Quarter One /
Focus Skills: / Extending Base Ten Understanding
Criteria / Performance Indicators
/ 1 / 2 / 3 / 4MCC2.NBT.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:
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).
Prior Learning (CCGPS) In first grade, students had to understand that the two digits of a two digit number represent amounts of tens and ones.
· Understand place value for ones, tens, and hundreds
· Put 10 tens together to make a hundred
MCC2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
Prior Learning (CCGPS) In first grade, students learned to count to 120 starting at any number less than 120.
· “Count on” from any number
· Within 1000, skip-count by 5s
· Within 1000, skip-count by 10s
· Within 1000, skip-count by 100s
MCC2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Prior Learning (CCGPS) In first grade, students learned to read and write numerals and represent a number of objects with a written numeral up to 120.
· Read numbers up to 1000 using:
o Base-ten numerals (standard form)
o Number names (written form)
o Expanded form
· Write numbers up to 1000 using
o Base-ten numerals (standard form)
o Number names (written form)
o Expanded form
MCC2.NBT.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.
Prior Learning (CCGPS) In first grade, students had to compare two two-digit numbers based on meanings of the tens and ones digits, and record the results with the symbols <, >, =.
· Compare two three-digit numbers
MCC2.OA.3 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.
Prior Learning (CCGPS) This is new learning.
· Determine whether a group of objects has an odd or even number by using strategies:
o pairing objects
o counting by twos
o dividing the number of objects into two equal groups
· Write an equation to explain why the sum of doubles is always an even number
MCC2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one digit numbers. (Work on all year)
In this standard, fluency refers to speed.
Teachers can best support students’ memorization of basic facts through varied experiences and strategies rather than repetitive timed tests. Timed tests can be used for assessment of memorization.
Prior Learning (CCGPS) In first grade students learned to add and subtract within 20 using strategies such as counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier of known sums. Students had to demonstrate fluency for addition and subtraction within 10.
· Fluently add within 20 using mental strategies:
o Counting on
o Making 10
o Decomposing a number leading to a 10
o Creating equivalent but easier or known sums
o Using the relationship between addition and subtraction
· Fluently subtract within 20 using mental strategies:
o Counting back
o Decomposing a number leading to a 10
o Using the relationship between addition and subtraction
o Creating an equivalent but easier problem
MCC2.MD.6 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.
Prior Learning (CCGPS) This is new learning.
· Represent a number on a number line as a length from zero
· Use the number line to add and subtract within 20
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Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2014
Teacher Checklist Quarter One CCGPS