuestas Intended Role: Instructor 8-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 8-5 Intended Role: Instructor 8-5: Listen & Look For Intended Role: Instructor 8-5: Daily Review: Editable Worksheet Intended Role: Instructor 8-5: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-5: Solve & Share Solution Intended Role: Instructor 8-5: Solve & Share Solution Intended Role: Instructor 8-5: Printable Additional Practice Intended Role: Instructor 8-5: Additional Practice: Editable Worksheet Intended Role: Instructor 8-5: Quick Check: Answer Key Intended Role: Instructor 8-5: Printable Quick Check Intended Role: Instructor 8-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-5: Enrichment: Answer Key Intended Role: Instructor 8-5: Enrichment: Editable Worksheet Intended Role: Instructor 8-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-5: Repaso diario: Clave de respuestas Intended Role: Instructor 8-5: Práctica adicional Intended Role: Instructor 8-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-5: Ampliación: Clave de respuestas Intended Role: Instructor 8-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 8-6 Intended Role: Instructor 8-6: Listen & Look For Intended Role: Instructor 8-6: Daily Review: Editable Worksheet Intended Role: Instructor 8-6: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-6: Solve & Share Solution Intended Role: Instructor 8-6: Solve & Share Solution Intended Role: Instructor 8-6: Printable Additional Practice Intended Role: Instructor 8-6: Additional Practice: Editable Worksheet Intended Role: Instructor 8-6: Quick Check: Answer Key Intended Role: Instructor 8-6: Printable Quick Check Intended Role: Instructor 8-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-6: Enrichment: Answer Key Intended Role: Instructor 8-6: Enrichment: Editable Worksheet Intended Role: Instructor 8-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-6: Repaso diario: Clave de respuestas Intended Role: Instructor 8-6: Práctica adicional Intended Role: Instructor 8-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-6: Ampliación: Clave de respuestas Intended Role: Instructor 8-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 8-7 Intended Role: Instructor 8-7: Listen & Look For Intended Role: Instructor 8-7: Daily Review: Editable Worksheet Intended Role: Instructor 8-7: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-7: Solve & Share Solution Intended Role: Instructor 8-7: Solve & Share Solution Intended Role: Instructor 8-7: Printable Additional Practice Intended Role: Instructor 8-7: Additional Practice: Editable Worksheet Intended Role: Instructor 8-7: Quick Check: Answer Key Intended Role: Instructor 8-7: Printable Quick Check Intended Role: Instructor 8-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-7: Enrichment: Answer Key Intended Role: Instructor 8-7: Enrichment: Editable Worksheet Intended Role: Instructor 8-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-7: Repaso diario: Clave de respuestas Intended Role: Instructor 8-7: Práctica adicional Intended Role: Instructor 8-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-7: Ampliación: Clave de respuestas Intended Role: Instructor 8-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 8-8 Intended Role: Instructor 8-8: Listen & Look For Intended Role: Instructor 8-8: Daily Review: Editable Worksheet Intended Role: Instructor 8-8: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-8: Solve & Share Solution Intended Role: Instructor 8-8: Solve & Share Solution Intended Role: Instructor 8-8: Printable Additional Practice Intended Role: Instructor 8-8: Additional Practice: Editable Worksheet Intended Role: Instructor 8-8: Quick Check: Answer Key Intended Role: Instructor 8-8: Printable Quick Check Intended Role: Instructor 8-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-8: Enrichment: Answer Key Intended Role: Instructor 8-8: Enrichment: Editable Worksheet Intended Role: Instructor 8-8: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-8: Repaso diario: Clave de respuestas Intended Role: Instructor 8-8: Práctica adicional Intended Role: Instructor 8-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-8: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-8: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-8: Ampliación: Clave de respuestas Intended Role: Instructor Topic 8 Performance Task: Answer Key Intended Role: Instructor Topic 8 Performance Task: Editable Assessment Intended Role: Instructor Topic 8 Assessment: Answer Key Intended Role: Instructor Topic 8 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 8 Online Assessment: Answer Key Intended Role: Instructor Topic 8 Online Assessment: Printable Intended Role: Instructor Tema 8: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 8: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–8: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–8: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–8: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–8: Printable Online Cumulative/Benchmark Assessment Intended Role: Instructor Topic 9: Home-School Connection Intended Role: Instructor Topic 9: Interactive Math Story Intended Role: Instructor Topic 9: Interactive Math Story Master Intended Role: Instructor Topic 9: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 9: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 9: Home School Connection (Spanish) Intended Role: Instructor Topic 9: Interactive Math Story (Spanish) Intended Role: Instructor Topic 9: Pick a Project (Spanish) Intended Role: Instructor Topic 9: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 9 Intended Role: Instructor Topic 9: Professional Development Video Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 9-1 Intended Role: Instructor 9-1: Listen & Look For Intended Role: Instructor 9-1: Daily Review: Editable Worksheet Intended Role: Instructor 9-1: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-1: Solve & Share Solution Intended Role: Instructor 9-1: Solve & Share Solution Intended Role: Instructor 9-1: Printable Additional Practice Intended Role: Instructor 9-1: Additional Practice: Editable Worksheet Intended Role: Instructor 9-1: Quick Check: Answer Key Intended Role: Instructor 9-1: Printable Quick Check Intended Role: Instructor 9-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-1: Enrichment: Answer Key Intended Role: Instructor 9-1: Enrichment: Editable Worksheet Intended Role: Instructor 9-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-1: Repaso diario: Clave de respuestas Intended Role: Instructor 9-1: Práctica adicional Intended Role: Instructor 9-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-1: Ampliación: Clave de respuestas Intended Role: Instructor 9-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 9-2 Intended Role: Instructor 9-2: Listen & Look For Intended Role: Instructor 9-2: Daily Review: Editable Worksheet Intended Role: Instructor 9-2: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-2: Solve & Share Solution Intended Role: Instructor 9-2: Solve & Share Solution Intended Role: Instructor 9-2: Printable Additional Practice Intended Role: Instructor 9-2: Additional Practice: Editable Worksheet Intended Role: Instructor 9-2: Quick Check: Answer Key Intended Role: Instructor 9-2: Printable Quick Check Intended Role: Instructor 9-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-2: Enrichment: Answer Key Intended Role: Instructor 9-2: Enrichment: Editable Worksheet Intended Role: Instructor 9-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-2: Repaso diario: Clave de respuestas Intended Role: Instructor 9-2: Práctica adicional Intended Role: Instructor 9-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-2: Ampliación: Clave de respuestas Intended Role: Instructor 9-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 9-3 Intended Role: Instructor 9-3: Listen & Look For Intended Role: Instructor 9-3: Daily Review: Editable Worksheet Intended Role: Instructor 9-3: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-3: Solve & Share Solution Intended Role: Instructor 9-3: Solve & Share Solution Intended Role: Instructor 9-3: Printable Additional Practice Intended Role: Instructor 9-3: Additional Practice: Editable Worksheet Intended Role: Instructor 9-3: Quick Check: Answer Key Intended Role: Instructor 9-3: Printable Quick Check Intended Role: Instructor 9-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-3: Enrichment: Answer Key Intended Role: Instructor 9-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor 9-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-3: Repaso diario: Clave de respuestas Intended Role: Instructor 9-3: Práctica adicional Intended Role: Instructor 9-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-3: Ampliación: Clave de respuestas Intended Role: Instructor 9-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 9-4 Intended Role: Instructor 9-4: Listen & Look For Intended Role: Instructor 9-4: Daily Review: Editable Worksheet Intended Role: Instructor 9-4: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-4: Solve & Share Solution Intended Role: Instructor 9-4: Solve & Share Solution Intended Role: Instructor 9-4: Printable Additional Practice Intended Role: Instructor 9-4: Additional Practice: Editable Worksheet Intended Role: Instructor 9-4: Quick Check: Answer Key Intended Role: Instructor 9-4: Printable Quick Check Intended Role: Instructor 9-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-4: Enrichment: Answer Key Intended Role: Instructor 9-4: Enrichment: Editable Worksheet Intended Role: Instructor 9-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-4: Repaso diario: Clave de respuestas Intended Role: Instructor 9-4: Práctica adicional Intended Role: Instructor 9-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-4: Ampliación: Clave de respuestas Intended Role: Instructor 9-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 9-5 Intended Role: Instructor 9-5: Listen & Look For Intended Role: Instructor 9-5: Daily Review: Editable Worksheet Intended Role: Instructor 9-5: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-5: Solve & Share Solution Intended Role: Instructor 9-5: Solve & Share Solution Intended Role: Instructor 9-5: Printable Additional Practice Intended Role: Instructor 9-5: Additional Practice: Editable Worksheet Intended Role: Instructor 9-5: Quick Check: Answer Key Intended Role: Instructor 9-5: Printable Quick Check Intended Role: Instructor 9-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-5: Enrichment: Answer Key Intended Role: Instructor 9-5: Enrichment: Editable Worksheet Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor 9-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-5: Repaso diario: Clave de respuestas Intended Role: Instructor 9-5: Práctica adicional Intended Role: Instructor 9-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-5: Ampliación: Clave de respuestas Intended Role: Instructor 9-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 9-6 Intended Role: Instructor 9-6: Listen & Look For Intended Role: Instructor 9-6: Daily Review: Editable Worksheet Intended Role: Instructor 9-6: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-6: Solve & Share Solution Intended Role: Instructor 9-6: Solve & Share Solution Intended Role: Instructor 9-6: Printable Additional Practice Intended Role: Instructor 9-6: Additional Practice: Editable Worksheet Intended Role: Instructor 9-6: Quick Check: Answer Key Intended Role: Instructor 9-6: Printable Quick Check Intended Role: Instructor 9-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-6: Enrichment: Answer Key Intended Role: Instructor 9-6: Enrichment: Editable Worksheet Intended Role: Instructor 9-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-6: Repaso diario: Clave de respuestas Intended Role: Instructor 9-6: Práctica adicional Intended Role: Instructor 9-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-6: Ampliación: Clave de respuestas Intended Role: Instructor 9-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 9-7 Intended Role: Instructor 9-7: Listen & Look For Intended Role: Instructor 9-7: Daily Review: Editable Worksheet Intended Role: Instructor 9-7: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-7: Solve & Share Solution Intended Role: Instructor 9-7: Solve & Share Solution Intended Role: Instructor 9-7: Printable Additional Practice Intended Role: Instructor 9-7: Additional Practice: Editable Worksheet Intended Role: Instructor 9-7: Quick Check: Answer Key Intended Role: Instructor 9-7: Printable Quick Check Intended Role: Instructor 9-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-7: Enrichment: Answer Key Intended Role: Instructor 9-7: Enrichment: Editable Worksheet Intended Role: Instructor 9-7: Práctica adicional Intended Role: Instructor 9-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-7: Repaso diario: Clave de respuestas Intended Role: Instructor 9-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-7: Ampliación: Clave de respuestas Intended Role: Instructor 9-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 9-8 Intended Role: Instructor 9-8: Listen & Look For Intended Role: Instructor 9-8: Daily Review: Editable Worksheet Intended Role: Instructor 9-8: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-8: Solve & Share Solution Intended Role: Instructor 9-8: Solve & Share Solution Intended Role: Instructor 9-8: Printable Additional Practice Intended Role: Instructor 9-8: Additional Practice: Editable Worksheet Intended Role: Instructor 9-8: Quick Check: Answer Key Intended Role: Instructor 9-8: Printable Quick Check Intended Role: Instructor 9-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-8: Enrichment: Answer Key Intended Role: Instructor 9-8: Enrichment: Editable Worksheet Intended Role: Instructor 9-8: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-8: Repaso diario: Clave de respuestas Intended Role: Instructor 9-8: Práctica adicional Intended Role: Instructor 9-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-8: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-8: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-8: Ampliación: Clave de respuestas Intended Role: Instructor Topic 9: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 2, Topic 9: 3-Act Math Intended Role: Instructor 9-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 9-9 Intended Role: Instructor 9-9: Listen & Look For Intended Role: Instructor 9-9: Daily Review: Editable Worksheet Intended Role: Instructor 9-9: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-9: Solve & Share