Organization: Pearson
Product Name: Investigations 3 Grade 2 2017
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Curriculum Standards:


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
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
Measuring and comparing lengths - 2.6.4.1
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). - 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
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
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
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
Finding the total number of objects in a rectangular array - 2.7.2.2
Arranging cubes in rectangular arrays - 2.7.2.1
Using an equation to model the total number of cubes in an array as a sum of equal addends - 2.7.2.3
Developing efficient methods for notating addition and subtraction strategies - 2.3.3.4
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
Developing efficient strategies for adding and subtracting 2-digit numbers - 2.3.3.2
Naming and comparing strategies for adding and subtracting 2-digit numbers - 2.3.3.3
Benchmark 3: Determine which of two pairs of numbers to 10 is greater. - 1.1.AB.3
Benchmark 4: Solve a take from story problem with result unknown. - 1.1.AB.4
Benchmark 2: Fluency with the + 1, + 2, - 1, - 2 facts. - 1.1.AB.2
Identifying and using coin equivalencies - 2.3.2.1
Using a Venn diagram to represent a sorted set of data with overlapping categories - 2.4.1.3
Sorting the same set of data in different ways - 2.4.1.4
Developing fluency with addition and subtraction within 20 - 2.6.CR.11
Relating unknown facts to known ones (e.g., 8 + 6 = 8 + 2 + 4, or using 8 + 6 = 14 to solve 14 – 8) - 2.6.CR.13
Naming, notating, and telling time to the nearest five minutes using analog and digital formats - 2.8.CR.1
Using known facts to add/subtract single-digit numbers - 2.6.CR.12
Using A.M and P.M. to label times, and thinking about what happens at those times - 2.8.CR.2
Solving a problem with multiple addends - 2.6.CR.15
Generating equivalent expressions for a number - 2.8.CR.3
Collecting, counting, representing, and comparing data - 2.6.CR.14
Using standard notation (+, – , = ) to record expressions or equations - 2.8.CR.7
Counting by groups of 2, 5, and 10 - 2.1.1.10
Representing and describing a set of measurement data in a table and on a line plot - 2.6.3.1
Benchmark 3: Recognize that [halves, thirds, fourths] of the same whole can look different. - 2.2.AB.3
Benchmark 4: Partition 2-D shapes into halves, thirds, and fourths and name the regions. - 2.2.AB.4
Benchmark 1: Identify defining attributes of 2-D and 3-D shapes (number and shape of faces, number and length of sides, number of angles and vertices) and draw shapes with those attributes. - 2.2.AB.1
Benchmark 2: Make a rectangle out of same size squares and specify the number of rows and the number of squares in each row. - 2.2.AB.2
Characterizing even and odd numbers as those that do or do not make groups of two (partners) and two equal groups (teams) - 2.7.1.3
Understanding that any number that can be divided into groups of two can also be divided into two equal groups (and vice versa) - 2.7.1.2
Solving a problem with multiple addends - 2.7.CR.12
Investigating numbers that can and cannot be made into groups of two or two equal groups - 2.7.1.1
Collecting, counting, representing and comparing data - 2.7.CR.11
Using A.M. and P.M. to label times, and thinking about what happens at those times - 2.7.CR.10
Benchmark 4: Tell time to the half hour. - 1.8.AB.4
Considering whether observations about even or odd numbers apply to all even numbers or all odd numbers - 2.7.1.5
Identifying attributes of a set - 2.4.1.1
Representing an even number as the sum of two equal addends and an odd number as the sum of two equal addends plus 1 - 2.7.1.4
Sorting data with up to four categories based on similar attributes - 2.4.1.2
Add up to four two-digit numbers using strategies based on place value and properties of operations. - M.2.10
Relating the doubles and near-doubles combinations - 2.3.4.3
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one 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
