2.OA Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
2.OA.1: Use addition and subtraction to 100 to solve one- & two- step word problems (including situations involving adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions).
(Example: Mary has 65 books. Jenny gives her some more. Now Mary has 83 books. How many books did Jenny give her? 65+N=83)
Add and subtract within 20.
2.OA.2: Fluently add and subtract 0 – 20 mentally; Know all addition facts (0 – 9) by the end of grade 2.
Work with equal groups of objects to gain foundations for multiplication.
2.OA.3: Determine whether a group of objects (up to 20) has an odd or even number; write an equation to express an even number as the sum of two equal addends.
(Example: By pairing or counting by 2; 2 + 2 = 4)
2.OA.4: Add to find the number of objects in a rectangular array (up to 5 rows & 5 columns); write an equation to express the total as a sum of equal addends.
(Example: 4 + 4 + 4 + 4 = 16)
2.NBT Number and Operations in Base Ten
Understand place value.
2.NB.1: Understand the place value of three digit numbers.
(Example: 743 is equal to 7 hundreds, 4 tens, and 3 ones.)
2.NBT.2: Count to 1,000; including skip counting by 5s, 10s, and 100s.
2.NBT.3: Read and Write numbers to 1,000 using numerals, number names, and expanded form.
(Example: 693; six hundred ninety-three; 600 + 90+ 3)
2.NBT.4: Compare two three-digit numbers using >, <, and = symbols to compare.
(Example: 456 > 365)
Use place value and properties of operations to add and subtract.
2.NBT.5: Fluently add and subtract to 100 using strategies with place value, properties of operations, and/or the relationship between addition and subtraction
2.NBT.6: Add four two-digit numbers using strategies based on place value and properties of operations.
(Example: 23 + 65 + 4 + 19 = )
2.NBT.7: Add and subtract to 1,000, using models, or drawings and strategies including adding or subtracting from the correct place (hundreds from hundreds, etc.) and borrowing or carrying if needed.
2.NBT.8: Mentally add and subtract 10 or 100 to numbers 100-900.
2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations.
2.MD Measurement and Data
Measure and estimate lengths in standard units.
2.MD.1: Measure the length of an object by choosing & using appropriate tools.
(Example: Including using rulers, yardsticks, meter sticks, and measuring tapes.)
2.MD.2: Measure the length of an object twice, using different units for each measurement; describe how the two measurements relate to the size of the units chosen.
(Example: Inches and centimeters; There are more centimeters since it is a smaller unit.)
2.MD.3: Estimate length using inches, feet, centimeters, and meters.
2.MD.4: Measure to determine how much longer one object is than another and answer in a unit length.
(Example: The red book is 3 inches longer than the blue book.)
Relate addition and subtraction to length.
2.MD.5: Use addition and subtraction to 100 to solve word problems involving lengths that are given in the same units by using drawings; use a symbol for the unknown letter to write an equation representing the problem.
(Example: Drawings such as drawings of rulers; The red line is 23 inches long and the blue line is 14 inches long. How long are the two line together?; 23 + 14 = N)
2.MD.6: Represent whole numbers as lengths on a number line; describe adding and subtracting whole numbers to 100 and with a number line.
(Example: The line is 6 units long; 67 – 63 is 4 or 4 units.)
Work with time and money.
2.MD.7: Read and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
IA.1: Describe the relationship among standard units of time including minutes, hours, days, weeks, months and years.
(Example: 60 minutes in an hour, etc.)
2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies; use a dollar sign and cent sign appropriately.
(Example: If you have 2 dimes and 3 pennies, how many cents do you have?)
Represent and interpret data.
2.MD.9: Gather measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object and create a line plot with whole number units.
IA.2: Use interviews, surveys, and observations to collect data that answer questions about students’ interests and/or environment.
(Example: Survey students to collect data on their favorite colors.)
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 and solve simple problems using the data (including put-together, take-apart, and comparing).
(Example: How many votes did pizza and hamburgers get?; How many more votes did hotdogs get than hamburgers?; Which food received the most votes?)
Reason with shapes and their attributes.
2.G.1: Name and draw shapes that have specific characteristics and identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
(Example: Given number of angles, given number of equal faces, etc.)
2.G.2: Divide a rectangle into rows and columns of same-size squares and count to find the total number of them.
2.G.3: Divide circles and rectangles into two, three, or four equal parts and describe the parts using the words halves, thirds, half of, a third of, etc.; describe the whole in parts.
(Example: The square is divided into halves; two halves, three thirds, etc.)