• # Grade 2 Scoring Rubric/Curriculum Guide

### Operations and Algebraic Thinking

#### Fluently adds and subtracts within 20 mentally

Essential Standard/Student Demonstration

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 single-digit numbers and related differences. For example, the sum 6 + 5 = 11 has related differences of 11 – 5 = 6 and 11 – 6 = 5.

End of Year Benchmark

Exceeding Standards

Independently is able to explain a number of efficient strategies used to mentally add and subtract two single-digit numbers within 20 with automaticity and understand related sums and differences.

Meeting Standards

Independently uses mental strategies to add and subtract two-digit numbers within 20 and understand related sums and differences.

Working Toward the Standards

With prompting and support, uses mental strategies to add and subtract within 20. May or may not understand related sums and differences.

Limited Progress Toward the Standards

Limited or unable to use mental strategies to add and subtract within 20.

### Operations and Algebraic Thinking

#### Adds and subtracts one step word problems

Essential Standard/Student Demonstration

2.OA.A.1 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.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, by using drawings and equations with a symbol for the unknown number to represent the problem.

End of Year Benchmark

Exceeding Standards

Independently is able to create and use a multitude of strategies to solve one-step word problems within 100 with unknowns in all positions including one-step word problems involving lengths. Uses mathematical language when explaining their thinking.

Meeting Standards

Independently adds and subtracts within 100 to solve one-step word problems with unknowns in all positions including one-step word problems involving lengths.

Working Toward the Standards

With prompting and support, adds and subtracts within 100 to solve one-step word problems. May or may not be able to solve one-step word problems involving lengths.

Limited Progress Toward the Standards

Limited or unable to understand how to add and subtract within 100 to solve one-step word problems and one-step word problems involving lengths.

### Operations and Algebraic Thinking

#### Adds and subtracts two-step word problems

Essential Standard/Student Demonstration

2 OA.A.1 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.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, by using drawings and equations with a symbol for the unknown number to represent the problem.

End of Year Benchmark

Exceeding Standards

Independently is able to create and use a multitude of strategies to solve two-step word problems within 100 with unknowns in all positions including two-step word problems involving lengths. Uses mathematical language when explaining their thinking.

Meeting Standards

Independently adds and subtracts within 100 to solve two-step word problems with unknowns in all positions including two-step word problems involving lengths.

Working Toward the Standards

With prompting and support, adds and subtracts within 100 to solve two-step word problems. May or may not be able to solve two-step word problems involving lengths.

Limited Progress Toward the Standards

Limited or unable to understand how to add and subtract within 100 to solve two-step word problems and two-step word problems involving lengths.

### Operations and Algebraic Thinking

#### Identifies odd and even numbers within 20

Essential Standard/Student Demonstration

2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

End of Year Benchmark

Exceeding Standards

Independently is able to analyze a group of objects (up to 50) and create an equation using efficient strategies and mathematical language to express if it has an odd or even number of members.

Meeting Standards

Independently is able to determine whether a group of objects (up to 20) has an odd or even number of members and write an equation to express an even number as a sum or two equal addends.

Working Toward the Standards

With prompting and support, is able to pair objects to determine if a group (up to 20) has an odd or even number of members. May or may not be able to write an equation to express an even number as a sum of two equal addends.

Limited Progress Toward the Standards

Limited or unable to determine if a group of objects (up to 20) has an odd or even number of members. Limited or unable to write an equation to express an even number as a sum of two equal addends.

### Operations and Algebraic Thinking

#### Determines the amount of objects in an array - 5 rows/5 columns

Essential Standard/Student Demonstration

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

End of Year Benchmark

Exceeding Standards

Independently is able to create equivalent addition and multiplication equations in writing in order to express the total number of objects in a rectangular array (up to 5 rows/5 columns.)

Meeting Standards

Independently is able to find the total number of objects arranged in a rectangular array (up to 5 rows/5columns) and write an equation to express the total sum of the equal addends.

Working Toward the Standards

With prompting and support, is able to find the total number of objects arranged in a rectangular array (up to 5 rows/5columns.) May or may not be able to write an equation to express the total sum of the equal addends.