Solution Intended Role: Instructor 9-9: Solve & Share Solution Intended Role: Instructor 9-9: Printable Additional Practice Intended Role: Instructor 9-9: Additional Practice: Editable Worksheet Intended Role: Instructor 9-9: Quick Check: Answer Key Intended Role: Instructor 9-9: Printable Quick Check Intended Role: Instructor 9-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-9: Enrichment: Answer Key Intended Role: Instructor 9-9: Enrichment: Editable Worksheet Intended Role: Instructor 9-9: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-9: Repaso diario: Clave de respuestas Intended Role: Instructor 9-9: Práctica adicional Intended Role: Instructor 9-9: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-9: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-9: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-9: Ampliación: Clave de respuestas Intended Role: Instructor 9-10: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 9-10 Intended Role: Instructor 9-10: Listen & Look For Intended Role: Instructor 9-10: Daily Review: Editable Worksheet Intended Role: Instructor 9-10: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-10: Solve & Share Solution Intended Role: Instructor 9-10: Solve & Share Solution Intended Role: Instructor 9-10: Printable Additional Practice Intended Role: Instructor 9-10: Additional Practice: Editable Worksheet Intended Role: Instructor 9-10: Quick Check: Answer Key Intended Role: Instructor 9-10: Printable Quick Check Intended Role: Instructor 9-10: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-10: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-10: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-10: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-10: Enrichment: Answer Key Intended Role: Instructor 9-10: Enrichment: Editable Worksheet Intended Role: Instructor 9-10: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-10: Repaso diario: Clave de respuestas Intended Role: Instructor 9-10: Práctica adicional Intended Role: Instructor 9-10: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-10: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-10: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-10: Ampliación: Clave de respuestas Intended Role: Instructor Topic 9 Performance Task: Answer Key Intended Role: Instructor Topic 9 Performance Task: Editable Assessment Intended Role: Instructor Topic 9 Assessment: Answer Key Intended Role: Instructor Topic 9 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 9 Online Assessment: Answer Key Intended Role: Instructor Topic 9 Online Assessment: Printable Intended Role: Instructor Tema 9: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 9: Evaluación: Clave de respuestas Intended Role: Instructor Topic 10: Home-School Connection Intended Role: Instructor Topic 10: Interactive Math Story Intended Role: Instructor Topic 10: Interactive Math Story Master Intended Role: Instructor Topic 10: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 10: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 10: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 10: Home School Connection (Spanish) Intended Role: Instructor Topic 10: Interactive Math Story (Spanish) Intended Role: Instructor Topic 10: Pick a Project (Spanish) Intended Role: Instructor Topic 10: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 10 Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 10-1 Intended Role: Instructor 10-1: Listen & Look For Intended Role: Instructor 10-1: Daily Review: Editable Worksheet Intended Role: Instructor 10-1: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-1: Solve & Share Solution Intended Role: Instructor 10-1: Solve & Share Solution Intended Role: Instructor 10-1: Printable Additional Practice Intended Role: Instructor 10-1: Additional Practice: Editable Worksheet Intended Role: Instructor 10-1: Quick Check: Answer Key Intended Role: Instructor 10-1: Printable Quick Check Intended Role: Instructor 10-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-1: Enrichment: Answer Key Intended Role: Instructor 10-1: Enrichment: Editable Worksheet Intended Role: Instructor 10-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-1: Repaso diario: Clave de respuestas Intended Role: Instructor 10-1: Práctica adicional Intended Role: Instructor 10-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-1: Ampliación: Clave de respuestas Intended Role: Instructor 10-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 10-2 Intended Role: Instructor 10-2: Listen & Look For Intended Role: Instructor 10-2: Daily Review: Editable Worksheet Intended Role: Instructor 10-2: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-2: Solve & Share Solution Intended Role: Instructor 10-2: Solve & Share Solution Intended Role: Instructor 10-2: Printable Additional Practice Intended Role: Instructor 10-2: Additional Practice: Editable Worksheet Intended Role: Instructor 10-2: Quick Check: Answer Key Intended Role: Instructor 10-2: Printable Quick Check Intended Role: Instructor 10-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-2: Enrichment: Answer Key Intended Role: Instructor 10-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 10: Problem-Solving Leveled Reading Mat Intended Role: Instructor 10-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-2: Repaso diario: Clave de respuestas Intended Role: Instructor 10-2: Práctica adicional Intended Role: Instructor 10-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-2: Ampliación: Clave de respuestas Intended Role: Instructor 10-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 10-3 Intended Role: Instructor 10-3: Daily Review: Editable Worksheet Intended Role: Instructor 10-3: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-3: Solve & Share Solution Intended Role: Instructor 10-3: Solve & Share Solution Intended Role: Instructor 10-3: Printable Additional Practice Intended Role: Instructor 10-3: Additional Practice: Editable Worksheet Intended Role: Instructor 10-3: Quick Check: Answer Key Intended Role: Instructor 10-3: Printable Quick Check Intended Role: Instructor 10-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-3: Enrichment: Answer Key Intended Role: Instructor 10-3: Enrichment: Editable Worksheet Intended Role: Instructor 10-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-3: Repaso diario: Clave de respuestas Intended Role: Instructor 10-3: Práctica adicional Intended Role: Instructor 10-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-3: Ampliación: Clave de respuestas Intended Role: Instructor 10-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 10-4 Intended Role: Instructor 10-4: Daily Review: Editable Worksheet Intended Role: Instructor 10-4: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-4: Solve & Share Solution Intended Role: Instructor 10-4: Solve & Share Solution Intended Role: Instructor 10-4: Printable Additional Practice Intended Role: Instructor 10-4: Additional Practice: Editable Worksheet Intended Role: Instructor 10-4: Quick Check: Answer Key Intended Role: Instructor 10-4: Printable Quick Check Intended Role: Instructor 10-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-4: Enrichment: Answer Key Intended Role: Instructor 10-4: Enrichment: Editable Worksheet Intended Role: Instructor 10-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-4: Repaso diario: Clave de respuestas Intended Role: Instructor 10-4: Práctica adicional Intended Role: Instructor 10-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-4: Ampliación: Clave de respuestas Intended Role: Instructor 10-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 10-5 Intended Role: Instructor 10-5: Daily Review: Editable Worksheet Intended Role: Instructor 10-5: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-5: Solve & Share Solution Intended Role: Instructor 10-5: Solve & Share Solution Intended Role: Instructor 10-5: Printable Additional Practice Intended Role: Instructor 10-5: Additional Practice: Editable Worksheet Intended Role: Instructor 10-5: Quick Check: Answer Key Intended Role: Instructor 10-5: Printable Quick Check Intended Role: Instructor 10-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-5: Enrichment: Answer Key Intended Role: Instructor 10-5: Enrichment: Editable Worksheet Intended Role: Instructor 10-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-5: Repaso diario: Clave de respuestas Intended Role: Instructor 10-5: Práctica adicional Intended Role: Instructor 10-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-5: Ampliación: Clave de respuestas Intended Role: Instructor 10-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 10-6 Intended Role: Instructor 10-6: Daily Review: Editable Worksheet Intended Role: Instructor 10-6: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-6: Solve & Share Solution Intended Role: Instructor 10-6: Solve & Share Solution Intended Role: Instructor 10-6: Printable Additional Practice Intended Role: Instructor 10-6: Additional Practice: Editable Worksheet Intended Role: Instructor 10-6: Quick Check: Answer Key Intended Role: Instructor 10-6: Printable Quick Check Intended Role: Instructor 10-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-6: Enrichment: Answer Key Intended Role: Instructor 10-6: Enrichment: Editable Worksheet Intended Role: Instructor 10-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-6: Repaso diario: Clave de respuestas Intended Role: Instructor 10-6: Práctica adicional Intended Role: Instructor 10-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-6: Ampliación: Clave de respuestas Intended Role: Instructor 10-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 10-7 Intended Role: Instructor 10-7: Daily Review: Editable Worksheet Intended Role: Instructor 10-7: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-7: Solve & Share Solution Intended Role: Instructor 10-7: Solve & Share Solution Intended Role: Instructor 10-7: Printable Additional Practice Intended Role: Instructor 10-7: Additional Practice: Editable Worksheet Intended Role: Instructor 10-7: Quick Check: Answer Key Intended Role: Instructor 10-7: Printable Quick Check Intended Role: Instructor 10-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-7: Enrichment: Answer Key Intended Role: Instructor 10-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 10: Problem-Solving Leveled Reading Mat Intended Role: Instructor 10-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-7: Repaso diario: Clave de respuestas Intended Role: Instructor 10-7: Práctica adicional Intended Role: Instructor 10-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-7: Ampliación: Clave de respuestas Intended Role: Instructor Topic 10 Performance Task: Answer Key Intended Role: Instructor Topic 10 Performance Task: Editable Assessment Intended Role: Instructor Topic 10 Assessment: Answer Key Intended Role: Instructor Topic 10 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 10 Online Assessment: Answer Key Intended Role: Instructor Topic 10 Online Assessment: Printable Intended Role: Instructor Tema 10: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 10: Evaluación: Clave de respuestas Intended Role: Instructor Topic 11: Home-School Connection Intended Role: Instructor Topic 11: Interactive Math Story Intended Role: Instructor Topic 11: Interactive Math Story Master Intended Role: Instructor Topic 11: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 11: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 11: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 11: Home School Connection (Spanish) Intended Role: Instructor Topic 11: Interactive Math Story (Spanish) Intended Role: Instructor Topic 11: Pick a Project (Spanish) Intended Role: Instructor Topic 11: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 11 Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 11-1 Intended Role: Instructor 11-1: Daily Review: Editable Worksheet Intended Role: Instructor 11-1: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-1: Solve & Share Solution Intended Role: Instructor 11-1: Solve & Share Solution Intended Role: Instructor 11-1: Printable Additional Practice Intended Role: Instructor 11-1: Additional Practice: Editable Worksheet Intended Role: Instructor 11-1: Quick Check: Answer Key Intended Role: Instructor 11-1: Printable Quick Check Intended Role: Instructor 11-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-1: Enrichment: Answer Key Intended Role: Instructor 11-1: Enrichment: Editable Worksheet Intended Role: Instructor Topic 11: Problem-Solving Leveled Reading Mat Intended Role: Instructor 11-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-1: Repaso diario: Clave de respuestas Intended Role: Instructor 11-1: Práctica adicional Intended Role: Instructor 11-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-1: Ampliación: Clave de respuestas Intended Role: Instructor 11-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 11-2 Intended Role: Instructor 11-2: Listen & Look For Intended Role: Instructor 11-2: Daily Review: Editable Worksheet Intended Role: Instructor 11-2: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-2: Solve & Share Solution Intended Role: Instructor 11-2: Solve & Share Solution Intended Role: Instructor 11-2: Printable Additional Practice Intended Role: Instructor 11-2: Additional Practice: Editable Worksheet Intended Role: Instructor 11-2: Quick Check: Answer Key Intended Role: Instructor 11-2: Printable Quick Check Intended Role: Instructor 11-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-2: Enrichment: Answer Key Intended Role: Instructor 11-2: Enrichment: Editable Worksheet Intended Role: Instructor 11-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-2: Repaso diario: Clave de respuestas Intended Role: Instructor 11-2: Práctica adicional Intended Role: Instructor 11-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-2: Ampliación: Clave de respuestas Intended Role: Instructor 11-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 11-3 Intended Role: Instructor 11-3: Daily Review: Editable Worksheet Intended Role: Instructor 11-3: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-3: Solve & Share Solution Intended Role: Instructor 11-3: Solve & Share Solution Intended Role: Instructor 11-3: Printable Additional Practice Intended Role: Instructor 11-3: Additional Practice: Editable Worksheet Intended Role: Instructor 11-3: Quick Check: Answer Key Intended Role: Instructor 11-3: Printable Quick Check Intended Role: Instructor 11-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-3: Enrichment: Answer Key Intended Role: Instructor 11-3: Enrichment: Editable Worksheet Intended Role: Instructor 11-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-3: Repaso diario: Clave de respuestas Intended Role: Instructor 11-3: Práctica adicional Intended Role: Instructor 11-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-3: Ampliación: Clave de respuestas Intended Role: Instructor 11-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 11-4 Intended Role: Instructor 11-4: Daily Review: Editable Worksheet Intended Role: Instructor 11-4: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-4: Solve & Share Solution Intended Role: Instructor 11-4: Solve & Share Solution Intended Role: Instructor 11-4: Printable Additional Practice Intended Role: Instructor 11-4: Additional Practice: Editable Worksheet Intended Role: Instructor 11-4: Quick Check: Answer Key Intended Role: Instructor 11-4: Printable Quick Check Intended Role: Instructor 11-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-4: Enrichment: Answer Key Intended Role: Instructor 11-4: Enrichment: Editable Worksheet Intended Role: Instructor 11-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-4: Repaso diario: Clave de respuestas Intended Role: Instructor 11-4: Práctica adicional Intended Role: Instructor 11-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-4: Ampliación: Clave de respuestas Intended Role: Instructor 11-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 11-5 Intended Role: Instructor 11-5: Daily Review: Editable Worksheet Intended Role: Instructor 11-5: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-5: Solve & Share Solution Intended Role: Instructor 11-5: Solve & Share Solution Intended Role: Instructor 11-5: Printable Additional Practice Intended Role: Instructor 11-5: Additional Practice: Editable Worksheet Intended Role: Instructor 11-5: Quick Check: Answer Key Intended Role: Instructor 11-5: Printable Quick Check Intended Role: Instructor 11-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-5: Enrichment: Answer Key Intended Role: Instructor 11-5: Enrichment: Editable Worksheet Intended Role: Instructor Topic 11: Problem-Solving Leveled Reading Mat Intended Role: Instructor 11-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-5: Repaso diario: Clave de respuestas Intended Role: Instructor 11-5: Práctica adicional Intended Role: Instructor 11-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-5: Ampliación: Clave de respuestas Intended Role: Instructor Topic 11: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 2, Topic 11: 3-Act Math Intended Role: Instructor 11-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 11-6 Intended Role: Instructor 11-6: Listen & Look For Intended Role: Instructor 11-6: Daily Review: Editable Worksheet Intended Role: Instructor 11-6: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-6: Solve & Share Solution Intended Role: Instructor 11-6: Solve & Share Solution Intended Role: Instructor 11-6: Printable Additional Practice Intended Role: Instructor 11-6: Additional Practice: Editable Worksheet Intended Role: Instructor 11-6: Quick Check: Answer Key Intended Role: Instructor 11-6: Printable Quick Check Intended Role: Instructor 11-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-6: Enrichment: Answer Key Intended Role: Instructor 11-6: Enrichment: Editable Worksheet Intended Role: Instructor 11-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-6: Repaso diario: Clave de respuestas Intended Role: Instructor 11-6: Práctica adicional Intended Role: Instructor 11-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-6: Ampliación: Clave de respuestas Intended Role: Instructor Topic 11 Performance Task: Answer Key Intended Role: Instructor Topic 11 Performance Task: Editable Assessment Intended Role: Instructor Topic 11 Assessment: Answer Key Intended Role: Instructor Topic 11 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 11 Online Assessment: Answer Key Intended Role: Instructor Topic 11 Online Assessment: Printable Intended Role: Instructor Tema 11: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 11: Evaluación: Clave de respuestas Intended Role: Instructor Topic 12: Home-School Connection Intended Role: Instructor Topic 12: Interactive Math Story Intended Role: Instructor Topic 12: Interactive Math Story Master Intended Role: Instructor Topic 12: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 12: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 12: Home School Connection (Spanish) Intended Role: Instructor Topic 12: Interactive Math Story (Spanish) Intended Role: Instructor Topic 12: Pick a Project (Spanish) Intended Role: Instructor Topic 12: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 12 Intended Role: Instructor Topic 12: Professional Development Video Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 12-1 Intended Role: Instructor 12-1: Listen & Look For Intended Role: Instructor 12-1: Daily Review: Editable Worksheet Intended Role: Instructor 12-1: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-1: Solve & Share Solution Intended Role: Instructor 12-1: Solve & Share Solution Intended Role: Instructor 12-1: Printable Additional Practice Intended Role: Instructor 12-1: Additional Practice: Editable Worksheet Intended Role: Instructor 12-1: Quick Check: Answer Key Intended Role: Instructor 12-1: Printable Quick Check Intended Role: Instructor 12-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-1: Enrichment: Answer Key Intended Role: Instructor 12-1: Enrichment: Editable Worksheet Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor 12-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-1: Repaso diario: Clave de respuestas Intended Role: Instructor 12-1: Práctica adicional Intended Role: Instructor 12-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-1: Ampliación: Clave de respuestas Intended Role: Instructor 12-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 12-2 Intended Role: Instructor 12-2: Listen & Look For Intended Role: Instructor 12-2: Daily Review: Editable Worksheet Intended Role: Instructor 12-2: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-2: Solve & Share Solution Intended Role: Instructor 12-2: Solve & Share Solution Intended Role: Instructor 12-2: Printable Additional Practice Intended Role: Instructor 12-2: Additional Practice: Editable Worksheet Intended Role: Instructor 12-2: Quick Check: Answer Key Intended Role: Instructor 12-2: Printable Quick Check Intended Role: Instructor 12-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-2: Enrichment: Answer Key Intended Role: Instructor 12-2: Enrichment: Editable Worksheet Intended Role: Instructor 12-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-2: Repaso diario: Clave de respuestas Intended Role: Instructor 12-2: Práctica adicional Intended Role: Instructor 12-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-2: Ampliación: Clave de respuestas Intended Role: Instructor 12-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 12-3 Intended Role: Instructor 12-3: Listen & Look For Intended Role: Instructor 12-3: Daily Review: Editable Worksheet Intended Role: Instructor 12-3: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-3: Solve & Share Solution Intended Role: Instructor 12-3: Solve & Share Solution Intended Role: Instructor 12-3: Printable Additional Practice Intended Role: Instructor 12-3: Additional Practice: Editable Worksheet Intended Role: Instructor 12-3: Quick Check: Answer Key Intended Role: Instructor 12-3: Printable Quick Check Intended Role: Instructor 12-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-3: Enrichment: Answer Key Intended Role: Instructor 12-3: Enrichment: Editable Worksheet Intended Role: Instructor 12-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-3: Repaso diario: Clave de respuestas Intended Role: Instructor 12-3: Práctica adicional Intended Role: Instructor 12-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-3: Ampliación: Clave de respuestas Intended Role: Instructor 12-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 12-4 Intended Role: Instructor 12-4: Listen & Look For Intended Role: Instructor 12-4: Daily Review: Editable Worksheet Intended Role: Instructor 12-4: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-4: Solve & Share Solution Intended Role: Instructor 12-4: Solve & Share Solution Intended Role: Instructor 12-4: Printable Additional Practice Intended Role: Instructor 12-4: Additional Practice: Editable Worksheet Intended Role: Instructor 12-4: Quick Check: Answer Key Intended Role: Instructor 12-4: Printable Quick Check Intended Role: Instructor 12-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-4: Enrichment: Answer Key Intended Role: Instructor 12-4: Enrichment: Editable Worksheet Intended Role: Instructor 12-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-4: Repaso diario: Clave de respuestas Intended Role: Instructor 12-4: Práctica adicional Intended Role: Instructor 12-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-4: Ampliación: Clave de respuestas Intended Role: Instructor 12-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 12-5 Intended Role: Instructor 12-5: Listen & Look For Intended Role: Instructor 12-5: Daily Review: Editable Worksheet Intended Role: Instructor 12-5: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-5: Solve & Share Solution Intended Role: Instructor 12-5: Solve & Share Solution Intended Role: Instructor 12-5: Printable Additional Practice Intended Role: Instructor 12-5: Additional Practice: Editable Worksheet Intended Role: Instructor 12-5: Quick Check: Answer Key Intended Role: Instructor 12-5: Printable Quick Check Intended Role: Instructor 12-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-5: Enrichment: Answer Key Intended Role: Instructor 12-5: Enrichment: Editable Worksheet Intended Role: Instructor 12-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-5: Repaso diario: Clave de respuestas Intended Role: Instructor 12-5: Práctica adicional Intended Role: Instructor 12-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-5: Ampliación: Clave de respuestas Intended Role: Instructor 12-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 12-6 Intended Role: Instructor 12-6: Listen & Look For Intended Role: Instructor 12-6: Daily Review: Editable Worksheet Intended Role: Instructor 12-6: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-6: Solve & Share Solution Intended Role: Instructor 12-6: Solve & Share Solution Intended Role: Instructor 12-6: Printable Additional Practice Intended Role: Instructor 12-6: Additional Practice: Editable Worksheet Intended Role: Instructor 12-6: Quick Check: Answer Key Intended Role: Instructor 12-6: Printable Quick Check Intended Role: Instructor 12-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-6: Enrichment: Answer Key Intended Role: Instructor 12-6: Enrichment: Editable Worksheet Intended Role: Instructor 12-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-6: Repaso diario: Clave de respuestas Intended Role: Instructor 12-6: Práctica adicional Intended Role: Instructor 12-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-6: Ampliación: Clave de respuestas Intended Role: Instructor 12-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 12-7 Intended Role: Instructor 12-7: Listen & Look For Intended Role: Instructor 12-7: Daily Review: Editable Worksheet Intended Role: Instructor 12-7: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-7: Solve & Share Solution Intended Role: Instructor 12-7: Solve & Share Solution Intended Role: Instructor 12-7: Printable Additional Practice Intended Role: Instructor 12-7: Additional Practice: Editable Worksheet Intended Role: Instructor 12-7: Quick Check: Answer Key Intended Role: Instructor 12-7: Printable Quick Check Intended Role: Instructor 12-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-7: Enrichment: Answer Key Intended Role: Instructor 12-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor 12-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-7: Repaso diario: Clave de respuestas Intended Role: Instructor 12-7: Práctica adicional Intended Role: Instructor 12-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-7: Ampliación: Clave de respuestas Intended Role: Instructor 12-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 12-8 Intended Role: Instructor 12-8: Daily Review: Editable Worksheet Intended Role: Instructor 12-8: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-8: Solve & Share Solution Intended Role: Instructor 12-8: Solve & Share Solution Intended Role: Instructor 12-8: Printable Additional Practice Intended Role: Instructor 12-8: Additional Practice: Editable Worksheet Intended Role: Instructor 12-8: Quick Check: Answer Key Intended Role: Instructor 12-8: Printable Quick Check Intended Role: Instructor 12-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-8: Enrichment: Answer Key Intended Role: Instructor 12-8: Enrichment: Editable Worksheet Intended Role: Instructor 12-8: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-8: Repaso diario: Clave de respuestas Intended Role: Instructor 12-8: Práctica adicional Intended Role: Instructor 12-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-8: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-8: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-8: Ampliación: Clave de respuestas Intended Role: Instructor 12-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 12-9 Intended Role: Instructor 12-9: Listen & Look For Intended Role: Instructor 12-9: Daily Review: Editable Worksheet Intended Role: Instructor 12-9: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-9: Solve & Share Solution Intended Role: Instructor 12-9: Solve & Share Solution Intended Role: Instructor 12-9: Printable Additional Practice Intended Role: Instructor 12-9: Additional Practice: Editable Worksheet Intended Role: Instructor 12-9: Quick Check: Answer Key Intended Role: Instructor 12-9: Printable Quick Check Intended Role: Instructor 12-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-9: Enrichment: Answer Key Intended Role: Instructor 12-9: Enrichment: Editable Worksheet Intended Role: Instructor 12-9: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-9: Repaso diario: Clave de respuestas Intended Role: Instructor 12-9: Práctica adicional Intended Role: Instructor 12-9: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-9: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-9: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-9: Ampliación: Clave de respuestas Intended Role: Instructor Topic 12 Performance Task: Answer Key Intended Role: Instructor