I Cans

Math

__Place Value: __

2.NBT.2

· I can count within a thousand.

2.NBT.1

· I can explain the value of each digit in a three-digit number.

· I can identify a bundle of 10 tens as a “hundred.”

· I can represent a three digit number with hundreds, tens, and ones.

· I can represent numbers 100-900 as “one hundred to nine hundreds.” (9 groups of hundreds)

2.NBT.3

· I can recognize that the digits in each place represents amount so thousands, hundreds, tens, or ones.

· I can read and write numbers to 1,000 using base ten numerals.

· I can read and write numbers to 1,000 using number names.

· I can know what expanded form means.

· I can read numbers to 1,000 using expanded form.

_______________________________________________________

2.NBT.4

· I can know the value of each digit in a three digit number.

· I can know what these symbols mean: <, >, =.

· I can compare two three digit numbers using the place value of each digit.

· I can use these symbols <, >, = to record the results of what I compared.

2.OA.3

· I can count a group of objects up to 20 by 2s.

· I can recognize if a group of objects is even all groups will pair up evenly.

· I can recognize if a group of objects is odd all groups will not pair up evenly.

· I can figure out if a group of objects is odd or even using a variety of strategies.

__Addition__

2.OA.2

· I can know from memory all sums of two one-digit numbers. (basic facts)

2.OA.3

· I can show that all even numbers are made from two equal addends. (doubles)

· I can write an equation to show an even number as the sum of two equal addends. (1+1=2)

2.OA.1

· I can identify the unknown in an addition word problem.

· I can write an addition equation with a symbol for the unknown.

· I can use drawings or equations to represent one and two step word problems.

· I can add within 100 to solve one and two step word problems. (with unknown in all positions)

2.NBT.5

· I can know strategies for adding using place value.

· I can know strategies for adding based on properties of operations. (turn around facts)

· I can choose a strategy to fluently add within 100.

2.MD.6

· I can represent whole numbers from 0 to 100 on a number line with equally spaced points.

· I can explain length as the distance between 0 and another mark on the number line.

· I can use a number line to represent the solution to an addition problem.

2.NBT.7

· I can understand place value within 1,000.

· I can choose an appropriate strategy for solving an addition problem within 1,000.

· I can relate my strategy to a written equation and explain why/how I used it.

· I can use composition of hundreds to add within 1,000. (240 + 160…60 and 40 are 100…200 and 100 and 100 is 400)

2.NBT.6

· I can know strategies for adding two digit numbers.

· I can use strategies to add columns of two digit numbers. (up to 4 two digit numbers)

__Subtraction__

2.OA.2

· I can know from memory all difference of two one-digit numbers. (basic facts)

2.OA.1

· I can identify the unknown in an subtraction word problem.

· I can write a subtraction equation with a symbol for the unknown.

· I can use drawings or equations to represent one and two step word problems.

· I can subtract within 100 to solve one and two step word problems. (with unknown in all positions)

2.NBT.5

· I can know strategies for subtracting using place value.

· I can know strategies for subtracting based on properties of operations. (turn around facts)

· I can choose a strategy to fluently subtract within 100.

2.MD.6

· I can represent whole numbers from 0 to 100 on a number line with equally spaced points.

· I can explain length as the distance between 0 and another mark on the number line.

· I can use a number line to represent the solution to a subtraction problem.

2.NBT.7

· I can understand place value within 1,000.

· I can choose an appropriate strategy for solving a subtraction problem within 1,000.

· I can relate my strategy to a written equation and explain why/how I used it.

· I can use decomposition of hundreds to add within 1,000. (breaking apart; 850-250; 50-50; 800-200)

__Addition and Subtraction__

2.OA.1

· I can figure out the operation needed to solve addition and subtraction problems.

2.NBT.5

· I can know strategies for adding and subtracting based on the relationship between addition and subtraction. (fact families)

2.NBT.9

· I can know addition and subtraction strategies using place value and properties of operations.

· I can explain why addition and subtraction strategies based on place value and properties of operations work.

