2nd Grade

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurement and Data

Geometry

Cluster 1: Represent and solve problems involving addition and subtraction. 

Cluster 2: Add and subtract within 20.

Cluster 3: Work with equal groups of objects to gain foundations for multiplication.

Cluster 1: Understand place value.

Cluster 2: Use place value understanding and properties of operations to add and subtract.

Cluster 1: Measure and estimate lengths in standard units

Cluster 2: Relate addition and subtraction to length.

Cluster 3: Work with time and money.

Cluster 4: Represent and interpret data.

Cluster 1: Reason with shapes and their attributes

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. Content Complexity: Level 2: Basic Application of Skills and Concepts

Determine the unknown whole number in an equation relating four or more whole numbers. For examples, determine the unknown number that makes the equation ture in the equations 37+10+10=_____+18, ?-6=13-4, and 15-9=6+ ______ Content Complexity: Level 2: Basic Applicaton of Skills and Concepts

Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers and use fact families to 20. Content Complexity: Level 1: Recall

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. Content Complexity: Level 2: Basic Application of Skills and Concepts

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. Content Complexity: Level 1: Recall

Understand that the three digits of a three-digit number represent amounts of hundreds, tens and one; e.g., 706 equals 7 hundreds, 0 tens and 6 ones. Understand the following as special cases: A. 100 can be thought of as a bundle 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, sven, eight or nine hundreds (and 0 tens and 0 ones.) Content Complexity: Level 2: Basic Application of Skills and Concepts

Count within 1000; skip-count by 5s, 10s and 100s Content Complexity: Level 2: Basic Application of Skills and Concepts

Read and write numbers to 1000 using base-ten numerals,number names, and expanded form Content Complexity: Level 1: Recall

Compare two three-digit numbers based on meanings of the hundred, tens and ones digits, using >, =, and < symbols to record the results of comparisons. Content Complexity: Level 2: Basic Application of Skills and Concepts

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Content Complexity: Level 1: Recall

Add up to four two-digit numbers using strategies based on place value and properties of operations. Content Complexity: Level 1: Recall

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or 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 and hundreds. Content Complexity: Level 2: Basic Application of Skills and Concepts

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Content Complexity: Level 1: Recall

Explain why addition and subtraction strategies work, using place value and the properties of operations. Content Complexity: Level 3: Strategics Thinking and Complex Reasoning

Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks and measuring tapes. Content Complexity: Level 2: Basic Application of Skills and Concepts

Measure the length of an object twice, using different "lenght units" for the two measurements; describe how the two measurements relate to the size of the unit chosen. Content Complexity: Level 2: Basic Application of Skills and Concepts

Estimate lengths using units of inches, feet, yards, centimeters, and meters. Content Complexity: Level 2: Basic Application of Skills and Concepts

Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Content Complexity: Level 2: Basic Application of Skills and Concepts

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. Content Complexity: Level 2: Basic Application of Skills and Concepts

Represent whole numbers as length 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. Content Complexity: Level 2: Basic Application of Skills and Concepts

Tell and write time from analog and digital clocks to the nearest five minutes. Content Complexity: Level 1: Recall

Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction and equal groups situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier? A. Count a mixed collecetion of coins whose sum is less than or equal to one dollar. B. Solve real world and mathematical problems within one dollar involving quarters, dimes, nickels and pennies, using the ¢ (cent) symbol appropriately. C. Compute the value of any combination of dollars (e.g., if you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have? D. Relate the value of pennies, nickles, dimes and quarters to other coins and to the dollar. (e.g., There are five nickels and one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar) Content Complexity: Level 2: Basic Application of Skills and Concepts

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 a bar graph. Content Complexity: Level 2: Basic Application of Skills and Concepts

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 plt, where the horizontal scale is marked off in whole-number units. Content Complexity: Level 2: Basic Application of Skills and Concepts

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. Content Complexity: Level 1: Recall

Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Content Complexity: Level 1: Recall

Partition circles and rectangles in to two, three and 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. Recognise that equal shares or identical wholes need not have the same shape. Content Complexity: Level 1: Recall