Topic 12 Performance Task: Editable Assessment Intended Role: Instructor Topic 12 Assessment: Answer Key Intended Role: Instructor Topic 12 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 12 Online Assessment: Answer Key Intended Role: Instructor Topic 12 Online Assessment: Printable Intended Role: Instructor Tema 12: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 12: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–12: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–12: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–12: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–12: Printable Online Cumulative/Benchmark Assessment Intended Role: Instructor Topic 13: Home-School Connection Intended Role: Instructor Topic 13: Interactive Math Story Intended Role: Instructor Topic 13: Interactive Math Story Master Intended Role: Instructor Topic 13: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 13: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 13: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 13: Home School Connection (Spanish) Intended Role: Instructor Topic 13: Interactive Math Story (Spanish) Intended Role: Instructor Topic 13: Pick a Project (Spanish) Intended Role: Instructor Topic 13: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 13 Intended Role: Instructor Topic 13: Professional Development Video Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 13-1 Intended Role: Instructor 13-1: Listen & Look For Intended Role: Instructor 13-1: Daily Review: Editable Worksheet Intended Role: Instructor 13-1: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-1: Solve & Share Solution Intended Role: Instructor 13-1: Solve & Share Solution Intended Role: Instructor 13-1: Printable Additional Practice Intended Role: Instructor 13-1: Additional Practice: Editable Worksheet Intended Role: Instructor 13-1: Quick Check: Answer Key Intended Role: Instructor 13-1: Printable Quick Check Intended Role: Instructor 13-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-1: Enrichment: Answer Key Intended Role: Instructor 13-1: Enrichment: Editable Worksheet Intended Role: Instructor 13-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-1: Repaso diario: Clave de respuestas Intended Role: Instructor 13-1: Práctica adicional Intended Role: Instructor 13-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-1: Ampliación: Clave de respuestas Intended Role: Instructor 13-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 13-2 Intended Role: Instructor 13-2: Daily Review: Editable Worksheet Intended Role: Instructor 13-2: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-2: Solve & Share Solution Intended Role: Instructor 13-2: Solve & Share Solution Intended Role: Instructor 13-2: Printable Additional Practice Intended Role: Instructor 13-2: Additional Practice: Editable Worksheet Intended Role: Instructor 13-2: Quick Check: Answer Key Intended Role: Instructor 13-2: Printable Quick Check Intended Role: Instructor 13-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-2: Enrichment: Answer Key Intended Role: Instructor 13-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 13: Problem-Solving Leveled Reading Mat Intended Role: Instructor 13-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-2: Repaso diario: Clave de respuestas Intended Role: Instructor 13-2: Práctica adicional Intended Role: Instructor 13-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-2: Ampliación: Clave de respuestas Intended Role: Instructor 13-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 13-3 Intended Role: Instructor 13-3: Listen & Look For Intended Role: Instructor 13-3: Daily Review: Editable Worksheet Intended Role: Instructor 13-3: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-3: Solve & Share Solution Intended Role: Instructor 13-3: Solve & Share Solution Intended Role: Instructor 13-3: Printable Additional Practice Intended Role: Instructor 13-3: Additional Practice: Editable Worksheet Intended Role: Instructor 13-3: Quick Check: Answer Key Intended Role: Instructor 13-3: Printable Quick Check Intended Role: Instructor 13-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-3: Enrichment: Answer Key Intended Role: Instructor 13-3: Enrichment: Editable Worksheet Intended Role: Instructor 13-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-3: Repaso diario: Clave de respuestas Intended Role: Instructor 13-3: Práctica adicional Intended Role: Instructor 13-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-3: Ampliación: Clave de respuestas Intended Role: Instructor 13-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 13-4 Intended Role: Instructor 13-4: Daily Review: Editable Worksheet Intended Role: Instructor 13-4: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-4: Solve & Share Solution Intended Role: Instructor 13-4: Solve & Share Solution Intended Role: Instructor 13-4: Printable Additional Practice Intended Role: Instructor 13-4: Additional Practice: Editable Worksheet Intended Role: Instructor 13-4: Quick Check: Answer Key Intended Role: Instructor 13-4: Printable Quick Check Intended Role: Instructor 13-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-4: Enrichment: Answer Key Intended Role: Instructor 13-4: Enrichment: Editable Worksheet Intended Role: Instructor 13-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-4: Repaso diario: Clave de respuestas Intended Role: Instructor 13-4: Práctica adicional Intended Role: Instructor 13-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-4: Ampliación: Clave de respuestas Intended Role: Instructor 13-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 13-5 Intended Role: Instructor 13-5: Listen & Look For Intended Role: Instructor 13-5: Daily Review: Editable Worksheet Intended Role: Instructor 13-5: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-5: Solve & Share Solution Intended Role: Instructor 13-5: Solve & Share Solution Intended Role: Instructor 13-5: Printable Additional Practice Intended Role: Instructor 13-5: Additional Practice: Editable Worksheet Intended Role: Instructor 13-5: Quick Check: Answer Key Intended Role: Instructor 13-5: Printable Quick Check Intended Role: Instructor 13-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-5: Enrichment: Answer Key Intended Role: Instructor 13-5: Enrichment: Editable Worksheet Intended Role: Instructor 13-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-5: Repaso diario: Clave de respuestas Intended Role: Instructor 13-5: Práctica adicional Intended Role: Instructor 13-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-5: Ampliación: Clave de respuestas Intended Role: Instructor 13-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 13-6 Intended Role: Instructor 13-6: Listen & Look For Intended Role: Instructor 13-6: Daily Review: Editable Worksheet Intended Role: Instructor 13-6: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-6: Solve & Share Solution Intended Role: Instructor 13-6: Solve & Share Solution Intended Role: Instructor 13-6: Printable Additional Practice Intended Role: Instructor 13-6: Additional Practice: Editable Worksheet Intended Role: Instructor 13-6: Quick Check: Answer Key Intended Role: Instructor 13-6: Printable Quick Check Intended Role: Instructor 13-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-6: Enrichment: Answer Key Intended Role: Instructor 13-6: Enrichment: Editable Worksheet Intended Role: Instructor 13-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-6: Repaso diario: Clave de respuestas Intended Role: Instructor 13-6: Práctica adicional Intended Role: Instructor 13-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-6: Ampliación: Clave de respuestas Intended Role: Instructor Topic 13: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 2, Topic 13: 3-Act Math Intended Role: Instructor 13-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 13-7 Intended Role: Instructor 13-7: Listen & Look For Intended Role: Instructor 13-7: Daily Review: Editable Worksheet Intended Role: Instructor 13-7: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-7: Solve & Share Solution Intended Role: Instructor 13-7: Solve & Share Solution Intended Role: Instructor 13-7: Printable Additional Practice Intended Role: Instructor 13-7: Additional Practice: Editable Worksheet Intended Role: Instructor 13-7: Quick Check: Answer Key Intended Role: Instructor 13-7: Printable Quick Check Intended Role: Instructor 13-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-7: Enrichment: Answer Key Intended Role: Instructor 13-7: Enrichment: Editable Worksheet Intended Role: Instructor 13-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-7: Repaso diario: Clave de respuestas Intended Role: Instructor 13-7: Práctica adicional Intended Role: Instructor 13-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-7: Ampliación: Clave de respuestas Intended Role: Instructor 13-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 13-8 Intended Role: Instructor 13-8: Listen & Look For Intended Role: Instructor 13-8: Daily Review: Editable Worksheet Intended Role: Instructor 13-8: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-8: Solve & Share Solution Intended Role: Instructor 13-8: Solve & Share Solution Intended Role: Instructor 13-8: Printable Additional Practice Intended Role: Instructor 13-8: Additional Practice: Editable Worksheet Intended Role: Instructor 13-8: Quick Check: Answer Key Intended Role: Instructor 13-8: Printable Quick Check Intended Role: Instructor 13-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-8: Enrichment: Answer Key Intended Role: Instructor 13-8: Enrichment: Editable Worksheet Intended Role: Instructor Topic 13: Problem-Solving Leveled Reading Mat Intended Role: Instructor 13-8: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-8: Repaso diario: Clave de respuestas Intended Role: Instructor 13-8: Práctica adicional Intended Role: Instructor 13-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-8: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-8: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-8: Ampliación: Clave de respuestas Intended Role: Instructor Topic 13 Performance Task: Answer Key Intended Role: Instructor Topic 13 Performance Task: Editable Assessment Intended Role: Instructor Topic 13 Assessment: Answer Key Intended Role: Instructor Topic 13 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 13 Online Assessment: Answer Key Intended Role: Instructor Topic 13 Online Assessment: Printable Intended Role: Instructor Tema 13: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 13: Evaluación: Clave de respuestas Intended Role: Instructor Topic 14: Home-School Connection Intended Role: Instructor Topic 14: Interactive Math Story Intended Role: Instructor Topic 14: Interactive Math Story Master Intended Role: Instructor Topic 14: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 14: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 14: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 14: Home School Connection (Spanish) Intended Role: Instructor Topic 14: Interactive Math Story (Spanish) Intended Role: Instructor Topic 14: Pick a Project (Spanish) Intended Role: Instructor Topic 14: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 14 Intended Role: Instructor Topic 14: Professional Development Video Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 14-1 Intended Role: Instructor 14-1: Listen & Look For Intended Role: Instructor 14-1: Daily Review: Editable Worksheet Intended Role: Instructor 14-1: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-1: Solve & Share Solution Intended Role: Instructor 14-1: Solve & Share Solution Intended Role: Instructor 14-1: Printable Additional Practice Intended Role: Instructor 14-1: Additional Practice: Editable Worksheet Intended Role: Instructor 14-1: Quick Check: Answer Key Intended Role: Instructor 14-1: Printable Quick Check Intended Role: Instructor 14-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-1: Enrichment: Answer Key Intended Role: Instructor 14-1: Enrichment: Editable Worksheet Intended Role: Instructor 14-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-1: Repaso diario: Clave de respuestas Intended Role: Instructor 14-1: Práctica adicional Intended Role: Instructor 14-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-1: Ampliación: Clave de respuestas Intended Role: Instructor 14-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 14-2 Intended Role: Instructor 14-2: Listen & Look For Intended Role: Instructor 14-2: Daily Review: Editable Worksheet Intended Role: Instructor 14-2: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-2: Solve & Share Solution Intended Role: Instructor 14-2: Solve & Share Solution Intended Role: Instructor 14-2: Printable Additional Practice Intended Role: Instructor 14-2: Additional Practice: Editable Worksheet Intended Role: Instructor 14-2: Quick Check: Answer Key Intended Role: Instructor 14-2: Printable Quick Check Intended Role: Instructor 14-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-2: Enrichment: Answer Key Intended Role: Instructor 14-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 14: Problem-Solving Leveled Reading Mat Intended Role: Instructor 14-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-2: Repaso diario: Clave de respuestas Intended Role: Instructor 14-2: Práctica adicional Intended Role: Instructor 14-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-2: Ampliación: Clave de respuestas Intended Role: Instructor 14-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 14-3 Intended Role: Instructor 14-3: Listen & Look For Intended Role: Instructor 14-3: Daily Review: Editable Worksheet Intended Role: Instructor 14-3: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-3: Solve & Share Solution Intended Role: Instructor 14-3: Solve & Share Solution Intended Role: Instructor 14-3: Printable Additional Practice Intended Role: Instructor 14-3: Additional Practice: Editable Worksheet Intended Role: Instructor 14-3: Quick Check: Answer Key Intended Role: Instructor 14-3: Printable Quick Check Intended Role: Instructor 14-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-3: Enrichment: Answer Key Intended Role: Instructor 14-3: Enrichment: Editable Worksheet Intended Role: Instructor 14-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-3: Repaso diario: Clave de respuestas Intended Role: Instructor 14-3: Práctica adicional Intended Role: Instructor 14-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-3: Ampliación: Clave de respuestas Intended Role: Instructor 14-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 