__Geometry__

2.G.1

· I can identify the traits of triangles, quadrilaterals, pentagons, hexagons, and cubes. (faces, angles, sides, vertices, etc.)

· I can identify triangles, quadrilaterals, pentagons, hexagons, and cubes based on the given traits.

· I can describe and analyze shapes by looking at their sides and angles.

· I can compare shapes by their traits.

· I can draw shapes with specific traits.

__Skip Counting__

2.NBT.2

· I can skip count by 5s.

· I can skip count by 10s.

· I can skip count by 100s.

__Money__

2.MD.8

· I can identify and recognize the value of dollar bills, quarters, dimes, nickels, and pennies.

· I can identify the $ and the **¢** symbol.

· I can solve word problems using dollar bills, quarters, dimes, nickels and pennies using the $ and the **¢**symbols when needed.

__Time__

2.MD.7

· I can identify the hour and minute hand.

· I can tell time using an analog clock to the nearest 5 minutes.

· I can tell time using a digital clock to the nearest 5 minutes.

· I can write time using analog and digital clocks.

· I can identify and label when am and pm occur.

· I can figure out what time is represented by using the number on the clock face and the position of the hands.

__Measurement/Estimation__

2.MD.1

· I can identify tools that can be used to measure length. (common and metric)

· I can identify the unit of length for the tool used: inches, centimeter, feet, meter.

· I can determine which tool to use to measure the length of an object.

· I can measure the length of an object by using the best tools.

2.MD.2

· I can know how to measure the length of objects with different units.

· I can compare measurements of an object taken with two different units and describe why they are different.

· I can explain the length of an object in relation to the size of the units used to measure it. (more inches needed than yardsticks to measure school…)

2.MD.3

· I can know strategies for estimating length.

· I can recognize the size of inches, feet, centimeters, and meters.

· I can estimate lengths in units of inches, feet, centimeters, and meters.

· I can determine if an estimate is reasonable.

2.MD.4

· I can name standard length units.

· I can compare the lengths of two objects.

· I can determine how much longer one object is than another using standard units. (inches and feet)

2.MD.5

· I can add and subtract length within 100.

· I can solve word problems with length that are the same unit.

· I can solve word problems with length that have a symbol for an unknown number in the equation.

__Measurement and Line Plot__

2.MD.9

· I can read tools of measurement to the nearest unit.

· I can represent measurement data on a line plot.

· I can measure length of several objects to the nearest whole unit.

· I can measure lengths of objects by making repeated measurements of the same object.

· I can create a line plot using data I have measured.

__Graphs__

2.MD.10

· I can recognize and identify picture graphs and bar graphs.

· I can identify and label the parts of picture graph and a bar graph.

· I can solve addition and subtraction problems with data from graphs.

· I can compare categories in a graph using the words “more than”, “less than”, or “equal to.”

· I can draw a single unit scale picture graph. (up to 4 categories)

· I can draw a single unit scale bar graph. (up to 4 categories)

__Fractions__

2.G.2

· I can count to find a total number of same size squares in a rectangle.

· I can define partition.

· I can identify a row and column.

· I can figure out how to partition a rectangle into same size squares.

2.G.3

· I can identify two, three, and four equal shares of a whole.

· I can describe equal shares using the vocabulary words “halves,” “thirds,” “fourths,” “half-of,” “third,” etc.

· I can describe the whole as two halves, three thirds, or four fourths.

· I can explain why equal shares of the same whole do not have to be the same shape.

__Mental Math__

2.OA.2

· I can know mental strategies for addition and subtraction.

· I can apply mental strategies to add and subtract fluently from 0 to 20.

2.NBT.8

· I can apply knowledge of place value to mentally add or subtract 10 or 100 f0/from a given number 100-900.

__Arrays__

2.OA.4

· I can write an equation with repeated addition from an array.

· I can explain why arrays can be written as repeated addition problems.

I can solve repeated addition problems to find the number of objects using rectangular arrays