Mathematical Practice Standards

MP.1: Make sense of problems and persevere in solving them.

This practice standard appears in Pearson lessons 9-2, 9-8, and 9-10 but an be applied at almost any lesson that students work through math problems and use multiple strategies. 

MP.2: Reason abstractly and quantitatively.

This practice standard appears in almost all the Pearson lessons. 

MP.3: Construct viable arguments and critique the reasoning of others.

This practice standard appears in Pearson lessons 9-3, 9-5, 9-6, 9-8, 9-9, and 9-10. Tens when appears when students justify their work and explain their thinking. 

MP.4: Model with mathematics.

This practice standard appears in the beginning Pearson lessons of this topic because students model place value with base ten blocks but move to abstractions. 

MP.5: Use appropriate tools strategically.

This practice standard appears in Pearson lessons 9-1, 9-2, 9-3, 9-5, 9-6, and 9-8. 

MP.6: Attend to precision.

This practice standard appears in Pearson lessons 9-4 and 9-5 mostly but is another practice standard that is needed whenever students are solving problems with care and attention. 

MP.7: Look for and make use of structure.

This practice standard appears in Pearson lessons 9-1, 9-4, 9-6, 9-7, 9-9, and 9-10. Number sense and grasping the base ten system is needed to further students in math for the next topic.

MP.8: Look for and express regularity in repeated reasoning.

This practice standard appears in Pearson lessons 9-3, 9-6, 9-7, 9-8, and 9-9. This standard is important for recognizing patterns. 

Students are always practicing these standards. Across all math content, they are embodying these practices. 

Mathematical Common Core Standards

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. 

This standard is addressed in the lessons first half of this unit. This beginning five lessons in Pearson EnVision’s text help solidify the idea of what hundreds are and how they behave similarly to tens and ones. 

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

This standard appears in the lessons 9-6, 9-7, and 9-10. It requires students to skip count and identify patterns in the numbers within 1,000.

2.NBT.A.3: Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form.

This standard is also addressed in the first half of the unit. Students learn the multitude of ways to write and read numbers and how they are all related. 

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 of comparisons.

This standard appears at the end of the unit in lessons 9-8, 9-9, and 9-10. After students build their base of knowledge about hundreds and place value, they are introduced to > and < symbols and integrate this into their place value understanding. 

2.NBT.B.8: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

This standard builds students ability to add and subtract within 1,000. In lessons 9-6 and 9-10, students will use the ability to add and subtract 10s and 100s from numbers in order to complete other tasks. This will create a foundation for them to learn the standard algorithm ahead. 

English Language Arts and Literacy Standards

2.SL.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

In the extended meetings, students will be expected to work in small groups, especially for interventions, and collaborate to deepen their understandings. 

2.SL.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Also important in small groups, students will be asking and answering questions to better clarify their thinking and understand the material better. 

2.SL.4: Tell a story, recount an experience, or explain how to solve a mathematical problem with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences and using appropriate vocabulary.

Students will explain their thinking behind how they solve math problems to teachers and their peers. 

2.SL.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Students speak in full sentences to increase clarity and fluency. 

2.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.

Students use grade level appropriate grammar and word choice when speaking. 

2.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Students write with proper conventions when explaining their thinking. 

2.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Students must read and write both on paper and on the computer as well as speak and listen to one another and the teachers to deepen their understandings. 

2.L.6: Use words and phrases acquired through conversations, activities in the grade 2 curriculum, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Students use the Word Wall and relevant math vocabulary when explaining their thinking.