14-4 Intended Role: Instructor 14-4: Listen & Look For Intended Role: Instructor 14-4: Daily Review: Editable Worksheet Intended Role: Instructor 14-4: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-4: Solve & Share Solution Intended Role: Instructor 14-4: Solve & Share Solution Intended Role: Instructor 14-4: Printable Additional Practice Intended Role: Instructor 14-4: Additional Practice: Editable Worksheet Intended Role: Instructor 14-4: Quick Check: Answer Key Intended Role: Instructor 14-4: Printable Quick Check Intended Role: Instructor 14-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-4: Enrichment: Answer Key Intended Role: Instructor 14-4: Enrichment: Editable Worksheet Intended Role: Instructor 14-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-4: Repaso diario: Clave de respuestas Intended Role: Instructor 14-4: Práctica adicional Intended Role: Instructor 14-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-4: Ampliación: Clave de respuestas Intended Role: Instructor 14-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 14-5 Intended Role: Instructor 14-5: Listen & Look For Intended Role: Instructor 14-5: Daily Review: Editable Worksheet Intended Role: Instructor 14-5: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-5: Solve & Share Solution Intended Role: Instructor 14-5: Solve & Share Solution Intended Role: Instructor 14-5: Printable Additional Practice Intended Role: Instructor 14-5: Additional Practice: Editable Worksheet Intended Role: Instructor 14-5: Quick Check: Answer Key Intended Role: Instructor 14-5: Printable Quick Check Intended Role: Instructor 14-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-5: Enrichment: Answer Key Intended Role: Instructor 14-5: Enrichment: Editable Worksheet Intended Role: Instructor Topic 14: Problem-Solving Leveled Reading Mat Intended Role: Instructor 14-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-5: Repaso diario: Clave de respuestas Intended Role: Instructor 14-5: Práctica adicional Intended Role: Instructor 14-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-5: Ampliación: Clave de respuestas Intended Role: Instructor Topic 14 Performance Task: Answer Key Intended Role: Instructor Topic 14 Performance Task: Editable Assessment Intended Role: Instructor Topic 14 Assessment: Answer Key Intended Role: Instructor Topic 14 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 14 Online Assessment: Answer Key Intended Role: Instructor Topic 14 Online Assessment: Printable Intended Role: Instructor Tema 14: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 14: Evaluación: Clave de respuestas Intended Role: Instructor Topic 15: Home-School Connection Intended Role: Instructor Topic 15: Interactive Math Story Intended Role: Instructor Topic 15: Interactive Math Story Master Intended Role: Instructor Topic 15: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 15: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 15: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 15: Home School Connection (Spanish) Intended Role: Instructor Topic 15: Interactive Math Story (Spanish) Intended Role: Instructor Topic 15: Pick a Project (Spanish) Intended Role: Instructor Topic 15: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 15 Intended Role: Instructor Topic 15: Professional Development Video Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 15-1 Intended Role: Instructor 15-1: Listen & Look For Intended Role: Instructor 15-1: Daily Review: Editable Worksheet Intended Role: Instructor 15-1: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-1: Solve & Share Solution Intended Role: Instructor 15-1: Solve & Share Solution Intended Role: Instructor 15-1: Printable Additional Practice Intended Role: Instructor 15-1: Additional Practice: Editable Worksheet Intended Role: Instructor 15-1: Quick Check: Answer Key Intended Role: Instructor 15-1: Printable Quick Check Intended Role: Instructor 15-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-1: Enrichment: Answer Key Intended Role: Instructor 15-1: Enrichment: Editable Worksheet Intended Role: Instructor 15-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-1: Repaso diario: Clave de respuestas Intended Role: Instructor 15-1: Práctica adicional Intended Role: Instructor 15-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 15-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 15-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 15-1: Ampliación: Clave de respuestas Intended Role: Instructor 15-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 15-2 Intended Role: Instructor 15-2: Listen & Look For Intended Role: Instructor 15-2: Daily Review: Editable Worksheet Intended Role: Instructor 15-2: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-2: Solve & Share Solution Intended Role: Instructor 15-2: Solve & Share Solution Intended Role: Instructor 15-2: Printable Additional Practice Intended Role: Instructor 15-2: Additional Practice: Editable Worksheet Intended Role: Instructor 15-2: Quick Check: Answer Key Intended Role: Instructor 15-2: Printable Quick Check Intended Role: Instructor 15-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-2: Enrichment: Answer Key Intended Role: Instructor 15-2: Enrichment: Editable Worksheet Intended Role: Instructor 15-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-2: Repaso diario: Clave de respuestas Intended Role: Instructor 15-2: Práctica adicional Intended Role: Instructor 15-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 15-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 15-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 15-2: Ampliación: Clave de respuestas Intended Role: Instructor 15-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 15-3 Intended Role: Instructor 15-3: Listen & Look For Intended Role: Instructor 15-3: Daily Review: Editable Worksheet Intended Role: Instructor 15-3: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-3: Solve & Share Solution Intended Role: Instructor 15-3: Solve & Share Solution Intended Role: Instructor 15-3: Printable Additional Practice Intended Role: Instructor 15-3: Additional Practice: Editable Worksheet Intended Role: Instructor 15-3: Quick Check: Answer Key Intended Role: Instructor 15-3: Printable Quick Check Intended Role: Instructor 15-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-3: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-3: Enrichment: Answer Key Intended Role: Instructor 15-3: Enrichment: Editable Worksheet Intended Role: Instructor 15-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-3: Repaso diario: Clave de respuestas Intended Role: Instructor 15-3: Práctica adicional Intended Role: Instructor 15-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 15-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 15-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 15-3: Ampliación: Clave de respuestas Intended Role: Instructor 15-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 15-4 Intended Role: Instructor 15-4: Listen & Look For Intended Role: Instructor 15-4: Daily Review: Editable Worksheet Intended Role: Instructor 15-4: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-4: Solve & Share Solution Intended Role: Instructor 15-4: Solve & Share Solution Intended Role: Instructor 15-4: Printable Additional Practice Intended Role: Instructor 15-4: Additional Practice: Editable Worksheet Intended Role: Instructor 15-4: Quick Check: Answer Key Intended Role: Instructor 15-4: Printable Quick Check Intended Role: Instructor 15-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-4: Enrichment: Answer Key Intended Role: Instructor 15-4: Enrichment: Editable Worksheet Intended Role: Instructor 15-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-4: Repaso diario: Clave de respuestas Intended Role: Instructor 15-4: Práctica adicional Intended Role: Instructor 15-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 15-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 15-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 15-4: Ampliación: Clave de respuestas Intended Role: Instructor 15-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 15-5 Intended Role: Instructor 15-5: Listen & Look For Intended Role: Instructor 15-5: Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-5: Solve & Share Solution Intended Role: Instructor 15-5: Solve & Share Solution Intended Role: Instructor 15-5: Printable Additional Practice Intended Role: Instructor 15-5: Additional Practice: Editable Worksheet Intended Role: Instructor 15-5: Quick Check: Answer Key Intended Role: Instructor 15-5: Printable Quick Check Intended Role: Instructor 15-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-5: Enrichment: Answer Key Intended Role: Instructor 15-5: Enrichment: Editable Worksheet Intended Role: Instructor Topic 15: Problem-Solving Leveled Reading Mat Intended Role: Instructor 15-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-5: Repaso diario: Clave de respuestas Intended Role: Instructor 15-5: Práctica adicional Intended Role: Instructor 15-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 15-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 15-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 15-5: Ampliación: Clave de respuestas Intended Role: Instructor Topic 15: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 2 Topic 15 3-Act Mathematical Modeling Intended Role: Instructor 15-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 2 Lesson 15-6 Intended Role: Instructor 15-6: Listen & Look For Intended Role: Instructor 15-6: Daily Review: Editable Worksheet Intended Role: Instructor 15-6: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-6: Solve & Share Solution Intended Role: Instructor 15-6: Solve & Share Solution Intended Role: Instructor 15-6: Printable Additional Practice Intended Role: Instructor 15-6: Additional Practice: Editable Worksheet Intended Role: Instructor 15-6: Quick Check: Answer Key Intended Role: Instructor 15-6: Printable Quick Check Intended Role: Instructor 15-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-6: Enrichment: Answer Key Intended Role: Instructor 15-6: Enrichment: Editable Worksheet Intended Role: Instructor Topic 15: Problem-Solving Leveled Reading Mat Intended Role: Instructor 15-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-6: Repaso diario: Clave de respuestas Intended Role: Instructor 15-6: Práctica adicional Intended Role: Instructor 15-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 15-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 15-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 15-6: Ampliación: Clave de respuestas Intended Role: Instructor Topic 15 Performance Task: Answer Key Intended Role: Instructor Topic 15 Performance Task: Editable Assessment Intended Role: Instructor Topic 15 Assessment: Answer Key Intended Role: Instructor Topic 15 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 15 Online Assessment: Answer Key Intended Role: Instructor Topic 15 Online Assessment: Printable Intended Role: Instructor Tema 15: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 15: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–15: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–15: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–15: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–15: Printable Online Cumulative/Benchmark Assessment Intended Role: Instructor Grade 2 Progress Monitoring Assessment: Form A: Answer Key Intended Role: Instructor Grade 2 Progress Monitoring Assessment: Form A: Editable Assessment Intended Role: Instructor Grade 2 Online Progress Monitoring: Form A: Answer Key Intended Role: Instructor Grade 2 Printable Online Progress Monitoring: Form A Intended Role: Instructor Grade 2 Progress Monitoring Assessment: Form B: Answer Key Intended Role: Instructor Grade 2 Progress Monitoring Assessment: Form B: Editable Assessment Intended Role: Instructor Grade 2 Online Progress Monitoring: Form B: Answer Key Intended Role: Instructor Grade 2 Printable Online Progress Monitoring: Form B Intended Role: Instructor Grade 2 Progress Monitoring Assessment: Form C: Answer Key Intended Role: Instructor Grade 2 Progress Monitoring Assessment: Form C: Editable Assessment Intended Role: Instructor Grade 2 Online Progress Monitoring: Form C: Answer Key Intended Role: Instructor Grade 2 Printable Online Progress Monitoring: Form C Intended Role: Instructor Teacher's Edition: Grade 2 Lesson 16-1 Intended Role: Instructor 16-1: Solve & Share Solution Intended Role: Instructor 16-1: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade 2 Lesson 16-2 Intended Role: Instructor 16-2: Solve & Share Solution Intended Role: Instructor 16-2: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade 2 Lesson 16-3 Intended Role: Instructor 16-3: Solve & Share Solution Intended Role: Instructor 16-3: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade 2 Lesson 16-4 Intended Role: Instructor 16-4: Solve & Share Solution Intended Role: Instructor 16-4: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade 2 Lesson 16-5 Intended Role: Instructor 16-5: Solve & Share Solution Intended Role: Instructor 16-5: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade 2 Lesson 16-6 Intended Role: Instructor 16-6: Solve & Share Solution Intended Role: Instructor 16-6: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade 2 Lesson 16-7 Intended Role: Instructor 16-7: Solve & Share Solution Intended Role: Instructor 16-7: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade 2 Lesson 16-8 Intended Role: Instructor 16-8: Solve & Share Solution Intended Role: Instructor 16-8: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade 2 Lesson 16-9 Intended Role: Instructor 16-9: Solve & Share Solution Intended Role: Instructor 16-9: Solve & Share Solution Intended Role: Instructor Teacher's Edition: Grade 2 Lesson 16-10 Intended Role: Instructor 16-10: Solve & Share Solution Intended Role: Instructor 16-10: Solve & Share Solution Intended Role: Instructor Booklet A: Numbers, Place Value, Money, and Patterns in Grades K-3 Intended Role: Instructor A1: Zero to Five Intended Role: Instructor A2: More and Fewer Intended Role: Instructor A3: Six to Ten Intended Role: Instructor A4: Ordinal Numbers Through Tenth Intended Role: Instructor A5: Spatial Patterns for Numbers to 10 Intended Role: Instructor A6: Comparing Numbers Intended Role: Instructor A7: Comparing Numbers to 10 Intended Role: Instructor A8: Numbers to 12 Intended Role: Instructor A9: Ordering Numbers to 12 with a Number Line Intended Role: Instructor A10: 11 