Scott County Public Schools
TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING
2011-2012 2nd
Mathematics Grade
Pacing Guide and Curriculum Map
Scott County Public Schools
TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING
Introduction Scott County Elementary Teachers, It is my hope that this new pacing guide and curriculum map for the Kentucky Core Academic Standards (KCAS)
will provide you with a wealth of instructional material to ensure at least one year’s worth of growth for every single
child that you come into contact with over the course of the school year. As you begin to look through the document, you
will first see that it is designed differently than what we have used before. Please allow me to describe each of the
different sections in detail.
Pacing Guide Each grade level and content area will begin with a one-page pacing guide overview for the year. This pacing guide is
designed with a few different purposes in mind: a) Provide continuity within all elementary schools in Scott County so
that students who transfer from school to school will not miss large chunks of instruction, b) Allow each school to have
the flexibility to group concepts within a specific 9 weeks in a sequence that is most appropriate for them. You will
notice that for each 9 weeks, the specific clusters (math) and strands/clusters (ELA) that the students need to learn are
listed. The strands and clusters are listed in a suggested order for each 9 weeks, however, as long as all concepts are
covered within that specific 9 week period, each school may determine a slightly different sequence within the 9 weeks.
This, hopefully, will allow schools to continue, as necessary, any specific scope and sequence within a strong
instructional program that has proven success in raising student achievement (Everyday Math, etc.). The pacing guide
provides a broad overview of when during the year, specific concepts should be taught.
Curriculum Map The curriculum map is a much more specific piece of the document. The curriculum map provides each standard
deconstructed into smaller learning targets. Each of these learning targets has then been rewritten in student friendly
language and, in some cases, has success criteria added. The purpose of having the specific learning targets in student
friendly language with success criteria is to communicate it to the students at the beginning of each lesson (verbally and by
posting on the board) in order to help them take more ownership and accountability for their own learning. Words and
phrases that show up in parentheses in the student friendly targets are teacher information and can be removed before
posting on the board.
You will notice that in some cases, a specific standard shows up in multiple 9 week blocks. When that happens, please
pay special attention as it may mean that the intent is to review previously learned content or it may mean that different
targets within that standard are being taught each time.
Within the curriculum map you will also see additional columns that have been intentionally left blank for the 2011-2012
school year. Please use the columns for assessments, resources, and differentiation to record what you do for each during
this school year. At the end of the year, we will begin to add them to the district document.
As always, please keep in mind that this is a living, breathing document and as such will never be “finished.” We will
continually work to improve it as we collaborate together for the benefit of our students.
- Matt Thompson, Director of Elementary Schools 6/24/11
This document would not have been possible without the tireless efforts of the following teachers and administrators: Thank you so much for all your work!!!
Anne Mason Eastern Garth Northern Southern Stamping Ground Western Ruthie Adams
Maria Bennett
Amy Brannock
Crissy Ellison
Elizabeth Gabehart
Jessica Grant
Missie Hickey
Christa Kelly
Robin Lowe
Ashlee McCullough
Carla Prather
Paula Richey
Leah Riney
Annie Starnes
Ashley Beckett
Dana Boggs
Andrea Caudill
Stephanie Chenault
Ed Denney
Amanda Ford
Meghan Hillman
Lori Beth Mays
Jaime Moore
Rebecca Sargent
Morganne Vance
Rusty Andes
Ginny Barnes
Lori Bergman
Donna Cox
Amanda Featherston
Lisa Hanson
Rachel Lukacsko
Melissa Mullins
Angela Perkins
Misty Portwood
Theresa Shoup
Mary Frances Watts
