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Product Name: Envisionmath2.0 Custom Grade 2 VA
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Curriculum Standards:


Tell and write time in hours and half-hours using analog and digital clocks. - M.1.17
Organize, represent, interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category and how many more or less are in one category than in another. - M.1.18
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. - M.1.19
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. - M.2.3
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. - M.1.13
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. - M.2.4
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. - M.1.14
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). - M.2.1
Order three objects by length and compare the lengths of two objects indirectly by using a third object. - M.1.15
Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. - M.2.2
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. - M.1.16
Read and write numbers to 1000 using base-ten numerals, number names and expanded form. - M.2.7
Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. - 1.3.1.1
Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, = and < symbols to record the results of comparisons. - M.2.8
Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. - 1.3.1.2
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: - M.2.5
Add or subtract a multiple of 10 from another two-digit number, and justify the solution. - 1.NBT.B.7
Count within 1000 and skip-count by 5s, 10s and 100s. - M.2.6
Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. - M.2.9
Demonstrate the ability to measure length or distance using objects. - 1.GM.B.7
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape and compose new shapes from the composite shape. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” - M.1.20
Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - NC.2.NBT.5.a
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths and quarters and use the phrases half of, fourth of and quarter of. Describe the whole as two of, or four of the shares and understand for these examples that decomposing into more equal shares creates smaller shares. - M.1.21
Comparing addition and subtraction strategies, and explaining why they work. - NC.2.NBT.5.b
Selecting an appropriate strategy in order to efficiently compute sums and differences. - NC.2.NBT.5.c
Demonstrate that equal shares of identical wholes need not have the same shape. - 2.GM.A.3a
Counting on - NC.1.OA.6.a
Using a number line - NC.1.OA.6.e
Using the relationship between addition and subtraction - NC.1.OA.6.d
Decomposing a number leading to a ten - NC.1.OA.6.c
Making ten - NC.1.OA.6.b
Creating equivalent but simpler or known sums - NC.1.OA.6.f
Compare the lengths of two objects indirectly by using a third object. - 1.GM.B.6
Order three or more objects by length. - 1.GM.B.5
Understand two-digit numbers are composed of ten(s) and one(s). - 1.NBT.A.2
Demonstrate fluency with addition and subtraction within 20. - 2.RA.A.1
Compare two two-digit numbers using the symbols >, = or <. - 1.NBT.A.3
Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. - 1.NBT.A.1
Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. - 1.GM.2.2
Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. - 1.GM.2.1
Describe a length to the nearest whole unit using a number and a unit. - 1.GM.2.4
Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. - 1.GM.2.3
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 (e.g., describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8). - M.3.2
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). - M.3.3
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). - M.3.1
Measure the length of an object in terms of multiple copies of another object. - 1.3.2.1
Tell time to the hour and half-hour. - 1.3.2.2
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. - NC.2.NBT.1
Count within 1000; skip-count by 5s, 10s, and 100s. - NC.2.NBT.2
Know the value of a penny, nickel, dime and quarter. - 1.GM.C.9
Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form. - NC.2.NBT.3
Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. - NC.2.NBT.4
Tell and write time in hours and half-hours using analog and digital clocks. - 1.GM.C.8
Add up to three two-digit numbers using strategies based on place value and properties of operations. - NC.2.NBT.6
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. - NC.2.NBT.8
Add up to four two-digit numbers using strategies based on place value and properties of operations. - M.2.10
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. - M.2.11
Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number 100-900. - M.2.12
Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. - M.2.13
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. - M.2.18
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. - M.2.19
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. - M.2.14
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. - M.2.15
Estimate lengths using units of inches, feet, centimeters, and meters. - M.2.16
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. - M.2.17
Draw conclusions from object graphs, picture graphs, T-charts and tallies. - 1.DS.A.2