to 19 Intended Role: Instructor A11: Number Words to Twenty Intended Role: Instructor A12: Numbers to 30 Intended Role: Instructor A13: Counting to 100 Intended Role: Instructor A14: Counting Backward from 20 Intended Role: Instructor A15: Counting Backward from 100 Intended Role: Instructor A16: Counting by 10s to 100 Intended Role: Instructor A17: Using Numbers 11 to 20 Intended Role: Instructor A18: Making Numbers 11 to 20 Intended Role: Instructor A19: Counting from any Number Intended Role: Instructor A20: Using Skip Counting Intended Role: Instructor A21: Odd and Even Intended Role: Instructor A22: Before, After, and Between Intended Role: Instructor A23: Counting with Tens and Ones Intended Role: Instructor A24: Tens Intended Role: Instructor A25: Tens and Ones Intended Role: Instructor A26: Number Patterns to 100 Intended Role: Instructor A27: 1 More or Less, 10 More or Less Intended Role: Instructor A28: Using >, <, and = to Compare Numbers Intended Role: Instructor A29: Ordering Three Numbers Intended Role: Instructor A30: Number Words Intended Role: Instructor A31: Numbers to 100 on the Number Line Intended Role: Instructor A32: Counting by Hundreds Intended Role: Instructor A33: Building Numbers to 999 Intended Role: Instructor A34: Reading and Writing Numbers to 999 Intended Role: Instructor A35: Patterns with Numbers on Hundreds Charts Intended Role: Instructor A36: Comparing Numbers to 999 Intended Role: Instructor A37: Before, After, and Between Intended Role: Instructor A38: Ordering Numbers to 999 Intended Role: Instructor A39: Numbers to 999 on the Number Line Intended Role: Instructor A40: Skip Counting on the Number Line Intended Role: Instructor A41: Ways to Show Numbers Intended Role: Instructor A42: Place-Value Patterns Intended Role: Instructor A43: Reading and Writing 4-Digit Numbers Intended Role: Instructor A44: Comparing and Ordering Numbers Intended Role: Instructor A45: Rounding to the Nearest Ten and Hundred Intended Role: Instructor A46: Numbers Halfway Between and Rounding Intended Role: Instructor A47: Equal Parts Intended Role: Instructor A48: Understanding Fractions to Fourths Intended Role: Instructor A49: Halves Intended Role: Instructor A50: Fractions of a Set Intended Role: Instructor A51: Estimating Fractional Amounts Intended Role: Instructor A52: Equal Parts of a Whole Intended Role: Instructor A53: Parts of a Region Intended Role: Instructor A54: Parts of a Set Intended Role: Instructor A55: Fractions on the Number Line Intended Role: Instructor A56: Fractions and Length Intended Role: Instructor A57: Using Models to Compare Fractions Intended Role: Instructor A58: Comparing Fractions on the Number Line Intended Role: Instructor A59: Using Models to Find Equivalent Fractions Intended Role: Instructor A60: Comparing Fractions Intended Role: Instructor A61: Money Intended Role: Instructor A62: Pennies and Nickels Intended Role: Instructor A63: Dimes Intended Role: Instructor A64: Counting Pennies, Nickels, and Dimes Intended Role: Instructor A65: Quarters Intended Role: Instructor A66: Half-Dollars Intended Role: Instructor A67: Counting Sets of Coins Intended Role: Instructor A68: Ways to Show the Same Amount Intended Role: Instructor A69: Dollars Intended Role: Instructor A70: Counting Money Intended Role: Instructor A71: Find a Rule Intended Role: Instructor A72: Input/Output Tables Intended Role: Instructor A73: Geometric Growth Patterns Intended Role: Instructor A74: Place Value Through Thousands Intended Role: Instructor A75: Rounding Numbers Through Thousands Intended Role: Instructor A76: Comparing and Ordering Numbers Through Thousands Intended Role: Instructor A77: Rounding Numbers Through Millions Intended Role: Instructor A78: Equality and Inequality Intended Role: Instructor A79: Using the Distributive Property Intended Role: Instructor A80: Working with Unit Fractions Intended Role: Instructor A81: Equivalent Fractions Intended Role: Instructor A82: Fractions and Division Intended Role: Instructor A83: Equivalent Fractions and the Number Line Intended Role: Instructor A84: Counting Coins and Bills Intended Role: Instructor A85: Ways to Make 5 Intended Role: Instructor A86: Equal Groups Intended Role: Instructor A87: Ways to Make 10 Intended Role: Instructor A88: Making Numbers With 10 Intended Role: Instructor A89: Count on an Open Number Line Intended Role: Instructor A90: Arrays and Repeated Addition Intended Role: Instructor A91: Working with Dollar Bills Intended Role: Instructor A92: Understand the Whole Intended Role: Instructor A93: Comparing Fractions on a Number Line Intended Role: Instructor A94: Whole Numbers and Fractions Intended Role: Instructor Booklet B: Basic Facts in Grades K-3 Intended Role: Instructor B1: Addition Intended Role: Instructor B2: Subtraction Intended Role: Instructor B3: Finding Sums Intended Role: Instructor B4: Joining Stories Intended Role: Instructor B5: Stories about Joining Intended Role: Instructor B6: Finding Differences Intended Role: Instructor B7: Comparing Stories Intended Role: Instructor B8: Separating Stories Intended Role: Instructor B9: Making 6 and 7 Intended Role: Instructor B10: Making 8 and 9 Intended Role: Instructor B11: Parts of Ten Intended Role: Instructor B12: Adding Across and Down Intended Role: Instructor B13: Adding in any Order Intended Role: Instructor B14: Missing Parts Intended Role: Instructor B15: Finding the Missing Part Intended Role: Instructor B16: Relating Addition and Subtraction Intended Role: Instructor B17: Making 10 on a Ten-Frame Intended Role: Instructor B18: Missing Parts of 10 Intended Role: Instructor B19: Adding with 0, 1, 2 Intended Role: Instructor B20: Adding Doubles Intended Role: Instructor B21: Using Doubles to Add Intended Role: Instructor B22: Facts with 5 on a Ten-Frame Intended Role: Instructor B23: Subtracting with 0, 1, and 2 Intended Role: Instructor B24: Using Doubles to Subtract Intended Role: Instructor B25: Thinking Addition to 12 to Subtract Intended Role: Instructor B26: Doubles to 18 Intended Role: Instructor B27: Using Doubles to Add Intended Role: Instructor B28: Adding 10 Intended Role: Instructor B29: Making 10 to Add 9 Intended Role: Instructor B30: Making 10 to Add 7 and 8 Intended Role: Instructor B31: Adding Three Numbers Intended Role: Instructor B32: Stories about Separating Intended Role: Instructor B33: Stories about Comparing Intended Role: Instructor B34: Relating Addition and Subtraction to 18 Intended Role: Instructor B35: Fact Families Intended Role: Instructor B36: Thinking Addition to Subtract Doubles Intended Role: Instructor B37: Using Addition to 18 to Subtract Intended Role: Instructor B38: Subtraction Facts with 10 Intended Role: Instructor B39: Using Subtraction Strategies Intended Role: Instructor B40: Using = and ? Intended Role: Instructor B41: Addition Properties Intended Role: Instructor B42: Relating Addition and Subtraction Intended Role: Instructor B43: Multiplication as Repeated Addition Intended Role: Instructor B44: Arrays and Multiplication Intended Role: Instructor B45: Writing Multiplication Stories Intended Role: Instructor B46: Multiplying by 2 and 5 Intended Role: Instructor B47: Multiplying by 9 Intended Role: Instructor B48: Multiplying by 1 and 0 Intended Role: Instructor B49: Multiplying by 10 Intended Role: Instructor B50: Multiplying by 3 Intended Role: Instructor B51: Multiplying by 4 Intended Role: Instructor B52: Multiplying by 6 or 7 Intended Role: Instructor B53: Multiplying by 8 Intended Role: Instructor B54: Multiplying Three Numbers Intended Role: Instructor B55: Meanings for Division Intended Role: Instructor B56: Writing Division Stories Intended Role: Instructor B57: Relating Multiplication and Division Intended Role: Instructor B58: Dividing by 2 Through 5 Intended Role: Instructor B59: Dividing by 6 and 7 Intended Role: Instructor B60: Dividing by 8 and 9 Intended Role: Instructor B61: 0 and 1 in Division Intended Role: Instructor B62: Using Multiplication to Compare Intended Role: Instructor B63: Multiplication and Arrays Intended Role: Instructor B64: Breaking Apart Numbers to Multiply Intended Role: Instructor B65: Multiplying Two-Digit Numbers Intended Role: Instructor B66: Mental Math: Multiplication Patterns Intended Role: Instructor B67: Mental Math: Division Patterns Intended Role: Instructor B68: Estimating Products Intended Role: Instructor B69: Divisibility by 2, 3, 5, 9, and 10 Intended Role: Instructor B70: Divisibility Intended Role: Instructor B71: Mental Math: Multiplying by Multiples of 10 Intended Role: Instructor B72: Mental Math: Using Properties Intended Role: Instructor B73: Using Mental Math to Multiply Intended Role: Instructor B74: Adding and Subtracting on a Number Line Intended Role: Instructor B75: Skip Counting on the Number Line Intended Role: Instructor B76: Make 10 to Subtract Intended Role: Instructor B77: More Make 10 to Subtract Intended Role: Instructor B78: Use Patterns to Develop Fluency in Addition Intended Role: Instructor B79: Count to Add on a Number Line Intended Role: Instructor B80: Count to Subtract on an Open Number Line Intended Role: Instructor B81: Patterns on Multiplication Tables Intended Role: Instructor Booklet C: Computation with Whole numbers in Grades K-3 Intended Role: Instructor C1: Adding Tens Intended Role: Instructor C2: Adding on a Hundred Chart Intended Role: Instructor C3: Adding Tens to a Two-Digit Number Intended Role: Instructor C4: Adding two-Digit Numbers Intended Role: Instructor C5: Estimating Sums Intended Role: Instructor C6: Regrouping in Addition Intended Role: Instructor C7: Deciding When to Regroup in Addition Intended Role: Instructor C8: Adding Two-Digit and One-Digit Numbers Intended Role: Instructor C9: Adding with Regrouping Intended Role: Instructor C10: Two-Digit Addition Intended Role: Instructor C11: Adding Three Numbers Intended Role: Instructor C12: Subtracting Tens Intended Role: Instructor C13: Finding Parts of 100 Intended Role: Instructor C14: Subtracting on a Hundred Chart Intended Role: Instructor C15: Subtracting Tens from a Two-Digit Number Intended Role: Instructor C16: Subtracting Two-Digit Numbers Intended Role: Instructor C17: Estimating Differences Intended Role: Instructor C18: Subtracting Two-Digit and One-Digit Numbers Intended Role: Instructor C19: Deciding When to Regroup in Subtraction Intended Role: Instructor C20: Subtracting with Regrouping Intended Role: Instructor C21: Two-Digit Subtraction Intended Role: Instructor C22: Using Addition to Check Subtraction Intended Role: Instructor C23: Adding on a Hundred Chart Intended Role: Instructor C24: Subtracting on a Hundred Chart Intended Role: Instructor C25: Using Mental Math to Add Intended Role: Instructor C26: Using Mental Math to Subtract Intended Role: Instructor C27: Adding Two-Digit Numbers Intended Role: Instructor C28: Subtracting Two-Digit Numbers Intended Role: Instructor C29: Estimating Sums Intended Role: Instructor C30: Estimating Differences Intended Role: Instructor C31: Mental Math Strategies Intended Role: Instructor C32: Adding Three-Digit Numbers Intended Role: Instructor C33: Subtracting Three-Digit Numbers Intended Role: Instructor C34: Adding Three Numbers Intended Role: Instructor C35: Subtracting Across Zero Intended Role: Instructor C36: Add with Tens on an Open Number Line Intended Role: Instructor C37: Add Two-Digit Numbers on an Open Number Line Intended Role: Instructor C38: Subtract Tens on an Open Number Line Intended Role: Instructor C39: Subtract Two-Digit Numbers on an Open Number Line Intended Role: Instructor C40: Use Compensation to Add Intended Role: Instructor C41: Break Apart Numbers to Subtract Intended Role: Instructor C42: Partial Sums Intended Role: Instructor C43: Make 10 to Add 2-Digit Numbers Intended Role: Instructor C44: Counting Up to Subtract on an Open Number Line Intended Role: Instructor C45: Adding 10 and 100 to Numbers Intended Role: Instructor C46: Subtracting 10 and 100 from Numbers Intended Role: Instructor C47: Use an Open Number Line to Multiply Intended Role: Instructor Booklet D: Measurement, Geometry, Data, and Probability in Grades K-3 Intended Role: Instructor D1: Time to the Hour Intended Role: Instructor D2: Time to the Half Hour Intended Role: Instructor D3: Time to Five Minutes Intended Role: Instructor D4: Time Before and After the Hour Intended Role: Instructor D5: Time to the Quarter Hour Intended Role: Instructor D6: Telling Time Intended Role: Instructor D7: Units of Time Intended Role: Instructor D8: Elapsed Time Intended Role: Instructor D9: Comparing and Ordering by Length Intended Role: Instructor D10: Comparing and Ordering by Capacity Intended Role: Instructor D11: Comparing and Ordering by Weight Intended Role: Instructor D12: Unit Size and Measuring Intended Role: Instructor D13: Inches and Feet Intended Role: Instructor D14: Centimeters Intended Role: Instructor D15: Inches, Feet, and Yards Intended Role: Instructor D16: Inches Intended Role: Instructor D17: Centimeters and Meters Intended Role: Instructor D18: Perimeter Intended Role: Instructor D19: Exploring Area Intended Role: Instructor D20: Finding Area on a Grid Intended Role: Instructor D21: Area of Rectangles and Squares Intended Role: Instructor D22: Area of Irregular Figures Intended Role: Instructor D23: Rectangles with the Same Area or Perimeter Intended Role: Instructor D24: Using Customary Units of Capacity Intended Role: Instructor D25: Using Metric Units of Capacity Intended Role: Instructor D26: Using Metric Units of Mass Intended Role: Instructor D27: Using Customary Units of Weight Intended Role: Instructor D28: Position and Location Intended Role: Instructor D29: Shape Intended Role: Instructor D30: Properties of Plane Shapes Intended Role: Instructor D31: Solid Figures Intended Role: Instructor D32: Flat Surfaces of Solid Figures Intended Role: Instructor D33: Making New Shapes from Shapes Intended Role: Instructor D34: Cutting Shapes Apart Intended Role: Instructor D35: Flat Surfaces and Corners Intended Role: Instructor D36: Faces, Corners, and Edges Intended Role: Instructor D37: Solid Figures Intended Role: Instructor D38: Lines and Line Segments Intended Role: Instructor D39: Acute, Right, and Obtuse Angles Intended Role: Instructor D40: Polygons Intended Role: Instructor D41: Classifying Triangles Using Sides and Angles Intended Role: Instructor D42: Quadrilaterals Intended Role: Instructor D43: Graphing Intended Role: Instructor D44: Sorting and Classifying Intended Role: Instructor D45: Reading Picture Graphs Intended Role: Instructor D46: Interpreting Graphs Intended Role: Instructor D47: Reading Bar Graphs Intended