Limited Progress Toward the Standards

Limited or unable to find the total number of objects arranged in a rectangular array (up to 5 rows/5columns.) May or may not be able to write an equation to express the total number of objects.

### Numbers and Operations in Base Ten

#### Understands place value

Essential Standard/Student Demonstration

2.NBT.A.1 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.

1. 100 can be thought of as a bundle of ten tens—called a "hundred."
2. 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.3 Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form.

End of Year Benchmark

Exceeding Standards

Independently understands that the four digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones and that ten tens is called a hundred and ten hundreds is called a thousand. Able to read and write numbers beyond 1,000 using numerals, number names, and expanded form.

Meeting Standards

Independently understands that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Understands that ten tens is called a hundred. Able to read and write numbers to 1,000 using numerals, number names, and expanded form.

Working Toward the Standards

With prompting and support, understands that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Understands that ten tens is called a hundred. May or may not be able to read and write numbers to 1,000 using numerals, number names, and expanded form.

Limited Progress Toward the Standards

Limited or unable to understand that the two digits of a two-digit number represent amounts of tens, and ones. Limited or unable to understand that ten tens is called a hundred. May or may not be able to read and write numbers to 100 using numerals, number names, and expanded form.

### Numbers and Operations in Base Ten

#### Skip counts starting at any number

Essential Standard/Student Demonstration

1. NBT.A.2 Count within 1,000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting starting at any number.

End of Year Benchmark

Exceeding Standards

Independently counts within 1,000; skip-count by 5s, 10s, and 100s. Identifies patterns in skip counting starting at any number when adding and subtracting. Is able to explain their thinking using a variety of strategies.

Meeting Standards

Independently counts within 1,000; skip-count by 5s, 10s, and 100s. Identifies patterns in skip counting starting at any number when adding.

Working Toward the Standards

With prompting and support, counts within 1,000; skip-count by 10s, and 100s. May or may not be able to identify patterns in skip counting starting at any number when adding.

Limited Progress Toward the Standards

Limited or unable to count within 1,000; skip-count by 10s, and 100s. Limited or unable to identify patterns in skip counting starting at any number when adding.

### Numbers and Operations in Base Ten

#### Compares three-digit numbers

Essential Standard/Student Demonstration

2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results.

End of Year Benchmark

Exceeding Standards

Independently compares two four-digit numbers based on meanings of the thousands, hundreds, tens, and ones digits, using >, =, and < symbols to record the results. Able to explain and show their thinking in numbers and/or words.

Meeting Standards

Independently compares two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results.

Working Toward the Standards

With prompting and support, compares two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results.

Limited Progress Toward the Standards

Limited or unable to compare two two-digit numbers based on meanings of the tens, and ones digits, using >, =, and < symbols to record the results.

### Numbers and Operations in Base Ten

#### Adds and subtracts without regrouping

Essential Standard/Student Demonstration

2.NBT.B.5 Fluently add and subtract within 1000 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.NBT.B.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 three-digit 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.

2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

End of Year Benchmark

Exceeding Standards

Independently and fluently adds and subtracts beyond 1000 and adds four or more two-digit numbers using strategies based on place value and properties of operations. Uses concrete models or drawings and efficient strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relates the strategy to a written method and explains why a variety of addition and subtraction strategies work, using place value and the properties of operations. Understands that in adding or subtracting four-digit numbers, one adds or subtracts thousands and thousands, hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose ones, tens or hundreds.

Meeting Standards

Independently and fluently adds and subtracts within 1000 and adds up to four two-digit numbers using strategies based on place value and properties of operations. Uses concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relates the strategy to a written method and explains why addition and subtraction strategies work, using place value and the properties of operations. Understands that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose ones, tens or hundreds.

Working Toward the Standards

With prompting and support, adds and subtracts within 1000 and adds up to four two-digit numbers using strategies based on place value and properties of operations. Uses concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relates the strategy to a written method and explains why addition and subtraction strategies work, using place value and the properties of operations. May or may not be able to understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose ones, tens or hundreds.

