Wayne County Public Schools s1

Wayne County Public Schools Revisions (07/2015) to Pacing Guide are denoted in RED. 2010 North Carolina Standard Course of Study: Grade 2 Mathematics Pacing Guide w/ Complete Standards Note: All teachers should have Investigations Teacher Resources; they were part of the enVision Math Textbook Adoption in 2009. PURPLE indicates Mid-Yr Assessment Focus. Domain First Quarter Second Quarter Third Quarter Fourth Quarter 2.OA.1 Use addition and subtraction within 2.OA.1 Use addition and subtraction within 2.OA.1 Use addition and subtraction 2.OA.1 Use addition and subtraction within 100 Operations 100 to solve 1-and 2-step word problems 100 to solve 1-and 2-step word problems within 100 to solve 1-and 2-step word to solve 1-and 2-step word problems involving and involving situations of adding to, taking from, involving situations of adding to, taking from, problems involving situations of adding to, situations of adding to, taking from, putting putting together, taking apart, and comparing, putting together, taking apart, and comparing, taking from, putting together, taking apart, together, taking apart, and comparing, with unknowns in all positions by using drawings and Algebraic with unknowns in all positions by using with unknowns in all positions by using and comparing, with unknowns in all equations with a symbol for the unknown number drawings and equations with a symbol for the drawings and equations with a symbol for the positions by using drawings and equations to represent the problem. Thinking unknown number to represent the problem. unknown number to represent the problem. with a symbol for the unknown number to represent the problem. Focus 1st Qtr: nd Assessment Focus 2 Qtr: Focus 3 rd Qtr: Focus 4 th Qtr: Complete Standard Solve 1-step problem situations to 50. 2.OA.1 Solve 1-step problem situations to 100. Solve 1- & 2-step problem situations Solve 1- & 2- step problem situations to Add To - Result Unknown Represent & Solve Add To - Result Unknown to 100 . 100 . Take From – Change Unknown Problems Involving Take From – Change Unknown Add To - Result Unknown Add To - Result Unknown Compare – Bigger Unknown: More Compare – Bigger Unknown: More Take From – Change Unknown Take From – Change Unknown Addition & Compare - Smaller Unknown: Fewer Compare - Smaller Unknown: Fewer Subtraction. Solve 1-step problem situations to 15. Solve 1-step problem situations to 25. Note 1 about. 2-Step Problems: Note 1 about 2-Step Problems: Take From – Start Unknown nd Take From – Start Unknown Because 2 graders are still Because 2nd graders are still developing Note: One-step word Add To – Start Unknown problems use 1 Add To – Start Unknown developing proficiency with the most proficiency with the most difficult operation. difficult subtypes: Add To/Start subtypes: Add To/Start Unknown; Two-step word Unknown; Take From/Start Take From/Start Unknown; problems use 2 Unknown; Compare/Bigger Compare/Bigger Unknown; operations which Unknown; Compare/Smaller Compare/Smaller Unknown, 2-step may include the same Unknown, 2-step problems do not problems do not involve them. operation or opposite involve them. Note 2: Most 2-step problems should operations. Note 2: Most 2-step problems focus on single-digit addends since the should focus on single-digit addends primary focus of the standard is the since the primary focus of the problem-type. standard is the problem-type. Solve 1- step problem situations to Solve 1- step problem situations to 50. 100. Take From – Start Unknown Add To – Start Unknown Take From – Start Unknown Add To – Start Unknown Compare – Bigger Unknown: More Compare - Smaller Unknown: Fewer Compare – Bigger Unknown: More Compare - Smaller Unknown: Fewer 2.OA.2 2.OA.2 Fluently + & - within 20 10 using 2.OA.2 Fluently + & - within 20 15 2.OA.2 Fluently + & - within 20 2.OA.2 Fluently + & - within 20 using Add & Subtract mental strategies. using mental strategies. using mental strategies. mental strategies. within 20. Mental Strategies from 1.OA.6 Mental Strategies from 1.OA.6 Mental Strategies from 1.OA.6 Mental Strategies from 1.OA.6 Note: By the end of • Counting on • Counting on • Counting on • Making ten • Counting on • Making ten grade 2, know from • Making ten • Making ten • Decomposing a number leading to a ten • Decomposing a number leading to a ten memory all sums of two eg., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14 