Name____________________________________________ Teacher______________________
Second Grade Mathematics 2013-2014
Unit 1 Extending Base Ten Understanding
2.NBT.1a
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I can represent a hundred as ten groups of ten.
I can represent each digit in a three-digit number using hundreds, tens and ones.
I can explain the value of each digit in a three digit number (place value).
2.NBT.1b
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I can represent each digit in a three digit number using hundreds, tens and ones.
I can explain the value of each digit in a three digit number (place value).
I can explain the value of the zeroes in a given hundred as zero tens and zero ones.
2.NBT.2
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I can skip count to 1,000 by 5s starting at 0.
I can skip count to 1,000 by 5s starting at any number.
I can skip count to 1,000 by 10s starting at 0.
I can skip count to 1,000 by 10s starting at any number.
I can skip count to 1,000 by 100s starting at 0.
I can skip count to 1,000 by 100s starting at any number.
2.NBT.3
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I can read numbers up to 1000 using base-ten numerals (eg, 234).
I can write numbers up to 1000 using base-ten numerals (eg. 234).
I can read numbers up to 1000 using expanded form (eg 200 + 30 + 4).
I can write numbers up to 1000 using expanded form (eg 200 + 30 + 4).
I can read numbers up to 1000 using number names (eg. two hundred thirty four).
I can write numbers up to 1000 using number names (eg. two hundred thirty four).
2.NBT.4
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I can explain a process for determining whether a three-digit number is greater than, less than,
or equal to another three-digit number.
I can determine when a three-digit number is greater than, less than, or equal to another threenumber, and record the comparison using the symbols >, <, and =.
I can recognize the symbols and their meanings for >, <, and =.
2.MD.10
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I can draw a picture or bar graph to represent data with up to four categories.
I can use the data on a bar graph to solve put-together, take-apart and comparison problems.
Name____________________________________________ Teacher______________________