Limited Progress Toward the Standards

Limited or unable to add and subtract within 500 and add up to four two-digit numbers using strategies based on place value and properties of operations. May or may not be able to use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; unable to relate the strategy to a written method or explain why addition and subtraction strategies work. May or may not be able to understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose ones, tens or hundreds.

### Numbers and Operations in Base Ten

#### Adds and subtracts with regrouping

Essential Standard/Student Demonstration

2.NBT.B.5 Fluently add and subtract within 1000 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.NBT.B.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 three-digit 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.

2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

End of Year Benchmark

Exceeding Standards

Independently and fluently adds and subtracts beyond 1000 and adds four or more two-digit numbers using strategies based on place value and properties of operations. Uses concrete models or drawings and efficient strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relates the strategy to a written method and explains why a variety of addition and subtraction strategies work, using place value and the properties of operations.Understands that in adding or subtracting four-digit numbers, one adds or subtracts thousands and thousands, hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to decompose tens, hundreds, and thousands.

Meeting Standards

Independently and fluently adds and subtracts within 1000 and adds up to four two-digit numbers using strategies based on place value and properties of operations. Uses concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relates the strategy to a written method and explains why addition and subtraction strategies work, using place value and the properties of operations. Understands that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to decompose tens or hundreds.

Working Toward the Standards

With prompting and support, adds and subtracts within 1000 and adds up to four two-digit numbers using strategies based on place value and properties of operations. Uses concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relates the strategy to a written method and explains why addition and subtraction strategies work, using place value and the properties of operations. May or may not be able to understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to decompose tens or hundreds.

Limited Progress Toward the Standards

Limited or unable to add and subtract within 1000 and adding up to four two-digit numbers using strategies based on place value and properties of operations. May or may not be able to use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; unable to relate the strategy to a written method or explain why addition and subtraction strategies work. May or may not be able to understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to decompose tens or hundreds.

### Numbers and Operations in Base Ten

#### Mentally adds/subtracts 10 or 100 from any number

Essential Standard/Student Demonstration

2.NBT.A.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

End of Year Benchmark

Exceeding Standards

Independently student mentally adds and subtracts 10 or 100 to a given number beyond 900. Able to explain how they arrived at the sum/difference using a variety of strategies.

Meeting Standards

Independently student mentally adds and subtracts 10 or 100 to a given number 100-900.

Working Toward the Standards

With prompting and support, mentally adds 10 or 100 to a given number 100-900, may or may not be able to mentally subtract 10 or 100 from a given number 100-900.

Limited Progress Toward the Standards

Limited or unable to mentally add 10 or 100 to a given number 100-500 or mentally subtract 10 or 100 from a given number 100-500.

### Measurement and Data

#### Measures using inches, feet, yards, centimeters, meters

Essential Standard/Student Demonstration

2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.

2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

End of Year Benchmark

Exceeding Standards

Independently estimates lengths using units of inches, feet, centimeters, and meters. Measures the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes and describes why that tool is appropriate. Is able to measure and determine how much longer one object is than another. Measures the length of an object twice, using length units of different lengths for the two measurements; describes how the two measurements relate to the size of the unit chosen. Is able to convert inches into feet and centimeters into meters.

Meeting Standards

Independently estimates lengths using units of inches, feet, centimeters, and meters. Measures the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Is able to measure and determine how much longer one object is than another. Measures the length of an object twice, using length units of different lengths for the two measurements; describes how the two measurements relate to the size of the unit chosen.

Working Toward the Standards

With prompting and support estimates lengths using units of inches, feet, centimeters, and meters. Measures the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. May or may not be able to measure and determine how much longer one object is than another. Measures the length of an object twice, using length units of different lengths for the two measurements; may or may not be able to describe how the two measurements relate to the size of the unit chosen.

Limited Progress Toward the Standards

Limited or unable estimate lengths using units of inches, feet, centimeters, and meters. Limited or unable to measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Limited or unable to measure and determine how much longer one object is than another. Limited or unable to measure the length of an object twice, using length units of different lengths for the two measurements; unable to describe how the two measurements relate to the size of the unit chosen.