eg., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14 1-digit numbers. • Using the relationship between + and - • Using the relationship between + and - • Decomposing a number leading to a ten • Decomposing a number leading to a ten • Creating equivalent but easier or • Creating equivalent but easier or e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9 e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9 • Using the relationship between + and - known sums. known sums. 2.OA.3 - 2.OA.4 • Using the relationship between + and - e.g., knowing that 8 + 4 = 12, e.g., knowing that 8 + 4 = 12, Work with Equal 2.OA.3 Determine whether a group 2.OA.4 Use addition to find the total also one knows that 12 – 8 = 4 also one knows that 12 – 8 = 4 Groups of Objects of objects (up to 20) has an odd or number of objects arranged in • Creating equivalent but easier or known • Creating equivalent but easier or even number of members --- by rectangular arrays with up to 5 rows to Gain sums known sums pairing objects or counting them by and up to 5 columns; write an Foundations for e.g., adding 6 + 7 by creating e.g., adding 6 + 7 by creating 2s; write an equation to express an equations to express the total as a sum Multiplication. the equivalent 6 + 6 + 1 = 12 + 1 = 13 the equivalent 6 + 6 + 1 = 12 + 1 = 13 even number as a sum of 2 equal of equal addends. addends. Review all OA standards

Number and 2.NBT.1 Understand that the 3 digits of a 3-digit number represent amounts of Operations in hundreds, tens, and ones. Understand these special cases: Base Ten a. 100 can be thought of as a bundle of ten tens --- called a “hundred.” 2.NBT.1 - 2.NBT.4 b. The numbers 100, 200, 300, 400, 500, Understand Place 600, 700, 800, 900 refer to 1, 2, 3, 4, 5, 6, Value. 7, 8, 9 hundreds (and 0- tens and 0-ones). Assessment Focus: Count a collection of objects using 100s, 10s, and 1s.

2.NBT.2 Count within 1000; skip 2.NBT.2 Count within 1000; skip count 2.NBT.2 Count within 1000; skip count by 5s, 10s,and 100s. by 5s, 10s, and 100s. count by 5s, 10s,and 100s. Focus: Skip count by 5s and 10s to 100. Assessment Focus: Skip count by 5s Focus: Skip count by 5s, 10s, and and 10s to 300. 100s to 1000 .

2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Assessment Focus: Write 3-digit numbers in number form and expanded form.

2.NBT.4 Compare 2 three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =, < symbols to record the results of comparisons. 2.NBT.6 Add up to four 2-digit Assessment Focus: Make and compare numbers using strategies based on true equations from numbers written in 2.NBT.7 Add and subtract within place value and properties of operations. number form and expanded form. 1000, using concrete models or 2.NBT.5 - 2.NBT.9 drawings and strategies based on Use Place Value 2.NBT.5 & 2.NBT.9 2.NBT.7 Continue 2.NBT. 5 Fluently + & - within 100 using strategies place value, properties of operations, Understanding and based on place value, properties of operations, and/or and/or the relationship between Properties of the relationship between addition and subtraction. addition and subtraction; relate the 2.NBT.9 Explain why addition and subtraction strategy to a written method. Operations to Add strategies work, using place value and properties of & Subtract. operations. Understand that in adding or Assessment Focus; Solve 1-step- subtracting 3-digit numbers, one adds problem situations to 100: or subtracts hundreds & hundreds, Review all NBT standards Add To - Result Unknown tens & tens, ones & ones; sometimes it Take From – Change Unknown is necessary to compose or decompose Compare – Bigger Unknown: More tens or hundreds. Compare - Smaller Unknown: Fewer 2.NBT.8 Mentally add 100 to and 2.NBT.8 Mentally add 10 to and subtract 100 from a given number subtract 10 from a given number 100–900. 100 – 900. Measurement 2.MD.1 Measure the length of an object by selecting and using appropriate tools and Data such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.1 - 2.MD.4 Assessment Focus: Use inch ruler to Measure & measure length. Estimate Lengths in Standard Units. 2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the Measurement two measurements relate to the size of the and Data unit chosen. ---- continued 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Assessment Focus: Measure to determine difference between 2 objects (within 10).

