South Carolina

2.NSBT Number Sense and Base Ten

• 2.NSBT.1 Understand place value through 999 by demonstrating that:

  • 2.NSBT.1.a 100 can be thought of as a bundle (group) of 10 tens called a "hundred";

    • Place value models - up to hundreds (2-M.2)

  • 2.NSBT.1.b the hundreds digit in a three-digit number represents the number of hundreds, the tens digit represents the number of tens, and the ones digit represents the number of ones;

    • Identify a digit up to the hundreds place (2-M.4)
    • Place value - up to hundreds (2-M.6)
    • Convert to/from a number - up to hundreds (2-M.11)
    • Convert between place values - ones and hundreds (2-M.12)
    • Convert between place values - ones, tens, and hundreds (2-M.13)

  • 2.NSBT.1.c three-digit numbers can be decomposed in multiple ways (e.g., 524 can be decomposed as 5 hundreds, 2 tens and 4 ones or 4 hundreds, 12 tens, and 4 ones, etc.).

    • Regroup tens and ones - ways to make a number (2-M.9)
    • Regroup tens and ones (2-M.10)
    • Convert from expanded form - up to hundreds (2-M.14)

• 2.NSBT.2 Count by tens and hundreds to 1,000 starting with any number.

  • Skip-counting by tens (2-A.3)
  • Count forward by tens - up to 1,000 (2-A.15)
  • Count by tens and hundreds (2)

• 2.NSBT.3 Read, write and represent numbers through 999 using concrete models, standard form, and equations in expanded form.

  • Spell word names for numbers up to 20 (2-C.2)
  • Writing numbers up to 100 in words - convert words to digits (2-C.3)
  • Writing numbers up to 100 in words - convert digits to words (2-C.4)
  • Writing numbers up to 1,000 in words - convert words to digits (2-C.5)
  • Writing numbers up to 1,000 in words - convert digits to words (2-C.6)
  • Place value models - tens and ones (2-M.1)
  • Place value models - up to hundreds (2-M.2)
  • Convert to/from a number - tens and ones (2-M.8)
  • Convert to/from a number - up to hundreds (2-M.11)
  • Convert from expanded form - up to hundreds (2-M.14)

• 2.NSBT.4 Compare two numbers with up to three digits using words and symbols (i.e., >, =, or <).

  • Comparing numbers up to 1,000 (2-B.2)
  • Greatest and least - word problems - up to 1,000 (2-B.6)

• 2.NSBT.5 Add and subtract fluently through 99 using knowledge of place value and properties of operations.

  • Make ten to add (2-E.15)
  • Subtract by counting back - up to 20 (2-F.)
  • Add multiples of 10 (2-G.1)
  • Add a two-digit and a one-digit number - without regrouping (2-G.5)
  • Add a two-digit and a one-digit number - with regrouping (2-G.6)
  • Break apart a one-digit number to add (2-G.)
  • Add two-digit numbers without regrouping - sums to 100 (2-G.9)
  • Add two-digit numbers with regrouping - sums to 100 (2-G.10)
  • Break apart a two-digit number to add - sums to 100 (2-G.)
  • Use compensation to add - up to two digits (2-G.12)
  • Addition input/output tables - up to two digits (2-G.13)
  • Ways to make a number using addition (2-G.14)
  • Complete the addition sentence - up to two digits (2-G.16)
  • Balance addition equations - up to two digits (2-G.18)
  • Subtract multiples of 10 (2-H.1)
  • Subtract a one-digit number from a two-digit number - without regrouping (2-H.4)
  • Subtract a one-digit number from a two-digit number - with regrouping (2-H.6)
  • Break apart a one-digit number to subtract (2-H.)
  • Subtract two-digit numbers - without regrouping (2-H.8)
  • Subtract two-digit numbers - with regrouping (2-H.10)
  • Break apart a two-digit number to subtract (2-H.)
  • Use compensation to subtract - up to two digits (2-H.11)
  • Subtraction input/output tables - up to two digits (2-H.12)
  • Ways to make a number using subtraction (2-H.13)
  • Complete the subtraction sentence - up to two digits (2-H.15)
  • Balance subtraction equations - up to two digits (2-H.17)
  • Add in any order (2-K.)
  • Add and subtract numbers - up to 100 (2-L.9)
  • Ways to make a number using addition and subtraction - up to 100 (2-L.10)
  • Balance addition and subtraction equations - up to 100 (2-L.13)
  • Which sign (+ or -) makes the number sentence true? (2-L.17)

• 2.NSBT.6 Add up to four two-digit numbers using strategies based on knowledge of place value and properties of operations.

  • Add three numbers up to two digits each (2-G.19)
  • Add four numbers up to two digits each (2-G.21)

• 2.NSBT.7 Add and subtract through 999 using concrete models, drawings, and symbols which convey strategies connected to place value understanding.