### Measurement and Data

#### Represents whole numbers on a number line involving lengths

Essential Standard/Student Demonstration

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.

End of Year Benchmark

Exceeding Standards

Independently represents whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, and represents whole-number sums and differences beyond 100 on a number line diagram.

Meeting Standards

Independently represents whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, and represents whole-number sums and differences within 100 on a number line diagram.

Working Toward the Standards

With prompting and support, represents whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2. May or may not be able to represent whole-number sums and differences within 100 on a number line diagram.

Limited Progress Toward the Standards

Limited or unable to represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2.  Limited or unable to represent whole-number sums and differences within 50 on a number line diagram.

### Measurement and Data

#### Tells time to the nearest 5 minutes using a.m. and p.m.

Essential Standard/Student Demonstration

2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

1. Know the relationships of time, including seconds in a minute, minutes in an hour, hours in a day, days in a week; days in a month and a year and approximate number of weeks in a month and weeks in a year.

End of Year Benchmark

Exceeding Standards

Independently tells and writes time from analog and digital clocks to the nearest minute, using a.m. and p.m. Knows the relationships of time, including seconds in a minute, minutes in an hour, hours in a day, days in a week, days in a month and a year and approximate number of weeks in a month and weeks in a year. Is able to use half past, quarter past, and quarter to when telling time.

Meeting Standards

Independently tells and writes time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Knows the relationships of time, including seconds in a minute, minutes in an hour, hours in a day, days in a week,  days in a month and a year and approximate number of weeks in a month and weeks in a year.

Working Toward the Standards

With prompting and support, tells and writes time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.  May or may not know the relationships of time, including seconds in a minute, minutes in an hour, hours in a day, days in a week, days in a month and a year and approximate number of weeks in a month and weeks in a year.

Limited Progress Toward the Standards

Limited or unable to tell and writetime from analog and digital clocks to the nearest half hour, using a.m. and p.m. Limited knowledge of the relationships of time, including seconds in a minute, minutes in an hour, hours in a day, days in a week, days in a month and a year and approximate number of weeks in a month and weeks in a year.

### Measurement and Data

#### Solves money word problems up to \$10

Essential Standard/Student Demonstration

2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to \$10), using \$ and ¢ symbols appropriately and whole dollar amounts. For example, if you have 2 dimes and 3 pennies, how many cents do you have? If you have \$3 and 4 quarters, how many dollars or cents do you have? (Students are not expected to use decimal notation.)

End of Year Benchmark

Exceeding Standards

Independently solves word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to \$20), using \$ and ¢ symbols appropriately and whole dollar amounts. For example, if you have 2 dimes and 3 pennies, how many cents do you have? If you have \$3 and 4 quarters, how many dollars or cents do you have? Students are able to use decimal notation.

Meeting Standards

Independently solves word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to \$10), using \$ and ¢ symbols appropriately and whole dollar amounts. For example, if you have 2 dimes and 3 pennies, how many cents do you have? If you have \$3 and 4 quarters, how many dollars or cents do you have? (Students are not expected to use decimal notation.)

Working Toward the Standards

With prompting and support, solves word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to \$5), using \$ and ¢ symbols appropriately and whole dollar amounts. For example, if you have 2 dimes and 3 pennies, how many cents do you have? If you have \$3 and 4 quarters, how many dollars or cents do you have? (Students are not expected to use decimal notation.)

Limited Progress Toward the Standards

Limited or unable to solve word problems involving quarters, dimes, nickels, and pennies (up to \$1), using \$ and ¢ symbols appropriately and whole dollar amounts. For example, if you have 2 dimes and 3 pennies, how many cents do you have? If you have 4 quarters, how many dollars or cents do you have? (Students are not expected to use decimal notation.)

### Measurement and Data

#### Generates data and creates a line plot with whole numbers

Essential Standard/Student Demonstration

2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Organize and record the data on a line plot (dot plot) where the horizontal scale is marked off in whole-number units.