Collect, organize and represent data with up to three categories. - 1.DS.A.1
The student will draw a line of symmetry in a figure. - 2.12a
Determine if a set of objects has an odd or even number of members. - 2.RA.B.2
The student will identify and create figures with at least one line of symmetry. - 2.12b
Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends. - 2.RA.B.3
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?). - M.2.21
Tell time to the hour and half-hour (analog and digital). - 1.GM.3.1
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. - M.2.22
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. - M.2.23
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces (sizes are compared directly or visually, not compared by measuring). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. - M.2.24
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - M.2.20
10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) - M.1.10a
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. - M.1.10b
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. - M.2.25
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. - M.2.26
Use place value to compare and order whole numbers up to 1,000 using comparative language, numbers, and symbols (e.g., 425 > 276, 73 < 107, page 351 comes after page 350, 753 is between 700 and 800). - 2.N.1.6
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.N.1.4
Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. - 2.N.1.3
Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. - 2.N.1.1
Create simple patterns using objects, pictures, numbers and rules. Identify possible rules to complete or extend patterns. Patterns may be repeating, growing or shrinking. Calculators can be used to create and explore patterns. - 1.2.1.1
Use addition and subtraction to solve word problems. - 2.OA.9
Add and subtract quickly and accurately using mental math strategies. - 2.OA.8
Make a 10 to subtract quickly and accurately. - 2.OA.7
Think addition to subtract quickly and accurately. - 2.OA.6
Count on and count back on a number line to subtract. - 2.OA.5
Use number patterns on an addition facts table to complete related addition equations that show basic facts. - 2.OA.4
Use the strategy of making a ten to add quickly and accurately. - 2.OA.3
Use doubles and near doubles to add quickly and accurately. - 2.OA.2
Use counting on to add numbers and add numbers in any order. - 2.OA.1
The student will determine past and future days of the week. - 2.10a
The student will identify specific days and dates on a given calendar. - 2.10b
Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. - 1.A.1.1
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. - M.3.11
Add by counting on from a number. - 1.OA.10
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. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.13
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). - M.1.1
Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). - M.1.4
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - M.1.5
Use the same addends to write two different equations with the same sum. - 1.OA.14
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). - M.1.2
Apply properties of operations as strategies to add and subtract (e.g., If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known: Commutative Property of Addition. To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12: Associative Property of Addition). Instructional Note: Students need not use formal terms for these properties. - M.1.3
Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. - 3.A.2.2
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers (e.g., Determine the unknown number that makes the equation true in each of the equations. 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?). - M.1.8
Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication. - 2.N.2.6
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. - M.1.9
Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. - 2.N.2.5
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 and use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8= 4); and creating equivalent but easier or known sums (e.g., adding 6 +7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). - M.1.6
Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. - 2.N.2.4
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). - M.1.7
Estimate sums and differences up to 100. - 2.N.2.3
Demonstrate fluency with basic addition facts and related subtraction facts up to 20. - 2.N.2.2
Use the relationship between addition and subtraction to generate basic facts up to 20. - 2.N.2.1
Identify triangles, quadrilaterals, pentagons, hexagons, circles and cubes. - 2.GM.A.1a
Identify the faces of three-dimensional objects. - 2.GM.A.1b
Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ⧠; 3 + ⧠ = 7; 5 = ⧠ – 3. - 1.2.2.3
Use addition or subtraction basic facts to represent a given problem situation using a number sentence. - 1.2.2.4
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 ¼ or the area of the shape. - M.3.25
Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. - 1.2.2.1
Determine if equations involving addition and subtraction are true. - 1.2.2.2
Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. - NC.3.NBT.2.b
Solve different types of addition word problems. - 1.OA.26
Use expanded form to decompose numbers and then find sums and differences. - NC.3.NBT.2.c
Use different ways to solve two-step problems. - 2.OA.19
Model problems using equations with unknowns in any position. - 2.OA.16
Model problems using equations, drawings, arrays, and bar diagrams. - 2.OA.15
The student will sort and classify concrete objects according to one or two attributes. - 1.13
Model and solve two-step problems using equations. - 2.OA.18
The student will use nonstandard units to measure and compare length, weight, and volume. - 1.10
Use drawings and equations to make sense of the words in problems. - 2.OA.17
Use different ways to tell if a group of objects shows an even or odd number. - 2.OA.12
Tell if a group of objects is even or odd. - 2.OA.11
Make arrays with equal rows or equal columns to solve addition problems. - 2.OA.14
Find the total number of objects in a set of rows and columns. - 2.OA.13
Use reasoning to write and solve number stories. - 2.OA.20
Use addition facts to find subtraction facts. - 1.OA.32
Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. - 1.OA.5
Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. - NC.1.G.2.a
Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. - NC.1.G.2.b
Construct equal-sized portions through fair sharing including length, set, and area models for halves, thirds, and fourths. - 2.N.3.2
Identify the parts of a set and area that represent fractions for halves, thirds, and fourths. - 2.N.3.1
100 can be thought of as a bundle of ten tens – called a “hundred.” - M.2.5a
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. - M.2.5b
Properties of operations - NC.1.NBT.6.d
The relationship between addition and subtraction - NC.1.NBT.6.e
Use words, pictures, numbers, and symbols to construct viable math arguments. - 2.OA.10
Look for and make use of structure. - 2.MP.7
Look for and express regularity in repeated reasoning. - 2.MP.8
The student will demonstrate an understanding of equality through the use of the equal symbol. - 1.15
Use appropriate tools strategically. - 2.MP.5
Attend to precision. - 2.MP.6
Count by 2s to 100 starting with any even number. - 2.RA.B.2a
Construct viable arguments and critique the reasoning of others. - 2.MP.3
Express even numbers as pairings or groups of 2, and write an expression to represent the number using addends of 2. - 2.RA.B.2b
Model with mathematics. - 2.MP.4
Make sense of problems and persevere in solving them. - 2.MP.1
Unitize by making a hundred from a collection of ten tens. - NC.2.NBT.1.a
Reason abstractly and quantitatively. - 2.MP.2
Concrete models and drawings - NC.1.NBT.6.a
Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. - NC.2.NBT.1.b
Compose and decompose numbers using various groupings of hundreds, tens, and ones. - NC.2.NBT.1.c
Strategies based on place value - NC.1.NBT.6.c
The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. - 1.1d
Generate measurement data to the nearest whole unit, and display the data in a line plot. - 2.DS.A.2
Determine if equations involving addition and subtraction are true. - 1.N.2.2
Draw a picture graph or a bar graph to represent a data set with up to four categories. - 2.DS.A.3
Represent and solve real-world and mathematical problems using addition and subtraction up to ten. - 1.N.2.1
Create a line plot to represent a set of numeric data, given a horizontal scale marked in whole numbers. - 2.DS.A.1
Demonstrate fluency with basic addition facts and related subtraction facts up to 10. - 1.N.2.3
Recognize and draw shapes having specified attributes, such as a given number of angles or sides. - 2.GM.A.1
Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares. - 2.GM.A.2
Solve problems using information presented in line plots, picture graphs and bar graphs. - 2.DS.A.4
Partition circles and rectangles into two, three or four equal shares, and describe the shares and the whole. - 2.GM.A.3
Draw conclusions from line plots, picture graphs and bar graphs. - 2.DS.A.5
The student will write the numerals 0 to 110 in sequence and out-of-sequence. - 1.1b
The student will count forward orally by ones to 110, starting at any number between 0 and 110. - 1.1a
Recognize trapezoids and hexagons. - 2.GM.1.1
Describe, compare, and classify two-dimensional figures according to their geometric attributes. - 2.GM.1.2
Describe the whole as two of, or four of the shares. - NC.1.G.3.b
Explain that decomposing into more equal shares creates smaller shares. - NC.1.G.3.c
Describe the shares as halves and fourths, as half of and fourth of. - NC.1.G.3.a
The student will use data from probability experiments to predict outcomes when the experiment is repeated. - 2.14
The student will identify, describe, compare, and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms). - 2.13
Use a combination of coins to represent a given amount of money up to one dollar. - 2.N.4.2
The student will read temperature to the nearest 10 degrees. - 2.11
Determine the value of a collection(s) of coins up to one dollar using the cent symbol. - 2.N.4.1
Use the relationship between addition and subtraction to solve problems. - 2.NBT.B.9
Add or subtract within 1000, and justify the solution. - 2.NBT.B.8