Lori Wise
Kelley Bush
Monica Campbell
Melissa Chandler
Stephanie Foley
Debra Hunley
Judi Hunter
Wanda Johnson
Micah Rumer
Brittany Thomas
Marcie Ward
Tracey Werkheiser
Olivia Winkle
Dana Young
Bryan Blankenship
Laura Brock
Brooke Donovan
Marsha Downey
Jennifer Fraley
Jean Gillespie
Lori Graves
Judy Halasek
Shannon Marshall
Tammy Moore
Angela Schmidt
Angie Wallace
Robyn Bays
Stacey Carpenter
Kim Duncan
Betsy Fredericks
Amy Fryman
Wendy Holbrook
Jill Ingram
Paul Krueger
Bettie Ann Monroe
Jessica Napier
Kendle Nicholson
Sarah Price
Debbie Walker
Amy Baker
Corbie Bennett
Tammy Bisotti
Cari Bradley
Shannon Christopher
Peggy Cullen
Dorothy Daley
Cathy Gaebler
Deborah Haddad
Laura Johnson
Jeanne Keller
Amy McGuire
Heidi Mullins
Janet Parker
Lerin Parker
Terri Sutton
Page 2 of 37
Domain Key CC OA NBT NF MD G
Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry
Scott County Pacing Guide
Second Grade Mathematics
1Nine
Weeks
st 2.MD: Relate addition and subtraction to length
• 2.MD.6
2.NBT: Understand place value
• 2.NBT.2
2.OA: Work with equal groups of objects to gain foundations for multiplication
• 2.OA.3
2.NBT: Understand place value
• 2.NBT.1ab
2.NBT: Use place value understanding and properties of operations to add and subtract
• 2.NBT.8
2.NBT: Understand place value
• 2.NBT.3 • 2.NBT.4
2.OA: Add and subtract within 20
2.OA: Work with equal groups of objects to gain foundations for multiplication
2Nine
Weeks
nd 2.NBT: Use place value understanding and properties of operations to add and subtract
• 2.NBT.8 • 2.NBT.7 • 2.NBT.6 • 2.NBT.5
3Nine
Weeks
rd 2.NBT: Use place value understanding and properties to add and subtract
• 2.NBT.9
2.OA: Represent and solve problems involving addition and subtraction
• 2.OA.1
2.MD: Work with time and money • 2.MD.7 • 2.MD.8
2.MD: Relate addition and subtraction to length
• 2.MD.6
2.MD: Measure and estimate lengths in standard units
• 2.MD.1 • 2.MD.2 • 2.MD.3 • 2.MD.4
4Nine
Weeks
th 2.MD: Relate addition and subtraction to length
• 2.MD.5 2.MD: Represent and interpret data
• 2.MD.9 • 2.MD.10
2.G: Reason with shapes and their attributes • 2.G.1 • 2.G.2 • 2.G.3
2.OA: Work with equal groups of objects to gain foundations for multiplication
• 2.OA.4
Page 3 of 37
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.MD.6 K R S P
Domain Standard
Measurement and Data 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. Cluster
Relate addition and subtraction to length.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
* = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Represent whole numbers
from 0 on a number line
with equally spaced points.
I can represent (show) a
number line with equal
spaces between the
numbers.
Equal spaces
Number line
Page 4 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.NBT.2 K R S P
Domain Standard Number and Operations in Base Ten Count within 1000; skip-count by 5s, 10s, and 100s.
Cluster Understand place value
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K Count within 1000
I can count forward and backward up to 1000 (beginning with any number).
Skip-count
2 I can tell the number that comes before, after, and in-between given numbers (1-1000).
3 I can recognize and identify ordinal numbers.
4 K Skip-count by 5s I can skip count forward and backward by 5s (beginning with any multiple of 5).
5 K Skip-count by 10s I can skip count forward and backward by 10s (beginning with any number).
6 K Skip-count by 100s I can skip count forward and backward by 100 (beginning with any number).
Page 5 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.OA.3 K R S P
Domain Standard Operations and Algebraic Thinking Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by paring
objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
Cluster Work with equal groups of objects to gain foundations for multiplication.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Count a group of objects up to 20 by 2s.
I can count a group of objects up to 20 by 2s.
Addend Equation* Equal to Even Odd Objects Sum Count
2 K Recognize in groups that have even numbers objects will pair up evenly
I can recognize that even number objects will have a match/partner.
3 K Recognize in groups of odd numbers objects will not pair up evenly.
I can recognize that odd number objects will not have a match (pair) but will have one left over.