Role: Instructor D48: Tallying Results Intended Role: Instructor D49: Real Graphs Intended Role: Instructor D50: Data and Picture Graphs Intended Role: Instructor D51: Making Bar Graphs Intended Role: Instructor D52: Make a Graph Intended Role: Instructor D53: Recording Data from a Survey Intended Role: Instructor D54: Making Line Plots Intended Role: Instructor D55: Reading and Making Pictographs Intended Role: Instructor D56: Reading and Making a Bar Graph Intended Role: Instructor D57: More Perimeter Intended Role: Instructor D58: Measuring Capacity or Weight Intended Role: Instructor D59: Solving Problems with Units of Time Intended Role: Instructor D60: Comparing by Length Intended Role: Instructor D61: Comparing by Capacity Intended Role: Instructor D62: Comparing by Weight Intended Role: Instructor D63: Indirect Measurement Intended Role: Instructor D64: Compose with 3-D Shapes Intended Role: Instructor D65: Add and Subtract with Measurements Intended Role: Instructor D66: Find Unknown Measurements Intended Role: Instructor D67: Divide Rectangles into Equal Shares Intended Role: Instructor D68: Equal Shares, Different Shapes Intended Role: Instructor D69: Area and the Distributive Property Intended Role: Instructor D70: Perimeter and Unknown Side Lengths Intended Role: Instructor Booklet E: Problem Solving in Grades K-3 Intended Role: Instructor E1: Analyze Given Information Intended Role: Instructor E2: Two-Step Problems Intended Role: Instructor E3: Multi-Step Problems Intended Role: Instructor E4: Use Data from a Table or Chart Intended Role: Instructor E5: Analyze Given Information Intended Role: Instructor E6: Two-Step Problems Intended Role: Instructor E7: Multi-Step Problems Intended Role: Instructor E8: Look for a Pattern Intended Role: Instructor E9: Look for a Pattern Intended Role: Instructor E10: Make a Table and Look for a Pattern Intended Role: Instructor E11: Draw a Picture Intended Role: Instructor E12: Make a Table Intended Role: Instructor E13: Use Tools Intended Role: Instructor E14: Act It Out Intended Role: Instructor E15: Make an Organized List Intended Role: Instructor E16: Try, Check, and Revise Intended Role: Instructor E17: Use Reasoning Intended Role: Instructor E18: Use Reasoning Intended Role: Instructor E19: Draw a Picture and Write a Number Sentence Intended Role: Instructor E20: Draw a Picture and Write a Number Sentence Intended Role: Instructor E21: Make a Table and Look for a Pattern Intended Role: Instructor E22: Act It Out Intended Role: Instructor E23: Make an Organized List Intended Role: Instructor E24: Try, Check, and Revise Intended Role: Instructor E25: Draw a Strip Diagram and Write a Number Sentence Intended Role: Instructor E26: Use Tools Intended Role: Instructor E27: Draw a Strip Diagram Intended Role: Instructor E28: Use Representations Intended Role: Instructor E29: Use Representations Intended Role: Instructor E30: Work Backward Intended Role: Instructor E31: Make and Test Generalizations Intended Role: Instructor E32: Make and Test Generalizations Intended Role: Instructor E33: Writing to Explain Intended Role: Instructor E34: Writing to Explain Intended Role: Instructor E35: Writing Math Stories Intended Role: Instructor E36: Writing Math Stories Intended Role: Instructor E37: Use Data from a Table or Chart Intended Role: Instructor E38: Work Backward Intended Role: Instructor E39: Draw a Picture Intended Role: Instructor E40: Make a Table Intended Role: Instructor E41: Analyze Given Information Intended Role: Instructor E42: Draw a Picture and Write a Number Sentence Intended Role: Instructor E43: Draw a Strip Diagram and Write an Equation Intended Role: Instructor E44: Use Representations Intended Role: Instructor E45: Solve a Simpler Problem Intended Role: Instructor E46: Use Reasoning Intended Role: Instructor E47: Analyze Relationships Intended Role: Instructor E48: Make and Test Conjectures Intended Role: Instructor E49: Reasonableness Intended Role: Instructor E50: Represent Subtraction as Taking Apart Intended Role: Instructor E51: Solve 2-Step Word Problems: Multiplication and Division Intended Role: Instructor Teacher's Guide, Grades K-3 Intended Role: Instructor Diagnostic Tests and Answer Keys, Grades K-3 Intended Role: Instructor Grade K Diagnostic Test, Form A Intended Role: Instructor Grade K Diagnostic Test, Form B Intended Role: Instructor Grade 1 Diagnostic Test, Form A Intended Role: Instructor Grade 1 Diagnostic Test, Form B Intended Role: Instructor Grade 2 Diagnostic Test, Form A Intended Role: Instructor Grade 2 Diagnostic Test, Form B Intended Role: Instructor Grade 3 Diagnostic Test, Form A Intended Role: Instructor Grade 3 Diagnostic Test, Form B Intended Role: Instructor Booklet F: Numeration, Patterns, and Relationships in Grades 4-6 Intended Role: Instructor F1: Ways to Show Numbers Intended Role: Instructor F2: Numbers to 999 on the Number Line Intended Role: Instructor F3: Skip Counting on the Number Line Intended Role: Instructor F4: Rounding to the Nearest Ten and Hundred Intended Role: Instructor F5: Reading and Writing 4-Digit Numbers Intended Role: Instructor F6: Numbers Halfway Between and Rounding Intended Role: Instructor F7: Comparing and Ordering Numbers Intended Role: Instructor F8: Place-Value Patterns Intended Role: Instructor F9: Place Value Through Thousands Intended Role: Instructor F10: Rounding Numbers Through Thousands Intended Role: Instructor F11: Comparing and Ordering Numbers Through Thousands Intended Role: Instructor F12: Place Value Through Millions Intended Role: Instructor F13: Rounding Numbers Through Millions Intended Role: Instructor F14: Comparing and Ordering Numbers Through Millions Intended Role: Instructor F15: Place Value Through Billions Intended Role: Instructor F16: Place Value Through Trillions Intended Role: Instructor F17: Exponents and Place Value Intended Role: Instructor F18: Meaning of Integers Intended Role: Instructor F19: Comparing and Ordering Integers Intended Role: Instructor F20: Comparing and Ordering Rational Numbers Intended Role: Instructor F21: Adding Integers Intended Role: Instructor F22: Subtracting Integers Intended Role: Instructor F23: Multiplying and Dividing Integers Intended Role: Instructor F24: Repeating Patterns Intended Role: Instructor F25: Number Patterns Intended Role: Instructor F26: Input/Output Tables Intended Role: Instructor F27: Geometric Growth Patterns Intended Role: Instructor F28: Expressions with Addition and Subtraction Intended Role: Instructor F29: Expressions with Multiplication and Division Intended Role: Instructor F30: Find a Rule Intended Role: Instructor F31: Patterns and Equations Intended Role: Instructor F32: Graphing Ordered Pairs Intended Role: Instructor F33: Lengths of Line Segments Intended Role: Instructor F34: Graphing Equations Intended Role: Instructor F35: Graphing Points in the Coordinate Plane Intended Role: Instructor F36: Graphing Equations in the Coordinate Plane Intended Role: Instructor F37: Translating Words to Expressions Intended Role: Instructor F38: Equality and Inequality Intended Role: Instructor F39: Multiplication Properties Intended Role: Instructor F40: Expressions with Parentheses Intended Role: Instructor F41: Order of Operations Intended Role: Instructor F42: Using the Distributive Property Intended Role: Instructor F43: Properties of Operations Intended Role: Instructor F44: Variables and Expressions Intended Role: Instructor F45: More Variables and Expressions Intended Role: Instructor F46: Writing Expressions Intended Role: Instructor F47: Formulas and Equations Intended Role: Instructor F48: Properties of Equality Intended Role: Instructor F49: Solving Addition and Subtraction Equations Intended Role: Instructor F50: Solving Multiplication and Division Equations Intended Role: Instructor F51: Solving Equations with Whole Numbers Intended Role: Instructor F52: Solving Equations with Decimals Intended Role: Instructor F53: Writing Addition and Subtraction Equations Intended Role: Instructor F54: Writing Multiplication and Division Equations Intended Role: Instructor F55: Solving Equations with Fractions Intended Role: Instructor F56: Solving Equations with More Than One Operation Intended Role: Instructor F57: Perfect Squares Intended Role: Instructor F58: Identify Parts of Expressions Intended Role: Instructor F59: Write Equivalent Expressions Intended Role: Instructor F60: Simplify Algebraic Expressions Intended Role: Instructor F61: Write Inequalities Intended Role: Instructor F62: Solve Inequalities Intended Role: Instructor F63: Dependent and Independent Variables Intended Role: Instructor F64: Absolute Value Intended Role: Instructor Booklet G: Operations with Whole Numbers in Grades 4-6 Intended Role: Instructor G1: Addition Properties Intended Role: Instructor G2: Relating Addition and Subtraction Intended Role: Instructor G3: Using Mental Math to Add Intended Role: Instructor G4: Using Mental Math to Subtract Intended Role: Instructor G5: Estimating Sums Intended Role: Instructor G6: Estimating Differences Intended Role: Instructor G7: Adding Two-Digit Numbers Intended Role: Instructor G8: Subtracting Two-Digit Numbers Intended Role: Instructor G9: Mental Math Strategies Intended Role: Instructor G10: Adding Three-Digit Numbers Intended Role: Instructor G11: Subtracting Three-Digit Numbers Intended Role: Instructor G12: Adding and Subtracting Money Intended Role: Instructor G13: Estimating Sums and Differences of Greater Numbers Intended Role: Instructor G14: Adding Three Numbers Intended Role: Instructor G15: Subtracting Four-Digit Numbers Intended Role: Instructor G16: Subtracting Across Zero Intended Role: Instructor G17: Adding 4-Digit Numbers Intended Role: Instructor G18: Adding Greater Numbers Intended Role: Instructor G19: Subtracting Greater Numbers Intended Role: Instructor G20: Multiplication as Repeated Addition Intended Role: Instructor G21: Arrays and Multiplication Intended Role: Instructor G22: Using Multiplication to Compare Intended Role: Instructor G23: Writing Multiplication Stories Intended Role: Instructor G24: Multiplying by 2 and 5 Intended Role: Instructor G25: Multiplying by 9 Intended Role: Instructor G26: Multiplying by 1 or 0 Intended Role: Instructor G27: Multiplying by 3 Intended Role: Instructor G28: Multiplying by 4 Intended Role: Instructor G29: Multiplying by 6 or 7 Intended Role: Instructor G30: Multiplying by 8 Intended Role: Instructor G31: Multiplying by 10 Intended Role: Instructor G32: Multiplying Three Numbers Intended Role: Instructor G33: Meanings for Division Intended Role: Instructor G34: Writing Division Stories Intended Role: Instructor G35: Relating Multiplication and Division Intended Role: Instructor G36: Dividing by 2 Through 5 Intended Role: Instructor G37: Dividing by 6 and 7 Intended Role: Instructor G38: Dividing by 8 and 9 Intended Role: Instructor G39: 0 and 1 in Division Intended Role: Instructor G40: Mental Math: Multiplication Patterns Intended Role: Instructor G41: Mental Math: Division Patterns Intended Role: Instructor G42: Estimating Products Intended Role: Instructor G43: Estimating Quotients Intended Role: Instructor G44: Multiplication and Arrays Intended Role: Instructor G45: Breaking Apart Numbers to Multiply Intended Role: Instructor G46: Multiplying Two-Digit Numbers Intended Role: Instructor G47: Multiplying Three-Digit Numbers Intended Role: Instructor G48: Multiplying Money Intended Role: Instructor G49: Multiplying One-Digit and Four-Digit Numbers Intended Role: Instructor G50: Dividing with Objects Intended Role: Instructor G51: Interpret the Remainder Intended Role: Instructor G52: Using Objects to Divide Intended Role: Instructor G53: Dividing Two-Digit Numbers Intended Role: Instructor G54: Dividing Three-Digit Numbers Intended Role: Instructor G55: Zeros in the Quotient Intended Role: Instructor G56: Dividing Greater Numbers Intended Role: Instructor G57: Factoring Numbers Intended Role: Instructor G58: Divisibility by 2, 3, 5, 9, and 10 Intended Role: Instructor G59: Divisibility Intended Role: Instructor G60: Exponents Intended Role: Instructor G61: Prime Factorization Intended Role: Instructor G62: Greatest Common Factor Intended Role: Instructor G63: Least Common Multiple Intended Role: Instructor G64: Mental Math: Multiplying by Multiples of 10 Intended Role: Instructor G65: Estimating Products Intended Role: Instructor G66: Using Arrays to Multiply Two-Digit Factors Intended Role: Instructor G67: Multiplying Two-Digit Numbers by Multiples of 10 Intended Role: Instructor G68: Multiplying by Two-Digit Numbers Intended Role: Instructor G69: Multiplying Greater Numbers Intended Role: Instructor G70: Mental Math: Using Properties Intended Role: Instructor G71: Dividing by Multiples of 10 Intended Role: Instructor G72: Estimating Quotients with Two-Digit Divisors Intended Role: Instructor G73: Dividing by Two-Digit Divisors Intended Role: Instructor G74: One- and Two-Digit Quotients Intended Role: Instructor G75: Dividing Greater Numbers Intended Role: Instructor G76: Using Mental Math to Multiply Intended Role: Instructor G77: Adding and Subtracting on a Number Line Intended Role: Instructor G78: Skip Counting on the Number Line Intended Role: Instructor Booklet H: Fractions, Decimals, and Percents in Grades 4-6 Intended Role: Instructor H1: Equal Parts of a Whole Intended Role: Instructor H2: Parts of a Region Intended Role: Instructor H3: Fractions of a Set Intended Role: Instructor H4: Parts of a Set Intended Role: Instructor H5: Fractions and Length Intended Role: Instructor H6: Fractions on the Number Line Intended Role: Instructor H7: Working with Unit Fractions Intended Role: Instructor H8: Using Models to Compare Fractions Intended Role: Instructor H9: Using Models to Find Equivalent Fractions Intended Role: Instructor H10: Comparing Fractions on the Number Line Intended Role: Instructor H11: Comparing Fractions Intended Role: Instructor H12: Fractions and Decimals Intended Role: Instructor H13: Counting Money Intended Role: Instructor H14: Making Change Intended Role: Instructor H15: Using Money to Understand Decimals Intended Role: Instructor H16: Equivalent Fractions Intended Role: Instructor H17: Fractions and Division Intended Role: Instructor H18: Estimating Fractional Amounts Intended Role: Instructor H19: Simplest Form Intended Role: Instructor H20: Mixed Numbers Intended Role: Instructor H21: Comparing and Ordering Fractions Intended Role: Instructor H22: Comparing and Ordering Mixed Numbers Intended Role: Instructor H23: Fractions and Mixed Numbers on the Number Line Intended Role: Instructor H24: Place Value Through Hundredths Intended