Developing fluency with the near-doubles combinations - 2.3.4.4
Using known combinations to add two or more numbers - 2.3.4.1
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
Finding the difference between 20 and a given number - 2.3.4.2
Developing fluency with addition and subtraction within 20 - 2.3.4.5
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units (e.g., by using drawings, such as drawings of rulers), and equations with a symbol for the unknown number to represent the problem. - 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
Adding 2-digit numbers by combining groups of tens and ones or adding on one number in parts - 2.3.3.1
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
Using an equation to show how the sum of the responses in each category equals the total responses collected - 2.4.2.2
Representing data on a picture graph, bar graph, or line plot - 2.4.2.3
Making a plan for collecting data - 2.4.2.4
Ordering and representing a set of numerical data - 2.4.2.7
Using standard notation ( +, – , = ) to represent addition and subtraction situations - 2.3.2.10
Sharing strategies for solving story problems with an unknown change or unknown start - 2.3.2.11
Considering the relationship between addition and subtraction - 2.3.2.13
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
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
Identifying and determining whether a shape is half of a rectangular prism - 2.2.3.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. - 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
Developing fluency with addition and subtraction within 20 - 2.1.CR.11
Establishing use of tools, routines, and expectations for math class - 2.1.CR.12
Developing fluency with doubles facts within 20 - 2.2.3.14
Identifying halves, thirds, and fourths of regions - 2.2.3.13
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - M.2.20
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). - M.1.10c
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
Recognizing that different-looking halves of the same shape are equal - 2.2.3.7
Benchmark 1: Solve a 2-step story problem that involves finding the difference between a 2-digit number and 100 - 2.5.AB.1
Determining whether a shape is half of a given rectangle - 2.2.3.8
Benchmark 3: Read, write, count, and compare numbers to 1,000 - 2.5.AB.3
Making shapes and partitioning them into halves - 2.2.3.9
Benchmark 2: Understand that 3-digit numbers represent - 2.5.AB.2
Recognizing that halves of the same shape can look different - 2.2.3.3
Benchmark 5: Add fluently within 100 - 2.5.AB.5
Using fraction vocabulary (e.g., one half, one fourth, one third, two thirds) and the associated notation (e.g.,1/2,1/4,1/3,2/3) to describe fractional parts of a whole - 2.2.3.4
Benchmark 4: Add/subtract 10 or 100 to/from numbers within 1,000 - 2.5.AB.4
Finding a 3-D shape that is half of a rectangular prism - 2.2.3.5
Benchmark 7: Count by 5s, 10s, and 100s within 1,000 - 2.5.AB.7
Proving a block is half of another block - 2.2.3.6
Benchmark 6: Solve comparison story problems with a bigger unknown - 2.5.AB.6
Benchmark 5: Solve add to and take from problems with unknown change. - 1.5.AB.5
Benchmark 3: Understand the meaning of the equal sign. - 1.5.AB.3
Benchmark 2: Solve a put together/take apart problem with one addend unknown. - 1.5.AB.2
Benchmark 1: Fluency with addition and subtraction within 10. - 1.5.AB.1
Working with the relationship between 1, 10, and 100 - 2.3.1.6
Using a place-value model to represent a 3-digit number as hundreds, tens, and ones - 2.3.1.7
Generating equivalent expressions for a number - 2.5.CR.10
Using an equation to represent a 2-digit number as the sum of multiples of ten and some number of ones (e.g., 22 = 20 + 2, 22 = 10 + 10 + 2) - 2.3.1.4
Noticing what happens to the tens place when a multiple of 10 is added or subtracted - 2.3.1.5
Adding four 2-digit numbers - 2.5.CR.16
Collecting, counting, representing and comparing data - 2.5.CR.15
Recognizing that the numbers 100, 200, 300 represent groups of 100 - 2.3.1.8