4 K I can define addend and sum.
5 R Determine whether a group of objects is odd or even, using a variety of strategies.
I can decide whether a group of objects is even or odd using many strategies.
6 R Generalize the fact that all even numbers can be formed from the addition of 2 equal addends.
I can recognize that adding the same two addends gives me an even sum.
This means I can recognize that doubles facts combine to make an equal sum.
7 R Write an equation to express a given even number as a sum of two equal addends
I can write an equation to show that adding the same two addends produces an even sum.
This means I can write a doubles fact to get an even sum.
Page 6 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.NBT.1 K R S P
Domain Standard Number and Operations in Base Ten 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: a. 100 can be thought of as a bundle of ten tens – called a “hundred.” b. 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).
Cluster Understand Place Value
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K Explain the value of each digit in a 3-digit number
I can explain the value of each digit in a 2-digit number.
Base ten numerals (teacher only)* Bundle* Digit Expanded form* Standard unit* Word form*
2 I can explain the value of each digit in a 3-digit number.
3 K Identify a bundle of 10 tens as a “hundred.”
I can identify how much a bundle of 10 tens is.
4 R Represents a three digit number with hundreds, tens, and ones.
I can show a number (three digit) with hundreds, tens, and ones.
This means that I can show how many hundreds, tens, and ones are in a number using base ten blocks, standard form, word form, and expanded form.
5 R Represent 200, 300, 400, 500, 600, 700, 800, 900 with one, two, three, four, five, six, seven, eight, or nine hundreds and 0 tens and 0 ones.
I can show how many hundreds, tens, and ones are in each hundred 200 through 900.
Page 7 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.NBT.8 K R S P
Domain Standard Number and Operations in Base Ten Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number
100-900. Cluster Use place value understanding and properties of operations to add and subtract.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know place value within 1000.
I can identify the place value for digits in numbers up to 1000.
Mental strategies
Page 8 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.NBT.3 K R S P
Domain Standard Number and Operations in Base Ten Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Cluster Understand place value
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know what expanded form means.
I can tell and show what expanded form means.
Numeral (teacher only)*
2 K Recognize that the digits in each place represent amounts of thousands, hundreds, tens, or ones.
I can recognize that the digits in an number stand for different values (thousands, hundreds, tens, or ones).
3 K Read numbers to 1000 using base ten numerals
I can read numbers to 1000 (base ten).
4 K Read numbers to 1000 using number names
I can read number words to 1000.
5 K Read numbers to 1000 using expanded form
I can read numbers in expanded form to 1000.
6 K Write numbers to 1000 using base ten numerals
I can write (base ten) numbers to 1000.
7 K Write numbers to 1000 using number names.
I can write number words to 1000.
8 K Write numbers to 1000 using expanded form.
I can write numbers in expanded form to 1000.
Page 9 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.NBT.4 K R S P
Domain Standard Number and Operations in Base Ten Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and
< symbols to record the results of comparisons. Cluster Understand place value
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K Know the value of each digit represented in the three-digit number.
I can tell and show the value of each digit shown in a two-digit number.
Comparison Compare Greater than Less than Equal to Place value* Value*
2 I can tell and show the value of each digit shown in a three-digit number.
3 K Know what each symbol represents >, <, and =.
I can tell and show what <, >, and = mean.
4 R Compare two three-digit numbers based on place value of each digit.
I can compare two three-digit numbers.
This means I can use what I know about place value to show if a number is greater than, less then, or equal to other numbers.
5 R Use >, =, and < symbols to record the results of comparisons.
I can compare two numbers using the symbols <, >, and =.
Page 10 of 37
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.OA.2 K R S P
Domain Standard
Operations and Algebraic Thinking Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all
sums of two one-digit numbers. Cluster
Add and subtract within 20.
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
* = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know mental strategies for
addition and subtraction
I can add and subtract
using many mental
strategies.
Addition
Subtraction
Sum
Doubles*
Doubles plus 1*
Mental strategies
Skip counting
One digit
numbers
2 K Know from memory all
sums of two one-digit
numbers
I can memorize sums of
two one-digit numbers.
