2.OA.1 – Use addition and subtraction within 100 to solve one- and two-step 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. (See Glossary, Table 1. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )
Samples: Adding multiples of 10. Split Strategy. Add On Numbers Under10. Jump Strategy.
2.OA.2 – Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers.
Samples: Addition to 20. Single digit addition (missing number). Subtract Single Digit Numbers.
2.OA.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.
2.OA.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.
Samples: Groups of 2. Counting in Two's. Rows of 5. Counting by fives - Faster. Counting by Tens. Arrays. Counting by Two - Faster.
2.NBT.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. Understand the following as special cases:
2.NBT.1.a – 100 can be thought of as a bundle of ten tens — called a “hundred.”
Samples: Place Values. Place value 100. Place Values teens: counting 15 sticks. Place Values. Place value 100 concepts.
2.NBT.1.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).
Samples: Place Value. Place Values. Place value 100. Place Values teens: counting 15 sticks. Counting by 100's.
2.NBT.2 – Count within 1000; skip-count by 5s, 10s, and 100s.
Samples: Investigating number patterns. Counting by fives - Faster. Counting by Tens. Counting by 100's. Count by 2.
2.NBT.3 – Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Samples: Write numbers to 1000. Reducing numbers from their expanded form. Writing large numbers - four digits.
2.NBT.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.
2.NBT.5 – Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Samples: Place value - 'Adding On' single digit numbers. Place value - Two digit addition without trading.
2.NBT.6 – Add up to four two-digit numbers using strategies based on place value and properties of operations.
Samples: Adding three single digit numbers. Adding On 10 - Blocks as visual cues.
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 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 sometimes it is necessary to compose or decompose tens or hundreds.
Samples: Place value - Adding three digit numbers (no regrouping). Adding On multiples of 10 - Blocks as visual cues.
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.
Samples: Add 10. Add 100. Mentally subtract 10 from a number between 100-900. Subtract 100 (between 100-900).
2.NBT.9 – Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
2.MD.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Samples: Units Of Measure Metric. Units Of Measure Metric. Units Of Measure Metric. Which measuring device.
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.
Samples: Measure length using informal units - blocks. Measuring Length (using informal units). Estimate length in inches.
2.MD.3 – Estimate lengths using units of inches, feet, centimeters, and meters.
Samples: Estimate length in inches. Estimate length in feet. What Is A Centimeter. Estimate length in 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.
Samples: Units Of Measure Metric. Measure length in inches. Differences in length - inches and feet. Measuring With A Ruler.
2.MD.5 – Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
2.MD.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 whole-number sums and differences within 100 on a number line diagram.
Samples: Representing whole numbers as lengths on a number line. Adding and subtracting unit lengths using blocks.
2.MD.7 – Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Samples: Minutes past the hour: 5 minute intervals - digital clocks. Reading Five Minute Intervals.
2.MD.8 – Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
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 by making a line plot, where the horizontal scale is marked off in whole-number units.
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. Solve simple put-together, take-apart, and compare problems (See Glossary, Table 1. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ ) using information presented in a bar graph.
Samples: Data - picture graphs: Activity 1. Interpreting Column Graphs - 3. Graphs. Data - picture graphs: Activity 2.
2.G.1 – Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Samples: Naming 2D shapes. Constructing 2D shapes. Identifying corners on 3D objects. Naming 2D shapes. Constructing 2D shapes.
2.G.2 – Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
2.G.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.
Samples: Halves: identifying an equal share. Halves, Thirds and Quarters. Identifying Fractions.