Numbers and Operations 2nd Grade 1.

. Compare and represent whole numbers up to 1000 with an emphasis on place value and equality. 2. Demonstrate mastery of addition and subtraction basic facts; add and subtract one- and two-digit numbers in real-world and mathematical problems. Minnesota Standards
2.1.1.1 Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.

Learning Targets
2.1.1.1 I can read and show numbers up to 1000.

Curriculum Resources
Math Expressions See Daily Routines Unit 1 Unit 5 Lessons 1-6 Unit 9 Unit 11 Lessons 1-5 Unit 13 Lessons 1-7 Proficiency Assessment: Math Expressions: Unit 5:SE: Test P. 191: # 1-4 Unit 11: TM:QQ 1:#1,2 Getting Ready for MCA II: (ThinkCentral) Unit 5: P. 43-44: # 1,2,3,6

2.1.1.1: Proficiency: I can read and represent whole numbers to 1000.

2.1.1.2 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. For example: Writing 853 is a shorter way of writing 8 hundreds + 5 tens + 3 ones. 2.1.1.2: Proficiency: I can show whole numbers in expanded form to 1000.

2.1.1.2 I can show place value to 1,000 by using expanded form. Math Expressions See Daily Routines Unit 5 Unit 11

Proficiency Assessment: Math Expressions: Unit 11: TM: QQ 1: #3 Unit 11: SE: P. 343 Unit 11: TM: test Form A : #3,4 Getting Ready for MCA II: (ThinkCentral) Unit 11: P. 45-46: #2

2.1.1.3 Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. For example: Find the number that is 10 less than 382 and the number that is 100 more than 382. 2.1.1.3: Proficiency: I can use a hundreds chart and find 10 more or 10 less than a given number three digit number.

2.1.1.3 I can find 10 more or 10 less than a three-digit number. I can find 100 more or 100 less than a given three-digit number. Math Expressions Unit 5 Lesson 5 Unit 11 Lesson 5

Proficiency Assessment: Math Expressions: Unit 11: TM: Test Form A: #6 Unit 11: SE: Test P. 391 #6 Getting Ready for MCA II:

(ThinkCentral) Unit 5: P. 47-48:#3,6,7

2.1.1.4 Round numbers up to the nearest 10 and 100 and round numbers down to the nearest 10 and 100. For example: If there are 17 students in the class and granola bars come 10 to a box, you need to buy 20 bars (2 boxes) in order to have enough bars for everyone.

2.1.1.4 I can round numbers up to the nearest 10 and 100. I can round numbers down to the nearest 10 and 100. Math Expressions Unit 5 Lesson 5 Going Further, Lesson 11 Going Further, Lesson 18 Going Further Unit 9 Lesson 6 Going Further, Lesson 11 Going Further, Unit 11 Lesson 5, Lesson 22 Going Further Proficiency Assessment: Math Expressions: Unit 5: SE: L5: P. 153 Unit 5: SE: L11: P. 167: # 1-6 Getting Ready for MCA II: (ThinkCentral) Unit 9: P. 57 #2 Unit 9: P. 49-50: #2,3,4

2.1.1.4: Proficiency: I can round numbers to the nearest 10.

2.1.1.5 Compare and order whole numbers up to 1000. 2.1.1.5 I can compare and order whole numbers up to 1000

Math Expressions Unit 1 Lesson 18 Unit 1 Lesson 21, Unit 3 lesson 5

2.1.1.5 Proficiency: I can order whole numbers up to 1000.

Proficiency Assessment: Math Expressions: Unit 11: TM: QQ1: #1,2 Getting Ready for MCA II: (ThinkCentral) Unit 1: P. 51,52 : #2,6

2.1.2.1 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 subtraction to generate basic facts. For example: Use the associative property to make tens when adding 5 + 8 = (3 + 2) + 8 = 3 + (2 + 8) = 3 + 10 = 13. 2.1.2.1 Proficiency: I can complete a fact family when given 3 numbers. I can represent a number in many different ways. (Equation Chain)

2.1.2.1 I can complete a fact family when given 3 numbers. I can represent a number in many different ways. (Equation Chain)

Math Expressions Unit 1 Lesson 2, 9, 10, 11, 12, 13, 14, 15, 16, 17, 19, 20, 22 Unit 5 Lesson 2, 4, 5, 6, 9, 10, 11, 12, 13, 14, 16, 17, 19 Unit 7 Lesson 14 Unit 9 Lesson 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 , 16 Unit 11, Lesson 5, 8, 9, 10

