# Math Grade 2. Understand that three non-zero digits of a 3-digit number represent amounts of hundreds, tens and ones.

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1 Number Sense Place value Counting Skip counting Other names for numbers Comparing numbers Using properties or place value to add and subtract Standards to be addressed in Number Sense Standard Topic Term 1 (what is appropriate 2NBT1 Understand that the three digits of a Understand that the two three-digit number represent amounts digits of a two-digit number of hundreds, tens, and ones. represent amounts of tens and ones. Term 2 (what is appropriate Understand that three non-zero digits of a 3-digit number represent amounts of hundreds, tens and ones. Term 3 (same as standard) Understand that the three digits of a 3-digit number represent amounts of hundreds, tens, and ones. 2NBT2 Count within Fluently counts past 120 Count within 1000 Count within NBT2 Skip count by 5s Fluently counts to at least Fluently counts to 1000 Fluently counts to NBT2 Skip count by 10s. Fluently counts to at least Fluently counts to 1000 Fluently counts to NBT2 Skip count by 100s Fluently counts to at least Fluently counts to 1000 Fluently counts to NBT3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Read and write numbers to at least 120 using base-10 numerals and numbers to 20 using number names. Read and write numbers to at least 120 using base-10 numerals and numbers to 20 using number names. Read and write number to 1,000 using base-10 numerals, number names, and expanded form. 2NBT4 2NBT5 Use place value to compare two threedigit numbers using >, <, or =. Fluently add or subtract within 100 using strategies based on place value, properties, and relationships. Compare numbers to 99 and record using <, >, =. Able to add within 100 using a number grid, number line, or counters and use the inverse relationship between addition and subtraction to write fact families and solve addition and subtraction facts. Compare two 3-digit numbers with nonzero digits based on meanings of the hundreds, tens, and ones digits, using <,>, and = symbols to record the results of comparisons. Add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, with or without tools. Compare two 3-digit numbers based on meanings of the hundreds, tens, and ones digits using <, >, and = symbols to record the results of comparisons. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 1

2 2NBT6 2NBT7 Add up to four two-digit numbers using strategies based on place value and properties of operations. Add and subtract within 1000, using concrete models and strategies based on place value. Add up to four 2-digit numbers using strategies based on place value and properties of operations. Use concrete models to add and subtract within 100. Add and subtract numbers at least within 100 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Expect children to understand that in adding 3-digit numbers, one adds the hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Add and subtract numbers 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 3-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. 2

3 Computation Adding within 20 Subtracting within 20 Know all sums of two one-digit numbers Know all differences of two one-digit numbers Mentally adding or subtracting 10 or 100 to given numbers Standards to be addressed in Computation Standard Topic Term 1 (what is appropriate Term 2 (what is appropriate 2OA2 2OAMA2a 2NBT8 Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two onedigit numbers. By the end of grade 2, know from memory related subtraction facts of sums of two one-digit numbers. Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number Know doubles and combinations of 10 and apply to solve all addition facts. Know doubles and combinations of 10 and apply strategies to solve all addition and subtraction facts. Term 3 (same as standard) Fluently add and subtract within 20 using mental strategies. Know from memory all sums of two one-digit numbers. Know from memory related subtraction facts of sums of two one-digit numbers. Mentally add 10 and subtract 10 from a two-digit number. Mentally add or subtract 10 from any 2- or 3-digit number. Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number

