Text Options for the Visually Impaired Font Size: a- A+ Color: A A A Revert 
Close vision bar
Open vision bar
Math

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
Contact Us
Boyd County Public Schools
1104 Bob McCullough Drive
Ashland, KY 41102
View Map & Directions
Phone: 606-928-4141
Fax: 606-928-4771