Adding 10 to and subtracting 10 from a given number and describing what part of the number changes - 2.3.1.9
Benchmark 1: Understand that the multiples of 10 through 90 refer to 1–9 tens and 0 ones. - 1.7.AB.1
Using a place-value model and expanded form to represent 3-digit numbers as hundreds, tens, and ones - 2.8.2.1
Estimating the difference between two 2-digit numbers using known combinations, place value, and properties of operations - 2.8.2.3
Benchmark 6: Add within 100 using concrete models that represent tens and ones. - 1.7.AB.6
Comparing 3-digit numbers by comparing like places (i.e., hundreds with hundreds, tens with tens, ones with ones) - 2.8.2.2
Developing efficient methods for notating subtraction strategies - 2.8.2.5
Developing efficient strategies for subtracting 2-digit numbers - 2.8.2.4
Adding two 3-digit numbers by combining hundreds, tens, and ones - 2.8.2.7
Adding 3-digit numbers by adding on one number in parts or adjusting to make an easier problem - 2.8.2.9
Counting a quantity in more than one way - 2.2.CR.14
Noticing how the digit in the tens (or hundreds) place changes when the ones (or tens) place of the addends sum to greater than 9 (or 90) - 2.8.2.8
Collecting, counting, representing, and comparing data - 2.2.CR.15
Developing fluency with addition and subtraction within 20 - 2.2.CR.16
Generating equivalent expressions for a number - 2.2.CR.17
Using standard notation (+, –, = ) to record expressions or equations - 2.2.CR.18
Arranging square tiles in rows and columns of equal length to form a rectangle - 2.2.2.1
Describing a rectangular array of square tiles in terms of the number of rows, the number of tiles in each row and/or the total number - 2.2.2.2
Skip counting and writing multiples of 5 and 10 within 1,000 and noticing patterns in the number sequence - 2.5.5.3
Making different rectangular arrays using the same number of square tiles - 2.2.2.3
Reasoning about the magnitude of and relationship between 2- and 3-digit numbers - 2.5.5.2
Reading and writing 3-digit numbers - 2.5.5.1
Benchmark 5: Understand that multiples of 100 (e.g., 200, 300, 400, etc.) are made up of a number (2, 3, 4, etc.) of hundreds. - 2.3.AB.5
Developing fluency with addition and subtraction within 20 - 2.2.CR.1
Benchmark 4: Understand that 100 can be seen as 1 hundred, as 10 tens, and as 100 ones. - 2.3.AB.4
Benchmark 3: Solve two-step story problems about money. - 2.3.AB.3
Benchmark 2: Solve a put together/take apart story problem with one addend unknown. - 2.3.AB.2
Benchmark 1: Solve a put together/take apart story problem with both addends unknown, and find all the possible combinations. - 2.3.AB.1
Recognizing that the first digit of a 2-digit number designates the number of groups of 10 and the second digit designates the number of ones - 2.1.4.1
Solving problems about 10s and 1s - 2.1.4.2
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). - M.1.1
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. 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.1.12a
Developing a hypothesis based on a set of data - 2.4.3.10
Benchmark 8: Fluently add and subtract within 20. - 2.3.AB.8
Benchmark 7: Solve story problems with an unknown start. - 2.3.AB.7
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
Benchmark 6: Solve story problems with an unknown change. - 2.3.AB.6
Generating equivalent expressions for a number - 2.3.CR.17
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
Representing a quantity as a group of ones, and as a group of tens and ones, and understanding their equivalence - 2.3.CR.15
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
Counting by 5s - 2.3.CR.13
Naming, notating, and telling time to the hour and half hour using analog and digital formats - 2.1.CR.9
Collecting, counting, representing, and comparing data - 2.3.CR.14
Determining the number of minutes in hours and half hours - 2.3.CR.12
Relating unknown facts to known ones (e.g., 8 + 6 = 8 + 2 + 4 or using 8 + 6 = 14 to solve 14 – 8) - 2.7.CR.7
Counting by and adding equal groups - 2.7.3.1
Counting by 5s and 10s - 2.1.CR.4
Identifying patterns in the skip counting sequence of 5s, and 10s - 2.1.CR.5
