The Common Core State Standards

All standards assessed in this unit are listed below. Many of these standards are repeated
throughout the year. Any additional notes in bold italics reflect portions of the standards
that are assessed in this unit.

2.NBT.A.1 (to 300): Understand that the three digits of a three-digit number represent
amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Understand the following as special cases:
● 2.NBT.A.1a: 100 can be thought of as a bundle of ten tens — called a “hundred.”
● 2.NBT.A.1b: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one,
two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

2.NBT.A.2 (to 300): Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.A.3 (300): Read and write numbers to 1000 using base-ten numerals, number names,
and expanded form.

2.NBT.B.5 (to 40): Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction.

2.NBT.B.6: Add up to four two-digit numbers using strategies based on place value and
properties of operations.

2.OA.A.1 (to 40): Use addition and subtraction within 100 to solve one- and two-step 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

2.OA.B.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2,
know from memory all sums of two one-digit numbers.

2.MD.B.6: 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 within 100 on a number line diagram.
 Unit Specific Vocabulary
In order to prepare students to precisely communicate about mathematics, the following terms are
important for students to understand and use in context during this unit.

Base Ten Form: the use of base ten blocks to represent the value of a number based on its ones, tens,
hundreds, etc.

Base Ten Numeral Form: numbers and words to represent how many ones, tens, hundreds, etc. a
number contains

Count Around the Class: fluency routine

Count Forward: Numbers increase (get bigger)

Count Backward: Numbers decrease (get smaller)

Criteria for Success: what needs to be included to ensure high quality work

Digit: Number

Expanded Form: A way of breaking up a number to show how much each digit in a number represents;
pulling apart a number and expressing it as a sum of the value of each digit

Hundred: Ten 10s, or one hundred 1s

Norms: Rules

Number Line: A mathematical tool used to help students in which the line is marked with numbers in
equal intervals

Number routines

One: A single unit of something

Place Value: The numeral value that a digit has by virtue of its position in a number

Skip counting: counting by a number that is not 1

Standard Form: the regular way you say and write numbers

Ten: Ten 1s