2. MD.5 Use addition & subtraction within 2.MD.5 - 2.MD.6 100 to solve word problems involving Relate Addition & lengths that are given in the same units –- 2.MD.9 Generate measurement data by using drawings and equations with a Subtraction to by measuring lengths of several symbol for the unknown number to objects to the nearest whole unit, or Length. represent the problem. by making repeated measurements of Assessment Focus: Solve 1-step- the same object. Show the problem situations to 100: measurements by making a line plot, 2.MD.7 Tell and write time from 2.MD.7 - 2.MD.8 Compare – Bigger Unknown: More where the horizontal scale is marked off in analog and digital clocks to the nearest Work with Time & Compare - Smaller Unknown: Fewer whole-number units. 5 minutes, using a.m. and p.m. Money. 2.MD.6 Represent whole numbers as 2.MD.6 Represent whole numbers as 2.MD.10 Draw a picture graph and a 2.MD.8 Solve word problems lengths from 0 on a number line diagram lengths from 0 on a number line diagram bar graph (with single-unit scale) to involving dollar bills, quarters, dimes, with equally spaced points corresponding with equally spaced points corresponding represent a data set with up to 4 nickels, and pennies, using $ and ₵ 2.MD.9 - 2.MD.10 to the numbers 0, 1, 2, … , and represent to the numbers 0, 1, 2, … , and represent categories. Solve simple put together, symbols appropriately. Represent & whole number sums and differences whole number sums and differences take-apart, and compare problems Interpret Data. within 100 50 on a number line within 100 on a number line diagram. using information presented in a bar Review all MD standards diagram. graph. Geometry 2.G.1 Recognize and draw shapes 2.G.2 Partition a rectangle into rows having specified attributes, such as a and columns of same-size squares and given number of angles or a given count to find the total number of them. 2.G.1 - 2.G.3 number of equal faces. Identify triangles, Note: This standard is a precursor to Reason with quadrilaterals, pentagons, hexagons, and learning about the area of a rectangle and using arrays for multiplication. Shapes & Their cubes. Note: Sizes are compared directly or Attributes. 2.G.3 Partition circles and rectangles visually, not compared by measuring. into 2-, 3-, or 4- equal shares; describe the shares using the words halves, Assessment Focus : Draw shapes thirds, half of, a third of, etc; describe with given attributes. the whole as 2-halves, 3- thirds, 4- - Use attribute clues to determine shape. fourths. Recognize that equal shares of - Identify quadrilaterals & their attributes. identical wholes need not have the same shape. Note: It is important for students to see circles & rectangles partitioned in multiple ways so they learn to recognize that equal shares can be different shapes within the same whole. 2.G.1 Review Textbook Use NC DPI’s Grade 2 Math Unpacking Use NC DPI’s Grade 2 Math Unpacking Use NC DPI’s Grade 2 Math Unpacking Use NC DPI’s Grade 2 Math envision Math © Document Document Document Unpacking Document 2009, and Supplement with Textbook as Appropriate. Supplement with Textbook as Appropriate. Supplement with Textbook as Appropriate. Supplement with Textbook as 2.OA.1 2.OA.1 2.OA.1 Appropriate. Investigations Topics: 1, 2, and 3 Topics: 1, 2, and 3; Topic 6: Lessons: 1-4 Topics: 1, 2, and 3; Topic 6: Lessons: 1-4 2.OA.4 Teacher Resources Topic 6: Lessons: 1-4 Topic 7: Lessons: 3-5; Topic 8: Lessons: 8-1, 8- Topic 7: Lessons: 3-5; Topic 19: Lessons: 19-2, 19-3, 19-5, 19-6 Topic 7: Lessons: 3-5 7 Topic 8: Lessons: 8-1, 8-7 2.NBT.6 NOTE: All Topic 8: Lessons: 8-1, 8-7 Topic 9: Lesson: 9-8; Topic 10: Lesson: 10-7 Topic 9: Lesson: 9-8; Topic 10: Lesson: 10- Topic 8 standards may not Topic 9: Lesson: 9-8 Topic 15: Lesson: 15-6 7 Investigations – Unit 3 – Investigation 1 Topic 10: Lesson: 10-7 2.OA.2 Topic 15: Lesson: 15-6 2.NBT.7 be covered using Topic 15: Lesson: 15-6 Topic 2: Lessons: 2-1, 2-2, 2-3; Topic 3: 2.OA.2 Topic 18 the envision Math 2.OA.2 Lessons: 1-4 Topic 2: Lessons: 2-1, 2-2, 2-3; 2.MD.7 Textbook. Topic 2: Lessons: 2-1, 2-2, 2-3 2.NBT.1 Topic 3: Lessons: 1-4 Topic 15: Lessons: 15-1, 15-2 Topic 3: Lessons: 1-4 Topic 4: Lessons: 4-2, 4-3 2.OA.3 2.MD.8 2.OA.1; 2.OA.2; 2.OA.3 Topic 17: Lessons: 17-1, 17-2, 17-3 Topic 4: Lesson: 4-9 Topic 5 All standards are Investigations – Unit 1 – Investigations 3 & 4 2.NBT.2 2.OA.1; 2.OA.2; 2.OA.3 Investigations – Unit 1 – Investigation 2 explained in the Investigations – Unit 8 – Investigations 1, 3, 4 Topic 4: Lesson: 4-8; Topic 17: Lessons: 17-1, Investigations – Unit 1 – Investigations 3 & 4 2.MD.1; 2.MD.2; 2.MD.3; 2.MD.7; 2.MD.9 NCDPI Grade 2 2.NBT.2 17-5 Investigations – Unit 8 – Investigations 1, 3, 4 Investigations – Unit 9 Topic 4: Lesson: 4-8 2.NBT.3 2.NBT.2 Investigations - Unit 4 – Investigation 4 Math Unpacking Topic 17: Lessons: 17-1, 17-5 Topic 4: Lessons: 4-2, 4-3 Topic 4: Lesson: 4-8; Investigations – Unit 4 – Investigation 2, Document. 