Using standard notation (+, –, =) to record expressions or equations - 2.1.CR.2
Comparing situations that look different but have the same equal group structure - 2.7.3.5
Representing multiplicative relationships with tables - 2.7.3.4
Generating equivalent expressions for a number - 2.1.CR.1
Describing the relationship between a number of equal groups and their total - 2.7.3.3
Using an equation to represent the value of a set of coins - 2.3.CR.19
Naming, notating, and telling time to the nearest five minutes using digital and analog formats - 2.7.CR.9
Using an equation to model adding equal groups - 2.7.3.2
Developing fluency with addition and subtraction within 20 - 2.7.CR.8
Adding multiples of 5 and 10, up to 100 - 2.3.2.5
Determining the difference between a 2-digit number and a multiple of 10 up to 100 - 2.3.2.6
Adding coin amounts, up to $1.00 - 2.3.2.3
Solving problems involving equal groups and the total number of objects - 2.7.3.6
Determining the difference between a given amount and $1.00 - 2.3.2.4
Using numbers, symbols, pictures, and/or words to represent a solution to a problem - 2.3.2.9
Determining the difference between a multiple of 5 or 10 and 100 - 2.3.2.7
Visualizing, representing, and solving add to and take from story problems with the change unknown or start unknown - 2.3.2.8
Benchmark 3: Order, represent, and describe a set of numerical data. - 2.4.AB.3
Visualizing, representing, and solving take from story problems with the result or the change unknown - 2.8.1.2
Visualizing, representing, and solving comparison problems with a smaller unknown (more than/fewer than) - 2.8.1.1
Determining a quantity represented by a given number of tens and ones - 2.3.1.2
Developing fluency with addition and subtraction within 20 - 2.4.CR.10
Solving 2-step story problems that involve comparison and finding the difference - 2.8.1.4
Generating a story context to match a given equation or expression - 2.8.1.3
Finding as many combinations of a 2-digit number as possible, using only tens and ones, and recognizing that different combinations of tens and ones for the same number are equivalent (e.g., 4 tens and 6 ones, 3 tens and 16 ones, etc.) - 2.3.1.3
Using known facts to add/subtract single-digit numbers - 2.4.CR.11
Comparing situations in which the amount subtracted differs by 1 - 2.8.1.6
Benchmark 1: Organize a set of data with up to four categories. - 2.4.AB.1
Using a place-value model to represent a 2-digit number as tens and ones - 2.3.1.1
Subtracting amounts from $1.00 or 100, down to 0 - 2.8.1.5
Benchmark 2: Create, describe, and interpret a variety of data representations, including picture graphs and bar graphs. - 2.4.AB.2
Developing methods for notating subtraction strategies - 2.8.1.8
Developing strategies for subtracting 2-digit numbers - 2.8.1.7
Iterating a 12-inch measuring tool - 2.6.1.14
Identifying patterns in skip counting sequences of 5s and 10s - 2.3.CR.26
Using standard notation ( + , – , = ) to represent addition and subtraction situations - 2.8.1.9
Identifying and labeling partial units - 2.6.1.12
Using a 12-inch measuring tool to measure lengths that are shorter and longer than 12 inches - 2.6.1.13
Counting by 5s and 10s within 500 - 2.3.CR.25
Using inch-long units to measure length - 2.6.1.10
Seeing the need for, making, and using a 12-inch measuring tool - 2.6.1.11
Understanding equal parts of a whole - 2.2.3.1
Partitioning and identifying one half of a rectangle, a triangle, a hexagon, and a circle - 2.2.3.2
Benchmark 1: Represent and describe a set of data with two or three categories (e.g., how many are in each group, which group has more/how many more, and how many people responded to the survey). - 1.6.AB.1
Benchmark 2: Solve comparison story problems with a bigger or smaller unknown. - 1.6.AB.2
Using standard notation (+, –, =) to record expressions or equations - 2.1.3.2
Generating equivalent expressions for a number - 2.1.3.3
Using standard notation (>, <) to express the relationship between two quantities - 2.1.3.1
Sharing strategies for solving put together/take apart story problems with the total unknown, and add to and take from story problems with the result unknown - 2.1.3.10