Add up to four two-digit numbers. - 2.NBT.B.7
Demonstrate fluency with addition and subtraction within 100. - 2.NBT.B.6
Use addition and subtraction within 100 to solve problems involving lengths that are given in the same units. - 2.GM.C.8
Represent whole numbers as lengths on a number line, and represent whole-number sums and differences within 100 on a number line. - 2.GM.C.9
The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. - 1.2c
The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. - 1.2a
The student, given up to 110 objects, will compare two numbers between 0 and 110 represented pictorially or with concrete objects, using the words greater than, less than or equal to. - 1.2b
Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. - NC.1.OA.7
Demonstrate fluency with addition and subtraction within 10. - NC.1.OA.9
Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. - NC.1.OA.8
Express even numbers as being composed of equal groups and write an expression to represent the number with 2 equal addends. - 2.RA.B.2c
Measure the length of an object by selecting and using appropriate tools. - 2.GM.B.4
Partition a regular polygon using physical models and recognize when those parts are equal. - 1.N.3.1
Analyze the results of measuring the same object with different units. - 2.GM.B.5
Estimate lengths using units of inches, feet, yards, centimeters and meters. - 2.GM.B.6
Measure to determine how much longer one object is than another. - 2.GM.B.7
Interpret quotients of whole numbers. - 3.RA.A.2
Interpret products of whole numbers. - 3.RA.A.1
Compare two three-digit numbers using the symbols >, = or <. - 2.NBT.A.5
Read and write numbers to 1000 using number names, base-ten numerals and expanded form. - 2.NBT.A.4
Use multiplication and division within 100 to solve problems. - 3.RA.A.4
Count within 1000 by 1s, 10s and 100s starting with any number. - 2.NBT.A.3
Describe in words or drawings a problem that illustrates a multiplication or division situation. - 3.RA.A.3
Understand that 100 can be thought of as 10 tens – called a “hundred”. - 2.NBT.A.2
The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. - 2.17
Understand three-digit numbers are composed of hundreds, tens and ones. - 2.NBT.A.1
The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. - 2.16
Explain that equal shares of identical wholes need not have the same shape. - NC.2.G.3.c
Apply the commutative and associative properties as strategies for solving addition problems. - NC.1.OA.3
Explain the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. - 2.GM.2.1
The student will tell time and write time to the nearest five minutes, using analog and digital clocks. - 2.9
Represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number. - NC.1.OA.2
Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit. - 2.GM.2.2
Describe the shares using the words halves, thirds, half of, a third of, fourths, fourth of, quarter of. - NC.2.G.3.a
Describe the whole as two halves, three thirds, four fourths. - NC.2.G.3.b
Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. - NC.1.OA.4
Choose an appropriate tool and use it to solve a math problem. - 2.NC.9
Choose and use any strategy to add two-digit numbers. - 2.NC.7
Use drawings and equations to solve one-step and two-step problems. - 2.NC.8
Break apart numbers into tens and ones to find their sum. - 2.NC.5
Break apart addends and combine them in different ways to make numbers that are easy to add mentally. - 2.NC.6
Use an open number line to add tens and ones within 100. - 2.NC.3
Add within 100 using place-value strategies. - 2.NC.4
Add within 100 using place-value strategies and a hundred chart. - 2.NC.1
Add tens to two-digit numbers using an open number line. - 2.NC.2
Represent, interpret, and solve one-step problems involving multiplication and division. - NC.3.OA.3
The student will round two-digit numbers to the nearest ten. - 2.1d
The student will compare and order whole numbers between 0 and 999. - 2.1c
The student will identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999. - 2.1b
The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. - 2.1a
A two-digit number and a one-digit number - NC.1.NBT.4.a
The student will represent and solve practical problems involving equal sharing with two or four sharers. - 1.4a
A two-digit number and a multiple of 10 - NC.1.NBT.4.b
The student will represent and name fractions for halves and fourths, using models. - 1.4b
Add and subtract whole numbers up to and including 1,000. - NC.3.NBT.2
The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. - 1.3
The student will create and solve single-step story and picture problems using addition and subtraction within 20. - 1.6
The student will use objects to determine whether a number is even or odd. - 2.2c
The student will count backward by tens from 120. - 2.2b
The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. - 2.2a
Read and write time to the quarter-hour on an analog and digital clock. Distinguish between a.m. and p.m. - 2.GM.3.1
The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). - 1.5a
Building cubes, rectangular prisms, cones, spheres, and cylinders. - NC.1.G.1.b
Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. - NC.1.G.1.a
The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. - 1.11a