4 Operations and Algebraic Thinking Solving word problems with addition and subtraction Writing and solving equations to represent an addition or subtraction situation. Identifying odd or even numbers Using addition to find totals in rectangular arrays. Standards to be addressed in Operations and Algebraic Thinking Standard Topic Term 1 (what is appropriate Term 2 (what is appropriate 2OA1 Use addition and subtraction within 100 to solve one- Use addition and Use addition and subtraction and two-step word problems involving situations of subtraction within 20 to within 100 to solve one-step adding to, taking from, putting together, taking solve one- step word word problems by using apart, and comparing, with unknowns in all positions, problems. drawings or equations to e.g., by using drawings and equations with a symbol represent the problem. for the unknown number to represent the problem. 2OA3 2OA4 2NBT9 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. 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. Explain why addition and subtraction strategies work, using place value and properties of operations. Determine whether a group of objects (up to 20) has an odd or even number of members with the aid of manipulatives. Determine whether a group of objects (up to 20) has an odd or even number of members with the aid of manipulatives. Term 3 (same as standard) Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. 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. 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. Explain why the think addition, -0 and -1, subtraction fact strategies work using properties of addition and subtraction. Explain why the think addition, -0 and -1, subtraction fact strategies work using properties of addition and subtraction. Explain why addition and subtraction strategies work, using place value and properties of addition. 4

5 2MD5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units by using drawings. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units by using drawings and equations with a symbol for the unknown number to represent the problem. 5

6 Geometry Identifying shapes and attributes Partitioning shapes into equal sized parts Standards to be addressed in Geometry Standard Topic Term 1 (what is appropriate Term 2 (what is appropriate Term 3 (same as standard) 2G1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Recognize, identify, and draw shapes having specified attributes, such as with a given number of angels or sides or a given number of pairs of parallel sides; identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2G2 2G3 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 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. Partition a rectangle into rows and columns of the same size squares and count to find the total number of them. Partition circles and rectangles into two, three, or four equal shares using the words halves, thirds, half of, a third of, and so on, and describe the whole as two-halves, three-thirds, four-fourths. Recognize that equal shares of identical wholes need not have the same shape. 6

7 Measurement and Data Measuring length Estimating measures of length Telling time to the nearest 5 minutes Relationships in time Solve problems involving money Display data in different types of graphs Interpret information from graphs Standards to be addressed in Data Standard Topic Term 1 (what is appropriate Term 2 (what is appropriate 2MD1 Measure the length of an object by Select an appropriate tool to selecting and using the appropriate measure inches and centimeters. tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2MD2 2MD3 2MD4 2MD6 2MD7 2MDMA7a Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the measurements relate to the size of the unit chosen. Estimate lengths using inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 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. Tell and write time from analog and digital clocks to the nearest five minutes using a.m. and p.m. Know the relationships of time, including seconds in a minute, minutes in an hour, hours in a day, days in a week, a month, and a year; and weeks in a month and year. Measure the length of an object twice, using inches and centimeters for the two measurements. Term 3 (same as standard) Select appropriate measuring tool and measure the length of an object or distance to the nearest inch, foot, or centimeter. Measure the length of an object in both inches and centimeters (or in two different units of length) and describe how the two measurements relate to the size of the unit chosen. Estimate length using units of feet. Estimate lengths using inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Represent 1-20 as lengths on Represent whole number lengths Represent whole numbers as lengths a number line, and whole from 0 on a number line diagram from 0 on a number line diagram number sums and differences with equally spaced points with equally spaced points within 20 on number line corresponding to the numbers 0, corresponding to the numbers 0, 1, 2, diagrams. 1, 2, and sums within 100 on a and represent whole number sums number-line diagram. and differences within 100 on a number line diagram. Tell and write the time using analog and digital clocks to the nearest half hour. Know the relationships of time, including seconds in a minute, minutes in an hour, hours in a day, days in a week, a month, and a year; and weeks in a month and year. Tell and write time from analog and digital clocks to the nearest five minutes using a.m. and p.m. Know the relationships of time, including seconds in a minute, minutes in an hour, hours in a day, days in a week, a month, and a year; and weeks in a month and year 7

8 2MD8 2MD9 2MD10 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and symbols appropriately. 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. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple puttogether, take-apart, and compare problems, using information presented in a bar graph. Solve word problems involving pennies and dimes. Solve problems involving quarters, dimes, nickels, and pennies to show exact change up to \$1. Generate measurement data by making repeated measurements of the same object. Draw a picture graph using a tally chart. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and symbols appropriately. 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. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple puttogether, take-apart, and compare problems, using information presented in a bar graph. 8

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