Subtracting 3-digit numbers by keeping one number whole and subtracting the other in parts by place - 2.8.2.10
Subtracting numbers where it is necessary to regroup the number of hundreds and/or tens in the initial amount - 2.8.2.11
Sorting 3-D shapes by common attributes - 2.2.1.9
Developing geometric language for describing defining attributes of 2-D shapes - 2.2.1.5
Attending to features of 3-D shapes, particularly the number and shapes of faces - 2.2.1.6
100 can be thought of as a bundle of ten tens – called a “hundred.” - M.2.5a
Identifying a 3-D shape by its attributes - 2.2.1.7
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
Identifying and sorting 2-D shapes by defining attributes - 2.2.1.8
Using a place-value model and equations to represent addition and subtraction strategies - 2.8.2.13
Benchmark 4: Solve put together/take apart story problems with the total unknown, and add to and take from story problems with the result unknown. - 2.1.AB.4
Naming, notating, and telling time to the nearest five minutes using analog and digital formats - 2.8.4.1
Using A.M. and P.M. to label times, and thinking about what happens at those times - 2.8.4.2
Making a 2-D representation of a 3-D shape - 2.2.1.16
Visualizing, representing, and solving add to story problems with the result unknown - 2.5.3.7
Recognizing and using coin equivalencies - 2.5.3.6
Matching a 3-D shape to a 2-D image of its faces - 2.2.1.17
Finding combinations of coins that equal $1.00 - 2.5.3.5
Drawing rectangles by attending to the lengths of the sides - 2.2.1.14
Adding two 2-digit numbers, and determining the difference between the sum and 100 - 2.5.3.4
Solving 2-step problems - 2.5.3.3
Finding the difference between a 2- or 3-digit number and 100 - 2.5.3.2
Sorting and naming polygons according to the number of sides - 2.2.1.18
Finding the difference between two 2-digit numbers - 2.5.3.1
Collecting, counting, representing, and comparing data - 2.1.4.7
Identifying rectangles as 4-sided shapes with 4 right angles - 2.2.1.12
Examining equivalencies among the pattern-block shapes, and the relationship between the size and the number of blocks used to fill a region - 2.1.4.5
Naming, notating, and telling time to the hour using analog and digital formats - 2.1.4.6
Drawing rectangles - 2.2.1.13
Developing vocabulary to name and describe 2-D shapes - 2.1.4.3
Identifying categories of shapes based on attributes - 2.2.1.10
Identifying quadrilaterals as shapes with 4 sides and 4 angles - 2.2.1.11
Finding combinations of shapes that fill a region - 2.1.4.4
Visualizing, representing, and solving comparison problems with a bigger unknown (more than/fewer than) - 2.5.3.8
Naming and comparing strategies for adding and subtracting two single-digit numbers - 2.1.2.3
Considering whether order matters in addition - 2.1.2.4
Developing and analyzing visual images for quantities up to 10 - 2.1.2.1
Developing fluency with addition and subtraction within 20 - 2.1.2.2
Benchmark 3: Use geometric language to describe and identify important attributes, and use those attributes to sort familiar 2-D shapes. - 1.2.AB.3
Benchmark 2: Build and draw familiar 2-D shapes. - 1.2.AB.2
Benchmark 5: Represent and solve addition and subtraction problems with 3-digit numbers. - 2.8.AB.5
Benchmark 4: Fluently add and subtract within 20. - 2.8.AB.4
Benchmark 3: Fluently subtract two 2-digit numbers. - 2.8.AB.3
Benchmark 2: Name, notate, and tell time to the nearest 5 minutes using analog and digital formats and associate A.M. and P.M. with time of day. - 2.8.AB.2
Benchmark 1: Solve a comparison story problem with a smaller unknown. - 2.8.AB.1
Relating unknown facts to known ones (e.g., using (7 + 7) + 1 to solve 15 - 7 or thinking 15 - 7 = 15 - 5 - 2) - 2.8.3.2
Developing fluency with addition and subtraction within 20 - 2.8.3.1
Demonstrating fluency with addition and subtraction within 20 - 2.8.3.3
Drawing 2-D shapes - 2.2.1.1
Observing, describing, and identifying 2-D and 3-D shapes - 2.2.1.2
Developing visual images of 2-D shapes and geometric language for describing their defining attributes - 2.2.1.3