3
R
Apply mental strategies to
add and subtract fluently
within 20
I can quickly add numbers
(within 20) using mental
strategies.
This means I can add and
subtract using different
ways I have learned
(doubles, doubles plus one,
counting on, skip counting,
properties of operations,
etc.)
4 I can quickly add and
subtract numbers (within
20) using mental strategies.
Page 11 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.OA.3 K R S P
Domain Standard Operations and Algebraic Thinking Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by paring
objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
Cluster Work with equal groups of objects to gain foundations for multiplication.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Count a group of objects up to 20 by 2s.
I can count a group of objects up to 20 by 2s.
Addend Equation* Equal to Even Odd Objects Sum Count
2 K Recognize in groups that have even numbers objects will pair up evenly
I can recognize that even number objects will have a match/partner.
3 K Recognize in groups of odd numbers objects will not pair up evenly.
I can recognize that odd number objects will not have a match (pair) but will have one left over.
4 K I can define addend and sum.
5 R Determine whether a group of objects is odd or even, using a variety of strategies.
I can decide whether a group of objects is even or odd using many strategies.
6 R Generalize the fact that all even numbers can be formed from the addition of 2 equal addends.
I can recognize that adding the same two addends gives me an even sum.
This means I can recognize that doubles facts combine to make an equal sum.
7 R Write an equation to express a given even number as a sum of two equal addends
I can write an equation to show that adding the same two addends produces an even sum.
This means I can write a doubles fact to get an even sum.
Page 12 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.NBT.8 K R S P
Domain Standard Number and Operations in Base Ten Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number
100-900. Cluster Use place value understanding and properties of operations to add and subtract.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know place value within 1000.
I can identify the place value for digits in numbers up to 1000.
Mental strategies
2 R Apply knowledge of place value to mentally add or subtract 10 or 1000 to/from a given number 100-900.
I can add or subtract 10 or 100 in my head to any number between 100 and 900.
This means that when I am given a number between 100 and 900, I can tell what 10 more, 10 less, 100 more, and 100 less is without using paper.
Page 13 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.NBT.7 K R S P
Domain Standard Number and Operations in Base Ten Add and subtract within 1000, using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Cluster Use place value understanding and properties of operations to add and subtract.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Understand place value within 1000.
I can identify and show the place value for the digits in a number.
Compose* Decompose* Strategy*
2 K Define compose I can define compose. 3 K Define decompose I can define decompose. 4 K Decompose any number
within 1000 into hundred(s), ten(s), and one(s).
I can decompose any number (within 1000) into hundreds, tens, and ones.
This means I can split a number and show how many hundreds, tens, and ones are in it.
5 R Choose an appropriate strategy for solving an addition or subtraction problem within 1000.
I can choose the strategy that is most appropriate and solve an addition problem. (making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, creating equivalent but easier known sums, counting up, etc.)
Page 14 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
6 R Choose an appropriate strategy for solving an addition or subtraction problems within 1000.
I can choose the strategy that is most appropriate and solve a subtraction problem. (decomposing a number leading to a ten, using the relationship between addition and subtraction, counting up/back, etc.)
7 R Relate the chosen strategy (using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction) to a written method (equation) and explain the reasoning used.
I can use a strategy to solve a math problem and explain in writing why it works.
8
R
Use composition and decomposition of hundreds and tens when necessary to add and subtract within 1000.
I can compose numbers to add and subtract (within 1000).
This means I can put numbers together in order to add or subtract.
9 I can decompose numbers to add and subtract (within 1000)
This means I can take numbers apart in several ways in order to add or subtract.
Page 15 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.NBT.6 K R S P
Domain Standard Number and Operations in Base Ten Add up to four two-digit numbers using strategies based on place value and properties of operations.
Cluster Use place value understanding and properties of addition to add and subtract.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know strategies for adding two digit numbers base don place value and properties of operations.
I can identify strategies for adding two-digit numbers.
Two-digit numer
2 R Use strategies to add up to four two-digit numbers.
I can use different strategies to add up to four two-digit numbers.
