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2nd Grade Mathematics Companion Document Albany County District #1 PLACE VALUE Applies place value
knowledge when
describing numbers to
1,000 (e.g. 853 is 8
hundreds + 5 tens + 3
ones) 2.NBT.1 Skip counts by 5 up
to 1000 2.NBT.2 Skip counts by 10 up
to 1000 2.NBT.2 Skip counts by 100
up to 1000 2.NBT.2 Reads numbers up to
1,000 2.NBT.3 Compares numbers
up to 1000 2.NBT.4 Fluently solves
addition and
subtraction to 100 2.NBT.5 Solves addition and
subtraction to 1000
using various
strategies 2.NBT.7 Not
Assessed 1 2 3 4 Student is unable to apply
place value knowledge to
describe two-digit numbers When given a two-digit
number, student is able
to identify the number
of 10s and 1s. When given a three-digit
number (or greater),
student is able to identify
the number of 100s, 10s,
1s or numbers beyond. N/A Student is unable to count
by multiples of 5 within
the range of 0-1000 Student is inconsistently
able to count by
multiples of 5 within the
range of 0-1000 (or
greater), and can begin
the count from any
given multiple of 5 Student is able to count by
multiples of 5 within the
range of 0-1000 (or
greater), and can begin the
count from any given
multiple of 5 N/A Student is unable to count
by multiples of 10 within
the range of 0-1000 Student is inconsistently
able to count by
multiples of 10 within
the range of 0-1000 (or
greater), and can begin
the count from any
given multiple of 10 Student is able to count by
multiples of 10 within the
range of 0-1000 (or
greater), and can begin the
count from any given
multiple of 10 Student is unable to count
by multiples of 100 within
the range of 0-1000 Student is inconsistently
able to count by
multiples of 100 within
the range of 0-1000 (or
greater), and can begin
the count from any
given multiple of 100 Student is able to count by
multiples of 100 within the
range of 0-1000 (or
greater), and can begin the
count from any given
multiple of 100 N/A Student can read numbers
some numbers 0-119 Student can read
numbers 0-119 and
some numbers 120 –
999 Student can read numbers
120 – 999 and possibly
greater N/A Student inaccurately
compares two double-digit
numbers, using the <, >, or
= symbols. Student accurately
compares two doubledigit numbers, using the
<, >, and = symbols. Student is able to
accurately compare two
three-digit numbers (or
greater), using the <, >,
and = symbols. N/A Student inaccurately
identifies both multiples of
10 “more” and multiples
of 10 “less” of a given
number up to 100 Student mentally
identifies both multiples
of 10 “more” and
multiples of 10 “less” of
a given number up to
100 Student mentally identifies
both multiples of 10
“more” and multiples of
10 “less” of a given
number up to 100, along
with addition and
subtraction of the 1’s
place. Student mentally uses
multiple strategies to
accurately add and
subtract any two twodigit numbers up to
100. Student inaccurately adds
and subtracts up to 1000
using multiple strategies
including concrete models,
drawings, or
manipulatives. Student Inconsistently
adds and subtracts up to
1000 using multiple
strategies including
concrete models,
drawings, or
manipulatives. Student accurately adds
and subtracts up to 1000
using multiple strategies
including concrete models,
drawings, or
manipulatives. Student accurately adds
and subtracts up to 1000
using multiple strategies
(e.g. algorithms based
on place value,
properties of operations,
and relationships
between addition and
subtraction) N/A 2nd Grade Mathematics Companion Document Albany County District #1 ADDITION AND
SUBTRACTION Not
Assessed 1 2 3 4 Knows addition and
subtraction facts to 20
without counting. N/A Knows addition and
subtraction facts to 20 2.OA.2 Does not know addition or
subtraction facts to 10
without counting. Student knows all
addition and subtraction
facts to 10 without
counting and inconsistently knows
addition and/or
subtraction facts
between 10 and 20
without counting. MEASUREMENT Not
Assessed 1 2 3 4 Communicates the
length of an object in
standard units 2.MD.1 Student is unable to
accurately measure the
length of an object to the
nearest whole number
using inches, feet,
centimeters, or meters. Student inconsistently
measures the length of
an object to the nearest
whole number using
inches, feet,
centimeters, or meters. Student is able to
accurately measure the
length of an object to the
nearest whole number
using inches, feet,
centimeters, and meters. Student is able to
accurately measure the
length of an object
(including 1/4, 1/2)
using inches, feet,
centimeters, and meters. GEOMETRY Not
Assessed 1 2 3 4 Recognize shapes 2.G.1 Draw shapes when
given a description 2.G.1 Student is unable to
recognize 2-D or 3-D
shapes including:
rectangles, rhombuses,
squares, triangles,
quadrilaterals, pentagons,
hexagons, and cubes. Student inconsistently
recognizes 2-D or 3-D
shapes including:
rectangles, rhombuses,
squares, triangles,
quadrilaterals,
pentagons, hexagons,
and cubes. Student is able to
recognize both 2-D and 3D shapes including:
rectangles, rhombuses,
squares, triangles,
quadrilaterals, pentagons,
hexagons, and cubes. Student is able to
recognize both 2-D and
3-D shapes including:
rectangles, rhombuses,
squares, triangles,
quadrilaterals,
pentagons, hexagons,