The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. - 1.11b
The student will read and interpret data represented in pictographs and bar graphs. - 2.15b
The student will create equations to represent equivalent mathematical relationships. - 3.17
The student will collect, organize, and represent data in pictographs and bar graphs. - 2.15a
The student will write the ordinal numbers 1st through 20th. - 2.3b
The student will count and identify the ordinal positions first through twentieth, using an ordered set of objects. - 2.3a
Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. - 1.GM.A.2
Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. - 1.GM.A.1
The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. - 1.12a
The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. - 1.12b
Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. - 1.GM.A.4
The student will recognize and describe with fluency part-whole relationships for numbers up to 10. - 1.7a
Add within 100. - 1.NBT.B.5
Calculate 10 more or 10 less than a given number mentally without having to count. - 1.NBT.B.6
Compose and decompose larger shapes using smaller two-dimensional shapes. - 1.GM.1.2
Identify trapezoids and hexagons by pointing to the shape when given the name. - 1.GM.1.1
The student will compare the unit fractions for halves, fourths, eighths, thirds, and sixths, with models. - 2.4c
The student will represent fractional parts with models and with symbols. - 2.4b
The student will name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths. - 2.4a
The student will demonstrate fluency with addition and subtraction within 10. - 1.7b
Add to/Take from- Change Unknown - NC.2.OA.1.b.1
Group tens to solve problems. - 1.NC.10
Add to/Take from- Change Unknown - NC.2.OA.1.b.2
Read and write numerals, and represent a number of objects with a written numeral, to 100. - NC.1.NBT.7
Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. - NC.2.MD.1
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. - NC.1.NBT.5
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - NC.2.MD.7
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number sums and differences, within 100, on a number line. - NC.2.MD.6
Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters. - NC.2.MD.3
Understand that the two digits of a two-digit number represent amounts of tens and ones. - NC.1.NBT.2
Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. - NC.2.MD.2
Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - NC.1.NBT.3
Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem. - NC.2.MD.5
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. - NC.2.MD.4
Count to 150, starting at any number less than 150. - NC.1.NBT.1
One-Step problems: - NC.2.OA.1.a
Unitize by making a ten from a collection of ten ones. - NC.1.NBT.2.a
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
Two-Step problems involving single digits: - NC.2.OA.1.b
Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. - NC.1.NBT.2.b
The student will represent fractions and mixed numbers with models and symbols. - 3.2b
The student will name and write fractions and mixed numbers represented by a model. - 3.2a
The student will demonstrate fluency with addition and subtraction within 20. - 2.5b
The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. - 2.5a
Estimate measures and use a ruler to measure length and height to the nearest inch. - 2.MD.9
Tell time and use reasoning to state if the event is happening in the a.m. or p.m. - 2.MD.7
Estimate the length of an object by relating the length of the object to a measurement I know. - 2.MD.8
Tell time to the nearest five minutes. - 2.MD.5
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
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
Say the time in different ways. - 2.MD.6
Solve problems with dollar bills. - 2.MD.3
Reason about values of coins and dollar bills, and find different ways to make the same total value. - 2.MD.4
Solve problems with coins. - 2.MD.1
Solve problems with dollar bills and coins that model 100 cents. - 2.MD.2
The student will estimate sums and differences. - 2.6a
The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. - 1.9a
The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. - 3.3b
The student will create and solve single-step and two-step practical problems involving addition and subtraction. - 2.6c
The student will estimate and determine the sum or difference of two whole numbers. - 3.3a
The student will determine sums and differences, using various methods. - 2.6b
Use sharing to separate equal groups and to think about division. - 3.OA.5
Use repeated subtraction to show the relationship between division and subtraction. - 3.OA.6
Use repeated addition to show the relationship between multiplication and addition. - 3.OA.1
Use arrays as one way to think about and understand multiplication. - 3.OA.3
The student will use the cent symbol, dollar symbol, and decimal point to write a value of money. - 2.7b
The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less. - 2.7a
Demonstrate an understanding of concepts of time and devices that measure time. - K.GM.B.3
Identify pennies, nickels, dimes and quarters. - K.GM.B.5
The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. - 3.4b
The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. - 3.4a