Proficiency Assessment: Math Expressions: Unit 1:TM: P. 125:Ongoing Assessment Box Getting Ready for MCA II: (ThinkCentral) Unit 1:P.53, 54: #5 Unit 1: P. 56: #6

2.1.2.2 Demonstrate fluency with basic addition facts and related subtraction facts.

2.1.2.2 I can demonstrate math fluency with basic facts. Math Expressions Unit 1 Lesson 2, 9, 10, 11, 12, 13, 14, 15, 16, 17, 19, 20, 22 Unit 3 Lesson 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 Unit 5 Lesson 13 Unit 7 Lesson 1, 2, 3, 4, 5, 9, 10, 11, 12, 13 Unit 9 Lesson 4, 5, 12 Unit 12 Lesson 10, 14 Math Expressions: Unit 5: SE: P. 171,172 Getting Ready for MCA II: (ThinkCentral) Unit 7: P. 55-56 Benchmark Tri: 1,2,3

2.1.2.2 Proficiency: I can pass 10/ 30 on benchmark addition and subtraction tests.

2.1.2.3 Estimate sums and differences up to 100. For example: Know that 23 + 48 is about 70.

2.1.2.3 I can estimate sums and differences up to 100. Math Expressions Unit 5 Lesson 6 Going Further, Lesson 8 Unit 9 Lesson 11 Going Further

2.1.2.4 Use mental strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. For example: Using decomposition, 78 + 42, can be thought of as: 78 + 2 + 20 + 20 = 80 + 20 + 20 = 100 + 20 = 120 and using expanded notation, 34 - 21 can be thought of as: 30 + 4 20 1 = 30 20 + 4 1 = 10 + 3 = 13. 2.1.2.4 Proficiency: I can understand the place value of ones, tens, hundreds with a proof drawing.

2.1.2.4. I can use mental strategies to add and subtract two- digit numbers. *Strategies can include: decomposition, expanded notation, and partial sums and differences.

Math Expressions Unit 1 Lesson 2, 4, 5, 6, 7, 8, 21 Unit 3 Lesson 14 Unit 5 Lesson 1, 2, 3, 4, 5, 6, 7, 15, 15 Unit 6 Lesson 5 Unit 7 Lesson 3 Unit 9 Lesson 1, 2 Unit 11 Lesson 1, 2, 5, 6, 24 Extension 1

Proficiency Assessment: Math Expressions: Unit 5: SE: Unit Test: P. 191 #1-4 Unit 5: TM:QQ1: #1-4 2.1.2.5 I can solve addition and subtraction problems involving whole numbers with up to 2 digits. Math Expressions Unit 1 Lesson 1, 2, 3, 11, 19, 20, 23 Unit 3 Lesson 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 Unit 5 Lesson 6, 9, 10, 14, 15, 16, 18, 20 Unit 6 Lesson 4, 5 Unit 7 Lesson 2, 4, 5, 7, 10, 11, 12, 13, 14, 16 Unit 9 Lesson 3, 4, 11, 14, 15, 16, 17 Unit 11 Lesson 5, 7, 8, 10, 13, 14, 23

2.1.2.5 Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits.

Unit 12 Lesson 3, 4 Unit 13 Lesson 4, 5, 6, 13

2.1.2.5 Proficiency: I can solve a single step word problem involving addition or subtraction with a proof drawing or equation.

Proficiency Assessment: Math Expressions: Unit 3:SE:Test: P. 124: # 8,9 Unit 5: SE: Unit Test: P. 191: # 1-4 Unit 5: SE: Test:P. 192: # 12-13 Getting Ready for MCA II: (ThinkCentral) Unit 11: P. 61-62

2.1.2.6 Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts.

2.1.2.6. I can use addition and subtraction to compare data from tables, bar graphs and tally charts. I can create a table, bar graph and tally chart.

Math Expressions Unit 1 Lesson 23 Unit 3 Lesson 7 Going Further Unit 7 Lessons 1-14 Proficiency Assessment: Math Expressions: Unit 7:TM: Test Form B:#6 Unit 7: TM: TM: QQ#3 Unit 7: SE: Test:P. 244,253: #1,4,5 Unit 7:TM: Test Form B: # 1,4 Getting Ready for MCA II: (ThinkCentral) Unit 7: P. 63-64: #1,2

2.1.2.6 Proficiency: I can, given a set of data, can match it to the correct graph. I can use addition or subtraction to compare two pieces of data on a graph.