Role: Instructor H25: Decimals on the Number Line Intended Role: Instructor H26: Place Value Through Thousandths Intended Role: Instructor H27: Place Value Through Millionths Intended Role: Instructor H28: Rounding Decimals Through Hundredths Intended Role: Instructor H29: Rounding Decimals Through Thousandths Intended Role: Instructor H30: Comparing and Ordering Decimals Through Hundredths Intended Role: Instructor H31: Comparing and Ordering Decimals Through Thousandths Intended Role: Instructor H32: Relating Fractions and Decimals Intended Role: Instructor H33: Decimals to Fractions Intended Role: Instructor H34: Fractions to Decimals Intended Role: Instructor H35: Relating Fractions and Decimals to Thousandths Intended Role: Instructor H36: Using Models to Compare Fractions and Decimals Intended Role: Instructor H37: Fractions, Decimals, and the Number Line Intended Role: Instructor H38: Adding Fractions with Like Denominators Intended Role: Instructor H39: Subtracting Fractions with Like Denominators Intended Role: Instructor H40: Adding and Subtracting Fractions with Like Denominators Intended Role: Instructor H41: Adding and Subtracting Fractions on a Number Line Intended Role: Instructor H42: Adding Fractions with Unlike Denominators Intended Role: Instructor H43: Subtracting Fractions with Unlike Denominators Intended Role: Instructor H44: Estimating Sums and Differences of Mixed Numbers Intended Role: Instructor H45: Adding Mixed Numbers Intended Role: Instructor H46: Subtracting Mixed Numbers Intended Role: Instructor H47: Multiplying Fractions by Whole Numbers Intended Role: Instructor H48: Multiplying Two Fractions Intended Role: Instructor H49: Understanding Division with Fractions Intended Role: Instructor H50: Dividing Fractions Intended Role: Instructor H51: Estimating Products and Quotients of Mixed Numbers Intended Role: Instructor H52: Multiplying Mixed Numbers Intended Role: Instructor H53: Dividing Mixed Numbers Intended Role: Instructor H54: Using Models to Add and Subtract Decimals Intended Role: Instructor H55: Estimating Decimal Sums and Differences Intended Role: Instructor H56: Adding Decimals to Hundredths Intended Role: Instructor H57: Subtracting Decimals to Hundredths Intended Role: Instructor H58: More Estimation of Decimal Sums and Differences Intended Role: Instructor H59: Adding and Subtracting Decimals to Thousandths Intended Role: Instructor H60: Multiplying with Decimals and Whole Numbers Intended Role: Instructor H61: Multiplying Decimals by 10, 100, or 1,000 Intended Role: Instructor H62: Estimating the Product of a Whole Number and a Decimal Intended Role: Instructor H63: Multiplying Decimals Using Grids Intended Role: Instructor H64: Multiplying Decimals by Decimals Intended Role: Instructor H65: Dividing with Decimals and Whole Numbers Intended Role: Instructor H66: Dividing Decimals by 10, 100, or 1,000 Intended Role: Instructor H67: Dividing a Decimal by a Whole Number Intended Role: Instructor H68: Estimating the Quotient of a Decimal and a Whole Number Intended Role: Instructor H69: Dividing a Decimal by a Decimal Intended Role: Instructor H70: Understanding Ratios Intended Role: Instructor H71: Rates and Unit Rates Intended Role: Instructor H72: Comparing Rates Intended Role: Instructor H73: Distance, Rate, and Time Intended Role: Instructor H74: Equal Ratios and Proportions Intended Role: Instructor H75: Solving Proportions Intended Role: Instructor H76: Maps and Scale Drawings Intended Role: Instructor H77: Understanding Percent Intended Role: Instructor H78: Relating Percents, Decimals, and Fractions Intended Role: Instructor H79: Percents Greater Than 100 or Less Than 1 Intended Role: Instructor H80: Estimating Percent of a Number Intended Role: Instructor H81: Finding the Percent of a Whole Number Intended Role: Instructor H82: Tips and Sales Tax Intended Role: Instructor H83: Equivalent Fractions and the Number Line Intended Role: Instructor H84: Counting Coins and Bills Intended Role: Instructor H85: Estimating Fraction Sums and Differences Intended Role: Instructor H86: Divide Whole Numbers by Unit Fractions Intended Role: Instructor H87: Divide Unit Fractions by Non-Zero Whole Numbers Intended Role: Instructor H88: Find the Whole Intended Role: Instructor Booklet I: Measurement, Geometry, Data, and Probability in Grades 4-6 Intended Role: Instructor I1: Solid Figures Intended Role: Instructor I2: Lines and Line Segments Intended Role: Instructor I3: Acute, Right, and Obtuse Angles Intended Role: Instructor I4: Polygons Intended Role: Instructor I5: Classifying Triangles Using Sides and Angles Intended Role: Instructor I6: Quadrilaterals Intended Role: Instructor I7: Making New Shapes from Shapes Intended Role: Instructor I8: Cutting Shapes Apart Intended Role: Instructor I9: Congruent Figures and Motions Intended Role: Instructor I10: Line Symmetry Intended Role: Instructor I11: Solids and Nets Intended Role: Instructor I12: Views of Solid Figures Intended Role: Instructor I13: Geometric Ideas Intended Role: Instructor I14: Congruent Figures Intended Role: Instructor I15: Circles Intended Role: Instructor I16: Rotational Symmetry Intended Role: Instructor I17: Transformations Intended Role: Instructor I18: Measuring and Classifying Angles Intended Role: Instructor I19: Angle Pairs Intended Role: Instructor I20: Missing Angles in Triangles and Quadrilaterals Intended Role: Instructor I21: Measuring Length to 1/2 and 1/4 Inch Intended Role: Instructor I22: Using Customary Units of Length Intended Role: Instructor I23: Using Metric Units of Length Intended Role: Instructor I24: Using Customary Units of Capacity Intended Role: Instructor I25: Using Metric Units of Capacity Intended Role: Instructor I26: Using Customary Units of Weight Intended Role: Instructor I27: Using Metric Units of Mass Intended Role: Instructor I28: Time to the Quarter Hour Intended Role: Instructor I29: Telling Time Intended Role: Instructor I30: Units of Time Intended Role: Instructor I31: Elapsed Time Intended Role: Instructor I32: Converting Customary Units of Length Intended Role: Instructor I33: Converting Customary Units of Capacity Intended Role: Instructor I34: Converting Customary Units of Weight Intended Role: Instructor I35: Converting Metric Units Intended Role: Instructor I36: Converting Between Measurement Systems Intended Role: Instructor I37: Units of Measure and Precision Intended Role: Instructor I38: More Units of Time Intended Role: Instructor I39: More Elapsed Time Intended Role: Instructor I40: Elapsed Time in Other Units Intended Role: Instructor I41: Perimeter Intended Role: Instructor I42: Exploring Area Intended Role: Instructor I43: Finding Area on a Grid Intended Role: Instructor I44: More Perimeter Intended Role: Instructor I45: Area of Rectangles and Squares Intended Role: Instructor I46: Area of Irregular Figures Intended Role: Instructor I47: Rectangles with the Same Area or Perimeter Intended Role: Instructor I48: Area of Parallelograms Intended Role: Instructor I49: Area of Triangles Intended Role: Instructor I50: Circumference Intended Role: Instructor I51: Area of a Circle Intended Role: Instructor I52: Surface Area of Rectangular Prisms Intended Role: Instructor I53: Surface Area Intended Role: Instructor I54: Counting Cubes to Find Volume Intended Role: Instructor I55: Measuring Volume Intended Role: Instructor I56: Comparing Volume and Surface Area Intended Role: Instructor I57: Recording Data from a Survey Intended Role: Instructor I58: Reading and Making Pictographs Intended Role: Instructor I59: Reading and Making a Bar Graph Intended Role: Instructor I60: Making Line Plots Intended Role: Instructor I61: Interpreting Graphs Intended Role: Instructor I62: Stem-and-Leaf Plots Intended Role: Instructor I63: Histograms Intended Role: Instructor I64: Finding the Mean Intended Role: Instructor I65: Median, Mode, and Range Intended Role: Instructor I66: Scatterplots Intended Role: Instructor I67: Measuring Capacity or Weight Intended Role: Instructor I68: Solving Problems with Units of Time Intended Role: Instructor I69: Making Dot Plots Intended Role: Instructor I70: Converting Units Intended Role: Instructor I71: Line Plots Intended Role: Instructor I72: Combining Volumes Intended Role: Instructor I73: Polygons on the Coordinate Plane Intended Role: Instructor I74: Statistical Questions Intended Role: Instructor I75: Box Plots Intended Role: Instructor I76: Measures of Variability Intended Role: Instructor I77: Appropriate Use of Statistical Measures Intended Role: Instructor I78: Summarize Data Distributions Intended Role: Instructor Booklet J: Problem Solving in Grades 4-6 Intended Role: Instructor J1: Analyze Given Information Intended Role: Instructor J2: Two-Step Problems Intended Role: Instructor J3: Multi-Step Problems Intended Role: Instructor J4: Two-Step Problems Intended Role: Instructor J5: Multi-Step Problems Intended Role: Instructor J6: Make an Organized List Intended Role: Instructor J7: Make an Organized List Intended Role: Instructor J8: Analyze Given Information Intended Role: Instructor J9: Draw a Picture and Write a Number Sentence Intended Role: Instructor J10: Draw a Picture and Write a Number Sentence Intended Role: Instructor J11: Draw a Strip Diagram and Write an Equation Intended Role: Instructor J12: Draw a Strip Diagram and Write an Equation Intended Role: Instructor J13: Try, Check, and Revise Intended Role: Instructor J14: Try, Check, and Revise Intended Role: Instructor J15: Solve a Simpler Problem Intended Role: Instructor J16: Use Representations Intended Role: Instructor J17: Make a Table and Look for a Pattern Intended Role: Instructor J18: Solve a Simpler Problem Intended Role: Instructor J19: Make a Table and Look for a Pattern Intended Role: Instructor J20: Analyze Relationships Intended Role: Instructor J21: Use Objects Intended Role: Instructor J22: Use Objects Intended Role: Instructor J23: Use Reasoning Intended Role: Instructor J24: Use Reasoning Intended Role: Instructor J25: Draw a Picture Intended Role: Instructor J26: Draw a Picture Intended Role: Instructor J27: Work Backward Intended Role: Instructor J28: Work Backward Intended Role: Instructor J29: Make a Graph Intended Role: Instructor J30: Make a Graph Intended Role: Instructor J31: Analyze Relationships Intended Role: Instructor J32: Make and Test Generalizations Intended Role: Instructor J33: Make and Test Conjectures Intended Role: Instructor J34: Reasonableness Intended Role: Instructor J35: Reasonableness Intended Role: Instructor J36: Use Representations Intended Role: Instructor J37: Writing to Explain Intended Role: Instructor J38: Writing to Explain Intended Role: Instructor J39: Make and Test Generalizations Intended Role: Instructor J40: Make and Test Conjectures Intended Role: Instructor Teacher's Guide, Grades 4-6 Intended Role: Instructor Diagnostic Tests and Answer Keys, Grades 4-6 Intended Role: Instructor Grade 4 Diagnostic Test, Form A Intended Role: Instructor Grade 4 Diagnostic Test, Form B Intended Role: Instructor Grade 5 Diagnostic Test, Form A Intended Role: Instructor Grade 5 Diagnostic Test, Form B Intended Role: Instructor Grade 6 Diagnostic Test, Form A Intended Role: Instructor Grade 6 Diagnostic Test, Form B Intended Role: Instructor Evaluación de conocimientos para el Grado 2: Clave de respuestas Intended Role: Instructor Temas 1 a 4 Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Temas 1 a 8: Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Temas 1 a 12: Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Temas 1 a 16: Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Evaluación para observar el progreso, Forma A: Clave de respuestas Intended Role: Instructor Evaluación para observar el progreso, Forma B: Clave de respuestas Intended Role: Instructor Evaluación para observar el progreso, Forma C: Clave de respuestas Intended Role: Instructor Minnesota Grade 2 Standards Tabs Intended Role: Instructor MN-1: Round Whole Numbers: Teacher's Guide Intended Role: Instructor MN-2: Estimate Sums: Teacher's Guide Intended Role: Instructor MN-3: Estimate Differences: Teacher's Guide Intended Role: Instructor MN-4: Addition and Subtraction Number Sentences: Teacher's Guide Intended Role: Instructor MN-5: Interpret Number Sentences: Teacher's Guide Intended Role: Instructor Credits, enVision Mathematics 2020 Grade 2 Intended Role: Instructor Teacher's Edition: Grade 2 Intended Role: Instructor Teacher's Edition: Grade 2 Intended Role: Instructor eText Container enVision Matemáticas 2020, Grado 2: Práctica adicional interactiva enVision Matemáticas 2020, Grado 2: Práctica adicional interactiva eText del Libro del estudiante: Grado 2 eText del Libro del estudiante: Grado 2 Student Edition: Grade 2 Student Edition: Grade 2 Interactive Student Edition: Grade 2 Interactive Student Edition: Grade 2 Interactive Additional Practice: Grade 2 Interactive Additional Practice: Grade 2 Tools Math Tool - Number line : Add and subtract whole numbers Math Tool - Pan balance: Numbers Math Tool - Number Line: Numbers Math Tool - Data and Graphs: Create Plots Math Tool - Place Value Blocks: Place-Value Blocks Math Tool - Place Value Blocks: Place-Value Blocks Math Tool - Number Line: Numbers Math Tool - Counters: Array Math Tool - Number Line: Numbers Math Tool-Number chart : Hundred Chart Math Tool-Number Line : Intervals Math Tool - Fraction: Modeling fractions Math Tool-Number Line : Numbers Math Tool - Money Math Tool - Place Value Blocks: Place-Value Blocks Grade 2: Game Center Math Tool - Bar Diagrams: Compare : addition and subtraction Math Tool - Place Value Blocks: Place-Value Blocks Math Tool - Fractions : Pieces Math Tool - Counters: Counters Math Tool - Geometry: Shapes Math Tool - Data and Graphs: Plot Data Math Tool - Place -Value Blocks: Place -Value Blocks Grade 2: Glossary Math Tools Math Tool - Counters: Counters Math Tool - Bar Diagrams: Compare: Addition and Subtraction Math Tool - Place Value Blocks: Place-Value Blocks Math Tool-Number Line : Intervals Math Tool - Data and Graphs: Plot Data Math Tool - Bar Diagrams: Add To Math Tool - Geometry: Shapes Math Tool - Geometry: Shapes Math Tool - Geometry: Building Nets Math Tool - Bar diagrams: Take from Math Tool - Bar Diagrams: Compare : addition and subtraction Math Tool - Pan balance: Numbers Math Tool - Counters: Counters Math Tool - Counters: Array Math Tool - Money Math Tool - Money Math Tool - Geometry: Exploring Solids Math Tool - Data and Graphs: Create Plots Math Tool - Geometry: Shapes Math Tool - Money Math Tool - Data and Graphs: Create Plots Grado 2: Centros de juegos Math Tool - Bar diagram: Take from