Page 16 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.NBT.5 K R S P
Domain Standard Number and Operations in Base Ten Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction. Cluster Use place value understanding and properties of addition to add and subtract.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K Know strategies for adding and subtracting based on place value.
I can identify different strategies for adding (using place value).
Add Compose* Decompose* Equivalent Fact family Fluently Properties of operations*
2 I can identify different strategies for subtracting (using place value).
3 K Define properties of operation.
I can identify the rules for addition and subtraction.
4
K Know strategies for adding and subtracting based on properties of operations.
I can identify different strategies for addition.
5 I can identify different strategies for subtraction.
6
K
Know strategies for adding and subtracting based on the relationship between addition and subtraction.
I can identify fact families and other strategies that help add and subtract.
7 I can define estimation. 8
R
Choose a strategy (place value, properties of operations, and/or the relationship between addition and subtraction) to fluently add and subtract within 100.
I can choose the strategy that is most appropriate and solve an addition problem.
This means I can look at an addition problem and decide which strategy would best help me solve it accurately. I can use that strategy to solve the problem.
9 R Choose a strategy (place I can choose the strategy This means I can look at a
Page 17 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
value, properties of operations, and/or the relationship between addition and subtraction) to fluently add and subtract within 100.
that is most appropriate and solve a subtraction problem.
subtraction problem and decide which strategy would best help me solve it accurately. I can use that strategy to solve the problem.
10 R Choose a strategy (place value, properties of operations, and/or the relationship between addition and subtraction) to fluently add and subtract within 100.
I can use estimation to check my answers for addition and subtraction problems.
Page 18 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.NBT.9 K R S P
Domain Standard Number and Operations in Base Ten Explain why addition and subtraction strategies work, using place value and the properties of operaton.
*Explanations may be supported by drawings or objects.
Cluster Use place value understanding and properties of operations to add and subtract.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K
Know addition and subtraction strategies using place value and properties of operations related to addition and subtraction.
I can identify strategies that use place value to help add and subtract.
Addition Subtraction Place Value* Properties of operations*
2 I can identify strategies that use properties of operations to help add and subtract.
3 R Explain why addition and subtraction strategies based on place value and properties of operations work.
I can explain why strategies that use place value and properties of operations work.
Page 19 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.OA.1 K R S P
Domain Standard Operations and Algebraic Thinking Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Cluster Represent and solve problems involving addition and subtraction
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the unknown in an addition or subtraction word problem.
I can identify the unknown (missing number) in an addition or subtraction word problem.
Addition Subtraction Equivalent* One-step word problems Two-step word problems Word problem
2
K Write an addition and subtraction equation with a symbol for the unknown
I can define an equation. 3 I can write an addition or
subtraction equation with a symbol for the unknown number.
4
R Use drawings or equations to represent one- and two-step word problems
I can show one-step word problems through pictures or equations.
5 I can show two-step word problems through pictures or equations.
6
R
Add and subtract within 100 to solve one-step word problems with unknowns in all positions (see page 88 in glossary in original common core document)
I can add (within 100) to solve one-step word problems with unknowns (in any position).
This means I can decide what numbers I know, what number is missing, and what operation to use in a one-step word problem.
7 I can subtract (within 100) to solve one-step word problems with unknowns (in any position).
8 R Add and subtract within I can add and subtract This means I can decide
Page 20 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
100 to solve two-step word problems in all positions
(within 100) to solve two-step word problems with unknowns (in any positions).
what numbers I know, what numbers are missing, and which two operations to use in a 2-step word problem.
9 R Determine operation needed to solve addition and subtraction problems in situations including add to, take from, put together, take apart, and compare.
I can decide if I need to add or subtract using words from the word problem (add to, take from, put together, take apart, compare).
Page 21 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.MD.7 K R S P
Domain Standard Measurement and Data Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Cluster Work with time and money.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Tell time using analog clocks to the nearest 5 minutes.