2.NBT.2; 2.NBT.8; 2.NBT.9 Topic 17: Lessons: 17-2, 17-3 Topic 17: Lessons: 17-1, 17-5 Sessions: 2.1, 2.2 Investigations - Unit 3- Investigations 3 & 4 2.NBT.4 2.NBT.7 2.G.2 Investigations – Unit 6 – Investigations 1,2,3, 4 Topic 17: Lessons: 17-6, 17-8 Topic 18 Topic 13: Lessons: 13-7, 13-8 The NCDPI Investigations – Unit 8 – Investigations 3 & 4 2.NBT.5 2.NBT.8 Topic 19: Lesson : 19-5 Grade 2 Math 2.G.1 Topic 1: Lesson : 1-6; Topics: 2 and 3, Topic 17: Lesson: 17-5; 2.G.3 Topic 11: Lessons: 11-1, 11-2, 11-3, 11-4, 11-8 Topic 5: Lessons: 5-6, 5-8; Topics: 6, 7, 8, and Topic 18: Lessons: 18-1, 18-5 Topic 12: Lessons: 12-1, 12-2, 12-3 Unpacking 9 2.G.1; 2.G.2; 2.G.3 Document is the Topic 10: Lessons: 10-1, 10-3, 10-4, 10-6 2.MD.9 Investigations – Unit 2 – Investigation 2 primary resource 2.NBT.8 Topic 13: Lessons: 13-4, 13-5 Investigations – Unit 7 – Investigations 1, 2 Topic 17: Lesson: 17-5; Topic 18: Lessons: 18- 2.MD.10 Investigations – Unit 8 to be used. 1, 18-5 Topic 16: Lessons: 16-1, 16-2, 16-3, 16-7 2.NBT.9 Topic 18: Lesson: 18-9 Topics: 2, 3, 6, 7, 8, 9, 10, and 18 Investigations – Unit 1 – Investigation 1 2.NBT.1; 2. NBT.3; 2.NBT.4; 2.NBT.5; 2.NBT.8 Investigations – Unit 4 – Investigations 1 & 2 Investigations – Unit 3 – Investigation 2, 3 & 4 2.MD.1; 2.MD.2; 2.MD.3; 2.MD.7; 2.MD.9 Investigations – Unit 6 – Investigations 1,2,3, & 4 Investigations – Unit 9 Investigations – Unit 8 – Investigations 3 & 4 Investigations - Unit 4 – Investigation 4 2.MD.1 Investigations – Unit 4 – Investigation 2, Topic 13: Lessons: 13-4 and 13-5 Sessions: 2.1, 2.2 2.MD.2 Topic 13: Lesson: 13-3 2.MD.3 Topic 13: Lessons: 13-4, 13-5 Second Grade – 2010 NC Standard Course of Study -- MATH 8. Look for and express regularity in repeated reasoning. Operations and Algebraic Thinking 2.OA Critical Areas Represent and solve problems involving addition and subtraction. 1. Extending understanding of base-ten notation – Students extend 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations their understanding of the base-ten system. This includes ideas of of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all counting in fives, tens, and multiples of hundreds, tens, and ones, as positions, e.g., by using drawings and equations with a symbol for the unknown number to represent well as number relationships involving these units, including the problem. (Note: See CCSS Glossary & Table 1.) comparing. Students understand multi-digit numbers (up to 1000) Add and subtract within 20. written in base-ten notation, recognizing that the digits in each place 2.OA.2 Fluently add and subtract within 20 using mental strategies. (Note: See CCSS 1.OA.6 for a list of represent amounts of thousands, hundreds, tens, or ones mental strategies). By end of Grade 2, know from memory all sums of two one-digit numbers. (e.g., 853 is 8 hundreds + 5 tens + 3 ones). Work with equal groups of objects to gain foundations for multiplication. 2. Building fluency with addition and subtraction – Students use 2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by their understanding of addition to develop fluency with addition and pairing objects or counting them by 2s; write an equation to express an even number as a sum of subtraction within 100. They solve problems within 1000 by applying two equal addends. their understanding of models for addition and subtraction, and they 2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up develop, discuss, and use efficient, accurate, and generalizable to 5 columns; write an equation to express the total as a sum of equal addends. methods to compute sums and differences of whole numbers in Number and Operations in Base Ten 2.NBT base-ten notation, using their understanding of place value and the Understand place value. properties of operations. They select and accurately apply methods 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; that are appropriate for the context and the numbers involved to e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: mentally calculate sums and differences for numbers with only a. 100 can be thought of as a bundle of ten tens – called a “hundred.” tens or only hundreds. b. 