  • Add two-digit numbers - sums to 200 (2-G.11)
  • Add multiples of 100 (2-I.1)
  • Add multiples of 10 or 100 (2-I.2)
  • Use models to add three-digit numbers - without regrouping (2-I.3)
  • Use models to add three-digit numbers - with regrouping (2-I.4)
  • Addition with three-digit numbers (2-I.5)
  • Use compensation to add - up to three digits (2-I.6)
  • Complete the addition sentence - up to three digits (2-I.8)
  • Write the addition sentence - up to three digits (2-I.9)
  • Balance addition equations - up to three digits (2-I.10)
  • Subtract multiples of 100 (2-J.1)
  • Subtract multiples of 10 or 100 (2-J.2)
  • Use models to subtract from three-digit numbers - without regrouping (2-J.3)
  • Use models to subtract from three-digit numbers - with regrouping (2-J.4)
  • Subtract across zeros (2-J.5)
  • Subtract from three-digit numbers (2-J.6)
  • Use compensation to subtract - up to three digits (2-J.7)
  • Complete the subtraction sentence - up to three digits (2-J.9)
  • Write the subtraction sentence - up to three digits (2-J.10)
  • Balance subtraction equations - up to three digits (2-J.11)
  • Add and subtract numbers up to 1,000 (2-L.20)

• 2.NSBT.8 Determine the number that is 10 or 100 more or less than a given number through 1,000 and explain the reasoning verbally and in writing.

  • Input/output tables - add and subtract by 10 (2-L.8)
  • Input/output tables - add and subtract by 100 (2-L.15)
  • Input/output tables - add and subtract by 10 or 100 (2-L.16)

2.ATO Algebraic Thinking and Operations

• 2.ATO.1 Solve one- and two-step real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 99 with unknowns in all positions.

  • Addition word problems - sums to 20 (2-E.16)
  • Addition word problems - three one-digit numbers (2-E.22)
  • Addition word problems - four or more one-digit numbers (2-E.24)
  • Subtraction word problems - up to 18 (2-F.12)
  • Addition word problems - up to two digits (2-G.15)
  • Addition word problems - three numbers up to two digits each (2-G.20)
  • Addition word problems - four numbers up to two digits each (2-G.22)
  • Subtraction word problems - up to two digits (2-H.14)
  • Addition and subtraction word problems - up to 20 (2-L.3)
  • Comparison word problems - up to 20 (2-L.)
  • Addition and subtraction word problems - up to 100 (2-L.11)
  • Two-step addition and subtraction word problems - up to 100 (2-L.12)

• 2.ATO.2 Demonstrate fluency with addition and related subtraction facts through 20.

  • Add one-digit numbers - sums to 10 (2-E.1)
  • Ways to make a number with addition - sums to 10 (2-E.2)
  • Add one-digit numbers (2-E.9)
  • Addition input/output tables - sums to 20 (2-E.10)
  • Add zero (2-E.11)
  • Complete the addition sentence - sums to 20 (2-E.18)
  • Balance addition equations - sums to 20 (2-E.19)
  • Which addition sentence is true? (2-E.20)
  • Subtract one-digit numbers - up to 10 (2-F.1)
  • Ways to subtract - up to 10 (2-F.2)
  • Subtract by counting back - up to 20 (2-F.)
  • Subtract by counting on - up to 20 (2-F.8)
  • Subtract a one-digit number from a two-digit number up to 18 (2-F.9)
  • Subtraction input/output tables - up to 18 (2-F.10)
  • Subtract zero/all (2-F.11)
  • Complete the subtraction sentence - up to 18 (2-F.14)
  • Balance subtraction equations - up to 18 (2-F.15)
  • Which subtraction sentence is true? (2-F.16)
  • Add and subtract numbers up to 20 (2-L.1)
  • Ways to make a number using addition and subtraction - up to 20 (2-L.2)
  • Balance addition and subtraction equations - up to 20 (2-L.5)
  • Which addition or subtraction sentence is true? (2-L.6)
  • Input/output tables - add and subtract by 10 (2-L.8)

• 2.ATO.3 Determine whether a number through 20 is odd or even using pairings of objects, counting by twos, or finding two equal addends to represent the number (e.g., 3 + 3 = 6).

  • Even or odd number of shapes - up to 20 (2-A.18)
  • Add doubles using models (2-E.12)
  • Add doubles (2-E.13)
  • Add doubles - complete the sentence (2-E.14)

• 2.ATO.4 Use repeated addition to find the total number of objects arranged in a rectangular array with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

  • Identify repeated addition for equal groups - sums to 25 (2-E.)
  • Write addition sentences for equal groups - sums to 25 (2-E.)
  • Identify repeated addition in arrays - sums to 10 (2-E.25)
  • Write addition sentences for arrays - sums to 10 (2-E.26)
  • Identify repeated addition in arrays - sums to 25 (2-E.27)
  • Write addition sentences for arrays - sums to 25 (2-E.28)

2.G Geometry

• 2.G.1 Identify triangles, quadrilaterals, hexagons, and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.