I can tell time on an analog clock to the nearest 5 minutes.
a.m. p.m. Analog clock Digital clock Hour hand Minute hand Time
2 K Tell time using digital clocks to the nearest 5 minutes.
I can tell time on a digital clock to the nearest 5 minutes.
3 K Write time using analog clocks and digital clocks.
I can write what time it is after looking at an analog and digital clock.
4 K Identify the hour and minute hand on an analog clock.
I can identify which hand is the hour hand and which hand is the minute hand.
5 K Identify and label when a.m. and p.m. occur.
I can identify and label a.m. and p.m. times with appropriate events.
6 R Determine what time is represented by the combination of the number on the clock face and the position of the hands.
I can tell what time is represented by the hands on an analog clock.
This means I can look at the numbers and where the hands are on an analog clock and tell what time it is.
Page 22 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.MD.8 K R S P
Domain Standard Measurement and Data Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols
appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Cluster Work with time and money.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify and recognize the value of dollar bills, quarters, dimes, nickels, and pennies.
I can identify the value of dollar bill, quarters, dimes, nickels, and pennies.
Money Dollar sign Cent sign Dollar Dime Nickel Penny Quarter Symbol
2 K Identify the $ and ¢ symbol.
I can identify what the $ and ¢ are.
3 R Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and ¢ symbols appropriately.
I can solve money word problems and label the answer with the correct money symbols.
This means I can solve word problems with money and decide whether to label the answer with a $ or ¢.
Page 23 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.MD.6 K R S P
Domain Standard Measurement and Data 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.
Cluster Relate addition and subtraction to length.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Represent whole numbers from 0 on a number line with equally spaced points.
I can represent (show) a number line with equal spaces between the numbers.
Equal spaces Number line
2 R Explain length as the distance between zero and another mark on the number line diagram.
I can explain that length is the number of equal spaces between zero and another mark on the number line.
3 R Use a number line to represent the solution of whole-number sums and differences related to length within 100.
I can use a number line to solve addition and subtraction problems (within 100).
Page 24 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.MD.1 K R S P
Domain Standard Measurement and Data Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter
sticks, and measuring tapes. Cluster Measure and estimate lengths in standard units.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1
K Identify tools that can be used to measure length.
I can identify different tools that are used to measure how long something is.
Centimeters Inches Feet/foot Length Meters Measure Objects Tools* Units*
2 I can define standard and nonstandard units.
3 K Identify the unit of length for the tool used (inches, centimeters, feet, meters)
I can identify the unit of measurement for the tool I use.
This means I can look at the tool and decide what units it measures in.
4 R Determine which tool to use to measure the length of an object.
I can decide which tool to use to measure the length of an object in standard units.
This means I can see what needs to be measured and then pick the appropriate tool to use to measure its length.
5 S Measure the length of objects by using appropriate tools.
I can measure the length of objects using the correct tool.
Page 25 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.MD.2 K R S P
Domain Standard Measurement and Data 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. Cluster Measure and estimate lengths in standard units.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know how to measure the length of objects with different units.
I can measure how long something is using two different units.
Compare Length Measure Objects Units*
2 R Compare measurements of an object taken with two different units.
I can measure an object using different units and compare the results.
3 R Describe why the measurements of an object taken with two different units are different.
I can measure an object using two different units and tell why the measurements are different.
4 R Explain the length of an object in relation to the size of the units used to measure it.
I can explain how the length of an object is related to the size of the units I used to measure it.
This means I can explain why the smaller the units the larger the measurement. For example, there will be more centimeters than inches when measuring because centimeters are smaller.
Page 26 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.MD.3 K R S P
Domain Standard Measurement and Data Estimate lengths using units of inches, feet, centimeters, and meters.
Cluster Measure and estimate lengths in standard units.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Know strategies for estimating length.
I can identify ways to estimate length.
Centimeters Estimate Feet/foot Inches Identical wholes* Length Meters Units* Reasonable
2 K Recognize the size of inches, feet, centimeters, and meters.
I can identify how long inches, feet, centimeters, and meters are.
3 R Estimate lengths in units of inches, feet, centimeters, and meters.
I can estimate how long objects are in inches, feet, centimeters, and meters.