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). 3. Using standard units of measure – Students recognize the need for 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. standard units of measure (centimeter and inch) and they use rulers 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. and other measurement tools with the understanding that linear 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, measure involves iteration of units. They recognize that the smaller =, and < symbols to record the results of comparisons. the unit, the more iterations they need to cover a given length. Use place value understanding and properties of operations to add and subtract. 4. Describing and analyzing shapes – Students describe and analyze 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, shapes by examining their sides and angles. Students investigate, and/or the relationship between addition and subtraction. describe, and reason about decomposing and combining shapes to 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. make other shapes. Through building, drawing, and analyzing two- 2.NBT.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 and three-dimensional shapes, students develop a foundation for to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts understanding attributes of two- and three-dimensional shapes, hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or students develop a foundation for understanding area, volume, decompose tens or hundreds. congruence, similarity, and symmetry in later grades. 2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Mathematical Practices 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Note: Explanations may be supported by drawings or objects.) 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. Measurement and Data 2.MD 3. Construct viable arguments and critique the reasoning of others. Measure and estimate lengths in standard units. 4. Model with mathematics. 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, 5. Use appropriate tools strategically. meter sticks, and measuring tapes. 6. Attend to precision. 2.MD.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. 7. Look for and make use of structure. 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4 Measure to determine how much longer one object is than another, terms of a standard length unit. expressing the length difference in Relate addition and subtraction to length. Geometry 2.G 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths Reason with shapes and their attributes. that are given in the same units, e.g., by using drawings (such as drawings of rulers) 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of and equations with a symbol for the unknown number to represent the problem. angles or a given number of equal faces. (Note: Sizes are compared directly or 2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number hexagons, and cubes. sums and differences within 100 on a number line diagram. 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Work with time and money. 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. using the words halves, thirds, half of, a third of, etc., and describe the whole as two and p.m. halves, three thirds, four fourths. Recognize that equal shares of identical wholes need 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using not have the same shape. $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Represent and interpret data. 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements NOTE: CCSS 1.OA.6 ---- referenced in CCSS 2.OA.2 by making a line plot, where the horizontal scale is marked off in whole-number units. Mental Strategies 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set  Counting on with up to four categories. Solve simple put together, take-apart, and compare problems  Making ten using information presented in a bar graph. (Note: See CCSS Glossary & Table 1.)  eg., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14  Decomposing a number leading to a ten  e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9  Using the relationship between addition and subtraction  e.g., knowing that 8 + 4 = 12, one knows that 12 – 8 = 4  Creating equivalent but easier or known sums  e.g., adding 6 + 7 by creating the equivalent 6 + 6 + 1 = 12 + 1 = 13