Developing geometric vocabulary to describe and compare defining attributes of 3-D shapes and their 2-D faces - 2.2.1.4
Using cubes and the number line to show the relationship between adding (or subtracting) 9 and adding (or subtracting) 10 to/from a number - 2.5.4.3
Relating the Plus 10/Minus 10 facts to the Plus 9/Minus 9 facts - 2.5.4.2
Developing fluency with addition and subtraction within 20 - 2.5.4.1
Using standard notation (+, –, =) to represent addition and subtraction situations - 2.1.3.8
Using numbers, symbols, pictures, and/or words to represent a solution to a problem - 2.1.3.9
Using numbers, pictures, words and/or notation to represent a solution to a problem - 2.1.3.6
Visualizing, representing, and solving put together/take apart story problems with the total unknown, and add to and take from story problems with the result unknown - 2.1.3.7
Sharing strategies for solving addition problems - 2.1.3.4
Solving a comparison story problem with the difference unknown - 2.1.3.5
Using inches, feet, yards, centimeters, and meters to describe length - 2.6.2.5
Counting, writing, and reading numbers to 100 and beyond - 2.1.1.4
Using rulers and yardsticks as standard measuring tools - 2.6.2.4
Identifying and using patterns in the number sequence to count, read, and write numbers to 100 and beyond - 2.1.1.5
Developing fluency with addition and subtraction within 20 - 2.3.CR.1
Counting sets of up to 100 objects - 2.1.1.2
Using known facts to add/subtract single-digit numbers - 2.3.CR.2
Relating the doubles and near-doubles facts - 2.3.CR.3
Counting a quantity in more than one way - 2.1.1.3
Becoming familiar with and using the terms inches, feet, yards, centimeters, and meters as standard units of measure - 2.6.2.1
Developing fluency with the Plus 10 and Minus 10 Facts - 2.3.CR.4
Using the number line to reason about, and keep track of information about, the magnitude and relationship of numbers - 2.1.1.1
Comparing centimeters and inches, and rulers that measure them - 2.6.2.3
Comparing a variety of measuring tools - 2.6.2.2
Collecting, counting, representing, and comparing data - 2.8.CR.11
Solving a multiple-addend problem about tens and hundreds (dimes and dollars) - 2.8.CR.12
Generating equivalent expressions for a number - 2.4.CR.6
Identifying patterns in the skip counting sequence of 5s and 10s - 2.4.CR.5
Adding four 2-digit numbers - 2.4.CR.2
Collecting, counting, representing, and comparing data - 2.4.CR.1
Counting by 5s and 10s within 500 - 2.4.CR.4
Representing a set of data sorted with up to four categories - 2.4.2.1
Solving equations with unknowns in all positions - 2.4.CR.3
Identify, read, and write numbers to 500 - 2.3.5.2
Using standard notation (>, <) to express the relationship between two quantities - 2.3.5.3
Using a 100 chart to reason about the magnitude and relationship of numbers - 2.3.5.1
Interpreting and sharing results from a data investigation - 2.4.3.9
Benchmark 1: Compare the lengths of two objects indirectly by using a third length. - 1.4.AB.1
Benchmark 4: Understand that halves or fourths (quarters) apply to wholes divided into two (four) equal parts; partition circles and rectangles into two and four equal parts. - 1.4.AB.4
Benchmark 2: Demonstrate accurate measuring techniques when measuring an object or distance with multiple units. These techniques include starting at the beginning, ending at the end, leaving no gaps or overlaps, measuring in a straight line, and keeping track of the number of units. - 1.4.AB.2
Describing and interpreting data on a picture graph and bar graph - 2.4.3.1
Comparing representations of the same set of data - 2.4.3.2
Using coin equivalencies - 2.8.1.10
Matching a bar graph to another representation by noticing features of the data - 2.4.3.3
Interpreting a data representation - 2.4.3.4
Describing and interpreting what the data show about the group surveyed - 2.4.3.5
Describing important features of a set of data - 2.4.3.6
Describing a set of data with up to four categories - 2.4.3.7
Describing a set of numerical data - 2.4.3.8