Demonstrate fluency with addition and subtraction within 10. - 1.RA.C.8
Tell time to the quarter-hour and distinguish between a.m. and p.m. - 2.3.3.1
Add and subtract within 20. - 1.RA.C.7
Partition shapes into parts with equal areas, and express the area of each part as a unit fraction of the whole. - 3.GM.A.3
The student will estimate and measure weight to the nearest pound. - 2.8b
The student will estimate and measure length to the nearest inch. - 2.8a
Make sense of problems and persevere in solving them. - MP.1
Reason abstractly and quantitatively. - MP.2
Divide shapes into 2 and 4 equal shares and use words to describe those shares. - 1.G.10
Look for and make use of structure. - MP.7
Look for and express regularity in repeated reasoning. - MP.8
Construct viable arguments and critique the reasoning of others. - MP.3
Model with mathematics. - MP.4
Use appropriate tools strategically. - MP.5
Attend to precision. - MP.6
Recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions. - 3.N.3.3
Describe the numerator as representing the number of pieces being considered. - 3.NF.A.2a
Express the length of an object as a whole number of non-standard length units. - NC.1.MD.2.a
Construct fractions using length, set, and area models. - 3.N.3.2
Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. - NC.1.MD.2.b
Read and write fractions with words and symbols. - 3.N.3.1
Demonstrate that subtraction can be solved as an unknown-addend problem. - 1.RA.B.6
Use properties as strategies to add and subtract. - 1.RA.B.5
Use objects and number lines to represent number sentences. - 2.A.2.1
Generate real-world situations to represent number sentences and vice versa. - 2.A.2.2
Apply commutative and identity properties and number sense to find values for unknowns that make number sentences involving addition and subtraction true or false. - 2.A.2.3
Demonstrate fluency with addition and subtraction within 1000. - 3.NBT.A.3
Describe the denominator as the number of pieces that make the whole. - 3.NF.A.2b
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
Add to/Take from-Start Unknown - NC.2.OA.1.a.1
Compare-Bigger Unknown - NC.2.OA.1.a.2
Compare-Smaller Unknown - NC.2.OA.1.a.3
Estimate and measure the length and height of objects in inches, feet, and yards. - 2.MD.11
Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. - 2.MD.10
Tell how much longer one object is than another. - 2.MD.15
Measure the length and height of objects using different metric units. - 2.MD.14
Estimate measures and use a ruler, meter stick, or tape measure to measure length and height to the nearest centimeter or meter. - 2.MD.13
Estimate measures and use a ruler to measure length and height to the nearest centimeter. - 2.MD.12
Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. - 3.N.2.3
Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. - 3.N.2.6
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.N.2.5
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
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. - 3.N.2.1
Measure the lengths of objects and make a line plot to organize the data. - 2.MD.22
Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. - 1.N.1.3
Choose the best tool to use to solve problems. - 2.MD.21
Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. - 1.N.1.2
Add and subtract on a number line. - 2.MD.20
Find a number that is 10 more or 10 less than a given number up to 100. - 1.N.1.5
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. - 1.RA.A.4
Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. - 2.A.1.1
Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. - 1.N.1.4
Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. - 1.RA.A.3
Reason about data in bar graphs and picture graphs to write and solve problems. - 2.MD.26
Solve problems that call for addition of three whole numbers whose sum is within 20. - 1.RA.A.2
Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts. - 3.NF.A.1
Draw conclusions for graphs. - 2.MD.25
Compare and order whole numbers from 0 to 100. - 1.N.1.6
Use addition and subtraction within 20 to solve problems. - 1.RA.A.1
Draw picture graphs and use them to solve problems. - 2.MD.24
Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole. - 3.NF.A.2
Draw bar graphs and use them to solve problems. - 2.MD.23
Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. - 1.N.1.8
Add and subtract to solve measurement problems by using drawings and equations. - 2.MD.19
Add or subtract to solve problems about measurements. - 2.MD.18
Solve problems by adding or subtracting length measurements. - 2.MD.17
Choose tools, units, and methods that help me be precise when I measure. - 2.MD.16
Use different strategies to solve word problems with 3 addends. - 1.OA.39
Explain that the length of a bar in a bar graph or the number of objects in a picture graph represents the number of data points for a given category. - 2.D.1.1
Determine if addition and subtraction equations are true or false. - 1.OA.37
Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of 1s, 2s, 5s or 10s. - 2.D.1.2
Find the unknown number in an equation. - 1.OA.36
Add or subtract mentally 10 or 100 to or from a given number within 1000. - 2.NBT.B.10
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