End of Year Benchmark

Exceeding Standards

Independently generates measurement data by measuring lengths of several objects to the nearest whole and half unit, or by making repeated measurements of the same object. Organizes and accurately records the data on a line plot (dot plot) where the horizontal scale is marked off in whole and half number units. Is able to analyze data and draw conclusions.

Meeting Standards

Independently generates measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Organizes and accurately records the data on a line plot (dot plot) where the horizontal scale is marked off in whole-number units.

Working Toward the Standards

With prompting and support, generates measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. May or may not be able to organize and accurately record the data on a line plot (dot plot) where the horizontal scale is marked off in whole-number units.

Limited Progress Toward the Standards

Limited or unable to generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Limited or unable to organize and accurately record the data on a line plot (dot plot) where the horizontal scale is marked off in whole-number units.

### Measurement and Data

#### Creates picture and bar graphs to represent data and solves problems

Essential Standard/Student Demonstration

2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems, using information presented in a bar graph.

End of Year Benchmark

Exceeding Standards

Independently draws a picture graph and a bar graph (with single-unit scale) to represent a data set with up to six categories. Able to analyze data and solve put-together, take-apart, and compare problems using information presented in a bar graph. Is able to explain how the problem was solved using mathematical language. and efficient strategies.

Meeting Standards

Independently draws a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solves simple put-together, take-apart, and compare problems using information presented in a bar graph.

Working Toward the Standards

With prompting and support, draws a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. May or may not be able to solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Limited Progress Toward the Standards

Limited or unable to draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to three categories and solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

### Geometry

#### Recognizes shapes/solids and their attributes (# of faces and angles)

Essential Standard/Student Demonstration

2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, squares, rectangles, rhombuses, trapezoids, pentagons, hexagons, and cubes.

End of Year Benchmark

Exceeding Standards

Independently is able to recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, squares, rectangles, rhombuses, trapezoids, pentagons, hexagons, and cubes. Is able to identify and draw other 2D and 3D shapes and recognize that some shapes are comprised of other shapes (ex: two triangles or rectangles make up a square.)

Meeting Standards

Independently is able to recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, squares, rectangles, rhombuses, trapezoids, pentagons, hexagons, and cubes.

Working Toward the Standards

With prompting and support, is able to use attributes of shapes to identify and draw some triangles, squares, rectangles, rhombuses, trapezoids, pentagons, hexagons, and cubes.

Limited Progress Toward the Standards

Limited or unable to use attributes of shapes to identify and draw triangles, squares, rectangles, rhombuses, trapezoids, pentagons, hexagons, and cubes.

### Geometry

#### Partitions circles and rectangles into halves, thirds, and fourths

Essential Standard/Student Demonstration

2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

End of Year Benchmark

Exceeding Standards

Independently is able to partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Able to explain and show how equal shares of identical wholes need not have the same shape. Beginning to understand equivalence between shares (ex: 1/2 = 2/4.)

Meeting Standards

Independently is able to partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Working Toward the Standards

With prompting and support, partitions circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. May or may not be able to recognize that shares of identical wholes need not have the same shape.

Limited Progress Toward the Standards

Limited or unable to partition circles and rectangles into two, three, or four equal shares. May or may not be able to describe the shares using the words halves, thirds, half of, a third of, etc.  Limited or unable to recognize that shares of identical wholes need not have the same shape..

### Geometry

#### Partitions a rectangle into rows and columns with equal sized squares

Essential Standard/Student Demonstration

2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

End of Year Benchmark

Exceeding Standards

Independently partitions a rectangle into rows and columns of same-size squares and counts to find the correct total number of them. Is able to show the total number of squares by using repeated addition or multiplication sentences.

Meeting Standards

Independently partitions a rectangle into rows and columns of same-size squares and counts to find the correct total number of them.

Working Toward the Standards

With prompting and support, partitions a rectangle into rows and columns of same-size squares and counts to find the correct total number of them.

Limited Progress Toward the Standards

Limited or unable to partition a rectangle into rows and columns of similar-size squares. May or may not be able to count to find the correct total number of them.