Adding 10 or 100 to and subtracting 10 or 100 from a given number and describing what part of the number changes - 2.5.1.8
Noticing how the digit in the tens place changes when the addends in the ones place sum to greater than 10 - 2.5.1.7
Working with the relationship between 1, 10, 100, and 1,000 - 2.5.1.6
Using standard notation (>, <) to express the relationship between two quantities - 2.5.1.5
Developing fluency with addition and subtraction within 20 - 2.5.CR.1
Comparing 3-digit numbers by comparing like places (i.e., hundreds with hundreds, tens with tens, ones with ones) - 2.5.1.4
Using a place-value model to represent 3-digit numbers as hundreds, tens, and ones - 2.5.1.3
Representing 3-digit numbers in expanded form - 2.5.1.2
Relating unknown facts to known ones (e.g., 8 + 6 = 8 + 2 + 4, or using 8 + 6 = 14 to solve 14 – 8) - 2.5.CR.2
Counting by 5s and 10s within 1,000 - 2.5.CR.8
Benchmark 2: Estimate and measure lengths in inches, feet, centimeters, and meters. - 2.6.AB.2
Identifying patterns in the skip counting sequence of 5s and 10s - 2.5.CR.9
Considering whether reordering the numbers in a subtraction problem results in the same difference - 2.1.2.8
Benchmark 1: Recognize that, when measuring the same length, larger units yield smaller counts (and vice versa). - 2.6.AB.1
Benchmark 4: Solve comparison and other story problems about lengths. - 2.6.AB.4
Benchmark 3: Represent measurement data on a line plot. Quiz 1 (Resource Masters, A48–A49) in Session 2.5 - 2.6.AB.3
Considering sources of measurement error - 2.6.1.6
Identifying strategies for accurate measurement - 2.6.1.5
Understanding that different-sized units yield different counts (the smaller the unit, the higher the count) - 2.6.1.8
Iterating units to measure length - 2.6.1.7
Identifying length and width as different dimensions of an object - 2.6.1.2
Identifying contexts for measurement - 2.6.1.1
Considering the relationship between the size of a unit and the number of units it takes to measure a length - 2.6.1.4
Benchmark 5: Rote count, read, and write numbers to 120. - 1.3.AB.5
Using nonstandard units to measure length - 2.6.1.3
Identifying the value that each digit in a 3-digit number represents - 2.5.1.1
Establishing the need for a common unit to compare measurements - 2.6.1.9
Benchmark 4: Write an addition equation to express the total number of objects in a rectangular array. - 2.7.AB.4
Benchmark 1: Recognize and identify coins and their values. - 2.1.AB.1
Benchmark 3: Solve a comparison story problem with the difference unknown. - 2.1.AB.3
Benchmark 2: Write an equation to express an even number as a sum of two equal addends. - 2.7.AB.2
Benchmark 2: Use known combinations to add several numbers in any order. - 2.1.AB.2
Benchmark 3: Solve problems that involve equal groups. Quiz 1 (Resource Masters, A55) in Session 2.5 - 2.7.AB.3
Benchmark 1: Define even and odd numbers in terms of numbers that can/cannot be organized into groups of two or two equal - 2.7.AB.1
Developing efficient methods for notating addition strategies - 2.5.2.6
Developing efficient strategies for adding 2-digit numbers - 2.5.2.5
Using known pairs of 2-digit numbers that add to 100 to find related pairs that add to 100 or a number close to 100 (for example: 80 + 20 = 100, so 79 + 21 = 100) - 2.5.2.4
Using knowledge of place value to find pairs of 2-digit numbers that add to 100 or a number close to 100 - 2.5.2.3
Relating the single-digit combinations of 10 (e.g., 8 + 2) to multiple of 10 combinations of 100 (e.g., 80 + 20) - 2.5.2.2
Adding and subtracting a number of tens and/or ones to/from a 2- or 3-digit number - 2.5.2.1
Benchmark 4: Solve story problems with 3 addends. - 1.3.AB.4
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
Benchmark 2: Understand ten ones as one ten, and the teen numbers as one ten and some number of ones. - 1.3.AB.2
Combining coins to a total of 50¢ - 2.1.1.8
Identifying and using coin equivalencies - 2.1.1.9
Developing an understanding of the structure of the 100 chart - 2.1.1.6
Identifying and recognizing coins and the dollar bill and their values - 2.1.1.7




List of all Files Validated:


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