4 R Determine if estimate is reasonable.
I can decide if an estimate is reasonable.
This means I can compare an estimate to the actual object to see if the estimate is reasonable.
Page 27 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.MD.4 K R S P
Domain Standard Measurement and Data Measure to determine how much longer one object is than another, expressing the length difference in
terms of a standard length unit. Cluster Measure and estimate lengths in standard units.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Name standard length units I can name standard units of length.
Objects Standard units*
2 R Compare lengths of two objects.
I can compare the lengths of two different objects.
This means I can tell how the lengths of two objects are similar and different after measuring them.
3 R Determine how much longer one object is than another in standard length units.
I can figure out how much longer one object is than another object and show the difference in standard units.
Page 28 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.MD.5 K R S P
Domain Standard Measurement and Data Use addition and subtraction within 100 to solve word problems involving lengths that are given in the
same units, e.g., by using drawing (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
Cluster Relate addition and subtraction to length.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Add and subtract lengths within 100.
I can add and subtract lengths.
Equation* Word problems
2 R Solve word problems involving lengths that are given in the same units.
I can solve length word problems when all the units are the same.
3 R Solve word problems involving length that have equations with a symbol for the unknown number.
I can solve length word problems with unknown numbers.
This means I can read a word problem, write an equation with a symbol for the unknown number, and solve the equation.
Page 29 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.MD.9 K R S P
Domain Standard Measurement and Data Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making
repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
Cluster Represent and interpret data.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Read tools of measurement to the nearest unit.
I can read measurement tools to the nearest unit.
Horizontal line plot/line plot* Measure Tools* Units* Whole number (teacher only) Whole unit (teacher only) Nearest unit
2 K Define a line plot. I can define a line plot. 3 K Define data I can define data. 4 R Represent measurement
data on a line plot. I can display measurement data on a line plot.
5 S Measure lengths of several objects to the nearest whole unit.
I can measure the lengths of several objects to the nearest whole unit.
6 S Measure lengths of objects by making repeated measurements fo the same object.
I can measure how long something is multiple times to double check my measurement.
7 P Create a line plot with a horizontal scale marked in whole numbers using measurements.
I can create and label a horizontal line plot using data from things I have measured.
Page 30 of 37
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.MD.10 K R S P
Domain Standard
Measurement and Data 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. Cluster
Represent and interpret data
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
* = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Recognize and identify
picture graphs and bar
graphs
I can recognize and
identify picture graphs.
Bar Graph
Picture Graph
Categories
Data
2 K I can recognize and
identify bar graphs.
3 K Identify and label the
components of a picture
graph and bar graph.
I can identify and label the
parts of a picture graphs.
4 K I can identify and label the
parts of a bar graph.
5 R Solve problems relating to
data graphs by using
addition and subtraction.
I can solve addition and
subtraction problems about
data in picture graphs.
6 R I can solve addition and
subtraction problems about
data in bar graphs.
7 R Make comparisons
between categories in the
graph using more than, less
than, etc.
I can compare data in
graphs.
This means I can use the
terms more than, less than,
and equal to when
comparing data in a graph.
8 P Draw a single-unit scale
picture graph to represent a
given set of data with up to
four categories.
I can create a picture graph
with up to four categories
to represent data.
This means I can draw a
picture graph with 4
categories and include a
title, label, and key.
Page 31 of 37
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 P Draw a single-unit scale
bar graph to represent a
given set of data with up to
four categories.
I can create a bar graph
with up to four categories
to represent data.
This means I can draw a
bar graph with 4 categories
and include a title, labels,
and scale.
Page 32 of 37
Make sense of problems
and persevere in solving
them.
Reason abstractly and
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
Model with mathematics. Use appropriate tools
strategically.
Attend to precision. Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type
1st 2
nd 3
rd 4
th 2.G.1 K R S P
Domain Standard
Geometry Recognize and draw shapes having specified attributes, such as a given number of angles or a given number
of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
*Sizes are compared directly or visually, not compared by measuring.
