 Barnstable Public Schools
 Scoring DefinintionsGrading Rubrics
 Grade 2 Math Scoring Rubric and Curriculum Guide
Curriculum
 Curriculum
 Elementary Report Cards (K3)

Scoring DefinintionsGrading Rubrics
 Grade K Scoring Rubric and Curriculum Guide
 Grade K English Language Arts Scoring Rubric and Curriculum Guide
 Grade 1 Math Scoring Rubric and Curriculum Guide
 Grade 1 English Language Arts Scoring Rubric and Curriculum Guide
 Grade 2 Math Scoring Rubric and Curriculum Guide
 Grade 2 English Language Arts Scoring Rubrics and Curriculum Guide
 Grade 3 Math Scoring Rubric and Curriculum Guide
 Grade 3 English Language Arts Scoring Rubric and Curriculum Guide
 Parent Road Maps
 Curriculum Frameworks Massachusetts Dept. of Education
 Barnstable's District Curriculum Accommodation Plan
 Form

Grade 2 Scoring Rubric/Curriculum Guide
Mathematics  Grade 2
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 singledigit 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 singledigit numbers within 20 with automaticity and understand related sums and differences.
Meeting Standards
Independently uses mental strategies to add and subtract twodigit 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 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.
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 onestep word problems within 100 with unknowns in all positions including onestep word problems involving lengths. Uses mathematical language when explaining their thinking.
Meeting Standards
Independently adds and subtracts within 100 to solve onestep word problems with unknowns in all positions including onestep word problems involving lengths.
Working Toward the Standards
With prompting and support, adds and subtracts within 100 to solve onestep word problems. May or may not be able to solve onestep word problems involving lengths.
Limited Progress Toward the Standards
Limited or unable to understand how to add and subtract within 100 to solve onestep word problems and onestep word problems involving lengths.
Operations and Algebraic Thinking
Adds and subtracts twostep word problems
Essential Standard/Student Demonstration
2 OA.A.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.
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 twostep word problems within 100 with unknowns in all positions including twostep word problems involving lengths. Uses mathematical language when explaining their thinking.
Meeting Standards
Independently adds and subtracts within 100 to solve twostep word problems with unknowns in all positions including twostep word problems involving lengths.
Working Toward the Standards
With prompting and support, adds and subtracts within 100 to solve twostep word problems. May or may not be able to solve twostep word problems involving lengths.
Limited Progress Toward the Standards
Limited or unable to understand how to add and subtract within 100 to solve twostep word problems and twostep 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 threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
 100 can be thought of as a bundle of ten tens—called a "hundred."
 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 baseten numerals, number names, and expanded form.
End of Year Benchmark
Exceeding Standards
Independently understands that the four digits of a fourdigit 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 threedigit 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 threedigit 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 twodigit 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
 NBT.A.2 Count within 1,000; skipcount 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; skipcount 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; skipcount 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; skipcount 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; skipcount 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 threedigit numbers
Essential Standard/Student Demonstration
2.NBT.A.4 Compare two threedigit 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 fourdigit 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 threedigit 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 threedigit 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 twodigit 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 twodigit 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 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.
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 twodigit 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 fourdigit 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 twodigit 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 threedigit 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 twodigit 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 threedigit 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 twodigit 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 threedigit 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 twodigit 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 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.
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 twodigit 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 fourdigit 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 twodigit 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 threedigit 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 twodigit 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 threedigit 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 twodigit 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 threedigit 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 100900, and mentally subtract 10 or 100 from a given number 100900.
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 100900.
Working Toward the Standards
With prompting and support, mentally adds 10 or 100 to a given number 100900, may or may not be able to mentally subtract 10 or 100 from a given number 100900.
Limited Progress Toward the Standards
Limited or unable to mentally add 10 or 100 to a given number 100500 or mentally subtract 10 or 100 from a given number 100500.
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 wholenumber 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 wholenumber 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 wholenumber 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 wholenumber 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 wholenumber 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.
 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 wholenumber 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 wholenumber 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 wholenumber 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 wholenumber 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 singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, 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 singleunit scale) to represent a data set with up to six categories. Able to analyze data and solve puttogether, takeapart, 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 singleunit scale) to represent a data set with up to four categories. Solves simple puttogether, takeapart, 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 singleunit scale) to represent a data set with up to four categories. May or may not be able to solve simple puttogether, takeapart, 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 singleunit scale) to represent a data set with up to three categories and solve simple puttogether, takeapart, 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 samesize 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 samesize 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 samesize 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 samesize 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 similarsize squares. May or may not be able to count to find the correct total number of them.