Common Core State
3.MD.C5
Recognize area as an attribute of plane figures and understand concepts of area measurement.
October 1, 20183.MD.C5a
A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
October 1, 20183.MD.C5b
A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
October 1, 20182.OA.B2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.
October 1, 20182.NBT.A1b
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).
October 1, 20182.NBT.A3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
October 1, 20182.NBT.A4
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
October 1, 20182.NBT.B5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
October 1, 20182.NBT.B6
Add up to four two-digit numbers using strategies based on place value and properties of operations.
October 1, 20182.NBT.B7
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 … Read More “2.NBT.B7”
October 1, 20182.NBT.B8
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
October 1, 2018