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.
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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 Weeks 6-9
2.OA.2
 I can know from memory all sums of two one-digit numbers.
(basic facts) {REUSE EACH WEEK!]
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 [WEEK 8]
 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 [WEEK 8]
 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 [WEEK 9]
 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: Weeks 10-13
2.OA.2
 I can know from memory all difference of two one-digit
numbers. (basic facts) [REUSE EACH WEEK]
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 Weeks 14-16
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 AFTER CHRISTMAS BREAK
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.