ALCA PLC Members 7 Steps Data Standards Map Plan Curriculum Assessment Strategies

G.2 - Number and Operations in Base Ten

This text resource illustrates the Standards Map for the Grade 2 Number and Operations in Base Ten domain in the Common Core State Standards.

Standards

Common Core Mathematics: G.2

In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
Common Core Mathematics: G.2 > NBT

Number and Operations in Base Ten (NBT)
Common Core Mathematics: G.2 > NBT > C.1

Understand place value.

Common Core Mathematics: G.2 > NBT > C.1 > S.1

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

100 can be thought of as a bundle of ten tens — called a “hundred.”
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Content	Skills	Learning Targets	Big Ideas	Essential Questions
Three-digit numbers Place value Hundreds, tens, and ones 100 is a bundle of 10 tens [a] Numbers 100, 200, 300, 400, 500, 600, 700, 800, and 900 are one, two, three, four, five, six, seven, eight, or nine hundreds and 0 tens and 0 ones [b]	2 - Understand (digits of a three-digit number represent amounts of hundreds, tens and ones, e.g., 706 equals 7 hundreds, 0 tens, and 6 ones) 2 - Understand (100 can be thought of as a bundle of 10 tens) 2 - Understand that the numbers 100, 200, 300, 400, 500, 600, 700, 800, and 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, 0 tens and 0 ones. [b]	2 - I can understand that the digits in a three-digit number represent the amount of hundreds, tens and ones. 2 - I can understand that 100 can be thought of as ten tens. [a] 2 - I can understand that the numbers 100, 200, 300, 400, 500, 600, 700, 800, and 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, 0 tens, and 0 ones. [b]	A. The two digits in a three-digit number represent the number of hundreds, tens and ones in the number.	A.1 What do the digits in a three-digit number represent?

Common Core Mathematics: G.2 > NBT > C.1 > S.2

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

Content	Skills	Learning Targets	Big Ideas	Essential Questions
Numbers Count within 1000 Skip-count by 5's Skip-count by 10's Skip-count by 100's	1 - Count (within 1000) 1 - Skip-count (by 5's) 1 - Skip-count (by 10's)	1 - I can count within 1000. 1 - I can skip-count by 10's. 1 - I can skip-count by 100's.	A. Number patterns can be found in mathematics.	A.1 How does finding patterns help in counting?

Common Core Mathematics: G.2 > NBT > C.1 > S.3

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

Content	Skills	Learning Targets	Big Ideas	Essential Questions
Numbers Base-ten numerals Read to 1000 Write to 1000 Number names Expanded form	1 - Read (numbers to 1000 using base-ten numerals) 1 - Read (numbers to 1000 using number names) 1 - Read (numbers to 1000 using expanded form) 1 - Write (numbers to 1000 using base-ten numerals) 1 - Write (numbers to 1000 using number names) 1 - Write (numbers to 1000 using expanded form)	1 - I can read numbers to 1000 using base-ten numerals. 1 - I can read numbers to 1000 using number names. 1 - I can read numbers to 1000 using expanded form. 1 - I can write numbers to 1000 using base-ten numerals. 1 - I can write numbers to 100 using number names. 1 - I can write numbers to 1000 using expanded form.	A. Numbers can be represented in different ways.	A.1 In what different ways can numbers be represented?

Common Core Mathematics: G.2 > NBT > C.1 > S.4

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Content	Skills	Learning Targets	Big Ideas	Essential Questions
Three-Digit Numbers Meanings of hundreds, tens and ones digits Comparisons using >, =, and <	2 - Compare (three-digit numbers based on meanings of hundreds, tens and ones digits) 1 - Record (results of comparisons with symbols >, =, and <)	2 - I can compare three-digit numbers based on the meaning of the hundreds, tens and ones digits. 1 - I can record the results of my comparisons using >, =, or <.	A. Comparing numbers is an essential skill when solving real world problems.	A.1 Why do I need to be able to compare numbers?