and cubes, and
understands that shared
attributes define larger
categories (for example,
a student understands
that a square is also a
rectangle, but a
rectangle is not always
a square). Student can not draw a
shape when given a
description that includes
the number of sides,
corners, sides of equal
length, etc. Student can draw a
shape when given a
description that includes
the number of sides,
corners, sides of equal
length, etc. Student can draw a shape
when given a description
that includes vertices,
angles, sides, etc. N/A 2nd Grade Mathematics Companion Document Albany County District #1 Divide a rectangle
into rows and
columns of the same
size squares 2.G.2 MATHEMATICAL
PRACTICE Make sense of
problems and
perseveres in solving
them SMP1 Use numbers and
symbols to represent
a problem SMP2 Communicate
effectively about their
learning and respond
appropriately to
others’ perspectives SMP3 Student is unable to divide
a rectangle into rows and
columns. Student is able to divide
a rectangle into rows
and columns, but the
size of the squares is
inconsistent. Student is able to divide a
rectangle into rows and
columns of the same size
squares. Student is able to find
the area of a rectangle
using multiplicative
concepts. Not
Assessed 1 2 3 4 When solving a problem
the student is able to do
3 of the following, or all
4 inconsistently: 1. Explain the meaning
of problem 2. Look for ways to
solve it 3. Try alternatives 4. Continue to work on a
problem until a
reasonable solution is
reached When solving a problem
the student is able to: 1. Explain the meaning of
problem 2. Look for ways to solve it 3. Try alternatives 4. Continue to work on a
problem until a reasonable
solution is reached 5. Generalizes strategies
for use in similar problem
solving contexts. When solving a
problem the student is
able to: 1. Explain the meaning
of problem 2. Identify and use the
most efficient strategy
for solving a problem 3. Continue to work on
a problem until a
reasonable solution is
reached 4. Generalizes strategies
for use in similar
problem solving
contexts. Student is able to
consistently and
accurately represent a
problem using a number
sentence/equation and
the equation represents
the problem solving
process used Student is able to
consistently and accurately
represent a problem using
a number
sentence/equation and the
equation represents the
problem solving process
used. Student is also able
to create a problem based
on a given number
sentence/equation Student is able to
consistently and
accurately represent a
problem using a number
sentence/equation and
the equation represents
the problem solving
process used, with the
answer represented with
appropriate units.
Student is also able to
create a problem based
on a given number
sentence/equation. Student is able to clearly
explain and organize their
math thinking, verbally
and in writing, using
formal language and
critique the reasoning of
their peers, looking for
accurate and efficient
strategies. Student is able to
clearly explain and
organize their math
thinking, verbally and
in writing using formal
language. Student uses
the reasoning of their
peers to look for
accurate and efficient
strategies that they can
apply in future
problems. When solving a problem
the student is able to do 0-2
of the following, or 0-3
inconsistently: 1. Explain the meaning of
problem 2. Look for ways to solve it 3. Try alternatives 4. Continue to work on a
problem until a reasonable
solution is reached Student is unable to
consistently and accurately
represent a problem using
a number
sentence/equation Student inaccurately or
incompletely explains and
organizes their math
thinking, verbally and/or in
writing Student is able to clearly
explain and organize
their math thinking,
verbally and in writing
or is able to question
the ideas presented by
peers, either for
clarification or to ensure
accuracy. 2nd Grade Mathematics Companion Document Albany County District #1 Use appropriate tools SMP5 Attend to precision
(academic
vocabulary) SMP6 Student is unable to select
or use appropriate
mathematical tools to
measure length/width or
model place value
problems. Student inconsistently
selects or uses
appropriate
mathematical tools to
measure length/width or
model place value
problems. Appropriate
tools may include
hundred charts, number
lines, place value
blocks, rulers, or
measuring tapes. Student is able to select
and use appropriate
mathematical tools to
measure length/width and
model place value
problems. Appropriate
tools may include hundred
charts, number lines, place
value blocks, rulers, or
measuring tapes. Student is able to select
and use appropriate
mathematical tools to
measure length/width,
model place value
problems, and aid in
solving problems.
Appropriate tools may
include hundred charts,
number lines, place
value blocks, rulers, or
measuring tapes. Student does not use grade
level vocabulary to
communicate descriptions
and explanations Student inconsistently
uses grade level
vocabulary to
communicate
descriptions and
explanations Student uses grade level
vocabulary to communicate
descriptions and
explanations N/A Calculations are
consistently inaccurate. Calculations are
inconsistently accurate. Calculations are
consistently accurate. N/A Attend to precision
(Calculation) SMP6