Cluster
Reason with shapes and their attributes
Assessments Vocabulary Resources Differentiation
Target
#
Target
Type
State Target Student Friendly Target Success Criteria
(If Appropriate)
Bold = First time ever Plain = previously
introduced
* = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify the attributes of
triangles, quadrilaterals,
pentagons, hexagons, and
cubes (e.g., faces, angles,
sides, vertices, etc.)
I can identify the attributes
of triangles.
Attributes
Cubes
Hexagon
Pentagon
Quadrilaterals
2 K I can identify the attributes
of quadrilaterals.
3 K I can identify attributes of
pentagons.
4 K I can identify the attributes
of hexagons.
5 K I can identify the attributes
of cubes.
6 K Identify triangles,
quadrilaterals, pentagons,
hexagons, and cubes based
on the given attributes.
I can identify different
shapes by their attributes
(triangles, quadrilaterals,
pentagons, hexagons, and
cubes).
This means that I can look
at attributes I am given and
tell what shape it is.
7 R Describe and analyze
shapes by examining their
sides and angles, not by
measuring.
I can describe a shape and
tell what shape it is after
looking at its sides and
angles.
8 R Compare shapes by their I can compare shapes using
Page 33 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
attributes. their attributes. 9 P Draw shapes with specific
attributes. I can draw a specific shape when given specific attributes.
This means I can look at attributes I am given and draw the shape.
Page 34 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.G.2 K R S P
Domain Standard Geometry Partition a rectangle into rows and columns of same-size squares and count to find the total number of
them. Cluster Reason with shapes and their attributes
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Counts to find the total number of same size squares.
I can count to find the total number of same size squares.
Column Row Partition
2 K Defines partition I can define partition. 3 K Identify a row I can identify a row. 4 K Identify a column I can identify a column. 5. K I can draw rows and
columns inside a rectangle.
6 R Determine how to partition a rectangle into same-size squares.
I can decide how to divide (partition) a rectangle into same size squares.
This means I can use rows and columns to split a rectangle into equal size squares.
Page 35 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.G.3 K R S P
Domain Standard Geometry Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words
halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Cluster Reason with shapes and their attributes.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Identify two, three and four equal shares of a whole.
I can identify parts of a whole (two, three, and four equal shares).
Equal parts Fourths Halves Thirds Whole Identical shapes
2 K Describe equal shares using vocabulary: halves, thirds, fourths, half of, third of, etc.
I can describe equal parts by using fraction vocabulary (halves, thirds, fourths, half of, third of, etc.)
3 K Describe the whole as two halves, three thirds, or four fourths.
I can describe how many parts make up a whole object by using fraction vocabulary (two halves, three thirds, or four fourths.)
4
R Justify why equal shares of identical wholes need not have the same shape.
I can divide identical shapes into equal parts in different ways.
5 I can explain why identical shapes can be divided into equal parts in different ways.
This means I can give reasons why two identical shapes (like two rectangles of the same size and shape) can be split into fourths in different ways.
Page 36 of 37
Make sense of problems and persevere in solving
them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning
of others.
Model with mathematics. Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated
reasoning.
Scott County Schools 2nd Grade Mathematics
9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 2.OA.4 K R S P
Domain Standard Operations and Algebraic Thinking 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. Cluster Work with equal groups of objects to gain foundations for multiplication.
Assessments Vocabulary Resources Differentiation Target
# Target Type
State Target Student Friendly Target Success Criteria (If Appropriate)
Bold = First time ever Plain = previously introduced * = defined in glossary
Printed Resources
Technology Manipulatives Strategies Remediation Extension ESL
1 K Write an equation with repeated equal addends from an array
I can write a repeated addition equation from an array.
Array* Repeated addition*
2 R Generalize the fact that arrays can be written as repeated addition problems.
I can prove that arrays can be written as repeated addition problems.
3 R Solve repeated addition problems to find the number of objects using rectangular arrays.
I can solve repeated addition problems using arrays.
This means I can use drawings of items in columns and rows to solve addition problems like 3 + 3 + 3.
Page 37 of 37
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