Common Core Mathematics: G.2 > NBT > C.2

Use place value understanding and properties of operations to add and subtract.

Common Core Mathematics: G.2 > NBT > C.2 > S.5

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

Content	Skills	Learning Targets	Big Ideas	Essential Questions
Addition Within 100 With fluency Strategies based on place value Properties of operations Relationship between addition and subtraction	2 - Add (numbers within 100 with fluency) 2 - Subtract (numbers within 100 with fluency) 3 - Use (strategies based on place value, properties of operations, and/or the relationship between addition and subtraction)	2 - I can add numbers within 100 with fluency. 2 - I can subtract numbers within 100 with fluency. 3 - I can use strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.	A. Adding and subtracting numbers quickly makes problem solving faster and easier. B. Several strategies can be used to aid in solving addition and subtraction problems.	A. Why do I need to add or subtract quickly? B. What can I do if I need some help adding or subtracting numbers?

Common Core Mathematics: G.2 > NBT > C.2 > S.6

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

Content	Skills	Learning Targets	Big Ideas	Essential Questions
Addition Up to four-digit numbers Strategies based on place value and properties of operations	2 - Add (up to four-digit numbers) 3 - Use (strategies based on place value and properties of operations)	2 - I can add up to four-digit numbers. 3 - I can use strategies based on place value and properties of operations.	A. Addition and subtraction of large numbers is a part of real world mathematics.	A. When will I have to compute using large numbers?

Common Core Mathematics: G.2 > NBT > C.2 > S.7

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Content	Skills	Learning Targets	Big Ideas	Essential Questions
Addition and subtraction Within 1000 Concrete models Drawings Strategies based on place value Properties of operations Relationship between addition and subtraction Composing a ten or one hundred Decomposing a ten or one hundred Written method From strategy	2 - Add (within 1000) 2 - Subtract (within 1000) 3 - Use (concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction) 3 - Relate (strategies to written methods) 2 - Understand (adding or subtracting according to place value) 2 - Understand (composing a ten or one hundred) 2 - Understand (decomposing a ten or one hundred)	2 - I can add within 1000. 2 - I can subtract within 1000. 3 - I can use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 3 - I can relate strategies to written methods. 2 - I can understand adding or subtracting according to place value. 2 - I can understand composing a ten or one hundred. 2 - I can understand decomposing a ten or one hundred.	A. Sometimes grouping or regrouping is necessary when adding or subtracting. B. Concrete models or drawings or other strategies can be used to aid in solving addition and subtraction problems.	A. What do I do if I have more than 10 ones or tens as I add, or if I don't have a large enough number to subtract from? B. What can I do if I need some help adding numbers together?

Common Core Mathematics: G.2 > NBT > C.2 > S.8

Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Content	Skills	Learning Targets	Big Ideas	Essential Questions
Addition Mental 10 or 100 more than a given number from 100-900 Subtraction Mental 10 or 100 less than a given number from 100-900	2 - Add (10 or 100 more than a given number from 100 to 900 mentally) 2 - Subtract (10 or 100 less than a given number from 100 to 900 mentally)	2 - I can mentally add 10 or 100 more than a given number from 100 to 900. 2 - I can mentally subtract 10 or 100 less than a given number from 100 to 900.	A. Addition or subtraction of 10 or 100 can be done mentally. B. Being able to do simple math problems mentally makes doing math easier and faster.	A. Can I do some addition or subtraction faster? B. Why should I learn to do some math problems in my head?

Common Core Mathematics: G.2 > NBT > C.2 > S.9

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

Content	Skills	Learning Targets	Big Ideas	Essential Questions
Addition strategies Place value Properties of operations Subtraction strategies Place value Properties of operations	2 - Explain (why addition and subtraction strategies work) 3 - Use (place value and properties of operations)	2 - I can explain why addition and subtraction strategies work. 3 - I can use place value and properties of operations.	A. Computation of numbers can be modeled using properties of operations and place value.	A. What can I do if I have trouble subtracting numbers?

Comments

Be the first to comment below.