Interpret the factors as representing the number of equal groups and the number of objects in each group. - NC.3.OA.1.a
Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. - 2.D.1.3
Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. - NC.3.OA.1.b
Draw conclusions and make predictions from information in a graph. - 2.D.1.4
Put together/Take Apart-Addend Unknown - NC.1.OA.1.b
Add to/Take from-Change Unknown - NC.1.OA.1.a
Explain why subtraction strategies work using models, place value, and mental math. - 2.NC.58
Solve problems that take more than one step. - 2.NC.59
Reason abstractly and quantitatively. - PS.2
Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. - 1.1.1.1
Ask and answer questions about the total number of data points. - NC.1.MD.4.a
Make sense of problems and persevere in solving them. - PS.1
Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. - 1.1.1.2
Ask and answer questions about how many in each category. - NC.1.MD.4.b
Count, with and without objects, forward and backward from any given number up to 120. - 1.1.1.3
Partition circles and rectangles into two, three, or four equal shares. - NC.2.G.3
Find a number that is 10 more or 10 less than a given number. - 1.1.1.4
Compare and order whole numbers up to 100. - 1.1.1.5
Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes. - NC.2.G.1
Use words to describe the relative size of numbers. - 1.1.1.6
Look for and express regularity in repeated reasoning. - PS.8
Look for and make use of structure. - PS.7
Model with mathematics. - PS.4
Ask and answer questions about how many more or less are in one category than in another. - NC.1.MD.4.c
Construct viable arguments and critique the reasoning of others. - PS.3
Attend to precision. - PS.6
Use appropriate tools strategically. - PS.5
Tell time to the half hour. - 1.MD.13
Use an open number line to add 3-digit numbers. - 2.NC.47
Estimate sums and differences up to 100. - 2.1.2.3
Read and write numerals and represent a number of objects with a written numeral. - 1.NS.A.2
Use mental strategies and algorithms 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
Add 3-digit numbers using mental math strategies. - 2.NC.48
Count to 120, starting at any number less than 120. - 1.NS.A.1
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
Add 3-digit numbers using partial sums. - 2.NC.49
Count by 5s to 100 starting at any multiple of five. - 1.NS.A.4
Demonstrate fluency with basic addition facts and related subtraction facts. - 2.1.2.2
Count backward from a given number between 20 and 1. - 1.NS.A.3
Subtract multi-digit numbers using the expanded algorithm. - 3.NC.13
Use models to add 3-digit numbers. - 2.NC.50
Use a fraction to represent multiple copies of a unit fraction. - 3.NC.22
Use different addition strategies and explain why they work. - 2.NC.51
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
Think about and check my work as I solve a problem. - 2.NC.52
Understand how to read and write unit fractions for equal-size parts of a region. - 3.NC.21
Subtract 10 or 100 mentally using place-value strategies. - 2.NC.53
Use an open number line to count back to subtract 3-digit numbers. - 2.NC.54
Use an open number line to add up to subtract 3-digit numbers. - 2.NC.55
Use mental math to subtract. - 2.NC.56
Use models to subtract 3-digit numbers. - 2.NC.57
Understand place value and count by hundreds to 1,000. - 2.NC.36
Use place-value blocks and drawings to model and write 3-digit numbers. - 2.NC.37
Tell the value of a digit by where it is placed in a number. - 2.NC.38
Read and write 3-digit numbers in expanded form, standard form, and word form. - 2.NC.39
Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. - 1.1.2.1
Compare-Difference Unknown - NC.1.OA.1.c
Compose and decompose numbers up to 12 with an emphasis on making ten. - 1.1.2.2
Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. - 1.1.2.3
Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). - 1.D.1.1
Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. - 1.D.1.2
Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models. - NC.3.NF.2
Draw conclusions from picture and bar-type graphs. - 1.D.1.3
Write and solve problems involving addition and subtraction within 100. - 2.NBT.C.11
Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. - NC.2.MD.8.a
Whole dollar amounts, using the $ symbol appropriately. - NC.2.MD.8.b
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
Interpret organized data. - 1.MD.3
Collect and organize information using a picture graph. - 1.MD.2
Organize, represent, and interpret data with up to four categories. - NC.2.MD.10
Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts; - NC.3.NF.1
Order objects by length. - 1.MD.6
Use objects to measure length. - 1.MD.8
Make and name a number in different ways to show the same value. - 2.NC.40
Use place-value patterns to mentally count by 1s and 10s from a given number. - 2.NC.41
Skip count by 5s, 10s, and 100s using a number line. - 2.NC.42
Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph. - NC.2.MD.10.b
Compare numbers using place value. - 2.NC.43
Draw a picture graph and a bar graph with a single-unit scale to represent a data set. - NC.2.MD.10.a
Compare and write a three-digit number that is greater than or less than another three-digit number. - 2.NC.44
