Standards:
Instructional Outcomes
2.NBT.5:
Fluently add
and subtract within 100 using strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction.
 I
can identify the order in which to add threedigit numbers. (e.g.
adding right to left)
 I
can identify properties of operations to add. (e.g. associative and
commutative properties)
 I
can identify properties of operations to subtract. (e.g. associative
and commutative properties)
 I
can identify when to regroup for addition and subtraction. (e.g.
carrying and borrowing).
 I
can identify the order in which to subtract threedigit numbers. (e.g.
subtracting right to left)
 I
can solve an addition and subtraction problem within 100 using a
selected strategy.
 I
can add and subtract within 100 fluently.
2.NBT.6: Add up to four twodigit
numbers using strategies based on place value and properties of operations.
 I
can identify strategies for adding up to four twodigit numbers based
on place value.
 I
can identify strategies for adding up to four twodigit numbers based
on properties of operations.
 I
can use strategies to add up to four twodigit numbers.
2.NBT.7:
Add and
subtract within 1000, using concrete models or drawings and strategies
based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method.
Understand that in adding or subtracting threedigit numbers, one adds or
subtracts hundreds and hundreds, tens and tens, ones and ones; and
sometimes it is necessary to compose or decompose tens or hundreds.
 I
can choose an appropriate strategy for solving an addition or
subtraction problem within 1000.
 I
can explain how the strategy was used to write the equation.
 I
can compose hundreds and tens when necessary to add within 1000 (e.g.
regrouping).
 I
can decompose hundreds and tens when necessary to subtract within 1000
(e.g. regrouping).
2.NBT.8: Mentally add 10 or 100 to a given number 100–900, and mentally
subtract 10 or 100 from a given number 100–900.
 I can apply knowledge of
place value to mentally add 10 to a given number 100900.
 I can apply knowledge of
place value to mentally add 100 to a given number 100900.
 I can apply knowledge of
place value to mentally subtract 10 from a given number 100900.
 I can apply knowledge of
place value to mentally subtract 100 from a given number 100900.
2.NBT.9: Explain why
addition and subtraction strategies work, using place value and the
properties of operations.
·
I
can explain why addition strategies based on place value work.
·
I
can explain why addition strategies based on properties of operations work.
·
I
can explain why subtraction strategies based on place value work.
·
I
can explain why subtraction strategies based on properties of operations
work.
2.
OA.1: Use
addition and subtraction within 100 to solve one and twostep word
problems involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the unknown number to represent
the problem.
·
I
can identify the number of steps to solve a word problem.
·
I
can identify an unknown number in an equation using addition and
subtraction up to 100.
·
I
can identify the strategy/strategies for solving word problems. (Is it
addition or subtraction?)
·
I can use
addition and/or subtraction to solve 2 step word problems (equations)
within 100.