  • Count sides and vertices (2-T.3)
  • Compare sides and vertices (2-T.4)
  • Identify quadrilaterals (2-T.)
  • Name polygons: up to 6 sides (2-T.)
  • Classify polygons: up to 6 sides (2-T.)
  • Cubes (2-U.2)
  • Count vertices, edges, and faces (2-U.4)
  • Compare vertices, edges, and faces (2-U.5)

• 2.G.2 Partition a rectangle into rows and columns of same-size squares to form an array and count to find the total number of parts.

  • Tile a rectangle with squares (2-V.3)
  • Area (2-V.4)
  • Create figures with a given area (2-V.6)

• 2.G.3 Partition squares, rectangles and circles into two or four equal parts, and describe the parts using the words halves, fourths, a half of, and a fourth of. Understand that when partitioning a square, rectangle or circle into two or four equal parts, the parts become smaller as the number of parts increases.

  • Equal parts (2-W.1)
  • Identify halves (2-W.2)
  • Identify fourths (2-W.4)
  • Make halves (2-W.6)
  • Make fourths (2-W.8)

2.MDA Measurement and Data Analysis

• 2.MDA.1 Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to measure the length of an object.

  • Choose the appropriate measuring tool (2-S.13)

• 2.MDA.2 Measure the same object or distance using a standard unit of one length and then a standard unit of a different length and explain verbally and in writing how and why the measurements differ.

  • Which customary unit of length is appropriate: inches or feet? (2-S.3)
  • Which customary unit of length is appropriate: inches, feet, or yards? (2-S.4)
  • Which metric unit of length is appropriate? (2-S.9)

• 2.MDA.3 Estimate and measure length/distance in customary units (i.e., inch, foot, yard) and metric units (i.e., centimeter, meter).

  • Measure length with inch cubes (2-S.)
  • Measure using an inch ruler (2-S.2)
  • Measure using a centimeter ruler (2-S.8)

• 2.MDA.4 Measure to determine how much longer one object is than another, using standard length units.

  • Customary units of length: word problems (2-S.5)
  • Metric units of length: word problems (2-S.10)

• 2.MDA.5 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 through 99 on a number line diagram.

  • Number lines - up to 100 (2-A.11)
  • Addition sentences using number lines - sums to 20 (2-E.8)
  • Subtraction sentences using number lines - up to 20 (2-F.7)

• 2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m.

  • Match digital clocks and times (2-Q.1)
  • Match analog clocks and times (2-Q.2)
  • Match analog and digital clocks (2-Q.3)
  • Read clocks and write times: hour and half hour (2-Q.4)
  • Read clocks and write times (2-Q.5)
  • Time words: o'clock, half, quarter (2-Q.6)
  • A.M. or P.M. (2-Q.7)
  • Compare clocks (2-Q.8)

• 2.MDA.7 Solve real-world/story problems involving dollar bills using the $ symbol or involving quarters, dimes, nickels, and pennies using the ¢ symbol.

  • Names and values of common coins (2-P.1)
  • Count money - pennies, nickels, and dimes only (2-P.3)
  • Count money - up to $1 (2-P.4)
  • Count money - up to $5 (2-P.5)
  • Equivalent amounts of money - up to $1 (2-P.6)
  • Exchanging money - with pictures (2-P.7)
  • Comparing groups of coins (2-P.9)
  • Add money - up to $1 (2-P.10)
  • Add money - up to $1: word problems (2-P.11)
  • Subtract money - up to $1 (2-P.12)
  • Subtract money - up to $1: word problems (2-P.13)
  • Add and subtract money - up to $1 (2-P.14)
  • Add and subtract money - up to $1: word problems (2-P.15)
  • Purchases - do you have enough money - up to $1 (2-P.16)
  • Purchases - do you have enough money - up to $5 (2-P.17)
  • Which picture shows more - up to $5 (2-P.18)
  • Least number of coins (2-P.19)
  • How much more to make a dollar? (2-P.20)
  • Correct amount of change (2-P.21)
  • Making change (2-P.22)

• 2.MDA.8 Generate data by measuring objects in whole unit lengths and organize the data in a line plot using a horizontal scale marked in whole number units.

  • Create line plots (2-R.10)

• 2.MDA.9 Collect, organize, and represent data with up to four categories using picture graphs and bar graphs with a single-unit scale.

  • Which tally chart is correct? (2-R.1)
  • Which table is correct? (2-R.3)
  • Which bar graph is correct? (2-R.7)
  • Create bar graphs (2-R.8)
  • Create pictographs I (2-R.13)

• 2.MDA.10 Draw conclusions from t-charts, object graphs, picture graphs, and bar graphs.

  • Interpret tally charts (2-R.2)
  • Interpret data in tables (2-R.4)
  • Interpret bar graphs I (2-R.5)
  • Interpret bar graphs II (2-R.6)
  • Interpret pictographs I (2-R.11)