Grade 2

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurement and Data

Geometry

Represent and solve problems involving addition and subtraction.

Add and subtract within 20.

Work with equal groups of objects to gain foundations for multiplication.

Understand place value. 

Use place value understanding and properties of operations to add and subtract.

Measure and estimate lengths in standard units.

Relate addition and subtraction to length.

Work with time and money. 

Represent and interpret data.

Reason with shapes and their attributes.

Use addition and subtraction within 100 to solve one- and two-step word problems. Represent a word problem as an equation with a symbol for the unknown. See Table 1.

Fluently add and subtract within 20. By the end of Grade 2, know from memory all sums of two one-digit numbers.

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 2's).

Use addition to find the total number of objects arranged in rectangular arrays (with up to 5 rows and 5 columns). Write an equation to express the total as a sum of equal addends.

Understand that the three digits of a three-digit number represent groups of hundreds, tens, and ones (e.g., 706 equals 7 hundreds, 0 tens, and 6 ones and also equals 70 tens and 6 ones). Understand the following as special cases: a. 100 can be thought of as a group of ten tens—called a “hundred.” 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).

Count within 1000; skip count by 5's, 10's and 100's.

Read and write numbers up to 1000 using base-ten numerals, number names, and expanded form.

Compare two three-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.

Add up to three two-digit numbers using strategies based on place value and properties of operations. 

Demonstrate understanding of addition and subtraction within 1000, connecting objects or drawings to strategies based on place value (including multiples of 10), properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form. See Table 1.

Mentally add 10 or 100 to a given number in the range of 100 and 900, and mentally subtract 10 or 100 from a given number in the range of 100 and 900.

Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) 

Measure the length of an object by selecting and using appropriate tools (e.g., ruler, meter stick, yardstick, measuring tape).

Measure the length of an object twice, using different standard length units for the two measurements; describe how the two measurements relate to the size of the unit chosen. Understand that depending on the size of the unit, the number of units for the same length varies.

Estimate lengths using units of 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.

Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same unit. See Table 1.

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.

Solve word problems involving collections of money, including dollar bills, quarters, dimes, nickels, and pennies. Record the total using $ and ¢ appropriately. See Table 1.

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 put-together, take-apart, and compare problems using information presented in the graph. See Table 1.

Identify and describe specified attributes of two-dimensional and three-dimensional shapes, according to the number and shape of faces, number of angles, and the number of sides and/or vertices. Draw two-dimensional shapes based on the specified attributes (e.g., triangles, quadrilaterals, pentagons, and hexagons).

Partition a rectangle into rows and columns of same-size rectangles and count to find the total number of rectangles.

Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, fourths, half of, third of, fourth of, and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Represent addition of 2 sets when shown the + symbol 

Solve word problems within 20.

Solve word problems within 100.

Solve one or two step addition and subtraction problems, and add and subtract within 100, using objects, drawings, pictures.

Use pictures, drawings or objects represent the steps of a problem.

Write or select an equation representing the problem and its solution. 

Identify the rule of arithmetic patterns that are increasing.

 Identify numbers as odd or even.

Find the total number of objects when given the number of identical groups and the number of objects in each group neither number larger than 5.

Find total number inside an array with neither number in the columns or rows larger than 5.

Build representations of 3 digit numbers using tens and ones.

 Build representations of 3 digit numbers using hundreds, tens, and ones.

Skip count by 5s

Skip count by 10s.

Skip count by 100s.

Solve real world problems by using mental math (such as skip counting by 2s within 20, 5s within 50, and 10s within 100). 

 Identify numerals 0-100.

 Identify the numeral between 0 and 100 when presented the name.

Write or select the numerals 0-100.

Write or select expanded form for any 2 digit number.

Write or select expanded form for any 3 digit number.

Explain what the zero represents in place value (hundreds, tens, ones) in a number.

Write or select the expanded form for up to 3 digit number. 

Compare (greater than, less than, equal to) 2 numbers up to 100.

Compare 2 digit numbers using representations and numbers (e.g., identify more tens, less tens, more ones, less ones, larger number, smaller number). 

Compare 3 digit numbers using representations and numbers (e.g., identify more hundreds, less hundreds, more tens, less tens, more ones, less ones, larger number, smaller number).

Compare 3 digit numbers using representations and numbers (e.g., identify more hundreds, less hundreds, more tens, less tens, more ones, less ones, larger number, smaller number).

Model addition and subtraction with base 10 blocks within 20.

Model addition and subtraction with base 10 blocks within 50.

Model addition and subtraction with base 10 blocks within 100.

Combine up to 3 sets of 20 or less. 

Decompose tens into ones and/or hundreds into tens in subtraction situations.

Decompose tens into ones and/or hundreds into tens in subtraction situations.

Use diagrams and number lines to solve addition or subtraction problems. 

Mentally add or subtract 10 from a given set from the 10s family (e.g., what is 10 more than 50? What is 10 less than 70?).

Mentally add or subtract 100 from a given set from the 100s family (e.g., what is 100 more than 500? What is 100 less than 700?).

Mentally add or subtract 100 from a given set from the 100s family (e.g., what is 100 more than 500? What is 100 less than 700?).

No CCCs developed for this standard.

Select appropriate tool and unit of measurement to measure an object(ruler or yard stick; inches or feet).

Select appropriate tools and demonstrate or identify appropriate measuring techniques.

Measure the attributes (length, width, height) of an object using 2 different size units. 

Recognize that standard measurement units can be decomposed into smaller units.

Estimate the length of an object using units of feet and inches

Solve word problems involving the difference in standard length units.

Solve one step subtraction problems involving the difference of the lengths of 2 objects in standard length units.

No CCCs developed for this standard.

No CCCs developed for this standard.

Tell time to the nearest 5 minutes using a digital clock.

Solve word problems using dollar bills, quarters, dimes, nickels or pennies.

Organize data by representing continuous data on a line plot.

Identify the value of each category represented on picture graph and bar graph or each point on a line plot.

Analyze data by sorting into categories established by each question

Organize data by representing categorical data on a pictorial graph or bar graph.

Compare the information shown in a bar graph or picture graph with up to 4 categories. Solve simple comparisons of how many more or how many less.

Identify two- dimensional shapes such as rhombus, pentagons, hexagons, octagon, ovals, equilateral, isosceles, and scalene triangles.

Distinguish two- or three- dimensional shapes based upon their attributes (i.e., #of sides, equal or different lengths of sides, # of faces, # of corners).

Draw two- dimensional shapes with specific attributes.

No CCCs developed for this standard.

Partition circles and rectangles into 2 and 4 equal parts.

Label a partitioned shape (e.g., one whole rectangle was separated into 2 halves, one whole circle was separated into three thirds).