Look for patterns to help when solving problems. - 2.NC.45
Add 10 or 100 mentally using place value. - 2.NC.46
Solve one- and two-step problems using addition or subtraction. - 2.NC.25
Round numbers up to the nearest 10 and 100 and round numbers down to the nearest 10 and 100. - 2.1.1.4
Compare and order whole numbers up to 1000. - 2.1.1.5
Critique the thinking of others by using what it is known about addition and subtraction. - 2.NC.26
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
Exchange 1 ten for 10 ones. - 2.NC.27
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
Use place value and models to subtract 2-digit and 1-digit numbers. - 2.NC.28
Use place value and regrouping to subtract. - 2.NC.29
Read, write and represent whole numbers up to 1000. 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
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. - NC.2.OA.4
Demonstrate fluency with addition and subtraction, within 20, using mental strategies. - NC.2.OA.2
Strategies based on place value - NC.2.NBT.7.b
Represent and identify unit fractions using area and length models. - NC.3.NF.1.b
Properties of operations - NC.2.NBT.7.c
Explain that a unit fraction is one of those parts. - NC.3.NF.1.a
Relationship between addition and subtraction - NC.2.NBT.7.d
Read and write numbers 11 to 19. - 1.NC.8
Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. - NC.3.OA.3.a
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
Use place value and models to subtract 2-digit numbers. - 2.NC.30
Concrete models or drawings - NC.2.NBT.7.a
Pairing objects, then counting them by 2s. - NC.2.OA.3.a
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
Use place value to subtract 2-digit numbers. - 2.NC.31
Add to check subtraction. - 2.NC.32
Count by 1s to 120. - 1.NC.2
Subtract 2-digit numbers and decide when to regroup and when not to regroup. - 2.NC.33
Count on a number chart to 120 - 1.NC.3
Use models and equations to solve word problems. - 2.NC.34
Reason about word problems and use bar diagrams and equations to solve them. - 2.NC.35
Add three or four 2-digit numbers. - 2.NC.14
Use mental math strategies and models to add more than two numbers. - 2.NC.15
Use drawings, models, and equations to solve one- and two-step problems. - 2.NC.16
Make models to help solve math problems. - 2.NC.17
Determining whether objects can be placed into two equal groups. - NC.2.OA.3.b
Use a hundred chart to subtract tens and ones. - 2.NC.18
Writing an equation to express an even number as a sum of two equal addends. - NC.2.OA.3.c
Use an open number line to subtract tens. - 2.NC.19
Partition circles and rectangles into two and four equal shares. - NC.1.G.3
Add two 3-digit numbers by breaking apart problems into simpler problems. - 3.NC.10
Use an open number line to subtract tens and ones. - 2.NC.20
Add up to subtract using an open number line. - 2.NC.21
Break apart 1-digit numbers to make it easier to subtract mentally. - 2.NC.22
Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. - 2.1.2.5
Break apart 2-digit numbers to make it easier to subtract. - 2.NC.23
Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. - 2.1.2.6
Make numbers that are easier to subtract, and use mental math to find the difference. - 2.NC.24
Recognize shapes by how they look. - 1.G.1
Describe plane shapes by how they look. - 1.G.2
Draw polygon shapes. - 1.G.3
Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction. - NC.3.NF.2.a
Draw cubes and describe how they look. - 1.G.4
Use counting and comparison skills to create and analyze bar graphs and tally charts. - 1.1.1.7
Divide rectangles into equal squares. - 1.G.5
Use models to subtract tens. - 1.NC.29
Divide circles and rectangles into halves, thirds, and fourths. - 1.G.6
Add 2 two-digit numbers. - 1.NC.26
Make equal shares that do not have the same shape. - 1.G.7
Add using place value and partial sums. - 2.NC.10
Use repeated reasoning to divide rectangles into rows and columns and to create designs with equal shares. - 1.G.8
Add numbers using partial sums. - 2.NC.11
Use models to add 2-digit numbers and then explain the work. - 2.NC.12
Add 2-digit numbers and then explain the work. - 2.NC.13
Order three objects by length; compare the lengths of two objects indirectly by using a third object. - NC.1.MD.1
Use mental math to add tens to two-digit numbers. - 1.NC.21
Tell and write time in hours and half-hours using analog and digital clocks. - NC.1.MD.3
Find combinations of coins that equal a given amount. - 2.GM.D.13
Organize, represent, and interpret data with up to three categories. - NC.1.MD.4
Identify quarters, dimes, and nickels and relate their values to pennies. - NC.1.MD.5
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
Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately. - 2.GM.D.12
Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock. - 2.GM.D.11
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - 2.GM.D.10
Compare two numbers using a greater than, a less than, or an equal to sign. - 1.NC.17
Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: - M.1.10
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - M.1.11
Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. - M.1.12




List of all Files Validated:


imsmanifest.xml
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